Year 3 Practice Book 3A Unit 1: Place value within 1,000

Unit 1: Place value Lesson 3: 100s, 10s and 1s (1)

within 1,000 ➜ pages 12–14

Lesson 1: Counting in 100s 1. a) 5 hundreds, 7 tens and 2 ones is equal to 572

b) 6 hundreds, 4 tens and 0 ones is equal to 640
➜ pages 6–8 2. a) 200 30 7
b) 100 0 6
1. 300 three
3. Children should draw in more base 10 equipment as
600 six hundred
follows:
1,000 one thousand (Some children may write ten
a) 2 tens (long rectangles or vertical lines), 2 ones
hundreds. Whilst true, teachers should discuss
(small squares)
the special name for 10 hundreds is one
b) 2 hundreds (large squares), 0 tens (nothing should
thousand.)
be recorded here), 2 ones (small squares)
2. a) 400 500
4. a) 5
b) 900 800
b) 30 8
c) 200 100 0
c) 3 9 5
d) 600 700 1,000
d) 700 60
3. a) 500 five hundred e) 905
b) 800 eight hundred
5. a) Phil has not understood place value and position.
4. Children draw representation of 7 boxes each labelled The 6 digit should be in the 1s column and the
with 100. 8 digit should be in the tens column.
5. Andy has not realised that 10 hundred is called one b) 486
thousand. 6. a) 267
b) 53
Reflect c) 382 = 300 + 80 + 2
d) 57
When counting out loud, the children would say the e) 12
numbers 200, 300, 400, 500, 600 and 700 twice.
Reflect
Lesson 2: Representing Children select a 3-digit number e.g. 354. They represent
numbers to 1,000 it in different ways e.g. 300 + 50 + 4; 100 + 254;
300 + 40 + 14 etc.
➜ pages 9–11

1. 315
Lesson 4: 100s, 10s and 1s (2)
2. a) 362 ➜ pages 15–17
b) 529
c) 106 1. a) 342 c) 750
3. a) 160 c) 265 b) 256
b) 284 d) 429 2. Children draw counters in place value chart, correctly
4. a) 500 20 8 c) 300 50 labelled as follows:
b) 200 60 6 d) 400 60 7 a) 4 circles in H column, labelled 100; 2 circles in
T column, labelled 10; 6 circles in O column,
5. a) Olivia can make 6 different 3-digit numbers
labelled 1
872 827 782 728 287 278
b) 2 circles in H column, labelled 100; 0 circles in
b) Olivia can make 3 different 3-digit numbers
T column; 3 circles in O column, labelled 1
772 727 277
3. a) 1 circle in H column, labelled 100; 4 circles in
Reflect T column, labelled 10; 1 circle in O column,
labelled 1
b) 3 circles in H column, labelled 100; 5 circles in
Ebo is not correct. He has not understood place value.
T column, labelled 10; 2 circles in O column,
The 2 digit means 200 and the 9 digit means 90.
labelled 1
The part-whole model should be 200, 90, 7.

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 Year 3 Practice Book 3A Unit 1: Place value within 1,000

4. a) 332 Lesson 6: The number line to

b) 242
5. Both numbers have the same value, but appear
1,000 (2)
different because Ally has 11, 10s counters. She needs
➜ pages 21–23
to change 10 of these to a 100 counter and then the
number would look the same.
1. a) 550, 570 and 599 should be circled and placed on
to the number line:
Reflect 550 on the 5th mark aer 500
570 on the 7th mark aer 500
Children make a range of 3-digit, 2-digit and 1-digit 599 just before 600
numbers. All the digit sums should make 6. A range b) 379, 372 and 365 should be circled and placed on
could be made: 600, 510, 42, 501, 60, 6. They know if they to the number line:
had found them all if they worked systematically. 379 half-way between 9th mark and 380
372 on 6th mark aer 360
365 half-way between 2nd and 3rd mark aer 360
Lesson 5: The number line to c) 500, 695, 550 and 450 should be circled and placed
1,000 (1) on to the number line:
500 placed about a third along the number line
➜ pages 18–20 695 placed just before 700
550 half-way along the number line
1. Boat A 300 450 about one-sixth along the number line half-
Boat B 850 (Answers may vary but should be close. way between 400 and where 500 has been placed.
Accept 840–860.) 2. a) Allow any numbers > 700 and < 800
2. a) 400 700 800 900 b) Allow any numbers > 150 and < 160
b) 820 830 850 860 870 880 890 3. a) A could be any number smaller than 105
3. a) 250 400 900 B could be any number greater than 245
b) 285 289 b) 104
c) 246
4. Arrows drawn either from numbers to correct position
on number line or re-written in correct position. 4. Children complete chart. Reading down:
610 half-way between 600 and mark aer 600 True
650 half-way between 2nd and 3rd mark aer 600 False
735 three-quarters of the way between 1st and 2nd True
mark aer 700 Cannot tell
750 half-way between 2nd and 3rd mark aer 700
780 on the 4th mark aer 700 Reflect
5. 101 is the next number aer 100 but this number line
does not go up in 1s. There are 10 sections between The start and end numbers both have 0s in the tens and
100 and 200 so each section is worth 10 because 10 ones column, they are multiples of 100. Because the first
lots of 10 make 100. So the first mark will be number is 213, the nearest multiple of 100 would be
100 + 10 = 110. Isla is not correct. 200. The number line has numbers greater than 300, so
the end number is 400, which is the next multiple of 100
6. Many answers possible depending on what steps the aer 321.
line goes up in. Accept anything sensible and correct:
e.g.
Steps of 1: start 495, end 505 Lesson 7: Finding 1, 10 and 100
Steps of 10: start 450, end 550
Steps of 100: start 0, end 1,000 more or less
➜ pages 24–26
Reflect
1. a) 345
Top line: 650 = half-way between 6th and 7th mark
b) 445
Middle line: 650 = on 5th mark
2. a) 10 more than 482 is 492
Bottom line: 650 = on 8th mark b) 100 less than 390 is 290
They are not in the same place because, although the 3. a) 116 e) 78
number lines are the same length, the steps they go up b) 803 f) 389
in are all different. Top in steps of 100; middle in steps of c) 928 g) 728
10 and bottom in steps of 1. d) 855 h) 114

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 Year 3 Practice Book 3A Unit 1: Place value within 1,000

4. a) 800, 600, 710, 690, 701, 699 Lesson 9: Comparing numbers

b) 498
5. Children complete the maze from start by travelling:
to 1,000 (2)
right, right, down, down, right, down, le
➜ pages 30–32
6. a) 435
b) 148 1. a) 348 is greater than 251
348
Reflect b) 367 382
367
Children generate a number using dice. Children swap 2. a) 53, 170, 340 should be circled
with a partner so the chart will be checked. Explanations b) 290, 286, 300, 1,000 should be circled
will vary: e.g. I know Louise’s number is 452 as her chart
said 100 more was 552. I took 100 away from 552 and 3. a) < d) >
got 452. b) > e) <
c) < f) =
4. a) Any digit less than 6
Lesson 8: Comparing numbers b) Any digit greater than 5
to 1,000 (1) c) Answers will vary. Ensure right-hand number is
greater e.g. 148 < 149
d) Answers will vary: Ensure that le-hand number is
➜ pages 27–29 greater e.g. 388 > 387
e) Answers will vary: Both sides will be equal e.g.
1. Mrs Dean has 361 books. Mr Lopez has 358 books.
436 = 436
361 is greater than 358.
f) Answers will vary. Ensure right-hand number is
So 361 > 358
greater e.g. 941 < 951
Mrs Dean has more books.
5. a) Cannot tell circled
2. a) <
Because both Reena’s and Zac’s numbers have
b) <
4 hundreds but we don’t know what is in the tens
3. a) False because (answers may vary). Answer should and ones column of Reena’s. It could be greater
say that le-hand number is 300 and right-hand than 418 or less.
number is 249. 300 is the larger number. b) Amelia because her number only has 3 hundreds
b) True because (answers may vary) Both numbers which is less than Reena’s or Zac’s numbers.
have the same base 10 equipment, 2 hundreds and
3 tens. Both numbers are 230 although the RHS is Reflect
placed differently, its value doesn’t change.
4. Children add drawings of base 10 equipment so Answers will vary but will explain about comparing 100s
answers will vary. Minimum needed to be added is: first, then 10s and finally 1s to decide which number
a) 2 tens and 6 ones (2 long rectangles and 6 small is greater.
squares)
b) Answers will vary. Both sides should be represented
by base 10 equipment to the value of 410 Lesson 10: Ordering numbers
e.g. Right-hand side has 1 hundred and 4 ones
added.
to 1,000
Allow children to add to both sides as long as each
➜ pages 33–35
side equals the other in value.
5. B is greater than A 1. 180, 225, 256
6. Both numbers are the same as they both show 120 in 2. 74, 417, 471, 740
base 10 equipment.
3. 310, 305, 285, 93
Allow reverse order as long as child has changed the
Reflect labels on the page.

Answers may vary, but it should say that the digit in 4. a) 115, 118, 126
the H position is looked at first. If it is the same in both b) 200, 207, 295, 529
numbers, you look at the T column to compare or the c) 86, 608, 800, 806
O column if necessary. d) 70, 80, 780, 870, 1,000

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 Year 3 Practice Book 3A Unit 1: Place value within 1,000

5. a) Allow various answers End of unit check

First box can only have 1, 2 or 3
Second box allow any digit ➜ pages 39–41
Third box allow digits 4 and above
b) Answers will vary.
First box may have digits 3 and above My journal
Second box if the first box had 3, then second box
must be 4 or less. If the first box was greater than Answers will vary.
3, allow any digit.
Third box allow 3 or less 1. Children will describe the number 415 in a variety of
ways, describing its position on a number line. They
may comment on its value compared to others e.g.
Reflect it is less than 500.
78, 718, 817, 871 2. Children explore using place value grid and seven
counters to make numbers.
Answers will vary. Children will explain that the 2 digit is
smallest as it has 0 hundreds. They will then compare the 500 < number made < 700
100s and that 718 has only 7 in the 100s. Children will Numbers made must have a digit total of 7 e.g. 502,
then compare 10s and 7 tens is greater than 1 ten so 871 511.
is the greatest.
If you had 8 counters, you could still make numbers in
the range, but they could not all be in the 100s.
Lesson 11: Counting in 50s
Power play
➜ pages 36–38
Answers will vary. Teacher to check number positioning
1. a) 100 on the number line.
150
200
400
500
b) Children circle 11 packs
2. a) 50, 200, 300, 350
b) 600, 650, 700, 850, 900
c) 250, 350, 400, 450
d) 650, 500, 400, 350
3. a) 550
b) 700
4. a) 450
b) 550
5. 14 coins

Reflect
Answers will vary. Children should say that every
other number is a hundred number and the numbers
in between ‘end’ with a fiy, e.g. four hundred, four
hundred and fiy, five hundred, five hundred and fiy.

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 Year 3 Practice Book 3A Unit 2: Addition and subtraction

Unit 2: Addition and 3. a) matches eight hundred and eight

b) arrow cards
subtraction c) match base 10 equipment
d) no match
e) arrow cards
Lesson 1: Adding and
4 a) 318 b) 0 c) 3
subtracting 100s
5. a) 128 c) 6
b) 0 d) 633
➜ pages 42−44
6. 153 + 6 = 159 or 156 + 3 = 159
1. a) 2 5 7 (Allow 5  2  7) 549 – 0 = 549
2 5 7 or 5  2 7 432 + 1 < 434
700 847 – 5 = 846 – 4
b) 7 3 4
7 3 4 Reflect
400
c) 500 – 400 = 100 (Allow 400 + 100 = 500 or Answers may vary. Children represent 235 – 3 and
100 + 400 = 500) 235 + 3 pictorially. This could be represented with base
100 10 equipment, place value grid or counters.
d) choc ices
2. a) 500
300 + 200 = 500 Lesson 3: Adding a 3-digit
b) 500 number and 1s
400 + 500 = 900
3. a) 700 – 600 = 100 ➜ pages 48−50
b) 500 – 300 = 200
3 1. a) 154
4. a) 500 d) 900 b) 245
b) 300 e) 200 245 Children many complete number line by
c) 500 f) 700 entering jumps (2 + 5) used and some or all of the
numbers.
a, c, e, f should be circled
2. Number line shows jump Number line shows jump
5. The 800 and 500 are in the wrong circles. 800 is the of 3 then 1 ending at 351 of 2 then 1 ending at 531
total (300 + 500 = 800) and should be in the top circle, a) 11 b) 11
with 300 and 500 in the lower two circles. 351 531
6. star = 3 triangle = 5 square = 8 3. a) 355 d) 465 g) 565
b) 356 e) 464 h) 565
Reflect c) 357 f) 463 i) 565
Answers may vary.
Using fact families they should find 8 answers: e.g. In all of the additions it is only the tens and ones
e.g. 900 = 400 + 500; 900 – 400 = 500; 500 = 900 – 400 column that change.
Other explanations are acceptable.
Lesson 2: Adding and 4. 458 + 1 = 459
subtracting a 3-digit number 584 + 1 = 585
185 + 4 = 189
and 1s 418 + 5 = 423 circled
154 + 8 = 162 circled
➜ pages 45−47 514 + 8 = 522 circled
841 + 5 = 846
1. a) 8 158 + 4 = 162 circled
258 5. Possible answers:
258
b) 4, 2 583 + 4 853 + 4 584 + 3 854 + 3 385 + 4 384 + 5
4, 322 835 + 4 834 + 5 843 + 5 483 + 5 485 + 3 845 + 3
322 535 + 8 438 + 5 348 + 5 345 + 8 534 + 8 538 + 4
354 + 8 358 + 4 458 + 3 453 + 8 548 + 3 543 + 8
2. a) 165 b) 351
162 + 3 = 165 356 – 5 = 351

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 Year 3 Practice Book 3A Unit 2: Addition and subtraction

Reflect Lesson 5: Adding and

subtracting a 3-digit number
Children’s explanations may vary. Explanation should
notice the same ‘starting’ number but in one case the
and 10s
10s stays the same, only 1s change. In the other, both
10s and 1s change as 5 + 8 > 10. ➜ pages 54−56

1. a) 197
Lesson 4: Subtracting 1s from a 197
b) 180 – 50 = 130
3-digit number 130
c) 525 417 310 201
➜ pages 51−53 555 447 340 231
2. a) 30 c) 10 more
1. a) 251 – 7 = 244
b) 20 d) 893
244
b) 424 – 6 = 418 3. 291 385
418 271 345
955 523
2. a) 295 Complete number line should show jump of 5,
945 583
landing at 295
b) 4 4. 320 290 275 249
Marked on number line as follows:
3. 135 – 4 = 131 no exchange
275: half-way between 2nd and 3rd mark aer 250
235 – 6 = 229 exchange
290: on 4th mark aer 250
336 – 9 = 327 exchange
249: just before 250 (do not allow if halfway between
446 – 4 = 442 no exchange
marks)
291 – 0 = 291 no exchange
320: on 2nd mark aer 300
290 – 1 = 289 exchange
299 – 1 = 298 no exchange 5. a) 40 d) 285
299 – 9 = 290 no exchange b) 684 e) 604
c) 20 f) 0
4. a) 286 c) 276 e) 307
b) 386 d) 4 f) 307 6. 213 + 0 = 213
223 + 10 = 233
5. Dexter has said 7 – 5, when it’s 35 – 7 (we can pretend
233 + 20 = 253
that the 200 isn’t there to help mental calculation).
243 + 30 = 273
You need to know that 7 = 5 + 2, then 35 – 5 = 30;
30 – 2 = 28 213 233 253 273
So, 235 – 7 = 228
Reflect
6. Children complete the sequence:
301 – 9 = 292 292 – 9 = 283 283 – 9 = 274 Answer may vary.
274 – 9 = 265 265 – 9 = 256 256 – 9 = 247
247 – 9 = 238 238 – 9 = 229 229 – 9 = 220 e.g. 10s digit will be 9 in 432 + 60
220 – 9 = 211 211 – 9 = 202 202 – 9 = 193 I know that 3 + 6 = 9 so 30 + 60 = 90 so 432 + 60 = 492
193
The 10s digit will be 30 in 74 – 40. I know that 7 – 4 = 3,
so 70 – 40 = 30, so 472 – 40 = 432
Reflect
Answers may vary. Children should say that an exchange
is needed when the 1s subtracted is greater than the
1s digit in the 3-digit number.

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 Year 3 Practice Book 3A Unit 2: Addition and subtraction

Lesson 6: Adding a 3-digit 3. 185

286 346
number and 10s 240 270
4. a) 280 c) 290
➜ pages 57−59
b) 751 d) 761
1. 50 525 5. Top le answer: Various answers: 3-digit number must
525 have a 5 digit in the 1s and the 10s digits must have a
difference of 5 to make the calculation 655
2. a) 394 + 60 = 454 c) 564 + 50 = 614
e.g. 785 – 30 or 795 – 40 = 655
b) 480 + 12 = 492 d) 624 + 90 = 714
Top right answer: 690 + 20 = 710
3. a) 324 d) 299
b) 361 e) 812 Bottom le answer: Answer may vary: The 1s digit in
c) 609 f) 60 the 3-digit number must be 0. The 10s digits in the
3-digit number must be one less than the number of
4. Answer may vary. Isla had forgotten that 11 tens are
10s e.g. 780 – 90 = 690; 730 – 40 = 690
100 and 10, so that she should have increased her
hundreds by 1 hundred too. So, 80 + 538 = 618. Bottom right answer 835 – 90 = 745 or
825 – 80 = 745 or 815 – 70 = 745
5. a) 364 c) 364 e) 364
b) 416 d) 416 f) 416 6. 81, 72
Answers may vary.
Reflect
e.g. The top row: I used bonds of 16 to help me.
9 + 7 = 16, 8 + 8 = 16; 7 + 9 = 16 so Answers may vary. Children explain method e.g. using
9 tens + 7 tens = 16 tens. part-whole model.
The bottom row: I used bonds of 11 to help. 9 + 2 = 11; Explain that 251 can be 100 + 150 + 1; if I have
7 + 4 = 11; 5 + 6 = 11 so 9 tens + 2 tens = 11 tens 150 – 80 = 70 then I’m le with 171.
6. Top le answer. Many possibilities: 1s digit in the
3-digit number will be 5 and the 10s digit in the
3-digit number and 2-digit number will be a bond of Lesson 8: Adding and
11 e.g. 425 + 90 = 515
subtracting a 3-digit and
490 + 90 = 580
a 2-digit number
472 + 50 = 522 or 471 + 50 = 521
Bottom right answer. Various answers possible e.g. ➜ pages 63−65
462 + 90 = 552; 472 + 80 = 552
The 10s digits must be a bond of 15 (tens) 1. a) 152 + 37 = 189
189
b) 152 – 41 = 111
Reflect 111
When I add a 3-digit number and 10s, I know I will need 2. 33 + 342 does not have a matching picture.
to exchange 10 tens for 1 hundred if I have counted 3. 122 134 976
more than 9 tens in the tens column. 133 145 22
144 33 33
166 55 987
Lesson 7: Subtracting 10s from Children then complete bottom three calculations by
a 3-digit number continuing the pattern.
4. 153 + 42 = 195 858 – 35 = 823
➜ pages 60−62 153 + 42 = 195 858 – 35 = 823

1. a) 7 5 5. 272 + 24 = 296 678 – 32 = 646

155 155 272 + 24 = 296 678 – 32 = 646
b) 171 171
c) 315 – 80 = 235
235
2. a) 266
b) 500 2
552

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 Year 3 Practice Book 3A Unit 2: Addition and subtraction

Reflect Lesson 10: Subtracting a 2-digit

number from a 3-digit number
Children explain reasoning why 453 + 41 = 494 and
453 – 41 = 412. ➜ pages 69−71
e.g. I know that 453 + 41 will be 494 because 5 + 4 = 9
so 50 + 40 = 90 1. a) 318
318
so 453 + 40 = 493; one more is 494. b) 291
453 – 41 = 412. I know that 50 – 40 =10. So, 453 – 40 = 413; 291
subtract one more is 412. 2. a) 281 b) 390
3. a) 128 c) 184
Lesson 9: Adding a 3-digit and b) 169 d) 889

a 2-digit number 4. Variety of answers:

e.g. 222 – 59 = 163
222 – 95 = 127
➜ pages 66−68
225 – 29 = 196
225 – 92 = 133
1. a) 168 + 23 = 191
252 – 92 = 160
191
252 – 29 = 223
191
522 – 92 = 430
b) 183 + 51 = 234
522 – 29 = 493
183 + 51 = 234
259 – 22 = 237
234
295 – 22 = 273
2. 823 + 92 = 915 529 – 22 = 507
3. 238 + 71 = 309 exchange 10 tens 592 – 22 = 570
318 + 72 = 390 exchange 10 ones 952 – 22 = 930
827 + 31 = 858 no exchange 925 – 22 = 903
731 + 28 = 759 no exchange Check positions correctly placed on a number line.
712 + 38 = 750 exchange 10 ones 5. 175 – 38 = 119
73 + 182 = 255 exchange 10 tens
6. square = 8 triangle = 9
327 + 18 = 345 exchange 10 ones
28 + 137 = 165 exchange 10 ones
Reflect
4. a) 258 + 47 = 305
b) 188 + 13 = 201
Personal individual reflection.
c) 303 + 17 = 320
d) 50 + 672 = 722
e) 525 + 76 = 601
f) 500 = 39 + 461
End of unit check
5. a) 355 + 61 = 416 b) 354 + 62 = 416 ➜ pages 72−73
6. 267 + 34 239 + 64 189 + 12
802 + 99 565 + 37 251 + 49
My journal
Children explain how they chose their pairs. e.g.
I looked at the 1s in both numbers and made sure
Answers vary e.g. answers same, amount subtracted is
they made 10 or more.
the same

Reflect Power play

Answer may vary. 163 + 38 = 201
Step one: Look at the 1s in both numbers and add 163 – 38 = 125
together. Exchange 1s into a 10 if needed.
76 and 326
Step two: Look at 10s in both numbers and add together.
Exchange 10 tens into 100 if needed.
Step three: Add together the hundreds.

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 Year 3 Practice Book 3A Unit 3: Addition and subtraction (2)

Unit 3: Addition and Reflect

subtraction (2) Joe has said that 400 + 100 = 600 which is not correct.
He has tried to add 143 instead of 134.
Lesson 1: Addition and Answer should be 454 + 134 = 588
subtraction patterns
➜ pages 74–76
Lesson 3: Adding two 3-digit
numbers (2)
1. Children complete compact addition.
a) 258 ➜ pages 80–82
b) 254 + 40 = 294
c) 254 Children draw in 4 in H column 1. a) 154 + 168 = 322
654 322
2. a) 256 Children complete compact subtraction 322
b) 30 b) Children complete the place-value chart and
compact addition.
3. 797
151 + 163 = 314
4. a) 545 b) 757
2. a) 236 + 155 = 391 exchange 1s
365 775
237 + 173 = 410 exchange 1s and 10s
347 977
347 + 270 = 617 exchange 10s
c) 30 d) – 200
410 + 199 = 609 exchange 10s
300 – 300
109 + 190 = 299 no exchange
3 + 400
88 + 113 = 201 exchange 1s and 10s
5. Dexter may have to change two digits if the answer b) yes: 237 + 173 and 88 + 113
crosses a 100s boundary.
3. a) 432 + 487 = 919 178 + 13 = 191 629 + 282 = 911
e.g. 322 + 90 = 412 (100s and 10s change) b) Answers may vary e.g. 759 + 152 = 911
10s can be 0 + 0 or a bond of 10 e.g. 5 + 5:
Reflect If 10s is a bond of 10, then H=7
If 10s is 0 + 0 the H = 8
Children show how 654 – 300 and 654 + 300 is worked 1s = 2
out. Children may discuss that only the 100s would 4. 10s must include 5 + 5 or 5 + 8 or 8 + 5 to ensure the
change in both cases and use of part-whole model total is greater than 900. For example:
9 = 6 + 3; 6 = 3 + 3
458 + 451 451 + 458 481 + 455 455 + 481
485 + 451 451 + 485 485 + 415 415 + 485
Lesson 2: Adding two 3-digit 2 more than spaces.
numbers (1)
Reflect
➜ pages 77–79
Bella is wrong as she will exchange 10 1s for a 10
1. a) Compact addition completed to show: because 5 + 7 = 12. Answer will be 712.
224 + 543 = 767
b) 301 + 684 = 985
c) Place value chart completed:
527 + 221 = 748
2. a) 798 b) 972 c) 397
d) 894 e) 825
3. 547
4. a) 186 + 312 = 498
b) 300 + 245 = 545
c) 548 + 130 = 678
5. 436 + 231 = 667: triangle = 2; square = 3; star = 6
6. a) 540 + 321 = 861
b) 862 871
961 861
871 882

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 Year 3 Practice Book 3A Unit 3: Addition and subtraction (2)

Lesson 4: Subtracting a 3-digit Reflect

number from a 3-digit
Children record subtraction that needs only one
number (1) exchange with an explanation that either the 10s or
1s digit in the lower line is greater than the
➜ pages 83–85 corresponding digit in the top line.
1. Children complete compact subtraction and show
‘crossings out’ in PV chart or counters Lesson 6: Estimating answers
a) 678 – 135 = 543
b) 876 – 351 = 525 to additions and subtractions
c) 786 – 531 = 255
2. Children complete subtraction to show: ➜ pages 89–91
599 – 377 = 222
1. Positioning numbers on a number line:
222
310 between 300 and 400, nearer 300
3. Children complete subtraction to show: 480 between 400 and 500, nearer 500
a) 888 – 434 = 454 868 – 443 = 425 507 between 500 and 600, just past 500
688 – 340 = 348 688 – 34 = 654 990 between 900 and 1000, almost at 1000
b) 886 – 340 = 546 364 = 668 – 304 99 between 0 and 100, almost at 100
4. a) 894 – 690 = 204 2. 388 900
b) Answers will vary. Teacher checks word problem is 688 or 721 97 100
subtraction. 600 298 300
5. a) Possible numbers that give an answer between 200 3. a) 300 + 200 = 500 b) 600 – 400 = 200
and 220 are 120, 121, 122 500 200
b) Various numbers give an odd answer,
4. Approx. 200 Approx. 500 Approx. 800
e.g. 101, 111, 201, 211, 221.
548 – 351 195 + 304 901 – 99
c) Number must have a 1 in the ones column and be
88 + 399 990 – 195
a multiple of both 5 and 10. Possible numbers are:
949 – 452
111, 121, 211, 201, 221.
5. a) 200 b) 800 c) 400
Reflect redo c) 781 – 394 = 387
6. I agree with Jamie because 198 + 297 estimated is
Children show their method for 372 – 251. 200 + 300 = 500. I expect it to be less as 198 is less
than 200 and 297 is less than 300.

Lesson 5: Subtracting a 3-digit Reflect

number from a 3-digit number
400 200 700 or 750.
(2)
Some children may see that 448 is close to 450 and will
➜ pages 86–88 estimate to 750.

1. a) 513 – 181 = 332

b) 385 – 169 = 216 Children cross off in place-value
Lesson 7: Checking strategies
chart and complete subtraction.
➜ pages 92–94
2. 543 – 235 = 308 543 – 345 = 198 508 – 91 = 417
3. a) 340 – 187 = 153 1. a) 220
b) 304 – 187 = 117 220 + 215 = 435
c) 400 – 178 = 222 553
211 364
4. a) 575 – 439 = 136
364 + 211 = 575
b) 930 – 539 = 391
b) 553 – 364 = 189 553 – 364 = 189
5. Written as column subtraction: 405 – 138 = 267
2. 517
6. Children test ideas that Even – Even = Even (Mo’s idea) 310 207
and Odd – Odd = Odd (Danny’s idea) 310 + 207 = 517
They should conclude that Mo is correct but not I think the subtraction is correct because the
Danny as Odd – Odd = Even subtraction matches the part-whole model.

© Pearson Education 2018 2

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 Year 3 Practice Book 3A Unit 3: Addition and subtraction (2)

3. a) 255 – 88 = 167 Lesson 9: Problem solving –

88 + 167 = 255
b) I agree with Olivia because the three numbers in
addition and subtraction (2)
the subtraction match the three in the addition.
➜ pages 98–100
4. 755 540 601
300 455 200 340 599 2 1. 314 – 282 = 32
755 – 300 = 455 200 = 540 – 340 601 – 599 = 2 32
755 – 455 = 300 340 = 540 – 200 599 = 601 – 2 2. a) Reena 205
300 + 455 = 755 340 + 200 = 540 599 + 2 = 601 Daniel 175 30
755 = 455 + 300 200 + 340 = 540 601 = 2 + 599 30
5. 201 b) Bar model: Top Bar 380
201 Bottom bars: 205 and 175
201 380
6. a) I know that if 291 – 100 = 191 then 291 – 191 = 100 3. Eiffel Tower bar with 324
but 291 – 192 is subtracting one more so the Blackpool Tower Bar 158 Difference space 166
answer is 99. 158
b) I know that 291 = 100 + 191 and that 99 + 192 = 291 4. a) Girls Bar = 161
is the same total; one has been taken from 100 to Boys Bar = 158 Difference space = 3
make 99 and added to 191 to make 192. b) School A Bar = 158
Bar 161 Linked together to show total = 319
Reflect School B Bar = 173
Bar = 118 Linked together to show total = 291
Estimation gives you a rough answer while fact families School A Bar showing 319 (total from above)
gives you the exact answer. School B Bar showing 291 (total from above)
Difference between two bars = 28

Lesson 8: Problem solving – 5. Bottom: Ebo’s number split into two parts.
Le-hand side = Zac's number
addition and subtraction (1) Right-hand side = difference
Difference space labelled 699
➜ pages 95–97 Ebo’s and Zac’s bars linked together at the end
showing they total 801
1. a) 335 Complete compact addition 125 + 210 = 335 801 = 699 + Zac's number + Zac’s number
335 Ebo’s amount is 12 × 102 + 699 = 750
b) 231 94 231 + 94 = 325 Zac’s amount = 12 × 102 = 51
94
2. Bottom le-hand drawing is circled Reflect
263
3. Top bar = 266 I would draw one bar when I was adding or subtracting,
Bottom bars = 128 and 138 and two when I was comparing two amounts or
138 calculations.

4. Top bar = 201

Bottom bars = 99 and 102 End of unit check
5. Top bar = 500
Bottom bars: 125; 125 + 55 = 180; 195 ➜ pages 101–102
Bracket linking 125 and 180 may show total of 305

Reflect My journal

Children write a question to match 99 + ? = 201 Children order calculations according to their perception
of difficulty.

Power play

Children construct pairs of 3-digit numbers, which they

sum correctly. They use strategy to order their digits so
as to get numbers that can be close together on the
number line.

© Pearson Education 2018 3

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 Year 3 Practice Book 3A Unit 4: Multiplication and division (1)

Unit 4: Multiplication 5. 12 × 3 = 36; 15 × 3 is another 3 × 3 greater

I know that 3 × 3 = 9 and 12 × 3 = 36
and division (1) 9 + 36 = 45 so 15 × 3 = 45
6. Danny is correct because 1 × 3 = 3; 3 × 3 = 9; 5 × 3 = 15;
Lesson 1: Multiplication – equal 11 × 3 = 33. They are all odd.

grouping Reflect
➜ pages 103–105
Children write a word problem for 9 × 3 = 27
1. A, B
2. 3 4 Lesson 3: Dividing by 3
4 + 4 + 4 = 12
3 × 4 = 12 ➜ pages 109–111
12
3. 4 5 1. a) 18
5 + 5 + 5 + 5 = 20 3
4 × 5 = 20 18 ÷ 3 = 6
20 6
b) Number line shows 8 jumps of 3, starting at 24 and
4. 3 × 10 with 10 + 10 + 10
jumping back to 0.
5 + 5 + 5 + 5 + 5 + 5 with 6 × 5
24
2 × 4 with 4 + 4
24 ÷ 3 = 8
3 + 3 + 3 + 3 with 4 × 3
8
5. 5 + 5 c) 9 ÷ 3 = 3
10 + 10 3
6. Children circle according to question, can be done in a 2. a) 9 Children may circle groups of 3 vertically on
variety of ways as long as circles contain equal totals. array.
b) 5 Children may circle groups of 3 horizontally on
Reflect array.
3. Children may draw lines from cubes to bags to show
Children comment about seeing 2 lots of 10 or 10 lots of sharing.
2. Possibly they say they can see both, noting that they a) 4
both equal 20. Some may say linked division facts e.g. b) You cannot share 13 between 3 bags as one bag
20 ÷ 2 = 10; 20 ÷ 10 = 2. would have 5. To share equally, you would need
another 2.

Lesson 2: Multiplying by 3 4. Number line starts at 36, then jump forward 3 (39)
and another 3 (42). This is another 2 × 3. 14 × 3 = 42
so, 42 ÷ 3 = 14
➜ pages 106–108
5. 6
1. a) Number line completed to show 8 jumps of 3.
Numbers 18, 21, 24 added to number line. Reflect
3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 24
8 × 3 = 24 Children explain 15 ÷ 3 = 5 e.g. by drawing array, using a
24 multiplication fact; drawing a picture.
b) 11 × 3 = 33
33
2. 6 × 3 = 18
18
3. a) 3 × 12 = 36
36
b) 3 × 10 = 30
30
4. 11 × 3 = 33
33

© Pearson Education 2018 1

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 Year 3 Practice Book 3A Unit 4: Multiplication and division (1)

Lesson 4: 3 times-table Reflect

➜ pages 112–114 Children may say about knowing their 4 times-table or
counting in 4s or × 4 is double then double again.
1. a) 5 × 3 = 15
b) 10 × 3 = 30
c) 4 × 3 = 12 Lesson 6: Dividing by 4
2. a) 0 × 3 = 0 c) 21
b) 9 × 3 = 27 d) 8 ➜ pages 118–120
3. 7 × 3 = 21 3 × 3 < 21
3 × 0 < 21 3 × 7 = 21 1. a) 24 ÷ 4 = 6
8 × 3 > 21 Any number greater than 7 6
12 × 3 > 21 4 × 3 < 21 b) Apples ringed into 4s
Any number less than 7 Number line shows 4 jumps of 4
16 ÷ 4 = 4
4 a) 12 4
b) 6
c) 7 2. 20 ÷ 4 = 5
d) 0 5
e) 12 3. 8 Array circled in 8 vertical groups of 4.
f) 3
4. 28 ÷ 4 = 7
g) 3
7
5 a) > g) <
5. 20 ÷ 4 = 5
b) > h) >
5
c) < i) <
d) = j) > 6. Jamilla is not correct as 24 ÷ 4 = 6 and 24 ÷ 3 = 8.
e) > The bigger the number you divide by, the smaller the
f) < answer if the starting number is the same.
6. Pattern coloured in shows diagonal pattern 7. 64 halved = 32 halved = 16

Reflect
Lesson 5: Multiplying by 4
Children explain why ÷ 4 is the same as ÷ 2 twice. Could
➜ pages 115–117 be shown by cutting up an array or using a drawing e.g.
pizza halved then halved again produces 4 pieces.
1. a) Number line completed to show 5 jumps of 4,
ending on 20
5 × 4 = 20 Lesson 7: 4 times-table
20
b) 9 × 4 = 36 ➜ pages 121–123
36
2. 0 4 20 32 44 48 1. a) 6 × 4 = 24
b) 12 × 4 = 48
3. 6 × 4 = 24 c) 2 × 4 = 8
4. a) 7 × 4 = 28 2. a) 20 e) 7
28 b) 4 f) 11
b) 4 × 5 = 20 c) 36 g) 0
20 d) 12 h) 4
c) 28 + 20 = 48 (Allow 20 + 28)
48 3. a) All numbers expect 11 are circled.
b) All the numbers that are answers in 4 times-table
5. a) 21 42 84 are even; 11 is the only odd number.
b) 50 100 200
c) 27 54 108 4. a) 9 e) 5
b) 7 f) 8
6. Children may do in various ways. c) 10 g) 12
7 × 4 = 28 5 × 4 = 20 20 + 28 = 48 d) 2 h) 44
or 7 + 5 = 12 12 × 4 = 48
or 12, 24, 48 5. a) > e) <
b) = f) =
c) < g) <
d) = h) =

© Pearson Education 2018 2

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 Year 3 Practice Book 3A Unit 4: Multiplication and division (1)

6. Le-hand Target outer ring: 16 28

inner ring: 1 6 Reflect
Right-hand Target outer ring: 18 15
inner ring: 10 8 Children describe putting 16 into 2 groups of 8.
So, 16 ÷ 8 = 2
Reflect
12, 24, 36, 48, etc are in both tables. They are groups of Lesson 10: 8 times-table
12 (multiples of 12).
➜ pages 130–132

Lesson 8: Multiplying by 8 1. a) 2 × 8 = 16
b) 7 × 8 = 56
➜ pages 124–126 c) 4 × 8 = 32
2. a) 48 e) 80
1. a) Number line jumps in 8s, 3 jumps of 8 b) 0 f) 8
3 × 8 = 24 c) 96 g) 1
24 d) 40 h) 7
b) 6 × 8 = 48
3. a) 32, 40, 56
48
b) 80 64 56 40
2. 5 × 8 = 40 c) 48 56 64 72
40 d) 32 24 16 8
3. 7 × 8 = 56 4. a) 5 e) 9
56 b) 3 f) 80
4. 4 × 8 = 32 c) 4 g) 8
32 d) 12 h) 0
5. a) 56 5. a) > e) =
b) 32 b) < f) <
c) = g) =
6. a) 160 b) 296
d) < h) <
6. 8 3
Reflect
24
Children could do 6 × 4 = 24 add 6 × 4 = 24.
6 × 4 = 24 doubled is the same as 6 × 8 = 24 Reflect
First column: any calculations in the form
Lesson 9: Dividing by 8 0 × 4 = 0, 5 × 0 = 0, 0 = 6 × 0, 0 = 0 × 7,
and so on, using numbers 0 to 12.
➜ pages 127–129
Second column: any multiplications of numbers 1 to
1. a) 24 ÷ 8 = 3 12 with answers 32, 33, 35, 36;
3 for example, 3 × 11 = 33, 7 × 5 = 35.
b) 32 ÷ 8 = 4
4 Some children may also correctly write

2. 8 ÷ 8 = 1 2 × 17 = 34, 2 × 19 = 38, 3 × 13 = 39.

1 ball Third column: further answers are
3. 48 ÷ 8 = 6 1 × 40, 4 × 10, 5 × 8
6 and other calculations in these fact families.
4. a) 4 2 Fourth column: any multiplication fact using numbers
b) 10 5 6 to 12 that have an answer greater than 70, e.g.
5. 4 × 8 = 32 6 × 12 = 72, 7 × 11 = 77, 8 × 10 = 80.
32
In the first column, whatever numbers you choose,
6. Answers may vary multiplying by 0 always gives an answer of 0.
4 × 6 = 24
24 ÷ 8 = 3

© Pearson Education 2018 3

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 Year 3 Practice Book 3A Unit 4: Multiplication and division (1)

Lesson 11: Problem solving – Reflect

multiplication and division (1)
Example answers include:
➜ pages 133–135 How much do 3 cakes cost? (3 × 8 = 24, so £24)

1. a) 20 What is the cost of 4 sandwiches? (4 × 4 = 16, so £16)

5 4 20 What do 2 coffees and 2 muffins cost?
20 (2 × 2 + 2 × 3 = 4 + 6 = 10, or (2 + 3) × 2 = 5 × 2 = 10, so £10
b) 56
8 8 8 8 8 8
7 × 8 = 56 Lesson 13: Understanding
56 divisibility (1)
2. 4 4 4 4
16 ÷ 4 = 4 ➜ pages 139–141
4
3. Children draw 2 more bars with 8 1. a) Children draw 2 complete squares then separate
24 ÷ 8 = 3 3 lines either in a line or as 3 sides of an
3 incomplete square.
b) 2
4. Bar model with 5 horizontal bars each with £3
c) 3
5 × 3 = 15
d) 3 2
15
2. Answers in table going across
5. 12
12 2 2
13 2 3
Reflect 14 2 4
15 3 0
Children write a multiplication word problem with an 16 3 1
answer of 24. 23 4 3
b) The greatest number is 4 because if you had five,
that would be another pentagon.
Lesson 12: Problem solving – 3. 23
multiplication and division (2)
Reflect
➜ pages 136–138
The greatest number is 4 because if you had five, that
1. a) 4 × 3 = 12 5 × 2 = 10 would be another group of 5.
12 10
b) 12 + 10 = 22
22 Lesson 14: Understanding
2. 4 × 2 = 8 divisibility (2)
6 × 5 = 30
8 + 30 = 38
➜ pages 142–144
38
3. a) 2 × 8 = 16 1. 6 1
6 × 4 = 24 6 1
24 > 16
2. 4 1
Jamie
4 1
b) 24 − 16 = 8
8 3. 9 5 1 4
4. a) 7 × 3 = 21 4. a) 7 1
21 b) 5 0
b) 40 ÷ 8 = 5 c) 3 3
5 d) 3 0
e) 2 3
5. 15
5. a) 13 ÷ 3, 19 ÷ 4, 28 ÷ 10 all circled
b) 13 3 4 1
19 4 4 3
28 10 2 8

© Pearson Education 2018 4

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 Year 3 Practice Book 3A Unit 4: Multiplication and division (1)

6. a) Any answers as long as the number is one more

than a multiple of 4. Reflect
e.g. 4 + 1 = 5; 8 + 1 = 9
4 × 5 = 20
b) The largest remainder is one less than the number
5 × 4 = 20
you divide by. So when you divide by 5, the largest
20 = 4 × 5
remainder is 4.
20 = 5 × 4
7. 24 20 ÷ 4 = 5
20 ÷ 5 = 4
Reflect 4 = 20 ÷ 5
5 = 20 ÷ 4
Children comment there will be no remainders as they
are all numbers in the 3 times-table (multiples of 3).
Numbers that give remainders of 1 will be numbers End of unit check
that are 1 more than multiples of 3 (numbers in the
3 times-table). ➜ pages 148–150

Lesson 15: Related facts – My journal

multiplication and division a) 30, 40, 50…
b) 24, 48, 72…
➜ pages 145–147
c) 40
1. 3 × 6 = 18 18 ÷ 3 = 6 d) 60
6 × 3 = 18 18 ÷ 6 = 3
e) 120
2. a) 2 × 5 = 10
5 × 2 = 10
10 ÷ 5 = 2
Power play
10 ÷ 2 = 5
a) Wheel top le (clockwise from 7): 21, 6, 15, 18, 30, 36,
b) 3 × 10 = 30
3, 0, 12, 9
10 × 3 = 30
30 ÷ 3 = 10 Wheel top right (clockwise from 4): 16, 24, 36, 48, 0, 4,
30 ÷ 10 = 3 32, 12, 20, 44
3. 5 × 7 = 35 Wheel bottom le (clockwise from 7): 35, 2, 40, 12, 25,
7 × 5 = 35 9, 15, 6, 55
35 = 5 × 7 Wheel bottom right, × 8 in centre (clockwise from 64):
35 = 7 × 5 8, 1, 2, 3, 4, 0, 10, 11, 7, 5
35 ÷ 7 = 5
35 ÷ 5 = 7 b) Wheel top le, multiplications (clockwise from 18):
5 = 35 ÷ 7 complete, complete, 60, 20, 32, 8, 8, 18, 80, 48
7 = 35 ÷ 5 Wheel top right, multiplications (clockwise from 5): 20,
4. 6 × 10 = 60 – total number of leaflets 4, 11, 8, 7, 21, 12, 18, 4, 8
60 ÷ 10 = 6 – number of packs Wheel bottom le, multiplications (clockwise from 10):
60 ÷ 6 = 10 – number of leaflets in each pack 2 × 5 or 1 × 10
10 × 6 = 60 – total number of leaflets 5 × 4 or 2 × 10
5. circle = 16 2 × 4 or 1 × 8
square = 4 3 × 8 or 12 × 2 or 6 × 4
triangle = 11 6 × 8 or 12 × 4 or 16 × 3 or 24 × 2
8 × 4 or 16 × 2
6. a) 160 ÷ 8 = 20 9×3
b) 39 × 5 = 195 3×3
10 × 3 or 6 × 5 or 15 × 2
10 × 4 or 5 × 8 or 20 × 2

© Pearson Education 2018 5

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 Year 3 Practice Book 3B Unit 5: Multiplication and division (2)

Unit 5: Multiplication b) 3 × 5 × 10 = 150 or 5 × 3 × 10 = 150 (multiplied in

any sequence – commutative law)
and division (2) Richard has 150 pence.
4. a) 6 × 4 = 24
Lesson 1: Comparing b) 6 × 40 = 240

multiplication and division 5. a) 24; 240

b) 45; 450
statements (1) c) 360; 240; 270; 150
d) 80; 160; 0; 220
➜ pages 6–8 6. Answers will vary; for example: I know it will be 350, as
50 is 10 times bigger than 5 so my answer will be 10
1. a) 5 × 10 < 6 × 10 times bigger.
Aki has the least number of biscuits. Jottings may show 5 × 7 = 35
b) 3 × 5 < 4 × 5 (or 4 × 5 > 3 × 5) 50 × 7 = 350
Amelia has the most cherries.
2. 4 × 4 < 8 × 4 (or 8 × 4 > 4 × 4) Reflect
The ladybirds have the most spots in total.
3. 20 ÷ 5 > 20 ÷ 10 (or 20 ÷ 10 < 20 ÷ 5) Answers will vary; for example: I can work out 4 × 80 by
Jamie makes the most towers. multiplying the answer to 4 × 8 by 10, to get 320.
4. a) < e) <
b) > f) <
c) = g) >
Lesson 3: Related
d) > multiplication and division
5. a) 0, 1, 2, 3 or 4 calculations
b) 4
c) 1 or 2 or 3 ➜ pages 12–14
d) The le-hand number must be smaller than the
right-hand number. 1. a) 3 There are 3 cherries on each plate.
6. Max is not correct. Mugs must hold more as you only b) 30 There are 30 cherries on each plate.
fill 3, whereas the same size bottle can fill 5 glasses. 2. a) 8 b) 80
3. a) 6 × 4 = 24; 4 × 6 = 24; 24 ÷ 6 = 4; 24 ÷ 4 = 6
Reflect b) 60 × 4 = 240; 4 × 60 = 240; 40 × 6 = 240
or 6 × 40 = 240
If you divide 12 by the circle you get a smaller answer 240 ÷ 4 = 60; 240 ÷ 60 = 4; 240 ÷ 40 = 6
than if you divide 12 by the square, so the circle must or 240 ÷ 6 = 40
be greater. Some children may notice that the first
expression can provide further refinement. For example, 4. a) 8 b) 70 c) 20
if the circle is 8, the square must be less than 5. If the 80 70 8
circle is 1, the square must be less than 58 . 9 70 11
90 90 200
5. Answers will vary; for example:
Lesson 2: Related 240 ÷ 20 = 12 12 pencils
multiplication calculations 240 ÷ 30 = 8 8 rubbers
240 ÷ 40 = 6 6 rulers
Allow correct combinations; for example: × 20 = 40
➜ pages 9–11
and 5 × 40 = 200 so Jess could buy 2 pencils and 5
rulers.
1. a) 2 × 3 = 6
There are 6 pins.
b) 2 × 30 = 60 Reflect
There are 60 pins.
Answers will vary; for example: 80 × 3 = 240; 8 × 30 = 240;
2. a) 3 × 2 = 6
24 ÷ 3 = 8; 240 ÷ 30 = 8.
Player 1’s score is 6.
b) 3 × 20 = 60
Player 2’s score is 60.
3. a) 3 × 5 × 1 = 15 or 5 × 3 × 1 = 15 (multiplied in any
sequence – commutative law)
Jamie has 15 pence.

© Pearson Education 2018 1

 Year 3 Practice Book 3B Unit 5: Multiplication and division (2)

Lesson 4: Comparing 2. 4 × 2 1s = 8 1s
4×2=8
multiplication and division 4 × 2 10s = 8 10s
statements (2) 4 × 20 = 80
8 + 80 = 88
➜ pages 15–17 4 × 22 = 88
There are 88 in total.
1. 6 × 20 < 7 × 20 3. a) 3 × 2 1s = 6 1s b) 4 × 2 1s = 8 1s
There are more mints in total in the bags. 3×2=6 4×2=8
2. a) 4 × 30 < 5 × 30 3 × 3 10s = 9 10s 4 × 2 10s = 8 10s
b) 1 × 80 = 2 × 40 3 × 30 = 90 4 × 20 = 80
6 + 90 = 96 8 + 80 = 88
3. a) 240 ÷ 3 > 240 ÷ 4 or 240 ÷ 4 < 240 ÷ 3 So, 32 × 3 = 96 So, 22 × 4 = 88
A box contains more sweets.
Answers will vary; for example: The same number 4. a) 14 × 2 = 28 b) 3 × 33 = 99
of sweets is shared out in each case. There are 5. a) 2 × 20 = 40
fewer boxes than bags so more sweets must go in a 2×3=6
box than go in a bag. 40 + 6 = 46
b) Each child receives 30 marbles. Each adult receives b) 23 × 2 = 46
30 marbles. 32 × 3 = 96
Both receive the same. Although there are more 2 × 43 = 86
adults, there are also more marbles for them to
share. Reflect
4. a) < d) >
b) > e) > Children should explain how they do 3 × 13 step by step;
c) > f) > for example:
5. Answers may vary but: < ; < First I would work out 3 × 10 = 30.
Then I would work out 3 × 3 = 9.
Assuming divisions have whole number answers there
Finally I would add 30 + 9 = 39.
are two possible solutions:
So 3 × 13 = 39.
= 6, = 4, = 7, = 8, = 5
= 4, = 8, = 7, = 6, = 5
Lesson 6: Multiplying a 2-digit
Reflect
number by a 1-digit number (2)
Le-hand box must have a number greater than 3.
Right-hand box must have a number less than 4. ➜ pages 21–23
Reasons will vary; for example: Multiplying by a bigger
1. a) 3 × 4 = 12 b) 5 × 3 = 15
number makes things bigger, and so does dividing by a
3 × 20 = 60 5 × 10 = 50
smaller number.
60 + 12 = 72 50 + 15 = 65
3 × 24 = 72 5 × 13 = 65
c) Children may draw 2 tens and 8 ones in two of the
Lesson 5: Multiplying a 2-digit rows of the place value grid.
number by a 1-digit number (1) 2 × 8 = 16
2 × 20 = 40
➜ pages 18–20 40 + 16 = 56
2 × 28 = 56
1. 2 × 3 ones = 6 ones 2. a) 3 × 5 = 15 b) 4 × 5 = 20
2×3=6 3 × 30 = 90 4 × 20 = 80
2 × 4 tens = 8 tens 90 + 15 = 105 80 + 20 = 100
2 × 40 = 80 35 × 3 = 105 4 × 25 = 100
6 + 80 = 86 Allow variation; for example: 5 × 3 = 15.
2 × 43 = 86
There are 86 pencils in total. 3. a) 3 × 26 = 78 b) 6 × 14 = 84
4. There are 165 litres of paint in total.
5. a) 3 × 17 = 51 b) 2 × 49 = 98
6. a) 56 × 3 ➔ 168
26 × 8 ➔ 208
37 × 5 ➔ 185

© Pearson Education 2018 2

 Year 3 Practice Book 3B Unit 5: Multiplication and division (2)

Reflect Lesson 8: Dividing a 2-digit

number by a 1-digit number (1)
The numbers are different but the answers are the same.
➜ pages 27–29

Lesson 7: Multiplying a 2-digit 1. 2 tens ÷ 2 = 1 ten

number by a 1-digit number (3) 20 ÷ 2 = 10
8 ones ÷ 2 = 4 ones
8÷2=4
➜ pages 24–26
10 + 4 = 14
28 ÷ 2 = 14
1. a) 15 (5 × 3) b) 28 (7 × 4)
Each basket has 14 apples.
+ 60 (20 × 3) + 40 (10 × 4)
75 68 2. a) 6 tens ÷ 3 = 2 tens
60 ÷ 3 = 20
2. a) 18 (6 × 3) b) 16 (8 × 2)
9 ones ÷ 3 = 3
+ 30 (10 × 3) + 80 (40 × 2)
9÷3=3
48 96
20 + 3 = 23 So, 69 ÷ 3 = 23
3. a) 14 b) 19 b) 8 tens ÷ 4 = 2 tens
× 5 × 4 80 ÷ 4 = 20
20 (4 × 5) 36 (9 × 4) 8 ones ÷ 4 = 2 ones
50 (10 × 5) 40 (10 × 4) 8÷4=2
70 76 20 + 2 = 22 So, 84 ÷ 4 = 22
4. a) 12 b) 21 3. 85 can be partitioned into 50 and 35.
× 4 × 4 5 tens ÷ 5 = 1 ten
8 (2 × 4) 4 (1 × 4) 50 ÷ 5 = 10
40 (10 × 4) 80 (20 × 4) 35 ones ÷ 5 = 7 ones
48 84 35 ÷ 5 = 7
5. Jamie should have remembered that when you 10 + 7 = 17
multiply by 1 the number doesn’t change, 85 ÷ 5 = 17
so 26 × 1 = 26. 4. a) 96 ÷ 3 = 32
6. a) 35 b) 18 96 (whole), 90 and 6 (parts) in part-whole model.
× 3 × 6 90 ÷ 3 = 30 6÷3=2
15 5 × 3 48 8 × 6 b) 86 ÷ 2 = 43
90 30 × 3 60 10 × 6 86 (whole), 80 and 6 (parts) in part-whole model.
105 108 80 ÷ 2 = 40 6÷2=3
7. 55 5. 36 ÷ 3 = 12
× 3 63 ÷ 3 = 21
15 69 ÷ 3 = 23
150 96 ÷ 3 = 32
165
=0 Reflect
(Multiplying the 10s will give an answer that is a
multiple of 10.) To work out 84 ÷ 4, first I would work out 80 ÷ 4 = 20.
=5 Then I would work out 4 ÷ 4 = 1. Finally, I would work out
(This is the only digit which, when multiplied by 3, has 20 + 1 = 21.
an answer ending in the digit.)
3 × 5 = 15, so =1 Lesson 9: Dividing a 2-digit
Reflect number by a 1-digit number (2)
Children should show correct method for 23 × 5. ➜ pages 30–32
23 1. a) 30 ÷ 3 = 10
× 5 15 ÷ 3 = 5
15 3 × 5 10 + 5 = 15 (or 5 + 10)
100 20 × 5 45 ÷ 3 = 15
115

© Pearson Education 2018 3

 Year 3 Practice Book 3B Unit 5: Multiplication and division (2)

b) 20 ÷ 2 = 10 3. a) 83 ÷ 4 = 20 r 3 c) 83 ÷ 3 = 27 r 2
14 ÷ 2 = 7 83 partitioned into 60
10 + 7 = 17 and 23.
34 ÷ 2 = 17 b) 83 ÷ 5 = 16 r 3 d) 83 ÷ 8 = 10 r 3
c) 50 ÷ 5 = 10 83 partitioned into 80
15 ÷ 5 = 3 and 3.
10 + 3 = 13 (or 3 + 10) 4. 77 ÷ 5 = 15 r 2 77 (whole), 50 and 27 (parts) in
65 ÷ 5 = 13 part-whole model.
2. 60 ÷ 3 = 20 30 ÷ 3 = 10 5. Ambika’s number must be 53.
18 ÷ 3 = 6 30 ÷ 3 = 10
20 + 6 = 26 18 ÷ 3 = 6
78 ÷ 3 = 26 10 + 10 + 6 = 26 Reflect
78 ÷ 3 = 26
Answers will vary; for example:
3. a) 72 ÷ 2 = 36 67 ÷ 2 has a remainder, as 67 is odd. 33 r 1
72 (whole), 60 and 12 (parts) in part-whole model 67 ÷ 3 has a remainder, as 60 can be divided
(parts may vary). by 3 exactly but 7 ÷ 3 = 2 r 1. 22 r 1
b) 72 ÷ 3 = 24 67 ÷ 4 has a remainder, as all multiples of 4
72 (whole), 60 and 12 (parts) in part-whole model are even. 16 r 3
(parts may vary). 67 ÷ 5 has a remainder, as all multiples of 5
c) 85 ÷ 5 = 17 have a 5 or 0 in the ones column. 13 r 2
85 (whole), 50 and 35 (parts) in part-whole model
(parts may vary).
d) 57 ÷ 3 = 19 Lesson 11: How many ways?
57 (whole), 30 and 27 (parts) in part-whole model
(parts may vary). ➜ pages 36–38
4. 84 ÷ 3 = 28
There are enough ice cubes. 1. a) Answers should be in the format: letter,
5. a) 52 ÷ 4 = 13 or 72 ÷ 4 = 18 number. Ideally they should also be presented
b) 90 ÷ 5 = 18 or 95 ÷ 5 = 19 systematically. Answers are:
c) 54 ÷ 3 = 18 or 84 ÷ 3 = 28 A1, A2, A3, B1, B2, B3, C1, C2, C3
b) 3 × 3 = 9
There are 9 ways.
Reflect
2. a) 5 × 2 = 10 (accept 2 × 5 = 10)
Model d) does not help work out 92 ÷ 4 because 70 and There are 10 ways.
22 are not multiples of 4, whereas the parts in all the b) , X; , Y; , X; , Y; , X; , Y; , X; , Y; ,
other part-whole models are. X; , Y
c) There are 24 ways.
3. There are 20 ways.
Lesson 10: Dividing a 2-digit 4. Answers will vary and should show 6 ways; for
number by a 1-digit number (3) example: for colours red (R), blue (B) and yellow (Y):
RB, RY, BR, BY, YR, YB. Some children may choose to
➜ pages 33–35 use white (W) as a further option, in which case they
should find 12 ways (additional ways are WR, RW, WB,
1. a) 40 ÷ 2 = 20 BW, WY, YW); in this case, accept any 8 correct answers
5 ÷ 2 = 2 remainder 1 in the spaces given.
45 ÷ 2 = 22 remainder 1
22 tins can go on each shelf. Reflect
b) The remainder is 1, so 1 tin cannot be put on the
shelf. To work out the number of ways, I would multiply the
2. a) Answers will vary; for example: because 53 is an number of choices in the first set by the number of
odd number and all multiples of four are even. choices in the second set.
b) 40 ÷ 4 = 10
13 ÷ 4 = 3 r 1
53 ÷ 4 = 13 r 1

© Pearson Education 2018 4

 Year 3 Practice Book 3B Unit 5: Multiplication and division (2)

Lesson 12: Problem solving – Reflect

mixed problems (1)
Methods will vary; for example:
➜ pages 39–41 5 × 6 = 30
3 × 6 = 18
1. 15 × 3 = 45. There are 45 cakes in total. 30 + 18 = 48
2. 64 ÷ 4 = 16. There are 16 items of clothing in each or 5 + 3 = 8
drawer. 8 × 6 = 48
3. a) 8 × 12 = 96. There is 96 ml of honey in the jar.
b) 96 ÷ 3 = 32. There is 32 ml of honey in each bowl.
Lesson 14: Problem solving –
4. 34 × 3 = 102. The tower is 102 m tall.
mixed problems (3)
5. 26 × 3 = 39 × 2 = 78 78 in middle row of bar model,
39 in each part of bottom row. ➜ pages 45–47
6. 50 ÷ 5 = 10
35 ÷ 5 = 7 1. a) 6 × 4 = 24
10 + 7 = 17 24 ÷ 3 = 8 (or alternative method)
85 ÷ 5 = 17, so each book costs £17. Each person receives 8 beads.
17 × 2 = 34 b) 24 ÷ 4 = 6
2 books cost £34. Each person receives 6 beads.
2. Missing value is 23.
Reflect 63 – 17 = 46
46 ÷ 2 = 23
Answers will vary. Children should have written a word So, smaller bar is 23, larger bar is 23 + 17 = 40.
problem that can be represented by either 18 × 4 = 72
3. Children = 35
or 72 ÷ 4 = 18.
Adults = 35 × 3 = 105
105 + 35 = 140 (alternatively, some may just work out
35 × 4)
Lesson 13: Problem solving – There are 140 people in total at the play.
mixed problems (2) 4. Box = (6 × 5 kg) + 500g = 30 kg and 500 g
Giraffe = 4 × box
➜ pages 42–44 4 × 30 kg = 120 kg
4 × 500 g = 2,000 g = 2 kg
1. 4 × 3 = 12 120 kg + 2 kg = 122 kg
6 × 5 = 30 So, the baby giraffe weighs 122 kg.
30 + 12 = 42 (addition in either order)
Kate buys 42 ice creams in total. 5. 10 × 2 kg = 20 kg 50 kg – 20 kg = 30 kg
30 ÷ 5 = 6
2. There are 21 more pears than apples. Max buys 6 5 kg sacks.
3. a) There are 48 balloons in 6 bags. 6. 150 – 74 = 76 76 ÷ 2 = 38
b) Reena needs to buy 10 packs. 38 + 74 = 112
4. 3 × 5 + 4 × 5 = 7 × 5 Danny’s number is 112.
They have 35 rulers altogether. Isla’s number is 38.
5. a) 4 × 3 + 5 × 3 = 9 × 3
b) 8 × 5 + 4 × 5 = 12 × 5 Reflect
c) 3 × 8 + 8 = 4 × 8
d) 7 × 4 – 2 × 4 = 5 × 4 Children should state what they found easy and what
e) 5 × 2 + 8 = 9 × 2 they found challenging. Use this information to assess
their understanding and provide same-day intervention
6. 96 pence – 60 pence = 36 pence for 2 slices of toast.
as appropriate.
36 pence ÷ 2 = 18 pence for 1 slice of toast.
60 pence – 18 pence = 42 pence for 2 eggs.
42 ÷ 2 = 21
The cost of an egg is 21 pence.

© Pearson Education 2018 5

 Year 3 Practice Book 3B Unit 5: Multiplication and division (2)

End of unit check

➜ pages 48–50

My journal

1. a) 8 × 15 = 120. Methods may vary.

b) 87 ÷ 3 = 29. Methods may vary.
2. a) 8 6 5 5 7
b) 8 8 5 6 6

Power puzzle

a) 60 × 3 = 180 or 30 × 60 = 180
b) 6 × 4 + 9 × 4 = 15 × 4 or 9 × 4 + 6 × 4 = 15 × 4
c) 32
× 4
8
120
128

© Pearson Education 2018 6

 Year 3 Practice Book 3B Unit 6: Money

Unit 6: Money Reflect

Lesson 1: Pounds and pence Explanations will vary; for example: I know that £2 and
72p equals 272p because there are 100 pence in £1, so
➜ pages 51–53 200 in £2, and 200 + 72 = 272.

1. a) There is 9 pounds and 72 pence.

b) There is 27 pounds and 74p. Lesson 3: Adding money
c) There is £0 and 56p.
2. a) Answers will vary; for example: ➜ pages 57–59
1 × £2, 2 × £1 and 1 × 20p
or 1 × £2, 1 × £1, 2 × 50p, 1 × 10p and 2 × 5p 1. a) £1 + £2 = £3 and 60p + 13p = 73p
b) £5 note, 2 × £1, 2 × 20p, 1 × 10p, 1 × 5p and 2 × 2p There is £3 and 73p in total.
or £5 note, 2 × £1, 2 × 20p, 1 × 10p, 1 × 5p, 1 × 2p b) £4 + £2 = £6
and 2 × 1p 146p + 35p = 181p
There is £7 and 81p in total.
3. a) Answers will vary; for example:
1 × £2, 2 × 20p and 2 × 5p 2. £1 + £2 = £3
or 2 × £1, 2 × 20p and 1 × 10p 35p + 42p = 77p
or 1 × £2 and 1 × 50p There is £3 and 77p in total.
b) The greatest amount he can make is £5 and 50p. 3. a) £1 and 40p + £2 and 55p
4. 1 × £2, 2 × 20p, 1 × 5p, 1 × 2p and 1 × 1p = £3 and 95p
1 + 2 + 1 + 1 +1 = 6 b) £1 and 60p + £2 and 55p
6 coins = £3 and 115p
= £4 and 15p
5. Kate: £14 and 35p Zac: £18 and 50p
Answers will vary, but Richard’s three notes must all 4. a) £5 and 55p
be £5 notes and his 8 coins must total less than b) £6 and 81p
£3 and 50p. c) £7 and 15p
d) £7 and 22p
e) £16 and 86p
Reflect
5. a) Bats and drink
Reena could have thought that the 1 on the 1p coin b) £6 and 40p + £2 and 69p = £9 and 9p
meant £1. c) Ball and pads
d) Ball and drink

Lesson 2: Converting Reflect

pounds and pence
£5 and 23p
➜ pages 54–56 Methods may vary; for example:
I add £2 + £2 = £4
1. Children should have ticked a), b) and d). I add 36 + 87p = 123p = £1 and 23p
£4 + £1 and 23p = £5 and 23p
2. There was 186p in the money box.
This is the same as £1 and 86p.
3. a) Ambika has £6 and 30p. Lesson 4: Subtracting
b) Max has £29 and 8p.
amounts of money
4. Missing amounts are:
a) 68p c) £4 50p ➜ pages 60–62
b) £3 94p d) 724p
5. Missing amounts are: 1. Mia has £1 and 23p le.
a) 50p e) 308p 2. Max has £2 and 46p le.
b) £4 29p f) 448p £4
c) £5 4p g) £18 70p 3. a) Number line shows jumps from £9 to £25.
d) 185p £25 – £9 = £16
The helmet costs £16 more than the pump.
6. 50p = 6 5p = 60 b) £148 – £25 = £123
20p = 15 2p = 150 The helmet costs £123 less than the bike.
10p = 30

© Pearson Education 2018 1

 Year 3 Practice Book 3B Unit 6: Money

4. Number line shows jumps from £5 and 85p to End of unit check
£6 and 30p.
The difference is 45p. ➜ pages 66–67
5. a) £1 and 85p – £1 and 42p = 43p
b) £4 and 12p – £3 and 80p = 32p
c) £7 – 84p = £6 and 16p Power puzzle
d) £3 and 92 – £2 and 97p = 95p
400 g butter costs £1 and 75p.
Reflect 2 eggs cost 40p.
400 g sugar costs £1 and 40p.
£2 and 40p – £1 and 55p = 85p 400 g flour costs £1 and 4p.
50 g cocoa costs 90p.
Methods will vary; for example: One pack of sprinkles costs 87p.
1 13 1 The cake costs £6 and 36p and Max would get
2 4 0
£3 and 64p change.
– 1 5 5
8 5
+ 45p + 40p

£1 and 50p £2 £2 and 50p

£1 and 55p £2 and 40p

45p + 40p = 85p

Lesson 5: Problem solving –

money
➜ pages 63–65

1. a) £8 + £5 = £13
The total cost is £13.
b) £20 – £13 = £7
Richard gets £7 change.
2. £5 – £2 and 70p = £2 and 30p
Marie gets £2 and 30p change.
3. Cost of 3 packs of pencils: £2 and 60p multiplied by 3
Cost of pencils and pack of cards: £2 and 60 + £1 and
95p
Cost of 1 ball of string: half of £3 and 80p
Difference between cost of pencils and pack of cards:
£2 and 60p – £1 and 95p
4. a) £7 – £4 and 30p = £2 and 70p
The tin of biscuits cost £2 and 70p.
b) £4 and 30p – £2 and 10p = £2 and 20p = 2 cartons
1 carton = £1 and 10p
One carton of juice costs £1 and 10p.

Reflect
Answers will vary; children should make up their own
problem using given items and amounts.

© Pearson Education 2018 2

 Year 3 Practice Book 3B Unit 7: Statistics

Unit 7: Statistics 3. a) 34
b) 5
c) 9
Lesson 1: Pictograms (1)
4. Richard has used different symbols; suitcases are not
➜ pages 68–70 all the same size; there is no key; symbols are not
regularly spaced; Caribbean and USA do not match
1. Each symbol represents 2 children. 1 suitcase = 10 people; pictogram has no title.
3×2=6
6 children said their favourite fruit was an orange. Reflect
1
2. a) a symbol represents 5 children.
2
15 children said popcorn was their favourite snack. Answers will vary; for example: Pictograms need a key, a
b) 5 children said cheese straws were their favourite title and consistently sized and spaced pictures.
snack.
c) More children like flapjack or shortbread (in either
order) than like popcorn.
Lesson 3: Bar charts (1)
3. Pictogram completed with symbols: ➜ pages 74–76
orange juice = 3 whole glasses and 1 half glass
apple juice = 2 whole glasses 1. a) 14
blackcurrant squash = 2 whole glasses and 1 14
half glass b) 12 14
4. Each cake symbol represents 5 children. 13
Table completed with numbers: c) 11
cake = 20 2. a) 30
chewy sweets = 15 b) Sunday
fruit = 5 55
Pictogram completed with symbols: c) Friday
yogurt = 4 cake symbols 15
5. a) Fizz Bizz orangeade contains least sugar. 3. Bar chart completed using table data.
b) Isla could make sure the symbol represents the Favourite wild birds
same amount of sugar in each pictogram to make 10
the pictograms easier to compare. 9
8
Number of children

7
Reflect 6
5
Children should draw two versions of 10 as a pictogram, 4
3
each with a different scale; for example: 2
10 stick people Key shows 1 stick person = 1 person 1
5 stick people Key shows 1 stick person = 2 people 0
2 stick people Key shows 1 stick person = 5 people Blackbird Chaffinch Robin Wagtail Wren
Wild bird

All bars should be separated by a least one square.

Lesson 2: Pictograms (2) All bars should be the same width, ideally drawn with
a ruler.
➜ pages 71–73
4. Table should be completed:
1. a) There are 4 symbols for Greece and 2 for France. Week 1 = 15 animals
4–2=2 Week 4 = 25 animals
1 symbol represents 10. Bar chart should be completed:
2 × 10 = 20 Time taken for animals to be found a home
20 more people said Greece was their favourite 60
destination. 50
Number of

40
animals

b) 65 people chose Greece or Portugal.

30
Greece = 4 × 10 = 40
20
Portugal = 2 × 10 + 5 = 25
10
40 + 25 = 65
0
2. 10 1 Week 2 Weeks 3 Weeks 4 Weeks
10 Time taken
100

© Pearson Education 2018 1

 Year 3 Practice Book 3B Unit 7: Statistics

3. a) Adam
Reflect Noah
b) Adam
Max is incorrect. Baxter has 35 sponsors while Megan has Alysia
30. So Baxter has 5 more people sponsoring him than c) 6
Megan. d) 8
4. Answers will vary. Assuming a ball always travels
Lesson 4: Bar charts (2) faster on wood than on sand, they should be in these
ranges:
Squash ball on wood: a number n, where 90 < n < 120
➜ pages 77–79
Squash ball on sand: a number m, where 90 < m < n
Golf ball on wood: a number greater than 120
1. a) 8 – 4 = 4
Golf ball on sand: a number less than 90
4
b) 3 5. Table completed:
Edward and Henry (either order)
Food Non food Total
2. a) 8 + 3 = 11 (allow 3 + 8 = 11)
b) She is correct. Morgan £65 £30 £95
Henry was the name of 8 kings; the number of Tan £90 £30 £120
kings named William or Richard totalled 7, which
is less. Agg £95 £15 £110
3. a) From bottom to top: 0, 2, 4, 6, 8, 10 Pictogram completed to show Morgan family with 6
b) 7 circles.
4. a) 10 Bar chart completed to show Tan family spend £30.
b) 35
c) 105 Reflect
5. Bars should be drawn on to the chart to show the
following reigns: Answers will vary; for example: I disagree because it
Henry I = 35 years is easy to compare information on bar charts by just
Edward III = 50 years looking at the heights of the bars.
George IV = 10 years

60
Length of reign
End of unit check
Number of years

50
40 ➜ pages 83–85
30
20
10 My journal
0
Henry I Edward III George IV George VI 1. Izzy is not correct. She sold 45 caramel ice creams and
King 35 vanilla ice creams, which is 10 more caramel ice
creams.
Reflect 2. Answers will vary; for example: 145 ice creams were
sold altogether.
Answers will vary; for example: I agree because it is easy Izzy sold fewer raspberry ice creams than any other
to count squares and multiply to work out the value of flavour.
each bar. The most popular flavour was caramel.

Power puzzle
Lesson 5: Tables
Numbers missing from vertical axis: 6 and 10
➜ pages 80–82 Fruit, from le to right: apple, banana, kiwi, strawberry,
raspberry.
1. Tom, Louise, Kieron, Becky
Children should complete their own survey with
2. a) Becky pictogram and bar chart.
b) 93
c) 5
d) 8

© Pearson Education 2018 2

 Year 3 Practice Book 3B Unit 8: Length

Unit 8: Length 5. a) Answers will vary; for example: Children could

explain that an elephant would be measured in m
and cm, and a mouse in cm and mm.
Lesson 1: Measuring length (1) b) Children should list items that could be measured
in metres and centimetres; for example: a house, a
➜ pages 86–88 swimming pool, a football pitch (metres); a school
book, a parcel, a smartphone (centimetres).
1. a) 2 m 20 cm
b) 1 m 85 cm
c) 3 m 5 cm Reflect
d) Mark made half-way between 9th and 10th (metre)
marks. Answers will vary: children should explain that objects
should be lined up to start at the 0 mark.
2. Children should fill in three arm span measurements.
3. Each ruler has space before and aer the 30 cm scale
so the total length is longer than 60 cm. Lesson 3: Equivalent lengths –
4. a) 5th mark metres and centimetres
b) 11th mark
c) 19th mark ➜ pages 92–94
d) Half-way between 27th and 28th marks.
5. Children should find objects that fit the criteria. 1. a) 1 m and 45 cm
b) 215 cm
6. Answers will vary; for example: Ebo could place a c) 1 m 67 cm
tape along the wavy line to measure it, or place string
along the line and then measure the string. 2. 121 cm 2 m 31 cm
121 cm 602 cm
Reflect 3. 530 cm
6 m 73 cm
Answers will vary; for example: 303 cm
I could use a height-measuring piece of equipment. 23 cm
I could get a friend to help. I could take off my shoes 4. 2 m 4 cm is 200 cm + 4 cm = 204 cm
and stand against a wall with a hard-backed book on 240 cm is 200 cm + 40 cm = 2 m 40 cm
my head, flat and straight. My friend could then make
5. Children should say the correct conversion:
a pencil mark on the wall, just under the book. Then I
could step away, remove the book and measure from the 532 cm 10 cm 764 cm 0 cm
floor to the mark (then rub out the pencil mark).
343 cm 574 cm 932 cm 75 cm

Lesson 2: Measuring length (2) 26 cm 312 cm 110 cm 846 cm

56 cm 407 cm 1 cm 300 cm
➜ pages 89–91
632 cm 45 cm 365 cm 64 cm
1. a) 37 mm
b) 9 cm Reflect
c) 5 cm and 4 mm
3 m = 300 cm
2. Lines are drawn. Check accuracy to 2 mm. 243 cm = 2 m 43 cm
a) 3 cm 722 cm = 7 m 22 cm
b) 56 mm Explanations will vary, but children should use the
c) 4 cm and 8 mm conversion fact 1 m = 100 cm.
3. 8 mm
9 cm and 6 mm
Line up each object with the 0 cm mark on the ruler.
4. Children’s results should show plausible numbers of
cm, and a mm value that is less than 10. Watch out for
children who may give the same measurement twice,
in two different units; for example: 3·1 cm and 31 mm,
rather than ‘3 cm 1 mm’. Reassure these children that
their results were not incorrect and that using just
one unit is oen a good idea.

© Pearson Education 2018 1

 Year 3 Practice Book 3B Unit 8: Length

Lesson 4: Equivalent lengths – 6. Children should not agree with Astrid. It can be
solved:
centimetres and millimetres 1 m 35 cm = 1 m 350 mm
1 m 370 mm = 1 m 37 cm
➜ pages 95–97 So one possible answer is 1 m 36 cm or 1 m 360 mm.

1. Children should identify: Reflect

a) 25 mm mark
b) 3 cm mark 3 m 8 cm = 308 cm
c) 99 mm mark 380 mm = 38 cm
d) 1 mm mark So from shortest to longest: 380 mm 3 m 8 cm 380 cm
2. 11 mm 8 mm 7 cm 5 mm
3. 92 mm
9 cm 2 mm Lesson 6: Adding lengths
3 cm
101 mm ➜ pages 101–103
4. Children should measure three items in mm, and in 1. a) 9 m
cm and mm. b) 60 cm
5. Yes. 1 cm is 10 mm, so 5 mm is not a complete cm. 2. a) 185 cm
6. Children should cut five strips of paper accurately and 3. 170 cm (or 1 m 70 cm)
find that 67 mm = 6 cm 7 mm.
4. 70 cm
110 cm (or 1 m 10 cm)
Reflect 1 m 80 cm (or 180 cm)
2 m (or 200 cm)
Children should explain why cm and mm is better to use
for longer lengths; for example: It is easier to understand 5. a) 1 m c) 13 cm
a length in cm and mm because you can more easily b) 3 mm d) 75 cm
compare it with the number of cm on a ruler or a metre 6. Jamilla: 2 m 70 cm
stick. Andy: 2 m 80 cm
Andy won.

Lesson 5: Comparing lengths 7. 20 cm 3 mm (or 203 mm)

8. 1 m 70 cm + 60 cm = 1 m + 70 cm + 60 cm =
➜ pages 98–100 1 m + 130 cm = 1 m + 1 m and 30 cm = 2 m 30 cm.

1. a) Marks made as follows. Reflect

Plane 1: 5 m mark
Plane 2: just before the 5 m 90 cm mark The scarf is now 2 m 10 cm long (or 210 cm).
Plane 3: half-way between the 4 m 70 cm and Explanations will vary; for example:
4 m 80 cm marks 1 m 80 cm + 30 cm
Plane 4: 5 m mark 80 cm + 20 cm = 100 cm = 1 m
b) Plane 2 So, 1 m 80 cm + 20 cm = 2 m
c) Plane 3 2 m + 10 cm = 2 m 10 cm
d) Plane 3
2. 970 mm 1 m 90 mm 190 cm
1 m 95 cm 200 cm Lesson 7: Subtracting lengths
3. a) 5 m 87 cm > 495 cm
➜ pages 104–106
b) 8 m 240 mm < 8 m 25 cm
c) 402 cm = 4 m and 20 mm
1. a) The pipe is now 2 m 50 cm (or 250 cm) long.
4. a) 10 m and 30 cm b) Emma’s painting is 95 cm 5 mm (or 955 mm) long.
b) 500 cm (or 130 cm if children consider the pool as a c) Toshi should cut 1 m 50 cm (or 150 cm) off the
3D shape and use the depth) plank (to have 2 m le).
5. The folder is longer – but not by much! The folder is or Toshi should cut 2 m off the plank (to have
26 mm; the pencil case is 25·5 mm. This question was 1 m 50 cm (or 150 cm) le).
designed to test precision with reading a ruler. Allow d) The string is now 35 mm (or 3 cm 5 mm) long.
answers such as ‘neither’ or ‘they are both the same’. 2. The flower sticks out 20 cm.

© Pearson Education 2018 2

 Year 3 Practice Book 3B Unit 8: Length

3. a) 60 cm e) 65 mm (or 6 cm 5 mm) 4. A4 paper: 101 cm

b) 1 m 60 cm (or 160 cm) f) 38 mm (or 3 cm 8 mm) Whiteboard: 526 cm
c) 1 m 60 cm (or 160 cm) g) 17 mm (or 1 cm 7 mm) Football field: 320 m
d) 1 m 40 cm (or 140 cm) h) 60 mm (or 6 cm) £5 note: 410 mm
4. 3 m 90 cm 5. Children should draw three labelled shapes. One side
is 12 m. Other sides total 20 m.
Reflect
Reflect
a) 3 m 30 cm – 165 cm = 165 cm (or 1 m 65 cm)
b) 2 m – 1 m 30 cm = 70 cm Explanations will vary; for example: Add together the
Methods will vary. lengths of all of the sides.

Lesson 8: Measuring Lesson 10: Problem solving –

the perimeter (1) length (1)
➜ pages 107–109 ➜ pages 113–115

1. a) 2 cm, 4 cm and 2 cm (in any order) 1. 75 m

The perimeter of the rectangle is 12 cm. 25 × 3 = 75 Luis swims 75 metres.
b) The perimeter of the triangle is 10 cm. 2. 90 ÷ 5 = 18
c) The square has a perimeter of 8 cm. Bar labelled with 18 five times
2. Rectangle: perimeter = 9 cm Each piece is 18 cm.
Triangle: perimeter = 154 mm 3. 72 ÷ 9 = 8
Quadrilateral: perimeter = 158 mm The baker pipes 8 pastries in one minute.
Accept small discrepancies in measurement.
4. 4 × 40 = 160 or 40 × 4 = 160
3. Shape drawn with perimeter of 8 cm; for example: or 40 + 40 + 40 + 40 = 160
1 cm × 3 cm rectangle; 2 cm × 2 cm square 160 metres of fence is needed.
4. C B A 5. Children may draw a bar model with three parts
5. Children should draw two polygons each with a labelled 1 m 45 cm and a fourth part labelled
perimeter of 10 cm. 2 m 45 cm.
1m×3=3m
Reflect 45 cm × 3 = 135 cm = 1 m 35 cm
3 m + 1 m 35 cm = 4 m 35 cm,
Andy is incorrect. There are lots of other shapes with a so 3 × 1 m 45 cm = 4 m 35 cm
perimeter of 12 cm. For example, a 2 cm × 4 cm rectangle 4 m 35 cm + 2 m 45 cm = 6 m 80 cm
has a perimeter of 12 cm. Jamilla needs 6 m 80 cm (or 680 cm) of curtain pole.
6. 5 × 35 3 × 53
5 × 5 = 25 3×3=9
Lesson 9: Measuring 5 × 30 = 150 3 × 50 = 150
the perimeter (2) 150 + 25 = 175 150 + 9 = 159
5 × 35 cm is longer.
➜ pages 110–112 7. 150 cm 150 cm
16 cm 5 mm 16 cm 5 mm
1. a) 47 metres 66 cm 5 mm 66 cm 5 mm
Number line completed with jump of +12 (37 m)
and +10 (47 m) Reflect
b) 42 metres
c) 46 metres The lower two calculations should be ticked.
2. Field A: 12 m Field B: 5 m
Field C: two missing sides total 11 m
3. 140 metres
420 metres

© Pearson Education 2018 3

 Year 3 Practice Book 3B Unit 8: Length

Lesson 11: Problem solving – End of unit check

length (2)
➜ pages 119–121
➜ pages 116–118
My journal
1. 120 mm long, 40 mm wide
2. Empty bar filled with 9 cm 5 mm (or 95 mm) 1. 1 m = 100 cm
Bella has 265 mm of ribbon le. 131 + 100 + 32 = 263
3. 6 × 4 m = 24 m 6 × 50 cm = 300 cm = 3 m Reena and Danny’s combined height is 263 cm 5 mm.
so, 6 × 4m 50 cm = 27 m 2 m = 200 cm
27 m + 3 m 27 cm = 30 m 27 cm 2 m 64 cm = 264 cm
The tower is 30 m 27 cm high. 129 cm 8 mm rounds up to 130 cm.
264 – 130 = 134
4. 275 – 240 = 35 Add back on the extra 2 mm you subtracted:
Amal and his dog walk 35 m further. Ambika’s height is 134 cm 2 mm.
5. 2 × blue = 10 cm 4 × yellow = 32 cm 264 cm > 263 cm 5 mm
10 cm + 32 cm = 42 cm The combined height of Richard and Ambika is
60 cm – 42 cm = 18 cm greater than the combined height of Reena and
5 cm + 5 cm + 8 cm = 18 cm, so a further 2 blue bricks Danny.
and 1 yellow brick need to be added. Children did not need to know Ambika’s height to
4 blue bricks and 5 yellow bricks. work this out; they only worked out her height to
6. The perimeter is 36 cm and 0 mm. complete the second bar model as requested.
Children should sketch perimeters of shapes made 2. Full perimeter of original piece of paper, in cm:
with three rectangles. (30 × 2) + (20 × 2) = 60 + 40 = 100
Perimeters will vary; for example: Cutting the paper in half means you keep the same
three rectangles with long edges touching giving a edges but also get two extra edges of 20 cm each.
perimeter of 33 cm (shortest possible). 100 + (20 × 2) = 140.
three rectangles with short edges touching giving a Half of 100 is 50 and half of 140 is 70, so Max is
perimeter of 51 cm (longest possible). incorrect.
Any or all of the keywords may appear in the child’s
Reflect answer. Check that they are used correctly.

Responses will vary; for example: I have learnt how to Power puzzle
write lengths using different units. I know how to work
out the perimeters of shapes. Children need to find the factors of the number. They
might first notice it is a square number, 6 × 6: so the first
rectangle is a square. Other factors pairs they should
find are 9 × 4, 12 × 3, 18 × 2 and 36 × 1. Look for a table
completed like this:

Length of Width of Draw what you think

rectangle rectangle it might look like
6 cm 6 cm

9 cm 4 cm

12 cm 3 cm
18 cm 2 cm
Allow answers where ‘length’ and ‘width’ values are
reversed. Also allow answers that include a 36 cm by
1 cm rectangle.
For a rectangle with a perimeter of 48 cm, the side
lengths, given in cm, should reflect the following factor
pairs (commutable – either way around):
8 × 6, 12 × 4, 16 × 3, 24 × 2, 48 × 1.

© Pearson Education 2018 4

 Year 3 Practice Book 3B Unit 9: Fractions (1)

Unit 9: Fractions (1) 2. a) 1 1

1

1 1 1
5 5 5 5 5

Lesson 1: Unit and non-unit 1

fractions b) 1
4
1
4
1
4
1
4

3
➜ pages 122–124 3. a) 8
d) 47
5
b) 5
e) 56
1. There are 5 birds altogether. The denominator is 5. c) 8
f) 59
9
3 birds are flying to the right. 3
4.
The numerator is 3. 7
3
of the birds are flying to the right. 5. When you add these fractions the denominator does
5
2 not change but you add the numerators.
2. Top: 3 The answer is 33 = 1 whole.
Middle: 12
6. Answers will vary; for example:
Bottom: 14
1 whole = 16 + 56
3. 15 of the cards are light coloured. 1 whole = 46 + 26
2
5
have numbers on the roof. 1 whole = 12 + 12
2
5
are dark coloured.
4. a) Reflect
b)
Children’s responses will vary; for example:
c) 12 > 13 1
3
< 12 Today I learnt that a whole can be split into different
5. a), b) and c) Half of each square shaded (in three fractions.
different ways). For example: Today I learnt that 22 is the same as 1 whole.

Lesson 3: Tenths (1)

➜ pages 128–130
4 8 3
1. a) 10
b) 10
c) 10

Reflect 2. a) 4 triangles coloured

b) 7 small rectangles coloured
c) 8 circles coloured
Three sections coloured yellow, 1 section coloured red
8
3. a)
Explanations will vary; for example: 10
1 b)
is shaded yellow because there are 6 sections and half
2
of 6 is 3, so I coloured 3 sections yellow. 0 1 2 3 4 5 6 7 8 9 1
10 10 10 10 10 10 10 10 10
1
6
means 1 out of 6, so I coloured 1 out of the 6 sections
red. 2 8
10 10

Lesson 2: Making the whole

9
4. a) 10
0 1 2 3 4 5 6 7 8 9 1
10 10 10 10 10 10 10 10 10
➜ pages 125–127
1 9
1. a) 4 out of the 6 eggs are in the box. This is 46 of the 10 10
7
whole. b) 10
2 out of the 6 eggs have been used. This is 26 of the 0 1 2 3 4 5 6 7 8 9 1
10 10 10 10 10 10 10 10 10
whole.
4 2
+ =1
6 6 3 7
b) 1 out of the 4 parts is shaded. 10 10
This is 14 of the whole. 5
5. They say 10 at the same time. Children may show this
3 out of the 4 parts are not shaded. using jumps on a number line.
This is 34 of the whole.
1 3
+ =1 6. Answers will vary. For example, the strip could have
4 4 been long and thin (10 times as long and the same
width) or a tall rectangle (same length and 10 times
the width, which would now be the longer dimension).

© Pearson Education 2018 1

 Year 3 Practice Book 3B Unit 9: Fractions (1)

7. Answers will vary; for example:

1
Lesson 5: Fractions
+ 9 = 1 whole
10 10
2
+ 8 = 1 whole
as numbers (1)
10 10

➜ pages 134–136
Reflect
1. a) 8
I know the next two numbers in the sequence will be 10
10
1 3
1 8 8
(or 1) and 110 . b) 5
9 1
Explanations will vary; for example: because 10 + 10 = 10
10
, 1
5
4
5
which is 1 whole. 1 whole and 1 more tenth is written c) 9
1 1 5
as 110 . 9 9
2. A = 27
Lesson 4: Tenths (2) B = 23 (or 69 )
C = 89
➜ pages 131–133
3. a)
1. a) 1 part of the bar model should be shaded: 0 1 1
3
1
1 ÷ 10 = 10 b)
1 whole 0 4 1
8

Some children may recognise that 48 is equivalent to

1
b) 1 part of each bar model should be shaded: 2
and position it at the midpoint of the line.
2
Altogether 2 tenths have been shaded. 2 ÷ 10 = 10
4.
1 whole 1 whole
0 3 5 9 1
10 10 10
3
c) 3 ÷ 10 = 10 5. 39 and 10
4
are not correct: they are at the positions for 38
1 part of each bar model should be shaded: and 8, as each fraction tile represents 18 .
4

1 whole 1 whole 1 whole

6.
0 1 1 1 1
5
d) 5 ÷ 10 = 10 8 4 2
1
1 part of each bar model should be shaded: a) 8
3
1 whole 1 whole 1 whole 1 whole 1 whole
b) 8

2. 3
7
Reflect
3. a) 4 d) 10
b) 5 e) 10
10 Divide the line into 5 equal parts and write 15 at the first
6
c) 10 0
f) 10 mark.
4. a) 2 3
c) 10 Divide the line into the number indicated by the
denominator and then place the fraction at the mark
b) 10 d) Answers will vary: numerator
shown by the numerator.
should match first number;
denominator is 10.
5. Each child eats 12 of a pizza. Lesson 6: Fractions
The pizzas could be cut in half.
1
The pizzas could be cut into tenths; each child eats 10 as numbers (2)
5
from each pizza which makes 10 of a pizza.
➜ pages 137–139
Reflect
1. a)
Answers will vary; for example: because you can draw 0m 1m 2m 3m 4m 5m
2 bar models to show that 2 wholes are the same as 20 3
tenths. When you divide this by 10 you get 2 tenths. 1
2
So, 2 ÷ 10 = 10 .
b)
0m 1m 2m 3m 4m 5m
2
3

© Pearson Education 2018 2

 Year 3 Practice Book 3B Unit 9: Fractions (1)

3. 2m

c) Toshi
0m 1m 2m 3m 4m 5m

d) 1m
0m 1m 2m 3m 4m 5m
Kit
2. a)
0 1 2 3
0

b) 4. Look for marks in sevenths from 0 to 1, from 1 to 1 37

0 1 2 3 and from 1 67 to 2, which may not be evenly spaced
owing to length of line provided. Children may
c) attempt to complete their marks up to 3 and may
0 1 2 3 comment that the line is not long enough to do
this properly. If markings are muddled, suggest that
3. A = 168 (or 134 ) B= 248 (or 212 ) C= 378
children redraw the line in their books at a suitable
9
4. 310 could be represented by X. length.
Explanations will vary; for example:
X is almost 4. 5.
314 and 236 are too small. 478 is too big. 2 4
5. Danny and Aki will never say the same number at the
same time.
Explanations will vary; for example: children might Reflect
draw jumps along the number line to show the next
number Danny and Aki say in the count. Answers will vary; for example: mark half-way between 1
and 2; label this 148 .
Reflect Mark half-way between 148 and 2; label this 168 .
Half-way between 148 and 168, make a mark. This is 158 .

0 1 2 3 Lesson 8: Fractions of
Answers will vary; for example: a set of objects (1)
I must first count how many sections between whole
numbers and then find 1 whole and count on 2 small ➜ pages 143–145
sections to mark 125 .
1. a) 36 ÷ 6 = 6
1
of 36 books = 6 books.
Lesson 7: Fractions 6
Each class gets 6 books.
as numbers (3) b) 36 ÷ 9 = 4
1
of 36 books = 4 books
9
Each class gets 4 books.
➜ pages 140–142
2. 13 of 21 = 7
1. a) 158 c) 36 (or 12 ) 7 in each part of the part-whole diagram.
b) 138 d) 256 3. Amelia should put 3 cherries on each slice of cake.
c b a d 4. 12 of 24 = 12
There are 24 sweets in a whole bag.
e) 5. a) Luis had 24 balloons to start with.
0 1 2 3 b) Lee burst 4 balloons.
2. A = 212 because it is half-way between 2 and 3
B = 319 because the line from 3 to 4 is divided into 9 Reflect
equal parts so B is 19 more than 3
9 Aki is not correct. He has divided them into 6 equal
C = 4 10 because the line from 4 to 5 is divided into
10 equal parts and so C is 109
more than 4. groups, so each group is 16 and 16 of 30 is 5.

© Pearson Education 2018 3

 Year 3 Practice Book 3B Unit 9: Fractions (1)

Lesson 9: Fractions of 5. a) 4
6
b) 27
a set of objects (2) 3
6. of a race will sometimes be a longer distance to run
4
than 12 of a race.
➜ pages 146–148 If the races are the same length, then it will be true. If
the races are different lengths it may not be true; for
1. a) 16 ÷ 4 = 4 1
of 16 flowers = 4 flowers example: 34 of a 100-metre race is 75 metres but 12 of a
4
b) 16 ÷ 4 = 4 1,000-metre race is 500 metres, which is longer.
3
4 × 3 = 12 4
of 16 flowers = 12 flowers
c) 18 ÷ 6 = 3 1
× 18 glasses = 3 glasses Reflect
6
d) 18 ÷ 6 = 3
3
5 × 3 = 15 5
of 80 is 48. Explanations will vary; for example:
5
6
× 18 glasses = 15 glasses First find 15 of 80 by working out 80 ÷ 5 = 16, then work
2. 18 ÷ 3 = 6 out 16 × 3 = 48 to find 35 of 80.
Children draw 6 in each part of the part-whole diagram.
18 ÷ 3 = 6 Lesson 11: Problem solving –
6 × 2 = 12
3. The cake has 32 candles altogether.
fractions
4. 23 of 12; 8 3
4
of 20; 15 2
5
of 25; 10 7
8
of 16; 14 ➜ pages 152–154
5. Disagree. Explanations will vary; for example:
I disagree because he has divided the 24 counters 1. There are 8 kg of rice le in the sack.
into 4 equal groups and there are 6 counters in each 2. a) 12 of 20 is 10.
group. This means that 14 of 24 is 6. He needs to There are 10 apples in the fruit bowl.
multiply this by 3 to find 34 , so 34 of 24 is 18. b) 25 of 20 is 8.
6. 34 of 16 = 12 3
of 20 =12 20 ÷ 5 = 4 4×2=8
5
They are the same. c) 10 apples + 8 oranges = 18 pieces of fruit
20 – 18 = 2
1
Reflect There are 2 bananas. This is 10 of the whole.
3. 14 of 20 is 5. 1
5
of 20 is 4. 5+4=9
Explanations will vary; for example: I can find a fraction The counter finishes on number 9.
of an amount by dividing it by the denominator and 4. 13 of the group are girls so 13 of the group is 18.
multiplying my answer by the numerator. There are 54 children in the group.
6. Holly baked 24 muffins.
Lesson 10: Fractions of
a set of objects (3) Reflect
2 3
Answers will vary; for example: 12 of 60 is 10, 12 of 60 is 15.
➜ pages 149–151

1. a) 100 ÷ 4 = 25 End of unit check

25 × 3 = 75
3
of 100 pencils is 75 pencils.
4 ➜ pages 155–157
b) 180 ÷ 3 = 60
60 × 2 = 120
2
3
of 180 g of flour is 120 g. My journal
c) 95 ÷ 5 = 19
19 × 2 = 38 1. Example questions that could have been asked will
2
5
of 95 dog biscuits is 38. vary, but should be based on the fact family 3 × 6 = 18
d) 32 ÷ 8 = 4 and the bracketing of the two 6s, for example:
4 × 3 = 12 Miss Hall brings in 18 eggs for her class to make
3
8
of 32 km is 12 km. cookies. Eggs come in boxes of 6. There is 1 full box
2. 32 ÷ 4 = 8 le aer the baking has been done. How many eggs
8 × 3 = 24 did the children use? (Answer: 12)
24 cm of ribbon was used. Worked calculations should include some or all of the
3. 60 ÷ 6 = 10 following:
10 × 5 = 50 3 × 6 = 18 or 6 + 2 × 6 = 18
5
6
of 60 m is 50 m. 6 + 6 + 6 = 18 or 6 + 12 = 18
4. a) 24 b) 4
c) 60 18 – (2 × 6) = 6 or 18 – 6 = 2 × 6 = 12
5
Allow any variant of each ‘fact family’.
© Pearson Education 2018 4
 Year 3 Practice Book 3B Unit 9: Fractions (1)

2. 500 + 500 = 1,000, so Toshi and Jen have 1,000 ml

or 1 litre of orange juice. They also have: 3 apples,
8 slices of pizza, 4 baguettes and 9 strawberries.
Ash’s way of sharing the cartons is more sensible,
though Astrid’s might be useful if the juice cartons
were different flavours.
It is not possible to share all the food equally without
fractions or remainders, because 3 apples and 9
strawberries do not divide exactly by 2. All the other
items can be shared between 2.
They will each get 1 juice carton (500 ml), 1 12 apples,
4 slices of pizza (or half a pizza), 2 baguettes and
4 12 strawberries.
If children give 1 r 1 for the apples and 4 r 1 for the large
strawberries, this could lead to a ‘Deepen’ discussion
about remainders. What if someone has to have the
leover apple and strawberry? The fairest answer would
be: (child 1) 1 apple, 5 large strawberries and (child 2)
2 apples, 4 large strawberries; this now becomes a
question about combinations, rather than division.
Number sentences should show:
2 ÷ 2 = 1 or 1,000 ÷ 2 = 500
3 ÷ 2 = 32 or 1 12 or 1 r 1
8 ÷ 2 = 4 or 88 ÷ 2 = 48 = 12
4÷2=2
9 ÷ 2 = 92 = 4 12 or 4 r 1

© Pearson Education 2018 5

 Year 3 Practice Book 3C Unit 10: Fractions (2)

Unit 10: Fractions (2) Lesson 2: Equivalent

fractions (2)
Lesson 1: Equivalent
fractions (1) ➜ pages 9–11

➜ pages 6–8 1.

1. a) 14 = 28 0 1 2
2 2
b) 16 = 122

1 2 4
c) 3 = 6 = 12
1 2 3 4
2. Lines drawn as below: 0 4 4 4 4
1
3

1 2 3 4 5
0 5 5 5 5 5
2
5

1 2 4 6 8
1 0 8 8 8 8 8
4

1 4 5 6 10
1 0 10 10 10 10 10
2

3. a) 23 = 69 2. a) 12 = 24 e) 15 = 10
2

(2 out of 3 parts shaded in the top bar; 6 out of 9 b) 12 = 48 f) 2 4

= 10
5
parts shaded in the bottom bar.)
3
c) 12 = 10
5
g) = 68
3
4
b) = 15
15
d) 14 = 28 36
h) = 10
(1 out of 5 parts shaded in the top bar; 3 out of 15 5
parts shaded in the bottom bar.) 3. a) 13 = 26 b) = 46
2
3
c) 12 = 36
c) 3
= 28 = 14 d) Answers will vary: any three fractions that are not
12
(1 out of 4 parts shaded in the top bar; 2 out of 8 equivalent to 13 .
parts shaded in the middle bar; 3 out of 12 parts 4. 1 1 3
shaded in the bottom bar.) 2 4 4

4. 68 = 34 = 12
9

(3 out of 4 parts shaded in the top bar; 6 out of 8

parts shaded in the middle bar; 9 out of 12 parts 1
0 8 1
shaded in the bottom bar.)
5. Olivia is not correct, as she has not split the whole 5. 13 written at first mark along the line.
into 5 equal parts, so the parts are not fihs.
These fractions circled on the bottom number line:
Children may draw bar models to compare and show 1 2 4 5 6 7 8
that 25 ≠ 13 . Alternatively, they may add a line to the top , , , , , , .
9 9 9 9 9 9 9
diagram to split the circle into sixths and label the 6. 22 and 77 both equal 1 whole so they are equivalent
fraction as 26 . fractions.
Any fractions equivalent to 1 whole (any fractions with
Reflect a numerator the same as the denominator).

An explanation should recognise that if you fold a sheet Reflect

of paper into equal parts and shade one part, then the
size of this shaded part stays the same even if the paper Children need to explain that when they draw number
is folded again to make smaller equal parts; for example: lines to compare fractions, the number lines need to be
I can fold my paper in half and shade in 1 half. If I then the same length (the whole needs to be the same). They
fold my paper in half again, I can now see 24 shaded, also need to explain that the whole needs to be divided
which is the same as 12 . into the number of equal parts determined by the
denominator before they can compare.

© Pearson Education 2018 1

 Year 3 Practice Book 3C Unit 10: Fractions (2)

Lesson 3: Equivalent 2. a) 18 > 19 c) 25 < 12

5

fractions (3) b) 56 > 23 d) 34 < 10

9

3. a) Answers will vary; the denominator must be less

➜ pages 12–14 than 6.
b) Answers will vary; the denominator must be
1. a) 18 = 16
2
greater than 6.
(1 out of 8 parts shaded in the top bar; 2 out of 16 c) Answers will vary; the denominator must be less
parts shaded in the bottom bar.) than 8.
b) 45 = 10
8 d) Answers will vary; the denominator must be
(4 out of 5 parts shaded in the top bar; 8 out of 10 greater than 8.
parts shaded in the bottom bar.) 4. Answers will vary; the number of fih parts must
c) = 3 9 be greater than the number of quarter parts. Some
4 12
( 34 written at third mark along the top number possible solutions are: 25 > 14 ; 35 > 24 ; 45 > 34 .
9 5. Answers will vary. Some possible solutions are:
line; 12 written at ninth mark along bottom
1 3 1 2 1 2
number line.) = ; = ; < .
2 6 3 6 6 3
6
d) 34 = 12
16
6. Smallest fraction = 11
( 34 written at third mark along top number line; 12
16
8
Greatest fraction = 11
written at twelh mark along bottom number line.)
2. a) Answers will vary. Children could show and Reflect
compare 23 and 12
8
pictorially, proving they are
equal. Or they could write an explanation of how Teachers should check for explanations that the
the numerator and denominator have both been denominator tells us how many equal parts the whole is
8
multiplied by 4 to give 12 . split into. If the denominator is a smaller number, there
b) Answers will vary. Children could show and are fewer equal parts, so each part is bigger. The larger
compare 25 and 15
4
pictorially, proving they are not the dominator, the more equal parts and the smaller
equal. Or they could explain that the numerators each part.
and the denominators of the two fractions are
not related by the same factor or multiple (the
numerator of 25 has been multiplied by 2, but the Lesson 5: Comparing and
denominator has been multiplied by 3).
6
ordering fractions
3. a) = 12
10 20
d) 48 = 12 g) 4
32 8
=1
b) 3 12
= e) 5
= 30 h) 12 3
= ➜ pages 18–20
4 16 11 66 36 9
8
c) =4 f) 5
= 1
i) 5 20
= 7 8 9 10 11 12
12 6 15 3 7 28 1. a) Possible answers: 12 , 12 , 12 , 12 , 12 , 12
Children should have drawn a line between f) and h). 1 2
b) Possible answers: 10 , 10
27 30 33
4. , ,
36 40 44 c) 33
5. Emma is wrong. She has added 1 to the numerator d) Possible answers: 69 , 68 , 67 , 66
and to the denominator – this does not show e) The denominator could be any number greater
equivalence. In order to show equivalence, you than 3.
need to either multiply both the numerator and the f) The denominator could be any number smaller
denominator by the same multiple or divide them than 10.
both by a common factor. g) Answers will vary; the fraction must be greater
than 12 .
Reflect h) Answers will vary; the first fraction must be greater
than the second fraction.
Teachers should look for an explanation that you can i) Answers will vary; the first fraction must be less
divide both the numerator and denominator in 104
by the than the second fraction.
2
common factor 2 to make 5 . 3 1 7
2. a) 12 , 2 , 12
1 1 1
b) 8 , 5 , 3
Lesson 4: Comparing fractions 4 4 4
c) 10 , 8, 6
3. a) 15 circled
➜ pages 15–17 b) 15 written at second mark along number line
4. 13 , 14 , 15
1. a) 12 > 13 c) 14 = 16
4

5. 19 , 37 (or possibly 28 ), 55
b) 15 > 16 d) 10 <9
12 10

© Pearson Education 2018 2

 Year 3 Practice Book 3C Unit 10: Fractions (2)

5. Possible pairs are: 0 and 38 ; 18 and 48 ; 28 and 58 ; 48 and 78 ;

Reflect 5
and 88
8
9
Answers will vary. Children might find the fraction wall 6. –7
10 10
2
= 10
helps them to compare fractions. Some children may 7. a) 15 c) 6
12
comment that it is easier to compare fractions that have b) 19 d) 6
the same denominator than those that have different 10

denominators.
Reflect

Lesson 6: Adding fractions Teachers should look for an explanation of why the
subtraction only affects the numerator (because the
➜ pages 21–23 subtraction involves taking ninths from ninths so the
answer will also be ninths). Children could also show
1. a) 6
c) 8 this method pictorially with a bar model or using a
7 12
5 10
number line.
b) 9
d) 10
4 3
2. a) b)
5
5
3. a) + = 3 8
b)
4
1 2 3
+ =
Lesson 8: Problem solving
– adding and subtracting
9 9 9 8 8 8
2 4 8
4. a) 3
d) 6
g) 10
b) 4
4
e) 4
8
h) 12
12
fractions
5 4 3
c) f) i)
9 5 7 ➜ pages 27–29
1 4 2 3 3 2 4
5. Possible answers: + 6
; + ;
6 6 6 6
+ ;
6 6
+ 16
4
6. a) Lines drawn to join: 1. a) 12 of Amy’s cupcakes are chocolate or strawberry.
8
5
to 38 b) 12 of the cupcakes are vanilla.
8
1
to 12 c) There were more vanilla cupcakes.
2 7
3
to 14 There were 12 more vanilla cupcakes than chocolate
4 cupcakes.
1 4
b + =1
5 5
3 3 2. a) It is windy for 59 of Emma’s holiday.
6 6
+ =1
3 b) It is windy for a greater amount of the holiday
+ 7 =1
10 10 because 59 is greater than 49 .
0 3 1 2 2 1 3 0
3. a) Possible answers: 10 + 10 ; 10 + 10 ; 10 + 10 ; 10 + 10 .
Reflect 10 7 9 6 8 5 7 4
b) Possible answers: 10 – 10 ; 10 – 10 ; 10 – 10 ; 10 – 10 ;
6
Jamilla is correct. When you divide a whole into 5 equal – 3; 5 – 2; 4 – 1; 3 – 0.
10 10 10 10 10 10 10 10
parts, each part is 1 fih. Adding one fih and another c) Answers will vary. Ensure the denominators are
fih gives you two of these equal parts, but each part is tenths and the numerators add and subtract to
still 1 fih, so 1 fih add 1 fih equals 2 fihs: 15 + 15 = 25 . give 3.
Richard is wrong. 15 is equivalent to 10
2
so 15 + 15 cannot 2
4. Luis read 10 of the book on Wednesday.
2
be 10 .
5. No, Ebo is not correct as Andy only ate 17 of a pizza, so
in total they ate 47 of a pizza between them. Children
Lesson 7: Subtracting fractions could check their answer using a bar model or
number line.
➜ pages 24–26
Reflect
4 6 1
1. a) 9
c) 12
(or 12
)
2 7 Answers will vary. Ensure children are adding and
b) 10
d) 8 subtracting fractions with the same denominator when
2. Max has 38 of the cake le. creating their own word problems. Alternatively, some
3. a) 2 children may write problems around calculations using
3
5 1
common fractions; for example: 34 – 12 = 14 .
b) 8
c) 6
3 2
4. a) 9
d) 10
g) 46
1 7
b) 8
e) 11
h) 89
1 2 1
c) 4
f) 8
i) 9

© Pearson Education 2018 3

 Year 3 Practice Book 3C Unit 10: Fractions (2)

Lesson 9: Problem solving –

fractions of measures
➜ pages 30–32

1. a) 34 of the bottles are apple juice.

b) There are 30 bottles of apple juice.
2. Children should have circled:
a) 13 of 1 litre of water
b) 25 of 20 kg
c) 15 of 10 hours
d) 38 of a 12 cm strip of paper.
3. a) Kate played more netball.
6 6
b) Kate went swimming on 10 of the days in April. 10 is
1 5
greater than 2 as this is equivalent to 10 , so Kate is
correct.
4. Ambika used 35 of the ribbon and Lee used 15 , so they
used 45 in total. Yes, there was 15 of the ribbon le,
which is 2 metres in length.
5. The plant was 18 cm tall at the end of the second
week.

Reflect
Look for an explanation that you need to add the
fractions that Olivia spent on bananas and cherries, then
work out what fraction she has le: 15 + 25 = 35 ; 55 – 35 = 25 .
Then work out 25 of £10, which is £4, so Olivia has £4 le.

End of unit check

➜ pages 33–34

My journal

Children may record answers such as follows:

Comparing with
• They are unit fractions and the first fraction is smaller
than the second.
• The more parts a unit is divided into, the smaller the
size of each part.
• Looking at a fraction wall, the bigger the denominator,
the smaller the size of the bar.
(Some children may prove this using real examples and
show that, for example 13 < 12 or 10
1
< 18 .)
Comparing with
• The denominators are the same, so the greater the
numerator the greater the fraction.
• If I look at a fraction strip split into 5 equal parts, the
more parts I have, the bigger the fraction is.
(Some children may prove this by using real examples
and show that, for example, 45 > 25 .)

© Pearson Education 2018 4

 Year 3 Practice Book 3C Unit 11: Time

Unit 11: Time 4. 12 squares shaded; 12 of a day = 12 hours

6 squares shaded; 14 of a day = 6 hours
Lesson 1: Months and years 8 squares shaded; 13 of a day = 8 hours

➜ pages 35–37 5. a) 22 hours

b) 2 hours
1. a) 27th September 6. Answer will vary. Check whether the child is realistic
b) 21st April about timings and durations.
c) 29th November
d) 7 days are 1 week, so counting forwards or Reflect
backwards 7 days will take you to the same day
in the following or previous week. You can add or Look for an explanation that each day starts at midnight
subtract the number of days from the date unless and ends at midnight 24 hours later. The day does not
the count goes over the end or start of a month. start and end with bedtime.
2. There are 351 days le in the year.
3. Coloured red: Jan, Mar, May, July, Aug, Oct, Dec
Coloured yellow: Apr, Jun, Sept, Nov
Lesson 3: Estimating time
Coloured blue: Feb
➜ pages 41–43
4. The time it takes for Earth to travel once around the
Sun is 1 year. 1. a) c)
Earth takes 365 14 days to travel once around the Sun.
Most years have 365 days.
Leap years have 366 days.
Every year has 12 months.
5. 29th November (or 30th November if you are 5 o’clock quarter past 9
counting this day as one of the days le).
333 days b) d)
6. Circled: 2036, 2044
‘No’ circled. 2045 will not be a leap year as it is not a
multiple of 4. Leap years usually occur every 4 years,
when the year is a multiple of 4.
half past 11 quarter to 3
Reflect 2. Approximate times:
8 o’clock (minute hand drawn pointing to 12)
It is true that there were 91 days in January, February and Half past 2 (minute hand drawn pointing to 6)
March in 2016 as this was a leap year. 31 days in January, Quarter to 7 (minute hand drawn pointing to 9)
29 days in February and 31 days in March make 91 days. 3. Ticked: quarter to 12; twenty-five to 12; five to 12
In 2017, there would have been 90 days as it was not a
leap year, so February only had 28 days. 4. Emma is not right as the hour hand moves during
the hour; so if it is half past the hour then the hour
hand would point half-way between the two numbers.
Lesson 2: Hours in a day As the hour hand on the clock is more than half-way
between 4 and 5, the time must be aer half past 4
➜ pages 38–40 but before 5 o’clock.
5. 30 minutes, 15 minutes, 45 minutes, 12 minutes
1. Children should have drawn hands on to clocks to 6. It could be any time between 2 o’clock and quarter
show the appropriate times: past 2 or between quarter to 3 and 3 o’clock.
1 o’clock Wednesday → 1 o’clock Thursday
5 o’clock Friday → 5 o’clock Saturday
Third example completed to show any pair of times Reflect
with a difference of 24 hours.
I know that it is half past the hour.
2. In top circle (24 hours): A, D, E I know that it is between 5 o’clock and 6 o’clock.
In bottom circle (12 hours): B, C I know that it is between 2 o’clock and half past 2.
3. All intervals in bar diagrams labelled 24 hours.
2 days = 48 hours
3 days = 72 hours
1 week = 168 hours

© Pearson Education 2018 1

 Year 3 Practice Book 3C Unit 11: Time

Lesson 4: Telling time to 2. a) Minute hand pointing to the 13th interval, hour
hand between 1 and 2 but closer to 1
5 minutes b) Minute hand pointing to 8, hour hand over half-way
between 8 and 9
➜ pages 44–46 c) Minute hand pointing to the 48th interval, hour
hand between 7 and 8 but closer to 8
1. 20 minutes past 10 d) Minute hand pointing to 27th interval, hour hand
10 minutes past 5 almost half-way between 5 and 6
5 minutes past 7
3. 2nd clock on the le (26 minutes past 3) matched to
25 minutes past 3
3rd clock on the right (26 minutes to 3)
10 minutes to 4
3rd clock on the le (9 minutes to 2) matched to 4th
20 minutes to 7
clock on the right (9 minutes past 2)
5 minutes to 9
4th clock on the le (22 minutes to 12) matched to
25 minutes to 12
1st clock on the right (22 minutes past 12)
2. a) Minute hand pointing to 9, hour hand between
4. Kate has correctly noticed that the long hand shows
10 and 11, but closer to 11.
five minutes to the hour, but she has also seen that
b) Minute hand pointing to 5, hour hand between
the short hand is aer the 2, and thought that this
10 and 11, but just before half-way.
meant it was five minutes to 2, not 3.
c) Minute hand pointing to 8, hour hand between
2 and 3, but just aer half-way. 5. She checks 7 times (12 minutes past 9, 20 minutes
d) Minute hand pointing to 2, hour hand between past 9, 28 minutes past 9, 24 minutes to 10,
6 and 7, but just aer 6. 16 minutes to 10, 8 minutes to 10 and 10 o’clock).
3. Lexi has mixed up the minute hand and hour hand of
the clock. The time is five to 2. Reflect
4. Twenty minutes past 6 Answers will vary. Children might explain that each small
5. a) Possible times: twenty minutes to 4; quarter to 4; interval stands for 1 minute, and each large interval
ten minutes to 4; five minutes to 4 between marked numbers stands for 5 minutes. You
Explanations will vary, but children should can count in 5s and then 1s to work out the number of
recognise that the hour hand must be pointing minutes past or to the hour.
between 3 and 4, since 3 and 4 add up to 7, so the
time is between 3 o’clock and 4 o’clock. The minute
hand points to a number that is more than 7 so it Lesson 6: Telling time to the
must be later than 25 minutes to 4.
b) Answers will vary. Ensure that children’s clues work.
minute (2)
➜ pages 50–52
Reflect
1. a) Minute hand pointing to 6, hour hand half-way
Explanations will vary. For example: the hour hand is between 8 and 9
between 3 and 4 so it must be between 3 o’clock and 4 b) Minute hand pointing to 3, hour hand quarter-way
o’clock. The minute hand is pointing to the 7. This means past 1
it is 25 minutes to 4 because there are 5 five-minute c) Minute hand pointing to 9, hour hand three-
intervals until the minute hand would reach the 12 to quarters of the way between 4 and 5
say 4 o’clock. d) Minute hand pointing to 7th interval, hour just
past 10
Lesson 5: Telling time to the 2. a) 7:10 c) 11:55
b) 3:25 d) 5:08
minute (1) 3. a) 6:15 pm d) 9:40 am
b) 7:30 am e) 12:01 am
➜ pages 47–49
c) 4:09 pm
1. Minute hand pointing to 9th interval 4. 7:32 am or 7:32 pm
Minute hand pointing to 42nd interval 5. a) On both clocks, the minute hand is drawn pointing
Minute hand pointing to 24th interval to the 5 and the hour hand drawn pointing just
Minute hand pointing to 53rd interval under half-way between 4 and 5.
b) Both clocks look the same because analogue clocks
do not show whether a time is am or pm.
6. 1:23 am and 1:23 pm; 2:34 am and 2:34 pm; 3:45 pm
(am is given); 4:56 am and 4:56 pm

© Pearson Education 2018 2

 Year 3 Practice Book 3C Unit 11: Time

7. Possible times: 12:07, 12:16, 12:25, 12:34, 12:43, 12:52, Lesson 8: Finding the duration
11:08, 11:17, 11:26, 11:35, 11:44, 11:53, 10:09, 10:18,
10:27, 10:36, 10:45, 10:54, 9:01, 9:10, 8:02, 8:11, 8:20, ➜ pages 56–58
7:03, 7:12, 7:21, 7:30, 6:04, 6:13, 6:22, 6:31, 6:40, 5:05,
5:14, 5:23, 5:32, 5:41, 5:50, 4:06, 4:15, 4:24, 4:33, 4:42, 1. a) 38 minutes (clock shaded from 07:12 to 07:50;
4:51, 3:07, 3:16, 3:25, 3:34, 3:43, 3:52, 2:08, 2:17, 2:26, +38 minutes on number line)
2:35, 2:44, 2:53, 1:09, 1:18, 1:27, 1:36, 1:45, 1:54 b) 43 minutes (first clock shaded from 11:45 to 12:00
and second clock from 12:00 to 12:28; +15 minutes
Reflect and +28 minutes on number line)
c) 46 minutes (first clock shaded from 13:38 to 14:00
From 12 midnight till 12 noon it is am because it is and second clock from 14:00 to 14:24; +22 minutes
before midday. So 1:35 am is very early in the morning and +24 minutes on number line)
and it is still dark at this time.
2. a) Durations written into the table:
21 minutes
Lesson 7: Telling time to the 31 minutes
41 minutes
minute (3) 51 minutes
b) The answers get 10 minutes greater each time
➜ pages 53–55 because the start time minutes are the same and
the end time minutes are 10 minutes more each
1. a) Hour hand half-way between 3 and 4 time.
b) Hour hand between 6 and 7 but closer to 6 3. The tanker takes 91 minutes to fill up with milk.
c) Hour hand just under half-way between 8 and 9
d) Hour hand three-quarters of the way between 4. False. Max has not taken into account that the
1 and 2 duration is over an hour, so he would need to add
e) Hour hand just over half-way between 9 and 10 another 60 minutes to 35. This makes it 95 minutes.
f) Hour hand a quarter of the way between 1 and 2 5. 150 minutes
2. a) 04:52 b) 17:09 6. Possible answers: start 13:01, end 13:53; start 13:02,
03:52 18:09 end 13:54; start 13:03, end 13:55; start 13:04, end
02:52 19:09 13:56; start 13:05, end 13:57; start 13:06, end 13:58;
01:52 20:09 start 13:07, end 13:59
00:52 21:09
3. 20:00 is the 24-hour clock equivalent of 8 pm or Reflect
8 o’clock in the evening.
Children’s questions will vary. Ensure that the end time
4. a) Minute hand pointing to the 12th interval, hour
is aer the start time, unless the question crosses over
hand pointing to just aer 5
midnight.
b) Minute hand pointing to 8, hour hand pointing just
aer half-way between 11 and 12
5. 19:05, 19:14, 19:23, 19:32, 19:41, 19:50, 19:46, 19:55 Lesson 9: Comparing duration
6. Answers will vary. Ensure that times and am/pm
match the 24-hour time; for example, 03:40 and ➜ pages 59–61
twenty minutes to 4 am (or 3:40 am).
Latest time is 23:44 (16 minutes to midnight or 1. a) 26 minutes (clocks shaded from 18:09 to 18:35)
11:44 pm) b) 25 minutes (clocks shaded from 18:52 to 19:17)
Earliest time is 00:01 (1 minute aer midnight or Alex practises for the longer time on Monday.
12:01 am) 2. Lee’s dad parks for 63 minutes. He should pay £1 as
he did not park over 65 minutes.
Reflect 3. a) Bus B is quicker. Bus A and B leave 10 minutes
apart, but they do not arrive 10 minutes apart.
An explanation that the hour is more than 12, so it is If Bus B were to arrive 10 minutes later, it would
a 24-hour clock time. In the 24-hour clock, times aer arrive at 10:33. As it arrives 6 minutes before this
12:00 are pm, so this time is in the evening: 6:58 pm. time, I know it is 6 minutes faster than Bus A.
b) Bus C is quicker. Buses C and D leave 10 minutes
apart, but they do not arrive 10 minutes apart.
If Bus D were to arrive 10 minutes later, it would
arrive at 11:22. As it arrives 3 minutes aer this
time, I know it is 3 minutes slower than Bus C.

© Pearson Education 2018 3

 Year 3 Practice Book 3C Unit 11: Time

4. 1 hour 9 minutes is longer. 1 hour = 60 minutes, so

1 hour 9 minutes = 69 minutes. 69 minutes is a longer Reflect
time than 63 minutes.
The lesson ends at 7:40 pm.
5. Answers will vary: activities must total 110 minutes or
less; for example, the science experiment and school Explanations will vary. Some children will see that
library visit would take 60 + 35 minutes = 95 minutes 55 minutes is just 5 minutes less than 1 hour and so will
so could be done before home time. add 1 hour and adjust by subtracting 5 minutes. Some
Exact time: science experiment, school library visit, children will add on 15 minutes to make 7 pm and then
spelling test (60 minutes + 35 minutes + 15 minutes add on 40 minutes to make 7:40 pm.
= 110 minutes).

Reflect
Lesson 11: Measuring time in
seconds
Adventure film = 105 minutes; space film = 100 minutes.
Adventure film is longer. ➜ pages 65–67
Children could also use the fact that they start
10 minutes apart, but do not finish 10 minutes apart. 1. a) Line drawn to 45 seconds
If the space film was the same length as the adventure b) Line drawn to 40 seconds
film it would finish at 17:10; however, it finishes at 17:05 c) Line drawn to 35 seconds
so it must be shorter.
d) Line drawn to 55 seconds
2.
Lesson 10: Finding start and
Time in Time in
end times Activity
minutes seconds
1
➜ pages 62–64 Bouncing a ball a minute 30 seconds
2

1. I will get into the fair at 1:38 pm. (Clock to show 1:38.) Running on the spot 2 minutes 120 seconds

2. a) First clock to show 2:32; second clock to show 2:51 Skipping 1 1 minutes 90 seconds
End time, 2:51 pm 2
b) First clock to show 3:03; second clock to show 3:52 Star jumps 1 minute 60 seconds
Start time, 3:03 pm
3. 2:53 pm 3. It takes Ebo 40 seconds.
Answers will vary. A possible explanation is: count 4. Jamie’s stopwatch shows 17 seconds because
back 2 minutes to 3:00 and then count back 7 minutes 1 minute equals 60 seconds and 60 – 43 = 17 seconds.
to 2:53. Max’s stopwatch shows 36 seconds because 1 minute
4. equals 60 seconds and 60 – 24 = 36 seconds.
Start Queue length End 5. Answers will vary. How accurate were the children at
time (duration) time estimating 1 minute?
Bouncy castle 1:16 pm 22 minutes 1:38 pm
Reflect
Big dipper 2:12 pm 25 minutes 2:37 pm

Go karts 3:48 pm 26 minutes 4:14 pm Children should show an understanding that 1 second
is a specific measurement of time (for example, the
Runaway train 4:42 pm 24 minutes 5:06 pm
time it takes to say ‘1 elephant’.) Bella could count to 60
5. Mo has forgotten that there are only 60 minutes in elephants to give her a better estimate of 1 minute.
an hour, so 65 minutes is the same as 1 hour and
5 minutes. Therefore, his poster will be ready an hour
and 5 minutes later than 5 minutes past 4, which is
10 minutes past 5.
6. a) It could have started at 2:21, 2:22, 2:23 or 2:24.
b) It ends at 1:34 pm.
An efficient method is to add on 2 hours and adjust
by taking off 1 minute.

© Pearson Education 2018 4

 Year 3 Practice Book 3C Unit 11: Time

End of unit check

➜ pages 68–70

My journal

1. a) I know that the time is 25 minutes to 3 because …

Explanations will vary. Children should be able
to explain that they know the time because the
minute hand is pointing to 7 (or the 35th interval),
which means 25 minutes to the hour, and the hour
hand is just over half-way between 2 and 3.
b) I know that the time is 17 minutes past 8 because …
Explanations will vary. Children should be able
to explain that they know the time because the
minute hand is pointing to the 17th interval, which
means 17 minutes past the hour, and the hour
hand is pointing to 8.
c) I know that the time is 9 minutes to 5 because …
Explanations will vary. Children should be able
to explain that they know the time because the
minute hand is pointing to the 51st interval, which
means 9 minutes to the hour, and the hour hand is
pointing to 5.
2. Answers will vary. Check that children have drawn
the hands on their clocks correctly and have used
a variety of ways to write their times, using the 24
hour clock and/or using am and pm. Ensure that they
choose an appropriate time for the activity that they
have chosen to record.

Power play

Children will end on the clock showing 4 minutes to 7.

12:02 pm 13:11 6:33 pm 18:10 I7:47

12:48 pm 13:57 19:19

I2:58 1:21 pm 2:20 pm 4:38 pm 17:01

13:31 3:16 pm 15:52 I6:05 18:10

1:45 pm 15:06 3:29 pm 5:24 pm

© Pearson Education 2018 5

 Year 3 Practice Book 3C Unit 12: Angles and properties of shapes

Unit 12: Angles and Lesson 2: Right angles in shapes

properties of shapes ➜ pages 74–76

Lesson 1: Turns and angles 1.

➜ pages 71–73

1. a) Now he faces the café.

b) Now he faces the pond.
2.

✓ ✓
2.

✓ ✓
3. Answers will vary, but children should notice that they
end up facing in the same direction.
4. a) She is facing west. A B C D
b) She could be facing west or east. 3.
c) Southwest
d) One right angle anticlockwise or three right angles
clockwise
5.
Starting Quarter Two right- Quarter turn Three-quarter
position turn angle turns anticlockwise turn
4. Answers will vary. Children should have drawn a line
clockwise anticlockwise anticlockwise that is perpendicular to the existing line, to create at
then a
quarter turn
least one right angle. Children can draw their own pair
clockwise of perpendicular lines in the final two diagrams.
5. Answers will vary. Typical items that show right angles
include books, doors, tables or the whiteboard.
6. Children should have coloured the cross.

Reflect
Answers will vary. Ensure that children are drawing
accurately with a ruler and that the shape has at least
three internal right angles. Possible answers include a
square, a rectangle, an irregular pentagon with three
Reflect right angles, and an L shape. Children who interpret the
question as specifying ‘exactly three right angles’ will
When I turn by two right angles, I will face the opposite discover that they need to draw an irregular polygon
direction. with five or more sides, either convex or concave, that
When I turn by four right angles, I will face the same looks like three corners of a square or rectangle with
direction. extra sides added. Some possibilities are shown.

© Pearson Education 2018 1

 Year 3 Practice Book 3C Unit 12: Angles and properties of shapes

Lesson 3: Comparing angles 4. a) Rectangle will be 11 cm × 55 mm.

b) Square will be 55 mm × 55 mm.
➜ pages 77–79 c) Each right-angled triangle will have perpendicular
sides of length 55 mm and hypotenuse
1. First angle joined to ‘less than a right angle’ approximately 78 mm long.
Second angle joined to ‘greater than a right angle’
Third angle joined to ‘a right angle’ Reflect
2. Drawings will vary. Children should show three angles
Step 1: Place your ruler flat on your paper and find 0.
of between 0 and 90 degrees in the top row and three
Step 2: Place your pencil on 0 and draw a line to 5 cm.
angles of between 90 and 180 degrees in the bottom
Step 3: Extend your line for 5 smaller intervals (mm).
row.
You will have drawn a line 5 cm and 5 mm long.
3. obtuse acute obtuse
4. Answers will vary. Using the points of the peg board,
children should show three angles of between 0 and Lesson 5: Types of line (1)
90 degrees in the top row, three angles of between
90 and 180 degrees in the second row, and three ➜ pages 83–85
angles of 90 degrees in the final row.
1. neither horizontal neither vertical
5. Answers may vary, but the following is the correct
prediction: 2. There are 2 horizontal lines and 8 vertical lines.
12 acute angles (2 × 2 complementary; 8 3. Answers will vary. Child should show 3 horizontal,
supplementary with the obtuse 3 vertical and 3 neither horizontal nor vertical lines.
angles)
4.
6 right angles (2 × 2 supplementary, + 2)
8 obtuse angles (8 supplementary with the acute
angles)
(Children will not know the vocabulary
‘supplementary’ and ‘complementary’ but they
may be able to spot and use the principles in their
predictions.)

Reflect
Answers will vary. Typical obtuse and acute angles can be 5. Turn all shapes by a quarter-turn (right-angle turn) to
formed in open books, open doors, two pencils or rulers. change the symmetry lines from vertical to horizontal
Children may discover shapes around the room that or vice versa.
have acute or obtuse angles. Children can use an angle 6. Lines ticked:
measurer (or a right angle) to decide whether an angle is From top to bottom: middle line (horizontal)
acute or obtuse. From le to right: the first, third and fourth lines
(vertical)
Lesson 4: Drawing accurately
Reflect
➜ pages 80–82
Answers will vary. Typical answers might include:
horizontal – the playground, tables
1. Lines drawn of the following lengths:
vertical – trees, lampposts, wall of the school
A: 3 cm
B: 4 cm
C: 5 cm
2. Ensure the child measures accurately, marking both
the top and bottom lines to find 5 cm before drawing
a line to connect the marks.
3. a) Shapes measured, sides labelled and then shapes
copied:
A: horizontal line = 29 mm; diagonal line = 39 mm
B: vertical line = 23 mm; horizontal line = 35 mm
C: vertical line = 23 mm; horizontal line = 38 mm
b) Answers will vary. Ensure the child has justified
their reasons.

© Pearson Education 2018 2

 Year 3 Practice Book 3C Unit 12: Angles and properties of shapes

Lesson 6: Types of line (2) 2. Shape E is not a quadrilateral. A quadrilateral is a

shape with 4 sides; this shape has 6 sides so it is a
➜ pages 86–88 hexagon.
3.
1. a)
✓ ✓
A B C D E
4. a) Children should draw and label two rectangles
✓ (possibly including squares).
b) Answers will vary. The shapes that show one pair of
perpendicular sides and no parallel sides include
a right-angled triangle, a kite with just one right
b) Answers will vary. Children should draw lines with angle or an irregular quadrilateral with just one
lengths that differ from the original lines but that right angle.
are demonstrably parallel to them using the grid. c) Answers will vary. Shapes that show no
perpendicular or parallel sides but have one line of
2. Answers will vary. Check that children demonstrate horizontal symmetry include kites or semicircles.
understanding of the difference between parallel and
perpendicular lines, labelling accurately. 5. A3 B1 F6 E2 C4

3. Answers will vary.

Examples of parallel lines include: train tracks, lanes in
Reflect
an athletics track, road markings, edges of buildings,
A rectangle is a quadrilateral that has 2 pairs of parallel
edges of a slide.
sides, 4 right angles and 4 pairs of perpendicular lines.
Examples of perpendicular lines include: adjacent
edges of window and door frames, line where the
road meets a lamppost or building, chair and table
legs to the floor.
Lesson 8: Recognising and
4. Dexter is wrong: the lines are parallel. When you describing 3D shapes
measure a distance from a line, you should place the
ruler so that it is perpendicular to the line. Dexter ➜ pages 92–94
needs to move the right-hand ruler so that it is
vertical. This will show that the lines are the same 1. cube cuboid triangular prism
(perpendicular) distance apart. square-based pyramid sphere cylinder
5. a) Answers will vary. Ensure each pair of lines drawn 2. Numbers written into table as follows:
are parallel using opposing pairs of dots. Vertices: 8 4 5 8
b) Answers will vary. Ensure each pair of lines drawn Faces: 6 4 5 6
are perpendicular. In the first two diagrams the Edges: 12 6 8 12
only solutions use the vertices of a kite shape. 3. a) matched to ii)
There are more possibilities for the third and b) matched to i)
fourth diagrams. c) matched to iii)
4. Answers written into the table as follows:
Reflect Prism B, D
Not a prism C A
1. Parallel lines always stay the same distance apart so
5. Answers will vary. A possible response could be:
they will never touch.
Both shapes have at least one square face, have some
2. Parallel lines do not have to be the same length. parallel and perpendicular edges and have lines of
3. Perpendicular lines will meet at right angles. symmetry.
The cuboid has 6 faces, 8 vertices and 12 edges, but
the pyramid has 5 faces, 5 vertices and 8 edges.
Lesson 7: Recognising and
describing 2D shapes Reflect
A cube has 6 square faces, 8 vertices and 12 edges. The
➜ pages 89–91
cube has parallel and perpendicular edges and faces.
1. triangle pentagon rectangle hexagon

© Pearson Education 2018 3

 Year 3 Practice Book 3C Unit 12: Angles and properties of shapes

Lesson 9: Constructing 3D End of unit check

shapes
➜ pages 98–100
➜ pages 95–97
My journal
1. 6 cubes; 6 cubes; 5 cubes
8 cubes; 6 cubes; 6 cubes 1 a. How the child splits up the square will vary. This is
2. Reena has made 4 different cuboids. a possible solution
3. A: 12 sticks; 8 marshmallows 10 cm
B: 8 sticks; 5 marshmallows
C: 6 sticks; 4 marshmallows
4. Children should have circled 2 shapes from: triangular
prism, square-based pyramid, cuboid
6 cm
5. Answers will vary. An example answer could be: First
make two triangles of the same size with 6 sticks 4 cm
and 6 marshmallows. Then attach the two triangle
faces parallel to each other using 3 sticks to join the
vertices.
6. Table completed:
Sticks: 9 12 15 18
Marshmallows: 6 8 10 12
4 cm 4 cm
Answers may vary. One possible pattern is that the
number of sticks is always 3 times the number of
sides of the non-rectangular face in the prism. The
4 cm 2 cm 4 cm
number of marshmallows is always 2 times this
number. 1 b. Answers will vary. Children should provide an
explanation of how they used a ruler to measure
Reflect and draw horizontal and vertical lines, making
sure lines were perpendicular or parallel when
Answers will vary. Children might mention: learning necessary.
that angles (acute, obtuse and right) are part of a 2. Answers will vary. This is a possible solution.
turn; drawing and measuring lines accurately; learning
about parallel and perpendicular lines; learning how to a) b)
describe 2D and 3D shapes; learning how to make 3D
shapes.

c) d)

© Pearson Education 2018 4

 Year 3 Practice Book 3C Unit 13: Mass

Unit 13: Mass Reflect

Lesson 1: Measuring mass (1) Find the difference between the two marked amounts.
Count the number of intervals between the two marked
➜ pages 101–103 amounts.
Divide the difference by this number to find the value of
1. a) Arrow pointing to the first mark aer 200 g. each interval.
b) Arrow pointing half-way between the first and Use this to read the scale.
second marks aer 100 g.
c) Arrow pointing to the third mark aer 0 kg.
d) Arrow pointing half-way between the third and Lesson 3: Measuring mass (3)
fourth mark aer 0 kg.
2. The second pair of scales could measure kg whilst the ➜ pages 107–109
first pair of scales could measure g.
1. Masses written into part-whole models:
3. No, the arrow is pointing half-way between 200 g and
a) 1 kg; 376 g
400 g, which means the scale shows a mass of 300 g.
b) 1,020 g
4. a) Answers will vary. Possible answers include: c) 3,246 g
8 kg – a medium-sized bike, a school bag full of d) 2 kg; 2 g
books, 8 bags of sugar
2. Masses written into table:
180 g – a fork, a small box of raspberries, a small
1,456 g
tub of cheese
2 kg 132 g
28 g – 1 small piece of cheese, an AA battery,
1,088 g
3 one-pound coins
0 kg 654 g
b) Answers will vary – ensure children have written
objects that are plausible estimates for the mass. 3. a) 1,400 g 1 kg 400 g
b) 2,500 g 2kg 500 g
c) 1,050 g 1 kg 50 g
Reflect
4. Lee is incorrect. The difference between each labelled
Answers will vary, but encourage children to draw a amount is 1 kg or 1,000 g. There are
number line with intervals of 100 g and then mark out 10 intervals between 1 kg and 2 kg, and
200 g, 500 g and 600 g. 1,000 ÷ 10 = 100. This means that each interval is
worth 100 g. The arrow is pointing at the ninth mark
aer 1 kg, so the mass of the sugar is 1 kg 900 g. Lee
Lesson 2: Measuring mass (2) thought the intervals were going up in 10 g, not 100 g.
5. Answers will vary. Some possible solutions are:
➜ pages 104–106 2 kg + 500 g + 100 g + 100 g + 10 g + 10 g + 10 g +
10 g + 10 g
1. a) Pointer pointing half-way between 2 and 3 kg. 1 kg + 1 kg + 500 g + 100 g + 100 g + 10 g + 10 g +
b) Pointer pointing half-way between 8 and 9 kg. 10 g + 10 g + 10 g
c) Pointer pointing at the first mark aer 3 kg
2. 2 kg 50 g 2 kg 100 g 2 kg 125 g Reflect
3. a) approximately 3 kg 400 g and 3 kg 700 g
b) approximately 11 kg and 11 kg 500 g Answers will vary. Ideas could include:
c) approximately 2 kg 90 g Just grams – cooking ingredients, precious metals like
gold
4. If the mass of the spade is just under 8 kg 500 g, this
Kilograms and grams – weight of a person, weight of
would be closer to 8 kg than 9 kg. If the mass of the
luggage at the airport
spade is just over 9 kg 500 g then it would be closer to
10 kg than 9 kg (9 kg 500 g also rounds up to 10 kg).
Since the mass of the spade to the nearest kg is 9 kg, Lesson 4: Comparing masses
it must be in the range 8 kg 500 g to 9 kg 499 g.
➜ pages 110–112

1. a) 1,321 g > 1 kg 300 g

b) 1 kg 8 g < 1,080 g
c) 2 kg 10 g = 2,010 g
d) 983 g > 0 kg 899 g

© Pearson Education 2018 1

 Year 3 Practice Book 3C Unit 13: Mass

2. Top right scales circled Lesson 6: Problem solving –

3. a) ≈ 1,750 g
mass
b) ≈ 1,422 g
c) ≈ 1,250 g
➜ pages 116–118
4. Answers will vary.
B – any mass less than 1 kg 20 g 1. Masses in number lines from le to right:
C – any mass greater than 1 kg 20 g a) 470 g 620 g 770 g 920 g 1070 g (or 1 kg 70 g)
D – any mass less than that given for B b) 250 g 500g 750 g 1 kg (or 1,000 g)
5. a) 1 kg 500 g 1,540 g 1,999 g 2 kg 1 kg 250 g (or 1,250 g)
b) 1,001 g 1,010 g 1 kg 100 g 1,110 g 2. 450 g of nuts
c) 1,070 g 1 kg 700 g 1 kg 707 g 1,777 g
3. Amal had 550 g of clay le.
4.
Reflect 550 g

An explanation that when comparing numbers children 2,000 g 650 g

know they need to compare the largest value columns
first, and then, if these values are the same, look at the
next largest value column. Max is incorrect because 800 g

he did not compare the hundred gram column before

comparing the ten gram column. You can see that The middle guinea pig weighs 650 g.
1 kg 265 g is bigger than 1 kg 157 g as 2 hundred is 5. The mass of the heart is 1,225 g.
bigger than 1 hundred. = 1,110 g ÷ 2 = 555 g
= 2,000 g – (3 × 555 g) = 335 g
Lesson 5: Adding and = 2 × 335 g + 555 g = 1,225 g
subtracting masses
Reflect
➜ pages 113–115
Answers will vary. Ensure children’s questions make
1. + 850 g sense and give an answer of 2 kg and 550 g.
15 kg
6 kg 950g
2.
End of unit check
1 kg 800 g 1 kg 100 g
➜ pages 119–120
1 kg 200 g 600 g 550 g 550 g

1 kg 300 g 1 kg 750 g My journal

900 g 400 g 1 kg 440 g 310 g
1. First you calculate the mass of the pineapple:
3. a) Alex has 150 g le. 500 + 200 + 50 + 5 = 755 g.
b) Zac needs 950 g more.
c) Alex buys 1 kg 200 g (or 1,200 g) of flour. Then you work out the total mass of the pineapple
and melon by reading the scale: 1 kg 300 g.
4. Answers will vary. Ensure that children's questions
involve subtraction. Now you can work out the mass of the melon by
subtracting the mass of the pineapple from the total
5. a) 900 g mass: 1,300 – 755 = 545 g.
b) 550 g
c) 1 kg 100 g (or 1,100 g) The mass of the melon is 545 g.
d) 1 kg 80 g (or 1,080 g)
e) 2 kg 710 g (or 2,710 g)

Reflect
Answers will vary.

© Pearson Education 2018 2

 Year 3 Practice Book 3C Unit 14: Capacity

Unit 14: Capacity 3. A

1l
2l 3l
4l
B

Lesson 1: Measuring capacity (1) 0l 5l 0l 5l

➜ pages 121–123 3 l 750 ml 2 l 250 ml

1. a) 375 ml b) 65 ml c) 550 ml 4. Jug B was used.

2. a) litres d) litres or millilitres 5. Answers will vary but should be in the range of
b) millilitres e) millilitres 1 l 100 ml to 1 l 300 ml.
c) litres
3. A C B Reflect
4. a) c) Scale showing a litre split into 4 intervals to be labelled:
50 litres
50 litres
0 ml, 250 ml, 500 ml, 750 ml and 1,000 ml (or 1 l).
0 litres
0 litres 100 litres
100 litres Scale showing a litre split into 5 intervals to be labelled:
0 ml, 200 ml, 400 ml, 600 ml, 800 ml and 1,000 ml (or 1 l).

b) 60 litres
60 litres 0 litres
0 litres
Lesson 3: Measuring capacity (3)
d)
➜ pages 127–129

0 litres
0 litres 0 litres
0 litres
1. a) 1,100 ml = 1 l and 100 ml
80 litres
80 litres
b) 2,300 ml
2,300 ml
1,000 ml 1,000 ml 300 ml
5. First scale: Divide line into two equal parts; mark this
interval 100 ml. 1 l 1 l 300 ml

Second scale: Divide line into 10 equal parts; mark 2 l 300 ml

2 l 300 ml
first interval from bottom as 100 ml.
Third scale: Divide line into 5 equal parts; mark first 2,300 ml = 2 l 300 ml
interval from bottom as 100 ml (or divide line into 10
equal parts and mark second interval from bottom as 2. Answers may vary. Children may choose to use a bar
100 ml). model or a part-whole model.
3 l 700 ml = 3,700 ml
Reflect 3. a) 2,270 ml
b) 3,450 ml
Look for an explanation of the need to work out what 4. a) 400 ml = 0 l 400 ml
each interval is worth by finding the difference between b) 300 ml = 0 l 300 ml
marked amounts and dividing this by the number of
5. Shaded up to half-way between the second and third
intervals between them.
mark above 1,000 ml.
1,250 ml = 1 l 250 ml
Lesson 2: Measuring capacity (2) 6. 1 litre and 2 litres written by bold marks on jug.
2,250 ml between second and third mark above
➜ pages 124–126 2 litres.

1. a) Capacities completed as: Reflect

1 l 700 ml 1 l 500 ml
0 l 500 ml 1 l 0 ml Answers will vary. The explanation should include that
b) First jug: 1,000 ml 900 ml = 1,900 ml you need to use the fact that 1 l = 1,000 ml to help you.
Second jug: 1,000 ml 200 ml = 1,200 ml Children may suggest checking how many thousands of
Third jug: 1,000 ml 700 ml = 1,700 ml ml there are in the amount; this will give how many litres
2. A Shaded to the third mark above 1 litre there are. The rest can be le as ml.
B Shaded to the second mark above 1 litre
C Shaded to half-way between 3 and 4 litres

© Pearson Education 2018 1

 Year 3 Practice Book 3C Unit 14: Capacity

Lesson 4: Comparing capacities Lesson 6: Problem solving –

capacity
➜ pages 130–132
➜ pages 136–138
1. a) 1 l 200 ml < 2 l 100 ml
b) 1 l > 900 ml
1. 800 ml (in the bar model)
c) 500 ml = 12 l
Paolo bought 800 ml of water altogether.
d) 2 l 100 ml > 1 l 999 ml
2. 500 ml in each of the 4 parts in the bar model
2. 25 l 2 l 250 ml 2,100 ml 300 ml
Each glass holds 500 ml of water.
3. B D A C
3.
4. D B A C 40 l
5. A = 1,000 ml C = 1,250 ml D = 1,400 ml B = 1,500 ml 10 l 10 l 10 l 10 l
6. Jessica should choose bowl C. 30 l 10 l
7. Reasoning will vary, for example: Container A has Frederica has 30 l of fuel le.
a capacity of 2 l and is about 34 full. This means it
contains about 1,500 ml or 1·5 l. Container B holds 4. 1
1·5 l when full, but it is not full, so it contains less than 250 ml 250 ml 250 ml 2 litre
1·5 litres. Therefore container A has more liquid in it. 750 ml 500 ml

Reflect 1,250 ml

Answers will vary. Encourage an explanation of The total is 1,250 ml. This is 1 l and 250 ml of milk in
converting all the amounts to the same units before total.
comparing, starting from the column with the greatest 5. Alfredo needs to drink 7 more glasses.
value first. Jen needs to drink 9 more glasses.
6. He needs 2 l and 500 ml more cream.
Lesson 5: Adding and 7. You will need 7 l 500 ml.
subtracting capacities
Reflect
➜ pages 133–135
Answers will vary. Encourage children to explain their
different steps and the reasons for these steps. Children
1. a) 450 + 300 = 750 ml
should consider the need to convert between litres and
The total of the two amounts is 750 ml.
millilitres.
b) The total of the two amounts is 2 l.
c) 5 l 675 ml
2. There is 1 l 750 ml le in the bottle. End of unit check
3. 4 l = 1 l = 3 l
500 ml – 150 ml = 350 ml ➜ pages 139–140
There will be 3 l 350 ml le in the large container.
4. James needs 1 l 500 ml more water. My journal
5. There are 550 ml in cylinder C.
250
4l
ml
Reflect
250
1,000 ml 1,000 ml 1,000 ml 1,000 ml
ml
Answers may vary. Some children may convert 2 l 800 ml
to 2,800 ml before adding this to 1,250 ml to get 4,250 ml
4,050 ml. Others may convert 1,250 ml to 1 l 250 ml and
1
then add the litres and millilitres separately. This gives 22l
3 l 1,050 ml, which is the same as 4 l 50 ml. 1,000 ml 1,000 ml 500 ml

2,500 ml

3,750 ml

1,000 ml 1,000 ml 1,000 ml 750 ml

3,000 ml 750 ml

© Pearson Education 2018 2