CCWP Year 3 2nd pages 28/5/10 11:55 am Page 1

Cross-Curricular
Word Problems 3
Developing children’s problem-solving skills
in the daily maths lesson

Peter Clarke
CCWP Year 3 2nd pages 28/5/10 11:55 am Page 2

William Collins’ dream of knowledge for all began with the publication of his first book in 1819.
A self-educated mill worker, he not only enriched millions of lives, but also founded a flourishing
publishing house. Today, staying true to this spirit, Collins books are packed with inspiration,
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© HarperCollinsPublishers Ltd 2010

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ISBN: 978-0-00-732287-9

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Acknowledgement
The author wishes to thank Brian Molyneaux for his valuable contribution to this publication.

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CCWP Year 3 2nd pages 28/5/10 11:55 am Page 3

Contents

Introduction 5

Mathematical problem-solving 5
Problem-solving skills 6
Strategies for solving mathematical problems 6
An approach to solving mathematical problems 6
Common pupil difficulties in problem-solving 8
Suggestions in overcoming common pupil difficulties in
problem-solving 8
The teacher’s role in problem-solving lessons 9
The four types of word problems 9
Collins New Primary Maths: Cross-Curricular Word Problems
and the teaching–learning cycle 10
Collins New Primary Maths: Cross-Curricular Word Problems
and the daily mathematics lesson 11
Curriculum information 12
Primary Framework for Mathematics (2006) curriculum coverage 13
Links with National Curriculum programmes of study and
QCDA Primary schemes of work 14
Objectives coverage and general guidance on differentiation in
Collins New Primary Maths: Cross-Curricular Word Problems 3 16
Planning a programme of work for Collins New Primary Maths:
Cross-Curricular Word Problems 17
Collins New Primary Maths: Cross-Curricular Word Problems
and assessment 17

Activities
Problems involving numbers
1 Teeth
2 Land use near Nowra Primary School
3 What can we see from our school gate?
4 The Romans
5 Anglo-Saxons
6 Vikings
7 The wives of Henry VIII
8 Life in Tudor times
9 Food rationing during the Second World War
10 Life during WWII
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Contents

Problems involving money

11 The market
12 Stan’s Market Garden
13 Betterfix Builders
14 Rocks we build with
15 Shellhaven Beach Shop
16 Getting to work
17 Going on holidays
18 Packing for a holiday
19 Newspaper prices
20 The Estate of a Tudor Gentleman

Problems involving measures

21 Plants need water to grow
22 Pot size
23 Bouncing balls
24 The Ace Absorbency Company
25 Measuring water flow
26 The Flying Saucer
27 Pongo’s Pogo Sticks
28 Shadows cast by a pole
29 Casting shadows
30 Weather map

Problems involving numbers, money or measures

31 Pet food
32 Strength of magnets
33 Around Bomaderry School
34 New supermarket in the news
35 Snail mail, email and faxes too
36 A guide to Milton Valley
37 Lower Wallop in 1980 and today
38 Ancient Egypt
39 Growing up poor in the 1890’s
40 Growing up rich in the 1890’s

Answers to activity sheets 60

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Introduction

Collins New Primary Maths: Cross-Curricular Word Problems is a series of six

books for Year 1 to Year 6. It uses topics taught in Science, Geography and
History lessons to practise and consolidate the Using and applying mathematics
strand of the Primary Framework for Mathematics (2006). At the same time other
mathematical strands are also developed such as Counting and understanding
number, Knowing and using number facts, Calculating, Understanding shape,
Measuring and Handling data.

This book contains 40 activities for a Year 3 class. Each activity consists of two
parts. The first presents facts which cover the units and topics suggested in the
Science, Geography and History programmes of study in the National Curriculum,
and the relevant Qualifications and Curriculum Development Agency (QCDA)
schemes of work. The second part presents mathematical word problems which
the children will answer by referring back to the relevant information they have
been given.

Collins New Primary Maths: Cross-Curricular Word Problems not only develops
children’s mathematical ability but also reinforces the topics learnt in Science,
Geography and History lessons and provides familiar and relevant contexts for
the children to apply their problem-solving skills.

The questions for each activity are differentiated into three levels: less able
children, majority of children, and more able children. This caters for the
needs of different ability groups within the class and enables each Collins New
Primary Maths: Cross-Curricular Word Problems activity to be used at any time
throughout the year.

Mathematical problem-solving

Mathematical problem-solving includes applying mathematics to the solution of

problems arising from the environment and reasoning about questions that have
arisen from the mathematics itself. Being able to use mathematics to analyse
situations and solve real-life problems is a major reason for studying the subject.
Frequent use of everyday scenarios will give meaning to the children’s
mathematical experiences. Children need to be able to apply the mathematics
they have learned to real-life situations in their environment. They also need to be
able to interpret and make meaning from their results. Teachers need to structure
situations in which children investigate problems that are relevant to their daily lives
and that relate to the mathematical knowledge, skills and understanding the
children have most recently acquired.

Children also need to be made aware of the mathematics they are using to solve
problems. Encouraging them to think about and discuss the strategies they use,
and the knowledge and skills they have acquired, will assist children in developing
a deeper understanding of mathematics. Discussions that arise out of

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Introduction

mathematical problem-solving can help children share experiences with each

other and gain new knowledge, and will also assist them in developing their own
mathematical vocabulary.

Problem-solving skills

Collins New Primary Maths: Cross-Curricular Word Problems aims to develop

in children the key skills required to tackle and solve mathematical problems.
These include:
• reading and making sense of a problem
• recognising key words, relevant information and redundant information
• finding parts of a problem that can be tackled
• recognising the mathematics that can be used to help solve a problem
• deciding which number operation(s) to perform and in which order
• choosing an efficient way of calculating
• changing measurements to the same units before calculating
• getting into the habit of checking their own work to see whether the answer
makes sense.

Strategies for solving mathematical problems

If children are to solve mathematical problems successfully they must be taught

not only the mathematical concepts but also the strategies and procedures
needed to apply these concepts. Children need to be taught to:
• look for a pattern or sequence • make and test a prediction
• experiment or act out a problem • make a generalisation
• make a drawing or model • establish a proof
• make a list, table or chart • account for all known possibilities
• write a number sentence • solve a simpler related problem
• see mathematical connections • work backwards.

An approach to solving mathematical problems

Children need to develop an effective and efficient method for solving mathematical
problems. Page 7 provides them with a step-by-step approach to solving
mathematical word problems. Photocopy and enlarge this page into a poster, and
display it for all the class to see and follow during problem-solving activities.

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The seven steps to

problem-solving
Step 1 Read the problem carefully.

Step 2 What do you have to find?

Step 3 What facts are given?

Step 4 Which of the facts do you need?

Step 5 Make a plan.

Step 6 Carry out your plan to obtain your answer.

Step 7 Check your answer:

• Does it make sense?
• Put the answer back into the problem
and check that it fits the information
you were given.

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
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Introduction

Common pupil difficulties in problem-solving

Sometimes children who are confident and capable at solving purely mathematical
exercises, such as calculations, experience difficulties when it comes to solving
problems. This may be due to difficulties with one or more of the following:

• reading the problem with understanding

• selecting the relevant information
• using the necessary mathematical expression
• making the required calculation correctly
• seeing relationships and using patterns
• using existing mathematical knowledge
• developing a systematic approach
• estimating the answer
• using trial-and-improvement techniques
• checking the answer
• seeing if the answer is reasonable
• recognising the connection between the answer achieved and the
question asked
• being motivated
• perseverance
• confidence.

Suggestions for overcoming common pupil difficulties

in problem-solving

One or more of these strategies may help children who are experiencing difficulties
with solving a problem:

• Present the problem orally.

• Discuss a possible approach with the children, asking appropriate questions.
• Revise any mathematical knowledge or skills needed to successfully solve
the problem.
• Allow the children to work together, sharing their ideas for tackling a problem.
• Use smaller numbers.
• Use a pictorial approach if children are having difficulty with the abstract form of
the problem.
• Use concrete apparatus to clarify the mathematics for the children.

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Introduction

• Allow the children to use appropriate resources such as a number line or

hundred square to assist them with the mathematics.
• Allow the children to use a calculator.
• Use problems that are of relevance and interest to the children.

The teacher’s role in problem-solving lessons

• Give a choice where possible.

• Present the problem verbally, giving maximum visual support where appropriate.
• Enable children to own the problem.
• Encourage children to work together, sharing ideas for tackling a problem.
• Allow time and space for collaboration and consultation.
• Intervene, when asked, in such a way as to develop children’s autonomy and
independence.
• Encourage children to report the progress they are making.
• Work alongside children, setting an example yourself.
• Encourage the children to present their work to others.

The four types of word problem

All the activities in this book provide a balance between the four different types of
word problem.

• The final quantity is unknown, e.g.

– Samantha has £1.35 and Jeanette has £1.65. How much money do they
have altogether?
– Matz baked 12 small cakes in each cake tin. He used two full tins. How many
cakes did he bake?
– Michael shared 20 grapes equally among himself and his four friends. How
many did each person get?

• The final quantity is known but not all the steps on the way, e.g.

– Berinda’s mum baked 20 cookies. Berinda’s friends came to play and ate
some. How many were eaten if there were only 12 cookies left?
– Sylvia needs 14 eggs. Each carton holds 6 eggs. How many cartons does she
need?
– Sam had 15 plants in a flower bed. He decided to throw out all the plants that
were dying. He threw out 8 plants. How many plants did he keep?

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Introduction

• Multi-step problems, e.g.

– There are 12 people on a bus. At the next stop 8 people get on and 5 get
off. How many people are there on the bus now?
– Steven’s parents are taking Steven and his 2 sisters to the fun fair. Tickets
cost £15.00 for adults and £12.50 for children. How much change do
Steven’s parents receive from £100?
– I have enough wheels for 3 cars and there will be 2 over. How many wheels
do I have?

• Problems that involve comparisons between two or more sets, e.g.

– The number 59 bus has 16 people sitting downstairs and 27 people sitting
upstairs. How many more people are sitting upstairs than are sitting
downstairs?
– I have 5 marbles, Louis has 3 and Brian has 12. Who has most? How many
more does Brian have than Louis? How many more does Brian have than I
do? How many more do I have than Louis?

Collins New Primary Maths: Cross-Curricular Word

Problems and the teaching–learning cycle
Assessment
• Guidance given on how to
record pupil performance in Planning
AT1 – Using and applying • All activities provide practise and
mathematics. consolidation of the Using and applying
mathematics strand of the Primary
Framework for Mathematics (2006).
• Reference given to other relevant
National Curriculum subjects, including
National Curriculum programmes of study
and QCDA Primary schemes of work.
• Guidance given for planning a programme
of work.

Teaching
• Consistent and easy-to-follow format
for each activity.
• Guidance given on how to
incorporate Collins New Primary Maths:
Cross-Curricular Word Problems into
the daily mathematics lesson.

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Introduction

Collins New Primary Maths: Cross-Curricular Word

Problems and the daily mathematics lesson
The activities contained in Collins New Primary Maths: Cross-Curricular Word
Problems are ideally suited to the daily mathematics lesson. Each activity is
designed to be introduced to the whole class or group. A suggestion for a
possible structure to a lesson using Collins New Primary Maths: Cross-Curricular
Word Problems is given below.

• Oral work and mental calculation

– Warm up the class by consolidating the knowledge and skills that will be
used to solve the word problems.
– Stimulate their involvement.
– Emphasise the key vocabulary.

• Main teaching activity

– Introduce the activity sheet to the children. Ensure that the children
understand the picture and/or the vocabulary on the sheet.
– Work through a couple of questions with the whole class, stressing possible
problem-solving strategies used.
– Ask children to work in pairs on one or two of the problems.
– Discuss these problems as a whole class.

• Pupil consolidation activities

– Direct children’s attention to the differentiated level(s) most appropriate to
their needs.
– Allow children to work individually or in pairs to solve the word problems.
– Where needed, provide appropriate resources to assist children with the
mathematics.
– Monitor individuals, pairs or groups of children, offering support when and
where necessary.

• Plenary
– Plan an extended plenary.
– Discuss one or two problems and possible solutions and strategies in depth
with the whole class.
– Give answers only to the remaining problems.

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Introduction

Curriculum information

The activities in this book provide children with an opportunity to practise and
consolidate the five themes and objectives of Strand 1: Using and applying
mathematics for Year 3 in the Primary Framework for Mathematics (2006):

Solving problems
• Solve one-step and two-step problems involving numbers, money or
measures, including time, choosing and carrying out appropriate calculations

Representing
• Represent the information in a puzzle or problem using numbers, images or
diagrams; use these to find a solution and present it in context, where
appropriate using £.p notation or units of measure

Enquiring
• Follow a line of enquiry by deciding what information is important; make and
use lists, tables and graphs to organise and interpret the information

Reasoning
• Identify patterns and relationships involving numbers or shapes, and use these
to solve problems

Communicating
• Describe and explain methods, choices and solutions to puzzles and
problems, orally and in writing, using pictures and diagrams

The Primary Framework for Mathematics (2006) curriculum coverage chart on

page 13 shows which activity is matched to the Framework strand(s).

The chart on pages 14–15 shows the theme for each Collins New Primary Maths:
Cross-Curricular Word Problems activity and its link with the relevant National
Curriculum (2000) programmes of study and QCDA Primary schemes of work
for Science, Geography and History.

At the time of this book going to press, the National Curriculum (2000)
programmes of study and QCDA Primary schemes of work referred to in this
book still reflect current guidance and legislation.

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Introduction

Primary Framework for Mathematics (2006) curriculum coverage

mathematics
1: Using and applying

understanding number
2: Counting and

facts
3: Knowing and using number

4: Calculating

5: Understanding shape

(T), Temperature (Temp)

Mass (M), Capacity (C), Time
6: Measuring: Length (L),

7: Handling data
Strand

Activity
1 ● ● ● ●
2 ● ● ● ●
3 ● ● ● ● ●
4 ● ● ●
5 ● ● ●
6 ● ● ●
7 ● ● ●
8 ● ● ●
9 ● ● ●
10 ● ● ●
11 ● ● ● ●
12 ● ● ●
13 ● ● ● ●
14 ● ● ● ● ●
15 ● ● ● ●
16 ● ● ●
17 ● ● ●
18 ● ● ●
19 ● ● ● ●
20 ● ● ● ●
21 ● ● ● ● ● L, C ●
22 ● ● ● ● L, T ●
23 ● ● ● ● ●L ●
24 ● ● ● ● ●C ●
25 ● ● ● ● ●T ●
26 ● ● ● ● ●L ●
27 ● ● ● ● L, M, T
28 ● ● ● ● ● L, T
29 ● ● ● ● ● L, T
30 ● ● ● ● ● C, Temp ●
31 ● ● ● ●M
32 ● ● ● ● L, M
33 ● ● ● ● ● L, T
34 ● ● ● ●L ●
35 ● ● ● ● M, T ●
36 ● ● ● ●T ●
37 ● ● ● ● L, T
38 ● ● ● ● L, T
39 ● ● ● ●T
40 ● ● ● ●T

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Introduction

Links with National Curriculum programmes of study

and QCDA Primary schemes of work

Curriculum Key Stage 2 National Curriculum QCDA Primary Collins New Primary Maths: Cross- Activity
subject programme of study scheme of work Curricular Word Problems 3 theme
Science Sc2 Life processes and living things 3A Teeth and eating Teeth 1
1 Life processes
2 Humans and other animals The market 11
Breadth of study: 1 / 2
Pet food 31
Sc2 Life processes and living things 3B Helping plants Stan’s Market Garden 12
1 Life processes grow well
3 Green plants Plants need water to grow 21
Breadth of study: 1 / 2
Pot size 22
Sc3 Materials and their properties 3C Characteristics Betterfix Builders 13
1 Grouping and classifying materials of materials
2 Changing materials Bouncing balls 23
Breadth of study: 1 / 2
The Ace Absorbency Company 24
Sc3 Materials and their properties 3D Rocks and
1 Grouping and classifying materials soils Rocks we build with 14
Breadth of study: 1 / 2
Measuring water flow 25

Sc4 Physical processes 3E Magnets and The Flying Saucer 26

2 Forces and motion springs
Breadth of study: 1 / 2 Pongo’s Pogo Sticks 27

Strength of magnets 32
Sc4 Physical processes 3F Light and
Shellhaven Beach Shop 15
3 Light and sound shadows
Breadth of study: 1 / 2 Shadows cast by a pole 28

Casting shadows 29
Geography Knowledge, skills and understanding 6 Investigating our
Land use near Nowra Primary School 2
3 Knowledge and understanding of places local area
4 Knowledge and understanding of 24 Passport to
patterns and processes the world Getting to work 16
Breadth of study: 6 / 7 25 Geography and
numbers Around Bomaderry School 33

Knowledge, skills and understanding 7 Weather around

Going on holidays 17
3 Knowledge and understanding of places the world
4 Knowledge and understanding of 24 Passport to
Packing for a holiday 18
patterns and processes the world
Breadth of study: 6 / 7 25 Geography and
numbers Weather map 30

Knowledge, skills and understanding 16 What’s in

3 Knowledge and understanding of places the news? Newspaper prices 19
4 Knowledge and understanding of 24 Passport to
patterns and processes the world
Breadth of study: 6 / 7 25 Geography and New supermarket in the news 34
numbers

Knowledge, skills and understanding 18 Connecting

3 Knowledge and understanding of places ourselves to
Snail mail, email and faxes too 35
4 Knowledge and understanding of the world
patterns and processes 24 Passport to
Breadth of study: 6 / 7 the world
25 Geography and
numbers A guide to Milton Valley 36

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Introduction

Curriculum Key Stage 2 National Curriculum QCDA Primary Collins New Primary Maths: Cross- Activity
subject programme of study scheme of work Curricular Word Problems 3 theme
Geography Knowledge, skills and understanding 21 How can we
(continued) 3 Knowledge and understanding of places improve the area What can we see from our
4 Knowledge and understanding of we can see from school gate? 3
patterns and processes our window?
5 Knowledge and understanding of 24 Passport to
environmental change and sustainable the world
development 25 Geography and Lower Wallop in 1980 and today 37
Breadth of study: 6 / 7 numbers
History Knowledge, skills and understanding 6A Why have people
1 Chronological understanding invaded and
2 Knowledge and understanding of events, settled in Britain
people and changes in the past in the past? The Romans 4
Breadth of study: 8a / 9 A Roman case
study
Knowledge, skills and understanding 6B Why have people
1 Chronological understanding invaded and
2 Knowledge and understanding of events, settled in Britain
people and changes in the past in the past? Anglo-Saxons 5
Breadth of study: 8a / 9 An Anglo-Saxon
case study
Knowledge, skills and understanding 6C Why have people
1 Chronological understanding invaded and
2 Knowledge and understanding of events, settled in Britain
people and changes in the past in the past? Vikings 6
Breadth of study: 8a / 9 A Viking case
study
Knowledge, skills and understanding 7 Why did
1 Chronological understanding Henry VIII marry
2 Knowledge and understanding of events, six times?
people and changes in the past The wives of Henry VIII 7
Breadth of study: 10

Knowledge, skills and understanding 8 What were

1 Chronological understanding the differences Life in Tudor times 8
2 Knowledge and understanding of events, between the
people and changes in the past lives of rich and
Breadth of study: 10 poor people in The Estate of a Tudor Gentleman 20
Tudor times?
Knowledge, skills and understanding 9 What was it like
Food rationing during the
1 Chronological understanding for children in
Second World War 9
2 Knowledge and understanding of events, the Second
people and changes in the past World War?
Breadth of study: 11b Life during WWII 10

Knowledge, skills and understanding 10 What can we

1 Chronological understanding find out about
2 Knowledge and understanding of events, ancient Egypt
people and changes in the past from what has Ancient Egypt 38
Breadth of study: 13 survived?

Knowledge, skills and understanding 18 What was it like

1 Chronological understanding to live in the Growing up poor in the 1890’s 39
2 Knowledge and understanding of events, past?
people and changes in the past
Breadth of study: 11a Growing up rich in the 1890’s 40

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Introduction

Objectives coverage and general guidance on

differentiation in Collins New Primary Maths:
Cross-Curricular Word Problems 3

Children should have been introduced to the following objectives:

• Read, write and order whole numbers to at least 1000.
• Derive and recall all addition and subtraction facts for each number to 20,
sums and differences of multiples of 10 and 100.
• Use knowledge of addition and subtraction facts and place value to derive
sums of pairs of multiples of 5 with a total of 100.
• Derive and recall multiplication facts for the 2, 5 and 10 times-tables and
the corresponding division facts.
• Identify the doubles of all whole numbers to at least 20, the doubles
of multiples of 5 to 100 and of multiples of 50 to 500 and all the
corresponding halves.

If children experience difficulty with questions at this level provide them with:
• 1–100 number square.

Children should have been introduced to the following objectives:

objectives and:
• Add or subtract mentally combinations of one-digit and two-digit numbers.
• Derive and recall multiplication facts for the 2, 3, 4, 5 and 10 times-tables and
the corresponding division facts.
• Use practical and informal written methods and related vocabulary to support
multiplication and division.

If children experience difficulty with questions at this level provide them with:
• 1–100 number square
• multiplication square.

Children should have been introduced to the following objectives:

and objectives and:
• Add or subtract mentally pairs of two-digit whole numbers.
• Develop and use written methods to record, support or explain addition and
subtraction of two-digit and three-digit numbers.

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Introduction

If children experience difficulty with questions at this level provide them with:
• 1–100 number square
• multiplication square
• calculator.

Planning a programme of work for Collins New Primary

Maths: Cross-Curricular Word Problems
The Collins New Primary Maths: Cross-Curricular Word Problems chart on
page 18 may be used in conjunction with your long- and medium-term plans
to develop a Collins New Primary Maths: Cross-Curricular Word Problems
programme of work throughout the year. By following the blocks and units from
the Primary Framework for Mathematics (2006), you will ensure that the children
not only have an opportunity to practise and consolidate the strands and specific
objectives for a particular unit of work but also, where appropriate, link this with
other National Curriculum subjects.

Collins New Primary Maths: Cross-Curricular Word

Problems and assessment
Collins New Primary Maths: Cross-Curricular Word Problems activities may be
used with the whole class or with groups of children as an assessment activity.
Linked to the topic that is being studied at present, Collins New Primary Maths:
Cross-Curricular Word Problems will provide you with an indication of how well
the children have understood the objectives being covered as well as their
problem-solving skills.

The assessment and record-keeping format on page 19 can be used to assess

and assign levels to individual children in Attainment Target 1: Using and applying
mathematics. By observing individual children while they undertake a Collins New
Primary Maths: Cross-Curricular Word Problems activity, discussing their work
with them and subsequently marking their work, you will be able to gain a good
understanding of their problem-solving, communicating and reasoning skills.
Your judgements about an individual child’s abilities can then be entered onto
the assessment and record-keeping format and this will provide you with an
Attainment Target 1 level. It is envisaged that one copy of the assessment and
record-keeping format would be used for your entire class. Alternatively, teachers
may substitute the record-keeping format for a matching Assessing Pupils’
Progress (APP) ‘Assessment Guideline’.

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YEAR
Collins New Primary Maths: Cross-Curricular CLASS
Word Problems 3 Programme TEACHER

Unit Mathematics strands Other National Curriculum CNPM: Cross-Curricular

subject and topic Word Problems 3 activity
A1 Counting, partitioning and calculating
Strand 1: Using and applying mathematics
Strand 2: Counting and understanding number
Strand 3: Knowing and using number facts
Strand 4: Calculating
B1 Securing number facts, understanding shapes
Strand 1: Using and applying mathematics
Strand 3: Knowing and using number facts
Strand 5: Understanding shape
C1 Handling data and measures
AUTUMN

Strand 1: Using and applying mathematics

Strand 6: Measuring
Strand 7: Handling data
D1 Calculating, measuring and understanding shape
Strand 1: Using and applying mathematics
Strand 4: Calculating
Strand 5: Understanding shape
Strand 6: Measuring
E1 Securing number facts, calculating, identifying relationships
Strand 1: Using and applying mathematics
Strand 2: Counting and understanding number
Strand 3: Knowing and using number facts
Strand 4: Calculating
A2 Counting, partitioning and calculating
Strand 1: Using and applying mathematics
Strand 2: Counting and understanding number
Strand 3: Knowing and using number facts
Strand 4: Calculating
B2 Securing number facts, understanding shapes
Strand 1: Using and applying mathematics
Strand 3: Knowing and using number facts
Strand 5: Understanding shape
C2 Handling data and measures
SPRING

Strand 1: Using and applying mathematics

Strand 6: Measuring
Strand 7: Handling data
D2 Calculating, measuring and understanding shape
Strand 1: Using and applying mathematics
Strand 4: Calculating
Strand 5: Understanding shape
Strand 6: Measuring
E2 Securing number facts, calculating, identifying relationships
Strand 1: Using and applying mathematics
Strand 2: Counting and understanding number
Strand 3: Knowing and using number facts
Strand 4: Calculating
A3 Counting, partitioning and calculating
Strand 1: Using and applying mathematics
Strand 2: Counting and understanding number
Strand 3: Knowing and using number facts
Strand 4: Calculating
B3 Securing number facts, understanding shapes
Strand 1: Using and applying mathematics
Strand 3: Knowing and using number facts
Strand 5: Understanding shape
C3 Handling data and measures
SUMMER

Strand 1: Using and applying mathematics

Strand 6: Measuring
Strand 7: Handling data
D3 Calculating, measuring and understanding shape
Strand 1: Using and applying mathematics
Strand 4: Calculating
Strand 5: Understanding shape
Strand 6: Measuring
E3 Securing number facts, calculating, identifying relationships
Strand 1: Using and applying mathematics
Strand 2: Counting and understanding number
Strand 3: Knowing and using number facts
Strand 4: Calculating

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
Attainment Target 1: Using and applying mathematics Year: ____________ Class: ____________
Assessment and record-keeping format Teacher: ___________________________________

LEVEL 2 LEVEL 3
CCWP Year 3 2nd pages

Problem-solving Communicating Reasoning Problem-solving Communicating Reasoning

• Select and use material in some • Discuss work using mathematical • Ask questions such as: ‘What • Develop different mathematical • Discuss mathematical work . • Understand a general statement.
classroom activities. language. would happen if…?’ ‘Why?’. approaches to a problem. • Begin to explain thinking. • Investigate general statements
• Select and use mathematics for • Respond to and ask • Begin to develop simple • Look for ways to overcome • Use and interpret mathematical and predictions by finding and
28/5/10

some classroom activities. mathematical questions. strategies. difficulties. symbols and diagrams. trying out examples.
• Begin to develop own strategies • Begin to represent work using • Begin to make decisions and
for solving a problem. symbols and simple diagrams. realise that results may vary
• Begin to understand ways of • Explain why an answer is correct. according to the ‘rule’ used.
working through a problem. • Begin to organise work.
• Check results.
11:55 am
Page 19

LEVEL 4 GENERAL COMMENTS

Problem-solving Communicating Reasoning
• Develop own strategies for • Present information and results in • Search for solutions by trying out
solving problems. a clear and organised way. own ideas.
• Use own strategies for working
within mathematics.
• Use own strategies for applying
mathematics to practical
contexts.

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CCWP Year 3 2nd pages 28/5/10 11:55 am Page 20

Problems involving numbers Name ________________________________________________________

Science: 3A. Teeth and eating
Date ________________________________________________________

Teeth

Name Number of Number of

milk teeth adult teeth
Charlie 18 0
Ahmed 14 3
Maisie 11 5
Gita 4 12
Winston 2 21
Sally 0 28
Carmen 15 4
Mrs. Tyler 0 32
Children have Adults have
20 milk teeth. 32 teeth.
Show any working on
the back of this sheet.

I How many teeth does Carmen have altogether?

2 How many more milk teeth does Maisie have than Gita?

3 How many less teeth does Ahmed have than Charlie?

I How many more adult teeth than milk teeth does Winston have?

2 How many adult teeth do Sally and Mrs. Tyler have altogether?

3 How many more adult teeth does Sally have than Gita?

4 An adult has 32 teeth. How many teeth do 2 adults have altogether?

I How many teeth do Ahmed and Maisie have altogether?

2 How many more teeth does Winston have altogether than Carmen?

3 How many teeth do Gita, Winston and Sally have altogether?

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
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Problems involving numbers Name ________________________________________________________

Geography: 6. Investigating our
local area. Date ________________________________________________________

Land use near Nowra Primary School

The children in 3G did a survey of
the services and land use near their
school. This table shows some of
the things they found out.

Show any working on

the back of this sheet.

I How many more shops than cafés are there?

2 How many cafés and sports areas are there altogether?

3 If 3 more shops open, how many shops will there be altogether?

I How many blocks of flats and shops are there?

2 There are 2 hospitals near Nowra Primary School. One of them has
32 beds and the other has 57 beds. How many beds is this altogether?
3 4 of the blocks of flats have I 2 flats in each block. How many flats
is this altogether?
4 Two of the blocks of flats are very large. One has 37 flats in it and the
other has 42 flats in it. How many flats is this altogether?

I How many shops and houses are there near Nowra Primary School?

2 There are 2 car parks. One car park has room for 238 cars and the
other for 64 cars. How many cars can park in the 2 car parks?
3 There are 95 houses near Nowra Primary School. If 4 people live in
each house, how many people live in these houses altogether?
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Problems involving numbers

Name ________________________________________________________
Geography: 21. How can we
improve the area we can see from
our window? Date ________________________________________________________

What can we see from our school gate?

Conroy Primary School is in a city. Year 3 then asked all the children in
Opposite the school gates there are shops. Conroy Primary School what they
Year 3 have emailed other schools would like to see from the school gate.
around the country to find out what The table below shows these results.
they can see from their school gate.
The table below shows these results.

Show any working on

the back of this sheet.

I How many schools can see farm land or shops from their school gate?

2 Fewer schools can see shops than a park or playing fields.

How many fewer?

3 How many more schools can see houses than farm land?

I How many more children at Conroy Primary School would like to see
a playground than a playing field?

2 How many schools can see offices, factories or shops?

3 Fewer children at Conroy Primary School would like to see shops

than a park. How many fewer?
4 23 schools can see shops from their school gate. Roughly
twice as many schools can see something else. What is it?

I How many children at Conroy Primary School would like to see a

playground or a park?
2 More schools can see houses than offices or factories from their gate.
How many more?
3 Approximately how many schools took part in the Conroy Primary
School survey – 200 schools, 250 schools or 300 schools?
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Problems involving numbers

Name ________________________________________________________
History: 6A. Why have people
invaded and settled in Britain in
the past? A Roman case study Date ________________________________________________________

The Romans

Show any working on

the back of this sheet.

I Big forts on Hadrian’s Wall had I 00 troops in each of them.

How many troops were there altogether in 4 forts?
2 Roman soldiers marched about 7 km each hour.
How far did they march in 5 hours?
3 A centurion was a Roman officer in command of I 00 soldiers.
How many centurions were needed to command 200 soldiers?

I Hadrian’s Wall is I I 8 km long. The fort of Vindolanda is half

way along it. How far is the fort from either end of the wall?
2 There were I 20 horsemen in each legion of the Roman army. If
50 horsemen were killed in a single battle how many were left?
3 In Roman times there were no weekends, but people had
one day off every I 0 days. If there are 30 days in a month,
how many days holiday did they have each month?
4 The Romans started building Hadrian’s wall in AD I 22 and
finished in AD I 30. How long did they take to build it?

I Romans joined the army when they were I 8 years old and
served for 25 years. At what age did they leave the army?
2 The Romans measured distance in miles. A galloping horse
travels about 20 miles an hour. If the Roman Road from
London to Chichester was 65 miles, how long did this journey
take on a horse?
3 The Romans invaded Britain in AD 43. They left Britain in
AD 4 I 0. How long did they stay in Britain for?

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Problems involving numbers

History: 6B. Why have people Name ________________________________________________________
invaded and settled in Britain
in the past? An Anglo-Saxon Date ________________________________________________________
case study

Anglo-Saxons

Show any working on

the back of this sheet.

I Wood from I 8 oak trees was needed to build one Saxon house.
How many trees were needed to build two houses?
2 In the Saxon Kingdom of Wessex, farmers had to send 2 men to
the army for each plough they owned. If a farmer owned 8 ploughs,
how many men would he have to send to the army?
3 Anglo-Saxon soldiers could march 30 km each day. How many
kilometres could they march in 2 days?

I The Angles and the Saxons came to Britain in long narrow ships,
which carried 40 men each. How many men could 4 ships carry?
2 The Angles and the Saxons arrived in AD 400. By AD 560
Kent had become the first important English Kingdom.
How long after they arrived did this happen?
3 In Anglo-Saxon times I 20 acres of land were needed to support
one family. How many acres were needed to support two families?
4 In the Saxon Kingdom of Wessex, each local leader was in charge
of I 00 families. How many families were I 0 local leaders in charge
of altogether?

I The Angles and the Saxons arrived in AD 400. The Vikings first
arrived in AD 787. How many years after the Angles and the
Saxons arrived did the Vikings first arrive?
2 King Offa ruled most of England from AD 757 until his death
39 years later. In which year did he die?
3 Edgar became King of all England in AD 959, however he was
not crowned king for another I 4 years. In which year was he
crowned king?

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Problems involving numbers

History: 6C. Why have people
Name ________________________________________________________
invaded and settled in Britain in
the past? A Viking case study Date ________________________________________________________

Vikings

Show any working on

the back of this sheet.

I Our alphabet has 26 letters. The Viking alphabet had only I 6 letters.
How many more letters does our alphabet have?
2 King Canute’s son, Harold I, was Viking king from AD I 035
until AD I 040. For how long was he king?
3 With a good wind, a Viking long ship could travel 200 km in
a day. How far could it travel in half a day?

I The Vikings came to England in long ships. Each of these was 24 metres
long and could carry 60 men. How many men could fit into 2 long ships?
2 The Vikings had long ships which could carry 60 men. How many men
could I 0 ships carry?
3 A Viking spear was 300 cm long and a Viking sword was
80 cm long. How much longer was a spear than a sword?
4 Viking ships were 24 metres long with one mast half way along the
length of the boat. How far was the mast from either end of the boat?

I King Canute was born in AD 995 and lived for 40 years.

In what year did he die?
2 The Vikings first came to England in AD 787 to steal and plunder.
It was another 63 years before they settled in England. In what
year did they settle in England?
3 King Canute became king in AD I 0 I 6. He reigned for
I 9 years. What year did his reign end?

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:55 am Page 26

Problems involving numbers Name ________________________________________________________

History: 7. Why did Henry VIII
marry six times? Date ________________________________________________________

The wives of Henry VIII

Show any working on

the back of this sheet.
I Henry VIII was 42 years old when he married his second
wife, Anne Boleyn. She was 32 years old. What was the
difference in their ages?
2 Anne Boleyn was 32 years old when she became queen. She was
beheaded 3 years later. How old was she when she was beheaded?
3 Henry’s older brother, Arthur, died when Henry was I I years old. 7 years
later Henry became king. How old was Henry when he became king?

I Henry VIII married Catherine of Aragon when he was I 8 years old.

She was 6 years older. How old was she when she married him?
2 Catherine Parr, Henry’s sixth wife, was born in I 5 I 2 and married Henry
in I 543. How old was she when she married him?
3 Henry was 49 years old when he married his fifth wife, Catherine
Howard. She was 20 years younger. How old was she?
4 Anne of Cleves was Henry’s fourth wife. She was born in I 5 I 5 and
died in I 559. How old was she when she died?

I Henry VIII was I 8 years old when he married his first wife
Catherine of Aragon. He was 42 years old when he divorced
her. How long were they married for?
2 Henry’s only son, Edward, was born in I 537 and lived for I 6 years.
In which year did he die?

3 Henry reigned from I 509 until I 547. How many years is this?

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Problems involving numbers

History: 8. What were the Name ________________________________________________________
differences between the lives
of rich and poor people in Date ________________________________________________________
Tudor times?

Life in Tudor times

Show any working on

the back of this sheet.

I In Tudor times only rich children went to school. They studied from
6 o’clock in the morning until I I o’clock, and then from I o’clock in
the afternoon until 5 o’clock. How many hours is this each day?
2 Rich children went to Grammar school from the age of 7 years until
I 6 years. How many years is this?
3 Children had 2 weeks school holidays at Christmas and 2 weeks at
Easter. If rich children went to school for I 0 years, how many weeks
holiday did they have altogether in this time?

I The only day of the week that children had off from school was
Sunday. How many days did they go to school in every 4 weeks?
2 In Tudor times farm workers were paid 2p each day and worked
6 days each week. How much did they earn in I 0 weeks?
3 Only I in I 0 people lived till they were 40 in Tudor times. Out of
every I 00 people, how many would reach the age of 40?
4 A loaf of bread cost I p in Tudor times. If a rich family bought
2 loaves of bread each day for 365 days of the year, how much
would they spend on bread in the year?

I By law, every poor person had to work unpaid for 6 days each year
repairing roads. How many days did a person spend repairing roads
over 20 years?
2 In Tudor times, every fit man over the age of 24 years had to be able
to hit a target 203 metres away with an arrow. If a man could hit a
target I 94 metres away, how many metres short would he be?
3 The Tudor age started in AD I 485 and lasted for I I 8 years more.
In which year did it end?

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Problems involving numbers Name ________________________________________________________

History: 9. What was it like for
children in the Second World War? Date ________________________________________________________

Food rationing during

the Second World War
During the Second World War, Tommy lived with
his mum and two sisters in London.
There was not a lot of food and the government
rationed how much each person could have.
Most people tried to grow what food they
could in their gardens.

Show any working on

the back of this sheet.

I During the war everyone was allowed only 5 slices of bacon each week.
How many slices were Tommy, his mum and 2 sisters allowed each week?
2 Everyone was only allowed I egg every week. How many eggs
altogether were Tommy, his mum and 2 sisters allowed every 2 weeks?
3 Everyone was allowed one tin of powdered eggs every 2 months. If this
made the same as I 2 scrambled eggs, how many scrambled eggs is
this each month?

I During the war sweets were rationed. If each child was allowed 9 sweets
a week how many sweets were Tommy and his 2 sisters allowed
altogether each week?
2 People ate very little meat during the war. As a treat, Tommy’s mum
would buy a tin of luncheon meat every two weeks. How many tins did
she buy in a 52 week year?
3 Tommy’s family grew vegetables. One year they planted 50 bean plants,
but I 7 didn’t grow. How many bean plants grew that year?
4 Most of the milk that Tommy’s family drank was made from powdered
milk. 8 big spoonfuls of this was mixed with I litre of water to make
milk. How many spoonfuls were needed to make 4 litres of milk?

I If there were 42 spoonfuls of powdered milk in each tin and Tommy’s

mum had already used I 4 spoonfuls, how many spoonfuls were left?
2 Tommy’s mother grew a lot of the vegetables the family ate. If she
grew 23 kg of beans, 45 kg of carrots and 26 kg of cabbage, how
many kilograms of vegetables is this altogether?
3 Everyone was allowed I –4I cups of sugar each week. How many cups
was Tommy allowed in a 52 week year?

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CCWP Year 3 2nd pages 28/5/10 11:55 am Page 29

Problems involving numbers Name ________________________________________________________

History: 9. What was it like for
children in the Second World War? Date ________________________________________________________

Life during WWII

During the war a lot of bombs were dropped
on cities.
People tried to protect their homes and
themselves from harm.
Most bombing happened at night. To stop
lights from houses and streets guiding the
bombers, everyone had to prevent any light
from showing. This was called The Blackout.
When the bombing started in Britain it lasted
for 56 nights. This was called The Blitz. Show any working on
the back of this sheet.

I During the war, people were issued with gas masks. How many
gas masks were needed for a family of 3 adults, 6 girls and 4 boys?
2 Many homes had an air raid shelter. These held 6 people each. If there
were I 0 shelters in one street, how many people did they hold?
3 People used sandbags to prevent their downstairs windows from being
broken. If 30 sandbags were needed to protect each window, how
many sandbags were needed for 2 windows?

I During the war almost everything was recycled. If a family collected

34 bottles and 52 jars, how many was this altogether?
2 Many people in London sheltered from the bombs in underground
train stations. If they entered at 6:30 at night and came out at
6:30 the following morning, how long did they spend underground?
3 Air-raid wardens went around at night to check that no light was
showing from the houses. Out of 42 air-raid wardens 7 of these would
be women and the rest men. How many were men?
4 Aluminium was collected to make planes. If 34 aluminium pots and
23 pans were collected in one street, how many was this altogether?

I All glass windows had sticky tape stuck on them so if they were broken
by a bomb the glass would not hurt anyone. If one roll of sticky tape
could tape up I –2I windows, how many rolls were needed for 9 windows?
2 Iron was collected to make ships and tanks. If 296 tonnes of iron
railings and 8 tonnes of iron gates were collected, how many tonnes
is this altogether?
3 The Blitz started on 7th September I 940 and continued for 56 nights.
How many weeks is this?

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Problems involving money Name ________________________________________________________

Science: 3A. Teeth and eating
Date ________________________________________________________

The market

Show any working on

the back of this sheet.

I On the bread stall, rolls cost 8p each. How much do 5 rolls cost?

2 A lettuce costs 45p. How much do 2 lettuces cost?

3 Mrs. Brewster spends £ I 4 on the meat stall. How much change

does she get from £20?

I Tomatoes cost £ I .40 a kilo and broccoli 80p a kilo. How much
more a kilo do tomatoes cost than broccoli?
2 Apples cost 70p a kilo and oranges cost 80p a kilo. How much
does one kilo of apples and one kilo of oranges cost altogether?
3 Mincemeat costs £ I .80 a kilogram. How much does –2I a kilogram
cost?
4 Mrs. Brown spends £7.30 at the meat stall. How much change
does she get from £8?

I A loaf of white bread costs 45p and a loaf of brown bread

costs 57p. How much more is brown bread than white bread?
2 On Saturday the cheese stall is opened all day and makes £378.
On Sunday it is only opened for 2 hours and makes £86.
How much money does it make over the weekend?
3 Mr. Spot spends £3.74 on cheese, £2.26 on vegetables and
£ I .45 on bread. How much does he spend altogether?

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Problems involving money Name ________________________________________________________

Science: 3B. Helping plants
grow well Date ________________________________________________________

Stan’s Market Garden

Show any working on

the back of this sheet.

I Each year Stan spends £6 on carrot seeds and £8 on bean seeds.

How much is that altogether?
2 Stan sells his carrots for £9 a box. If he sells 5 boxes, how much
money does he make?
3 Stan sells his carrots for £9 a box and his beans for £ I 4 a box.
How much more is a box of beans than a box of carrots?

I Last month Stan sold £400 worth of broccoli and £300 worth of
potatoes. How much money did he make from them altogether?
2 Stan employs 2 people to work part-time in his market garden.
He pays one person £70 a week and the other £86 a week.
How much does this cost him each week?
3 Each row of strawberry plants produces £2 I worth of strawberries.
How much money does Stan make from four rows of strawberry
plants?
4 Stan sells his fruit and vegetables on a stall at the local town
market. The stall costs him £ I 00 a week. Last week Stan sold
£694 worth of fruit and vegetables. How much did he have left
after paying for the stall?

I Stan buys boxes to pack his fruit and vegetables in. They cost him
£7 for I 00 boxes. How much does each box cost?
2 On Wednesday Stan sold £37 worth of carrots and £36 worth of
broccoli. How much did he make from carrots and broccoli on
Wednesday?
3 Last week Stan sold £384 worth of vegetables. If he sold £87 worth
of carrots how much did he make from other vegetables?

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CCWP Year 3 2nd pages 28/5/10 11:55 am Page 32

Problems involving money Name ________________________________________________________

Science: 3C. Characteristics of
materials Date ________________________________________________________

Betterfix Builders
£1.50
a
metre

Metal Bathroom tiles

Plastic Wooden shelf Bricks
door handle £12 for a box
guttering £2.40 each £6.20 for 100
£3.45 each of 50

80p
a
metre

Concrete mix Glass window Copper

£18 for
25 kg bag £65 each piping

Show any working on

the back of this sheet.

I Mr. Taylor buys two bags of concrete mix. How much does
this cost?
2 Miss Acton buys a box of bathroom tiles and pays with a
£20 note. How much change does she get?
3 Lance buys a glass window and pays with two £50 notes. How
much change does he get?

I Kevin needs 2 metal door handles for his front door. How much
does this cost him altogether?
2 Lisa buys I 00 bathroom tiles and pays with a £20 note and a
£ I 0 note. How much change does she get?
3 Mr. Quill is building a bookcase and needs 5 wooden shelves.
How much does this cost him?
4 Simon needs 50 bricks and 25 kg of concrete mix to build a
barbecue for his garden. How much does this cost him altogether?

I Yoshi needs 400 bricks to repair his garage. How much does
this cost?
2 Gillian and David are putting in a new bathroom. They buy
4 metres of copper piping, 500 bathroom tiles and a metal
door handle. How much do they pay?
3 Stop-the-Drip Gutters need 7 metres of plastic guttering to finish
Mr. Davies’ house. How much does this cost them?
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Problems involving money Name ________________________________________________________

Science: 3D. Rocks and soils
Date ________________________________________________________

Rocks we build with

Granite counter tops Marble wall tiles
Green £175 a metre £22 each
Black £140 a metre
Red £190 a metre Marble floor tiles
£45 each
Slate floor tiles
£30 each

Swanky Kitchen s and Bathroo ms Show any working on

the back of this sheet.

I How much does –2I a metre of the red granite counter top cost?

2 Jo and Ross are redecorating their bathroom. They have £ I 000

to spend on floor and wall tiles. If they spend £400 on wall tiles,
how much do they have left to spend on floor tiles?
3 It will cost John £450 to tile one wall in his bathroom. How much
will it cost him to tile two walls if both are the same size?

I Willard needs to replace 4 marble wall tiles in his bathroom.

How much do they cost him?
2 Sumi buys a black granite counter top for £900 and slate floor
tiles for £700. How much does she spend altogether?
3 What is the difference in price between the marble floor tiles and
the marble wall tiles?
4 Rebecca spends £470 on floor tiles and pays with ten £50 notes.
How much change does she get?

I Paula buys I 0 tiles. It costs her £220.

Which type of tiles did she buy?
2 Leroy needs I –2I metres of black granite counter top for his new
kitchen. How much does this cost him?

3 Sam spends £300 on slate floor tiles. How many tiles does he buy?

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Problems involving money Name ________________________________________________________

Science: 3F. Light and shadows
Date ________________________________________________________

Show any working on

the back of this sheet.

I Trent buys a baseball cap for £7 at the Shellhaven Beach Shop,

and pays with a £20 note. How much change does he get?
2 The cheapest sunglasses in the shop cost £6 each. Mr. Stakes
buys one for each of his 5 children. How much does this cost him?
3 Mrs. Turner hires a beach umbrella for 2 hours. How much does
this cost her?

I Both Steven and his brother buy a sunhat. Sunhats cost £ I 3 each.
They pay with a £20 note and a £ I 0 note. How much change do
they get?
2 Mr. and Mrs. Wilson come to the beach for the day. They hire one
umbrella from the beach shop for 5 hours and Mr. Wilson buys
himself a hat for £ I 2.50. How much does this cost them?
3 Sean buys a pair of sunglasses for £8.45 and a sunhat for £ I 2.34.
How much does he have to pay?
4 On Monday, Mr. Serf, the owner of the Shellhaven Beach Shop, sells
3 of his most expensive hats for £32 each. How much money is this?

I Tina has £ I 0. How many hours can she hire a beach umbrella for?

2 The Baker family hire 2 beach umbrellas for 6 hours, buy a

sunhat for £ I 3.49, a baseball cap for £7 and a pair of sunglasses
for £24.99. How much money do they spend?
3 On Wednesday, Mr. Serf sells £ I 67 worth of beach hats and
£86 worth of sunglasses. How much money does he make on
hats and sunglasses that day?

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Problems involving money Name ________________________________________________________

Geography: 6. Investigating our
local area Date ________________________________________________________

Getting to work
CENTRAL STATION

Show any working on

the back of this sheet.

I Sharon catches the bus to school and back every day.

It costs her 70p each way. How much does it cost her each day?
2 Thomas takes the train to work 5 days a week. It costs him £7
each day. How much does it cost him for the week?
3 Sally and her mum take the bus to school each morning. Her mum’s
fare is 80p and Sally’s is half of this. How much is Sally’s fare?

I Ahmed spends £ I 30 each month on petrol to drive to work. If he

gave his friend Sammy a lift each day and they shared the cost
between them equally, how much would they each pay a month?
2 Mrs. Tong drives to work. She spends £23 on petrol each week.
How much does she spend on petrol in I 0 weeks?
3 William’s dad takes him to school by bus. William’s ticket costs
32p and his dad’s twice this price. How much is this altogether?
4 Paul Smith spends £47 a month on his train fare to work and his
wife spends £22 a month on her bus fare to work. How much
does it cost each month for them both to travel to work?

I Ivy Turner drives to work in her car. Last year she spent £300 on
petrol, £466 on car insurance and £ I 49 on car parking. How much
did this cost her altogether?
2 Mr. Yates catches the train to work. His train fare costs him
£ I 00 a month. How much does this cost him each year?
3 Mrs. Singh buys a train ticket each day to travel to work. This
costs her £345 for the year. If she bought a yearly ticket she
would save £56. How much does a yearly ticket cost?

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CCWP Year 3 2nd pages 28/5/10 11:55 am Page 36

Problems involving money Name ________________________________________________________

Geography: 7. Weather around
the world Date ________________________________________________________

Going on holidays

Show any working on

the back of this sheet.
I Sam and Toni like to surf so they are going to Cornwall
for their holiday. The coach trip there costs them £25 each.
How much does it cost for both of them?
2 Reece goes skiing in Switzerland at Christmas. His flight costs him
£80 and his hotel costs him £200. How much does it cost altogether?
3 Flora has £400 to spend on her holiday. If she spends half of this
on her flight, how much does she have left to spend when she
gets there?

I I 0 members of Wills Youth Choir are going to Venice. The total

cost of their air tickets is £800. How much does each ticket cost?
2 The cost of a weekend package to Nice, including flight and hotel,
is £2 I 0. The flight costs £80. How much does the hotel cost?
3 Jenny buys a ticket to Sicily. The flight costs £77 and the airport
tax is £ I 2. How much is this altogether?
4 Tina and her mum fly to Spain. Her mum’s ticket costs £90 and
Tina’s costs £70. What is the total cost of their tickets?

I The Davis family want to see snow at Christmas so they go to

Iceland. The 2 adult tickets cost £ I 80 each and the 2 child tickets
are £ I 20 each. How much does it cost for the whole family?
2 Vinod takes the train from London to Paris and then on to Rome.
The journey to Paris costs £87 and the journey from Paris to Rome
costs £ I 89. How much does the whole journey cost?
3 For 2 weeks only, Comfort Airlines are offering a discount of £65
on flights from London to Kingston, Jamaica. If flights normally
cost £426, how much do they cost with the discount?
Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:55 am Page 37

Problems involving money Name ________________________________________________________

Geography: 7. Weather around
the world Date ________________________________________________________

Packing for a holiday

Vijay, her mum and 2 brothers
are going skiing in Switzerland
for Christmas.
Sami, his mum and dad and
his sister are going on a beach
holiday to the West Indies.

Show any working on

the back of this sheet.

I Vijay buys a red woollen hat to wear skiing. It costs her £ I 3.

How much change does she get from £20?
2 Sami’s mum buys Sami and his sister a pair of goggles.
The goggles cost £ I 4 each. How much does she pay for them?
3 Sami’s mum buys two tubes of suntan cream to take on holiday.
The high protection cream costs £ I I and the low protection cream
costs £8. How much do the two creams cost altogether?

I Sami’s mum buys all his family new swimming costumes. Sami’s
costs £ I 2, his sister’s £2 I, his dad’s £20 and his mum’s £45.
How much does his mum have to pay?
2 Vijay’s mum buys her and her brothers new ski jackets. Vijay’s
costs £52, and her two brothers’ jackets cost £40 each.
How much do the three jackets cost altogether?
3 Vijay buys an Activity book and pencils. The total cost is £8.36.
If the Activity book costs £3.24, how much do the pencils cost?
4 Sami’s sister buys a pack of cards. She pays with a £5 note and
receives £2. I 8 change. How much do the cards cost?

I Sami and his sister are given a new pair of identical flippers each.
The total cost is £42.86. How much does each pair cost?
2 Sami’s mum buys 4 beach towels to take with them. 2 of them
cost £8.63 each, and the other 2 cost £7.50 each. What is the
total cost of the 4 towels?
3 Vijay needs a new pair of ski boots. She sees 2 pairs that she likes.
One pair costs £ I 45.98 and the other pair costs £ I 28.88. If she
buys the cheaper pair, how much does she save?

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:55 am Page 38

Problems involving money Name ________________________________________________________

Geography: 16. What’s in
the news? Date ________________________________________________________

Newspaper prices

Show any working on

the back of this sheet.

I How much does it cost to buy a copy of The City Telegraph

and The Daily Gossip?
2 Which paper is 30p more expensive
than The Local Voice?
3 Tracey buys a copy of The Scorcher and The Register and pays
with a 50p coin, how much change does she receive?

I The Hotel Bristol buys I 5 copies of The Daily Times each morning
for hotel guests. How much does this cost them each day?
2 The Newsagent sells £49 worth of The Register and £70 worth of
The Daily Times. How much money is this?
3 The Newsagent delivers a copy of The City Telegraph to Mr. Jones’
home 5 days a week. How much does this cost Mr. Jones each week?
4 The Newsagent sells 400 copies of The Scorcher each day.
How much money is this?

I Ms. Simpson has the same paper delivered to her house 5 days a week.
If her weekly newspaper bill is £2.25, which
newspaper does she have delivered?
2 Last week the Newsagent sold £406 worth of The City Telegraph
and £394 worth of The Daily Times. How much more money did
the Newsagent take for The City Telegraph than The Daily Times?
3 The Regency Café buys one copy of each of the 7 papers each day
for its customers to read. How much does this cost them each day?

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:55 am Page 39

Problems involving money

History: 8. What were the Name ________________________________________________________
differences between the lives
of rich and poor people in Date ________________________________________________________
Tudor times?

The Estate of a Tudor Gentleman

These are some of the goods that belonged to Thomas Waver, a wealthy man who lived in
Tudor times.

Show any working on

the back of this sheet.

I How much did 4 dozen napkins and 2 pairs of fine sheets

cost altogether?

2 If five curtains cost 25p, how much did one curtain cost?

3 –2I a dozen chairs cost 30p. How much did one dozen cost?

I 2 pairs of fine sheets cost 50p, how much did one pair cost?

2 How much did 2 blankets and one pair of fine sheets cost?

3 How much more expensive were 2 pairs of fine sheets than

2 pairs of hurden sheets?
4 How much were the 2 wooden chests and the sewing box
worth together?

I What was the value of the I 0 cushions owned by Thomas Waver?

2 If three carpets cost 66p, how much did one carpet cost?

3 How much were Thomas Waver’s 8 pairs of sheets worth?

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:55 am Page 40

Problems involving measures Name ________________________________________________________

Science: 3B. Helping plants
grow well Date ________________________________________________________

Plants need water to grow

Show any working on

the back of this sheet.

I Plant C is given I 00 ml of water each day. Which plant is

given twice as much water each day?
2 What is the difference in height between Plant B and Plant F
after 5 days?
3 Khadim gives Plant C I 00 ml of water each day. How much water
altogether has he given it after 5 days?

I What is the total height of Plants B and C after I 5 days?

2 After I 5 days, which two plants have a difference in

height of 24 cm?

3 How much water does Khadim use each day to water all his plants?

4 What is the total height of Plants C and D after I 5 days?

I Plant C was 6 cm at the start of the experiment. How many

centimetres did it grow in the 20 days of the experiment?

2 Which plant grew 37 cm between Day 5 and Day 20?

3 What is the total height of Plants D and E after 20 days?

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:55 am Page 41

Problems involving measures Name ________________________________________________________

Science: 3B. Helping plants
grow well Date ________________________________________________________

Pot size

Show any working on

the back of this sheet.

I What is the difference in height between Sunflower A and

Sunflower C after 2 weeks?

2 How much did Sunflower C grow between week 2 and week 4?

3 What is the combined height of Sunflower A and

Sunflower C after 4 weeks?

I What is the difference in height of Sunflower A and

Sunflower B after I 0 weeks?
2 What is the difference in height of Sunflower A and
Sunflower C after 6 weeks?
3 Which sunflower grew 57 cm between week 2 and
week 4?
4 Between which 2 weeks did
Sunflower A grow 34 cm?

I How many centimetres did Sunflower B grow between week 8

and week I 0?
2 How many centimetres did Sunflower A grow between week 6
and week I 0?
3 After 4 weeks Sunflower B is 92 cm high. How many
centimetres does it grow in the next 6 weeks?
Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:55 am Page 42

Problems involving measures Name ________________________________________________________

Science: 3C. Characteristics of
materials Date ________________________________________________________

Bouncing balls
The pupils in Year 3 did an
experiment to test which balls
bounce best on different
surfaces. This is what
they found out.

Show any working on

the back of this sheet.

I What is the difference in the height of the bounce of the table

tennis ball and the super ball when they are dropped on grass?
2 On which surface does the table tennis ball bounce
closest to 70 cm?
3 How many centimetres short of one metre does the super ball
bounce when it is dropped onto the playground?

I What is the difference in bounce of the cricket ball when it is

dropped on the wooden floor and on the carpet?
2 How many times higher does the cricket ball bounce on the
wooden floor than on the carpet?
3 The tennis ball bounces 58 cm when it is dropped on the wooden
floor. How much higher is this than when it is dropped on grass?
4 When one of the balls is dropped onto the playground and then
onto the wooden floor, the difference in its
bounce is I 2 cm. Which ball is this?

I What is the difference in bounce of the table tennis ball when it is

dropped on the wooden floor and on the carpet?
2 When one of the children drops the tennis ball onto the playground
it bounces 6 I cm. If the child throws the ball onto the ground
it bounces I m 37 cm higher. How high does it bounce?
3 What is the difference in bounce of the cricket ball and the
super ball when they are dropped on the wooden floor?
Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:55 am Page 43

Problems involving measures Name ________________________________________________________

Science: 3C. Characteristics of
materials Date ________________________________________________________

The Ace Absorbency Company

The Ace Absorbency Company wants
to produce a new paper towel. Their
scientists investigate 6 different types of
paper for use in their new towel. Using
6 measuring jugs, they put 40 ml of water
into each. They then dip a similar sized
piece of each of the 6 different types of
paper into the different jugs. The papers
are then taken out and the amount of
water left in each jug is measured. The
table below shows the amount of water
absorbed by each piece of paper.

Amount of water absorbed by each piece of paper

Paper A Paper B Paper C Paper D Paper E Paper F

16 ml 20 ml 8 ml 27 ml 32 ml 13 ml Show any working on
the back of this sheet.

I Paper C absorbs less water than Paper F. How much less water?

2 Which paper absorbs 7 ml more than Paper F?

3 40 ml of water was put in each jug. Which paper absorbs half

of this amount?

I 40 ml of water was put in each jug. Paper A absorbs I6 ml.

How much water is left in the jug?

2 Which 2 papers absorb a total of 47 ml?

3 Which paper absorbs twice as much water as Paper A?

4 Put the papers in order of absorbency,

starting with the most absorbent paper.

I How much water did the 6 pieces of paper absorb altogether?

2 Which paper absorbs –4I of the amount of water as Paper E?

3 40 ml of water was poured into each of the 6 jugs. How much

water was used in total?
Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:55 am Page 44

Problems involving measures Name ________________________________________________________

Science: 3D. Rocks and soils
Date ________________________________________________________

Measuring water flow

The pupils in Class 3F are testing how quickly water flows through
different types of material.
They put similar amounts of clay, sand, pebbles, soil and mixtures
of these materials into 8 similar containers with holes in the bottom.
They then measure how long it takes for I 00 ml of water to
disappear below the top of the material.

Show any working on

the back of this sheet.

I How much quicker does the water go through the

clay and sand, than the clay alone?
2 Through which material does the water
take 2 seconds longer to disappear
than through sand?
3 Starting with the quickest, order the times that the water takes to disappear
through the 8 materials.

I The water takes three times as long to disappear through

one of the materials as it does through clay and pebbles.
Which material is this?
2 Through which material does the water take –43 of a minute
to disappear?
3 How much quicker does the water disappear through
sand than through clay and pebbles?
4 How much slower does the water disappear through
sand and soil than through sand and pebbles?

I How much quicker does the water go through sand than

through soil?
2 The water takes 4 minutes to disappear through clay and pebbles.
How many seconds is this?
3 What fraction of a minute does the water take to disappear
through sand and pebbles?
Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:55 am Page 45

Problems involving measures Name ________________________________________________________

Science: 3E. Magnets and
springs Date ________________________________________________________

The Flying Saucer

The Elastic Toy Company is testing different types
of catapults for their latest toy – The Flying Saucer.
They are testing how two things affect the distance the Saucer flies:
– the length and thickness of the elastic for the catapults
– the size and weight of the Flying Saucers.
Distance travelled

Length and thickness

Catapult I – Catapult 2 – Catapult 3 – Catapult 4 –
thin and thin and thick and thick and
short elastic long elastic short elastic long elastic
Flying Saucer A –
I2 m 47 m 62 m 83 m
small and light
Size and weight

Flying Saucer B –
I9 m 68 m 70 m I 08 m
small and heavy
Flying Saucer C –
9m 35 m 49 m 80 m
large and light
Flying Saucer D –
7m 39 m 54 m 96 m Show any working on
large and heavy
the back of this sheet.

I Using Catapult I , how much shorter is the flight of

Saucer A than Saucer B?
2 Saucer C flies 80 m using Catapult 4. Which saucer flies
I 0 m less using a different catapult?
3 Using Catapult I , Saucer A flies I 2 m. How much less
does Saucer D fly using the same catapult?

I Saucer B flies 70 m using Catapult 3. Which saucer flies

half this distance using a different catapult?
2 Using Catapult 4, Saucer D flies 96 m. Which saucer flies
34 m less than this using a different catapult?
3 Saucer D flies 7 m using Catapult I . Which saucer flies
5 times this distance using a different catapult?
4 Using Catapult 3, Saucer B flies 70 m. Which saucer flies
38 m further using a different catapult?

I Which saucer, using which

catapult, flies nearest to 50 m?
2 Saucer B flies I 08 m using Catapult 4. Saucer D flies 96 m
using this catapult. What is the difference in distance?
3 Saucer D flies 39 m using Catapult 2. Which saucer flies
roughly twice as far using a different catapult?
Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:55 am Page 46

Problems involving measures Name ________________________________________________________

Science: 3E. Magnets and springs
Date ________________________________________________________

Pongo’s Pogo Sticks

Show any working on

the back of this sheet.

I Tom has a Beginner’s Pogo Stick. He can manage 5 bounces at

a time. If each jump is I 0 cm long how far can he travel?
2 Sanjay and Melik have a race. Sanjay takes I 6 seconds and Melik
20 seconds. How much quicker is Sanjay?
3 Nagita takes I 3 seconds to jump from the bottom of her steps to
the fence and the same time to jump back again. How long does
it take her to go there and back?

I The Beginner’s Pogo Stick is for people who weigh between 20 kg

and 35 kg. What is the difference in weight between the heaviest
and the lightest people who can use the Beginner’s Pogo Stick?
2 The Beginner’s Pogo Stick is I 00 cm high. The Junior Pogo Stick
is 22 cm higher. How high is the Junior Pogo Stick?
3 Peter uses the Sports Pogo Stick. He can bounce 50 cm each
time. If it takes him I 2 bounces to get down his garden path,
how long is the garden path?
4 Gita takes 47 seconds to hop around her garden. Her dad takes
34 seconds. How much quicker is her dad?

I Sam Pongo started making pogo sticks when he was 20 years old.
He has been making them for 37 years, and will retire in 8 years
time. How old will he be when he retires?
2 The longest time that Leroy has stayed on his pogo stick is
I minute 36 seconds. If he manages to stay on for 8 seconds
more, how many seconds is that in total?
3 The Adult Pogo Stick is I 65 cm high. The Sports Pogo Stick is
27 cm smaller. How high is the Sports Pogo Stick?

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
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Problems involving measures Name ________________________________________________________

Science: 3F. Light and shadows
Date ________________________________________________________

Shadows cast by a pole

The pupils in 3F make a sundial in the school
playground using a pole I metre high.
Every hour they mark where the end of the
shadow comes to, and write the time on
the playground.
Then they join up the marks to show where
the shadow falls at any time throughout
the day.

Show any working on

the back of this sheet.
I The children start marking out the sundial at 9 o’clock
in the morning. Mr. Fish, their teacher, started marking it out
2 hours earlier. At what time did he start?
2 At I I o’clock the shadow is 80 cm long and at I 2 o’clock it is
40 cm long. How much has the shadow shrunk during this time?
3 The children start marking out the sundial at 9 o’clock in the
morning. They stop marking it at 3 o’clock in the afternoon.
For how many hours did they mark it out?

I At 7 o’clock in the morning the shadow is four times as long as

the metre rule. How long is the shadow in centimetres?
2 From I :00 pm to 2:55 pm the shadow grows in length by I metre.
How long does it take, in minutes, to grow by I metre?
3 At I 2: I 5 pm the shadow is 47 cm long and at I 2:45 pm it is
69 cm long. How much has the shadow grown in this time?
4 At I :30 pm the shadow is exactly I metre long. I 0 minutes earlier
it was 8 cm less. How long was the shadow at I :20 pm?

I The shadow is I metre long at I :30 pm and 2 metres long at

3: I 5 pm. How long does it take for the shadow to double in size?
2 At 6:55 am the shadow is 4 I 2 cm and at 7:05 am it is 389 cm.
How much does the shadow shrink between 6:55 am and 7:05 am?
3 Which direction of the compass does the shadow point to
at midday?
Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:56 am Page 48

Problems involving measures Name ________________________________________________________

Science: 3F. Light and shadows
Date ________________________________________________________

Casting shadows

Show any working on

the back of this sheet.

I Louis is I m 5 cm tall. At I 0:20 am his shadow is 5 cm longer

than his height. How long is his shadow?
2 At I 0: I 5 in the morning Bella’s shadow is I m 40 cm in
length. 3 –2I hours later it is the same length again. At what
time in the afternoon is it the same length?
3 Lance’s shadow is I m I 5 cm long. Berinda’s shadow is
9 cm shorter. How long is Berinda’s shadow?

I At I :30 pm Johnny’s shadow is I m 45 cm, at 3: I 5 pm it is

twice this length. What is the length of his shadow at 3: I 5 pm?
2 At lunch time, Suni’s shadow is I m 67 cm long and Tina’s
is I m 43 cm long. What is the difference in the length of
their shadows?
3 At 8:45 am Ray’s shadow is 3 m 20 cm long. I –43 hours later
his shadow is half this length. At what time is it half
the length?
4 Selina’s shadow is measured every half hour. The first
shadow is measured at 9: I 5 in the morning and the last
shadow at 3: I 5 in the afternoon. How many times is
Selina’s shadow measured?

I At 4 o’clock Conrad’s shadow is 296 cm long. Five minutes

later it is 7 cm longer. How long is it at 4:05 pm?
2 Saul’s shadow is I m 28 cm at I:00 pm. His shadow is
double that at 2:45 pm. How long is it at 2:45 pm?
3 The children measure how Mr. Gill’s shadow changes
over the day. The longest shadow they measure is
3 m 84 cm and the shortest shadow is I m 58 cm. What is
the difference between the longest and shortest shadow?

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:56 am Page 49

Problems involving measures Name ________________________________________________________

Geography: 7. Weather around
the world Date ________________________________________________________

Weather map
N
Helsinki
3°
9° 2 mm
W E 0 mm

19° Stockholm
15 mm Moscow
London 12°
S 6 mm
Berlin
Paris 25°
14 mm
24°
27° 23 mm
50 mm

Lisbon
Madrid
Rome 38°
32°
67 mm 29° 18 mm
43 mm Athens

Show any working on

the back of this sheet.

I Which city had 4 mm more rain than Berlin?

2 How much warmer was London than Stockholm?

3 What was the difference in temperature between the hottest and

the coldest cities?

I How much more rain fell in Madrid than in Berlin?

2 Which city was twice as warm as London?

3 What was the combined rainfall of Paris and Madrid?

4 Which city had three times the rainfall of Moscow?

I Which two cities had a combined

rainfall of I I 7 mm?
2 Which two cities had a difference
in temperature of 23°?

3 Which was the third hottest city?

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
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Problems involving numbers, Name ________________________________________________________

money or measures
Science: 3A. Teeth and eating Date ________________________________________________________

Pet food

Show any working on

the back of this sheet.

I Sally buys 7 tins of Chicken Dinner cat food and 8 tins of

Tuna Dinner cat food. How many tins is this altogether?
2 Last month Raheed bought 20 kg of dog biscuits. He has already
used 8 kg. How much does he have left?
3 Mr. Simpson buys a bag of dog food for £ I 2 and 2 dog chews at
£2 each. How much does he spend altogether?

I Simon’s dogs eat 35 kg of biscuits a month. How much do they

eat in 2 months?
2 Tracey has 2 cats – Ben and Jerry. Ben eats 700 g of cat food a
week. Jerry only eats 500 g of food a week. How many grams of
cat food does Tracey have to buy each week?
3 Joseph buys straw and food for his hamster. The straw costs 64p
and the food costs £4.35. How much does he spend altogether?
4 Larry spends £4.70 on fish food. How much change does he get
from £5?

I Mrs. Brown gives her cat tinned food 6 days a week and fresh fish
one day a week. The tinned food costs £ I .94 and the fresh fish
£2.06. How much more does she spend on fish than tinned food?
2 The pet shop has cut 7p off tins of Wonder Dog pet food. If a tin
normally costs 84p, how much does a tin cost now?
3 On Wednesday the pet shop sells 35 kg of dog food, 24 kg of
cat food and I 8 kg of bird seed. How many kilograms of food
does it sell altogether?
Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
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Problems involving numbers, Name ________________________________________________________

money or measures
Science: 3E. Magnets and springs Date ________________________________________________________

Strength of magnets

bar
horseshoe magnet
magnet

wand circular
magnet magnet Show any working on
the back of this sheet.

I The circular magnet can pick up I 4 ball bearings. The bar magnet can
only pick up 6 ball bearings. How many less is this?
2 The horseshoe magnet can pick up a string of 7 paper clips on one end
and the same number on the other end. How many paper clips is this?
3 The circular magnet can pick up 30 paperclips and the bar magnet
can pick up 40 paperclips. How many paperclips is this altogether?

I The horseshoe magnet can pick up 8 bars of staples. If there are

I 00 staples in each bar how many staples can the magnet pick up?
2 Paper clips come in boxes of 50. The bar magnet can lift up I 3 less
paper clips than this. How many paper clips can it pick up?
3 The wand magnet is 26 cm long and can pick up a string of
iron filings 7 cm long. What is the total length of the wand and
iron filings?
4 The bar magnet can pick up a string of 8 paper clips end to end.
If each paper clip is 3 cm long. How long is the string of paper clips?

I The horseshoe magnet can pick up 42 paper clips, the bar magnet
33 paper clips, and the circular magnet I 8 paper clips. How many
paper clips can these three magnets pick up together?
2 The wand magnet can pick up I 93 g of iron filings. The bar magnet
can pick up 208 g of iron filings. How much more can the
bar magnet pick up?
3 The circular magnet can pick up 237 g of iron filings and the
horseshoe magnet I 46 g of iron filings. What is the total weight
that the two magnets can pick up?

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:56 am Page 52

Problems involving numbers,

money or measures
Name ________________________________________________________
Geography: 6. Investigating our
local area Date ________________________________________________________

Around Bomaderry School

Show any
working on the
back of this
sheet.

I It takes Anna 20 min to walk to school. If she leaves home

at 8:35 am, what time does she get to school?
2 At lunch time, Mr. Lee leaves school, walks south for 5 min, turns
left and walks straight ahead for I 3 min until he gets to the sports
centre. How long does it take him to get there?
3 Mr. Timms walks 800 m from the school to the bank. Half way there
he passes the car park. How far is the school from the car park?

I Dr. Stanton parks at the car park and walks 450 m to the hospital.
When he leaves the hospital he walks back to pick up his car.
How far does he walk to and from the hospital?
2 Mrs. Clarke’s train leaves at 4:35 pm. It takes her 25 min to walk
from the library to the station. By what time must she leave the
library to catch her train?
3 Mrs. Ellis comes to town by train. Her return train ticket costs £4.25
and the bus from the railway station to the supermarket costs
65p each way. How much does her journey cost in total?
4 The car park has two floors. The ground floor has 43 spaces and
the top floor has 56. How many spaces are there in the car park?

I At Bomaderry School there are 94 children in the Infants and

I 27 in the Juniors. How many children is this?
2 Pauline has one hour for lunch. It takes her 6 min to walk to the
sports centre and the same time to walk back. How long can she
spend at the sports centre?
3 From Monday to Saturday the supermarket is open from 8:00 am
to I 0:00 pm. On Sunday it is open from I 0:00 am until 4:00 pm.
How many hours is it open each week?

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
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Problems involving numbers,

money or measures Name ________________________________________________________
Geography: 16. What’s in the
news? Date ________________________________________________________

New supermarket in the news

The children from Nether Wallop Primary School have done a
survey to find out what the local parents think of a plan to build a
supermarket outside their town. These are the results of their survey.

Show any working on

the back of this sheet.

I How many people say that they would not drive to the supermarket?

2 I 7 people said ‘No’ to question 3. If 5 of these people change their

minds, how many people does that leave?
3 According to the survey, how many times a week will most
people visit the supermarket?

I I 23 said ‘Yes’ to question I and I I 5 said ‘No’. How many more people
are in favour of the supermarket than against?
2 78 people would pay 50p to travel by bus to the supermarket. Only I 8
would pay £ I . How many more people would pay 50p than £ I ?

3 How many people altogether said ‘No’ or ‘Not sure’ to question 5?

4 I 87 people said ‘Yes’ to question 3 and only I 7 said ‘No’. How many
more people said ‘Yes’ than ‘No’?

I How many people said that they would visit the supermarket 4 or fewer
times a week?

2 How many people are prepared to use a bus to go to the supermarket?

3 How many people will travel no more than 2 km to go to the

supermarket?
Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:56 am Page 54

Problems involving numbers,

money or measures Name ________________________________________________________
Geography: 18. Connecting ourselves
to the world Date ________________________________________________________

Snail mail, email and faxes too

The pupils in 3H asked Mrs. Stevens, the school secretary, to record
how many letters, faxes and emails she sends and receives each day
for a week. They have recorded the results in these tables.

Show any working on

the back of this sheet.

I How much more post did Mrs. Stevens send on Tuesday than
on Monday?
2 What was the total amount of post, faxes and emails Mrs. Stevens
sent on Friday?
3 How many more emails did Mrs. Stevens receive on Monday
than she sent?

I On Thursday Mrs. Stevens spent £ I .35 on First Class post and

£3.80 on Second Class. How much altogether is this?

2 How many faxes did Mrs. Stevens receive during the week?

3 Mrs. Stevens sent more emails than faxes during the week.
How many more?

4 What was the total amount of post that Mrs. Stevens sent last week?

I On Wednesday, Mrs. Stevens sent 3 parcels. They weighed

223 g, I kg 335 g and I kg 402 g. What was the total weight
of the 3 parcels?
2 During the week Mrs. Stevens spent £5.67 on First Class post
and £ I 2.54 on Second Class. How much more did she spend
on Second Class post?
3 Did Mrs. Stevens receive more post or more emails
last week? How many more?
Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:56 am Page 55

Problems involving numbers,

money or measures Name ________________________________________________________
Geography: 18. Connecting ourselves
to the world Date ________________________________________________________

A guide to Milton Valley

Dodson
Animal
Brockhill House Waterslides BOUNTY
Inn and Theatre
Hours of
Park Restaurant
family fun
Adults £5 Historic Indoor heated
Children £2.50 Georgian Mansion Olympic pool
Pensioners £4 Open to the Public
Family Pass £13 Adults £6 Open Dinner, B & B Packages
(2 adults and Children and Monday to Friday
I
2 children) Pensioners –2 price Live Entertainment
11 am to 5 pm
Saturdays
Saturday and Sunday
10 am to 4pm Tennis court
Lilliputland Miniature World
10:00 am4:00 pm
Children £4 Adults £7 Show any working on
the back of this sheet.

I For how many hours is Waterslides open on Wednesday?

2 Mrs. Herne takes her two children, Sammy and Tommy, to visit
Lilliputland. How much does it cost them altogether?
3 Mr. James takes his son to visit Brockhill House. How much does
it cost for the two of them?

I If 2 adults and 2 children visit Dodson Animal Park, how much

do they save by buying a family pass instead of 4 tickets?
2 Dinner and B & B at the Bounty Inn costs £49 per person. Dinner
alone costs £24.50. How much per person is B & B at the Bounty Inn?
3 Mr. and Mrs. Lake and their 3 children visit Dodson Animal Park.
What is the cheapest way of doing
this and how much does it cost?

4 For how many hours is Waterslides open each week?

I A class of 32 children and 5 adults visit Lilliputland. How much

does it cost for all of them?
2 Dinner and B & B at the Bounty Inn costs £49 per person.
How much does it cost for a party of 6 people?
3 Tony and Cherie spend £ I 96 staying at the Bounty Inn, and visit
Brockhill House and Lilliputland. How much does their visit cost?
Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:56 am Page 56

Problems involving numbers,

money or measures Name ________________________________________________________
Geography: 21. How can we improve
the area we can see from our window? Date ________________________________________________________

Lower Wallop in I 980 and today

Lower Wallop in I 980 Lower Wallop today Show any working on

the back of this sheet.

I In 1980 the Post Office in Lower Wallop opened from 9 o’clock to

I o’clock and from –2I past 2 to –2I past 5. How many hours was this?
2 It cost I 5p to go by bus to Upper Wallop in I 980. Now it costs 65p.
How much more does it cost now?
3 In I 980 the nearest supermarket was I 8 km from the village.
I 0 years later another supermarket was built 4 km from the village.
How much closer is this supermarket to the village?

I There are now 98 houses in the village. In I 980 there were only
43 houses. How many houses have been built since I 980?
2 In I 980 most people worked on farms and earned £40 each week.
Now, most people work in the factory in Lower Wallop and earn
5 times as much. How much do they now earn each week?
3 In I 980 there were 50 children living in Lower Wallop. Now there are
67 more than this. How many children are there in the village now?
4 Children travel to Upper Wallop 6 km away to go to school. How
many kilometres do they travel to and from school in 5 days?

I The nearest hospital to the village is 32 km away. In I 980 there was

a hospital I 4 km away. How much further do people need to travel
now to get to a hospital than in I 980?
2 In I 980 it cost £ I 8 a week to rent a house in Lower Wallop. It now
costs £63 a week more. How much does it cost now?
3 In I 980 there were I 64 people living in Lower Wallop. There are now
I 25 more people living there. How many people live there now?

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:56 am Page 57

Problems involving numbers,

money or measures Name ________________________________________________________
History: 10. What can we find out
about ancient Egypt from what Date ________________________________________________________
has survived?

Ancient Egypt

Show any working on

the back of this sheet.

I The main passage inside the largest pyramid in Egypt is

97 metres high. How much less than I 00 metres is this?
2 Tuthmosis II was pharaoh for only 3 years. Tuthmosis III was pharaoh
for 30 years longer. For how long was Tuthmosis III pharaoh?
3 The most famous pyramids in Egypt are the 3 pyramids at Giza.
There are the remains of at least 77 other pyramids in Egypt.
How many is this altogether?

I Ramesses the Great ruled Egypt for 67 years. His wife Neferteri died
in the 30th year of his reign. For how many years after his wife’s
death did Ramesses continue to reign?
2 Most ancient Egyptians were farmers. Every I 2 months they
had 3 seasons of the same length. How many months were in
each season?
3 Queen Hatshepsut ruled Egypt for 22 years. Ramesses ruled Egypt
for 67 years. For how many more years did Ramesses rule Egypt?
4 The sides of the Great pyramid of Kufu were originally 230 metres long.
Stones have fallen off in the 4500 years since it was built, and they
are now only 227 metres long. How many metres less are they now?

I There are about 700 hieroglyphic symbols in ancient Egyptian writing.

There are 26 letters in our alphabet. How many more Egyptian
symbols are there than letters in our alphabet?
2 The Great pyramid of Kufu is I 37 metres high. When it was built it
was 9 –2I metres taller. How tall was it when it was built?
3 Queen Cleopatra was the last queen of Egypt. She ruled for 2 I years.
Her family had ruled for 28 I years before her. How long did she
and her family reign for altogether?
Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:56 am Page 58

Problems involving numbers,

money or measures Name ________________________________________________________
History: 18. What was it like to
live in the past? Date ________________________________________________________

Growing up poor in the I 890’s

Thomas Murray was born in I 892 in London. His father was a coal
heaver, unloading coal from barges.

Show any working on

the back of this sheet.

I Thomas’ family lived in one room, which cost I 5p a week to rent.

How much did it cost for 4 weeks?
2 Thomas’ father worked from 5 o’clock in the morning until 4 o’clock
in the afternoon. How many hours each day was this?
3 Thomas’ parents had I 4 children altogether, but 6 of them died when
they were very young. How many of them lived?

I As a treat, the Murray family had a turkey for Christmas. Turkeys

cost 26p each from a shop, but half this price from the market.
How much did they cost from the market?
2 Thomas finished school and started working full-time when he was I 2
years old. He worked until he was 65. For how many years did he work?
3 Thomas did lots of different jobs when he was a child. One of these was
selling newspapers. For every 7 copies he sold, he got I p. How many
papers did he need to sell to make 5p?
4 Thomas wore second-hand clothing bought at the market. A pair
of boots cost I 3p and a good suit cost 90p. How much did it cost
to buy a pair of boots and a good suit for Thomas?

I Thomas’ mother earned I 8p a day peeling potatoes and shelling peas

in a hotel. If she worked 5 days a week, how much money did she
earn in a week?
2 When he was I 0 years old, Thomas would rent a barrow for
4p a day, and sell salt and vinegar from the back of it in rich areas
of London. How much did it cost him to rent his barrow for 7 days?
3 Thomas’ father earned 25p a day, and worked 6 days a week.
How much did he earn each week?

Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:56 am Page 59

Problems involving numbers,

money or measures Name ________________________________________________________
History: 18. What was it like to
live in the past? Date ________________________________________________________

Growing up rich in the I 890’s

Joan Pinder was born in I 897. She grew up in a large house in the
country with many servants.

Show any working on

the back of this sheet.
I The house where Joan was born and grew up had
I 5 bedrooms, 2 drawing rooms, a dining room, a library, a billiard room
and a sitting room. How many rooms was this?
2 When Joan was 7 years old she went to Paris. 5 years later she
went to New Zealand. At what age did she go to New Zealand?
3 In the house there were I 5 indoor servants. 6 of these were men.
How many were women?

I Every night, until the age of I 5, Joan would go to bed at 6:30 pm.
A servant would wake her up every morning at 7:00 am. How many
hours rest did she have each night?
2 As a child, Joan always had her tea in her room alone. From the age
of I 2 until she got married at 27, she ate with her parents. For how
many years did she eat with her parents?
3 When Joan was I 8 years old she was given an allowance of £ I 40
a year. Her maid was paid only £ I 2 a year. How much less did her
maid have to live on than Joan?
4 Joan’s parents employed I 6 gardeners who were each paid
£ I 0 a year, and one head gardener who was paid £ I 8 a year.
How much was this altogether each year?

I The house where Joan grew up had 27 acres of garden, 42 acres of

park and 400 acres of farmland. How many acres was this altogether?
2 Joan’s family employed a farmer. He was paid £2. I 0 a month.
How much was this each year?
3 Joan was born in I 897. She had two sons and one daughter and
died in I 976. How old was she when she died?
Collins New Primary Maths: Cross-Curricular Word Problems 3 © HarperCollinsPublishers Ltd 2010
CCWP Year 3 2nd pages 28/5/10 11:56 am Page 60

Answers

Activity 1 Activity 4 Activity 7

Teeth The Romans The wives of Henry VIII
1 19 1 400 1 10 years
2 7 2 35 km 2 35 years old
3 1 3 2 3 18 years old

1 19 1 59 km 1 24 years old
2 60 2 70 2 31 years old
3 16 3 3 3 29 years old
4 64 4 8 years 4 44 years old

1 33 1 43 years 1 24 years
2 4 2 3 hours 15 min 2 1553
3 67 3 367 years 3 38 years

Activity 2 Activity 5 Activity 8

Land use near Nowra Anglo-Saxons Life in Tudor times
Primary School 1 36 1 9 hours
1 7 2 16 2 9 years
2 14 3 60 km 3 40 weeks
3 19
1 160 1 24 days
1 29 2 160 years 2 120p or £1.20
2 89 3 240 3 10
3 48 4 1000 4 £7.30
4 79
1 387 years 1 120 days
1 111 2 AD 796 2 9 metres
2 302 3 AD 973 3 AD 1603
3 380

Activity 6 Activity 9
Activity 3 Vikings Food rationing during
What can we see from 1 10
the Second World War
our school gate? 2 5 years 1 20
3 100 km 2 8
1 49
2 30 3 6
1 120
3 100
2 600 1 27
3 220 cm or 2 m 20 cm 2 26
1 33
4 12 metres 3 33
2 72
3 104 4 32
1 AD 1035
4 offices or factories
2 AD 850 1 28
3 AD 1035 2 94 kg
1 258
2 77 3 65
3 300

60
CCWP Year 3 2nd pages 28/5/10 11:56 am Page 61

Answers

Activity 10 Activity 13 Activity 16

Life during WWII Betterfix Builders Getting to work
1 13 1 £36 1 £1.40
2 60 2 £8 2 £35
3 60 3 £35 3 40p

1 86 1 £6.90 1 £65
2 12 hours 2 £6 2 £230
3 35 3 £12 3 96p
4 57 4 £21.10 4 £69

1 6 1 £24.80 1 £915
2 304 2 £126.65 2 £1200
3 8 weeks 3 £10.50 3 £289

Activity 11 Activity 14 Activity 17

The market Rocks we build with Going on holidays
1 40p 1 £95 1 £50
2 90p 2 £600 2 £280
3 £6 3 £900 3 £200

1 60p 1 £88 1 £80

2 £1.50 2 £1600 2 £130
3 90p 3 £23 3 £89
4 70p 4 £30 4 £160

1 12p 1 Marble wall tiles 1 £600

2 £464 2 £210 2 £276
3 £7.45 3 10 3 £361

Activity 12 Activity 15 Activity 18

Stan’s Market Garden Shellhaven Beach Shop Packing for a holiday
1 £14 1 £13 1 £7
2 £45 2 £30 2 £28
3 £5 3 £3 3 £19

1 £700 1 £4 1 £98
2 £156 2 £20 2 £132
3 £84 3 £20.79 3 £5.12
4 £594 4 £96 4 £2.82

1 7p 1 6 hours 1 £21.43
2 £73 2 £63.48 2 £32.26
3 £297 3 £253 3 £17.10

61
CCWP Year 3 2nd pages 28/5/10 11:56 am Page 62

Answers

Activity 19 Activity 22 Activity 25

Newspaper prices Pot size Measuring water flow
1 85p 1 3 cm 1 2 min
2 The Daily Times 2 7 cm 2 sand and pebbles
3 5p 3 1 m 47 cm or 147 cm 3 1 sec, 18 sec, 20 sec,
31 sec, 45 sec, 4 min,
1 £7.50 1 51 cm 10 min, 12 min
2 £119 2 1 m 22 cm or 122 cm
3 £3.50 3 Sunflower A 1 clay
4 £40 4 Week 8 and Week 10 2 soil
3 3 min 42 sec
1 The Evening News 1 12 cm 4 11 sec
2 £12 2 81 cm
3 £2.45 3 1 m 12 cm or 112 cm 1 27 sec
2 240 sec
3 –13
Activity 20 Activity 23
The Estate of a Tudor Bouncing balls
Gentleman Activity 26
1 15 cm The Flying Saucer
1 90p 2 playground
2 5p 3 10 cm 1 7m
3 60p 2 Saucer B
1 27 cm 3 5m
1 25p 2 4
2 78p 3 17 cm 1 Saucer C
3 17p 4 table tennis ball 2 Saucer A
4 77p 3 Saucer C
1 57 cm 4 Saucer B
1 92p 2 1 m 98 cm or 198 cm
2 22p 3 48 cm 1 Saucer C using
3 £1.49 catapult 3
2 12 m
Activity 24 3 Saucer C
Activity 21 The Ace Absorbency
Plants need water to Company
Activity 27
grow 1 5 ml Pongo’s Pogo Sticks
1 Plant E 2 B
3 B 1 50 cm
2 6 cm
2 4 sec
3 500 ml or –12 litre
1 24 ml 3 26 sec
1 88 cm 2 B and D
3 E 1 15 kg
2 Plants B and F
4 E, D, B, A, F, C 2 122 cm or 1 m 22 cm
3 750 ml
3 6 m or 600 cm
4 103 cm or 1 m 3 cm
1 116 ml 4 13 sec
1 56 cm 2 C
3 240 ml 1 65 years old
2 Plant C
2 104 sec
3 95 cm
3 138 cm or 1 m 38 cm

62
CCWP Year 3 2nd pages 28/5/10 11:56 am Page 63

Answers

Activity 28 Activity 31 Activity 34

Shadows cast by a pole Pet food New supermarket in
1 7 o’clock 1 15
the news
2 40 cm 2 12 kg 1 63
3 6 hours 3 £16 2 12
3 2 to 4
1 400 cm 1 70 kg
2 115 min 2 1200 g or 1 kg 200 g 1 8
3 22 cm 3 £4.99 2 60
4 92 cm 4 30p 3 71
4 170
1 1 hr 45 min or 105 min 1 12p
2 23 cm 2 77p 1 217
3 North 3 77 kg 2 96
3 156

Activity 29 Activity 32
Casting shadows Strength of magnets Activity 35
1 1 m 10 cm or 110 cm 1 8
Snail mail, email and
2 1:45 pm 2 14 faxes too
3 1 m 6 cm or 106 cm 3 70
1 6
2 20
1 2 m 90 cm or 290 cm 1 800
3 6
2 24 cm 2 37
3 10:30 am 3 33 cm
1 £5.15
4 13 4 24 cm
2 21
3 17
1 303 cm or 3 m 3 cm 1 93
4 81
2 2 m 56 cm or 256 cm 2 15 g
3 2 m 26 cm or 226 cm 3 383 g
1 2 kg 960 g
2 £6.87
3 emails/10 more
Activity 30 Activity 33
Weather map Around Bomaderry
1 Athens
School Activity 36
2 10° 1 8:55 am
A guide to Milton Valley
3 35° 2 18 min 1 6 hours
3 400 m 2 £15
1 53 mm
3 £9
2 Athens 1 900 m
3 90 mm 2 4:10 pm 1 £2
4 Athens 3 £5.55 2 £24.50
4 99 3 1 family + 1 child ticket
1 Lisbon and Madrid
£15.50
2 Stockholm and Madrid 1 221 4 42 hours
3 Rome 2 48 min
3 90 hr 1 £163
3 £294
4 £222

63
CCWP Year 3 2nd pages 28/5/10 11:56 am Page 64

Answers

Activity 37 Activity 39
Lower Wallop in 1980 Growing up poor in the
and today 1890’s
1 7 hours 1 60p
2 50p 2 11 hours
3 14 km 3 8

1 55 1 13p
2 £200 2 53 years
3 117 3 35
4 60 km 4 £1.03

1 18 km 1 90p
2 £81 2 28p
3 289 3 £1.50

Activity 38 Activity 40
Ancient Egypt Growing up rich in the
1 3 metres
1890’s
2 33 years 1 21
3 80 2 12 years old
3 9
1 37 years
2 4 months 1 12 –12 hours
3 45 years 2 15 years
4 3 metres 3 £128
4 £178
1 674
2 146 –12 metres 1 469
3 302 years 2 £25.20
3 79 years old

64