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

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

within 1,000 ➜ pages 12–14

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

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

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

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

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

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

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

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

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

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

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

5. a) Allow various answers End of unit check

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

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

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

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

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

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

Reflect Lesson 5: Adding and

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

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

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

Lesson 6: Adding a 3-digit 3. 185

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

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

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

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

Reflect Lesson 10: Subtracting a 2-digit

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

a 2-digit number 4. Variety of answers:

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

Reflect Power play

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

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

Unit 3: Addition and Reflect

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

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

Lesson 4: Subtracting a 3-digit Reflect

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

Lesson 5: Subtracting a 3-digit Reflect

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

1. a) 513 – 181 = 332

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

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

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

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

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

4. Top bar = 201

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

Reflect My journal

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

Power play

Children construct pairs of 3-digit numbers, which they

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

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

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

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

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

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

© Pearson Education 2018 1

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

Lesson 4: 3 times-table Reflect

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

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

© Pearson Education 2018 2

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

6. Le-hand Target outer ring: 16 28

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

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

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

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

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

Lesson 11: Problem solving – Reflect

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

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

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

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

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

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

Lesson 15: Related facts – My journal

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

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