Genius PBD - Mathematics Year 3

CONTENTS





Rekod Pencapaian Pentaksiran Murid iii – vi


UNIT 1 Numbers up to 10 000 1 – 12


UNIT 2 Addition, Subtraction, Multiplication and Division 13 – 30




Progressive Test 1 31 – 32

UNIT 3 Fractions, Decimals and Percentages 33 – 42



UNIT 4 Money 43 – 50




Progressive Test 2 51 – 53

UNIT 5 Time 54 – 61



UNIT 6 Length, Mass and Volume of Liquid 62 – 69



Progressive Test 3 70 – 71


UNIT 7 Shapes 72 – 76


UNIT 8 Location 77 – 80



UNIT 9 Data 81 – 87




Progressive Test 4 88 – 90


Answers A1 – A8








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REKOD PENCAPAIAN PENTAKSIRAN MURID

Mathematics Year 3



Teacher’s Name: Pupil’s Name: Class::

Achievement
Performance
Unit Descriptor Pages
Level Not yet
Achieve
achieve
MATHEMATICS
1 State any number up to 10 000 2 – 4

1 2 Explain the value of numbers up to 10 000 5 – 6

Numbers up to • Determine the values and arrange the
10 000 numbers in order.
1.1 Number value 3 • Estimate and round off any numbers. 7 – 11
1.2 Write numbers • Complete number sequences and number
1.3 Number patterns
sequence
1.4 Place value 4 Solve daily routine problems involving any 12
1.5 Estimate numbers up to 10 000.
1.6 Round off
numbers 5 Solve daily routine problems involving any 12
1.7 Number numbers up to 10 000 using various strategies.
patterns
1.8 Problem solving Solve daily non-routine problems involving
6 any numbers up to 10 000 creatively and 12
innovatively
2 1 Read number sentences involving basic 14, 17, 23 – 24,
operations and mixed operations of addition
30
and subtraction
Addition,
Subtraction, Explain the procedures involving basic
Multiplication 2 operations and mixed operations of addition 14, 17, 20, 26
and subtraction
and Division
2.1 Addition within Determine a reasonable answer and solve 15 – 16, 18 – 19,
10 000 3 number sentences involving basic operations 20, 24 – 25,
2.2 Subtraction and mixed operations of addition and 27
within subtraction
10 000
2.3 Multiplication Solve daily routine problems involving basic 21 – 22,
within 4 operations and mixed operations of addition 28 – 29
10 000 and subtraction
2.4 Division within
10 000 Solve daily routine problems involving basic
2.5 Mixed 5 operations and mixed operations of addition 22, 29
operations and subtraction using various strategies.
involving
addition and Solve daily non-routine problems involving
subtraction basic operations and mixed operations of
2.6 Using unknown 6 addition and subtraction creatively and 22, 29
2.7 Problem solving
innovatively




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Achievement
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Unit Descriptor Pages
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achieve
MATHEMATICS


1 State proper fractions, improper fractions, 34 – 37, 40
mixed numbers, decimals and percentages
Explain proper fractions, improper fractions, 34 – 35,
2 mixed numbers, decimals and percentages. 37 – 38,
3 40 – 41

Fractions, • Compare the value of two decimal numbers.
Decimals and • Add and subtract proper fractions. 35 – 36,
Percentages 3 • Add and subtract decimals. 38 – 39
• Determine a reasonable answer involving
addition and subtraction for fractions and
3.1 Fractions
3.2 Decimals decimal numbers.
3.3 Percentages
3.4 Relationship Solve daily routine problems involving fractions,
between 4 decimals and percentages 41 – 42
fractions,
decimals and
percentages Solve daily routine problems involving fractions,
3.5 Problem solving 5 decimals and percentages using various 42
strategies


Solve non-daily routine problems involving
6 fractions, decimals and percentages creatively 42
and innovatively.
4 1 • Know the ASEAN countries’ currencies. 48
• State the value of RM1 in the current rates of
Money other countries currencies.
4.1 Addition of
money 2 Explain savings and investments to fulfill the 49
4.2 Subtraction of needs and wants in future
money
4.3 Mixed
operations 3 Determine the reasonable answer and solve 44 – 47
involving number sentence of basic operations and
addition and mixed operations involving money.
subtraction of
money 4 Solve daily routine problems involving money 49 – 50
4.4 Multiplication of
money
4.5 Division of Solve daily routine problems involving money
money 5 using various strategies 50
4.6 Foreign
currencies
4.7 Savings and Solve daily non-routine problems involving
investments 6 money creatively and innovatively 50
4.8 Problem solving







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MATHEMATICS

5 1 Read the time before, during and after any 55, 57
activity and read the calendar.
Time
2 Explain the information from the schedule of 55
5.1 Time in hours any activity.
and minutes
5.2 Relationship in Record the activities obtain information from
time 3 the schedule and calendar and solve the 55, 57 – 60
5.3 Calendar number sentences involving time.
5.4 Addition of time
5.5 Subtraction of 4 Solve daily routine problems involving time 61
time
5.6 Mixed Solve daily routine problems involving time
operations 5 using various strategies 61
involving
addition and
subtraction of Solve daily non-routine problems involving time
time creatively and innovatively
5.7 Multiplication of 6 61
time
5.8 Division of time
5.9 Problem solving

1 State the relationship between centimetre and 63 – 64, 66
metre, gram and kilogram, millilitre and litre.
6 2 Explain the units of measurement for length,
mass and volume of liquid.
Length, Mass Solve the number sentences involving
and Volume of 3 measurement. 63 – 68
Liquid
4 Solve daily routine problems involving 68 – 69
6.1 Length measurement.
6.2 Mass
6.3 Volume of liquid Solve daily routine problems involving
6.4 Problem solving 5 measurement using various strategies. 69
6 Solve daily non-routine problems involving 69
measurement creatively and innovatively.
7 1 State the shapes of prisms, regular polygons 73, 75
and axis of symmetry
Shapes
2 Explain the characteristics of prisms and 73, 75
7.1 Prisms regular polygons.
7.2 Prisms and
non-prisms • Compare prisms and non-prisms.
7.3 Regular polygon • Draw axis of symmetry for two-dimensional
7.4 Axis of 3 shapes. 74 – 75
symmetry • Create pattern based on regular polygons
7.5 Problem solving







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MATHEMATICS

4 Solve daily routine problems involving space 76

Solve daily routine problems involving space
5 76
using various strategies.
Solve daily non-routine problems involving
6 76
space creatively and innovatively.
1 State the vocabulary related to location 78

Name the object based on its location
2 79
according to the horizontal and vertical axes.
8 Determine the location of an object according

Location 3 to the horizontal and vertical axes. 79
8.1 Coordinates 4 Solve daily routine problems involving
in the first coordinates. 80
quadrant
8.2 Problem solving Solve daily routine problems involving
5 80
coordinates using various strategies.
Solve daily non-routine problems involving
6 80
coordinates creatively and innovatively.
Read information from the pictograph, bar
1 83 – 84
chart and pie chart.
Explain the information from pictograph, bar 83 – 84
2
9 chart and pie chart.
Data Determine a reasonable answer for the
3 information given in the pictograph, bar chart 85
9.1 Collect, classify and pie chart.
and sort data
9.2 Pie chart Solve daily routine problems involving
9.3 Relationship 4 85 – 87
between pictograph, bar chart and pie chart.
pictograph, bar
chart and pie Solve daily routine problems involving
chart 5 pictograph, bar chart and pie chart using 86 – 87
9.4 Problem solving various strategies.

Solve daily non-routine problems involving
6 pictograph, bar chart and pie chart creatively 86 – 87
and innovatively.









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Date:

Learning Area: Numbers and Operations
UNIT 1 Numbers up to 10 000
Mathematics Year 3 Unit 1 Numbers up to 10 000





Genius Note What is the place value for digit 9 in
the number 4 982?


1. Number value.

2 356 (Two thousand three hundred and fifty-six)
Digit 2 3 5 6
Place value thousands hundreds tens ones
Digit value 2 000 300 50 6


2. Partitioning numbers can be done either based on place value or digit value.
Place value: 4 thousands + 8 hundreds + 2 tens + 6 ones
4 826
Digit value: 4 000 + 800 + 20 + 6


3. Estimated quantities.







250 ml More than 400 ml Less than 240 marbles Approximately
250 ml 400 ml 120 marbles
4. A number can be rounded off to a certain place value.

7 635 becomes 8 000 when rounded off to the nearest thousand.
Nearest thousand The hundreds digit is greater than 5, so add 1 to the
thousands value. The 6, 3 and 5 digits become 0.
7 635 → 8 000
7 635 becomes 7 600 when rounded off to the nearest hundred.

Nearest hundred The tens digit is less than 5, so maintain the hundreds
digit and replace 3 and 5 digits with 0.

7 635 → 7 600
5. The numbers are getting greater in ascending number pattern but getting smaller in descending
number pattern.
Increasing by five


7 805 7 810 7 815 7 820 7 825



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Unit 1.indd 1 02/11/2022 8:01 AM

Mathematics Year 3 Unit 1 Numbers up to 10 000

PBD MODULE 1.1 Number value Textbook Part 1: 1 – 2
LS 1.1.1 Name the value of numbers up to 10 000
(i) Read any given number in words.
(ii) Say any given number in numerals.
(iii) Match the numerals with the words.
1. Read out the following numbers and match them accordingly. LS 1.1.1 (i), (ii), (iii)

PL 1

(a) 2 641 seven thousand nine hundred and four




(b) 4 358 two thousand six hundred and forty-one





(c) 7 904 five thousand and four




(d) 8 230 four thousand three hundred and fifty-eight




(e) 5 004 eight thousand two hundred and thirty



2. Read and mark (✓) on the correct answer. LS 1.1.1 (i), (ii), (iii) PL 1

two thousand seven hundred and fifty-three
(a) 2 735
two thousand seven hundred and thirty-five



four thousand two hundred and three
(b) 4 203
four thousand two hundred and zero three



seven thousand and eighteen
(c) 7 018
seven thousand and zero ten eight



six thousand and two
(d) 6 002
six thousand and zero zero two



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Unit 1.indd 2 02/11/2022 8:01 AM

Mathematics Year 3 Unit 1 Numbers up to 10 000

PBD MODULE 1.2 Write numbers Textbook Part 1: 3
LS 1.2.1 Write numbers in numerals and words.

3. Complete the number puzzle below. LS 1.2.1 PL 1 Play and
Learn
(a) (b)

Across
(a) two thousand five hundred and sixty-one

(c) four thousand seven hundred and twelve
Play and Learn
(e) eight thousand and forty-seven (c) (d)






(e) (f)
Down
(b) six thousand one hundred and thirty-two

(d) seven thousand five hundred and eighty
(f) four thousand and nine







4. Write the following numbers in words. LS 1.2.1 PL 1


(a) 2 147



(b) 4 815




(c) 6 090



(d) 3 001



(e) 7 502




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Unit 1.indd 3 02/11/2022 8:01 AM

Mathematics Year 3 Unit 1 Numbers up to 10 000

PBD MODULE 1.1 Number value Textbook Part 1: 5 – 6
LS 1.1.2 Determine the value of number up to 10 000:
(i) Show the quantity of any given numbers.
(ii) Match groups of objects with numbers.

5. Write the following numbers in numerals. LS 1.1.2(i) PL 1
Bridge map

(a)
Number in
numerals
as as
Relating
factor

(b)
i-THINK Map

Number in
numerals thou hun tens ones thou hun tens ones thou hun tens ones
as as
Relating
factor


6. Match these. LS 1.1.2(ii) PL 1


(a) 1000 1000 1000 (b) 1000 1000 (c) 1000 1000


100 100 100 100 1000 1000 100 100 100
10 10 10 10 1000 1000 100 100 100
10 10 10 10
10 10 10 10 1000
• • •










• • •

2 643 3 484 7 005





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Unit 1.indd 4 02/11/2022 8:01 AM

Mathematics Year 3 Unit 1 Numbers up to 10 000

PBD MODULE 1.4 Place value Textbook Part 1: 7 – 8
LS 1.4.1 State the place value and digit value of any number.

7. Write the place values and digit values for the underlined digits. LS 1.4.1 PL 2
(a) (b) (c) (d)

Number 3 642 7 185 2 439 5 370

Place value


Digit value


8. Colour all the numbers that have digit 6 at place value ones and all the Play and Learn
numbers that have digit 8 at place value thousands. State the letters

obtained. LS 1.4.1 PL 2
Play and
2 328 3 419 1 565 9 324 7 334 1 032 9 365 Learn


1 365 3 896 4 286 3 706 1 425 3 783 6 243
Play and Learn
2 112 4 325 8 224 5 673 2 125 5 960 7 990


7 327 6 320 8 567 9 240 3 033 9 459 3 782

4 459 5 675 8 093 7 231 6 782 2 137 2 563


5 670 1 230 2 812 3 244 5 237 4 028 1 239


9. Fill in the blank by writing the number that matches the statement.

LS 1.4.1 PL 2
7 458 1 326 9 035



(a) Place value for digit 3 in the number is hundreds.


(b) Digit value for digit 4 in the number is 400.


(c) The number with the biggest digit value at place value thousands.




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Unit 1.indd 5 02/11/2022 8:01 AM

Mathematics Year 3 Unit 1 Numbers up to 10 000

PBD MODULE 1.4 Place value Textbook Part 1: 7 – 8
LS 1.4.2 Partition any number according to the place value and digit value.

10. Partition the following numbers based on their place values. LS 1.4.2 PL 2


(a) 6 235 =



(b) 4 817 =


(c) (d)






2 169 7 503










11. Partition the following numbers based on their digit values. LS 1.4.2 PL 2


(a) 5 293 =



(b) 9 614 =


(c) (d)




8 206
7 123














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Unit 1.indd 6 02/11/2022 8:01 AM

Mathematics Year 3 Unit 1 Numbers up to 10 000

PBD MODULE 1.1 Number value Textbook Part 1: 9 – 11
LS 1.1.2 Determine the value of numbers up to 10 000:
(iii) Compare the value of two numbers.
(iv) Arrange groups of objects in ascending and descending order.

12. Answer the following questions. LS 1.1.2(iii) PL 3 Mathematics
Comic
Two thousand This number is greater
four hundred than 2 410 but smaller
and fifty-five
Two thousand four than 2 420. Can anyone
hundred and five guess what is this
number?


Two thousand four Mathematics Comic
hundred and fifteen



Ana Ira Ali
(a) Mark (✓) at the pupil who states the correct answer.


Ana Ira Ali


(b) Why is the answer given by the other two pupils incorrect?





13. Determine and then arrange the groups in ascending order. LS 1.1.2(iv) PL 3


1 000 1 000 1 000 1 000 1 000 1 000

10 10 10 10 10
100 100 100 100

10 10 10
100 100 100
10 10 10
100 E 100 F 100 G










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Unit 1.indd 7 02/11/2022 8:01 AM

Mathematics Year 3 Unit 1 Numbers up to 10 000

PBD MODULE 1.3 Number sequence Textbook Part 1: 11 – 13
LS 1.3.1 Count in ones up to tens, hundreds and thousands in ascending and descending order.
LS 1.3.2 Complete any number sequence in ascending and descending order.
14. Fill in the blanks based on the sequence required. LS 1.3.1 PL 3
(a) count back in sixes



4 206



(b) count on in hundreds


6 710



(c) count on in nines


9 087



(d) count back in thousands



8 032




15. Complete the following number sequences. LS 1.3.2 PL 3


(a) 3 640 3 642



(b) 4 760 4 755


(c) 5 980 5 990




(d) 6 120 5 820




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Unit 1.indd 8 02/11/2022 8:01 AM

Mathematics Year 3 Unit 1 Numbers up to 10 000

PBD MODULE 1.5 Estimate Textbook Part 1: 15 – 16
LS 1.5.1 Give reasonable estimation for the quantity using the words “more or less”, “less than” and “more than” based on the reference set.

16. Underline the reasonable estimation. LS 1.5.1 PL 3
(a)










E F
300 marbles
The amount of marbles in container F is (more or less, less than)
600 marbles.






(b)





Stone G Stone H
450 g
The mass of stone H is (more or less, more than) 450 g.






(c)







500 paper clips
K L

The number of paper clips for diagram L is (less than, more than)
1 000 paper clips.





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Unit 1.indd 9 02/11/2022 8:01 AM

Mathematics Year 3 Unit 1 Numbers up to 10 000

PBD MODULE 1.6 Round off numbers Textbook Part 1: 17 – 19
LS 1.6.1 Round off whole numbers up to nearest thousand.

17. Round off the following numbers. LS 1.6.1 PL 3
Bridge map
(a)
rounded off to the
nearest ten is 7 925 3 684 2 048 5 793
as as as
Relating factor



(b)
rounded off to the
nearest hundred is 1 837 9 456 4 726 6 571
as as as
i-THINK Map
Relating factor


(c) rounded off to the
nearest thousand
is 2 618 8 067 3 548 9 902
as as as
Relating factor


18. Write the possible numbers when rounded off to LS 1.6.1 PL 3

(a) the nearest hundred (b) the nearest thousand
they become 2 800. they become 3 000.












2 800 3 000













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Unit 1.indd 10 02/11/2022 8:01 AM

Mathematics Year 3 Unit 1 Numbers up to 10 000

PBD MODULE 1.7 Number patterns Textbook Part 1: 20 – 21
LS 1.7.1 Identify number patterns of the given number series in ascending and descending order in ones up to tens, hundreds and thousands.
LS 1.7.2 Complete various number patterns of a given number series in ascending and descending order in ones up to tens, hundreds and thousands.
19. Identify and draw the shape that represents the number pattern for
each question. LS 1.7.1 PL 3
Number pattern Number pattern decreasing
increasing in twos in tens


Number pattern Number pattern increasing
decreasing in fives in hundreds


(a) 2 136, 2 138, 2 140, 2 142, 2 144, 2 146



(b) 8 605, 8 705, 8 805, 8 905, 9 005, 9 105




(c) 6 010, 6 005, 6 000, 5 995, 5 990, 5 985



(d) 9 234, 9 224, 9 214, 9 204, 9 194, 9 184




20. Complete and state the number pattern. LS 1.7.2 PL 3

(a) 1 224 1 230 1 236



Number pattern:

(b) 4 893 4 892 4 891



Number pattern:


(c) 8 035 7 035 6 035



Number pattern:




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Unit 1.indd 11 02/11/2022 8:01 AM

Mathematics Year 3 Unit 1 Numbers up to 10 000

PBD MODULE 1.8 Problem solving Textbook Part 1: 22 – 25
LS 1.8.1 Solve problems involving whole numbers up to 10 000 in daily stituations.

21. Solve the following. Daily Application LS 1.8.1
(a) The table below shows the masses of old newspapers collected by
three pupils in a recycling competition.

Name Fauzan Haikal Arif

Mass (g) 2 314 2 431 2 341
Who collected old newspapers with the heaviest mass? PL 4






(b) Teong placed marbles into a few
containers based on a certain amount
1 207
1 211
1 203
and set order. marbles marbles marbles
Determine the number of marbles in the
6 container. PL 5 HOTS Applying
th




(c) Imran segregates colour papers based on the following conditions:
• 1 000 pieces in every box labelled E.
• 100 pieces in every box labelled F.
• 10 pieces in every box labelled G.

Imran needs to segregate 7 593 pieces of colour papers.
Calculate the number of boxes labelled E, F and G required and also
Routine
state the number of extra colour papers. PL 6 Non HOTS Analysing
box labelled E box labelled G


box labelled F extra pieces.









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Unit 1.indd 12 02/11/2022 8:01 AM

Date:

UNIT 3 Fractions, Decimals and Percentages
Learning Area: Numbers and Operations
Mathematics Year 3 Unit 3 Fractions, Decimals and Percentages





5
Genius Note Is 10 equivalent to 2 1 ?





1. Proper fractions: A fraction with the numerator 2. Improper fractions: A fraction with the numerator
smaller than the denominator greater than or equal to its denominator.


3 Numerator 4 1 1 4 4 1 1 7
1 1
5 Denominator 1 4 1 4 4 4 7 parts of is 4
4
3. Equivalent fractions: Two fractions that 4. Fractions in the simplest form: Obtained by
represent the same value. dividing the numerator and denominator by
the same number.

6 6 ÷ 3 = 2
9 9 ÷ 3 3
1 2 3 4 2
6
2 = = = 8 3 6 = 2
4
3
9
5. Mixed numbers: A number which consists of a whole number and a proper fraction.
1
2
3

6. Fractions of hundredths, decimals and percentages









7 28 60
Fractions 100 100 100

Seven hundredths Twenty-eight hundredths Sixty hundredths
0.07 0.28 0.6
Decimals
Zero point zero seven Zero point two eight Zero point six
7% 28% 60%
Percentages
Seven percent Twenty-eight percent Sixty percent







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Unit 3.indd 33 02/11/2022 8:02 AM

Mathematics Year 3 Unit 3 Fractions, Decimals and Percentages

PBD MODULE 3.1 Fractions Textbook Part 1: 82 – 84

LS 3.1.1 Identify the proper fractions as part of one whole.
LS 3.1.2 State equivalent fractions for proper fractions involving denominators up to 10.
1. Circle the fraction that represents the shaded parts for each question.

LS 3.1.1 PL 1
(a) (b) (c)












one over four
2 3 2 3

5 5 3 2
three over four




2. Shade according to the fraction provided. LS 3.1.1 PL 1

(a) (b)


3 4
4 9




3. Fill in the blanks. LS 3.1.2 PL 2

(a) 1 2 (b) 2 (c)
= =
2 3 9 2 =

1 × 2 2 2
= =
2 3 9
2 =










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Unit 3.indd 34 02/11/2022 8:02 AM

Mathematics Year 3 Unit 3 Fractions, Decimals and Percentages

PBD MODULE 3.1 Fractions Textbook Part 1: 85 – 92
LS 3.1.3 Convert proper fractions to the simplest form involving denominators up to 10.
LS 3.1.5 Add two proper fractions involving:
(i) same denominators, (ii) denominator of 2 with denominators of 4, 6, 8 and 10, (iii) denominator of 3 with denominators of 6 and 9,
(iv) denominator of 5 with denominators of 10, (v) denominator of 4 with denominators of 8, and the sum involving proper fractions,
and the sum involving proper fractions.
LS 3.1.7 Identify improper fractions and mixed numbers involving denominators up to 10.
4. Write the fractions in the simplest forms by fill in the blanks. LS 3.1.3 PL 2

6 3 4
(a) = (b) = (c) =
10 5 9 8

6 4
= 3 = = i-THINK Map
10 ÷ 2 5 9 8



5. Complete the following. LS 3.1.7 PL 1
Bridge map

Improper 2 1 (b) 3 4 (d)
fraction 4 as as 5 as i-THINK Map

Relating factor (a) 5 (c) 17
3 7


6. Find the sum of two fractions. Give the answer in its simplest form. LS 3.1.5

PL 3
5 2 1 1
(a) + = (b) + =
9 9 4 4










1 3 3 2
(c) + = (d) + =
3 9 5 10











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Unit 3.indd 35 02/11/2022 8:02 AM

Mathematics Year 3 Unit 3 Fractions, Decimals and Percentages

PBD MODULE 3.1 Fractions Textbook Part 1: 93 – 96
LS 3.1.4 State the fractions of hundredths.
LS 3.1.6 Subtract two proper fractions involving:
(i) same denominators, (ii) denominator of 2 with denominators of 4, 6, 8 and 10, (iii) denominator of 3 with denominators of 6 and 9,
(iv) denominator of 5 with denominator of 10, (v) denominator of 4 with denominator of 8.
7. Subtract the two fractions. Give the answer in its simplest form.

LS 3.1.6 PL 3
2 1 7 3
(a) – = (b) – =
3 3 8 8





2 3 3 2
(c) – = (d) – =
3 6 4 8




8. Match the fraction that represents the shaded squares accordingly.

LS 3.1.4 PL 1








• • •


• • •
43 85 21
100 100 100


9. Shade according to the fraction provided. LS 3.1.4 PL 1


17 54
(a) (b)
100 100











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Unit 3.indd 36 02/11/2022 8:02 AM

Mathematics Year 3 Unit 3 Fractions, Decimals and Percentages


PBD MODULE 3.2 Decimals Textbook Part 1: 96 – 98
LS 3.2.1 State zero point zero one up to zero point nine nine in numerals and words.
LS 3.2.2 Represent the decimals with hundred square grid and vice versa.
10. Write the decimals in numerals or in words. LS 3.2.1 PL 1

(a) 0.13



(b) zero point four two



(c) 0.79


(d) 0.08



(e) zero point five six


11. Write the decimals in numerals and in words based on the shaded parts
given. LS 3.2.2 PL 2

(a) (b)














12. Shaded the 100-square diagram based on the decimal provided. LS 3.2.2
PL 2
(a) 0.63 (b) 0.92 (c) 0.04















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Unit 3.indd 37 02/11/2022 8:02 AM

Mathematics Year 3 Unit 3 Fractions, Decimals and Percentages

PBD MODULE 3.2 Decimals Textbook Part 1: 97 – 99
LS 3.2.2 Represent the decimals with hundred square grid and vice versa.
LS 3.2.3 Compare the values of two decimal numbers up to two decimal places using hundred square grid and number lines.
PBD MODULE 3.4 Relationship between fractions, decimals and percentages Textbook Part 1: 97 – 98

LS 3.4.1 Represent the fractions of hundredths in decimals and vice versa.
13. Write the decimal and fraction of hundredths represented by the letter

on the number line. Then, shade the 100-square diagram based on the
answer. LS 3.2.2 LS 3.4.1 PL 2

J K L M



0 0.1 0.2 0.3 0.4

J = K = L = M =

= = = =













14. Write the decimals. Tick (✓) to the correct answer. LS 3.2.3 PL 3

(a)



smaller than

bigger than


(b)
P 0.59 0.60 0.61 0.62 0.63 Q

P is and Q is .

smaller than
The value of P is the value of Q
bigger than



PERFORMANCE LEVEL ( ) 1 2 3 4 5 6


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Unit 3.indd 38 02/11/2022 8:02 AM

Mathematics Year 3 Unit 3 Fractions, Decimals and Percentages

PBD MODULE 3.2 Decimals Textbook Part 1: 100 – 103
LS 3.2.4 two decimal numbers up to two decimal places with the sum up to zero point nine nine.
LS 3.2.5 Subtract two decimal numbers up to two decimal places within zero point nine nine.
15. When two decimal numbers in the circles are added, it will produce a

decimal number in the boxes connecting the two circles. Complete the
following empty boxes. LS 3.2.4 PL 3

Play and
0.06 0.32 Learn
Play and Learn









0.4 0.23 0.4 0.09



16. Subtract these. LS 3.2.5 PL 3


(a) 0.76 – 0.31 (b) 0.62 – 0.23 (c) 0.87 –

= = = 0.62
0 · 7 6
– 0 · 3 1








(d) 0.54 – 0.12 (e) 0.93 – 0.36 (f) – 0.29

= = = 0.45

















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Unit 3.indd 39 02/11/2022 8:02 AM

Mathematics Year 3 Unit 3 Fractions, Decimals and Percentages

PBD MODULE 3.3 Percentages Textbook Part 1: 104 – 106
LS 3.3.1 Name and say percentages.
LS 3.3.2 Recognise the symbol of percentage.
LS 3.3.3 Represent percentages in hundred square grid and vice versa.
LS 3.3.4 Write one percent up to one hundred percent

PBD MODULE 3.4 Relationship between fractions, decimals and percentages Textbook Part 1: 104 – 106
LS 3.4.2 Represent the fractions of hundredths in percentages and vice versa.
17. Circle the correct answer. LS 3.3.1 LS 3.3.2 PL 1
(a) (b) (c)












18. Write the fraction of hundredths for each percentage given. Then, shade

the squares accordingly. LS 3.3.3 LS 3.4.2 PL 2
(a) (b) (c)
16% = 32% = 81% =
100










19. Write the percentages in numerals and words. LS 3.3.4 PL 1


Numeral Words

(a) 5%

(b) eighteen percent

(c) forty-three percent
(d) 72%







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Mathematics Year 3 Unit 3 Fractions, Decimals and Percentages

PBD MODULE 3.4 Relationship between fractions, decimals and percentages Textbook Part 1: 105 – 106
LS 3.4.3 Represent the percentages in decimals and vice versa.

PBD MODULE 3.5 Problem solving Textbook Part 1: 108 – 109
LS 3.5.1 Create stories based on number sentences involving fractions, decimals and percentages.
20. Complete the bridge map. LS 3.4.3 PL 2
Bridge map

8% (b) 16% (d)
in decimal is

Relating factor as as as
(a) 0.41 (c) 0.9
i-THINK Map
21. Solve these. Then, complete the following stories based on the
mathematical sentences provided. LS 3.5.1 PL 4


7 1
(a) – =
8 4

There was of pizza on the table. Haikal and his
brother ate of the pizza. The remainder of pizza is
.





(b) 0.75 m + 0.18 m =


The length of string P is , whereas the length of
string Q is longer than string P. The length of string
Q is .




(c) 65% – 27% =


In a box, the percentage of red coloured paper is
and the percentage of green coloured paper is .
The difference in percentage of the two coloured paper is
.




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Unit 3.indd 41 02/11/2022 8:02 AM

Mathematics Year 3 Unit 3 Fractions, Decimals and Percentages

PBD MODULE 3.5 Problem solving Textbook Part 1: 110 – 113
LS 3.5.2 Solve the problem involving fractions, decimals and percentages.

22. Solve the following problems. Daily Application LS 3.5.2


(a) There are 100 rubber balls in a box. 0.35 of the rubber balls is yellow
coloured, 29 is green coloured, and the rest is purple coloured.
Which colour of rubber balls is the most in the box? PL 4










1
i-THINK Map
(b) A cake is sliced into 8 equal parts. Firdaus and his friends ate of
2
the cake. How many parts have they eaten? PL 5











(c) Read the conversation. Then, help Ching to shade the 100-square
diagram. PL 6 Mathematics
Comic


Ching, please shade this
100-square diagram, on the
condition that the number of
shaded squares should be
16% more than the unshaded
squares.

Alright, Tan.

Tan
Ching

Mathematics Comic



PERFORMANCE LEVEL ( ) 1 2 3 4 5 6

Teacher's signature: Date:


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Unit 3.indd 42 02/11/2022 8:02 AM

ANSWERS





The letters obtained is T
UNIT 1 Numbers up to 10 000 9. (a) 1 326

(b) 7 458
1. (a) • • (c) 9 035
(b) • • 10. (a) 6 thousands + 2 hundreds + 3 tens + 5 ones
(c) • • (b) 4 thousands + 8 hundreds + 1 tens + 7 ones
(d) • • (c) 2 thousands; 1 hundreds; 6 tens; 9 ones
(e) • • (d) 7 thousands; 5 hundreds; 0 tens; 3 ones
2. (a) two thousand seven hundred and thirty-five ✓ 11. (a) 5 000 + 200 + 90 + 3
(b) four thousand two hundred and three ✓ (b) 9 000 + 600 + 10 + 4
(c) seven thousand and eighteen ✓ (c) 7 000; 100; 20; 3
(d) six thousand and two ✓ (d) 8 000; 200; 6
12. (a) Ali
3. (a) (b)
2 5 6 1 (b) The number given by Ana is 2 455, that is
greater than 2 420, while the number given by
1 Ira is 2 405, that is smaller than 2 410.
3 13. G → E → F
14. (a) 4 200, 4 194, 4 188, 4 182
(c) (d)
4 7 1 2 (b) 6 810, 6 910, 7 010, 7 110
(c) 9 096, 9 105, 9 114, 9 123
5
(d) 7 032, 6 032, 5 032, 4 032
(e) (f)
8 0 4 7 15. (a) 3 644, 3 646, 3 648
(b) 4 765; 4 750, 4 745
0 0 (c) 5 960, 5 970; 6 000
(d) 6 220; 6 020, 5 920
0
16. (a) more or less
9 (b) more than
(c) less than
4. (a) two thousand one hundred and forty-seven
(b) four thousand eight hundred and fifteen 17. (a) 7 930; 3 680; 2 050; 5 790
(c) six thousand and ninety (b) 1 800; 9 500; 4 700; 6 600
(d) three thousand and one (c) 3 000; 8 000; 4 000; 10 000
(e) seven thousand five hundred and two 18. (a) Any number from 2 750 till 2 849 is acceptable.
5. (a) 2 719; 3 578; 4 902 (b) 6 236; 4 504; 8 173 (b) Any number from 2 500 till 3 499 is acceptable.
6. 19. (a) (b)
• • •
(c) (d)
• • • 20. (a) 1 242, 1 248 ; increasing in sixes
(b) 4 890, 4 889 ; decreasing in ones
7. (a) ones; 2 (c) 5 035, 4 035 ; decreasing in thousands
(b) tens; 80 21. (a) Haikal
(c) hundreds; 400 (b) 1 223 marbles
(d) thousands; 5 000 (c) 7 boxes E, 5 boxes F, 9 boxes G and 3 extra
8. 2 328 3 419 1 565 9 324 7 334 1 032 9 365 pieces of colour paper
1 365 3 896 4 286 3 706 1 425 3 783 6 243 [Any other correct answers can be accepted.]
2 112 4 325 8 224 5 673 2 125 5 960 7 990
7 327 6 320 8 567 9 240 3 033 9 459 3 782
4 459 5 675 8 093 7 231 6 782 2 137 2 563
5 670 1 230 2 812 3 244 5 237 4 028 1 239

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Mathematics Year 3 Answers

UNIT 2 Addition, Subtraction, Multiplication and (c) 6 321
In box A, there are 5 438 marbles, whereas in

Division
box B there are 2 972 marbles less than box A.
1. (a) 1 325 + 2 032 = 3 357 The number of marbles in box C is 3 855 more
(b) 4 532 + 3 366 = 7 898 than box B, which is 6 321.
(c) 2 400 + 173 = 2 573
(d) 2 078
2. (a) 5 575 • • • • A library has 6 200 storybooks and 750
(b) 4 698 • • • • academic books. 4 872 books are going to be
discarded. The number of books left is 2 078.
(c) 4 449 • • • •
Any other reasonable answers can be accepted for
(d) 6 291 • • • • Question 11.
(e) 7 801 • • • • 12. (a) 6 401 soy milk boxes
3. (a) 1 647 + 2 854 + 3 998 = 8 499 (b) 2 555 calculators B
(b) 2 104 + 1 321 + 3 050 = 6 475 (c) (i) ✓
4. (a) 5 897 (ii) 980 cookery books
(b) 6 405
(c) 5 108 13. (a) Unknown: Number of storybooks read by Farah.
(d) 1 345 Mathematical sentence: 24 + = 56
(e) 2 345 (b) Unknown: Number of boxes of coffee biscuits.
Mathematical sentence: 19 – = 7
5. (a) 3 648 – 1 423 = 2 225
(b) 9 775 – 6 251 = 3 524 (c) Unknown: Original number of erasers on the
(c) 8 967 – 6 534 = 2 433 stationery rack
(d) 7 820 – 180 = 7 640 Mathematical sentence: – 75 = 120
(d) Unknown: Number of Adam’s stamps
6. (a) 3 500
(b) 5 450 Mathematical sentence: + 50 = 250
(c) 1 211 14. (a) 4 × 2 000 = 8 000
(d) 4 001 (b) 5 × 1 200 = 6 000
7. (a) 7 434 15. (a) (b) (c) (d) (e)
(b) 4 789 28 63 96 92 87
(c) 2 874 • • • • •
(d) 2 189
(e) 6 598 • • • • •
(f) 3 211
8. (a) 7 698 – 2 324 – 3 350 = 2 024 16. (a) 1 016
(b) 2 563 (b) 1 592
(c) 2 684 (c) 8 020
(d) 4 662 17. (a) 4 520
(e) 7 510 (b) 4 296
(f) 1 305 (c) 5 752
(g) 4 896 (d) 8 547
9. (a) 22 + 9 – 4 = 27 (e) 100
(b) 183 – 3 + 7 = 187 (f) 7
10. (a) 1 335 (c) 6 428 18. (a) 40 ÷ 5 = 8
(b) 3 586 (d) 8 520 (b) 5 000 ÷ 1 000 = 5
(c) 30 ÷ 10 = 3
11. (a) 2 032
There are 1 680 packets of wheat flour and 352 19. (a) 121
packets of rice flour in a warehouse. The total (b) 128 remainder 3
number of packets of flour in the warehouse is (c) 972
2 032. (d) 853
(b) 3 763 (e) 9
A factory produces 5 001 pairs of shoes. 1 238 (f) 100
pairs of shoes were distributed to supermarkets. 20. (a) 648
The remainder of shoes in the factory is 3 763 (b) 1 615
pairs. (c) 196

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Mathematics Year 3 Answers

21. (a) 9 800 3. (a) 4 (b) 6
A factory sends sugar to 4 supermarkets. Each 1 × 2 = 2 2 × 3 = 6
supermarket receives 2 450 packets of sugar. 2 × 2 4 3 × 3 9
The total number of sugar sent is 9 800 packets. (c) 3
(b) 1 229 remainder 3 2 3 = 4 ÷ 2
6 ÷ 2
6 148 chicken eggs were distributed to 5 bakeries
in equal amounts. Each bakery received 1 229 4. (a) 3 3
6 ÷ 2
eggs and the remainder were 3 eggs. 10 ÷ 2 = 5
(c) 90
There are 450 Year 6 pupils in a school. Puan (b) 1
Hani divided them into 5 sport houses. Each 3
sport house has 90 pupils. 3 ÷ 3 = 1
(d) 700 9 ÷ 3 3
A newspaper delivery boy delivers 100 (c) 2 1
newspapers. In a week, he delivers 700 4 ÷ 4 1
newspapers in total. 8 ÷ 4 = 2
Any other reasonable answers can be accepted for 9 2
Question 21. 5. (a) (b) 1
4 3
22. (a) 10 000 lemons (c) 19 (d) 2 3
(b) 2 765 yellow cards 5 7
(c) (i) 50 soap bars 7 1
(ii) remainder of 21 soap bars 6. (a) 9 (b) 2
23. (a) Unknown: The number of orange boxes. (c) 2 (d) 4
Mathematical sentence: × 24 = 96 3 5
(b) Unknown: The number of Maya’s friends. 7. (a) 1 (b) 1
Mathematical sentence: 49 ÷ = 7 3 2
(c) Unknown: The number of books to be discarded. (c) 1 (d) 1
Mathematical sentence: ÷ 100 = 75 8. 6 2
(d) Unknown: The number of shoe racks.
Mathematical sentence: 238 × = 1 428


PROGRESSIVE TEST 1
9. (a) (b)
Section A
1. C 2. D 3. A 4. C 5. C
6. B 7. C 8. C 9. B 10. C

Section B
1. (a) 3 421, 3 415, 3 409 10. (a) zero point one four
(b) 3 410 (b) 0.42
2. (a) Number of jars; 2 800 ÷ = 50 (c) zero point seven nine
(b) 2 695 (d) zero point zero eight
(e) 0.56
UNIT 3 Fractions, Decimals and Percentages 11. (a) 0.48; zero point four eight
(b) 0.32; zero point three two
3 2 12. (a) (b)
1. (a) (c)
5 3
(b) one over four
2. (a) (b)





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Mathematics Year 3 Answers

(c) (b) 0.93 m ; 0.75 m ; 0.18 m ; 0.93 m

(c) 38% ; 65%; 27%; 38%
22. (a) The purple rubber balls
(b) 4 parts of the cake
13. J = 0.02 K = 0.14 (c)






L = 0.23 M = 0.37 UNIT 4 Money

1. (a) RM2 877
(b) RM3 230.60
(c) RM8 110.95
(d) RM5 902.10
14. (a) 0.36 bigger than ✓ 0.35 2. (a) RM6 884.90
(b) P is 0.58 and Q is 0.64 (b) RM8 240.65
The value of P is smaller than ✓ the value of Q. (c) RM7 526.60
15. (d) RM3 106.20
0.06 0.32
3. (a) RM2 681.70
(b) RM1 774.45
0.46 0.29 0.72 0.41
(c) RM3 624.65
0.4 0.63 0.23 0.4 0.49 0.09 (d) RM3 861.70
4. (a) RM3 686.50
16. (a) 0.45 (b) 0.39 (c) 0.25 (b) RM2 478.70
(d) 0.42 (e) 0.57 (f) 0.74 (c) RM4 325.35
17. (a) 21% (b) 64% (c) 40% (d) RM673.40
16 32 5. (a) RM3 322.55
18. (a) ; (b) ;
100 100 (b) RM3 510.85
(c) RM4 445.15
(d) RM3 587.65
(e) RM4 856
(f) RM1 438
(g) RM5 260.30
(h) RM6 385.10
81
(c) ;
100 6. (a) RM8 192.50
(b) RM7 780.95
(c) RM9 450
(d) RM5 926.90
(e) RM573.50
19. (a) Five percent (f) RM2 100
(b) 18% 7. (a) RM2 108.15
(c) 43% (b) RM1 302.45
(d) Seventy two percent (c) RM356.25
(d) RM4 526.50
20. (a) 0.08 (b) 41% (c) 0.16 (e) RM1.75
(d) 90% (f) RM30.45
5 7 1 5
21. (a) ; ; ;
8 8 4 8





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