CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

10 Yes, you use the same words when writing 101

9 More addition and to 999 as you would when writing 0 to 100;
only thousand is a new word.
subtraction 11 Answers include: 5 + 6 + 7 = 18, 3 + 6 + 9 = 18,
Exercise 9.1 4 + 5 + 9 = 18, 9 + 7 + 2 =18,
3 + 7 + 8 = 18 (complement 3 + 7 = 10)
Focus 1 + 9 + 8 = 18 (complement 1 + 9 = 10),
6 + 4 + 8 = 18 (complement 6 + 4 = 10).
1 estimate: 40 + 90 = 130, 44 + 85 = 129
12 estimate: 380 + 320 + 280 = 980, total is 979.
100s 10s 1s Learners’ own methods. Learners might
recognise that 80 + 20 = 100, so they can use
this fact to add 283 and 321 together. They
might use the known fact that 70 + 80 = 150 to
add 375 and 283 or something else.

Challenge
2 a estimate: 50 + 80 = 130, 53 + 76 = 129 13 a, b 344 + 20, 334 + 30, 324 + 40, 314 + 50,
304 + 60, 294 + 70, 284 + 80, 274 + 90
b estimate: 70 + 50 = 120, 65 + 54 = 119 (354 + 10 is not a solution because one ten
c estimate: 50 + 80 = 130, 46 + 81 = 127 is not ‘some’ tens.)
d estimate: 70 + 40 = 110, 66 + 42 = 108 14 Learners’ own methods. 3 + 7 + 4 + 8 = 22,
2 + 7 + 8 + 6 = 23, 4 + 5 + 9 + 2 = 20,
3 a estimate: 130 + 60 = 190, 129 + 60 = 189
9 + 1 + 5 + 4 + 8 = 27
b estimate: 190 + 50 = 240, 187 + 50 = 237
15 Answers might include that Afua recognised
c estimate: 160 + 70 = 230, 164 + 71 = 235 that 50 + 50 = 100 and 7 + 3 = 10, ordering her
d estimate: 250 + 170 = 420, 245 + 172 = 417 numbers to make it easier to use these number
facts. Learners might have other ideas.
4 1000, 10 hundreds
5 Yes, 4 + 6 = 10 and/or 6 + 4 = 10. Possible Exercise 9.2
answers include: 4 + 6 + 5 = 10 + 5 = 15,
6 + 4 + 5 = 10 + 5 = 15, 4 + 5 + 6 = 9 + 6 = 15, Focus
6 + 5 + 4 = 11 + 4 = 15. 1 estimate: 160 − 70 = 90, 158 − 73 = 85
Practice
100s 10s 1s
6
No Regrouping Regrouping
regrouping ones tens
34 + 52 25 + 57 75 + 63
28 + 61 34 + 38 54 + 82
43 + 55 69 + 27 96 + 21
46 + 31 36 + 46 67 + 52

7 If there are more than 10 ones, you will need 2 a estimate: 180 − 50 = 130, 178 − 53 = 125
to regroup 10 ones into 1 ten. b estimate: 270 − 60 = 210, 267 − 64 = 203
8 tick a, b. c estimate: 150 − 70 = 80, 154 − 72 = 82

9 a estimate: 140 + 70 = 210, 135 + 73 = 208 d estimate: 240 − 80 = 160, 236 − 84 = 152

b estimate: 250 + 270 = 520, 245 + 272 = 517

c estimate: 570 + 240 = 810, 571 + 243 = 814 3 = 21
d estimate: 350 + 150 = 500, 352 + 153 = 505

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Practice Exercise 9.3

4 No Regrouping Regrouping Focus
regrouping ones tens 1 a 65 + 35 = 100 b 23 + 77 = 100
188 − 54 143 − 28 247 − 163
276 − 163 296 − 158 736 − 283 2 0 + 1000 = 1000, 100 + 900 = 1000,
345 − 213 337 − 119 269 − 182 200 + 800 = 1000, 300 + 700 = 1000,
257 − 125 172 − 127 437 − 264 600 + 400 = 1000, 500 + 500 = 1000

5 If there are not enough tens to subtract from, Practice

you will need to regroup 1 hundred into 3
10 tens. 81 18 7

6 247 − 163, estimate: 250 − 160 = 90,

247 − 163 = 84 54 22 63

736 − 283, estimate: 740 − 280 = 460, 97 49 36

736 − 283 = 453
269 − 182, estimate: 270 − 180 = 90, 4 19 + 81 = 100, 82 + 18 = 100, 93 + 7 = 100,
269 − 182 = 87 46 + 54 = 100, 78 + 22 = 100, 37 + 63 = 100,
437 − 264, estimate: 440 − 260 = 180, 3 + 97 = 100, 51 + 49 = 100, 64 + 36 = 100
437 − 264 = 173 5 50 + 950 = 1000, 150 + 850 = 1000,
7 When estimating, Danh rounded 419 and 187 250 + 750 = 1000, 350 + 650 = 1000,
down instead of up; her estimate should be 450 + 550 = 1000
420 − 190 = 230. In her calculation, she did not 6 a 410 + 240 = 650 b 720 + 180 = 900
regroup 1 hundred into 10 tens to allow her to
subtract 8 tens. c 940 − 340 = 600 d 530 − 270 = 260

   419 = 300 + 110 + 9 Challenge

 − 187 = 100 +   80 + 7 7 a There are 77 books left on the shelf.
200 +   30 + 2 = 232 b Liling has 83 marbles left.
c Luiz has $62 left.
Danh’s checking calculation does not check
the correct calculation. It should be: Check d The remaining piece of string is
232 + 187 = 419. 57 cm long.
e There are 68 pencils left.
8 Learners’ own methods, = 281
8 A
2 7
B
7 5
Challenge C D
4 1 3 2
9 If the 3-digit number has 9 tens in the tens E F
place, then no regrouping will be needed. If 8 4 7 8
the 3-digit number has 0 to 8 tens in the tens G
7 4
H
1 9
place, then regrouping will be needed. So the I J
statement is sometimes true. 5 1 5 7

10 estimate: 760 − 390 = 370, 764 − 392 = 372

9 For example, 320 + 680 = 1000 and
490 + 510 = 1000, digit 7 not used; or 120 +
11 = $19 890 = 1000 and 470 + 530 = 1000, digit 6 not
used.
10 a 170 + 390 = 560 b 420 − 280 = 140
12 354 − 183 = 171, = 183
c 960 − 570 = 390 d 430 + 490 = 920
e 840 − 490 = 350 f 750 − 670 = 80

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11 Digit totals of 16 = 790, 880 and 970, digit Practice

totals of 17 = 890 and 980. 790 + 100 = 890,
790 + 190 = 980, 880 + 100 = 980. So the first 5 a team D
number could be 790 or 880 and its 3-digit b 12
complement could be 100 or 190. c team B; 3 goals
d 14 goals

10 Graphs e Learners’ own answers.

6 Learners’ own answers.
Exercise 10.1
7 a Trees planted each week
Focus 14

1 a Learners’ own answers – ‘Phones sold at a 12

Number of trees
phone shop’ or similar. 10
b 4 c 8 8
d 28 e Thursday 6

f Friday g Learners’ own answers. 4

2
2 Favourite sport
7
week 1 week 2 week 3 week 4 week 5
6
weeks
5
Total amount

b Learners’ own answers.

4
3 Challenge
2 8 The most popular ice cream flavours
1
18
0 16
cricket golf tennis football
Number of people

Type of sport 14
12
a 21
10
b football 8
c golf 6
d golf, tennis, cricket, football 4
2
3 a Saturday b Friday
vanilla chocolate strawberry lemon mint
c 6 families d 13 families ice-cream flavour
e Learners’ own answers.
9 a 
6 cars; 4 tractors; 9 trucks; 5 bikes; 5 trikes
4 a
b No, there are three more trucks than cars;
Monday the difference is 3.
Tuesday c The difference is 1.
Wednesday 10 Learners’ own answers. For example: Title
Thursday ‘Number of insects seen in a garden’;
horizontal axis label ‘Insect’; vertical axis label
Friday
‘Number of insects’; key ‘1 picture = 1 insect’.
Saturday
Sunday

b Learners’ own answers.

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11 Title: Learners’ own answers. 5 a less not less

than 50 than 50
10
Number of insects

odd 13 17 45 71 245 555

8

6 not odd 4 18 56 106 912

4

2
b Learners’ own answers.

0 6 ÷3 does not ÷ 3
bee butterfly bug snail spider worm

Learners’ own answers. ÷5 60 45 55 20 50

does not ÷ 5 66 69 24 18 68 97
Exercise 10.2
Focus 7 Learners’ own answers.
1 Numbers
Challenge
more odd
than ten numbers 8 a, b Labels ‘multiples of 3’ and ‘multiples of 5’;
learners’ own responses
14 56 61 9 5
41 c 18 goes in the ‘Multiples of 3’ circle; 45
82 68 7 3 goes in the overlap. 13, 14, 16, 17 and 19
45
go in the box outside the circles.
72
d 13, 14, 16, 17 and 19 are outside the circles
because they are not multiples of 3 or 5.
9 a Between Not between
2 1-digit not 1-digit 10 and 20 10 and 20
numbers numbers Digits add to 22 24 26 28
11 13 15
10, 14, 62, an even 31 33 35 37
even numbers 2 17 19 20
76, 108 number 39 40

not even 15, 21, 27, 35, Digits do not 21 23 25 27

1, 5 10 12 14
numbers 47, 55, 83, 91 add to an 29 30 32 34
16 18
even number 36 38
3 Learners’ own answers. b Learners’ own answers.
Practice 10 a Not a multiple Multiple of 10
of 10
4 a Shapes
3-digit
107, 156, 235 140, 490
numbers
triangle has symmetry
not 3-digit
18, 24, 51, 6 30, 50, 20
numbers

b Numbers

6 3-digit multiple
numbers of 10
140 30
107
156
b Learners’ own answers. 490 20
50

235
18 51
24

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11 a Any of: for example 6 is a product in the multiplication

tables for 1, 2, 3 and 6. Each product can be
A pictogram uses pictures to represent made using two different arrays, so there are
data, a bar chart uses bars to represent more multiplication facts with these products.
data. Learners may have other ideas.
In a pictogram, the number of pictures 7 Fact family of 8 calculations for an
shows the frequency. In a bar chart, the appropriate number.
height of the bars shows the frequency.
A pictogram must always have a key. A Challenge
bar chart does not have a key. 8 4, 9, 16 and 36. Each number can be shown
b A bar chart would be easier to draw and in two different arrays. One array for each
read for this data. A pictogram would number shows a number multiplied by itself.
need a lot of pictures to represent up to 4 arrays are 1 × 4 and 2 × 2, 9 arrays are 1 × 9
24 jumps. and 3 × 3, 16 arrays are 4 × 4 and 2 × 8, 36
arrays are 6 × 6 and 9 × 4.
c Learners’ own answers.
9 The product of any number multiplied by zero
is zero. It would not be helpful to include a
11 More multiplication zero row or column in the multiplication grid
because all the boxes would contain zero.
and division 10 The 9 row or 9 column is a good starting point.
Learners can add or subtract the same number
Exercise 11.1 to/from each number to create a sequence.
Focus 11 Learners’ own answers.
1 × 1 2 3 4 5 6 7 8 9 10
Exercise 11.2
2 2 4 6 8 10 12 14 16 18 20
4 4 8 12 16 20 24 28 32 36 40
Focus
8 8 16 24 32 40 48 56 64 72 80 1 Learners’ own order of multiplication.
a 2 × 3 × 5 = 30 b 4 × 5 × 6 = 120
2 32, 4 and 8: 4 × 8 = 32, 32 = 4 × 8, 8 × 4 = 32,
c 5 × 5 × 4 = 100 d 9 × 3 × 2 = 54
32 = 8 × 4, 32 ÷ 4 = 8, 8 = 32 ÷ 4, 32 ÷ 8 = 4,
4 = 32 ÷ 8. 2 10 × 5 = 50, 4 × 5 = 20, 50 + 20 = 70; 10 × 3 = 30,
8 × 3 = 24, 30 + 24 = 54 or 9 × 3 = 27 twice,
3 a 24, 28, 32; rule is + 4.
27 + 27 = 54
b 46, 51, 56; rule is + 5.
3 a 20 ÷ 2 = 10 b 20 ÷ 3 = 6 r2
c 15, 12, 9; rule is – 3.
c 20 ÷ 4 = 5 d 20 ÷ 5 = 4
Practice
Practice
4 × 1 2 3 4 5 6 7 8 9 10
4 a, b Learners’ own answers.
3 3 6 9 12 15 18 21 24 27 30
5 a 11 × 5 = 10 × 5 + 1 × 5 = 50 + 5 = 55
6 6 12 18 24 30 36 42 48 54 60
b 19 × 2 = 10 × 2 + 9 × 2 = 20 + 18 = 38
9 9 18 27 36 45 54 63 72 81 90
c 13 × 3 = 10 × 3 + 3 × 3 = 30 + 9 = 39
5 24 ÷ 8 = 3, 24 ÷ 3 = 8; 24 ÷ 4 = 6; 24 ÷ 6 = 4. d 15 × 4 = 10 × 4 + 5 × 4 = 40 + 20 = 60.
Learners may use other methods; for example,
6 6, 8, 10, 12, 18, 20, 24, 30, 40. Learners’
multiplying by 10 and halving to multiply
answers may point out that each number is a
by 5, doubling and doubling again to multiply
product in four different multiplication tables,
by 8.

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6 25 ÷ 2 = 12 r1, 25 ÷ 3 = 8 r1, 25 ÷ 4 = 6 r1, 6 a estimate: 50 ÷ 2 = 25, 53 ÷ 2 = 26 r1

25 ÷ 6 = 4 r1, 25 ÷ 8 = 3 r1. Learners may b estimate: 80 ÷ 4 = 20, 91 ÷ 4 = 22 r3
include 25 ÷ 12 = 2 r1.
c estimate: 90 ÷ 3 = 30, 97 ÷ 3 = 32 r1
7 Each child gets eight sweets, with two left over; d estimate: 70 ÷ 5 = 14, 74 ÷ 5 = 14 r4.
50 ÷ 6 = 8 r2
Learners may have other estimates or use
other methods.
Challenge
8 3 × 5 × 8, 2 × 6 × 10, 3 × 4 × 10, 4 × 5 × 6 7 35 ÷ 3 = 11 r2. They can make 11 stools and
have two legs left over.
9
× 13 16 19 8 10 ÷ 4 = 2 r2. They need three taxis to take
them all to the show.
3 39 48 57
Challenge
4 52 64 76
9 Learners’ own methods of recording. Smallest
5 65 80 95 product found by multiplying the smallest
number in the grid by the smallest number
10 63 ÷ 5 = 12 r3 in the list: 2. Smallest product = 37 × 2 = 74.
11 That the calculation is dividing by a number Greatest product found by multiplying the
greater than 8. greatest number in the grid by the greatest
number in the list: 5. Greatest product = 96 ×
12 a 15 ÷ 2 = 7 r1 b 14 ÷ 3 = 4 r2 5 = 480.
c 30 ÷ 4 = 7 r2 d 28 ÷ 3 = 9 r1 10 Learners’ own answers.
e 76 ÷ 10 = 7 r6 f 39 ÷ 9 = 4 r3
11 25 ÷ 4 = 6 r1. You can buy six computer games.
You will get $1 change.
Exercise 11.3
12 100 ÷ 3 = 33 r1. The piece left over is 1 cm long.
Focus
13 Use inverse operations: 83 – 2 = 81; 81 ÷ 3 = 27.
1 estimate: 30 × 5 = 150 The number is 27.
× 20 7

5 100 35 12 More fractions

100 + 35 = 135, 27 × 5 = 135
Exercise 12.1
2 46 − 40 (10 groups of 4) = 6, 6 − 4
(1 group of 4) = 2,
Focus
1 a 5 cm b 10 cm c 15 cm
86 ÷ 4 = 21 r2
2 a Ring drawn around any five cubes.
3 19 ÷ 2 = 9 r1. The bicycle maker can make nine
bicycles with one wheel left over. 2
b
3
4 37 ÷ 3 = 12 r1; 13 small tables are needed for
37 children. 3 1 1 1 1 3
12 2 3 4 10 4
Practice 6 4 3 X 9
5 Learners’ own methods. 1
4 a of 6 = 3, 6 ÷ 2 = 3
a estimate: 50 × 5 = 250, 46 × 5 = 230 2

b estimate: 90 × 2 = 180, 89 × 2 = 178 1

b of 16 = 4, 16 ÷ 4 = 4
4
c estimate: 70 × 3 = 210, 67 × 3 = 201
1 3 3
d estimate: 80 × 4 = 320, 78 × 4 = 312 5 Learners’ own drawings; of 3 = , 3 ÷ 4 = .
4 4 4
Each child gets 3 of a finger.
4

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Practice 7 Sofia’s ribbon is shorter because > . Sofia’s

1 1
3 4
6 a 25 cm b 50 cm c 75 cm whole ribbon will be three times the length of

7 a
1
b
9 her 1 . Zara’s whole ribbon will be four times
10 10 3
1
the length of her . Zara’s 1 is the same size as
4 4
8 28 1
Sofia’s , so Zara’s whole ribbon is longer.
3
1 1 1 1 3
2 3 4 10 4 1
28 8 a 
(as long as the cakes are the same size)
3
14 X 7 X 21
3
b
4
9 a 48, 48 ÷ 4 = 12 5
c (as long as the pizzas are the same size)
b 14, 14 ÷ 2 = 7 5
2 1 1 1 1 1 1
10 2 out of 4 tomatoes used, so or . 9 a is less than , < ; is greater than
4 2 10 5 10 5 5
1 1 1
Challenge , >
10 5 10
11 a 45 cm 1
b Answers might include: is equivalent
5
b 15 cm 2 1 1 1
to , is half the size of , is double
1 1 10 10 5 5
12 Zara’s is shorter than Sofia’s , so Zara’s 1
3 3 the size of . Learners may make other
10
whole strip must be shorter than Sofia’s. observations.
13 32 marbles. Learners’ own methods.
Challenge
14 27 grapes. Learners’ own methods. 1 1 1 1 1
10 a 
, , , , (as long as the cakes are the
9 3 2 3 4 5 10
15 9 out of 12 nails used, so or . same size)
12 4

Exercise 12.2 b
10 9 7 6 3
, , , ,
10 10 10 10 10
Focus 1 1
1 2 11 a of 18 > of 32
2 4
1 For a 12 cm line, marked at 4 cm, marked
3 3
at 8 cm. 1 1
b of 60 > of 100
3 10
1 1 2
2 and . (Learners may also recognise that 1 1
10 5 10 c of 40 < of 40
10 4
can be marked.)
1 1
d of 60 = of 18
1 1 1 1 1 1 1 1 10 3
3 is less than , < , is greater than , > .
4 3 4 3 3 4 3 4
2 3
1 1 1
12 , (Learners may also provide other correct
3 3
4 a , , fractions.)
10 5 3

4 3 2
b , , . Exercise 12.3
5 5 5

Practice Focus
5 7 9 3 2 5
5 For a 10 cm line, at 5 cm, at 7 cm and at 1 + =
10 10 10 10 10 10
9 cm.
1 1 2 2 1 3 2 3 5
2 For example: + = , + 5 = , + =
1 3 4 5 5 5 5 5 5 5 5
6 . (Learners may also recognise that ,
3 10 10 8 5 3
2 3 − =
and can be marked.) 10 10 10
5

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4 20 minutes Practice
Practice 4 3000 g – 850 g = 2150 g can be eaten.

5 Learners’ own diagrams. 5 a rounded down to 100 g

1 3 b rounded up to 300 g
a estimate: > , = 1
2 3 c rounded up to 200 g
1 0
b estimate: < , = 0 6 a rabbit 1 kg
2 5
c estimate and answers depend on b pumpkin 3 kg
calculation; for example, c cell phone 140 g
1 1 7 8
estimate: > , + =
2 10 10 10 Challenge
1 1 7 a The other parcel has a mass of 2100 g.
d estimate: < ,
2 4
b, c Learners’ own answers.
0 1 2 2 1 3 0
6 1 − = 1, 1− = , 1− = , 1− = =0 8 a 1 kg b 3 kg c 2 kg
3 3 3 3 3 3 3

1 9 Learners should have coloured the section of

7 of $30 is $10. Reduced price = $30 − $10 the scale from 6.5 kg to just before 7.5 kg.
3
= $20, Mariposa pays $20 for the T-shirt.
Exercise 13.2
Challenge Focus
6 3
8 600 millilitres = or of a litre 1 Yes, there is enough water because their three
10 5
glasses will need one and a half litres and
9 a correct there are 2 litres in the bottle.
5 1 4
b incorrect, − = 2 a 500 ml b 100 ml c 100 ml
5 5 5
d Learners should have drawn the water
c correct
at the unlabelled division between 2L
3 0 3 and 3L.
d incorrect, − =
3 3 3
3 There will be one and a half litres left. 500 ml =
10 3 7 1 1
e incorrect, – = 1
a litre, and 2 litres – litre = 1 litres.
10 10 10 2 2
2

10
10 9
− = .
1 1
of 20 metres is 2 metres, so Practice
10 10 10 10
2 metres of fabric is left over. 4 a 200 ml b 300 ml c 100 ml
5 Marcus has container B, Zara has container C
and Sofia has container A.
13 Measures 6 Khoa is wrong. If he makes three more drinks,
he will use 375 ml of juice from jug 2. 1 litre
Exercise 13.1 (1000 ml) subtract 375 ml = 625 ml. So there
Focus will be 625 ml juice left in jug 2. In jug 1, there
will be 400 ml + 375 ml = 775 ml, which is not
1 a 200 g b 40 g equal to 625 ml.
2 Sofia is correct because 2 kg is the
same as 1000 g + 1000 g, which is more Challenge
than 700 g. 7 The statement is not correct. As well as height,
it is important to compare the widths of
3 a carrot 18 g b sheep 90 kg
containers. A taller but narrow container may
c feather 1 g d frog 30 g have a smaller capacity than a shorter but
wide container.

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8 a 750 ml b 3 9 a 10 °C, 25 °C, 45 °C, 40 °C, 15 °C

4
b 45 °C, 40 °C, 25 °C, 15 °C, 10 °C
c 750 ml d 250 ml

Exercise 13.3
14 Time (2)
Focus
1 a The temperature is 0 °C
Exercise 14.1
b 100 °C Focus
2 a Thermometer A 1 a–c Learners’ own answers.

b Thermometer B 2 a 56 hours
c Thermometer C shows a temperature b Learners’ own answers.
of 15 °C.
3 a 29th May b 4th May
d Thermometers B and D
c 31st May d 10th June
e Learners’ own answers.
3 a A: 26 °C, B: 13 °C.
Practice
b Learners’ accurate drawings on 4 a, b Learners’ own answers.
thermometers. 5 a 3 years and 31 days
c Thermometer A is rounded down to 26 °C. b 5th May
Thermometer B is rounded up to 13 °C. c 11 years
Thermometer C is rounded down to 27 °C.
6 a 10th June
Thermometer D is rounded up to 14 °C.
b 16th June
Practice Challenge
4 a 24 °C
7 a seconds, minutes, minutes, weeks
b June 15 °C, April 22 °C, July 15 °C, May
b Learners’ own answers.
19 °C.
c The biggest difference is in April. 8 a Learners’ own answers as long as the
dates are 17 days apart.
5 a Thermometer C
b Marsile: 27 days or 3 weeks 6 days.
b 20 °C Mustafa: 24 days or 3 weeks 3 days.
c Learners’ own temperatures, below 15 °C. Majak: 9 days or 1 week 2 days
c Mustafa left on 18th January and came
6 a Marks labelled in 5s up to 40.
home on 29th January.
b Learners’ own answers.
9 a, b Learners’ own answers.
Challenge
7 a The temperature of the air/room is higher
Exercise 14.2
than the temperature of the ice. Focus
b 10 °C 1 a Iqra arrived at 10.15 and left at 3.15.
c Thermometer marked to show a b Eating lunch
temperature of 70 °C.
c 12 p.m.
8 a lower, higher, higher d Iqra is swimming.
b A 30 °C, B 32 °C, C 90 °C,
2 a Flight D b Flight C
D 84 °C, E 24 °C, F 20 °C
c Flight E
c 6 °C, 52 °C, 70 °C

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3 a Music starts at 1:30 and ends at 2:00.

b Maths starts at 10:15 and ends at 11:00.
15 Angles and
c 9 o’clock movement
d Learners’ own answers.
Exercise 15.1
Practice
Focus
4 a Kalpana can catch the 12:18 bus.
1 a
b 10:05; it arrives at 10:40
c Learners’ own answers.
5 a train; arrive at 8:28.
b 8:14 bus, which arrives at 8:25.
6 a 6:05
b 6:48
c The 6:15 or the 7:18.
d Five buses stop at the village hall.

Challenge
7 a Bus Bus Bus Bus Bus
380 150A 222 3C 90E
bus station 9:00 11:05 2:00 4:30 6:05
High Road 9:10 11:15 2:15 - 6:15
shopping centre 9:25 - 2:35 4:55 6:25
village hall 9:50 - 3:05 - 6:35
train station 9:55 - 3:15 5:15 6:45 b Learners’ own answers.
2 The missing compass points are: north, east,
8 a no south.
b The 7:10 from Oakham
c Yes, you can catch the 7:29 bus from Green
Beedwell.
9 Arts & crafts 4:15–5:00 Tuesday, cooking
3:00–4:00 Thursday, gardening 2:00–3:00
Wednesday, cycling 3:00–4:00 Monday.

Red

Yellow

Blue

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 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

3 a The tree is west of the castle and north of

the pond.
b The school is east of the castle and north
of the bridge.
c The park is south of the pond and west of
the fire station. greater than a right angle:
d The tent is south of the castle and north
of the fire station and east of the pond
and west of the bridge.
e The house is south of the bridge and east
of the fire station.

Practice
4 right angle:

5 As well as north, south, east and west, learners

can also use terms from earlier learning such
as clockwise, anticlockwise, up, down, above,
below, next to, between, under, right, left and
forward.
6 a From top, going clockwise, west, north,
east, south.
b Learners’ own answers.
  
Challenge
less than a right angle:
7 a, b   

  

c A straight line is made of two right angles

placed next to each other.

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 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

8 Learners’ own answers.

9 a The tree is west of the treasure box.
17 Pattern and
The hut is south of the treasure box.
b The mountains are north of the
symmetry
treasure box. Exercise 17.1
c The ship is east of the treasure box.
Focus
d You walk east from the tree towards
the ship. 1 a
e Learners’ own answers.

16 Chance
b Flag 1 has zero lines of symmetry.
Exercise 16.1 Flag 2 has one line of vertical symmetry.
Flag 3 has one line of vertical symmetry.
Focus
c Learners’ own answers.
1 a Likely. There are more parts labelled red
than the other colours. 2 a   
b Will not land. There is no chance of
landing on green because there are no
green segments on the spinner.
2 Learners’ own answers.
3 a, b Learners’ own answers.

Practice
4 It is more likely that the spinner will land on
yellow than on another colour, but it is not
certain.
  
5 Learners’ own answers.
b Learners’ own answers.
6 a With the coin, you are equally likely
to land on heads or on tails. With the 3 a
spinner, you are much less likely to land
on heads than on tails, because 1 segment
is labelled ‘heads’ but 7 segments are
labelled ‘tails’. You are more likely to land
on ‘heads’ on the coin.
b,c Learners’ own answers. b

Challenge
7 Learners’ own answers.
8 a will not happen
b Learners’ own answers.
9 a Marcus’s conjecture is likely to be correct
because Zara’s spinner has more possible
outcomes.
b Learners’ own answers.
c Learners’ own answers.

24 Cambridge Primary Mathematics 3 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

5 a Shape A has no line of symmetry.

Shape B has a vertical and a horizontal
line of symmetry. Shapes C, D and E have
vertical lines of symmetry.
b

6 Vertical and horizontal lines of symmetry

drawn through the shape.

Challenge
7 Learners’ own answers.
8 a
c Learners’ own answers.

Practice
4 a 1 2 3

4 5 6

Flag 1: two lines; flag 2: zero lines;

flag 3, two lines; flag 4, one line;
flag 5: one line; flag 6: two lines.
b Possible answers include:

b Learners’ own answers.

9 a Learners label the vertical line ‘vertical’
and the horizontal line ‘horizontal’.
b Learners’ own answers.

25 Cambridge Primary Mathematics 3 – Moseley & Rees © Cambridge University Press 2021
 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

Exercise 17.2 Practice

Focus 4 a

1 a

b The pattern goes up in one square.

2 a

b 3+1=4 4+1=5
4 3 2 1
c Learners’ own answers.
b The pattern goes down in one triangle.
5 Learners’ own answers.
3 Learners’ own answers.
6 a, b Learners’ own answers.

Challenge
7 Learners’ own answers.
8 Learners’ own answers.
9 a–c Learners’ own answers.

26 Cambridge Primary Mathematics 3 – Moseley & Rees © Cambridge University Press 2021