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Mathematics-Grade 3 - Part 1 - PUPIL (2017)

Well done! You have understood the key concepts of shapes. Keep practicing!

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100% found this document useful (1 vote)
219 views138 pages

Mathematics-Grade 3 - Part 1 - PUPIL (2017)

Well done! You have understood the key concepts of shapes. Keep practicing!

Uploaded by

lakmini silva
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
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Pupil’s Book | Part 1

MATHEMATICS
Grade 3

Mauritius Institute of Education


under the aegis of
Ministry of Education and Human Resources, Tertiary Education and Scientific Research
X

Mathematics
Grade 3

Pupil's Book
Part 1
Professor Vassen NAËCK - Head Curriculum Implementation,
Textbook Development and Evaluation

THE MATHEMATICS PANEL

MAURITIUS INSTITUTE OF EDUCATION


Dr. R. NENDURADU - Panel Coordinator, Senior Lecturer
Ms S. THAPERMALL-RAMASAWMY - Lecturer

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

MAURITIUS INSTITUTE OF EDUCATION


Mr R. Korlapu-Bungaree - Proof-reading, Lecturer, English Department

Illustration and layout

GRAPHIC DESIGNER
Mr Kunal SUMBHOO

ISBN : 978-99949-40-23-3

© Mauritius Institute of Education (2017)


Foreword

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.

Activities are incorporated to help pupils better understand mathematical concepts.


Exercises for pupils are presented in a child-friendly and progressive manner. An IT
corner is integrated within the materials so as to enhance understanding of concepts
using technology. Continuous assessment is included within the materials developed.
Profiling is also incorporated at the end of each unit/chapter to help educators monitor
their pupils’ progress.

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

Numbers Subtraction 105

iii
Learning Objectives

At the end of Grade 3 (Part I), the child should be able to:

• Manipulate, represent, describe and explore various 2-D shapes


• Identify, name, describe and classify 2-D shapes (rectangle, square,
circle and triangle)
• Draw and manipulate basic 2-D shapes using ICT
• Use, read and interpret pictograms
• Use ICT to create pictograms representing real-life situations
• Recognise, read and write the numbers up to 1 000 in numerals and
in words
• Count, compare and order numbers up to 1000
• Illustrate the meaning of place value (up to 1000) with and without
use of ICT
• Recognise and complete patterns in number sequences up to 1000
• Represent 2-digit and 3-digit numbers on an abacus/number house
• Use ICT to represent 2-digit/3-digit numbers on an abacus
• Perform the two arithmetic operations Addition and Subtraction
- Add 2 numbers (up to 3 digits) with and without carrying
- Subtract 2 numbers (up to 3 digits) with and without borrowing
- Solve one-step routine and non-routine word problem involving
the 2 operations (addition;subtraction)
• Perform and describe mental calculations involving the 2 operations
• Write numbers from 1 to 1000 and perform the 2 arithmetic operations
using ICT
• Estimate, compare and measure mass (kg/g)
• Solve simple word problems involving mass.

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 Observe carefully and discuss the picture.

2 What shapes can you see in the picture? Look at this


picture.

1
Remember, Friends!

circle rectangle

triangle square

Activity: I match the objects with the shapes

P
P
hool
chool P
school

2
Geometry
Let's work out

1. I colour the small circles red and the big rectangle green.

2. I draw the shapes.

circle square

triangle rectangle
3
Sides

The sides of
one face of
the box.

A rectangle has 4 sides

4
Geometry
Let's work out

3. How many sides are there?

IT Corner

Using Ms Paint with the help of your teacher,


use the "line tool" to draw shapes with
different number of sides.
For example: Shapes with 3, 4 and 5 sides.

5
Vertex Vertex

One Vertex , Many Vertices

4. I count the number of vertices.

6
Geometry
Remember, Friends!

A circle has no side and no vertex.

5. I complete the table.

Name Number of Number of


vertices sides

7
Pattern A unit

Pattern

Note: We see a pattern when a unit repeats itself.

Activity: I complete the pattern

8
Geometry

Tessellation

9
Let's work out

6. I colour to complete the tessellation.

(a) (b)

(c)

10
Geometry
Continuous Assessment

1. Complete the pattern.

(a)
X
(b)

(c)

(d)

2. Look at these shapes and fill in the blanks.

B C
A

(a) Shape A has ________ vertices and ________ sides.

(b) Shape B has ________ vertices and ________ sides.

(c) Shape C has ________ vertices and ________ sides.

11
3. I match.

Square

Triangle

Rectangle

Circle

4. I complete.

(a) A ________________ has 3 sides and 3 vertices.

(b) A ________________ has no side and no vertex.

(c) A ________________ or a ________________ has 4 sides and


4 vertices.

12
Geometry
Profiling

X Good Satisfactory Needs Improvement

Recognise and name


2-D shapes

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.

1 Observe carefully and discuss the picture.

Boys

Girls

One boy Look at this


picture and
complete.

One girl

14
Graph
Activity: Observe the shapes

I draw the shapes in the chart and I count.

Circle

Square

Triangle

Rectangle

Number of Circles = ______


I count the
Number of Squares = ______ number of
each shape.
Number of Triangles = ______

Number of Rectangles = ______


15
Let's work out
1. The chart shows the number of fruits in a box.

Apple

Banana

Guava

Pineapple

(a) There are 5 apples.


(b) There are ______ guavas.
(c) There are ______ bananas
(d) There are ______ pineapples.

2. Draw and complete the chart below.

(a) 9 pupils like football.


(b) 4 pupils like basketball.
(c) 5 pupils like volleyball.
represents 1 pupil
(d) 2 pupils like handball.

Handball

Volleyball

Basketball

Football

16
Graph
Activity: Introducing "In all" or "Altogether"

X
How many
children are
there in all?

There are 5 children in all.

Let's work out

3. The chart shows how pupils in Standard 3 come to school everyday.

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?

Tom has more blocks.

4. The chart shows the number of balloons that 5 children have.

Raj

Mira

Zafir

Lewis

Amina

(a) Amina has ______ balloons.

(b) _______ has the greatest number of balloons.

(c) _______ has the smallest number of balloons.

(d) _______ and _______ have same number of balloons.


18 (e) There are _______ balloons in all.
Graph
Continuous Assessment

1. Draw to complete the pictogram.

X
Children Navin Roshan Sara Noor Azeeza

Number of pencils 4 7 2 5 9

Navin

Roshan

Sara

Noor

Azeeza

2. The chart shows the number of fish each child has.

Sally

Amir

Alvin

Reena

19
Complete.

(a) Who has the largest number of fish? ___________



(b) How many fish does Amir have? ___________

(c) How many fish do Sally and Reena have altogether? ___________

(d) How many fish are there in all? ___________

3. The chart shows the favourite juice of pupils in a class.

represents 1 pupil

Grape juice

Apple juice

Mango juice

Orange juice

Peach juice

Complete:

(a) How many pupils like mango juice? _____________

(b) Which 2 juices are preferred by the same number of pupils?

_________________ and _________________

(c) Which juice is preferred by the least number of pupils? _________

(d) How many pupils are there in the class? _____________

20
Graph
IT Corner

X
Use the program "Tux paint".

With the "stamp tool", help the pupils to create a pictogram


with farm animals.

21
Profiling

Good Satisfactory Needs Improvement

Represent data on a
pictogram

Use, read and


interpret 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!

4 tens and 7 units = 47

In figures : 47
In words : Forty seven
23
Let's work out

1. I write the correct numeral.

(a)

(b)

(c)

2. I match the number name with the correct numeral.

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

4. Write the missing numerals.

(a) 6 ,7 ,8 , ___ , ___ , ___

(b) ___ , ___ , ___ , 21 , 22 , 23

(c) 86 , 87 , 88 , ___ , ___, ___

(d) ___ , ___, ___ , 61 , 62 , 63

(e) 95 , 96 , 97 , ___ , ___ , ___

25
Remember, Friends!

10 tens 100

When you add 10 ten strips altogether, you get a hundred (one flat).

Activity

With the help


of your teacher, How many ten strips are there?
complete.
Answer: __________
What do ten tens give?
Answer: __________
Write in words: _____________

26
Numbers
Let's count
together.

5. (a)

20 tens = 200
In words: Two hundred

10 tens 10 tens

(b)

____ tens = _____

In words: ______________

(c)

____ tens = _____

In words: ______________

27
(d)

____ tens = _____

In words: ______________

(e)

____ tens = _____

In words: ______________

(f)

____ tens = _____

In words:
_______________
28
Numbers
(g)

____ tens = _____

In words: ______________

(h)

____ tens = _____

In words: ______________

29
Let's complete

10 tens = 100 = one hundred


20 tens = 200 = _________________
30 tens = 300 = _________________
40 tens = 400 = _________________
50 tens = 500 = _________________
60 tens = 600 = _________________
70 tens = 700 = _________________
80 tens = 800 = _________________
90 tens = 900 = _________________

IT Corner Note to Teacher

This activity will be used to


consolidate the concept
Discovering place value of "hundreds", "tens" and
Open Ms Excel. "units" place value.
Create a table as follows:

In a number bag, place flash cards showing a numeral


between 0 to 99 and those number count in 100s; pull one
then ask pupils to fill up the table with the numbers in the
correct place value

30
Numbers
Activity

Cut out the hundred's square, ten's strip and


unit squares given below.
Glue them on Bristol paper.

31
32
Numbers
Remember, Friends!

247

2 hundreds 4 tens 7 units

Try these
I write the correct number.
(a)

(b)

(c)

(d)

33
Example

213

2 hundreds 1 ten 3 units 213

Let's work out

6. I write the correct numeral.

(a)

(b)

(c)

(d)

34
Numbers
7. I match with the correct numeral.

9 hundreds, 1 ten and 2 units 890

1 hundred, 9 tens and 7 units 426

4 hundreds, 2 tens and 6 units 653

6 hundreds, 5 tens and 3 units 912

8 hundreds and 9 tens 197

8. I write the correct numeral.

(a) 4 hundreds, 2 tens and 5 units

(b) 6 hundreds, 4 tens and 7 units

(c) 2 hundreds, 5 tens and 1 unit

(d) 8 hundreds, 3 tens and 8 units

(e) 9 hundreds, 7 tens and 4 units

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

100 100 100 3 0 5

3 hundreds 5 units 305

10. I write the correct number.

(a)
100 100 100 H T U

100 100

(b)
H T U
100

(c)
100 100 100 100 100 H T U

100 100 100 100

36
Numbers
Activity: Using Number line

Let's count.

100 101 102 103 104 105 106 107 108 109 110

104 105 106

Before After

11. I write the number which comes before or after.


Before After
501 502
124 125

725
305

661
214

130
910

12. I write the missing numeral.

(a) 97 , 98 , …………. , 100 , ………….. , …………. , 103 , …………..

(b) ……….. , 687 , 688 , …………. , 690 , ………….. , …………. 693

(c) 282 , ………… , 284 , …………. , …………. , 287 , …………. , 289

(d) 508 , 509 , 510 , …………. , …………. , ………….. , ………….

(e) …………. , …………. , ………….. , 863 , 864 , 865 , ………….

(f) 249 , 250 , 251 , …………. , …………. , ………….. , ………….


37
Activity: Write greater or smaller

105 is ____________ than 102

242 is ____________ than 245

521 is ____________ than 531

611 is ____________ than 512

Guess the number

It is greater than 590.

It is smaller than 600.

It has 5 in the units place.

The number is

38
Numbers
Number names

H T U H T U

1 5 9 7 0 9

one hundred and fifty nine seven hundred and nine

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.

Two hundred and fifty six 701

Six hundred and ninety eight 470

Four hundred and seventy 823

Seven hundred and one 698

Eight hundred and twenty three 256

15. I write the number names.

(a) 135: ______________________________________

(b) 357: ______________________________________

(c) 260: ______________________________________

(d) 879: ______________________________________

(e) 681: ______________________________________

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

16. I write the correct numeral.

Example:
300 + 10 + 2 = 312
3 hundreds , 1 ten and 2 units = 312

(a) 600 + 40 + 5 =

(b) 3 hundreds + 6 tens + 1 unit =

(c) 800 + 20 =

(d) 7 hundreds + 3 units =

(e) 200 + 70 + 3 =

41
Activity

Using the digits only once, form as many 3-digit


numbers as possible.

6 2 3

Hundreds Tens Units Numbers


6 2 3 623

Let's complete.

Using the table above, answer the following questions:

a) Which number is the greatest?

b) Which number is the smallest?

c) Which two numbers have the smallest hundreds?

42
Numbers
Activity: Ascending and Descending Order

Ascending Descending

Ascending order is when numbers Descending order is when numbers

are arranged from smallest to are arranged from largest to

largest. smallest.

600
500 900
400 800
300 700
200 600
100 500
400

43
Activity

Write the numbers in descending order.

30 22 25 28 26 24
27 30 21 23 29

I write in descending order.

Write the numbers in ascending order.

32 35 38 36 34
37 40 31 33 39

31
I write in ascending order.

44
Numbers
Let's work out

17. I write in descending order.

(a) 34 , 15 , 25 , 40 , 56 _____ , _____ , _____ , _____ , _____

(b) 100 , 101 , 898 , 890 , 902 _____ , _____ , _____ , _____ , _____

(c) 786 , 703 , 727 , 796 , 734 _____ , _____ , _____ , _____ , _____

18. I write in ascending order.

(a) 53 , 51 , 54 , 50, 52 _____ , _____ , _____ , _____ , _____

(b) 553 , 503 , 703 , 603 , 530 _____ , _____ , _____ , _____ , _____

(c) 978 , 987 , 686 , 590 , 690 _____ , _____ , _____ , _____ , _____

19. Complete the table.

101 102 103 104 105 106 110


115 116 117 118 119 120
121 125 129 130
135 139 140
145 149 150
153 154 155 156 157 158 159 160
165 168 169 170
175 178 179 180
185 188 189 190
191 195 198 199 200 45
One thousand

If 9 hundreds make

900

then, 10 hundreds make

1000

This is one
thousand and
it comes after
999.
After

999 1000

46
Numbers
20. I circle the numeral 1000.

21. I look for the word thousand.

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.

Nine hundred and nineteen 909

Three hundred and twenty four 483

Four hundred and eighty three 555

Nine hundred and nine 919

Five hundred and fifty five 324

2. Fill in the blanks. One example has been done for you.

(a) 267 = 2 hundreds 6 tens 7 units


(b) 356 = ___ hundreds ___ tens ___ units
(c) 89 = ___ hundreds ___ tens ___ units
(d) 205 = ___ hundreds ___ tens ___ units
(e) 555 = ___ hundreds ___ tens ___ units
(f) 940 = ___ hundreds ___ tens ___ units

3. Complete.

(a) 400 + 20 + 8 = 428


(b) 700 + 20 + 9 = ____
(c) 800 + 3 = ____
(d) 200 + 80 = ____
(e) 300 + 30 + 3 = ____

48
Numbers
4. Write in words.
(a) 325: three hundred and twenty five
(b) 621: __________________________________
(c) 993: __________________________________
(d) 405: __________________________________
(e) 750: __________________________________

5. Write the missing numerals.


(a) 5, 6, 7, 8, …………, …………, …………, ……… .
(b) …………, …………, …………, 15, 16, 17, 18.
(c) 47, 48, 49, …………, …………, …………, ……… .
(d) 295, 296, 297, 298, …………, …………, …………, ……… .
(e) 520, 530, 540, …………, …………, …………, ……… .
(f) 994, 995, 996, …………, …………, …………, ……… .

6. Write in ascending order.


(a) 116, 117, 114, 112, 115, 113 ________________________
(b) 200, 202, 199, 197, 204, 198 ________________________
(c) 747, 737, 738, 741, 739, 743 ________________________
(d) 898, 900, 899, 902, 904, 901, 903 ________________________

7. Write in descending order.

(a) 905, 901, 899, 900, 904, 903, 902 ________________________


(b) 679, 682, 678, 680, 677, 681 ________________________
(c) 145, 148,150, 146, 149, 147 ________________________
(d) 252, 225, 522, 552, 255 ________________________

49
Profiling

Good Satisfactory Needs Improvement


Recognise, read,
count and write
numerals 0 to
1000
Read, count and
write number
names (up to one
thousand)
Represent
numbers 100 to
999 using number
strips
Represent
numbers 100 to
999 using number
line
Compare and
order numbers up
to 1000
Illustrate the
meaning of place
value (up to
1000) with and
without use of
ICT
Recognise and
complete number
patterns (up to
1000)
Arrange numbers
in ascending and
descending order

Teacher's Remarks

50
Numbers
Abacus

Remember, Friends!
Do you remember
the "Number
House" with the
"tens" and "units"
place value?

tens units

Activity: Create your own Number House

Note:
Create your own
Number House with A bundle of ten straws:

the help of your


teacher.

You will need: Now we will represent a


bundle of ten red straws
tens units plastic cups, straws, by a big blue straw.
glue, marker, elastic
bands and a piece of
2 3 cardboard.

51
The Abacus
Count the number
of red beads and
the number of
blue beads.

Then tell us how


many tens and
how many units
are shown in the
abacus.

tens units

2 tens and 3 units

Activity

With the help of your


teacher, use your beads
and listen attentively to
the instructions.

Your teacher will say


a number and you
will have to place the
correct number of
tens units
beads on the abacus.

52
Numbers
Try these

1. Complete the following by writing the correct numeral.


(a) (b) (c)

tens units tens units tens units

2. Draw correct number beads on each abacus to show the given numeral.
(a) (b) (c)

tens units tens units tens units

15 28 46

(d) (e) (f)

tens units tens units tens units

33 60 79
53
Let's work out

1. Complete the following.

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!

Can you count


the number of
bundles?

If 10 units make
1 ten then what
make will ten tens make?

and

make one hundred

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 is shown on an abacus as follows.

214

hundreds tens units

hundreds tens units

2 hundreds 1 ten and 4 units

Try these

(a) (b)

hundreds tens units hundreds tens units

57
Let's work out
2. Write the correct numeral.

(a) (b)

hundreds tens units hundreds tens units

(c) (d)

hundreds tens units hundreds tens units

(e) (f)

hundreds tens units hundreds tens units

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

1. Draw the correct number of beads.

(a) (b)

Unit: 1 Units: 5
Tens: 3 Tens: 0
Hundreds: 5 Hundreds: 3

60
Numbers
2. Match.

hundreds tens units

hundreds tens units

hundreds tens units


hundreds tens units

hundreds tens units

hundreds tens units


hundreds tens units

hundreds tens units

hundreds tens units

61
Profiling

Good Satisfactory Needs Improvement


Represent a
2-digit number
on an abacus/
number house
Draw beads
on an abacus
to represent a
2-digit number
Represent a
3-digit number
on an abacus/
number house
Draw beads
on an abacus
to represent a
3-digit number
Use ICT to
represent
2-digit/3-digit
numbers on an
abacus

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".

Mike and Kelly were at the beach collecting some seashells.

We have sixteen
seashells in all.
Let’s count how
many seashells
we have in all. Eleven and five
make sixteen.

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?

4 tens and 2 units + 2 tens and 4 units = 6 tens and 6 units


42 + 24 = 66

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.

Write 45 + 12 in columns and add.

tens units tens units

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

(e) 40 + 32 = tens units

(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

Let's work out

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

2. Yoan has 32 beads. He gets 61 more beads from his father.


How many beads does he have in all?
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.

10 ten strips A hundred square

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.

Add 244 + 512

Split the numbers as follows:

244 is 2 hundreds 4 tens and 4 units

That is,

512 is 5 hundreds 1 ten and 2 units

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

5. Work out the following.

(a) 475
124 + 351 = _________

(b ) 725 + 141 = _________

(c) 610 + 269 = _________

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:

Write 125 + 322 in columns


H T U
Split the numbers as follows:
1 2 5
+
125 is 1 hundred, 2 tens and 5 units

322 is 3 hundreds, 2 tens and 2 units


H T U
1 2 5
+
3 2 2

4 4 7
When you add
these strips
altogether

71
Let's work out

6. Work out the following.

(a) 421 + 215 = _________ (b ) 743 + 135 = _________

H T U H T U
4 2 1 7 4 3
+ +
2 1 5 1 3 5

(c) 307 + 192 = _________ (d ) 520 + 209 = _________

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.

(a) 417 + 52 = _________ H T U

73
(b ) 950 + 28 = _________
H T U

(c) In a school, there are 128 girls


H T U
and 71 boys.
How many pupils are there in all?

Number of pupils in all = _______

(d ) In a park, there are 225 pigeons


and 53 sparrows. H T U
How many birds are there in all?

+
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

1 Do you know how to help Kader out?

Activity: Addition using Number strips

With the help of


your teacher, use
your number strips to
help Kader solve the
problem.

1 ten strip represents


10 unit squares.

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

8. Complete the following.

(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

Number of animals = _______

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

+ Then, add the tens.


Carry 1 ten to the
tens column. Add
4 tens and 1 ten.
9
9 units

T U
1
4 7
+
9

5 6

78
Numbers
Let's work out

10. Complete the following.

(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

Number of flowers = _______

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

+ 5 tens and 6 units


H T U
1
5 6
75 +
7 5
13 tens 1

1 hundred 3 tens

7 tens and 5 units

H T U
1 1
5 6
+
7 5

13 tens and 1 unit 1 3 1

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

Add the hundreds.


You get 9 hundreds.
H T U 12 tens
The answer is 926. 1 1
6 9 7
1 hundred 2 tens
+
2 2 9

9 2 6

82
Numbers
Let's work out

13. Complete the following.

(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

14. In a school, there are 247 boys and 196


H T U
girls. How many pupils are there in all?

83
IT Corner Get some more practice!

With the help of your teacher, go to this website to


play this game.

http://www.learnalberta.ca/content/me3us/flash/

Continuous Assessment

1. Work out the following.

(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

2 Work out the following.

(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.

(a) 65 + 34 = tens units

(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?

Number of coins in all= _______

86
Numbers
Profiling

Good Satisfactory Needs Improvement


Add a 2-digit
number to a
1-digit number,
with and without
carrying
Add a 2-digit
number to another
2-digit number,
with and without
carrying
Add a 3-digit
number to a
- 2-digit number
- 3-digit number
(without carrying)
Add a 3-digit
number to a
- 2-digit number
- 3-digit number
(with carrying)
Solve simple word
problems involving
addition.

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

Write heavier or lighter in the space provided.

The jug is __________ than the eggplant.


The eggplant is __________ than the jug.
88
Measure

Do you remember?
Do you remember this
example from Grade 2?
3 apples balance 6 marbles.

Try this

Complete.

______ balance ______

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”

1 Observe carefully and discuss the picture.

2 What is the unit that Jim is talking about?

3 Have you ever come across this unit in real life?


Give some examples.

90
Measure

Did you know?

The kilogram is a metric measure of mass. It can also be


written as kg.

Activity: I discover the kilogram

With the help


of your teacher,
estimate the mass
of some objects.
Record your findings
in your sheet.

1 kg 1 kg 1 kg 1 kg

1 Listen carefully to the instructions of your teacher.

2 Can you tell whether the mass of each item is equal to one
kilogram or more/less than one kilogram?

3 Record your findings in the record sheet on the next page.

91
Write each
item's name
Activity: I discover the kilogram in the correct
column.

Less than 1 kg 1 kg More than 1 kg

Let's work out

1. Make a list of products that have 1 kg written on the package.

(a) _________________

(b) _________________
With the help of
your parents and your
(c) _________________ teacher, complete this
list.
(d) _________________

92
Measure
Let's work out

2. Write down the correct mass of each item on the scales.

(a) (b) (c)

_______ kg _______ kg _______ kg

3. Show the correct mass of each item on the scales.

(a) (b) (c)

1 kg 8 kg 7 kg

93
tens units
kg

2 5 kg
25

+
1 4 kg

3 9 kg

kg
14

Let's work out

4. Complete the following.


(a) 34 kg + 55 kg (b) 70 kg + 25 kg (c) 48 kg + 31 kg

5. A chef in a restaurant cooks 61 kg of pasta in a week. Then, he


cooks 24 kg of pasta the next week. What is the total mass of
pasta cooked during the two weeks?

94
Measure

tens units

1
3 9 kg
kg

+
39

1 6 kg

5 5 kg

16 kg

Let's work out

6. Complete the following.


(a) 35 kg + 45 kg (b) 88 kg + 36 kg (c) 95 kg + 52 kg

7. Sarah weighs 48 kg. Michel weighs 15 kg more than Sarah.


What is the mass of Michel?

95
Did you know?

The Gram is a metric measure of mass. It can also be written as "g".


One Gram is less than 1 kilogram.

1 kilogram = 1000 grams

1 kilogram 1 kilo (thousand) gram


1 kilogram 1 thousand grams

Activity: I discover the gram

With the help


of your teacher,
estimate the mass
of some objects.
Record your findings
in your sheet.

1000 g 750 g 500 g

1 Listen carefully to the instructions of your teacher.

2 Estimate whether the items are equal to 1000g or more/less


than 1000g.

3 Write your findings in the record sheet on the next page.

96
Measure
Write the
item's name
Activity: I discover the gram in the correct
column.

Less than 1000 g 1000 g More than 1000 g

Let's work out

7. Make a list of products that have their mass in grams.

(a) _________________

(b) _________________
With the help of
your parents and your
(c) _________________ teacher, complete this
list.
(d) _________________

97
Let's work out

8. Show the correct mass of each item on the scales.


(a) (b) (c)

900 100 900 100 900 100


800 200 800 200 800 200

700 300 700 300 700 300


600 400 600 400 600 400
500 500 500

600 g 200 g 800 g

9. Write the correct mass.

(a)

500 g 250 g

mass of watermelon = _______ g

(b)

750 g
200 g

mass of cabbage = _______ g

98
Measure
Let's work out

10. Work out the following.

(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

11. Work out the following.

(a) What is the mass of the cereal box?


_______ g
(b) What is the mass of the biscuit box?
_______ g
(c) What is the total mass of the two boxes?
_______ g

99
12. Complete the following.
I’m Emma. I
have the same
I’m Shanna. mass as Shanna.
I weigh 34 kg.

I’m Roy. I weigh


15 kg more than
Shanna.

(a) What is the mass of Emma? _______ kg

(b) What is the mass of Roy? _______ kg

(c) What is the total mass of Shanna and Roy? _______ kg

13. Eric gets 850 g of chocolate. He decides to buy 350 g of chocolate


the next day. What is the mass of chocolate that Eric has in all?

100
Measure
14. Selvina is measuring the mass of some vegetables. Then, she records
the different masses.

900 100 900 100 900 100


800 200 800 200 800 200

700 300 700 300 700 300


600 400 600 400 600 400
500 500 500

_______ g _______ g _______ g

(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 and May? ____________

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

1. Complete with the correct word.

(a) We measure the mass of heavy objects in _________ . ( kg , g )

(b) We measure the mass of light objects in _________ . ( kg , g )

2. Write down the mass of each object.

(a) (b) (c)

900 100 900 100


800 200 800 200

700 300 700 300


600 400 600 400
500 500

102 _______ g _______ kg _______ g


Measure
3. Joe buys 525 g of onions and 300 g of garlic. What is the total mass
of spices that he buys?

4. Alan weighs 59 kg and Alice weighs 15 kg more. What is the mass of


Alice?

5. Ali buys 675 kg of lentils. Then he buys 225 kg of lentils. What is


the total mass of lentils that he buys in all?

103
Profiling

Good Satisfactory Needs Improvement


Estimate mass of
an object using
arbitrary units

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?

Aurelie has five balloons. Sandy takes one of them.

There were five


balloons and Sandy
takes one of them.

I take one
balloon. How Therefore,
many balloons Aurelie has four
have you left? left.

Five take away one makes four

5 - 1 = 4

5
-
1
4
left

105
Try these:

Complete the following.

(a) 5 – 4 = ______ (b) 6 – 5 = ______

(c) 9 – 2 = ______ (d) 8 – 4 = ______

(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

You can use sticks


2 3
to help you.

107
Try these:

Complete the following using ten strips and unit squares.

(a) 45 - 13 = (b) 63 - 32 =

(c) 52 - 21 = (d) 78 - 46 =

Write in columns and complete.

(e) 72 - 41 = (f) 99 - 58 =

tens units tens units

- -

108
Numbers
Let’s work out

1. Jeff has 54 beads. He gives 32 beads to Jason. Find the


number of beads Jeff has left.

2. Complete the following.

(a) (b)
tens units tens units

4 6 4 0
- -
2 4 1 0

3. Alan weighs 59 kg and Alice weighs 15 kg less. What is the mass of


Alice?

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

1 Do you know how to help Kelly out?

Activity: Subtraction with Number strips

With the help of your


teacher, use your strips to
help Kelly.

Don’t forget that 1 ten strip


represents 10 unit squares.

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

(a) tens units (b ) tens units

5 3 6 4
- -
3 6 1 8

(c) tens units (d ) tens units

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

(e) In a garden, there are 30 rabbits. 9 of tens units


them went away. How many rabbits are
left? 3 0
-
9

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

3 hundreds 6 tens and 5 units

Take away 1
hundred 5 tens
and 3 units.

We have 2
hundreds, 1 ten
and 2 units left.

2 hundreds 1 ten and 2 units

Therefore, 365 - 153 = 212


113
Let’s work out

4. Cross out and write the correct answer.

(a) 524 – 312 = 212

(b) 346 – 30 = ______

(c) 289 – 7 = ______

(d) 435 – 125 = ______

114
Numbers
Tip: Subtracting two 3-digit numbers in columns

When you have to subtract in columns, don’t forget to put the


numerals in the right place.
For example:
H T U
Write 685 - 424 in columns
6 8 5
Break down the numbers:
-
4 2 4

685 is 6 hundreds 8 tens and 5 units 1


Start with units.

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

5. Work out the following.

(a) 542 - 321 = _________ (b ) 903 - 502 = _________

H T U H T U
5 4 2 9 0 3
- -
3 2 1 5 0 2

(c) 307 - 5 = _________ (d ) 459 - 30 = _________

H T U H T U
3 0 7 4 5 9
- -
5 3 0

116
Numbers

Tip: Recall place value


When you have to write and subtract in columns, pay attention to
the "place value" of each digit in the numerals.
For example:

Write 346 - 123 in columns H T U

346 has 3 hundreds 4 tens and 6 units 3 4 6


-
123 has 1 hundred 2 tens and 3 units 1 2 3

You can do this 2 2 3


exercise to help
you. Always start
with the units.
H T U H T U

3 4 6 - 1 2 3

Let’s work out

6. Write in columns and subtract.

(a) 437 - 214 = ________ H T U

117
(b ) 568 - 40 = ________
H T U

7. Ali buys 675 kg of lentils. He H T U


sells 225 kg of lentils. What is
the mass of lentils left?
-

Mass of lentils left = _______

8. Abi has 652 eggs. 231 eggs are


H T U
broken. How many eggs are left?

Number of eggs left= _______

118
Numbers
Tip: (1) Subtracting two 3-digit numbers with borrowing

When you have to subtract two 3-digit numbers, sometimes you


need to “borrow” from other column.

Work out 275 - 169 H T U


We cannot 2 7 5
275
subtract 9 from
-
5 to get a whole 1 6 9
number.

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

9. Work out the following.

(a) 972 - 354 = _________ (b ) 545 - 328 = _________

H T U H T U
9 7 2 5 4 5
- -
3 5 4 3 2 8

(c) 443 - 324 = _________ (d ) 756 - 237 = _________

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

Work out 367 - 179 H T U


3 6 7
367
-
We cannot
1 7 9
subtract 9 units
from 7 units to get
a whole number.

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

10. Work out the following.

(a) 543 - 324 = _________ (b ) 756 - 368 = _________

H T U H T U
5 4 3 7 5 6
- -
3 2 4 3 6 8

(c) 423 - 154 = _________ (d ) 826 - 237 = _________

H T U H T U
4 2 3 8 2 6
- -
1 5 4 2 3 7

122
Numbers

Tip: Write the larger numeral first


Subtract 456 from 958

In this example, write the larger numeral first.


We subtract as follows:
H T U
H T U H T U
9 5 8
9 5 8 - 4 5 6
-
4 5 6
Write the larger 5 0 2
number first.

Let’s work out

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

We can now borrow


from the ten's
column.

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

15. Work out the following.

(a) (b )
H T U H T U
7 0 3 5 0 7
- -
3 5 9 8

16. Subtract 65 from 389.


H T U

17. In a zoo, there are 385 animals.


378 animals are transferred to
H T U
another zoo. How many animals
are left in the zoo? -

125
Get some more practice!
IT Corner

http://www.learnalberta.ca/content/me3us/flash/

With the help of your teacher, go to this website to


play the game.

Continuous Assessment

1. Work out the following.

(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

2. Complete the following.

(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

(b ) 987 - 192 = _________


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?

Number of grams of chocolate left = _______

128
Numbers
5. Subtract 138 from 679.
H T U

6. Subtract 75 from 785.


H T U

7. Subtract three hundred and six


H T U
from seven hundred and ten.

129
Profiling

Good Satisfactory Needs Improvement


Subtract a 1-digit
number from another
1-digit number,
Subtract a 2-digit
number from another
2-digit number,
without borrowing
Subtract a 2-digit
number from another
2-digit number, with
borrowing
Subtract a 2-digit
number from a 3-digit
number with or
without borrowing
Subtract a 3-digit
number from another
3-digit number
(without borrowing)
Subtract a 3-digit
number from another
3-digit number (with
borrowing)
Solve simple word
problems involving
subtraction

Teacher's Remarks

130

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