Mathematics-Grade 3 - Part 1 - PUPIL (2017)
Mathematics-Grade 3 - Part 1 - PUPIL (2017)
MATHEMATICS
Grade 3
Mathematics
Grade 3
Pupil's Book
Part 1
Professor Vassen NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation
MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr. J. DESCUBES - Primary Educator
Ms. T CHEETAMUN - Primary Educator
Ms. D. OOGARAH - Mentor
Ms. J. APPADOO - Mentor
BUREAU DE L'ÉDUCATION CATHOLIQUE
Mr. M. JOLY - Deputy Head Master
Acknowledgements
VETTING TEAM
MINISTRY OF EDUCATION AND HUMAN RESOURCES, TERTIARY EDUCATION AND SCIENTIFIC RESEARCH
Mr Y. FOKEERBUX - School Inspector
Mr D. MOHANGOO - School Inspector
Mr K. OOCHIT - School Inspector
GRAPHIC DESIGNER
Mr Kunal SUMBHOO
ISBN : 978-99949-40-23-3
We have the pleasure to offer you a brand new collection of textbooks as from 2016.
These textbooks have been written by a team of experts and supported by experienced
Educators, advised by Inspectors, mentors and Deputy Head Masters. We have done
our best to ensure that children undergo a pleasant learning experience.
We have taken care to align the textbooks with very clearly defined learning outcomes
and objectives set for the subject. This present textbook provides clear indications of
the diverse skills that children should master at each stage. We would request teachers
to use the techniques and pedagogical approaches suggested in the teacher’s
manual so that children make optimal use of the textbook and materials provided.
We are extremely thankful to all those who have provided us with constructive
feedback, thereby enabling us to make this curriculum development endeavour
come to fruition. We are also thankful to the artists who carried out the illustrations,
and to our graphic artists, who have tried their best to create the right layout for the
books. The authors and the curriculum team, under the guidance of Professor Vassen
Naeck, also deserve our thanks.
We hope that you enjoy this material and wish you lots of success.
Dr O. Nath Varma
Director, MIE
i
Preface
The development of the Pupil’s Workbook and the Teacher’s Book for Grade 3
Mathematics is in line with the philosophical principles of the New Curriculum Framework
(Primary). The same philosophy and pedagogical approaches used to develop the
curriculum materials for Grades 1 and 2 are followed in the currently produced materials.
The main aim of this new workbook is to enable pupils to better understand the key
concepts in Mathematics as well as enjoy learning about them as they move from
Grade 2 to Grade 3. The mathematical concepts are presented in a sequential
manner. Every fundamental concept is introduced through a story or a conversation
and is connected to real life situations.
Educators should act as facilitators in helping students grasp the key ideas and
concepts presented in the Pupil’s Workbook. Educators are also encouraged to carry
out the different activities as per the instructions given in the ‘Note to Teacher’ so as to
promote better understanding of the different mathematical concepts.
The Mathematics Panel sincerely hope that pupils will benefit from the curriculum
materials presented to them and that they will be motivated to study Mathematics
further.
Dr R. Nenduradu
Coordinator, Mathematics Panel
ii
TABLE
TABLE OF
OF CONTENTS
CONTENTS
Page
Geometry Shapes 1
Graph Pictograms 14
Numbers 0 to 1000 23
Abacus 51
Addition 63
Measure Mass 88
iii
Learning Objectives
At the end of Grade 3 (Part I), the child should be able to:
iv
Geometry
Shapes Anna and Tom are playing in the classroom.
Anna: “Look Tom! My building block is rectangular.”
Tom: “My puzzle piece is triangular.”
1
Remember, Friends!
circle rectangle
triangle square
P
P
hool
chool P
school
2
Geometry
Let's work out
1. I colour the small circles red and the big rectangle green.
circle square
triangle rectangle
3
Sides
The sides of
one face of
the box.
4
Geometry
Let's work out
IT Corner
5
Vertex Vertex
6
Geometry
Remember, Friends!
7
Pattern A unit
Pattern
8
Geometry
Tessellation
9
Let's work out
(a) (b)
(c)
10
Geometry
Continuous Assessment
(a)
X
(b)
(c)
(d)
B C
A
11
3. I match.
Square
Triangle
Rectangle
Circle
4. I complete.
12
Geometry
Profiling
Describe 2-D
shapes (properties
of shapes: sides,
vertices)
Recognise, complete
and create patterns
of shapes
Teacher's Remarks
13
Mr Sam, the teacher, has asked all the boys to stand
Pictogram on the left side of the class and all the girls to stand
on the right side.
Now let's count.
Boys
Girls
One girl
14
Graph
Activity: Observe the shapes
Circle
Square
Triangle
Rectangle
Apple
Banana
Guava
Pineapple
Handball
Volleyball
Basketball
Football
16
Graph
Activity: Introducing "In all" or "Altogether"
X
How many
children are
there in all?
By bus
By car
On foot
By van
Complete:
(a) How many pupils travel by bus? _________
(b) How many pupils travel by van? _________
(c) How many pupils are there in all in the class? _________
17
Activity: More/Less
Who has
more blocks?
Raj
Mira
Zafir
Lewis
Amina
X
Children Navin Roshan Sara Noor Azeeza
Number of pencils 4 7 2 5 9
Navin
Roshan
Sara
Noor
Azeeza
Sally
Amir
Alvin
Reena
19
Complete.
represents 1 pupil
Grape juice
Apple juice
Mango juice
Orange juice
Peach juice
Complete:
20
Graph
IT Corner
X
Use the program "Tux paint".
21
Profiling
Represent data on a
pictogram
Use ICT to
create pictograms
representing real-
life situations
Teacher's Remarks
22
Numbers
Graph
0 to 1000 Miss Cindy, the teacher, is counting the number
of pupils in class.
Remember, Friends!
In figures : 47
In words : Forty seven
23
Let's work out
(a)
(b)
(c)
seventeen 11
fifty five 60
eleven 17
sixty 55
24
Numbers
3. Complete the number bonds.
(a) (b)
25 91
(c) (d)
___ ___
30 6 50 8
25
Remember, Friends!
10 tens 100
When you add 10 ten strips altogether, you get a hundred (one flat).
Activity
26
Numbers
Let's count
together.
5. (a)
20 tens = 200
In words: Two hundred
10 tens 10 tens
(b)
In words: ______________
(c)
In words: ______________
27
(d)
In words: ______________
(e)
In words: ______________
(f)
In words:
_______________
28
Numbers
(g)
In words: ______________
(h)
In words: ______________
29
Let's complete
30
Numbers
Activity
31
32
Numbers
Remember, Friends!
247
Try these
I write the correct number.
(a)
(b)
(c)
(d)
33
Example
213
(a)
(b)
(c)
(d)
34
Numbers
7. I match with the correct numeral.
9. Complete the following. The first one has been done for you.
615
(a) : 6 hundreds, 1 ten and 5 units
(b) :
423
(c) :
941
(d) :
864
(e) :
187
35
"No" Tens
H T U
(a)
100 100 100 H T U
100 100
(b)
H T U
100
(c)
100 100 100 100 100 H T U
36
Numbers
Activity: Using Number line
Let's count.
100 101 102 103 104 105 106 107 108 109 110
Before After
725
305
661
214
130
910
The number is
38
Numbers
Number names
H T U H T U
1 5 9 7 0 9
13. Put in columns and write number names. One example has been done for you.
(a)
H T U
435 4 3 5
Four hundred and thirty five
(b)
H T U
628
(c)
H T U
936
39
14. I match.
40
Numbers
A quick revision
200 + 40 + 3
Example:
can be represented by
2 43
Units 2 hundreds + 4 tens + 3 units
Tens H T U
Hundreds 2 4 3
Example:
300 + 10 + 2 = 312
3 hundreds , 1 ten and 2 units = 312
(a) 600 + 40 + 5 =
(c) 800 + 20 =
(e) 200 + 70 + 3 =
41
Activity
6 2 3
Let's complete.
42
Numbers
Activity: Ascending and Descending Order
Ascending Descending
largest. smallest.
600
500 900
400 800
300 700
200 600
100 500
400
43
Activity
30 22 25 28 26 24
27 30 21 23 29
32 35 38 36 34
37 40 31 33 39
31
I write in ascending order.
44
Numbers
Let's work out
(b) 100 , 101 , 898 , 890 , 902 _____ , _____ , _____ , _____ , _____
(c) 786 , 703 , 727 , 796 , 734 _____ , _____ , _____ , _____ , _____
(b) 553 , 503 , 703 , 603 , 530 _____ , _____ , _____ , _____ , _____
(c) 978 , 987 , 686 , 590 , 690 _____ , _____ , _____ , _____ , _____
If 9 hundreds make
900
1000
This is one
thousand and
it comes after
999.
After
999 1000
46
Numbers
20. I circle the numeral 1000.
t h o u s a n d q w
h r u p f t y a p d
o i m l a v x d o n
u o b k w t n s l a
s f j n q a n u m s
a c k q s r f o h u
n w p u z d e h g o
d b o u i b d t r h
q h d n a s u o h t
t h u d w o t u s d
47
Continuous Assessment
1. I match.
2. Fill in the blanks. One example has been done for you.
3. Complete.
48
Numbers
4. Write in words.
(a) 325: three hundred and twenty five
(b) 621: __________________________________
(c) 993: __________________________________
(d) 405: __________________________________
(e) 750: __________________________________
49
Profiling
Teacher's Remarks
50
Numbers
Abacus
Remember, Friends!
Do you remember
the "Number
House" with the
"tens" and "units"
place value?
tens units
Note:
Create your own
Number House with A bundle of ten straws:
51
The Abacus
Count the number
of red beads and
the number of
blue beads.
tens units
Activity
52
Numbers
Try these
2. Draw correct number beads on each abacus to show the given numeral.
(a) (b) (c)
15 28 46
33 60 79
53
Let's work out
tens units
tens units
tens units
tens units
tens units
tens units
tens units
tens units
tens units
tens units
tens units
tens units
54
Numbers
Remember, Friends!
If 10 units make
1 ten then what
make will ten tens make?
and
This is one
hundred and
it comes after 99.
after
99 100
55
Tip
From now on, ten bundles will be represented by a purple
straw.
1 hundred
Let’s see if you
have understood.
One example has
Try these been done for you.
(a) (b)
4 hundreds ___________
400 ______
(d)
(c)
___________ ___________
______ ______
56
Numbers
See how we will
show "hundreds",
"tens" and "units"
Tip on an abacus.
214
Try these
(a) (b)
57
Let's work out
2. Write the correct numeral.
(a) (b)
(c) (d)
(e) (f)
58
Numbers
Let's work out
3. Draw the correct number of beads.
(a) (b)
572 825
(c) (d)
637 908
4. Complete.
Units: ______
Tens: ______
Hundreds: ______
Number name:
______________________
59
Get some more practice with
this game. Represent the
IT Corner numbers that the teacher
will tell you on the abacus.
http://www.ictgames.com/abacusInteger.html
Continuous Assessment
(a) (b)
Unit: 1 Units: 5
Tens: 3 Tens: 0
Hundreds: 5 Hundreds: 3
60
Numbers
2. Match.
61
Profiling
Teacher's Remarks
62
Numbers
Addition When you put two
groups of items
together, you get the
"amount in all" or
Do you remember? "total amount".
We have sixteen
seashells in all.
Let’s count how
many seashells
we have in all. Eleven and five
make sixteen.
11 + 5 = 16
Try these
(a)
7 + 3 =
(b)
8 + 4 =
63
In Grade 2, you used
number strips to
carry out addition.
Do you remember?
Try these
(a) 14 + 13 =
(b) 37 + 21 =
64
Numbers
Do you remember?
When you have to add in columns, you have to place the numerals in the
appropriate place. Add the units first, and then add the tens.
4 5
+
1 2
4 5
+
tens units
4 5
+
1 2
1 2 7
tens units
4 5
+
1 2
5 7 5 7
65
Try these
(a) (b )
tens units tens units
4 2 6 0
+ +
3 3 1 5
(c) (d )
tens units tens units
8 5 4 0
+ +
3 7
(f ) 52 + 6 =
tens units
66
Numbers
Read this word
problem carefully.
There are 20 green apples. Akil adds 15 red apples.
How many apples does he have in all?
tens units
2 0
+
1 5
3 5
1. There are 12 pencils in a box and Sarah adds 13 more pencils in it.
How many pencils are there in the box?
tens units
67
3. Jean has 53 football stickers. He buys 40 more stickers.
How many stickers does he have in all?
tens units
4. Nelly has 45 sweets. She gets 34 more sweets from her sister.
How many sweets does she have in all?
tens units
Tip
This is a hundred
When you add 10 ten
strips altogether you square.
get a hundred.
68
Numbers
Tip: Adding two 3-digit numbers
When you have to add two 3-digit numbers, you can make use
of hundred squares, ten strips and unit squares to help you.
That is,
That is,
You get:
7 hundreds,
5 tens
and 6 units.
When you add
these strips
altogether 244 + 512 = 756
69
Use your hundred
squares, ten strips
Let's work out and unit squares
(a) 475
124 + 351 = _________
70
Numbers
Tip: Adding two 3-digit numbers
When you have to add in columns, don’t forget to put the
numerals in the appropriate place.
For example:
4 4 7
When you add
these strips
altogether
71
Let's work out
H T U H T U
4 2 1 7 4 3
+ +
2 1 5 1 3 5
H T U H T U
3 0 7 5 2 0
+ +
1 9 2 2 0 9
72
Numbers
Tip: Recall place value
When you have to write and add in columns, pay attention to the
"place value" of each digit in the numerals.
For example:
H T U
Write 625 + 42 in columns
6 2 5
625 has 6 hundreds, 2 tens and 5 units +
4 2
42 has 0 hundred, 4 tens and 2 units 6 6 7
You can do this
to help you.
Always add the
units first.
H T U H T U
6 2 5 3
+ 4 2
7. Work out.
73
(b ) 950 + 28 = _________
H T U
+
Number of birds in all = _______
74
Numbers
Kader is doing some mathematics problems at home. He starts to work out
an addition problem. He gets stuck.
T U
8
+
6
U
T
8
+ 6
75
Tip: Addition with carrying
Let's try this out:
T U
8 + 6
8
+
6
8 + 6 = 14
14
1 ten 4 units
T U
8
+
6
Then, write 4 in 1 4
the units column
and 1 in the tens
column.
76
Numbers
Let's work out
(a) (b )
T U T U
9 7
+ +
4 6
(c) (d )
T U T U
3 5
+ +
9 8
9. In a pet shop, there are 8 dogs and 7 cats. How many animals are
there in all?
T U
77
Tip: Addition with carrying
Let's try this out:
When you add 7 units
to 9 units you get 16.
47 + 9
16 units
1 ten 6 units
47
4 tens and 7 units
T U
1
4 7
+
9
5 6
78
Numbers
Let's work out
(a) (b )
T U T U
5 8 3 7
+ +
4 8
(c) (d )
T U T U
7 2 6 7
+ +
9 6
11. Sofia decides to make a bouquet. She has 38 roses and 9 dahlias.
How many flowers are there in all?
T U
79
Tip: Addition with carrying
Let's try this out:
T U
56 + 75 5 6
+
7 5
11 units 1
56 1 ten 1 unit
1 hundred 3 tens
H T U
1 1
5 6
+
7 5
80
Numbers
Let's work out
12. Complete.
(a) (b )
H T U H T U
4 8 5 7
+ +
9 5 7 3
(c) (d )
H T U H T U
5 6 8 9
+ +
6 9 3 6
(e) (f )
H T U H T U
6 7 9 8
+ +
6 3 7 8
81
Tip: Addition with carrying
Let's try this out:
697 + 229 H T U
6 9 7
+
2 2 9
Add the units first.
H T U 16 units
You get 16 units that is
1 ten and 6 units. Add 1
the tens. You get 12 6 9 7 1 ten 6 units
tens, that is 1 hundred
and 2 tens. +
2 2 9
2 6
9 2 6
82
Numbers
Let's work out
(a) (b )
H T U H T U
1 8 9 3 8 3
+ +
2 4 9 5 7 9
(c) (d )
H T U H T U
5 7 8 4 9 7
+ +
3 6 5 1 2 6
83
IT Corner Get some more practice!
http://www.learnalberta.ca/content/me3us/flash/
Continuous Assessment
(a) (b )
tens units tens units
2 5 5 3
+ +
3 1 4 0
84
Numbers
(c) (d )
H T U H T U
3 0 8 7 2 6
+ +
2 7 1 1 3 3
(a) (b )
tens units H T U
6 7 6 2 1
+ +
3 6 2 5 6
(c) (d )
H T U H T U
6 3 0 5 3 4
+ +
2 9 7 3 7 7
85
3. Write in columns and work out.
(b ) 87 + 32 =
tens units
4. Kiran has a bag of coins. There are 839 gold coins and 48
silver coins in it. How many coins are there in the bag?
86
Numbers
Profiling
Teacher's Remarks
87
Mass
Do you remember?
The tennis
The basket ball is lighter
ball is heavier than the
than the tennis basket ball.
ball.
Try this
Do you remember?
Do you remember this
example from Grade 2?
3 apples balance 6 marbles.
Try this
Complete.
89
Jim and his mother are at the market. Jim is curious about the scale that
the vegetable seller is using.
1 2
Can you give
me 1 kilogram
of carrots
please? Mum, what is
kilogram?
3 4
Kilogram is a unit
for measuring mass.
We can also write
it as “kg”
90
Measure
1 kg 1 kg 1 kg 1 kg
2 Can you tell whether the mass of each item is equal to one
kilogram or more/less than one kilogram?
91
Write each
item's name
Activity: I discover the kilogram in the correct
column.
(a) _________________
(b) _________________
With the help of
your parents and your
(c) _________________ teacher, complete this
list.
(d) _________________
92
Measure
Let's work out
1 kg 8 kg 7 kg
93
tens units
kg
2 5 kg
25
+
1 4 kg
3 9 kg
kg
14
94
Measure
tens units
1
3 9 kg
kg
+
39
1 6 kg
5 5 kg
16 kg
95
Did you know?
96
Measure
Write the
item's name
Activity: I discover the gram in the correct
column.
(a) _________________
(b) _________________
With the help of
your parents and your
(c) _________________ teacher, complete this
list.
(d) _________________
97
Let's work out
(a)
500 g 250 g
(b)
750 g
200 g
98
Measure
Let's work out
(a) 2 5 g (b ) 4 2 g (c) 1 3 g
+ + +
3 1 g 5 7 g 6 5 g
(d ) 5 5 g (e) 7 8 g (f ) 4 2 6 g
+ + +
3 5 g 5 6 g 5 1 5 g
99
12. Complete the following.
I’m Emma. I
have the same
I’m Shanna. mass as Shanna.
I weigh 34 kg.
100
Measure
14. Selvina is measuring the mass of some vegetables. Then, she records
the different masses.
(a) What is the total mass of the carrots and the eggplants? _______ g
(b) What is the total mass of the carrots and the cabbage? _______ g
15. In April, Razia buys 350 kg of rice for her restaurant. The next month,
she buys 250 kg of rice. Then in June, she buys 300 kg of rice.
What is total mass of rice for April, May and June? ____________
101
IT Corner
Get some more practice!
http://www.ictgames.com/mostlyPostie.html
Continuous Assessment
103
Profiling
Compare masses
of 2 objects
Measure mass
of different
objects:
• in kilograms
• in grams
Add masses
of different
objects
Solve word
problems
involving mass
Teacher's Remarks
104
Numbers
When you have to
Subtraction subtract any number
of items, you may cross
the number of items you
need to remove.
Do you remember?
I take one
balloon. How Therefore,
many balloons Aurelie has four
have you left? left.
5 - 1 = 4
5
-
1
4
left
105
Try these:
(e) (f)
6 5
- -
4 1
(g) (h)
8 9
- -
3 7
106
Numbers
In Grade 2, you used
number strips to carry
Do you remember? out subtraction.
3 tens and 8 units take away 1 ten and 5 units = 2 tens and 3 units
38 - 15 = 23
When we write the numbers, put the numerals in the appropriate columns.
tens units
3 8
-
1 5
107
Try these:
(a) 45 - 13 = (b) 63 - 32 =
(c) 52 - 21 = (d) 78 - 46 =
(e) 72 - 41 = (f) 99 - 58 =
- -
108
Numbers
Let’s work out
(a) (b)
tens units tens units
4 6 4 0
- -
2 4 1 0
109
Kelly wants to learn a new way to carry out subtraction. She comes across
subtraction with borrowing. She gets stuck.
T U
5 6
-
2 7
U
T
6
5
- 7
2
110
Numbers
Tip: Subtraction with borrowing
When you have to subtract two numbers, sometimes you may
need to “borrow” from the column on the left.
Work out 56 - 27
T U
We cannot T U
subtract 7 from
6 to get a whole
5 6
56 number.
-
2 7
T U
We borrow 1 ten
from 5 tens and T U
we get 16 units.
4 10
5 6
-
2 7
T U 9
Now, we can take
away 7 units from
16 units.
T U
4 10
5 6
T U
Then, we take -
away 2 tens from 2 7
4 tens. 2 tens and
9 units are left.
2 9
111
Try these
5 3 6 4
- -
3 6 1 8
6 1 9 7
- -
3 3 8 9
Work out.
tens units tens units
4 10
5 0 Look carefully at 5 0
- this example. -
6 0 6
4 4
112
Numbers
Tip: Subtracting two 3-digit numbers
How would you carry out the following? Use your hundred
squares, ten strips
365 - 153 = and unit squares.
365
Take away 1
hundred 5 tens
and 3 units.
We have 2
hundreds, 1 ten
and 2 units left.
114
Numbers
Tip: Subtracting two 3-digit numbers in columns
H T U
6 8 5
-
4 2 4
424 is 4 hundreds 2 tens and 4 units
6 1
Then, subtract
the tens followed
by subtraction of
hundreds.
H T U
6 8 5
-
4 2 4
Then, subtract
the hundreds. 2 6 1
115
Let’s work out
H T U H T U
5 4 2 9 0 3
- -
3 2 1 5 0 2
H T U H T U
3 0 7 4 5 9
- -
5 3 0
116
Numbers
3 4 6 - 1 2 3
117
(b ) 568 - 40 = ________
H T U
118
Numbers
Tip: (1) Subtracting two 3-digit numbers with borrowing
We borrow 1 ten
from 7 tens and we H T U
are left with 6 tens. 6 10
2 7 5
-
1 6 9
The 1 ten is carried
to the unit column.
Then we get 15 units.
Now, we can
proceed.
H T U
6 10
15 units – 9 units = 6 units 2 7 5
-
6 tens – 6 tens = 0 ten 1 6 9
2 hundreds – 1 hundred = 1 hundred
1 0 6
119
Let’s work out
H T U H T U
9 7 2 5 4 5
- -
3 5 4 3 2 8
H T U H T U
4 4 3 7 5 6
- -
3 2 4 2 3 7
120
Numbers
Tip: (2) Subtracting two 3-digit numbers with borrowing
H T U
5 10
3 6 7
-
We borrow 1 ten 1 7 9
from 6 tens, add it
to 7 units, we get 17
units.
H T U
2 10 10
1 hundred is 10
3 5 7
tens added to 5 -
tens gives 15 tens. 1 7 9
8
Now, we can
proceed.
H T U
2 10 10
17 units – 9 units = 8 units 3 5 7
-
15 tens – 7 tens = 8 tens 1 7 9
2 hundreds – 1 hundred = 1 hundred
1 8 8
121
Let’s work out
H T U H T U
5 4 3 7 5 6
- -
3 2 4 3 6 8
H T U H T U
4 2 3 8 2 6
- -
1 5 4 2 3 7
122
Numbers
11. Subtract 235 from 649. 12. Subtract 142 from 751.
13. Subtract 408 from 757. 14. Subtract 465 from 952.
123
Tip: Subtracting with borrowing involving zero
Pay attention to
this example.
H T U
Subtract 69 from 503
5 0 3
We cannot -
subtract 9 units 6 9
from 3 units.
There is 0 ten.
We borrow 1 hundred H T U
from the hundred's
column. 4 10
5 0 3
-
6 9
H T U
9
4 10 10
5 0 3
We borrow 1 ten -
from 10 tens and 6 9
subtract.
4 3 4
124
Numbers
Let’s work out
(a) (b )
H T U H T U
7 0 3 5 0 7
- -
3 5 9 8
125
Get some more practice!
IT Corner
http://www.learnalberta.ca/content/me3us/flash/
Continuous Assessment
(a) (b )
T U T U
4 9 6 5
- -
2 8 4 0
126
Numbers
(c) (d )
H T U H T U
5 3 6 8 7 6
- -
2 2 1 4 0
(a) (b )
H T U H T U
8 2 1 5 2 1
- -
6 1 2 2 1 8
(c) (d )
H T U H T U
7 1 0 8 7 5
- -
2 9 7 9 7
127
3. Write in columns and work out.
(a) 65 - 34 = _________
H T U
4. Eric gets 850 grams of chocolate and he decides to give 350 grams to
Kalvida. How many grams of chocolate has Eric left?
128
Numbers
5. Subtract 138 from 679.
H T U
129
Profiling
Teacher's Remarks
130