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CAMBRIDGE PRIMARY

Mathematics CAMBRIDGE PRIMARY

Cambridge Primary Mathematics


Skills Builder 3
Mathematics

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Skills Builder

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3
Cambridge Primary Mathematics Skills Builder Activity Books are the latest addition to the
Cambridge Primary Mathematics course. This is a flexible and engaging course written specifically
for the Cambridge Primary Mathematics curriculum framework Stages to 6. The course offers a
discussion-led approach with problem-solving integrated throughout to encourage learners to think
and talk about mathematics in place of rote learning and drill practice. The language throughout
the course is pitched to EAL / ESL learners with illustrations supporting visual understanding
and learning.

Skills Builder
The Skills Builder Activity Books are carefully designed to provide consolidation activities for children who need
extra teaching and learning opportunities in order to achieve success in the Cambridge Primary Mathematics
curriculum framework.

Skills Builder Activity Book 3 consists of:

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A full range of activities which support the breadth of the
Cambridge Primary Mathematics curriculum framework at Grade 3.
Carefully levelled activities which help gently raise a child’s
mathematical understanding and performance to match that of
their peers.
Helpful guidance and tips to help teachers or parents explain key

Moseley and Rees


mathematical methods and concepts before each exercise.
For the first time, this flexible resource offers motivational parents
the Cambridge way for Maths work at home.

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3

Original material © Cambridge University Press 2016


Cherri Moseley and Janet Rees
CAMBRIDGE PRIMARY
Mathematics

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Skills Builder

Name:

Contents
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Three-digit numbers (1) ............................... 4–5 Length, capacity, weight and time.......... 36–38
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Addition and subtraction (1) ...................... 6–7 Estimating ....................................................... 39
Doubling ....................................................... 8–9 Sorting and representing data ................ 40–41
Addition and subtraction (2) .................. 10–11 Ordering ......................................................... 42
Multiplication (1) ...................................... 12–13 Multiplication (2) ............................................ 43
2D shapes and symmetry ........................ 14–17 Fractions ................................................... 44–45
Position ...................................................... 18–19 Doubling and halving (2) ........................ 46–47
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Money ....................................................... 20–21 Complements to 100 ............................... 48–49


Time (1) ..................................................... 22–23 Multiplication and division ...................... 50–51
Estimating length ..................................... 24–25 Time (2) ........................................................... 52
Three digit numbers (2) ................................. 26 Capacity ......................................................... 53
Multiplying by 10 ............................................ 27 Time (3) ..................................................... 54–55
Ordering, estimating and rounding ........ 28–31 Money ....................................................... 56–57
Doubling and halving (1) .............................. 32 Weight ............................................................. 58
Addition and subtraction (3) ........................ 33 Photocopiable resources ......................... 59–76
Multiplication ............................................ 34–35 Answers ..................................................... 77–79

Cherri Moseley and Janet Rees


Original material © Cambridge University Press 2016
Introduction
This Skills Builder activity book is part of a series of 12 write-in • Hints prompt and assist in building understanding, and steer
activity books for primary mathematics grades 1–6. It can be the learner in the right direction.
used as a standalone book, but the content also complements • You will need gives learners, teachers and parents a list of
University Printing House, Cambridge cb2 8bs, United Kingdom
Cambridge Primary Maths. Learners progress at different rates, so resources for each activity.
Cambridge University Press is part of the University of Cambridge. this series provides a Skills Builder and a Challenge Activity Book
• Photocopiable resources are provided at the end of the book,
It furthers the University’s mission by disseminating knowledge in the pursuit of for each Primary Mathematics Curriculum Framework Stage to
for easy assembly in class or at home.
education, learning and research at the highest international levels of excellence. support and broaden the depth of learning.
• Links to the Cambridge International Examinations Primary
www.cambridge.org The Skills Builder books consolidate the learning already covered Mathematics Curriculum Framework objectives and the

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Information on this title: education.cambridge.org/9781316509159 in the classroom, but provide extra support by giving short corresponding Cambridge Primary Mathematics Teacher’s
© Cambridge University Press 2016 reminders of key information, topic vocabulary and hints on how Resource are given in the footnote on every page.
This publication is in copyright. Subject to statutory exception best to develop maths skills and knowledge. They have also been • Calculators should be used to help learners understand
and to the provisions of relevant collective licensing agreements, written to support learners whose first language is not English.
no reproduction of any part may take place without the written numbers and the number system, including place value
permission of Cambridge University Press. and properties of numbers. However, the calculator is not
How to use the books
First published 2016 promoted as a calculation tool before Stage 5.

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The activities are for use by learners in school or at home, with
Printed in India by Multivista Global Pvt Ltd. Note:
adult mediation. Topics have been carefully chosen to focus on
A catalogue record for this publication is available from the British Library those common areas where learners might need extra support. When a ‘spinner’ is included, put
isbn 978-1-316-50915-9 Paperback The approach is linked directly to Cambridge Primary Maths, a paperclip flat on the page so the
Cambridge University Press has no responsibility for the persistence or accuracy but teachers and parents can pick and choose which activities to end is over the centre of the spinner. 1 2
of URLs for external or third-party internet websites referred to in this publication, cover, or go through the books in sequence. Place the pencil point in the centre
and does not guarantee that any content on such websites is, or will remain,
accurate or appropriate. of the spinner, through the paperclip. 5 3
The varied set of activities grow in challenge through each unit,
Hold the pencil firmly and spin the
including: 4
paperclip to generate a result.
• closed questions with answers, so progress can be checked
notice to teachers
It is illegal to reproduce any part of this work in material form (including • questions with more than one possible answer Tracking progress
photocopying and electronic storage) except under the following circumstances: • activities requiring resources, for example, dice, spinners or Answers to closed questions are given at the back of the book;

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(i) where you are abiding by a licence granted to your school or institution by the these allow teachers, parents and learners to check their work.
Copyright Licensing Agency; digit cards
(ii) where no such licence exists, or where you wish to exceed the terms of a license, • activities and games best done with someone else, for When completing each activity, teachers and parents are
and you have gained the written permission of Cambridge University Press;
(iii) where you are allowed to reproduce without permission under the provisions
example, in class or at home, which give the opportunity to advised to encourage self-assessment by asking the students
of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for be fully involved in the child’s learning how straightforward they found the activity. When learners are
example, the reproduction of short passages within certain types of educational • activities to support different learning styles: working reflecting on games, they should consider how challenging the
anthology and reproduction for the purposes of setting examination questions.
individually, in pairs, in groups. mathematics was, not who won. Learners could use a ✓/ ✗ or red/
notice to teachers in the uk green colouring system to record their self-assessment anywhere
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The photocopy masters in this publication may be photocopied or distributed How to approach the activities on each activity page.
(electronically) free of charge for classroom use within the school or institution that
purchased the publication. Worksheets and copies of them remain in the copyright
Space is provided for learners to write their answers in the book.
Some activities might need further practice or writing, so students These assessments provide teachers and parents with an
of Cambridge University Press, and such copies may not be distributed or used in
any way outside the purchasing institution. could be given a blank notebook at the start of the year to use understanding of how best to support individual learners’
alongside the book. Each activity follows a standard structure. next steps.

• Remember gives an overview of key learning points. They


introduce core concepts and, later, can be used as a revision
This book is part of the Cambridge Primary Maths project.
This is an innovative combination of curriculum and resources guide. These sections should be read with an adult who can
designed to support teachers and learners to succeed in primary check understanding before attempting the activities.
mathematics through best-practice international maths teaching
and a problem-solving approach. • Vocabulary assists with difficult mathematical terms,
particularly when English is not the learner’s first language.
To get involved, visit Learners should read through the key vocabulary with an
www.cie.org.uk/cambridgeprimarymaths.
adult and be encouraged to clarify understanding.

Original material © Cambridge University Press 2016


Marching ants You will need: resource
1, pages 59–61, a 1–6
dice, a counter Put your counter on START. Throw the dice and move that number of spaces.
Remember Follow the direction the ants are walking. Write the number you land on in any
In a three-digit number, the first digit tells you how
Vocabulary
position on your score card.
many hundreds there are, the second digit how
Once you have written the digit, it cannot be changed.
many tens and the third digit how many ones. So, hundreds, tens, ones, units,
for 327, the 3 represents 300, the 2 represents 20 place value, digit Complete one score card at a time.
and the 7 represents 7 ones.
The highest number I made was __________.

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The smallest number I made was __________.
These are all my numbers, in order.
Hint: Think about

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where to place 1 when
making a high number. _____________________________________________________________________
How will that change smallest highest
when making a low START
number?
5
Use place value cards
2
to support reading each Score cards
number. 4 1 7 1 4 Highest

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4 hundreds tens ones
0 2
5 3 1
8 3
1 5 2
3
6 0 1
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4
3 6
9 1 0
9 7 Smallest
0 8
5 2 7 hundreds tens ones
5 1
2
5 2
1 1
6 3 3 3
8 4

Original material © Cambridge University Press 2016


4 Unit 1A Number and problem solving
CPM Framework 3Nn2, 3Nn5, 3Ps3; CPM Teacher’s Resource 1.1, 1.3
Unit 1A Number and problem solving
CPM Framework 3Nn2, 3Nn5, 3Ps3; CPM Teacher’s Resource 1.1, 1.3
5
[A] Title chains
Making Write + 10 or – 10 to make your own chain.
Then complete this chain.

Remember
resource
You will need: Hint: Use place
you add
Remember
When text or subtract 10 from a two-digit or

56
1, pages 59–61 value cards to make
three-digit number, the ones digit does not change.
the numbers. Change
For example, 152 + 10 = 162 152 – 10 = 142.
the tens card to add
Vocabulary
or subtract 10.
hundreds, tens, ones,

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units, add, subtract, digit
Complete each chain.

+10
38

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–1
0
+1

–10
28

–1
0
+10

0
+1
+10
+10
18

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I started on 56 and ended on __________.
I started on 18 and ended on __________.
Make a chain for your friend. You can add or subtract 10, 20 or 30 but you must
+10 know the answer!
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+1
0

–10
+10

+10

+10
+10

–1
0
+1

+10
+10
23

I started on 23 and ended on __________.


Original material © Cambridge University Press 2016
6 Unit 1A Number and problem solving
CPM Framework 3Nn2, 3Nn3, 3Nn5, 3Nn6, 3Nc9, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s Resource 2.1
Unit 1A Number and problem solving
CPM Framework 3Nn2, 3Nn3, 3Nn5, 3Nn6, 3Nc9, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s Resource 2.1
7
Robot doubles This is a game for two players.
Cut up the cards and put them in the feely bag.
Take turns to take a card from the feely bag.
Remember
You will need:resource 2, pages Work out the answer. Put a counter on the answer on your robot.
There are different ways to double a
62–63, a feely bag, 20 counters
number. You can add it to itself (4 + 4) or Discard the card.
each
you can multiply it by 2 (4 × 2).
The first player to cover all 20 numbers on their robot is the winner.
Vocabulary If your answer has already been

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double, twice, add, multiply covered up by a counter,
miss a go.

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2 20 36 8

40 22 32 38

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6
10 26 30
4 34 18
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12
28 24 16 14

Hint: Use cubes or


Base 10 apparatus to
help you work out the
double.
Original material © Cambridge University Press 2016
8 Unit 1A Number and problem solving
CPM Framework 3Nc3, 3Nc6, 3Nc7, 3Pt1, 3Ps6; CPM Teacher’s Resource 4.1
Unit 1A Number and problem solving
CPM Framework 3Nc3, 3Nc6, 3Nc7, 3Pt1, 3Ps6; CPM Teacher’s Resource 4.1
9
Tricky triangles Fact families
Remember Remember
You will need: resource 3, You will need: cubes, counters
When you add several single-digit numbers, look Fact families are 3 numbers that are related.
page 64
for number pairs for 10, near pairs, doubles 4, 6 and 10 are related: 6 + 4 = 10,
and near doubles to help you. Make tens then 4 + 6 = 10, 10 – 4 = 6 and 10 – 6 = 4. Vocabulary
add the tens and ones to find the total. Vocabulary add, subtract, fact family, related,
For example 6 + 3 + 1 + 4 = (6 + 4) + 3 + 1 ten, ones, number pairs or number sentence

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=10 + 4 = 14 bonds for 10, near pairs,
Or (3 + 1) + 4 + 6 = 8 + 6 = 14 doubles, near doubles, add,
There is a fact family living in each of the houses in this row.
addition, total, strategy Complete each house.

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Put the numbers 1–6 in the circles on each triangle so
that the numbers along each side have the same total. Hint: Cut up the 10 9 13 11
numbers in the number
strip. Place the numbers 7 3 5 4 8 5 6 5
in the circles then move
them around to find a 7 + 3 = 10 + = 9 5 + = + =
solution. Start with the
corner numbers. + = + 5 = + = + =
10 − 3 = 7 9 − = − = − =

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Find a different way to do it.
− = − 4 = − = − =
Put the numbers 1–9 in the circles so that the numbers
along each side have the same total. Hint: Use counters or cubes to check
Write a different fact family in each house.
that each number sentence is correct.
Use the numbers 1 up to 20.
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+ = + = + = + =
Find a different way to do it.
+ = + = + = + =
Now for a challenge!
− = − = − = − =
Put the numbers 1–12 in the circles so that the
numbers along each side have the same total. − = − = − = − =

Original material © Cambridge University Press 2016


10 Unit 1A Number and problem solving
CPM Framework 3Nc1, 3Nc12, 3Nc16, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s Resource 3.1
Unit 1A Number and problem solving
CPM Framework 3Nc1, 3Ps6; CPM Teacher’s Resource 5.1
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Can you see the ship?
Hint: Look up or down a column or across a row
to find a multiple of the number you threw. Use
Remember the multiples chart to find multiples of the spinner
You will need: a dice, a
A multiple is the number we get when we multiply numbers.
counter for each player
a number by another number. 8 is a multiple of 2
because it is 2 multiplied by 4.
Vocabulary
multiple, row, column

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This is a game for two players.
You each need to climb the iceberg to find the ship 100
stuck in the ice. Place your counters at the bottom of 10
the iceberg. Take turns to spin the spinner. 1 15
5 1

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Move your counter to a number in the row above that 5 14 25
is a multiple of the number you spun. If there is no
number, miss a turn.
4 2 12 6 35 28
Keep moving towards the top of the mountain.
The first player to reach 100 is the winner.
3 20 5 4 24 16

2 24 27 50 12 10
Play the game a second time, but now cover up the

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multiplication table.
7 45 32 35 21 45
× 1 2 3 4 5 6 7 8 9 10 30 5 9 8 40 3
1 1 2 3 4 5 6 7 8 9 10
2 2 4 6 8 10 12 14 16 18 20 10 16 70 15 28 18
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3 3 6 9 12 15 18 21 24 27 30 PLAYER 1 PLAYER 2
24 START 15 START 40
4 4 8 12 16 20 24 28 32 36 40
5 5 10 15 20 25 30 35 40 45 50
6 6 12 18 24 30 36 42 48 54 60
7 7 14 21 28 35 42 49 56 63 70
8 8 16 24 32 40 48 56 64 72 80
9 9 18 27 36 45 54 63 72 81 90
10 10 20 30 40 50 60 70 80 90 100

Original material © Cambridge University Press 2016


12 Unit 1A Number and problem solving
CPM Framework 3Nn4, 3Nc3, 3Nc4, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s Resource 6.1, 6.2, 6.3
Unit 1A Number and problem solving
CPM Framework 3Nn4, 3Nc3, 3Nc4, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s Resource 6.1, 6.2, 6.3
13
Straw models Squares, squares
Remember
and more squares
You will need: art
Squares
Rememberandtextrectangles have four straight sides
straws, pipe cleaners (or
and four right angles. Remember
modelling clay or You will need: resource
Cubes have 6 square faces. Cuboids can have
dough), ruler, scissors A line of symmetry splits a shape or pattern into 4, page 65
square or rectangular faces.
A net is what a 3D shape makes when it is opened two halves that are mirror images of each other.
Shapes and patterns can have more than one line

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out flat. Vocabulary
of symmetry. Vocabulary
square, rectangle, cube,
symmetry, symmetrical,
cuboid, right angle
line of symmetry

Cut some straws into Cut some straws into

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3 cm lengths. 5 cm lengths. Hint: Join 6 identical Hint: Use a mirror to
squares together to find and check the lines
make a cube. Use 3 Use 4 tiles from resource 4 to make a 2 by 2 square. of symmetry.
pairs of rectangles or What symmetrical patterns can you make? The first one has been done for you.
squares to make a
cuboid. Draw the line or lines of symmetry for each 2 by 2 square.
1 2 3 4
Cut some straws into 8 cm lengths.
Make different sized squares and rectangles

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with your straws. Can you make a
pentagon, or a hexagon? How many sides
do they have? 5 6 7 8
Use small pieces of bent pipe cleaner
(or small balls of modelling clay or dough)
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to join straws together.

Use your squares and rectangles to Which patterns have:


make different-sized cubes and cuboids. 1 line of symmetry 2 lines of symmetry more than 2 lines of symmetry?
Use 6 square tiles to make a 2 by 3 rectangle.
What symmetrical patterns can you make? Draw the line or lines of symmetry.
Carefully open your cubes to see the nets. Now, join 6 squares together so that
this net will not make a cube. Find more than one way to do this. 1 2 3 4

Original material © Cambridge University Press 2016


14 Unit 1B Geometry and problem solving
CPM Framework 3Gs1, 3Gs2, 3Gs3, 3Gs4, 3Pt8, 3Pt9; CPM Teacher’s Resource 7.1, 7.2, 7.3
Unit 1B Geometry and problem solving
CPM Framework 3Gs5, 3Ps3; CPM Teacher’s Resource 8.1
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Cross the river You will need:resource 5,
This is a game for two players.
3
page 66, 12 red counters, Choose three animals and a colour each.
12 yellow counters Place them on your chosen starting rock.
Remember
In a regular polygon, all the sides are the same Take turns to spin the spinner. The number you spin tells
6 4
length and all the angles are the same. Vocabulary you the number of sides of the shape. Place a counter on
triangle, square, quadrilateral, the shape with that number of sides, next to the riverbank 5
pentagon, hexagon, polygon, on your side of the river. Continue, building a path with
regular, irregular your coloured counters to the other side of the river.

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Miss a turn if the new shape does not join on to your path.
In an irregular polygon, the sides and angles
are different sizes. When you complete your path, take one animal across the river. Remove your path
Hint: Copy the shapes in and start a new path for the next animal. The first player to get all their animals to
the river. Label each shape the other side of the river is the winner.

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with the number of sides.
Check your shapes each How many of your shapes are regular? How many are irregular?
time you use the spinner. Compare with your partner.

PLAYER 1 PLAYER 2
STARTING ROCK STARTING ROCK

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SA
Original material © Cambridge University Press 2016
16 Unit 1B Geometry and problem solving
CPM Framework 3Gs2, 3Pt8; CPM Teacher’s Resource 7.1
Unit 1B Geometry and problem solving
CPM Framework 3Gs2, 3Pt8; CPM Teacher’s Resource 7.1
17
Building the wall
Remember This is a game for one or two players.
You will need: resource 6,
Position words tell you where something is or
page 67, a set of brick Cut out the bricks and position cards.
where to place something.
cards for each player, a
set of position cards to Place the position cards in the box above the wall, face down.
share Take turns to take the top position card. Place a brick in the matching position in the
Vocabulary wall. ‘Beside’ could be used to put one brick beside another, beside the edge of the

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under, middle, edge, above, between, up, below, next to, wall or beside the pile of cement. Return the position card to the bottom of the pile.
down, top, beside, left, right, bottom, side,
Continue until the wall is complete.
In a two-player game, the winner is the player who places the last brick in the wall.

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SA
Hint: Use the position card to say where you are putting
your brick – for example, ‘I am putting my brick on the
bottom row’.
Original material © Cambridge University Press 2016
18 Unit 1B Geometry and problem solving
CPM Framework 3Gp1, 3Ps3; CPM Teacher’s Resource 8.2
Unit 1B Geometry and problem solving
CPM Framework 3Gp1, 3Ps3; CPM Teacher’s Resource 8.2
19
Collecting money How much money did you collect? Hint: Put 10 cent
coins in piles of 10
Player 1 I collected $__________ and __________ cents. to make a dollar.
Remember You will need: a collection of
Two 50-cent coins
Vocabulary
10-cent, 50-cent and dollar Player 2 I collected $__________ and __________ cents.
There are 100 cents in every dollar. make a dollar.
coins or notes, a Text
Vocabulary 1–6 dice, a
tray or dish to use as a bank

This is a game for two players.


Vocabulary

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Place all the money in the bank. cent, dollar, money, coins, value
Put your counter at the beginning of the track.
Take turns to roll the dice and move that number of spaces.
100c
If you land on an amount of money, take that amount from the bank.

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60c
If you land on a star, take a dollar from the bank.
When you have collected 100 cents, exchange them with the bank for a dollar.
The winner is the player with the most money at the end of the track. 10c
START

70c

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50c

10c
70c
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70c
50c

20c 100c
40c
40c

FINISH

Original material © Cambridge University Press 2016


20 Unit 1B Geometry and problem solving
CPM Framework 3Nn3, 3Nc9, 3Nc18, 3Mm1, 3Pt1, 3Ps6; CPM Teacher’s Resource 9.1
Unit 1B Geometry and problem solving
CPM Framework 3Nn3, 3Nc9, 3Nc18, 3Mm1, 3Pt1, 3Ps6; CPM Teacher’s Resource 9.1
21
Match the time
Remember 0 0
quarter
55 5
11
12
1
You will need: 55
12
5
1
At o’clock times, the minute 50
10 2
10
counters in 2 50
10
11
2
10
past
hand points to 12 on an 45 9 3 15 different colours 45 9 3 15
analogue clock and a digital 8
40
4
20 8 4 55
0
5
o’clock half
clock shows 00 minutes. 7
6
5 40
7
6
5
20
50
11
12
1
10 past
35 25 35 25 10 2

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30 30
45 9 3 15
55
0
5 quarter
to
12 8 4
11 1 40 20
At quarter past, the minute 50
10 2
10
Vocabulary 7
6
5

hand points to 3 on an 45 9 3 15 time, clock, 55


0
5
35
30
25

analogue clock and a digital analogue, digital, 11


12
1

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8 4 50 10 0
clock shows 15 minutes. 40
7
6
5
20
o’clock, half past 10 2 55
12
5
35 25 45 9 3 15 11 1
30 0 50 10
55 5 10 2
8 4 12
0 40 20 11 1
55 5 7 5 50 10 45 9 3 15
12 6 10 2
11 1 0
At half past, the minute 50
10 2
10 55
12
5
35
30
25
45 9 3 15 40
8 4
20
7 5
hand points to 6 on an 45 9 3 15
50
10
11 1
2
10 8 4 35
6
25
40 20
analogue clock and the 8 4 45 9 3 15
7
6
5
30

35 25
digital clock shows 30 minutes. 40
7
6
5
20
8 4
30
35 25 40 20
30 7 5
6

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35 25
0 30
55 5
12
11 1
At quarter to, the minute 50
10 2
10
55
0
5 0
12 55 5
hand points to the 9 on 45 9 3 15 0 50
11 1
10 11
12
1
55 5 10 2 50 10
an analogue clock and the 8 4 11
12
1
10 2
45 9 3 15
digital clock shows 45 minutes. 40
7
6
5
20 50
10 2
10
45 9 3 15
35 25 8 4
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30 45 9 3 15 40 20 8 4
7 5 40 20
6 7 5
8 4 35 25 6
40 20 30 35 25
7 5 30
6
This is a game for two players. 35
30
25

0
Take turns to spin the spinner. Place one of your 55
11
12
1
5

counters on the matching analogue time and another on Hint: Move the hands 50
10 2
10

the matching digital time. on a geared clock or 0 45 9 3 15 0


55 5 55 5
paper plate clock to 11
12
1 8 4 11
12
1
If there are no clocks left showing that time, miss a match the time on the 50
10 2
10 40
7 5
20 50
10 2
10
6
turn. spinner. Find a clock 45 9 3 15
35
30
25
45 9 3 15

When all the clocks have a counter on them, the winner with the minute hand in 40
8 4
20 40
8 4
20
the same position. 7
6
5 7
6
5
is the player with the most counters on the clocks. 35
30
25 35
30
25

Original material © Cambridge University Press 2016


22 Unit 1C Measures and problem solving
CPM Framework 3Mt2, 3Pt2; CPM Teacher’s Resource 10.1
Unit 1C Measures and problem solving
CPM Framework 3Mt2, 3Pt2; CPM Teacher’s Resource 10.1
23
[A] Title garden
Miniature
Remember Estimate Measure Estimate the height of each plant.
You will need: a ruler
When estimating
Remember text a length, use what you already
know about measures. 1 cm is about the width of a Now use a ruler to measure the height of each plant.
your finger; 10 cm = a tens stick from place-value Vocabulary b Compare your estimates and measurements.
apparatus. height, length, tall, long, c
short, centimetre, cm
My estimate was the same as the
d measurement for ________.

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e My estimate was longer than the
f measurement for ________.
Hint: Line up the
beginning of the plant g My estimate was shorter than the

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with 0 on the ruler. h measurement for ________.
i
j

This stick insect is 4 cm long.

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Draw 3 stick insects, 6 cm, 9 cm and 12 cm long.
SA
a b c d e f g h i j

Original material © Cambridge University Press 2016


24 Unit 1C Measures and problem solving
CPM Framework 3Ml1, 3Ml3, 3Pt2; CPM Teacher’s Resource 11.1, 11.2
Unit 1C Measures and problem solving
CPM Framework 3Ml1, 3Ml3, 3Pt2; CPM Teacher’s Resource 11.1, 11.2
25
Abacus numbers Hexalines
Remember Remember
Vocabulary You will need: two 1–6
An abacus uses beads to When you multiply by 10 the digits move one
Vocabulary
place value,Text
hundreds, dice, counters
represent numbers. place to the left. The value of every digit becomes
tens, ones
Each stick has a different 10 times bigger.
value. On these abacuses, they Vocabulary
are hundreds, tens and ones. Hint: Count the beads H T O add, subtract, multiply,
H T O

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on the abacus. Make 1 2 Don’t forget your digits
sure you have used all 6 1 2 0 zero place holder.
Draw six beads on each abacus to make a three-digit beads every time.
number. Write the number. The first one is done for you.
What is the smallest three-digit number you can make? What is the largest?

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Choose whether you want
to travel vertically , or 80 20 100 30
horizontally  across the 100 20 30 110
board.
20 70 90 60
Throw both dice. 40 120 70 80
H T O H T O H T O H T O Choose whether to add 80 10 100 50

600
the numbers or subtract
20 90 80 90
_____________ _____________ _____________ _____________ the smaller number from

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the higher number. 70 60 110 110
10 100 120 70
Multiply your answer by
10. 100 60 70 100
Put a counter on that 40 30 40 50
number in the grid. 20 110 50 40
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H T O H T O H T O H T O 20 50 90 90
Aim to make a line of
_____________ _____________ _____________ _____________ counters from side to side 50 120 60 30
or from top to bottom. 120 100 50 120
90 40 10 60
60 50 100 70

H T O H T O H T O H T O Hint: Play the game with a friend. Each different coloured counters.
The first player to make a path from top to bottom or side to side is the winner.
_____________ _____________ _____________ _____________
Original material © Cambridge University Press 2016
26 Unit 2A Number and problem solving
CPM Framework 3Nn2, 3Nn5, 3Pt3, 3Ps3, 3Ps6; CPM Teacher’s Resource 12.1
Unit 2A Number and problem solving
CPM Framework 3Nn5, 3Nn7, 3Nc3, 3Pt3, 3Ps3, 3Ps6 ; CPM Teacher’s Resource 12.3
27
Weight Resource 1
Remember
Place-value cards
1000g = 1 kg Vocabulary
grams, kilograms, weight,
scales

Read the scales and answer the questions.

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R ic
e

Mum cooked 350g If one parcel weighs


of rice. How much 900g, what does the

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rice was left? other parcel weigh?

1 kg _______________ 3 kg _______________

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If the apple weighs If the peel and top

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70g, what does the weigh 350g, how
pear weigh? much pineapple can
_______________ be eaten?
160 g 950 g
_______________
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If the skin weighs If the bowl weighs
850g, how much 220 g, what is the
melon can be weight of the
eaten? grapes?
3 kg 650 g

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_______________ _______________

Original material © Cambridge University Press 2016


58 Unit 3C Measure and problem solving
CPM Framework 3Ml2, 3Ml5, 3Pt2, 3Ps3; CPM Teacher’s Resource 32.1, 32.2
© Cambridge University Press 2016 Photocopiable resources
59
0

0
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0

0
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6

9
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0

0
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0

0
1

5
Original material © Cambridge University Press 2016
60 Photocopiable resources © Cambridge University Press 2016 © Cambridge University Press 2016 Photocopiable resources
61
Resource 2
Number cards

double 1 double 2 double 3 double 4 double 5 double 11 double 12 double 13 double 14 double 15

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twice 1 twice 2 twice 3 twice 4 twice 5 twice 11 twice 12 twice 13 twice 14 twice 15

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1+1 2+2 3+3 4+4 5+5 11 + 11 12 + 12 13 + 13 14 + 14 15 + 15

2×1 2×2 2×3 2×4 5×5 2 × 11 2 × 12 2 × 13 2 × 14 2 × 15

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double 6 double 7 double 8 double 9 double 10 double 16 double 17 double 18 double 19 double 20
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twice 6 twice 7 twice 8 twice 9 twice 10 twice 16 twice 17 twice 18 twice 19 twice 20

6+6 7+7 8+8 9+9 10 + 10 16 + 16 17 + 17 18 + 18 19 + 19 20 + 20

2×6 2×7 2×8 2×9 2 × 10 2 × 16 2 × 17 2 × 18 2 × 19 2 × 20

Original material © Cambridge University Press 2016


62 Photocopiable resources © Cambridge University Press 2016 © Cambridge University Press 2016 Photocopiable resources
63
Resource 3 Resource 4
Number strips 1–12 Square tiles
1 2 3 4 5 6 7 8 9 10 11 12

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1 2 3 4 5 6 7 8 9 10 11 12

1 2 3 4 5 6 7 8 9 10 11 12

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1 2 3 4 5 6 7 8 9 10 11 12

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Original material © Cambridge University Press 2016
64 Photocopiable resources © Cambridge University Press 2016 © Cambridge University Press 2016 Photocopiable resources
65
Resource
[A] Title 14 Answers
two lines
Time cards Answers are not supplied for open-ended activities
1 1
and games.

Page 6 Making chains 11 6 12 7


I started on 18 and ended on 48.
8 9 9 8
5 seconds 10 seconds 15 seconds 20 seconds 25 seconds 18 ➞ 28 ➞ 38 ➞ 48 ➞ 38 ➞ 28 ➞ 38 ➞ 48 ➞ 58 ➞ 48
28 29
I started on 23 and ended on 93.
5 10 2 10
23 ➞ 33 ➞ 43 ➞ 53 ➞ 63 ➞ 73 ➞ 83 ➞ 93 ➞ 83 ➞ 93 ➞ 103 ➞ 93
56 learners’ choice. 3 12 7 4 2 5 11 6 4 3

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30 seconds 35 seconds 40 seconds 45 seconds 50 seconds Page 10 Tricky triangles 3 3

1 1 12 6 11 2

55 seconds 1 minute 5 minutes 10 minutes 15 minutes 5 6 4 6 9 7 6 9


9 10 30 31

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1 10 4 12
3 4 2 5 2 3
5 11 8 2 4 7 10 8 1 5
20 minutes 25 minutes 30 minutes 35 minutes 40 minutes 2 4
Page 11 Fact families
3 5 2 3 House 1 House 2
11 12
45 minutes 50 minutes 55 minutes 60 minutes 1 hours
6 1 4 6 1 5
10 5
1 1
7 3 9 4
2 hours 3 hours 4 hours 5 hours 6 hours
7 5 8 5

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7 + 3 = 10 5 + 4 = 9

6 17 9 3 19 9 3 + 7 = 10 4 + 5 = 9
7 hours 8 hours 9 hours 10 hours 11 hours 10 − 3 = 7 9 − 5 = 4
3 8 4 2 7 6 2 4
10 − 7 = 3 9 − 4 = 5

2 3 House 3 House 4
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9 6 7 4
8 6
1 20 7 2 21 8
13 5 11 5
8 4 3 5 9 5 1 6
5 + 8 = 13 6 + 5 = 11
7 8 + 5 = 13 5 + 6 = 11
13 − 8 = 5 11 − 6 = 5
4 2
13 − 5 = 8 11 − 5 = 6
3 23 6

9 5 1 8

Original material © Cambridge University Press 2016


76 Photocopiable resources © Cambridge University Press 2016 Answers
77
Page 14 Straw models Page 24 Miniature garden Pages 48–49 Complements to 100
Squares: 3 cm by 3 cm, 5 cm by 5 cm, 8 cm by 8 cm 36 + 64 = 100; 42 + 58 = 100; 85 + 15 = 100; 27 + 73 = 100;
Heights: 4 cm, 14 cm, 31 cm, 5 cm, 12 cm, 2 cm, 6 cm,
Rectangles: 3 cm by 5 cm, 3 cm by 8 cm, 5 cm by 8 cm 2 71 + 29 = 100; 59 + 41 = 100 Learners’ own answers
9 cm, 1 cm, 7 cm
Cubes: 3 cm by 3 cm by 3 cm, 5 cm by 5 cm by 5 cm,
8 cm by 8 cm by 8 cm Page 52 Cooking times
Page 26 Abacus numbers
Cuboids: 3 cm by 3 cm by 5 cm, 3 cm by 3 cm by 8 cm, Cake into the oven at 10.00. Takes 40 minutes. Take cake
These numbers can be made:
5 cm by 5 cm by 3 cm, 5 cm by 5 cm by 8 cm, 8 cm by out at 10.40.
600, 501, 510, 420, 402, 411, 330, 303, 321, 312, 222, 231,
8 cm by 3 cm, 8 cm by 8 cm by 5 cm, 3 cm, by 5 cm by Bread rolls take 40 minutes. Put in at 8.00. Take out at
213, 204, 240, 105, 150, 114, 141, 123, 132, 033, 042, 024,
8 cm 8.40.
051, 015, 006
Small cakes take 30 minutes. Put in at 3.30. Take out at

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Page 15 Squares, squares and more squares Page 29 Spots, squares and stars 4.00.
48 Casserole takes 1 hour 30 minutes or 1½ hours. Put in at
1 2 3
5.45. Take out at 7.15.
Pages 34–35 Tiles Biscuits take 10 minutes. Put in at 11.55. Take out at 12.05.
These numbers will be left uncovered: 1, 3, 7, 9, 11, 13, 17, Chicken takes 1½ hours. Put in at 12.00. Take out at 1.30.
19, 21, 23, 27, 29, 31,, 33, 37, 39, 41, 43, 47, 49, 51, 53, 57, Scones take 20 minutes. Put in at 2.40. Take out at 3.00.
59, 61, 63, 67, 69, 71, 73, 77, 79, 81, 83, 87, 89, 91, 93, 97, Apple pie takes 40 minutes. Put in at 4.20. Take out at

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4 5 6 99 5.00.
Encourage the children to look at the pattern when Vegetable pie takes 55 minutes. Put it in at 6.05. Take out
thinking of a reason. at 7.00.
Meringues take 2 hours 30 minutes or 2 ½ hours. Put in at
The children may need to discuss why these Page 39 Estimating length
4.50. Take out 7.20.
two are the same. Pencil a b c d e f Oven chips take 25 minutes. Put in at 5.05. Take out at
7 8 Estimate Learners’ own estimates 5.30.
Measure 12 cm 10 cm 15 cm 9 cm 5 cm 14 cm Cheese straws take 10 minutes. Put them in at 6.10. Take
them out at 6.20.

Page 53 Cans of lemonade


Pattern Lines of symmetry 750 ml 1500 ml 2500 ml 3000 ml 4500 ml

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3
1 2 l 11 l 21 l 3l 41 l
4 2 2 2
2 1 Page 58 Weight
3 1 1 kg, 650 g; 3 kg, 2 kg 100 g; 160 g, 90 g; 950 g, 600 g;
3 kg. 2 kg 150 g; 650 g. 430 g
4 4
5 1
6 4
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7 1
8 1

Original material © Cambridge University Press 2016


78 Answers Answers
79
CAMBRIDGE PRIMARY
Mathematics CAMBRIDGE PRIMARY

Cambridge Primary Mathematics


Skills Builder 3
Mathematics

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Skills Builder

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Cambridge Primary Mathematics Skills Builder Activity Books are the latest addition to the
Cambridge Primary Mathematics course. This is a flexible and engaging course written specifically
for the Cambridge Primary Mathematics curriculum framework Stages to 6. The course offers a
discussion-led approach with problem-solving integrated throughout to encourage learners to think
and talk about mathematics in place of rote learning and drill practice. The language throughout
the course is pitched to EAL / ESL learners with illustrations supporting visual understanding
and learning. 3

Skills Builder
The Skills Builder Activity Books are carefully designed to provide consolidation activities for children who need
extra teaching and learning opportunities in order to achieve success in the Cambridge Primary Mathematics
curriculum framework.

Skills Builder Activity Book 3 consists of:


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A full range of activities which support the breadth of the
Cambridge Primary Mathematics curriculum framework at Grade 3.
Carefully levelled activities which help gently raise a child’s
mathematical understanding and performance to match that of
their peers.
Helpful guidance and tips to help teachers or parents explain key

Moseley and Rees


mathematical methods and concepts before each exercise.
For the first time, this flexible resource offers motivational parents
the Cambridge way for Maths work at home.
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Original material © Cambridge University Press 2016


Cherri Moseley and Janet Rees

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