Cambridge primary mathematics 3 skills builder

Cambridge Primary Mathematics Skills Builder Activity Books are the latest addition to the Cambridge Primary Mathematics course.. This is a flexible and engaging course written specifica

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Cambridge Primary Mathematics Skills Builder Activity Books are the latest addition to the

Cambridge Primary Mathematics course This is a flexible and engaging course written specifically

for the Cambridge Primary Mathematics curriculum framework Stages to 6 The course offers a

discussion-led approach with problem-solving integrated throughout to encourage learners to think

and talk about mathematics in place of rote learning and drill practice The language throughout

the course is pitched to EAL / ESL learners with illustrations supporting visual understanding

and learning

The Skills Builder Activity Books are carefully designed to provide consolidation activities for children who need

extra teaching and learning opportunities in order to achieve success in the Cambridge Primary Mathematics

curriculum framework

Skills Builder Activity Book 3 consists of:

A full range of activities which support the breadth of the

Cambridge Primary Mathematics curriculum framework at Grade 3.

Carefully levelled activities which help gently raise a child’s

mathematical understanding and performance to match that of

their peers.

Helpful guidance and tips to help teachers or parents explain key

mathematical methods and concepts before each exercise.

For the first time, this flexible resource offers motivational parents

the Cambridge way for Maths work at home.

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Cherri Moseley and Janet Rees

Ordering, estimating and rounding 28–31

Doubling and halving (1) 32

Addition and subtraction (3) 33

Multiplication 34–35

Length, capacity, weight and time 36–38 Estimating 39 Sorting and representing data 40–41 Ordering 42 Multiplication (2) 43 Fractions 44–45 Doubling and halving (2) 46–47 Complements to 100 48–49 Multiplication and division 50–51 Time (2) 52 Capacity 53 Time (3) 54–55 Money 56–57 Weight 58 Photocopiable resources 59–76 Answers 77–79

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Th is Skills Builder activity book is part of a series of 12 write-in

activity books for primary mathematics grades 1–6 It can be used as a standalone book, but the content also complements

Cambridge Primary Maths Learners progress at diff erent rates, so

this series provides a Skills Builder and a Challenge Activity Book for each Primary Mathematics Curriculum Framework Stage to support and broaden the depth of learning

Th e Skills Builder books consolidate the learning already covered

in the classroom, but provide extra support by giving short reminders of key information, topic vocabulary and hints on how best to develop maths skills and knowledge Th ey have also been written to support learners whose fi rst language is not English.

How to use the books

Th e activities are for use by learners in school or at home, with adult mediation Topics have been carefully chosen to focus on those common areas where learners might need extra support

Th e approach is linked directly to Cambridge Primary Maths,

but teachers and parents can pick and choose which activities to cover, or go through the books in sequence.

Th e varied set of activities grow in challenge through each unit, including:

• closed questions with answers, so progress can be checked

• questions with more than one possible answer

• activities requiring resources, for example, dice, spinners or digit cards

• activities and games best done with someone else, for example, in class or at home, which give the opportunity to

be fully involved in the child’s learning

• activities to support diff erent learning styles: working individually, in pairs, in groups.

How to approach the activities

Space is provided for learners to write their answers in the book

Some activities might need further practice or writing, so students could be given a blank notebook at the start of the year to use alongside the book Each activity follows a standard structure.

• Remember gives an overview of key learning points Th ey

introduce core concepts and, later, can be used as a revision guide Th ese sections should be read with an adult who can check understanding before attempting the activities

• Vocabulary assists with diffi cult mathematical terms,

particularly when English is not the learner’s fi rst language

Learners should read through the key vocabulary with an adult and be encouraged to clarify understanding.

• Hints prompt and assist in building understanding, and steer

the learner in the right direction.

• You will need gives learners, teachers and parents a list of

resources for each activity

• Photocopiable resources are provided at the end of the book,

for easy assembly in class or at home.

• Links to the Cambridge International Examinations Primary

Mathematics Curriculum Framework objectives and the

corresponding Cambridge Primary Mathematics Teacher’s

Resource are given in the footnote on every page.

• Calculators should be used to help learners understand

numbers and the number system, including place value and properties of numbers However, the calculator is not promoted as a calculation tool before Stage 5

Note:

When a ‘spinner’ is included, put

a paperclip fl at on the page so the end is over the centre of the spinner

Place the pencil point in the centre

of the spinner, through the paperclip

Hold the pencil fi rmly and spin the paperclip to generate a result.

Tracking progress

Answers to closed questions are given at the back of the book; these allow teachers, parents and learners to check their work When completing each activity, teachers and parents are advised to encourage self-assessment by asking the students how straightforward they found the activity When learners are refl ecting on games, they should consider how challenging the mathematics was, not who won Learners could use a ✓/ ✗ or red/ green colouring system to record their self-assessment anywhere

on each activity page.

Th ese assessments provide teachers and parents with an understanding of how best to support individual learners’

next steps.

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University Printing House, Cambridge cb2 8bs, United Kingdom

Cambridge University Press is part of the University of Cambridge

It furthers the University’s mission by disseminating knowledge in the pursuit of

education, learning and research at the highest international levels of excellence.

www.cambridge.org

Information on this title: education.cambridge.org/9781316509159

This publication is in copyright Subject to statutory exception

and to the provisions of relevant collective licensing agreements,

no reproduction of any part may take place without the written

permission of Cambridge University Press.

First published 2016

Printed in India by Multivista Global Pvt Ltd.

A catalogue record for this publication is available from the British Library

isbn 978-1-316-50915-9 Paperback

Cambridge University Press has no responsibility for the persistence or accuracy

of URLs for external or third-party internet websites referred to in this publication,

and does not guarantee that any content on such websites is, or will remain,

accurate or appropriate.

notice to teachers

It is illegal to reproduce any part of this work in material form (including

photocopying and electronic storage) except under the following circumstances:

(i) where you are abiding by a licence granted to your school or institution by the

Copyright Licensing Agency;

(ii) where no such licence exists, or where you wish to exceed the terms of a license,

and you have gained the written permission of Cambridge University Press;

(iii) where you are allowed to reproduce without permission under the provisions

of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for

example, the reproduction of short passages within certain types of educational

anthology and reproduction for the purposes of setting examination questions.

notice to teachers in the uk

The photocopy masters in this publication may be photocopied or distributed

(electronically) free of charge for classroom use within the school or institution that

purchased the publication Worksheets and copies of them remain in the copyright

of Cambridge University Press, and such copies may not be distributed or used in

any way outside the purchasing institution

Th is book is part of the Cambridge Primary Maths project

Th is is an innovative combination of curriculum and resources

designed to support teachers and learners to succeed in primary

mathematics through best-practice international maths teaching

and a problem-solving approach.

To get involved, visit

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Unit 1A Number and problem solving

CPM Framework 3Nn2, 3Nn5, 3Ps3; CPM Teacher’s Resource 1.1, 1.3

where to place 1 when

making a high number

How will that change

when making a low

number?

Use place value cards

to support reading each

number

Put your counter on START Throw the dice and move that number of spaces

Follow the direction the ants are walking Write the number you land on in any position on your score card

Once you have written the digit, it cannot be changed

Complete one score card at a time

The highest number I made was

The smallest number I made was

These are all my numbers, in order

_smallest highest

Vocabulary

hundreds, tens, ones, units, place value, digit

Remember

In a three-digit number, the fi rst digit tells you how

many hundreds there are, the second digit how

many tens and the third digit how many ones So,

for 327, the 3 represents 300, the 2 represents 20

and the 7 represents 7 ones

1, pages 59–61, a 1–6 dice, a counter

Marching ants

CPM Framework 3Nn2, 3Nn5, 3Ps3; CPM Teacher’s Resource 1.1, 1.3

Score cards

Highest

1234

Smallest

1234

START

SAMPLEOriginal material © Cambridge University Press 2016

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6 7

Remember

Remember text

[A] Title

CPM Framework 3Nn2, 3Nn3, 3Nn5, 3Nn6, 3Nc9, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s Resource 2.1

value cards to make the numbers Change the tens card to add

When you add or subtract 10 from a two-digit or

three-digit number, the ones digit does not change

For example, 152 + 10 = 162 152 – 10 = 142.

1, pages 59–61

Making chains

I started on 18 and ended on

Write + 10 or – 10 to make your own chain

Then complete this chain

Make a chain for your friend You can add or subtract 10, 20 or 30 but you must know the answer!

18

28

–10

+10

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CPM Framework 3Nc3, 3Nc6, 3Nc7, 3Pt1, 3Ps6; CPM Teacher’s Resource 4.1

Base 10 apparatus to help you work out the double

This is a game for two players

Cut up the cards and put them in the feely bag

Take turns to take a card from the feely bag

Work out the answer Put a counter on the answer on your robot

Discard the card

The first player to cover all 20 numbers on their robot is the winner

If your answer has already been covered up by a counter,

miss a go

Vocabulary

double, twice, add, multiply

Remember

There are different ways to double a

number You can add it to itself (4 + 4) or

you can multiply it by 2 (4 × 2)

62–63, a feely bag, 20 counters each

26 24

22 20

2

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10 11

Remember

When you add several single-digit numbers, look

and near doubles to help you Make tens then

add the tens and ones to fi nd the total

Fact families are 3 numbers that are related

4, 6 and 10 are related: 6 + 4 = 10,

4 + 6 = 10, 10 – 4 = 6 and 10 – 6 = 4

Fact families

CPM Framework 3Nc1, 3Ps6; CPM Teacher’s Resource 5.1

CPM Framework 3Nc1, 3Nc12, 3Nc16, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s Resource 3.1

that each number sentence is correct

There is a fact family living in each of the houses in this row

Complete each house

Vocabulary

add, subtract, fact family, related, number sentence

Write a different fact family in each house

Use the numbers 1 up to 20

numbers in the number strip Place the numbers

in the circles then move them around to fi nd a solution Start with the corner numbers

Put the numbers 1–6 in the circles on each triangle so

that the numbers along each side have the same total

Vocabulary

ten, ones, number pairs or bonds for 10, near pairs, doubles, near doubles, add, addition, total, strategy

page 64

Put the numbers 1–9 in the circles so that the numbers

along each side have the same total

Now for a challenge!

Put the numbers 1–12 in the circles so that the

numbers along each side have the same total

Find a different way to do it

10 − 3 = 7

− =

+ =+ =

− =

+ = 9+ 5 =

9 − =

− 4 =

+ =+ =

− =

5 + =+ =

− =

+ =+ =

− =

+ =+ =

− =

+ =+ =

− =

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CPM Framework 3Nn4, 3Nc3, 3Nc4, 3Pt1, 3Ps3, 3Ps6; CPM Teacher’s Resource 6.1, 6.2, 6.3

to fi nd a multiple of the number you threw Use the multiples chart to fi nd multiples of the spinner numbers

You each need to climb the iceberg to find the ship

stuck in the ice Place your counters at the bottom of

the iceberg Take turns to spin the spinner

Move your counter to a number in the row above that

is a multiple of the number you spun If there is no

number, miss a turn

Keep moving towards the top of the mountain

The first player to reach 100 is the winner

Play the game a second time, but now cover up the

multiplication table

Vocabulary

multiple, row, column

Remember

a number by another number 8 is a multiple of 2

because it is 2 multiplied by 4

counter for each player

Can you see the ship?

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Remember text

Remember

two halves that are mirror images of each other

Shapes and patterns can have more than one line

of symmetry

Squares, squares and more squares

Remember

Squares and rectangles have four straight sides

and four right angles

Cubes have 6 square faces Cuboids can have

square or rectangular faces

out fl at

Straw models

Unit 1B Geometry and problem solving

CPM Framework 3Gs5, 3Ps3; CPM Teacher’s Resource 8.1

CPM Framework 3Gs1, 3Gs2, 3Gs3, 3Gs4, 3Pt8, 3Pt9; CPM Teacher’s Resource 7.1, 7.2, 7.3

squares together to make a cube Use 3 pairs of rectangles or squares to make a cuboid

Cut some straws into

3 cm lengths

Vocabulary

square, rectangle, cube, cuboid, right angle

straws, pipe cleaners (or modelling clay or

dough), ruler, scissors

Cut some straws into

5 cm lengths

Cut some straws into 8 cm lengths

Make different sized squares and rectangles with your straws Can you make a

pentagon, or a hexagon? How many sides

do they have?

Use small pieces of bent pipe cleaner (or small balls of modelling clay or dough)

to join straws together

Use your squares and rectangles to

make different-sized cubes and cuboids

Carefully open your cubes to see the nets Now, join 6 squares together so that

this net will not make a cube Find more than one way to do this

fi nd and check the lines

of symmetry

Use 4 tiles from resource 4 to make a 2 by 2 square

What symmetrical patterns can you make? The first one has been done for you

Draw the line or lines of symmetry for each 2 by 2 square

Vocabulary

symmetry, symmetrical, line of symmetry

4, page 65

Which patterns have:

1 line of symmetry 2 lines of symmetry more than 2 lines of symmetry?Use 6 square tiles to make a 2 by 3 rectangle

What symmetrical patterns can you make? Draw the line or lines of symmetry

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CPM Framework 3Gs2, 3Pt8; CPM Teacher’s Resource 7.1

the river Label each shape with the number of sides

Check your shapes each time you use the spinner

Choose three animals and a colour each

Place them on your chosen starting rock

Take turns to spin the spinner The number you spin tells you the number of sides of the shape Place a counter on the shape with that number of sides, next to the riverbank

on your side of the river Continue, building a path with your coloured counters to the other side of the river

Miss a turn if the new shape does not join on to your path

When you complete your path, take one animal across the river Remove your path and start a new path for the next animal The first player to get all their animals to the other side of the river is the winner

How many of your shapes are regular? How many are irregular?

Compare with your partner

Vocabulary

triangle, square, quadrilateral, pentagon, hexagon, polygon, regular, irregular

Remember

In a regular polygon, all the sides are the same

length and all the angles are the same

In an irregular polygon, the sides and angles

are different sizes

page 66, 12 red counters,

PLAYER 1

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CPM Framework 3Gp1, 3Ps3; CPM Teacher’s Resource 8.2

This is a game for one or two players

Cut out the bricks and position cards

Place the position cards in the box above the wall, face down

Take turns to take the top position card Place a brick in the matching position in the wall ‘Beside’ could be used to put one brick beside another, beside the edge of the wall or beside the pile of cement Return the position card to the bottom of the pile

Continue until the wall is complete

In a two-player game, the winner is the player who places the last brick in the wall

your brick – for example, ‘I am putting my brick on the bottom row’

Vocabulary

under, middle, edge, above, between, up, below, next to,

down, top, beside, left, right, bottom, side,

Remember

Position words tell you where something is or

where to place something

page 67, a set of brick cards for each player, a set of position cards to share

Building the wall

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