GO Math SJ_G3 EN

AUTHORS PROGRAM CONSULTANT
Dr Tippawan Nuntrakune
Dr Calvin Irons
James Burnett
Peter Stowasser
Allan Turton
Jaye Kelly

INTRODUCTION

ORIGO GO Math is a world-class comprehensive mathematics program, developed by a team of
experts to provide a balanced approach to teaching and learning mathematics. There are two pages for
each of the 12 lessons in every unit. This sample shows the key components.

Unit and lesson number. 2.1 Addition: Investigating patterns
This example shows Unit 2,
Lesson 1. Warm Up What do you know about 25 15
this pan balance?
The lesson title tells the
content of the lesson. It has What equation could you write to match the pan balance?
two parts: the stem (or big What symbols must you use?
idea), and the leaf (which
gives more details). The pan balance is level so the equation must use the = symbol.

The Warm Up is designed to How could you use that equation to figure out these?
generate classroom discourse.
Open questions are posed to 26 = 15 + 25 = 16 +
make students think about
different methods or answers. 27 = 15 + 25 = 17 +

The Work Out provides 28 = 15 + 25 = 18 +
appropriate written
work for the student. 29 = 15 + 25 = 19 +

Which digits change in each set of equations?
Which digits stay the same?

Work Out 1. Your teacher will give you two labeled cubes. Roll the cubes and
choose one number to write in any equation in any set below to
make it true. Continue until all the sets have been completed.

a. SET A b. SET B c. SET C

13 + = 14 13 + = 23 + 6 = 66

13 + = 15 13 + = 33 50 + = 55

13 + = 16 13 + = 43 + 4 = 44

13 + = 17 13 + = 53 30 + = 33

13 + = 18 13 + = 63 + 2 = 22 ©�ORIGO�Education

13 + = 19 13 + = 73 10 + = 11

♦ 32 ORIGO GO Math • Grade 3 • 2.1
© ORIGO Education

♦2 ORIGO GO Math   • Grade 3

INTRODUCTION

ORIGO�Education�specializes�in�developing�and�providing�curriculum� aapOpisSrnaRap�roOitn�IennrhTGgRdosdgehOrIo�aG�aaysa�PcuGmOep�irihlrOr�moaiEc��mv�dtnrMdeipoeecudsaal�,ecs�et.r�ta�teayishmhgnta���iiatendocseer�enh��nUaeap�d�tsc��mnr�u�cphtotioshotaeefeemie�tcrssddhssi�uap���cesawSlproimionetzpinadnedhaottsea�eteerti�llnmthcsiy��nlss�et�eope�i.iidnavrfao��ree�cAsrAn�vahtmmiuuerneysldarego�tsetrr�ph�iinancielnta�ismmag�.a,��a�TaanCtthndiahced�nesas��ampreedr�aw�oantv,ioo�ciNrdwsle�id�fnwao-gcvr�l�Z�aacKieusliaasnrr�lbdpailcenreuor�dgldu,a�umrct�etsn��STUDENT journalSTUDENT journal
resources�and�professional�learning�in�mathematics�for�Kindergarten� ••�•�•�O�PaRCFrnooDIroGdfeme�s�avOdtvotieisee�strGuel�c�or2a�Ouipccl1Ws�o��htscMson�toioo�oefiacn�plndsetcphmAenemo�ntpirnusactteureuadykna�a�irinlsti�enguaki�epoinlscirllrdson�otee�cbosurglau�sesecctmpofrashrmn�u�onssadmgosliinril�bvuatn,ghimnnl�eibgingceyntk�aha�itcmnnafjeogtd�oonma��aacniyntarrmeedtachhas�taretbiteenimovlaglim:sta�lyieotdai.nce,istan�sgui�csainnsdg��ulasninggu�aag�rea�nge�
and�Primary�teachers�and�their�students.�These�world-class�products� GRADE 3

The Student Journals consist of two parts: Book A and Book B.and�services�are�used�widely�in�Australia,�Canada,�New�Zealand,� GRADE 3 BOOk A
Singapore,�the�United�States�of�America,�and�are�now�available�
in�Thailand.�
ORIGO�GO�Math�is�a�comprehensive�mathematics�
program�designed�to�support�teachers�
as�they�implement�this�contemporary�
approach�to�teach�mathematics.

Book A comprises Units 1 to 6, and Book B comprises Units 7 to 12.

ORIGO�GO�Math�is a rigorous program that aims to:
•� Develop�conceptual�understanding�by�connecting�ideas�and�using�a�range�

of�visual�tools
•� Foster�21st�century�skills�such�as�thinking�and�reasoning
•� Create�rich�opportunities�to�communicate�mathematics�using�language�

and�discussion
•� Promote�confi�dence�in�problem�solving�and�creativity

We make learning mathematics
meaningful, enjoyable,
And accessible for all.

BOOk B 3 Product�Code:�TSJ�676�3

3 Product�Code:�TSJ�683�3

2. a. Look at the sets of equations in Question 1.
In Set A, how did the ones digits in the totals change?

b. In Set B, how did the tens digits in the totals change?

3. Write the missing numbers in each set below.

a. The Fast Finishers puts a twist
on each lesson to develop
142, 144, 146, , , 152, 154, higher order thinking skills.

b. , 627, , 827,

327, 427,

c.

335, 340, , , 355, , 365

Fast Finishers Look at how the provided numbers have changed.
Complete the addition patterns.

a. Pattern A b. Pattern B
The digit in the tens place changes. The digit in the ones place changes.

+ 14 = 38 13 + 12 = This points the student to
the accompanying page
+ 14 = 48 14 + 12 = in the Practice Book.

+ 14 = + 12 = For Grade 3, Book A shows
a blue diamond beside each
+ 14 = + 12 = page number, and index
references are in blue. Book B
© ORIGO Education + 14 = + 12 = shows a green diamond and
index references are in green.
Practice 2.1 33 ♦
ORIGO GO Math • Grade 3 • 2.1
© ORIGO Education

ORIGO GO Math   • Grade 3 3♦

Book A CONTENTS

UNIT 1 UNIT 4

1.1 Number: Representing four-digit numbers 8 4.1 Multiplication: Reviewing strategies 80
1.2 Number: Writing four-digit numerals and number names 10 4.2 Multiplication: Relating multiples and factors 82
1.3 Number: Writing four-digit numerals and number 12 4.3 Multiplication: Extending the fours and eights facts 84
4.4 Multiplication: Using patterns to extend known facts 86
names (Thai) 14 4.5 Multiplication: Reviewing the partial-products 88
1.4 Number: Writing four-digit numbers in expanded form 16
1.5 Number: Working with place value 18 strategy (two-digit numbers) 90
1.6 Number: Locating four-digit numbers on a number line 20 4.6 Multiplication: Using the partial-products strategy
1.7 Number: Comparing and ordering four-digit numbers 22 92
1.8 Number: Comparing and ordering three- and (three-digit numbers)
24 4.7 Multiplication: Using the partial-products strategy 94
four-digit numbers
1.9 Fractions: Identifying one-half, one-fourth, 26 (four-digit numbers) 96
28 4.8 Multiplication: Using the partial-products strategy 98
and one-third
1.10 Fractions: Working with parts of a whole (equal size) 30 (two two-digit numbers) 100
1.11 Fractions: Showing the same fraction with wholes 4.9 Number: Comparing and ordering five-digit numbers 102
4.10 Number: Comparing and ordering four- and
of different size
1.12 Fractions: Representing the same fraction in five-digit numbers
4.11 Number: Analyzing and extending patterns
different ways 4.12 Number: Using patterns to solve word problems

UNIT 2 UNIT 5

2.1 Addition: Investigating patterns 32 5.1 Division: Reviewing the think-multiplication strategy 104
2.2 Addition: Two-digit numbers (with composing) 34 5.2 Division: Halving to divide by two, four, and eight 106
2.3 Addition: Two- and three-digit numbers (with composing) 36 5.3 Division: Finding whole number quotients 108
2.4 Addition: Developing written methods 38
2.5 Addition: Working with the standard algorithm 40 and remainders 110
2.6 Addition: Working with the standard algorithm 42 5.4 Division: Solving word problems with remainders 112
5.5 Division: Reviewing the relationship between
(composing tens) 44 114
2.7 Addition: Working with the standard algorithm multiplication and division
46 5.6 Division: Introducing the partial-quotients strategy 116
(composing hundreds)
2.8 Addition: Reinforcing the standard algorithm with 48 (two-digit dividends) 118
50 5.7 Division: Reinforcing the partial-quotients strategy
three-digit numbers 52 120
2.9 Number: Building a picture of 10,000 54 (two-digit dividends)
2.10 Number: Representing five-digit numbers 5.8 Division: Using the partial-quotients strategy (three- 122
2.11 Number: Representing five-digit numbers (Thai) 124
2.12 Number: Writing five-digit numbers in expanded form and four-digit dividends)
5.9 Division: Reinforcing the partial-quotients strategy 126
UNIT 3
(three- & four-digit dividends)
3.1 Subtraction: Counting back to subtract two-digit 56 5.10 Division: Introducing the short algorithm
numbers (with decomposing) 5.11 Division: Reinforcing the short algorithm
58
3.2 Subtraction: Counting back to subtract two- and (with remainders)
three-digit numbers (with decomposing) 60 5.12 Division: Solving word problems

3.3 Subtraction: Counting on to subtract two-digit 62 UNIT 6
numbers (with composing)
64 6.1 Fractions: Analyzing unit fractions 128
3.4 Subtraction: Counting on to subtract two- and three- 66
digit numbers (with composing) 6.2 Fractions: Writing with symbols 130
68
3.5 Subtraction: Working with the algorithm 6.3 Fractions: Representing unit fractions on a number line 132
3.6 Subtraction: Using the algorithm with two-digit 70
6.4 Fractions: Representing as a sum of unit fractions 134
numbers (decomposing tens) 72
3.7 Subtraction: Using the algorithm with three-digit 74 6.5 Fractions: Relating models 136
76
numbers (decomposing tens) 78 6.6 Fractions: Comparing unit fractions (length model) 138
3.8 Subtraction: Using the algorithm with three-digit
6.7 Fractions: Making comparisons with the same 140
numbers (decomposing hundreds) numerator (number line)
3.9 Money: Identifying amounts (bills)
3.10 Money: Identifying amounts (bills) 6.8 Fractions: Solving comparison word problems 142
3.11 Money: Working with bills and coins
6.9 Time: Reading and writing to the minute 144
3.12 Money: Solving word problems
6.10 Time: Duration in hours and minutes 146 © ORIGO Education

6.11 Time: Converting between units 148

6.12 Time: Solving word problems 150

STUDENT GLOSSARY 152

♦4 ORIGO GO Math   • Grade 3

Book b CONTENTS

UNIT 7 UNIT 10

7.1 Addition: Introducing the compensation strategy 8 10.1 Division: Analyzing partitioning strategies 80
(two- and three-digit numbers)
10 10.2 Division: Three- and four-digit dividends and one-digit 82
7.2 Addition: Working with the compensation strategy divisors (with remainders) 84
(two- and three-digit numbers) 12 86
10.3 Division: Recording steps (three- and four-digit
7.3 Addition: Working with the standard algorithm 14 dividends)
(composing in any place)
16 10.4 Division: Introducing the long algorithm
7.4 Addition: Using the standard algorithm with
multi-digit numbers 18 10.5 Division: Working with the long algorithm 88
20
7.5 Addition: Using the standard algorithm with 22 10.6 Division: Working with the long algorithm 90
multiple addends 24 (with remainders) 92
26
7.6 Addition: Solving word problems 28 10.7 Division: Making estimates to solve problems
7.7 Addition: Solving two-step word problems 30
7.8 Addition: Creating two-step word problems 10.8 Division: Solving and creating word problems 94
7.9 Length: Estimate in metres and centimeters 32 (two-step) 96
7.10 Length: Introducing millimeters 34
7.11 Length: Introducing kilometers 36 10.9 Money: Exchanging amounts
7.12 Length: Exploring the relationship between
38 10.10 Money: Making transactions 98
different units
40 10.11 Money: Calculating change 100
UNIT 8
42 10.12 Money: Interpreting ledgers 102
8.1 Subtraction: Introducing the compensation strategy
8.2 Subtraction: Reinforcing the compensation strategy 44 UNIT 11
8.3 Subtraction: Reviewing the standard algorithm 46
48 11.1 Fractions: Adding with the same denominators 104
(decomposing tens or hundreds) 50 (length model)
8.4 Subtraction: Using the standard algorithm 52 106
54 11.2 Fractions: Reinforcing adding with the same
(decomposing any place) denominators (number line) 108
8.5 Subtraction: Analyzing decomposition across places 56
11.3 Fractions: Adding with the same denominators 110
involving zero (three-digit numbers) 58 (word problems)
8.6 Subtraction: Using the standard algorithm with 112
60 11.4 Fractions: Introducing subtracting with the same
multi-digit numbers denominators (length model) 114
8.7 Subtraction: Solving 2-step word problems 62
8.8 Subtraction: Creating 2-step word problems 11.5 Fractions: Reinforcing subtracting with the same 116
8.9 Data: Revision of picture graphs 64 denominators (number line) 118
8.10 Data: Creating and interpreting pictograms 120
8.11 Data: Working with data displays 66 11.6 Fractions: Subtracting with the same denominators
8.12 Data: Solving word problems (word problems) 122
68 124
UNIT 9 11.7 Fractions: Mixed computations
70 126
9.1 Multiplication: Review the standard algorithm with 11.8 Fractions: Solving mixed word problems
two-digit numbers (regrouping tens) 72
11.9 Weights: Revise estimating and measuring in
9.2 Multiplication: Using the standard algorithm with 74 kilograms and kheed
two-digit numbers (regrouping ones) 76
11.10 Weights: Introduce metric ton
9.3 Multiplication: Using the standard algorithm with 78
two-digit numbers (regrouping tens and ones) 11.11 Weights: Explore the relationship between kilograms
and grams
9.4 Multiplication: Introducing the standard algorithm
with three- and four-digit numbers 11.12 Weights: Explore the relationship between tons
and kilograms
9.5 Multiplication: Using the standard algorithm with
three- and four- digit numbers UNIT 12

© ORIGO Education 9.6 Multiplication: Using the standard algorithm with two 12.1 Geometry: Review of shapes 128
two-digit numbers 12.2 Geometry: Working with rectangles 130
12.3 Geometry: Making and identifying shapes 132
9.7 Multiplication: Reinforcing the standard algorithm with 12.4 Geometry: Introducing reflective symmetry 134
multi-digit numbers (word problems) 12.5 Geometry: Working with reflective symmetry 136
12.6 Geometry: Finding a line of symmetry 138
9.8 Multiplication: Using the associative property with 12.7 Geometry: Exploring symmetry 140
two two-digit numbers (double and halve) 12.8 Geometry: Finding multiple lines of symmetry 142
12.9 Measurement: Revising liters and introducing 144
9.9 Multiplication: Using the associative property with
two-digit numbers (use factors) milliliters 146
12.10 Measurement: Relating and comparing milliliters
9.10 Multiplication: Reinforcing the use-factors strategy 148
9.11 Multiplication: Comparing strategies with multi-digit and liters 150
12.11 Measurement: Tools for volume and capacity
numbers (word problems) 12.12 Measurement: Solve two-step mixed volume and
9.12 Multiplication: Creating and solving two-step
capacity word problems
word problems
STUDENT GLOSSARY 152

ORIGO GO Math   • Grade 3 5♦

Book A Indicators

LESSONS CODE INDICATOR CONTENT
UNIT 1 MA1.1 Read and write number names, Hindu-Arabic
1.1, 1.2, 1.3, Grade 3/1 numerals and Thai numerals for whole numbers • Count by 10s and 100s up to 10,000
up to 100,000 • Write Hindu Arabic numerals for whole numbers
1.4, 1.5 MA1.1
Grade 3/2 Compare and order whole numbers up to up to 10,000
1.6, 1.7, 1.8 MA1.1 100,000 in given situations • Understand the value of each digit in a
1.9, 1.10, 1.11 Grade 3/3 Identify fractions; read and write fractions
UNIT 2 MA1.1 to represent quantities and use objects to four-digit number
2.1, 2.2, 2.3, Grade 3/1 represent a given fraction • Read and write number names for whole
2.4, 2.9, 2.10, Read and write number names, Hindu-Arabic
MA1.2 numerals and Thai numerals for whole numbers numbers up to 10,000
2.11, 2.12 Grade 3/1 up to 100,000 • Read and write Thai numerals and number names

2.1 Find the missing number in number patterns for whole numbers up to 10,000
that increase by a common difference for whole • Write four-digit numbers in expanded form
numbers up to 100,000
• Compare and order up to five four-digit numbers
• Compare whole numbers up to 10,000 using symbols

• Identify fractions
• Use objects to represent a given fraction

• Count by 2s, 5s, and 10s
• Read and write number names for whole

numbers up to 100,000
• Read and write Thai number names for whole

numbers up to 100,000
• Read and write Thai numerals for whole numbers

up to 100,000
• Understand the place values of ones, tens, and

hundreds
• Read and write Hindu Arabic numerals
• Understand the value of each digit to the ten

thousands place
• Write five-digit numbers in expanded form

• Find missing numbers in increasing patterns

2.2, 2.3, 2.4, 2.5, MA1.1 Find the unknown in number sentences • Addition for totals up to 10,000
2.6, 2.7, 2.8 involving addition of whole numbers up to
Grade 3/5 100,000
Find the unknown in number sentences
UNIT 3 MA1.1 involving subtraction of whole numbers up to
3.1, 3.2, 3.3, 3.4, Grade 3/5 1,000
3.5, 3.6, 3.7, 3.8,

3.12

3.9, 3.10, 3.11, MA2.1 Solve word problems involving money • Tell the amount of money in a collection of coins © ORIGO Education
3.12 Grade 3/1 Solve 2-step problems involving addition, • Tell the amount of money in a collection of notes
3.12 subtraction, multiplication, and division of whole • Compare amounts of money
MA1.1 numbers up to 100,000 • Tell the amount of money
Grade 3/8 • Write amounts using decimals
• Solve word problems involving money

• Solve 2-step problems involving addition and
subtraction with numbers up to 10,000

♦6 ORIGO GO Math   • Grade 3

LESSONS CODE INDICATOR CONTENT
UNIT 4 MA1.1 Find the unknown in number sentences
4.1, 4.2, 4.3, 4.4, Grade 3/6 involving multiplication of a 1-digit number and • Count by 2s, 5s, 10s and 100s
4.5, 4.6, 4.7, 4.8, a 1-, 2-, 3-, or 4-digit number • Find the unknown in number sentences

4.11, 4.12 Compare and order whole numbers up to involving multiplication of a 1-digit number
100,000 using symbols and a 1- or 2-digit number
4.9, 4.10 MA1.1 Find the missing number in number patterns • Find the unknown in number sentences
4.11, 4.12 Grade 3/2 that increase by a common difference for involving multiplication of a 1-digit number
whole numbers up to 100,000 and a 3-digit number
MA1.2 Solve 2-step word problems involving addition, • Find the unknown in number sentences involving
Grade 3/1 subtraction, multiplication, and division of multiplication of a 1-digit number and up to
whole numbers up to 100,000 a 4-digit number
4.12 MA1.1 Find the unknown in number sentences • Compare and order whole numbers up to
Grade 3/9 involving division with a 1-, 2-, 3-, or 4-digit 100,000 using symbols
dividend and a 1-digit divisor • Find the missing number in number patterns that
UNIT 5 MA1.1 increase by a common difference
5.1, 5.2, 5.3, Grade 3/7 Solve 2-step word problems involving addition, • Find the missing number in number patterns that
5.4, 5.5, 5.6, subtraction, multiplication and division of whole decrease by a common difference
5.7, 5.8, 5.9, number up to 100,000 • Solve word problems involving repeated addition
5.10, 5.11, 5.12 Find the unknown in number sentences
involving multiplication of a 1-digit number • Find the unknown in number sentences involving
5.4, 5.12 MA1.1 and a 1-, 2-, 3-, or 4-digit number division with a 2-digit dividend and a 1-digit divisor
Grade 3/9 Read and write number names,
Hindu-Arabic numerals and Thai numerals • Find the unknown in number sentences involving
5.1, 5.3, 5.5 MA1.1 for whole numbers up to 100,000 division with a 2-digit dividend and a 1-digit divisor
Grade 3/6 Compare fractions with the same numerator (with remainders)
Solve problems involving addition and
5.6, 5.7, 5.8, 5.9 MA1.1 subtraction of fractions with common • Find the unknown in number sentences involving
Grade 3/1 denominators, where the total is division with a 3- or 4-digit dividend and a
less than or equal to 1 1-digit divisor
UNIT 6 MA1.1 Solve word problems involving time
6.1, 6.2, 6.3, 6.4, Grade 3/4 and duration • Find the unknown in number sentences involving
6.5, 6.6, 6.7, 6.8 division with a 3- or 4-digit dividend and a
1-digit divisor
6.4 MA1.1
Grade 3/10 • Solve word problems involving division
• Solve 2-step word problems involving division
6.9, 6.10, 6.11, MA2.1
6.12 Grade 3/2 and multiplication
• Find the unknown in number sentences
© ORIGO Education
involving multiplication of a 1-digit number
ORIGO GO Math   • Grade 3 and a 2-digit number
• Understand place value of up to 4-digit numbers

• Identify fractions
• Compare fractions with the same numerator
• Order fractions with the same numerator
• Add fractions with the same denominator

• Tell time in hours and minutes
• Write and read time using : or .
• Tell duration in hours and minutes
• Read and write records of activities that specify

the time
• Compare duration using the relationship between

hours and minutes
• Solve word problems involving time and duration

7♦

1.1 Number: Representing four-digit numbers

Warm Up What do you know about this block?

If you regrouped this block as hundreds blocks,
how many hundreds blocks would you get?
How many tens blocks would you get? How many ones blocks would you get?

Are there more than or Are there more than or
fewer than 1,000 books fewer than 1,000 pages
in your library? in a big dictionary?

Look at these blocks.
How would you describe the number
in each place?

Write numbers in the place-value Th H T Ones
chart to match the blocks.

Show how you would record the
same number on the expander.

Work Out 1. Write numbers in the place-value chart to match the blocks.
b.
a.

Th H T Ones Th H T Ones © ORIGO Education

♦8 ORIGO GO Math • Grade 3 • 1.1

2. Look at the blocks. Write the matching number on the expander.
a.

b.
c.
d.
e.

Fast Finishers These blocks have been moved around.
Write the matching number on the expander.

© ORIGO Education

ORIGO GO Math • Grade 3 • 1.1 Practice 1.1 9♦

1.2 Number: Writing four-digit numerals and number names

Warm Up Two students wrote a numeral to match these blocks.

Singto wrote 356.
Fah wrote 3,056.

Which numeral is correct? How do you know?
What is used to show there are no blocks in a place?

Why do you think this is important?

When a number is written without an expander, a comma can
be used to separate the thousands from the hundreds, tens, and
ones. This makes it easier to read and say the number name.
How do you say these numbers?

2,346 4,185 3,206 7,420 2,815

Work Out 1. Write the matching number on the expander. Then write the
number in words.
a.

ab.. a.

© ORIGO Education

♦ 10 ORIGO GO Math • Grade 3 • 1.2

2. Write the matching number on the expander. Then write the number name.
a.

4,819

b.

3,080

3. Write the matching numeral or number name.
a.

4,018
b.

one thousand six hundred and twenty
c.

3,006
d.

two thousand nine hundred and fifteen

SFatespt FAihneisahders The ancient Greeks placed pebbles in grooves to show
numbers. This board shows the number 3,109.

a. What do the grooves on the board show?

b. What do the pebbles show?

© ORIGO Education c. W hat does it mean if there are no pebbles in a groove?

ORIGO GO Math • Grade 3 • 1.2 Practice 1.2 11 ♦

1.3 Number: Writing four-digit numerals and number names
(Thai)

Warm Up Two students wrote a numeral to match these blocks.

Ton wrote ๓,๐๕๖.
Aom wrote ๓๕๖.

Which numeral is correct? How do you know?
What is used to show there are no blocks in a place?

How could you write the Thai numeral and number name that is 10 greater than
the number of blocks?

How do you say these numbers? ๒,๑๐๘ ๑,๕๙๐ ๖,๔๑๒

๓,๕๒๕ ๔,๖๑๗

Work Out 1. Write the matching number on the expander. Then write the
number in words.
a.

b.

© ORIGO Education

♦ 12 ORIGO GO Math • Grade 3 • 1.3

2. Write the matching number on the expander. Then write the number name.
a.

๖,๔๑๓

b.

๒,๐๗๐

3. Write the matching Thai numeral or number name.

a. ๘,๐๑๔

b. สามพันหนง่ึ ร้อยหกสบิ

c. ๘,๐๐๙

d. หกพนั เจ็ดร้อยสบิ สาม

© ORIGO Education SFatespt FAihneisahders Look at the blocks. Write your answers in Thai words.

a. How many thousands blocks are shown in total?

b. How many hundreds blocks are shown?

c. What number do the blocks show in total?

ORIGO GO Math • Grade 3 • 1.3 Practice 1.3 13 ♦

1.4 Number: Writing four-digit numbers in expanded form

Warm Up What number is shown
on each part of this
mix-and-match card?

Why do the parts match?

The part at the Th H T Ones
bottom tells the
value of each digit 1254
in the place-value
chart above.

What happens if you add the numbers 1,000 + 200 + 50 + 4
on the bottom part?

What do you notice about the total? 5,209 Expanded form is a way
How would you write this number of showing how much each
in expanded form? digit represents in a number.

Work Out 1. Look at the blocks. Write the matching number in the place-value
chart. Then write the same number in expanded form.
a. b.

Th H T Ones Th H T Ones

+ ++ + ++ © ORIGO Education
♦ 14
ORIGO GO Math • Grade 3 • 1.4

2. Write each number in expanded form. + ++
a. + ++
+ ++
1 941 + ++

b.

3 990

c.

6 545

d.

4 072

3. Write each number in expanded form.
a. 5,385
b. 2,730
c. 8,412

Fast Finishers Draw blocks to match the number that 3,000 + 400 + 7
has been expanded. Then write the
matching numeral.

© ORIGO Education

ORIGO GO Math • Grade 3 • 1.4 Practice 1.4 15 ♦

1.5 Number: Working with place value

Warm Up What number do these
blocks show?

Write the number on this expander.

How do you read
the number?

Now add 10. Write the new number. Now subtract 100. Write the new number. 

What number is represented by these blocks?
What number is 100 greater? What number is 100 less?
What number is 10 greater? What number is 10 less?

Work Out 1. Write the numbers that are 100 greater and 100 less.

100 less 5,101 8,995
2,359 842 1,206 506

100 greater

2. Write the numbers that are 10 greater and 10 less.

10 less

670 4,375 1,416 805 7,395 9,985 © ORIGO Education

10 greater

♦ 16 ORIGO GO Math • Grade 3 • 1.5

3. Your teacher will give you a labeled number cube.
Follow these steps to complete the number trail.

a. Roll the cube. Write the number in the first box.
b. Repeat the above step for each box on the trail.
c. Then add or subtract along the trail. Write the missing numbers

in the hexagons.

5,762 + §

+

§+

§ §
+

Fast Finishers The number cube from Question 3 was used with these
number trails. Write the missing numbers.

3,309 +10 3,319 §100 § 3,209

© ORIGO Education 3,562 § +10 3,472 §100 3,372

ORIGO GO Math • Grade 3 • 1.5 Practice 1.5 17 ♦

1.6 Number: Locating four-digit numbers on a number line
Warm Up This picture shows a piece of a ruler.

0 1 2 3 4 5 6 7 8 9 10
centimeters

What number would be 10 cm greater than the number shown by the red arrow?
How do you know?
What number would be 100 cm greater?
What number would be 1,000 cm greater?
What do you notice about this number line?

0 1,000 2,000 3,000 4,000

What number is shown on this number line?

2,200 2,500 250 3,050

Work Out 1. Write the number that should be in the position shown
by each arrow. Think carefully before you write.

a. b. c.

1,000 2,000 3,000 © ORIGO Education
d. e. f.

♦ 18 ORIGO GO Math • Grade 3 • 1.6

2. Draw a line to join each number to its position on the number line.
Then write > or < in each circle to describe each pair of numbers.

a. 2,520 2,570 b. 2,660 2,640

2,500 2,600 2,700
c. 5,250 5,850
5,050 d. 5,550

5,000 5,500 6,000
3,909
3. Circle the greatest number.

a. b.
3,398
2,400 2,501 2,356 3,986

c. 6,871 7,816 d. 4,010 4,100
8,176 4,001

Fast Finishers a. Chris moved these counters to show a number. 7 9
His number has 7 hundreds. Write all the 4 2
numbers he could show.

© ORIGO Education b. Circle the greatest number.

ORIGO GO Math • Grade 3 • 1.6 Practice 1.6 19 ♦

1.7 Number: Comparing and ordering four-digit numbers
Warm Up How can you figure out which number is greater?

Which place would you look at first to mark the numbers on this number line?

2,000 3,000

Estimate the position of each number on the number line. Use a different color to show
your estimated position for each number.
How can you tell which number is greater? Write > and < to complete the statements.

2,145 2,250 2,250 2,145

Work Out 1. Draw a line to join each number to its position on the number line.
Then write > or < to compare the numbers.

a. 2,150 2,250 b. 2,840 2,600

2,000 2,500 3,000
c. 2,400 2,920
2,350 d. 2,660 © ORIGO Education
♦ 20 ORIGO GO Math • Grade 3 • 1.7

2. Write each set of numbers in order from least to greatest.

a. 4,532 4,509 4,590

least greatest

 ,  ,

b. 5,026 7,106 6,902 5,920

least greatest

c. 3,700  ,  ,  , 4,300
3,017 4,030 3,070
least greatest

 ,  ,  ,  ,

3. Shade the true statements.

a. b. 6,000 = 6,000 c.
7,619 ≠ 7,620 3,490 > 3,940

d. e. f.
2,398 = 2,389 8,090 < 8,009 5,534 > 5,533

Fast Finishers Joey has these blocks. Praew gives Joey 1 more thousands
block and 3 more tens blocks. What number do Joey’s blocks
show now?

© ORIGO Education

ORIGO GO Math • Grade 3 • 1.7 Practice 1.7 21 ♦

1.8 Number: Comparing and ordering three- and
four-digit numbers

Warm Up Look at the two numbers below. They are both three-digit numbers
but one digit is hidden.

X 7 4 8 0 9

Imagine the number in the square is greater than the number in the circle.
What could be the missing digit? How do you know?
Now imagine the number in the square is less than the number in the circle.
What could be the missing digit?
Look at the two numbers below.

9 9 9 0 0 0 0

Imagine the number in the square is greater than the number in the circle. What could
be the missing digits? How did you use place value to help you decide?

Work Out Use this table to answer Questions 1, 2, and 3 on page 23.

Name Mountain Heights © ORIGO Education
Cheaha Mountain Height (meters)
Mount Washburn 736
Mount Magazine 3,116
Borah Peak 839
Mount Elbert 3,861
Mount Whitney 4,401
Mount Greylock 4,421
Eagle Mountain 1,064
701

♦ 22 ORIGO GO Math • Grade 3 • 1.8

12. TWerxittehtehree.height of each mountain.
Then write is less than or is greater than to make the statement true.
a. a.
a. Borah Peak
Mount Greylock

m m
b. Eagle Mountain Mount Washburn

a. m a. a. m

2. Write the height of each mountain. Then write > or < to make the statement true.
a. Mount Magazine Mount Greylock b. Mount Magazine Borah Peak

mm m m
ca.. Mount Whitney Cah.eaha Mountain ad.. Borah Peak aM. ount Washburn

m mm m
e. Mount Elbert
Mount Whitney f. Mount Washburn Mount Elbert

m mm m

3. Write the mountain heights in order from greatest to least. least

greatest

,,,

,,,

Fast Finishers In each pair, circle the number that is greater.

© ORIGO Education a. 4,608 b. 3,412 c. 7,018 d. 209 e. 5,200
914 3,507 7,104 451 990

ORIGO GO Math • Grade 3 • 1.8 Practice 1.8 23 ♦

1.9 Fractions: Identifying one-half, one-fourth,
and one-third

Warm Up What do you notice about each of these shapes?

How would you describe the amount that is shaded?
What fraction name would you say?

These shapes have all been split
into four equal parts. One part
of each shape is shaded, so each
shape shows one-fourth.

Shade one part of the shape on the right.
How could you describe the amount that is shaded?

Fraction names, such as one-third and one-fourth,
have a different meaning from the names we use
to describe order, such as third and fourth.

Work Out 1. C olor one part of each shape. Then write the name of the fraction
that is shaded.
a. b. c.

© ORIGO Education

♦ 24 ORIGO GO Math • Grade 3 • 1.9

2. Beside each fraction name, write the picture that matches. Some fraction names
match more than one picture. Some pictures have no match.

A C
B

E
DF

GH I

One-half
One-third
One-fourth

Fast Finishers Color the shape to help solve the problem.

© ORIGO Education Nid ate one-fourth of the pizza. pieces
How many pieces are left?
Practice 1.9 25 ♦
ORIGO GO Math • Grade 3 • 1.9

1.10 Fractions: Working with parts of a whole (equal size)

Warm Up Look at how each shape has been split.
Which shapes show all equal parts?

Look at the shape on the far right.
What fraction of the whole circle is shaded? Why do you think so?

It is split into two parts but they aren't
equal. It looks like four copies of the
shaded part would fill the whole.
Look at the shapes below.
What do you notice about the number of parts and the size of each part?

As the number of parts
increases, the size of
each part decreases.

Work Out 1. Circle the shapes that have been split into parts of equal size.

a. b. c. d.

e. g.
f.

© ORIGO Education

♦ 26 ORIGO GO Math • Grade 3 • 1.10

2. Circle the shapes that show one-half shaded. c.
a. b.

d. e. f.

3. Color one part in each strip. Then circle the strips that show one-fourth shaded.
a.
b.
c.
d.

Fast Finishers Fold a sheet of paper in half, then in half and half again.

a. After each fold, write the b. What pattern do you see?
number of parts of equal size.

1 fold makes 2 parts

2 folds make parts

© ORIGO Education 3 folds make parts

ORIGO GO Math • Grade 3 • 1.10 Practice 1.10 27 ♦

1.11 Fractions: Showing the same fraction with wholes
of different size

Warm Up Imagine you cut each sandwich in half to share with a friend.

Compare the halves of each sandwich.
What is the same? What is different?

Each sandwich shows
two parts of the same size.

One-half of one sandwich is less than
one-half of the other sandwich.

Imagine Kaew has 12 marbles in a bag and she gives one-half to Gam.
Mike has 18 marbles in a bag and he gives one-half to Pok.
Now Gam and Pok both have one-half of a bag of marbles.
Do they have the same number of marbles? How do you know?
Does one-half always show the same quantity or amount?

Work Out 1. Color one-half of each shape.
b.
a.

© ORIGO Education

♦ 28 ORIGO GO Math • Grade 3 • 1.11

2. Draw straight lines to show each shape split into the fractions shown. Try to split
each shape in the same way. Then color one part of each shape.
Halves
c. d.
a. b.

Thirds
e. f. g. h.

Fourths k. l.
i. j.

Fast Finishers Color parts in the last shape to continue the pattern.

© ORIGO Education

ORIGO GO Math • Grade 3 • 1.11 Practice 1.11 29 ♦

1.12 Fractions: Representing the same fraction
in different ways

Warm Up Look at these shapes.
What amount of each shape is shaded?

What do you notice about each fraction?
What is the same? What is different?

Each shape shows the
same fraction.

The shape of the parts is different.
What is another way you could show the same fraction?

Work Out 1. Draw lines to join each fraction picture with a matching name.

one-third one-half one-fourth
a.

© ORIGO Education

♦ 30 ORIGO GO Math • Grade 3 • 1.12

2. Use a ruler to draw straight lines that show each shape split into the fractions
shown on the labels. Then color one part of each shape. Make the splits
different for each pair of shapes.

a. Halves b. Fourths

c. Thirds d. Fourths

e. Halves f. Thirds

Fast Finishers Draw more lines to split each shape into parts of equal size.
b.
a.

© ORIGO Education

ORIGO GO Math • Grade 3 • 1.12 Practice 1.12 31 ♦