CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

3 Addition,
subtraction and money
3.1 Addition
Starter idea 10 ones. Remind learners to estimate first and
challenge learners to try a different method
Rounding (10 minutes) each time.
Resources: mini whiteboards and pens or notebooks Move on to a museum calculation on different
Description: days, where the total has more than 9 ones; for
example, 237 + 28. Ensure that the total number
Draw a 3 by 3 grid. Write a different digit in each
of tens is 9 or less. Remind learners how they
space. Ask learners to read across and down the grid
exchanged 10 ones for 1 ten in a previous
to find six 3-digit numbers.
session, if necessary.
Ask learners to draw a table to show rounding of
Work through how learners might record this
each number to the nearest 10 and the nearest 100.
calculation, decomposing and then regrouping
Check learners’ results. and composing the numbers to find the total.
Discuss how rounding can help you to estimate the Estimate 240 + 30 = 270, which is close to the
result of an addition. total of 265.

Main teaching ideas 237 + 28

1 At the museum (40 minutes) = 200 + 30 + 7 + 20 + 8
= 200 + 50 + 15
Learning intention: Learners estimate and add
= 265
whole numbers with up to three digits, including
the regrouping of ones.
Resources: Resource sheet 1F and counting 237 = 200 + 30 + 7
objects, base 10 equipment (if available)
+ 28 = 20 + 8
Description: 200 + 50 + 15 = 265
Tell the learners that there are 143 children at the
museum and then a class of 35 children arrived.
Ask learners how they could find out how many 237 + 28 = 265
children are at the museum now.
+ 20 +3 +5
Agree that learners need to add 143 and 35
together. Before they calculate, learners should
estimate so that they can check that their answer
237 257 260 265
is about right. Round the numbers to 140 and 40.
Count on in tens from 140 to get an estimate of Give learners some more museum calculations
180. Give learners a few minutes to calculate and involving 3-digit + 2-digit calculations, with the
then share methods. Have place value grids and total number of ones being more than 9 but the
counting objects available for support. Compare total number of tens being 9 or less.
the total of 178 with the estimate of 180. They
are very close, so the calculation is correct. After this activity, learners could try Learner’s
Book Exercise 3.1 questions 3 and 4 and
Repeat with two or three similar museum Workbook Exercise 3.1 questions 3, 7, 8 and 11.
stories, ensuring that the total has fewer than

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 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

Differentiation ideas: For learners who find this Repeat with two or three similar stories. Remind
difficult, represent a 3-digit + 2-digit calculation learners to estimate first and challenge learners
and record alongside the calculation to support to try a different method each time.
learners. Challenge learners who find this Move on to a library calculation where the total
straightforward to add a 3-digit + 2-digit number has more than 9 ones; for example, 146 + 137.
on a number line in two different ways. Ensure that the total number of tens is 9 or less.
Remind learners how they exchanged 10 ones for
2 Adding two 3-digit numbers 1 ten in previous sessions, if necessary.
(40 minutes)
Estimate and find the total together (estimate
Learning intention: Learners estimate and add 150 + 140 = 290, 146 + 137 = 283). Give learners
whole numbers with up to three digits, including similar calculation stories. Ensure that each total
the regrouping of ones. has more than 9 ones, but the total number of tens
Resources: Resource sheet 1F and counting is 9 or less.
objects, base 10 equipment (if available) After this activity, learners could try Learner’s
Description: Book Exercise 3.1 questions 5 and 6 and Think
Explain that adding two 3-digit numbers is like a mathematician, and Workbook Exercise 3.1
almost the same as adding a 3-digit number and questions 4, 9, 10 and 12.
a 2-digit number. Differentiation ideas: For learners who find this
Tell learners that the local library can be very difficult, represent a 3-digit + 3-digit calculation
busy. On Saturday 154 adults visited, along and record alongside the calculation to support
with 213 children. Ask learners how they could learners. Challenge learners who find this
find out how many people visited the library straightforward to add two 3-digit numbers on a
on Saturday. number line in two different ways.

Agree that they first need to estimate. Round to Plenary idea

the nearest 10. 154 rounds to 150 and 213 rounds
to 210. Count on in hundreds and tens to find a Estimating the total of an addition
total estimate of 360. (10 minutes)
Work through the calculation. Represent Resources: none
the numbers and record in different ways,
Description:
decomposing and then regrouping and
composing the numbers to find the total. Tell learners that they should estimate the total of
any addition before they calculate. If the total and
Estimate 150 + 210 = 360, which is close to the
the estimate are very different, then learners need to
total of 367.
check their calculation.
Rounding to the nearest 10 and counting on gives a
213 + 154 good estimate. For example, round 257 to 260 and
= 200 + 10 + 3 + 100 + 50 + 4 34 to 30. This gives an estimated total of 290. This is
= 300 + 60 + 7 close to the total of 291.
= 367
Rounding to the nearest 100 can give a very different
total to the answer so is not useful here. For example,
248 + 137 = 385. Rounding to the nearest 10 would
213 = 200 + 10 + 3
give 250 + 140 = 390, but rounding to the nearest 100
+ 154 = 100 + 50 + 4
would give 200 + 100 = 300.
300 + 60 + 7 = 367
Discuss learners’ estimates for the calculations
in Section 3.1, main teaching idea 2 Adding two
213 + 154 = 367 3-digit numbers.
Assessment ideas: Do learners recognise that it is
+ 100 + 50 +4
better to round to the nearest 10? Can learners use
quick mental calculations to total their estimates?
213 313 363 367

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 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

3 Addition,
subtraction and money
3.2 Subtraction
Starter idea Repeat with some similar store calculations.
Remind learners to estimate first and challenge
Decomposing and regrouping a number learners to try a different method each time.
(10 minutes) Move on to store calculations on different days.
Resources: mini whiteboards and pens or notebooks Ensure that the subtractions require regrouping
Description: because there are not enough ones to subtract
from; for example, 256 − 38. Remind learners
Display the number 57 and ask learners to how they exchanged 1 ten for 10 ones in a
decompose it into tens and ones, 50 + 7. previous session, if necessary.
Now ask learners to regroup 50 and 7 in different Work through how learners might record this
ways using tens and ones; for example, 40 + 17 or calculation, decomposing and then regrouping
30 + 27. Share ideas. and composing the numbers to find the total.
Repeat with a 3-digit number such as 236. Estimate 260 − 40 = 220, which is close to the
Explain that learners will find it helpful to regroup answer of 218.
numbers in different ways to help with subtraction.
256 – 38
Main teaching ideas = 200 + 50 + 6 – 30 – 8
1 At the store (40 minutes) = 200 + 40 + 16 – 30 – 8
Learning intention: Learners estimate and = 200 + 40 – 30 + 16 – 8
subtract a 2-digit number from a number with up = 200 + 10 + 8
to three digits, including the regrouping of ones. = 218
Resources: Resource sheet 1F and counting
objects, base 10 equipment (if available)
Description: Regroup 256 into 200 + 40 + 16
Tell the learners that the store has deliveries all
256 = 200 + 40 + 16
the time. They had 248 oranges delivered, but
26 of them were rotten. How many oranges can – 38 = 30 + 8
be sold? 200 + 10 + 8 = 218

Agree that learners need to subtract 26 from 248.

Before they calculate, learners should estimate
so that they can check their answer is about 256 – 38 = 218
right. Round the numbers to 250 and 30. Count
back in tens from 250 to get an estimate of 220. –2 –6 – 30
Give learners a few minutes to calculate and
then share methods. Have place value grids and
counting objects available for support. Compare 218 220 226 256
the answer of 222 with the estimate of 220. They
are very close, so the calculation is correct.

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 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

Give learners some more store calculations

286 – 252
involving 3-digit and 2-digit subtractions. Ensure
= 200 + 80 + 6 – 200 – 50 – 2
that most calculations need regrouping to solve.
= 200 – 200 + 80 – 50 + 6 – 2
After this activity, learners could try Learner’s
Book Exercise 3.2 questions 3 and 4 and = 30 + 4 = 34
Workbook Exercise 3.2 questions 3, 5, 7, 8 and 11.
Differentiation ideas: For learners who find this
difficult, represent a 3-digit number. Work through 286 = 200 + 80 + 6
examples of subtracting a 2-digit number without –252 = 200 + 50 + 2
regrouping. Record alongside the calculation. 0 + 30 + 4 = 34
When learners are secure, move on to examples
that require regrouping to subtract the ones. The difference between 252 and 286 = 34
Challenge learners who find this straightforward
to subtract a 2-digit number from a 3-digit number + 30 +4
on a number line in two different ways.

2 Subtracting a 3-digit number from a 252 282 286

3-digit number (40 minutes)
Learning intention: Learners estimate and Repeat with two or three similar stories. Remind
subtract a 3-digit number from a 3-digit number, learners to estimate first and challenge learners
including the regrouping of ones. to try a different method each time.
Resources: Resource sheet 1F and counting Move on to a warehouse calculation where
objects, base 10 equipment (if available), there are not enough ones to subtract from; for
Differentiated worksheets 3A, 3B and 3C example, 376 − 248. Ensure that the calculation
does not need 100 to be regrouped as 10 tens.
Description:
Remind learners how they exchanged a ten for 10
Explain that subtracting a 3-digit number from a ones in previous sessions, if necessary.
3-digit number is almost the same as subtracting
Estimate and find the total together (estimate
a 2-digit number from a 3-digit number. Learners
380 − 250 = 130, 376 − 248 = 128). Give learners
can use the same methods. If the numbers are
similar calculation stories, ensuring that they
close together in value, learners could also find
need to regroup to be able to subtract the ones.
the difference.
After this activity, learners could try Learner’s
Tell learners that in a warehouse, the staff pack
Book Exercise 3.2 questions 5 and 6 and Think
up people’s orders to send to them. The parcels
like a mathematician, and Workbook Exercise 3.2
are collected and delivered. On Wednesday 286
questions 4, 9, 10 and 12. Use Differentiated
parcels were made and 252 were collected for
worksheets 3A, 3B and 3C to check learners’
delivery. Ask learners how they could find out
understanding of Sections 1 and 3.
how many parcels were left.
Differentiation ideas: For learners who find this
Agree that learners first need to estimate. 286
difficult, represent a 3-digit number and record
rounds to 290 and 252 rounds to 250. Count
alongside. Subtract another 3-digit number with
back in hundreds and tens or mentally subtract
no regrouping. To support learners, record the
to find the estimate 40.
calculation as you carry it out. When learners are
Work through the calculation, representing secure, move on to a 3-digit number subtracting
the numbers and recording in different ways, a 3-digit number with the regrouping of ones.
decomposing and then regrouping and Challenge learners who find this straightforward
composing the numbers to find the total. to add two 3-digit numbers on a number line in
Estimate 290 − 250 = 40, which is close to the two different ways.
answer, 34.

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 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

Plenary idea
More decomposing and regrouping
(10 minutes)
Resources: none
Description:
Give learners a number such as 73 or 346.
Ask questions such as, ‘When would you need to
regroup 73 into 60 and 13?’ or, ‘What might you be
subtracting from 346 if you regrouped it into 330
and 16?’
Choose other numbers such as 89 and 231.
Make statements such as, ‘89 has 9 ones, so it
will never need to be regrouped’ or, ‘231 has only
1 one, so it will always need to be regrouped.’ Ask
learners to discuss whether your statement is always,
sometimes or never true.
Assessment ideas: Can learners explain their
thinking when they answer this type of question?
Can they explain clearly to another learner who has a
different opinion?

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 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

3 Addition,
subtraction and money
3.3 Money
Starter idea Description:
Talk to the learners about when they go
Counting coins and banknotes shopping. Do they have a particular amount
(10 minutes) of money to spend? Do they know how much
Resources: pictures or examples of US dollar notes change to expect when they pay for something?
and coins and examples of local coins and banknotes Explain that, because we use numbers as a label
Description: for money, we can add and subtract money in the
Explain that when you count banknotes or coins to same way as we add and subtract 1-, 2- or 3-digit
find out how much money there is all together, it is numbers. For example, 2 + 3 = 5, $2 + $3 = $5.
helpful to count on from the largest value bank note Display some prices in dollars for things learners
or coin. are interested in; for example, football $15, DVD
It will be helpful to be able to count in multiples of $9, electronic game $27, book $7, T-shirt $12,
any coin or banknote value, as there is likely to be comic $3. Ask learners how much it would cost
more than one of them. to buy their choice of two or three objects from
the list.
Learners can already count in twos, fives and tens, so
count in $2, $5, $10 and 2c, 5c and 10c. Choose some learners’ shopping choices. Share
different ways of finding the total cost.
Move on to explore counting in twenties ($20),
twenty-fives (25c) and fifties ($50 and 50c) and any Explain that people often pay by handing over
other multiples that would be useful for counting too much money (e.g. $30 to pay $26). The shop
your local currency. assistant then gives you back the extra money,
which we call change.
Display the coin or banknote that you are counting
in, to support learners. Explain that people often count up to find how
much change to expect. So if you paid with $30,
As learners become more confident, stop at a value you could count up from $26 to $30 to find the
and then count on in a different value; for example, change. Learners are finding the difference, $4.
counting dollars in tens and then twos: $10, $20, $30, Learners can do this mentally or on a 100 square
$40, $42, $44, $46 and so on. or number line.
Repeat with your local currency. Now display some clothing prices; for example,
jacket $45, trousers $19, jeans $17, trainers $34,
Main teaching ideas T-shirt $12, scarf $9, gloves $4. Tell learners that
they have $50. What will they buy and how much
1 Addition and subtraction with money change will they get?
(40 minutes)
Give learners 15 minutes to choose and calculate,
Learning intention: Learners add and subtract
then share and check some calculations. Who
amounts of money to give change.
spent the most? Who spent the least?
Resources: mini whiteboards and pens or
Repeat with prices of objects that match learners’
notebooks, bank notes and coins in a dollar and
interests, in dollars and cents or, if relevant, local
cents currency and in the local currency (if it has
currency. Remember that learners can regroup
two units)
ones but not tens.

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 CAMBRIDGE PRIMARY MATHEMATICS 3: TEACHER’S RESOURCE

After this activity, learners could try Learner’s Share some number sentences and solutions.
Book Exercise 3.3 questions 4 and 5 and Compare different number sentences and
Workbook Exercise 3.3 questions 3 and 6. methods for the same problem.
After this activity, learners could try Learner’s
Answers: For example, jacket + gloves Book Exercise 3.3 questions 6, 7, 8 and 9 and
$45 + $4 = $49, change $1. Workbook Exercise 3.3 questions 4, 7, 9 and 10.
Differentiation ideas: Give learners sticky notes
Differentiation ideas: For learners who find this
or pieces of paper for them to write the known
difficult, use prices that are multiples of 5 or 10
values from the problem and leave a blank one
(dollars and/or cents) to make the addition and
for the value they do not know. They can then
subtraction straightforward. Model amounts
rearrange the sticky notes to help them form a
with real or replica currency. Challenge some
number sentence to solve. Challenge learners who
learners by giving them prices in dollars and
find this straightforward to write a problem for
cents. Remember that learners can regroup ones
their partners to solve.
but not tens.

2 Money problems (40 minutes) Plenary idea

Learning intention: Solve problems involving the Coin caterpillars (10 minutes)
addition and subtraction of money, recognise Resources: mini-whiteboards and pens or notebooks,
and use a symbol to stand for an unknown a selection of coins from one currency (as available)
quantity with a fixed value.
Description:
Resources: Resource sheet 3B
Learners work in pairs. Each learner chooses seven
Description: coins and places them on their mini whiteboard,
Explain that when we have a money problem, we turning them into a coin caterpillar by adding
usually need to work out an unknown amount. antenna and legs.
Instead of just putting an empty box to write in
when we find the answer, we can use a symbol
to show that we don’t know the value yet. The
symbol for the unknown can be anything we want.
For money, we could use a blank banknote.

Ask learners to write a number sentence for the

problem: Bruno pays for his drink with a $5 Pairs swap boards, challenging each other to find the
note. He gets $3 change. How much does his total value of the caterpillar.
drink cost? Number sentences could include
Learners use a decimal point to record the total
$3 + = $5 or $5 − = $3. Discuss how value as one amount; for example, $3.20 or in
local currency.
to find the value of .
Learners check the totals, giving one point for a
Record the solution as, for example, 3 + 2 = 5, correct total.
= $2. The first player to get five points is the winner.
Vary the activity by challenging learners to make a
Check that learners can solve the calculation
coin caterpillar with a particular value; for example,
using an inverse calculation or by recognising
$2.43. Who can make the longest or shortest coin
and applying the known fact, 2 + 3 = 5.
caterpillar with the same value?
Give learners a copy of Resource sheet 3B. Ask
Assessment ideas: Are learners grouping coins
learners to work in pairs to write a number
together to make $1 or the relevant value in their own
sentence for the problem, using a blank
currency? Alternatively, are they counting on from
banknote to represent the unknown amount.
the largest coins to find the total?
Learners can then solve the calculations to find
the value of .

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