Year 3 Practice Book 3C Unit 10: Fractions (2)

Unit 10: Fractions (2) Lesson 2: Equivalent

fractions (2)
Lesson 1: Equivalent
fractions (1) ➜ pages 9–11

➜ pages 6–8 1.

1. a) 14 = 28 0 1 2
2 2
b) 16 = 122

1 2 4
c) 3 = 6 = 12
1 2 3 4
2. Lines drawn as below: 0 4 4 4 4
1
3

1 2 3 4 5
0 5 5 5 5 5
2
5

1 2 4 6 8
1 0 8 8 8 8 8
4

1 4 5 6 10
1 0 10 10 10 10 10
2

3. a) 23 = 69 2. a) 12 = 24 e) 15 = 10
2

(2 out of 3 parts shaded in the top bar; 6 out of 9 b) 12 = 48 f) 2 4

= 10
5
parts shaded in the bottom bar.)
3
c) 12 = 10
5
g) = 68
3
4
b) = 15
15
d) 14 = 28 36
h) = 10
(1 out of 5 parts shaded in the top bar; 3 out of 15 5
parts shaded in the bottom bar.) 3. a) 13 = 26 b) = 46
2
3
c) 12 = 36
c) 3
= 28 = 14 d) Answers will vary: any three fractions that are not
12
(1 out of 4 parts shaded in the top bar; 2 out of 8 equivalent to 13 .
parts shaded in the middle bar; 3 out of 12 parts 4. 1 1 3
shaded in the bottom bar.) 2 4 4

4. 68 = 34 = 12
9

(3 out of 4 parts shaded in the top bar; 6 out of 8

parts shaded in the middle bar; 9 out of 12 parts 1
0 8 1
shaded in the bottom bar.)
5. Olivia is not correct, as she has not split the whole 5. 13 written at first mark along the line.
into 5 equal parts, so the parts are not fihs.
These fractions circled on the bottom number line:
Children may draw bar models to compare and show 1 2 4 5 6 7 8
that 25 ≠ 13 . Alternatively, they may add a line to the top , , , , , , .
9 9 9 9 9 9 9
diagram to split the circle into sixths and label the 6. 22 and 77 both equal 1 whole so they are equivalent
fraction as 26 . fractions.
Any fractions equivalent to 1 whole (any fractions with
Reflect a numerator the same as the denominator).

An explanation should recognise that if you fold a sheet Reflect

of paper into equal parts and shade one part, then the
size of this shaded part stays the same even if the paper Children need to explain that when they draw number
is folded again to make smaller equal parts; for example: lines to compare fractions, the number lines need to be
I can fold my paper in half and shade in 1 half. If I then the same length (the whole needs to be the same). They
fold my paper in half again, I can now see 24 shaded, also need to explain that the whole needs to be divided
which is the same as 12 . into the number of equal parts determined by the
denominator before they can compare.

© Pearson Education 2018 1

 Year 3 Practice Book 3C Unit 10: Fractions (2)

Lesson 3: Equivalent 2. a) 18 > 19 c) 25 < 12

5

fractions (3) b) 56 > 23 d) 34 < 10

9

3. a) Answers will vary; the denominator must be less

➜ pages 12–14 than 6.
b) Answers will vary; the denominator must be
1. a) 18 = 16
2
greater than 6.
(1 out of 8 parts shaded in the top bar; 2 out of 16 c) Answers will vary; the denominator must be less
parts shaded in the bottom bar.) than 8.
b) 45 = 10
8 d) Answers will vary; the denominator must be
(4 out of 5 parts shaded in the top bar; 8 out of 10 greater than 8.
parts shaded in the bottom bar.) 4. Answers will vary; the number of fih parts must
c) = 3 9 be greater than the number of quarter parts. Some
4 12
( 34 written at third mark along the top number possible solutions are: 25 > 14 ; 35 > 24 ; 45 > 34 .
9 5. Answers will vary. Some possible solutions are:
line; 12 written at ninth mark along bottom
1 3 1 2 1 2
number line.) = ; = ; < .
2 6 3 6 6 3
6
d) 34 = 12
16
6. Smallest fraction = 11
( 34 written at third mark along top number line; 12
16
8
Greatest fraction = 11
written at twelh mark along bottom number line.)
2. a) Answers will vary. Children could show and Reflect
compare 23 and 12
8
pictorially, proving they are
equal. Or they could write an explanation of how Teachers should check for explanations that the
the numerator and denominator have both been denominator tells us how many equal parts the whole is
8
multiplied by 4 to give 12 . split into. If the denominator is a smaller number, there
b) Answers will vary. Children could show and are fewer equal parts, so each part is bigger. The larger
compare 25 and 15
4
pictorially, proving they are not the dominator, the more equal parts and the smaller
equal. Or they could explain that the numerators each part.
and the denominators of the two fractions are
not related by the same factor or multiple (the
numerator of 25 has been multiplied by 2, but the Lesson 5: Comparing and
denominator has been multiplied by 3).
6
ordering fractions
3. a) = 12
10 20
d) 48 = 12 g) 4
32 8
=1
b) 3 12
= e) 5
= 30 h) 12 3
= ➜ pages 18–20
4 16 11 66 36 9
8
c) =4 f) 5
= 1
i) 5 20
= 7 8 9 10 11 12
12 6 15 3 7 28 1. a) Possible answers: 12 , 12 , 12 , 12 , 12 , 12
Children should have drawn a line between f) and h). 1 2
b) Possible answers: 10 , 10
27 30 33
4. , ,
36 40 44 c) 33
5. Emma is wrong. She has added 1 to the numerator d) Possible answers: 69 , 68 , 67 , 66
and to the denominator – this does not show e) The denominator could be any number greater
equivalence. In order to show equivalence, you than 3.
need to either multiply both the numerator and the f) The denominator could be any number smaller
denominator by the same multiple or divide them than 10.
both by a common factor. g) Answers will vary; the fraction must be greater
than 12 .
Reflect h) Answers will vary; the first fraction must be greater
than the second fraction.
Teachers should look for an explanation that you can i) Answers will vary; the first fraction must be less
divide both the numerator and denominator in 104
by the than the second fraction.
2
common factor 2 to make 5 . 3 1 7
2. a) 12 , 2 , 12
1 1 1
b) 8 , 5 , 3
Lesson 4: Comparing fractions 4 4 4
c) 10 , 8, 6
3. a) 15 circled
➜ pages 15–17 b) 15 written at second mark along number line
4. 13 , 14 , 15
1. a) 12 > 13 c) 14 = 16
4

5. 19 , 37 (or possibly 28 ), 55
b) 15 > 16 d) 10 <9
12 10

© Pearson Education 2018 2

 Year 3 Practice Book 3C Unit 10: Fractions (2)

5. Possible pairs are: 0 and 38 ; 18 and 48 ; 28 and 58 ; 48 and 78 ;

Reflect 5
and 88
8
9
Answers will vary. Children might find the fraction wall 6. –7
10 10
2
= 10
helps them to compare fractions. Some children may 7. a) 15 c) 6
12
comment that it is easier to compare fractions that have b) 19 d) 6
the same denominator than those that have different 10

denominators.
Reflect

Lesson 6: Adding fractions Teachers should look for an explanation of why the
subtraction only affects the numerator (because the
➜ pages 21–23 subtraction involves taking ninths from ninths so the
answer will also be ninths). Children could also show
1. a) 6
c) 8 this method pictorially with a bar model or using a
7 12
5 10
number line.
b) 9
d) 10
4 3
2. a) b)
5
5
3. a) + = 3 8
b)
4
1 2 3
+ =
Lesson 8: Problem solving
– adding and subtracting
9 9 9 8 8 8
2 4 8
4. a) 3
d) 6
g) 10
b) 4
4
e) 4
8
h) 12
12
fractions
5 4 3
c) f) i)
9 5 7 ➜ pages 27–29
1 4 2 3 3 2 4
5. Possible answers: + 6
; + ;
6 6 6 6
+ ;
6 6
+ 16
4
6. a) Lines drawn to join: 1. a) 12 of Amy’s cupcakes are chocolate or strawberry.
8
5
to 38 b) 12 of the cupcakes are vanilla.
8
1
to 12 c) There were more vanilla cupcakes.
2 7
3
to 14 There were 12 more vanilla cupcakes than chocolate
4 cupcakes.
1 4
b + =1
5 5
3 3 2. a) It is windy for 59 of Emma’s holiday.
6 6
+ =1
3 b) It is windy for a greater amount of the holiday
+ 7 =1
10 10 because 59 is greater than 49 .
0 3 1 2 2 1 3 0
3. a) Possible answers: 10 + 10 ; 10 + 10 ; 10 + 10 ; 10 + 10 .
Reflect 10 7 9 6 8 5 7 4
b) Possible answers: 10 – 10 ; 10 – 10 ; 10 – 10 ; 10 – 10 ;
6
Jamilla is correct. When you divide a whole into 5 equal – 3; 5 – 2; 4 – 1; 3 – 0.
10 10 10 10 10 10 10 10
parts, each part is 1 fih. Adding one fih and another c) Answers will vary. Ensure the denominators are
fih gives you two of these equal parts, but each part is tenths and the numerators add and subtract to
still 1 fih, so 1 fih add 1 fih equals 2 fihs: 15 + 15 = 25 . give 3.
Richard is wrong. 15 is equivalent to 10
2
so 15 + 15 cannot 2
4. Luis read 10 of the book on Wednesday.
2
be 10 .
5. No, Ebo is not correct as Andy only ate 17 of a pizza, so
in total they ate 47 of a pizza between them. Children
Lesson 7: Subtracting fractions could check their answer using a bar model or
number line.
➜ pages 24–26
Reflect
4 6 1
1. a) 9
c) 12
(or 12
)
2 7 Answers will vary. Ensure children are adding and
b) 10
d) 8 subtracting fractions with the same denominator when
2. Max has 38 of the cake le. creating their own word problems. Alternatively, some
3. a) 2 children may write problems around calculations using
3
5 1
common fractions; for example: 34 – 12 = 14 .
b) 8
c) 6
3 2
4. a) 9
d) 10
g) 46
1 7
b) 8
e) 11
h) 89
1 2 1
c) 4
f) 8
i) 9

© Pearson Education 2018 3

 Year 3 Practice Book 3C Unit 10: Fractions (2)

Lesson 9: Problem solving –

fractions of measures
➜ pages 30–32

1. a) 34 of the bottles are apple juice.

b) There are 30 bottles of apple juice.
2. Children should have circled:
a) 13 of 1 litre of water
b) 25 of 20 kg
c) 15 of 10 hours
d) 38 of a 12 cm strip of paper.
3. a) Kate played more netball.
6 6
b) Kate went swimming on 10 of the days in April. 10 is
1 5
greater than 2 as this is equivalent to 10 , so Kate is
correct.
4. Ambika used 35 of the ribbon and Lee used 15 , so they
used 45 in total. Yes, there was 15 of the ribbon le,
which is 2 metres in length.
5. The plant was 18 cm tall at the end of the second
week.

Reflect
Look for an explanation that you need to add the
fractions that Olivia spent on bananas and cherries, then
work out what fraction she has le: 15 + 25 = 35 ; 55 – 35 = 25 .
Then work out 25 of £10, which is £4, so Olivia has £4 le.

End of unit check

➜ pages 33–34

My journal

Children may record answers such as follows:

Comparing with
• They are unit fractions and the first fraction is smaller
than the second.
• The more parts a unit is divided into, the smaller the
size of each part.
• Looking at a fraction wall, the bigger the denominator,
the smaller the size of the bar.
(Some children may prove this using real examples and
show that, for example 13 < 12 or 10
1
< 18 .)
Comparing with
• The denominators are the same, so the greater the
numerator the greater the fraction.
• If I look at a fraction strip split into 5 equal parts, the
more parts I have, the bigger the fraction is.
(Some children may prove this by using real examples
and show that, for example, 45 > 25 .)

© Pearson Education 2018 4

 Year 3 Practice Book 3C Unit 11: Time

Unit 11: Time 4. 12 squares shaded; 12 of a day = 12 hours

6 squares shaded; 14 of a day = 6 hours
Lesson 1: Months and years 8 squares shaded; 13 of a day = 8 hours

➜ pages 35–37 5. a) 22 hours

b) 2 hours
1. a) 27th September 6. Answer will vary. Check whether the child is realistic
b) 21st April about timings and durations.
c) 29th November
d) 7 days are 1 week, so counting forwards or Reflect
backwards 7 days will take you to the same day
in the following or previous week. You can add or Look for an explanation that each day starts at midnight
subtract the number of days from the date unless and ends at midnight 24 hours later. The day does not
the count goes over the end or start of a month. start and end with bedtime.
2. There are 351 days le in the year.
3. Coloured red: Jan, Mar, May, July, Aug, Oct, Dec
Coloured yellow: Apr, Jun, Sept, Nov
Lesson 3: Estimating time
Coloured blue: Feb
➜ pages 41–43
4. The time it takes for Earth to travel once around the
Sun is 1 year. 1. a) c)
Earth takes 365 14 days to travel once around the Sun.
Most years have 365 days.
Leap years have 366 days.
Every year has 12 months.
5. 29th November (or 30th November if you are 5 o’clock quarter past 9
counting this day as one of the days le).
333 days b) d)
6. Circled: 2036, 2044
‘No’ circled. 2045 will not be a leap year as it is not a
multiple of 4. Leap years usually occur every 4 years,
when the year is a multiple of 4.
half past 11 quarter to 3
Reflect 2. Approximate times:
8 o’clock (minute hand drawn pointing to 12)
It is true that there were 91 days in January, February and Half past 2 (minute hand drawn pointing to 6)
March in 2016 as this was a leap year. 31 days in January, Quarter to 7 (minute hand drawn pointing to 9)
29 days in February and 31 days in March make 91 days. 3. Ticked: quarter to 12; twenty-five to 12; five to 12
In 2017, there would have been 90 days as it was not a
leap year, so February only had 28 days. 4. Emma is not right as the hour hand moves during
the hour; so if it is half past the hour then the hour
hand would point half-way between the two numbers.
Lesson 2: Hours in a day As the hour hand on the clock is more than half-way
between 4 and 5, the time must be aer half past 4
➜ pages 38–40 but before 5 o’clock.
5. 30 minutes, 15 minutes, 45 minutes, 12 minutes
1. Children should have drawn hands on to clocks to 6. It could be any time between 2 o’clock and quarter
show the appropriate times: past 2 or between quarter to 3 and 3 o’clock.
1 o’clock Wednesday → 1 o’clock Thursday
5 o’clock Friday → 5 o’clock Saturday
Third example completed to show any pair of times Reflect
with a difference of 24 hours.
I know that it is half past the hour.
2. In top circle (24 hours): A, D, E I know that it is between 5 o’clock and 6 o’clock.
In bottom circle (12 hours): B, C I know that it is between 2 o’clock and half past 2.
3. All intervals in bar diagrams labelled 24 hours.
2 days = 48 hours
3 days = 72 hours
1 week = 168 hours

© Pearson Education 2018 1

 Year 3 Practice Book 3C Unit 11: Time

Lesson 4: Telling time to 2. a) Minute hand pointing to the 13th interval, hour
hand between 1 and 2 but closer to 1
5 minutes b) Minute hand pointing to 8, hour hand over half-way
between 8 and 9
➜ pages 44–46 c) Minute hand pointing to the 48th interval, hour
hand between 7 and 8 but closer to 8
1. 20 minutes past 10 d) Minute hand pointing to 27th interval, hour hand
10 minutes past 5 almost half-way between 5 and 6
5 minutes past 7
3. 2nd clock on the le (26 minutes past 3) matched to
25 minutes past 3
3rd clock on the right (26 minutes to 3)
10 minutes to 4
3rd clock on the le (9 minutes to 2) matched to 4th
20 minutes to 7
clock on the right (9 minutes past 2)
5 minutes to 9
4th clock on the le (22 minutes to 12) matched to
25 minutes to 12
1st clock on the right (22 minutes past 12)
2. a) Minute hand pointing to 9, hour hand between
4. Kate has correctly noticed that the long hand shows
10 and 11, but closer to 11.
five minutes to the hour, but she has also seen that
b) Minute hand pointing to 5, hour hand between
the short hand is aer the 2, and thought that this
10 and 11, but just before half-way.
meant it was five minutes to 2, not 3.
c) Minute hand pointing to 8, hour hand between
2 and 3, but just aer half-way. 5. She checks 7 times (12 minutes past 9, 20 minutes
d) Minute hand pointing to 2, hour hand between past 9, 28 minutes past 9, 24 minutes to 10,
6 and 7, but just aer 6. 16 minutes to 10, 8 minutes to 10 and 10 o’clock).
3. Lexi has mixed up the minute hand and hour hand of
the clock. The time is five to 2. Reflect
4. Twenty minutes past 6 Answers will vary. Children might explain that each small
5. a) Possible times: twenty minutes to 4; quarter to 4; interval stands for 1 minute, and each large interval
ten minutes to 4; five minutes to 4 between marked numbers stands for 5 minutes. You
Explanations will vary, but children should can count in 5s and then 1s to work out the number of
recognise that the hour hand must be pointing minutes past or to the hour.
between 3 and 4, since 3 and 4 add up to 7, so the
time is between 3 o’clock and 4 o’clock. The minute
hand points to a number that is more than 7 so it Lesson 6: Telling time to the
must be later than 25 minutes to 4.
b) Answers will vary. Ensure that children’s clues work.
minute (2)
➜ pages 50–52
Reflect
1. a) Minute hand pointing to 6, hour hand half-way
Explanations will vary. For example: the hour hand is between 8 and 9
between 3 and 4 so it must be between 3 o’clock and 4 b) Minute hand pointing to 3, hour hand quarter-way
o’clock. The minute hand is pointing to the 7. This means past 1
it is 25 minutes to 4 because there are 5 five-minute c) Minute hand pointing to 9, hour hand three-
intervals until the minute hand would reach the 12 to quarters of the way between 4 and 5
say 4 o’clock. d) Minute hand pointing to 7th interval, hour just
past 10
Lesson 5: Telling time to the 2. a) 7:10 c) 11:55
b) 3:25 d) 5:08
minute (1) 3. a) 6:15 pm d) 9:40 am
b) 7:30 am e) 12:01 am
➜ pages 47–49
c) 4:09 pm
1. Minute hand pointing to 9th interval 4. 7:32 am or 7:32 pm
Minute hand pointing to 42nd interval 5. a) On both clocks, the minute hand is drawn pointing
Minute hand pointing to 24th interval to the 5 and the hour hand drawn pointing just
Minute hand pointing to 53rd interval under half-way between 4 and 5.
b) Both clocks look the same because analogue clocks
do not show whether a time is am or pm.
6. 1:23 am and 1:23 pm; 2:34 am and 2:34 pm; 3:45 pm
(am is given); 4:56 am and 4:56 pm

© Pearson Education 2018 2

 Year 3 Practice Book 3C Unit 11: Time

7. Possible times: 12:07, 12:16, 12:25, 12:34, 12:43, 12:52, Lesson 8: Finding the duration
11:08, 11:17, 11:26, 11:35, 11:44, 11:53, 10:09, 10:18,
10:27, 10:36, 10:45, 10:54, 9:01, 9:10, 8:02, 8:11, 8:20, ➜ pages 56–58
7:03, 7:12, 7:21, 7:30, 6:04, 6:13, 6:22, 6:31, 6:40, 5:05,
5:14, 5:23, 5:32, 5:41, 5:50, 4:06, 4:15, 4:24, 4:33, 4:42, 1. a) 38 minutes (clock shaded from 07:12 to 07:50;
4:51, 3:07, 3:16, 3:25, 3:34, 3:43, 3:52, 2:08, 2:17, 2:26, +38 minutes on number line)
2:35, 2:44, 2:53, 1:09, 1:18, 1:27, 1:36, 1:45, 1:54 b) 43 minutes (first clock shaded from 11:45 to 12:00
and second clock from 12:00 to 12:28; +15 minutes
Reflect and +28 minutes on number line)
c) 46 minutes (first clock shaded from 13:38 to 14:00
From 12 midnight till 12 noon it is am because it is and second clock from 14:00 to 14:24; +22 minutes
before midday. So 1:35 am is very early in the morning and +24 minutes on number line)
and it is still dark at this time.
2. a) Durations written into the table:
21 minutes
Lesson 7: Telling time to the 31 minutes
41 minutes
minute (3) 51 minutes
b) The answers get 10 minutes greater each time
➜ pages 53–55 because the start time minutes are the same and
the end time minutes are 10 minutes more each
1. a) Hour hand half-way between 3 and 4 time.
b) Hour hand between 6 and 7 but closer to 6 3. The tanker takes 91 minutes to fill up with milk.
c) Hour hand just under half-way between 8 and 9
d) Hour hand three-quarters of the way between 4. False. Max has not taken into account that the
1 and 2 duration is over an hour, so he would need to add
e) Hour hand just over half-way between 9 and 10 another 60 minutes to 35. This makes it 95 minutes.
f) Hour hand a quarter of the way between 1 and 2 5. 150 minutes
2. a) 04:52 b) 17:09 6. Possible answers: start 13:01, end 13:53; start 13:02,
03:52 18:09 end 13:54; start 13:03, end 13:55; start 13:04, end
02:52 19:09 13:56; start 13:05, end 13:57; start 13:06, end 13:58;
01:52 20:09 start 13:07, end 13:59
00:52 21:09
3. 20:00 is the 24-hour clock equivalent of 8 pm or Reflect
8 o’clock in the evening.
Children’s questions will vary. Ensure that the end time
4. a) Minute hand pointing to the 12th interval, hour
is aer the start time, unless the question crosses over
hand pointing to just aer 5
midnight.
b) Minute hand pointing to 8, hour hand pointing just
aer half-way between 11 and 12
5. 19:05, 19:14, 19:23, 19:32, 19:41, 19:50, 19:46, 19:55 Lesson 9: Comparing duration
6. Answers will vary. Ensure that times and am/pm
match the 24-hour time; for example, 03:40 and ➜ pages 59–61
twenty minutes to 4 am (or 3:40 am).
Latest time is 23:44 (16 minutes to midnight or 1. a) 26 minutes (clocks shaded from 18:09 to 18:35)
11:44 pm) b) 25 minutes (clocks shaded from 18:52 to 19:17)
Earliest time is 00:01 (1 minute aer midnight or Alex practises for the longer time on Monday.
12:01 am) 2. Lee’s dad parks for 63 minutes. He should pay £1 as
he did not park over 65 minutes.
Reflect 3. a) Bus B is quicker. Bus A and B leave 10 minutes
apart, but they do not arrive 10 minutes apart.
An explanation that the hour is more than 12, so it is If Bus B were to arrive 10 minutes later, it would
a 24-hour clock time. In the 24-hour clock, times aer arrive at 10:33. As it arrives 6 minutes before this
12:00 are pm, so this time is in the evening: 6:58 pm. time, I know it is 6 minutes faster than Bus A.
b) Bus C is quicker. Buses C and D leave 10 minutes
apart, but they do not arrive 10 minutes apart.
If Bus D were to arrive 10 minutes later, it would
arrive at 11:22. As it arrives 3 minutes aer this
time, I know it is 3 minutes slower than Bus C.

© Pearson Education 2018 3

 Year 3 Practice Book 3C Unit 11: Time

4. 1 hour 9 minutes is longer. 1 hour = 60 minutes, so

1 hour 9 minutes = 69 minutes. 69 minutes is a longer Reflect
time than 63 minutes.
The lesson ends at 7:40 pm.
5. Answers will vary: activities must total 110 minutes or
less; for example, the science experiment and school Explanations will vary. Some children will see that
library visit would take 60 + 35 minutes = 95 minutes 55 minutes is just 5 minutes less than 1 hour and so will
so could be done before home time. add 1 hour and adjust by subtracting 5 minutes. Some
Exact time: science experiment, school library visit, children will add on 15 minutes to make 7 pm and then
spelling test (60 minutes + 35 minutes + 15 minutes add on 40 minutes to make 7:40 pm.
= 110 minutes).

Reflect
Lesson 11: Measuring time in
seconds
Adventure film = 105 minutes; space film = 100 minutes.
Adventure film is longer. ➜ pages 65–67
Children could also use the fact that they start
10 minutes apart, but do not finish 10 minutes apart. 1. a) Line drawn to 45 seconds
If the space film was the same length as the adventure b) Line drawn to 40 seconds
film it would finish at 17:10; however, it finishes at 17:05 c) Line drawn to 35 seconds
so it must be shorter.
d) Line drawn to 55 seconds
2.
Lesson 10: Finding start and
Time in Time in
end times Activity
minutes seconds
1
➜ pages 62–64 Bouncing a ball a minute 30 seconds
2

1. I will get into the fair at 1:38 pm. (Clock to show 1:38.) Running on the spot 2 minutes 120 seconds

2. a) First clock to show 2:32; second clock to show 2:51 Skipping 1 1 minutes 90 seconds
End time, 2:51 pm 2
b) First clock to show 3:03; second clock to show 3:52 Star jumps 1 minute 60 seconds
Start time, 3:03 pm
3. 2:53 pm 3. It takes Ebo 40 seconds.
Answers will vary. A possible explanation is: count 4. Jamie’s stopwatch shows 17 seconds because
back 2 minutes to 3:00 and then count back 7 minutes 1 minute equals 60 seconds and 60 – 43 = 17 seconds.
to 2:53. Max’s stopwatch shows 36 seconds because 1 minute
4. equals 60 seconds and 60 – 24 = 36 seconds.
Start Queue length End 5. Answers will vary. How accurate were the children at
time (duration) time estimating 1 minute?
Bouncy castle 1:16 pm 22 minutes 1:38 pm
Reflect
Big dipper 2:12 pm 25 minutes 2:37 pm

Go karts 3:48 pm 26 minutes 4:14 pm Children should show an understanding that 1 second
is a specific measurement of time (for example, the
Runaway train 4:42 pm 24 minutes 5:06 pm
time it takes to say ‘1 elephant’.) Bella could count to 60
5. Mo has forgotten that there are only 60 minutes in elephants to give her a better estimate of 1 minute.
an hour, so 65 minutes is the same as 1 hour and
5 minutes. Therefore, his poster will be ready an hour
and 5 minutes later than 5 minutes past 4, which is
10 minutes past 5.
6. a) It could have started at 2:21, 2:22, 2:23 or 2:24.
b) It ends at 1:34 pm.
An efficient method is to add on 2 hours and adjust
by taking off 1 minute.

© Pearson Education 2018 4

 Year 3 Practice Book 3C Unit 11: Time

End of unit check

➜ pages 68–70

My journal

1. a) I know that the time is 25 minutes to 3 because …

Explanations will vary. Children should be able
to explain that they know the time because the
minute hand is pointing to 7 (or the 35th interval),
which means 25 minutes to the hour, and the hour
hand is just over half-way between 2 and 3.
b) I know that the time is 17 minutes past 8 because …
Explanations will vary. Children should be able
to explain that they know the time because the
minute hand is pointing to the 17th interval, which
means 17 minutes past the hour, and the hour
hand is pointing to 8.
c) I know that the time is 9 minutes to 5 because …
Explanations will vary. Children should be able
to explain that they know the time because the
minute hand is pointing to the 51st interval, which
means 9 minutes to the hour, and the hour hand is
pointing to 5.
2. Answers will vary. Check that children have drawn
the hands on their clocks correctly and have used
a variety of ways to write their times, using the 24
hour clock and/or using am and pm. Ensure that they
choose an appropriate time for the activity that they
have chosen to record.

Power play

Children will end on the clock showing 4 minutes to 7.

12:02 pm 13:11 6:33 pm 18:10 I7:47

12:48 pm 13:57 19:19

I2:58 1:21 pm 2:20 pm 4:38 pm 17:01

13:31 3:16 pm 15:52 I6:05 18:10

1:45 pm 15:06 3:29 pm 5:24 pm

© Pearson Education 2018 5

 Year 3 Practice Book 3C Unit 12: Angles and properties of shapes

Unit 12: Angles and Lesson 2: Right angles in shapes

properties of shapes ➜ pages 74–76

Lesson 1: Turns and angles 1.

➜ pages 71–73

1. a) Now he faces the café.

b) Now he faces the pond.
2.

✓ ✓
2.

✓ ✓
3. Answers will vary, but children should notice that they
end up facing in the same direction.
4. a) She is facing west. A B C D
b) She could be facing west or east. 3.
c) Southwest
d) One right angle anticlockwise or three right angles
clockwise
5.
Starting Quarter Two right- Quarter turn Three-quarter
position turn angle turns anticlockwise turn
4. Answers will vary. Children should have drawn a line
clockwise anticlockwise anticlockwise that is perpendicular to the existing line, to create at
then a
quarter turn
least one right angle. Children can draw their own pair
clockwise of perpendicular lines in the final two diagrams.
5. Answers will vary. Typical items that show right angles
include books, doors, tables or the whiteboard.
6. Children should have coloured the cross.

Reflect
Answers will vary. Ensure that children are drawing
accurately with a ruler and that the shape has at least
three internal right angles. Possible answers include a
square, a rectangle, an irregular pentagon with three
Reflect right angles, and an L shape. Children who interpret the
question as specifying ‘exactly three right angles’ will
When I turn by two right angles, I will face the opposite discover that they need to draw an irregular polygon
direction. with five or more sides, either convex or concave, that
When I turn by four right angles, I will face the same looks like three corners of a square or rectangle with
direction. extra sides added. Some possibilities are shown.

© Pearson Education 2018 1

 Year 3 Practice Book 3C Unit 12: Angles and properties of shapes

Lesson 3: Comparing angles 4. a) Rectangle will be 11 cm × 55 mm.

b) Square will be 55 mm × 55 mm.
➜ pages 77–79 c) Each right-angled triangle will have perpendicular
sides of length 55 mm and hypotenuse
1. First angle joined to ‘less than a right angle’ approximately 78 mm long.
Second angle joined to ‘greater than a right angle’
Third angle joined to ‘a right angle’ Reflect
2. Drawings will vary. Children should show three angles
Step 1: Place your ruler flat on your paper and find 0.
of between 0 and 90 degrees in the top row and three
Step 2: Place your pencil on 0 and draw a line to 5 cm.
angles of between 90 and 180 degrees in the bottom
Step 3: Extend your line for 5 smaller intervals (mm).
row.
You will have drawn a line 5 cm and 5 mm long.
3. obtuse acute obtuse
4. Answers will vary. Using the points of the peg board,
children should show three angles of between 0 and Lesson 5: Types of line (1)
90 degrees in the top row, three angles of between
90 and 180 degrees in the second row, and three ➜ pages 83–85
angles of 90 degrees in the final row.
1. neither horizontal neither vertical
5. Answers may vary, but the following is the correct
prediction: 2. There are 2 horizontal lines and 8 vertical lines.
12 acute angles (2 × 2 complementary; 8 3. Answers will vary. Child should show 3 horizontal,
supplementary with the obtuse 3 vertical and 3 neither horizontal nor vertical lines.
angles)
4.
6 right angles (2 × 2 supplementary, + 2)
8 obtuse angles (8 supplementary with the acute
angles)
(Children will not know the vocabulary
‘supplementary’ and ‘complementary’ but they
may be able to spot and use the principles in their
predictions.)

Reflect
Answers will vary. Typical obtuse and acute angles can be 5. Turn all shapes by a quarter-turn (right-angle turn) to
formed in open books, open doors, two pencils or rulers. change the symmetry lines from vertical to horizontal
Children may discover shapes around the room that or vice versa.
have acute or obtuse angles. Children can use an angle 6. Lines ticked:
measurer (or a right angle) to decide whether an angle is From top to bottom: middle line (horizontal)
acute or obtuse. From le to right: the first, third and fourth lines
(vertical)
Lesson 4: Drawing accurately
Reflect
➜ pages 80–82
Answers will vary. Typical answers might include:
horizontal – the playground, tables
1. Lines drawn of the following lengths:
vertical – trees, lampposts, wall of the school
A: 3 cm
B: 4 cm
C: 5 cm
2. Ensure the child measures accurately, marking both
the top and bottom lines to find 5 cm before drawing
a line to connect the marks.
3. a) Shapes measured, sides labelled and then shapes
copied:
A: horizontal line = 29 mm; diagonal line = 39 mm
B: vertical line = 23 mm; horizontal line = 35 mm
C: vertical line = 23 mm; horizontal line = 38 mm
b) Answers will vary. Ensure the child has justified
their reasons.

© Pearson Education 2018 2

 Year 3 Practice Book 3C Unit 12: Angles and properties of shapes

Lesson 6: Types of line (2) 2. Shape E is not a quadrilateral. A quadrilateral is a

shape with 4 sides; this shape has 6 sides so it is a
➜ pages 86–88 hexagon.
3.
1. a)
✓ ✓
A B C D E
4. a) Children should draw and label two rectangles
✓ (possibly including squares).
b) Answers will vary. The shapes that show one pair of
perpendicular sides and no parallel sides include
a right-angled triangle, a kite with just one right
b) Answers will vary. Children should draw lines with angle or an irregular quadrilateral with just one
lengths that differ from the original lines but that right angle.
are demonstrably parallel to them using the grid. c) Answers will vary. Shapes that show no
perpendicular or parallel sides but have one line of
2. Answers will vary. Check that children demonstrate horizontal symmetry include kites or semicircles.
understanding of the difference between parallel and
perpendicular lines, labelling accurately. 5. A3 B1 F6 E2 C4

3. Answers will vary.

Examples of parallel lines include: train tracks, lanes in
Reflect
an athletics track, road markings, edges of buildings,
A rectangle is a quadrilateral that has 2 pairs of parallel
edges of a slide.
sides, 4 right angles and 4 pairs of perpendicular lines.
Examples of perpendicular lines include: adjacent
edges of window and door frames, line where the
road meets a lamppost or building, chair and table
legs to the floor.
Lesson 8: Recognising and
4. Dexter is wrong: the lines are parallel. When you describing 3D shapes
measure a distance from a line, you should place the
ruler so that it is perpendicular to the line. Dexter ➜ pages 92–94
needs to move the right-hand ruler so that it is
vertical. This will show that the lines are the same 1. cube cuboid triangular prism
(perpendicular) distance apart. square-based pyramid sphere cylinder
5. a) Answers will vary. Ensure each pair of lines drawn 2. Numbers written into table as follows:
are parallel using opposing pairs of dots. Vertices: 8 4 5 8
b) Answers will vary. Ensure each pair of lines drawn Faces: 6 4 5 6
are perpendicular. In the first two diagrams the Edges: 12 6 8 12
only solutions use the vertices of a kite shape. 3. a) matched to ii)
There are more possibilities for the third and b) matched to i)
fourth diagrams. c) matched to iii)
4. Answers written into the table as follows:
Reflect Prism B, D
Not a prism C A
1. Parallel lines always stay the same distance apart so
5. Answers will vary. A possible response could be:
they will never touch.
Both shapes have at least one square face, have some
2. Parallel lines do not have to be the same length. parallel and perpendicular edges and have lines of
3. Perpendicular lines will meet at right angles. symmetry.
The cuboid has 6 faces, 8 vertices and 12 edges, but
the pyramid has 5 faces, 5 vertices and 8 edges.
Lesson 7: Recognising and
describing 2D shapes Reflect
A cube has 6 square faces, 8 vertices and 12 edges. The
➜ pages 89–91
cube has parallel and perpendicular edges and faces.
1. triangle pentagon rectangle hexagon

© Pearson Education 2018 3

 Year 3 Practice Book 3C Unit 12: Angles and properties of shapes

Lesson 9: Constructing 3D End of unit check

shapes
➜ pages 98–100
➜ pages 95–97
My journal
1. 6 cubes; 6 cubes; 5 cubes
8 cubes; 6 cubes; 6 cubes 1 a. How the child splits up the square will vary. This is
2. Reena has made 4 different cuboids. a possible solution
3. A: 12 sticks; 8 marshmallows 10 cm
B: 8 sticks; 5 marshmallows
C: 6 sticks; 4 marshmallows
4. Children should have circled 2 shapes from: triangular
prism, square-based pyramid, cuboid
6 cm
5. Answers will vary. An example answer could be: First
make two triangles of the same size with 6 sticks 4 cm
and 6 marshmallows. Then attach the two triangle
faces parallel to each other using 3 sticks to join the
vertices.
6. Table completed:
Sticks: 9 12 15 18
Marshmallows: 6 8 10 12
4 cm 4 cm
Answers may vary. One possible pattern is that the
number of sticks is always 3 times the number of
sides of the non-rectangular face in the prism. The
4 cm 2 cm 4 cm
number of marshmallows is always 2 times this
number. 1 b. Answers will vary. Children should provide an
explanation of how they used a ruler to measure
Reflect and draw horizontal and vertical lines, making
sure lines were perpendicular or parallel when
Answers will vary. Children might mention: learning necessary.
that angles (acute, obtuse and right) are part of a 2. Answers will vary. This is a possible solution.
turn; drawing and measuring lines accurately; learning
about parallel and perpendicular lines; learning how to a) b)
describe 2D and 3D shapes; learning how to make 3D
shapes.

c) d)

© Pearson Education 2018 4

 Year 3 Practice Book 3C Unit 13: Mass

Unit 13: Mass Reflect

Lesson 1: Measuring mass (1) Find the difference between the two marked amounts.
Count the number of intervals between the two marked
➜ pages 101–103 amounts.
Divide the difference by this number to find the value of
1. a) Arrow pointing to the first mark aer 200 g. each interval.
b) Arrow pointing half-way between the first and Use this to read the scale.
second marks aer 100 g.
c) Arrow pointing to the third mark aer 0 kg.
d) Arrow pointing half-way between the third and Lesson 3: Measuring mass (3)
fourth mark aer 0 kg.
2. The second pair of scales could measure kg whilst the ➜ pages 107–109
first pair of scales could measure g.
1. Masses written into part-whole models:
3. No, the arrow is pointing half-way between 200 g and
a) 1 kg; 376 g
400 g, which means the scale shows a mass of 300 g.
b) 1,020 g
4. a) Answers will vary. Possible answers include: c) 3,246 g
8 kg – a medium-sized bike, a school bag full of d) 2 kg; 2 g
books, 8 bags of sugar
2. Masses written into table:
180 g – a fork, a small box of raspberries, a small
1,456 g
tub of cheese
2 kg 132 g
28 g – 1 small piece of cheese, an AA battery,
1,088 g
3 one-pound coins
0 kg 654 g
b) Answers will vary – ensure children have written
objects that are plausible estimates for the mass. 3. a) 1,400 g 1 kg 400 g
b) 2,500 g 2kg 500 g
c) 1,050 g 1 kg 50 g
Reflect
4. Lee is incorrect. The difference between each labelled
Answers will vary, but encourage children to draw a amount is 1 kg or 1,000 g. There are
number line with intervals of 100 g and then mark out 10 intervals between 1 kg and 2 kg, and
200 g, 500 g and 600 g. 1,000 ÷ 10 = 100. This means that each interval is
worth 100 g. The arrow is pointing at the ninth mark
aer 1 kg, so the mass of the sugar is 1 kg 900 g. Lee
Lesson 2: Measuring mass (2) thought the intervals were going up in 10 g, not 100 g.
5. Answers will vary. Some possible solutions are:
➜ pages 104–106 2 kg + 500 g + 100 g + 100 g + 10 g + 10 g + 10 g +
10 g + 10 g
1. a) Pointer pointing half-way between 2 and 3 kg. 1 kg + 1 kg + 500 g + 100 g + 100 g + 10 g + 10 g +
b) Pointer pointing half-way between 8 and 9 kg. 10 g + 10 g + 10 g
c) Pointer pointing at the first mark aer 3 kg
2. 2 kg 50 g 2 kg 100 g 2 kg 125 g Reflect
3. a) approximately 3 kg 400 g and 3 kg 700 g
b) approximately 11 kg and 11 kg 500 g Answers will vary. Ideas could include:
c) approximately 2 kg 90 g Just grams – cooking ingredients, precious metals like
gold
4. If the mass of the spade is just under 8 kg 500 g, this
Kilograms and grams – weight of a person, weight of
would be closer to 8 kg than 9 kg. If the mass of the
luggage at the airport
spade is just over 9 kg 500 g then it would be closer to
10 kg than 9 kg (9 kg 500 g also rounds up to 10 kg).
Since the mass of the spade to the nearest kg is 9 kg, Lesson 4: Comparing masses
it must be in the range 8 kg 500 g to 9 kg 499 g.
➜ pages 110–112

1. a) 1,321 g > 1 kg 300 g

b) 1 kg 8 g < 1,080 g
c) 2 kg 10 g = 2,010 g
d) 983 g > 0 kg 899 g

© Pearson Education 2018 1

 Year 3 Practice Book 3C Unit 13: Mass

2. Top right scales circled Lesson 6: Problem solving –

3. a) ≈ 1,750 g
mass
b) ≈ 1,422 g
c) ≈ 1,250 g
➜ pages 116–118
4. Answers will vary.
B – any mass less than 1 kg 20 g 1. Masses in number lines from le to right:
C – any mass greater than 1 kg 20 g a) 470 g 620 g 770 g 920 g 1070 g (or 1 kg 70 g)
D – any mass less than that given for B b) 250 g 500g 750 g 1 kg (or 1,000 g)
5. a) 1 kg 500 g 1,540 g 1,999 g 2 kg 1 kg 250 g (or 1,250 g)
b) 1,001 g 1,010 g 1 kg 100 g 1,110 g 2. 450 g of nuts
c) 1,070 g 1 kg 700 g 1 kg 707 g 1,777 g
3. Amal had 550 g of clay le.
4.
Reflect 550 g

An explanation that when comparing numbers children 2,000 g 650 g

know they need to compare the largest value columns
first, and then, if these values are the same, look at the
next largest value column. Max is incorrect because 800 g

he did not compare the hundred gram column before

comparing the ten gram column. You can see that The middle guinea pig weighs 650 g.
1 kg 265 g is bigger than 1 kg 157 g as 2 hundred is 5. The mass of the heart is 1,225 g.
bigger than 1 hundred. = 1,110 g ÷ 2 = 555 g
= 2,000 g – (3 × 555 g) = 335 g
Lesson 5: Adding and = 2 × 335 g + 555 g = 1,225 g
subtracting masses
Reflect
➜ pages 113–115
Answers will vary. Ensure children’s questions make
1. + 850 g sense and give an answer of 2 kg and 550 g.
15 kg
6 kg 950g
2.
End of unit check
1 kg 800 g 1 kg 100 g
➜ pages 119–120
1 kg 200 g 600 g 550 g 550 g

1 kg 300 g 1 kg 750 g My journal

900 g 400 g 1 kg 440 g 310 g
1. First you calculate the mass of the pineapple:
3. a) Alex has 150 g le. 500 + 200 + 50 + 5 = 755 g.
b) Zac needs 950 g more.
c) Alex buys 1 kg 200 g (or 1,200 g) of flour. Then you work out the total mass of the pineapple
and melon by reading the scale: 1 kg 300 g.
4. Answers will vary. Ensure that children's questions
involve subtraction. Now you can work out the mass of the melon by
subtracting the mass of the pineapple from the total
5. a) 900 g mass: 1,300 – 755 = 545 g.
b) 550 g
c) 1 kg 100 g (or 1,100 g) The mass of the melon is 545 g.
d) 1 kg 80 g (or 1,080 g)
e) 2 kg 710 g (or 2,710 g)

Reflect
Answers will vary.

© Pearson Education 2018 2

 Year 3 Practice Book 3C Unit 14: Capacity

Unit 14: Capacity 3. A

1l
2l 3l
4l
B

Lesson 1: Measuring capacity (1) 0l 5l 0l 5l

➜ pages 121–123 3 l 750 ml 2 l 250 ml

1. a) 375 ml b) 65 ml c) 550 ml 4. Jug B was used.

2. a) litres d) litres or millilitres 5. Answers will vary but should be in the range of
b) millilitres e) millilitres 1 l 100 ml to 1 l 300 ml.
c) litres
3. A C B Reflect
4. a) c) Scale showing a litre split into 4 intervals to be labelled:
50 litres
50 litres
0 ml, 250 ml, 500 ml, 750 ml and 1,000 ml (or 1 l).
0 litres
0 litres 100 litres
100 litres Scale showing a litre split into 5 intervals to be labelled:
0 ml, 200 ml, 400 ml, 600 ml, 800 ml and 1,000 ml (or 1 l).

b) 60 litres
60 litres 0 litres
0 litres
Lesson 3: Measuring capacity (3)
d)
➜ pages 127–129

0 litres
0 litres 0 litres
0 litres
1. a) 1,100 ml = 1 l and 100 ml
80 litres
80 litres
b) 2,300 ml
2,300 ml
1,000 ml 1,000 ml 300 ml
5. First scale: Divide line into two equal parts; mark this
interval 100 ml. 1 l 1 l 300 ml

Second scale: Divide line into 10 equal parts; mark 2 l 300 ml

2 l 300 ml
first interval from bottom as 100 ml.
Third scale: Divide line into 5 equal parts; mark first 2,300 ml = 2 l 300 ml
interval from bottom as 100 ml (or divide line into 10
equal parts and mark second interval from bottom as 2. Answers may vary. Children may choose to use a bar
100 ml). model or a part-whole model.
3 l 700 ml = 3,700 ml
Reflect 3. a) 2,270 ml
b) 3,450 ml
Look for an explanation of the need to work out what 4. a) 400 ml = 0 l 400 ml
each interval is worth by finding the difference between b) 300 ml = 0 l 300 ml
marked amounts and dividing this by the number of
5. Shaded up to half-way between the second and third
intervals between them.
mark above 1,000 ml.
1,250 ml = 1 l 250 ml
Lesson 2: Measuring capacity (2) 6. 1 litre and 2 litres written by bold marks on jug.
2,250 ml between second and third mark above
➜ pages 124–126 2 litres.

1. a) Capacities completed as: Reflect

1 l 700 ml 1 l 500 ml
0 l 500 ml 1 l 0 ml Answers will vary. The explanation should include that
b) First jug: 1,000 ml 900 ml = 1,900 ml you need to use the fact that 1 l = 1,000 ml to help you.
Second jug: 1,000 ml 200 ml = 1,200 ml Children may suggest checking how many thousands of
Third jug: 1,000 ml 700 ml = 1,700 ml ml there are in the amount; this will give how many litres
2. A Shaded to the third mark above 1 litre there are. The rest can be le as ml.
B Shaded to the second mark above 1 litre
C Shaded to half-way between 3 and 4 litres

© Pearson Education 2018 1

 Year 3 Practice Book 3C Unit 14: Capacity

Lesson 4: Comparing capacities Lesson 6: Problem solving –

capacity
➜ pages 130–132
➜ pages 136–138
1. a) 1 l 200 ml < 2 l 100 ml
b) 1 l > 900 ml
1. 800 ml (in the bar model)
c) 500 ml = 12 l
Paolo bought 800 ml of water altogether.
d) 2 l 100 ml > 1 l 999 ml
2. 500 ml in each of the 4 parts in the bar model
2. 25 l 2 l 250 ml 2,100 ml 300 ml
Each glass holds 500 ml of water.
3. B D A C
3.
4. D B A C 40 l
5. A = 1,000 ml C = 1,250 ml D = 1,400 ml B = 1,500 ml 10 l 10 l 10 l 10 l
6. Jessica should choose bowl C. 30 l 10 l
7. Reasoning will vary, for example: Container A has Frederica has 30 l of fuel le.
a capacity of 2 l and is about 34 full. This means it
contains about 1,500 ml or 1·5 l. Container B holds 4. 1
1·5 l when full, but it is not full, so it contains less than 250 ml 250 ml 250 ml 2 litre
1·5 litres. Therefore container A has more liquid in it. 750 ml 500 ml

Reflect 1,250 ml

Answers will vary. Encourage an explanation of The total is 1,250 ml. This is 1 l and 250 ml of milk in
converting all the amounts to the same units before total.
comparing, starting from the column with the greatest 5. Alfredo needs to drink 7 more glasses.
value first. Jen needs to drink 9 more glasses.
6. He needs 2 l and 500 ml more cream.
Lesson 5: Adding and 7. You will need 7 l 500 ml.
subtracting capacities
Reflect
➜ pages 133–135
Answers will vary. Encourage children to explain their
different steps and the reasons for these steps. Children
1. a) 450 + 300 = 750 ml
should consider the need to convert between litres and
The total of the two amounts is 750 ml.
millilitres.
b) The total of the two amounts is 2 l.
c) 5 l 675 ml
2. There is 1 l 750 ml le in the bottle. End of unit check
3. 4 l = 1 l = 3 l
500 ml – 150 ml = 350 ml ➜ pages 139–140
There will be 3 l 350 ml le in the large container.
4. James needs 1 l 500 ml more water. My journal
5. There are 550 ml in cylinder C.
250
4l
ml
Reflect
250
1,000 ml 1,000 ml 1,000 ml 1,000 ml
ml
Answers may vary. Some children may convert 2 l 800 ml
to 2,800 ml before adding this to 1,250 ml to get 4,250 ml
4,050 ml. Others may convert 1,250 ml to 1 l 250 ml and
1
then add the litres and millilitres separately. This gives 22l
3 l 1,050 ml, which is the same as 4 l 50 ml. 1,000 ml 1,000 ml 500 ml

2,500 ml

3,750 ml

1,000 ml 1,000 ml 1,000 ml 750 ml

3,000 ml 750 ml

© Pearson Education 2018 2