Math

Contents
Foreword ...........................................................................
Chapter 1: Addition and Subtraction Strategies

Introduction ......................................................................
Addition Review ...............................................................
Addition Terminology and Practice ..............................
10
Ordinal Numbers and Roman Numerals ......................
14
Add in Columns ................................................................ 17

Subtraction Review .......................................................... 19
Subtraction Strategies and Terminology ......................
22
Subtracting in Columns ................................................... 26

Addition/Subtraction Connection ..................................
30
Borrowing Over Zero Tens ............................................
33
Mileage Chart .................................................................
36
Order of Operations .......................................................
37
Graphs .............................................................................
39
Review ..............................................................................
41
Chapter 2: Multiplication Concept

Introduction ....................................................................
43
Multiplication is Repeated Addition .............................
44
Multiplication as an Array .............................................
47
Multiplication on a Number Line ..................................
49
Multiplication in Two Ways ...........................................
52
Multiplying by Zero ........................................................
56
Word Problems ...............................................................
58
Order of Operations .......................................................
60
Understanding Word Problems .....................................
62
Practice with Parts ..........................................................
65
Review .............................................................................
68
Sample worksheet from

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Chapter 3: Multiplication Tables

Introduction ....................................................................
69
Multiplication Table of 2 ...............................................
72
74
Multiplication Table of 10 .............................................
76
79
More Practice and Review

(Tables of 2, 4, 5, and 10) ...............................................
82
Multiplication Table of 3 ................................................ 85

Multiplication Table of 11 .............................................. 90
Multiplication Table of 12 .............................................. 102
Review ............................................................................. 105
Chapter 4: Clock
Introduction ..................................................................... 108
Review: Reading the Clock ............................................ 109
Clock to the Minute ........................................................ 111
Elapsed Time ................................................................... 114
More on Elapsed Time ................................................... 116
Using the Calendar ......................................................... 120
Changing Time Units ...................................................... 122
Review ............................................................................. 126
Chapter 5: Money
Introduction .................................................................... 127
Using the Half-Dollar ..................................................... 128
Dollars ............................................................................. 130
Making Change .............................................................. 133
Mental Math and Money Problems .............................. 137
Solving Money Problems ................................................ 140
Review ............................................................................. 144

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Foreword
Math Mammoth Grade 3-A and Grade 3-B worktexts comprise a complete math curriculum for the third
grade mathematics studies.
Third grade is a time for learning and mastering two (mostly new) operations: multiplication and division
with single-digit numbers. The student also deepens his understanding of addition and subtraction, and
uses those in many different contexts, such as with money, time, and measuring.
The first chapter in this book deals with addition and subtraction strategies. The student does a lot of
mental math, learns addition and subtraction terminology, touches on algebraic problems in the lesson
about addition/subtraction connection, practices borrowing, and more.
Then we tackle the multiplication concept in chapter 2. After that come multiplication tables in chapter 3,
so multiplication does take a big part of book A. Then comes a chapter about reading the clock time
(chapter 4) and a chapter about money (chapter 5).
In part B, we study place value with thousands (chapter 6), then measuring and geometry (chapters 7 and
8), followed by division in chapter 9. In chapter 10, we study a little about multiplying bigger numbers,
and finally in chapter 11, it is time for some introductory fraction and decimal topics.
When you use these books as your only or main mathematics curriculum, they can be like a "framework",
but you do have some liberty in organizing the study schedule. Chapter 1 should be studied before chapter
8 (place value). Multiplication chapters need to be studied before the division chapter, and all of those
need to be studied before the chapter about all four operations (chapter 10). You can go through the
chapters about clock, money, geometry, measuring, and fractions/decimals in some other order, if you
desire.
This curriculum aims to concentrate on a few major topics at a time and study them in depth. It is for this
reason that you will not see some topics that might be present in other third grade books, such as long
division, or the standard way of multiplying vertically. I wanted the student to get a very good foundation
in basic multiplication and basic division by single-digit numbers. I did not want to hurry through
measuring topics, yet I didn't want to make a 500-600 page book either. There is plenty of time in grades
4, 5, and 6 to master division and multiplication with bigger numbers.
This is totally opposite to the continually spiraling step-by-step curricula in which each lesson typically is
about a different topic from the previous or next lesson, and includes a lot of review problems from past
topics. This does not mean that your child wouldn't need occasional review. However, when each major
topic is presented in its own chapter, this gives you more freedom to plan the course of study and choose
the review times yourself. In fact, I totally encourage you to plan your mathematics school year as a set of
certain topics, instead of a certain book or certain pages from a book.
For review, the CD contains an HTML page that you can use to make extra practice worksheets for
computation or for number charts. You can also reprint already studied pages using the PDF file on the
CD.
I wish you success in your math teaching!
Maria Miller, the author

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Chapter 1: Addition and Subtraction

Introduction
The first chapter of Math Mammoth Grade 3-A Complete Worktext covers addition and subtraction topics,
ordinal numbers, and Roman numerals.
This chapter includes a lot of mental adding and subtracting. Some of it is review from 2nd grade, but
some lessons probably contain new ideas and strategies. Adding or subtracting in parts is a strategy that is
emphasized a lot. With subtraction, the strategy of "adding up" is taught again. Children also get to notice
how the sum or difference changes, if the numbers in the problems change, and how that can be used to
solve problems mentally.
Addition and subtraction connection is already a familiar topic, but the lesson in this chapter practices this
with bigger numbers. The lesson also aims to help children think algebraically.
We also practice subtracting in columns and borrowing from both hundreds and tens, and the situation of
borrowing "over zeros". The lessons illustrate this process with the help of pictures that relate to the three
different place values: hundreds, tens, and ones. The idea is that when you "borrow" a hundred, or a ten,
you break it down into 10 smaller units (either tens or ones), and that enables you to subtract.
Make sure the student masters this topic. You can make more practice sheets using the "Make More
Worksheets" file on the CD.
Students are introduced to parentheses and order of operations. They also get to practice their adding and
subtracting skills when reading a mileage chart and other types of graphs
The Lessons in Chapter 1

page
span
3 pages
Addition Terminology and Practice ................... 11
4 pages
Ordinal Numbers and Roman Numerals ............ 15
3 pages
Add in Columns .................................................
18
2 pages
Subtraction Review ............................................ 20
3 pages
Subtraction Strategies and Terminology ...........
23
4 pages
Subtracting in Columns .....................................
27
4 pages
Addition/Subtraction Connection ......................
31
3 pages
Borrowing Over Zero Tens ...............................
34
3 pages
Mileage Chart ....................................................
37
1 pages
Order of Operations ...........................................
38
2 pages
Graphs ................................................................ 40
2 pages
Review ...............................................................
2 pages
Addition Review ................................................
42
Helpful Resources on the Internet

6
4. Add the same number repeatedly. You can add in parts.

a. 15
b. 25
c. 40
d. 9
+ 15 30
+ 25 ___
+ 40 ___
+ 9 ___
+ 15 ___
+ 25 ___
+ 40 ___
+ 9 ___
+ 15 ___
+ 25 ___
+ 40 ___
+ 9 ___
+ 15 ___
+ 25 ___
+ 40 ___
+ 9 ___
+ 15 ___
+ 25 ___
+ 40 ___
+ 9 ___
+ 15 ___
+ 25 ___
+ 40 ___
+ 9 ___
If an addend changes, the sum changes in the same way!
56 + 4 = 60
56 + 5 = 61
17 + 100 = 117
17 + 99 = 116
1 more
15 + 15 = 30
15+ 17 = 32
1 less
2 more
5. Compare these problems as you go!

a.
b.
c.
d.
48 + 20 = __
28 + 100 = __
25 + 25 = __
15 + 15 = __
48 + 21 = __
28 + 99 = __
25 + 27 = __
18 + 15 = __
e.
f.
g.
h.
200 + 36 = __
36 + 40 = __
8 + 8 = __
46 + 50 = __
199 + 36 = __
36 + 39 = __
8 + 9 = __
46 + 47 = __
i.
j.
k.
l.
220 + 50 = __
530 + 80 = ___
270 + 30 = ___
670 + 20 = ___
227 + 50 = __
532 + 82 = ___
276 + 32 = ___
669 + 19 = ___

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Subtraction is used:
1) to "take away"
2) to find the difference
3) to find a part
Debbie had $45 and she

used $10. How much does
she have left?
A lawnmower costs $340 in

one store, and in another
$360. How much more does
it cost in the second store?
In a package of 100 buttons,

50 of them are white, 25 are
blue, and the rest are red.
How many are red?
$360 $340 = ____
100 50 25 = ____
It costs $_____ more.
_____ buttons are red.
$45 $10 = ____.

She has ______ left.
4. Fill in the missing parts.

a) Ben has saved 22 dollars. He still
needs $____ to buy a bicycle
that costs $30.
b) Jill earned $5 for raking the yard,

and another $5 for weeding.
She had already saved $20,
so now she has $____.
c) Mom bought 28 bushes and planted

eight of them. She still needs
to plant _____ bushes.
d) Johns drank seven bottles

of water, and Richar drank ____.
Altogether they consumed 21 bottles.
e) Ann bought 18 candles and Jill bought 5.

Ann has ____ more candles than Jill,
and together they have _____ candles.
f) Dad ate 12 cookies, Mom ate five,

little sister ate two, and there are still
nine left. So originally the family
had ____ cookies.
g) Meredith had $20 and she bought a gift

for $____. Now she has $13 left.
h) A box has 35 thumbtacks, and another

has 42. The latter box has _____ more.
5. Subtract in parts: first to the previous whole ten, and then the rest.
a. 64 7
b. 72 8
c. 54 8
d. 45 9
f. 27 9
g. 43 5
h. 51 5
64 4 3 =
e. 75 7
75 5 2 =

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Strategy:
Add up to find the difference.
To find a difference, start at the smaller number, and add up till you get to the bigger number.
When adding up, first complete the ten, then add whole tens, then ones again.
84 37 = ?
92 35 = ?
37 + 3 = 40
40 + 40 = 80
80 + 4 = 84
35 + 5 = 40
40 + 50 = 90
90 + 2 = 92
I added 3, 40, and 4 - total 47. 84 37 = 47.
I added total 57. 92 35 = 57.
6. Add up to find the difference.
a. 65 26 =
26
30
60
b. 83 35 =
65
35
40
80
c. 56 28 =
d. 72 18 =
e. 54 37 =
f. 74 55 =
55 24 =
82 46 =
91 57 =
63 34 =
83
7. Find missing addends. The same method works here. Think: first add up to the next whole ten,
and then see how much more you need.
a.
b.
c.
d.
13 + __ = 30
25 + __ = 50
43 + __ = 70
36 + __ = 60
37 + __ = 70
25 + __ = 54
43 + __ = 72
36 + __ = 64
28 + __ = 90
25 + __ = 60
54 + __ = 90
65 + __ = 80
54 + __ = 80
25 + __ = 61
54 + __ = 93
65 + __ = 83

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Addition / Subtraction Connection

If two parts make a total, you can:
z
z
add the parts to get the total;

subtract the first part from the total to get
the second part;
subtract the second part from the total to
get the first part.
300 + 531 = 831

831 531 = 300
831 300 = 531
1. For each addition, write two subtraction sentences. Fill in the missing parts.
|-------- total _____ ---------|
670
|-------- total _____ ---------|
120
a. _____+ _____ = _____
|---------- total 390 ----------|

200
b. _____+ _____ = _____
c. _____+ _____ = _____
_____ _____ = _____
99 65 = _____
_____ _____ = _____
_____ _____ = ____
_____ _____ = _____
______ _____ = ____
d. _____ + _____ = ____
e. _____ + _____ = _____
f. 291 + ____ = 400
400 199 = ____
_____ _____ = _____
_____ _____ = _____
_____ _____ = _____
95 ____ = 28
_____ _____ = _____
2. Solve the problems. Write a missing addend sentence, and a subtraction sentence.
a) Ann needs 56 pins for sewing work. She only has 41.
How many more does she need?
b) You are on page 224 of a book which has 380 pages.

How many pages are left to read?
c) Ellie has saved $190. A computer costs $429.

How many more dollars does she need to buy it?

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Chapter 2: Multiplication Concept

Introduction
The second chapter of Math Mammoth Grade 3-A Complete Worktext covers multiplication concept (not
yet the practice of times tables).
The first lesson in the chapter introduces the multiplication concept as repeated addition. Following that,
the lesson Multiplication as an Array shows an important model for multiplication: objects arranged in
rows and columns. The rows (or columns) are groups of the same size - and so we see the same model of
repeated addition follows.
Multiplication on a Number Line shows the repeated addition as repeated jumps or skips on the number
line. The child should connect skip-counting with multiplication.
Multiplication in Two Ways shows that it does not matter in which order the factors are. Objects laid out
in an array show this fact nicely when you either consider the rows as groups, or the columns as
groups. Jumping on the number line is studied also.
Multiplying by Zero is illustrated both with the model of several groups of zero size (and zero groups of
some size), and with the model of several zero jumps on a number line (and making zero or no jumps).
Understanding Word Problems shows how problems including multiplication have the idea of "each",
"every one", or "all": each thing is doing or having the same number of something. If the problems are
difficult, the student can draw a picture to help, such as drawing flowers in pots, pizza slices, etc.
Order of Operations teaches that multiplication is to be done before addition or subtraction, and addition
and subtraction are done from left to right.
Understanding Word Problems, Part 2 has more challenging problems. Often the word problems in
school books are so easy that students learn to just take the numbers in the problem, apply the operation
the lesson is about, and get by without really understanding. If the lesson is too difficult, skip it for now
and come back to it later. You can try to help your student by drawing a picture for each problem.

page
span
Multiplication is Repeated Addition .................. 46
3 pages
Multiplication as an Array ..................................
49
2 pages
Multiplication on a Number Line .......................
51
3 pages
Multiplication in Two Ways ...............................
54
4 pages
Multiplying by Zero .............................................. 58
2 pages
Word Problems ...................................................
60
2 pages
Order of Operations ............................................
62
2 pages
Understanding Word Problems ........................... 64
3 pages
Practice with Parts ..............................................
67
3 pages
Review ................................................................
70
1 pages
44
1. Fill in the missing parts.

a.
b.
___ groups, ___ scissors in each.
___ groups, ___ rams in each.
__ + __ + __ + __ scissors, or
__ + __ + __ + __ rams, or
___ ___ scissors = ___
___ ___ rams = ___
c.
d.
___ groups, ___ apples in each.
___ group, ___ carrots in it.
__ + __ + __ apples, or
__ carrots, or
___ ___ apples = ___
1 ___ carrots = ___
2. Write an addition and a multiplication sentence for each picture.

a.
b.
__ + __ + __ + __ = ___
__ + __ + __ + __ + __ = ___
___ ___ = ___
___ ___ = ___
c.
d.
__ + __ + __ + __ + __ = ___
__ + __ + __ + __ = ___
___ ___ = ___
___ ___ = ___

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45
Understanding Word Problems, Part 2

Mr. Johnson usually eats three meals a day. How many meals does he eat in a normal
week?
Again, we have the situation of EACH DAY the SAME thing happens.
7 days 3 meals a day = _____ meals in a normal week.
This Friday he skipped breakfast. How many meals did he eat during this week?
Now one day is different. It is only ONE day though, so we just subtract the one meal from
the total.
days times meals take away
the skipped
breakfast
= ___
In the next week he ate normally, and additionally had some ice cream on
Saturday. How many meals did he eat during next week?
days times meals and the ice cream
= ___
In the following week, he ate three times on Monday, Tuesday, and Friday, and four
times on the rest of the days. How many meals did he eat during the week?
Now we have the one kind of situation three times, and the other kind of situation four times.
We calculate those separately, and then add.
days times meals and
rest of
times meals
the days
4 = ___
During a certain busy week, he ate two times on Monday, Tuesday, Thursday and
Friday, three times on Sunday, and four times on the rest of the days. How many meals
did he eat during this week?
The one kind of situation (two meals/day) happens four times, there's three meals on Sunday,
and the other kind of situation (four daily meals) happens two times. We calculate those
separately, and then add.
days times meals and

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rest of
times meals add Sunday's
the days
62
= ___
Chapter 3: Multiplication Tables

Introduction
In the third chapter we concentrate on memorizing the times tables.
How to Do Effective Oral Drilling

When you are doing drills to memorize, explain to the child that the goal is to memorize the facts, to recall
from memory, and not to get the answers by counting or some other method. Just like your child probably
has memorized your address and phone number, now she/he is going to memorize some math facts. You
can easily see if the student is trying to count because producing the answer takes much more time. You
should expect the answers from the child immediately when you are drilling. If he/she doesn't know the
answer by heart (from memory), then tell him/her the right answer.
Usually short drill sessions are best. You can drill for example for five minutes at a time, or ten,
depending on the child.
Try to have at least two sessions within a day though, as your schedule permits. Brain research shows us
that forgetting happens fast, and that new information is retained far better if the first reviewing session is
done within 4-6 hours of the first time learning. (By the way, this principle applies to anything new you
are learning.)
Paper-pencil activities where the child is left alone, do not work really well for memorizing the facts - the
child may get the answers by counting and not from memory. So it will take time from the
teacher/parent. If you can, utilize older siblings in the drilling task too. Computers are great drillers since
they won't get tired and you can usually choose a timed session where the child is then forced to produce
the answers quickly. Children can actually enjoy the memorization process when they notice they are
truly learning the facts and are able to go through the drills successfully. Computer programs and
computer-based drilling can be very rewarding to children and let them enjoy memorizing times tables.
I've included a list of free online multiplication activities in the end of this introduction.
The method below has several steps from 1 to 5. You can work on only a few of the steps in one session,
again, depending on the child's concentration and ability.
Memorizing the table of 3 - in steps

Have a table to be worked on all ready written on paper. We will use here the table of
three as an example.
1. The first task is to memorize the list of answers, so to speak. Study first the skipcounting list up until the midpoint (3, 6, 9, 12, 15, 18). Have your child say it
alound while pointing to the answers one by one with a finger or pen - thereby
using many of his senses simultaneously. After he has gone through if a few
times, ask him to repeat the list from memory.
Try require the answers from your child, and not give them to her too easily,
because ONLY by straining her mind will she make the effort to eventually
memorize these facts. The mind is like muscles: it needs exercise to become
stronger.
Require her to memorize this list both upwards and downwards. Continue this
71
1x3=3
2x3=6
3x3=9
4 x 3 = 12
5 x 3 = 15
6 x 3 = 18
7 x 3 = 21
8 x 3 = 24
9 x 3 = 27
10 x 3 = 30
11 x 3 = 33
12 x 3 = 36
way until she can 'rattle off' the first list of 3, 6, 9, 12, 15, 18. With some tables, like table of 2, table
of 5, or table of 10, point out the pattern in them. The pattern in table of 9 is more subtle but still
usable.
2. Then tackle the last part of the list: 21, 24, 27, 30, 33, 36. Do the same things you did with the first
part of the list.
3. Lastly, work with the whole list of answers. Practice the list UP AND DOWN until it goes smooth
and easy. This part may be enough for one day. But review it later in the day.
4. Next, practice individual problems randomly. You can ask orally ("What is 5 times 3?") or point to
the problems on the paper, or use flashcards. However, I would recommend saying a question aloud
and simultaneously pointing to the problem the child can see, because again, using multiple senses
should help fix them in the mind better.
The goal at this stage is to associate each answer 3, 6, 9, 12, 15, 18, 21, 24, 27, 30, 33, 36, with a
certain multiplication fact (such as 7 x 3).
You can also mix earlier tables that she already knows with these new problems, and drill both with
flashcards.
5. The last step is to do this the other way round so that YOU say the answer, say 21, and the student
has to produce the problem (from table of 3). Have the table handy, hide the problems, and point to
the answers in random order.
This one you can work the other way around: the student says answers, and you produce problems.
Answer wrong sometimes, too, to check her out.
As an extension, you can say answers from several tables that you've studied, and the student gives
the corresponding problem. Sometimes there are several answers: for example 36, 30, 24, and 20
are in several different times tables. This is an especially good exercise as it prepares to division
concept and factoring.
The memorization won't probably happen overnight. On subsequent days, you can mix these drills 1-5
(and hopefully you don't need to concentrate on steps 1 and 2). This kind of drilling takes a little time and
effort from the teacher, but it can be very effective. Homeschoolers can obviously do some of it while
going about other tasks, or while traveling in the car, etc.
While you are doing this table by table, you can also try to teach the process to your child, so that she will
learn how to do memorization herself. She can hide the answers and try to produce the list in her mind.
Other helpful ideas

z
Hang a poster with the 12x12 or 10x10 grid on the wall. Remind your child to glance at it a few
times a day. It can work wonders for visual learners!
Hang beside it another, initially empty, poster, to which the child fills in those facts he has
mastered.
Recite the skip-counting lists or multiplication facts aloud just before going to bed. This can turn
them into mastered facts by the next morning.
72
Multiplication Table of 4
1 4 = ___
4 4 = ___
7 4 = ___
10 4 = ___
2 4 = ___
5 4 = ___
8 4 = ___
11 4 = ___
3 4 = ___
6 4 = ___
9 4 = ___
12 4 = ___
You can find these facts by doubling the facts from table of 2! 6 4 is double 6 2.
Drill. Don't write answers down. Go through the problems until you master them.
1. Count by fours.
0, 4, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____
48, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, 0
2. Multiply.
12 4
84
47
43
74
49
64
34
4 12
44
34
48
10 4
11 4
41
46
54
42
44
54
49
49
24
4 10
3. Find missing factors.
4 = 28
4 = 12
= 40
= 32
4 = 44
4 = 16
= 28
=8
4 = 48
4 = 24
= 24
= 32
4 = 36
4 = 20
= 36
= 16

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4. Circle the numbers that appear in both lists. Then fill in the table below.
Table of 2: 0, 2, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____
Table of 4: 0, 4, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____
Numbers in both
tables of 2 and 4
Product with
factor 2
Product with
factor 4
Numbers in both
tables of 2 and 4
Product with
factor 2
Product with
factor 4
= 02
= 04
___
= ___ 2
= ___ 4
___
= ___ 2
= ___ 4
___
= ___ 2
= ___ 4
___
= ___ 2
= ___ 4
___
= ___ 2
= ___ 4
___
= ___ 2
= ___ 4
5. Solve the problems. Remember to write number sentence(s) for each.

a) The cheap socks cost 1 dollar each pair, and the expensive ones cost 3 dollars each pair.
Which takes less money: to buy 10 pairs of cheap socks or to buy four pairs of
expensive socks?
b) How many pairs of cheap socks can you buy with 15 dollars?
How many pairs of expensive socks can you buy with 15 dollars?
c) Liz bought three pairs of cheap socks and two pairs of expensive socks.
How much money did she spend?
d) How many legs do seven goats have in total?
How about three cats and seven chickens?

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4. Circle the numbers that appear in both lists. There are seven of them.
Then fill in the table below.
Table of 3: 0, 3, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____
Table of 6: 0, 6, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____, ____
Numbers in both
tables of 3 and 6
Product with
factor 3
Product with
factor 6
Numbers in both
tables of 3 and 6
Product with
factor 3
Product with
factor 6
= 03
= 06
___
= ___ 3
= ___ 6
___
= ___ 3
= ___ 6
___
= ___ 3
= ___ 6
___
= ___ 3
= ___ 6
___
= ___ 3
= ___ 6
___
= ___ 3
= ___ 6
5. Fill in parts of the multiplication table that we have studied.
0
1
2
3
4
5
6
7
8
9
10
11
12

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10
11
12
Chapter 4: Clock
Introduction
The fourth chapter of Math Mammoth Grade 3-A Complete Worktext covers reading the clock to the
minute, finding time intervals (elapsed time), using the calendar, and simple conversions between time
units.
Reading the clock to the minute completes the topic of reading the clock, as the student is now able to tell
the time completely. From that point on, the focus switches to finding time intervals and other timerelated calculations.
The lessons about elapsed time emphasize finding the elapsed time in parts: for example, to find the time
passing from 10:30 AM to7 PM, the student finds the time from 10:30 AM till 12 noon, then from 12
noon till 7 PM. The same idea is used when the time-interval is more complex-looking. This chapter does
not yet introduce the idea of adding or subtracting hours and minutes vertically (in columns).

page
span
Review: Reading the Clock ............................. 113
2 pages
Clock to the Minute ......................................... 115
3 pages
Elapsed Time ................................................... 118
2 pages
More on Elapsed Time .................................... 120
4 pages
Using the Calendar .......................................... 124
2 pages
Changing Time Units ...................................... 126
4 pages
Review ............................................................ 130
1 pages

Use these free online resources to supplement the "bookwork" as you see fit.
Analog and Digital Clocks
These clocks show you the current time, side by side. Useful for illustration.
http://nlvm.usu.edu/en/nav/frames_asid_316_g_2_t_4.html
What Time Will it Be?
Move the hands on the clock to show what time it will be after certain amount of minutes.
Match Clocks
Make the digital clock to show the time given with the analog clock.
111
Elapsed Time
How many minutes is it till the next whole hour?
It is 4:38. The minute hand needs to go 2 minutes till
the 40-minute point (number 8), and then 20 more minutes
till the next whole hour. So it is 22 minutes till 5 o'clock.
Or, you can subtract 38 minutes from 60 minutes:
60 38 = 22. Remember, a complete hour is 60 minutes.
It is 2:34. How many minutes is it till 2:50?
The hour is the same (2 hours) in both times, you can simply
subtract the minutes: 50 34 = 16 minutes.
Or, add up from 34 till 50:
34 + 6 = 40
40 + 10 = 50.
You added 16 minutes.
Or, imagine the minute hand moving on the clock face: it moves 1 minute, and
then another 15 minutes total 16 minutes.
1. How many minutes is it till the next whole hour?
a. _____ minutes
b. _____ minutes
c. _____ minutes
d. _____ minutes
e. _____ minutes
f. _____ minutes
g. _____ minutes
h. _____ minutes

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114
Chapter 5: Money
Introduction
The fifth chapter of Math Mammoth Grade 3-A Complete Worktext covers counting coins, and solving
simple money-related problems.
First the student reviews counting coins, including using the half-dollar. In the lesson Dollars, the student
writes dollar-amounts using the "$" symbol and the decimal point.
Making Change explains two basic ways of finding the change: counting up, and subtracting (finding the
difference). This is all done with mental math. The next lesson also practices money problems using
mental math.
Then, we solve money problems by adding and subtracting money amounts vertically (in columns).

page
span
Using the Half-Dollar ........................................ 133
2 pages
Dollars .............................................................
135
3 pages
Making Change ...............................................
138
4 pages
Mental Math and Money Problems ................
142
3 pages
Solving Money Problems ................................
145
4 pages
Review ............................................................
149
1 pages

Use these free online resources to supplement the "bookwork" as you see fit.
Change Maker
Determine how many of each denomination you need to make the exact change. Good and clear
pictures! Playable in US, Canadian, Mexican, UK, or Australian money.
http://www.funbrain.com/cashreg/index.html
Using Money
Drag the right amount of coins and bills (US) to the answer space to match given amount. The pictures
look a little fuzzy.
http://www.mathcats.com/microworlds/usingmoney.html
Counting Money Activity from Harcourt
Count the coin value and type it in the box and click 'Check'.
http://www.hbschool.com/activity/counting_money/
131
Subtract or add up to find the change.

To find the change, you find the difference between the price and the money given.
To find any difference, you can:
z
subtract the price from the money given, or
add up from the price to the money given.
Subtracting to find change often involves borrowing over many zeros.

A bag costs $11.28. A customer pays
with $20. What is his change?
Add up:
+ $0.72
The price was $5.65. A customer paid

with $20 and got back $14.55.
Was that correct change?
Subtract:
+ $8
Add the price and the change:
9 9
1 10 10 10
$11.28 $12.00 $20.00
$2 0 . 0 0
$1 1 . 2 8
The difference is $8.72.
$ 8.7 2
1 1
$ 5.6 5
+ $1 4 . 5 5
$2 0 . 2 0
No, it was 20 cents too much.
3. Find the difference by counting up.

+
a.
b.
$10 $2.66 =
$20 $7.52 =
$2.66 $3.00 $10.00
+
c.
$7.52 $8.00 $20.00
d.
$20 $14.47 =
$50 $28.33 =
_____ _____ _____
_____ _____ _____
4. Subtract the dollar amounts.

a.
$5.50
$ 2.39
b.
$10.90
$ 4.45

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c.
$20.00
$ 7.29
141
d.
$10.00
$ 6.44
e.
$50.00
$34.56
Contents
Chapter 6: Place Value with Thousands
Introduction .....................................................................
Thousand and Beyond ....................................................
More Practice with Place Value ....................................
10
Which Number Is Greater .............................................
15
Mental Adding and Subtracting .................................... 18

Adding and Subtracting in Columns ............................
21
Rounding to the Nearest Hundred ................................
25
Rounding to the Nearest Thousand ..............................
27
Estimating Sums and Differences .................................
29
Review..............................................................................
32
Chapter 7: Geometry
Introduction ....................................................................
34
Shapes and Parallelograms ...........................................
35
Right Angles ...................................................................
38
Tilings ..............................................................................
43
Symmetry ........................................................................
45
Getting Started with Area .............................................. 48

Perimeter .........................................................................
51
Three-Dimensional Figures ...........................................
53
Geometry Review............................................................
55
Chapter 8: Measuring
Introduction ...................................................................
56
Measuring to the Nearest Fourth-Inch ........................
57
Centimeters and Millimeters ........................................
62
Feet, Yards and Miles ...................................................
66
Measuring Length in the Metric System:

Meters, Kilometers and More.......................................
68
Using Ounces ..................................................................
70
Using Grams ...................................................................
75
Estimate Weight .............................................................. 78

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Practicing with Units of Volume .................................... 79

Millileters and Liters ......................................................
82
Measuring Temperature: Fahrenheit ........................... 84

Measuring Temperature: Celsius .................................. 86
Review .............................................................................. 88
Chapter 9: Division
Introduction ..................................................................... 90
Division as Making Groups ............................................ 91
Division and Multiplication ............................................ 95
Division and Multiplication Facts .................................. 99
Dividing Evenly into Groups .......................................... 103
Zero and One Division .................................................... 107
When Division is not Exact ............................................ 111
Checking Division with a Remainder............................. 115
Fraction - Division Connection ...................................... 118
Review of Division .......................................................... 120
Chapter 10: More on Multiplication

Introduction ..................................................................... 122
Multiplying by Whole Tens and Hundreds .................. 123
Using All Four Operations ............................................ 127
Multiplying in Parts ....................................................... 131
Multiplying in Columns - the Easy Way ...................... 136
Multiplying in Columns - the Easy Way, Part 2 ......... 139
Review ............................................................................. 141
Chapter 11: Fractions

Introduction ..................................................................... 142
Understanding Fractions ................................................ 143
Part of a Whole Group ................................................... 146
Mixed Numbers .............................................................. 149
Add and Subtract Like Fractions .................................. 153
Decimal Numbers - Tenths ............................................. 156
Fractions Review ............................................................. 158

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Chapter 6: Place Value with Thousands

Introduction
The sixth chapter of Math Mammoth Grade 3-B Complete Worktext covers 4-digit numbers (thousands).
First we study place value. The emphasis is on trying to get familiar with numbers that have thousands
and visualize them on a number line. Then we study addition and subtraction using these numbers.
The lesson about mental math stresses the similarities to adding or subtracting smaller numbers, which
helps the student's understanding. Mental math also helps to build number sense. You can make more
mental math worksheets using the worksheet maker on the CD.
Adding and subtracting in columns should be relatively easy now, assuming the student has grasped them
well earlier, when studying 2-and 3-digit numbers. If your student needs more practice for these, don't
hesitate to use the worksheet maker on the CD.
Then there are several lessons about rounding and estimating, which are very important skills needed in
everyday life.
The Lessons
page
span
Thousand and Beyond ..............................................
4 pages
More Practice with Place Value ...............................
11
5 pages
Which Number is Greater ........................................
16
3 pages
Mental Adding and Subtracting ................................ 19
3 pages
Adding and Subtracting in Columns ........................
22
4 pages
Rounding to the Nearest Hundred ............................
26
2 pages
Rounding to the Nearest Thousand ..........................
28
2 pages
Estimating Sums and Differences ............................
30
3 pages
Review ......................................................................
33
2 pages

Base Blocks from National Library of Virtual Manipulatives
Place enough thousand cubes, hundred-flats, ten-sticks, and one-blocks to the work area to show given
numbers. Choose "Columns = 4" to restrict the program to four-digit numbers.
http://nlvm.usu.edu/en/nav/frames_asid_152_g_1_t_1.html?from=category_g_1_t_1.html
Cookie Dough
Practice naming big numbers.
http://www.funbrain.com/numwords/index.html
4. Write in normal form. Be careful! You need zeros a lot.

b.
a.
9000 + 90 + 800 = ______
1000 + 90 + 900 + 3 = ______
6000 + 7 = ______
7000 + 80 + 9 = ______
6 + 7000 = ______
7000 + 800 + 9 = ______

c.
d.
5000 + 40 + 4 + 500 = ______
4 + 9000 + 70 = ______
3000 + 50 + 900 + 5 = ______
600 + 3000 + 5 = ______
2000 + 30 + 6 = ______
10 + 200 + 3000 = ______
e.
f.
5000 + 80 = ______
400 + 9000 + 7 = ______
500 + 8000 = ______
40 + 6000 + 500 = ______
4000 + 900 + 7 = ______
80 + 500 + 8000 + 6 = ______
g. 2 thousand
h. 2 tens 6 hundred
7 ones
4 tens
j. 5 thousand
i. 7 thousand 8 hundred
4 thousand
6 tens
8 ones
k. 3 thousand 4 ones

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l. 5 hundred 9 thousand
12
Subtract in Columns: 5139 2244

We can't subtract 4 tens out
of 3 tens, so we need to
borrow from the hundreds.
Now we can't subtract 2 hundreds out

of 0 hundreds, so we need to borrow
from the thousands. Complete.
0 13
0 13
Check
by adding.
10
4 0 13
5 1 3 9
2 2 4 4
513 9
224 4
513 9
224 4
51 3 9
22 4 4
9 5
9 5
+ 2 2 4 4
3. Subtract. Check by adding.

a.
5091
510
b.
2913
1716
c.
8402
1378
d.
6881
911
e.
6546
3490
f.
9080
5025
g.
4509
1116
h.
6209
2065
i.
7182
5365
j.
4037
1916
k.
1173
928
l.
7154
3947
4. Solve.
a. 4908 203 1420

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b. 3924 + 291 + 2932 2910
22
Chapter 7: Geometry
Introduction
The seventh chapter of Math Mammoth Grade 3-B Complete Worktext deals with some elementary
geometry topics, such as parallel lines, right angles, shapes, area, perimeter and volume.
In the first lesson, the student reviews the names of various shapes, and learns about parallel lines and
parallelograms in more detail.
Then, we study the concept of right angles in detail. The lesson is quite long, so you probably will cover it
over several days. It shows how to draw perpendicular lines (lines at a right angle) using a protractor, or a
triangle-shaped ruler, and lets the student practice drawing right angles or shapes that have right angles. In
continuation, the lesson also shows how to draw parallel lines.
Tilings is a simple lesson that lets students also design their own tilings. Then follow lessons on
symmetry, area, perimeter, and three-dimensional figures. Most of these are on the introductory level.
When studying three-dimensional figures, such as a cube, a rectangular prism, pyramids, a cone, and a
cylinder, you can make models for them from the PDF printouts provided in the /cutouts/ folder. Just print
them out, cut out the shapes, fold the sides, and glue or tape the figures together.
Alternatively you can buy them, usually made in plastic. Search on the internet for "geometric solids".
The Lessons
page
span
Shapes and Parallelograms ............................. 38
3 pages
Right Angles ..................................................
41
5 pages
Tilings ............................................................
46
2 pages
Symmetry ......................................................
48
3 pages
Getting Started with Area ..............................
51
3 pages
Perimeter .......................................................
54
2 pages
Three-Dimensional Figures ...........................
56
2 pages
Geometry Review .........................................
58
1 page

Use the online resources as you see fit to supplement the main text.
Shape Cutter
Draw any shape (polygon), cut it, and manipulate the cut pieces. You can have the computer mix them up,
and then try to recreate the original shape.
http://illuminations.nctm.org/ActivityDetail.aspx?ID=72
35
2. Complete these drawings so you get: a) a rectangle; b) a square.
a.
b.
3. Draw a line that is perpendicular to the given line and that goes through the point.
4. Draw here any triangle that has a right angle. It is called a right triangle.
(Hint: Start by drawing the right angle.)

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39
3. Draw symmetry lines into these figures.
a.
b.
c.
d.
e.
f.
g.
4. Draw symmetry lines to those capital letters that have line symmetry.
5. At home, peek into the food cabinet and fridge and find some logos of companies on the food
products. Check also car brand names logos, or store logos when shopping. You can also look
for logos in magazines and in the internet with parental supervision. When examining each
logo, think on these questions:
a) Does the logo use a rectangle, a a circle, an oval, or some other geometric figure?
b) Does it have any symmetry?
Choose at least 3 interesting or well-made logos, and sketch them below.
Explain your answers to a) and b) concerning those logos.
6. Draw a mirror image in the mirror line to get a symmetrical figure.

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46
Perimeter
Perimeter is an extremely easy concept; the trouble
comes in remembering the word and what it means.
Think of it this way: peri-meter means the "walkaround-measure", the distance you cover if you walk
all the way around the figure.
The word comes from Greek word perimetros, and in
it peri means "around" and metros means "measure".
What is the perimeter?
To find the perimeter, just add all the side lengths

together.
Often you need to figure out some side lengths that
are not given.
What side lengths are not given?

What is the perimeter?
1. Find the perimeter.
a.
6
b.
d.
c.
e.
f.
2. Find the perimeter....

a) of a square with sides 15 inches in length.
b) of a rectangle with 7 cm and 18 cm sides.
3. If the perimeter of a square is 64 cm, what is the length of the sides?

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51
Chapter 8: Measuring
Introduction
The eighth chapter of Math Mammoth Grade 3-B Complete Worktext covers measuring-related topics.
Both metric system and customary system units are covered. The lessons still contain plenty of hands-on
exercises, but the emphasis is shifting to the abstract conversions between different measuring units. The
later grades will practice the unit conversion even more, of course.
The student will first learn to measure short distances to the nearest quarter inch, and using centimeters
and millimeters. Then, the lessons cover units used for longer distances: First, the customary system of
units feet, yards, and miles, and then the metric system of ones meters and kilometers.
Next, comes measuring weight. The student learns how to measure the weight of light objects using
ounces and then grams. The lessons also practice the conversion between units.
After that we study measuring volume. Here the student is expected to know the units cup, pint, quart, and
gallon from the second grade. The lesson practices them further, and introduces fluid ounces. Then comes
a lesson about the metric system units for volume: milliliters and liters.
The last two lessons deal with measuring temperature, using Fahrenheit or Celsius scale.
We all use various measuring units in our everyday life, and using them is the key to remembering what
they are and what the conversion factors are. Naturally, people in the United States often do not use the
metric system a lot, while people elsewhere do not use the customary system. The units your child is not
using are likely to be forgotten easily. So encourage the student(s) to have free play time with measuring
devices such as a scale, measuring cups, a measuring tape, and rulers.
The Lessons
page
span
61
5 pages
Centimeters and Millimeters ............................ 66
4 pages
Feet, Yards and Miles.......................................
70
2 pages
Measuring Length in the Metric System:

Meters, Kilometers and More...........................
72
2 pages
Using Ounces ................................................... 74
5 pages
Using Grams ....................................................
79
3 pages
Practicing with Units of Volume......................
83
3 pages
Millileters and Liters .......................................
86
2 pages
Measuring Temperature: Fahrenheit................
88
2 pages
Measuring Temperature: Celsius.....................
90
2 pages
Review ............................................................
92
2 pages
Measuring to the Nearest Fourth-Inch .............

59
Measuring to the Nearest Fourth-Inch

This ruler measures in inches. You can see three lines between each two numbers on the
ruler. Those three lines divide each inch into four parts. The parts are fourth parts of an inch.
We have marked those fourth-parts with fractions.
The 2/4 mark is also the 1/2 mark. We normally use 1/2 instead of 2/4.
This line is 1/4 inch long.

It is also 1/2 inch long.
If a line reaches till the 1/4-mark after the number 1, then the line is 1 inch and 1/4 inch long. But
when writing and saying it, we omit the "and", and write: The line is 1 1/4 inches long.
If a line reaches till the 3/4-mark after number 2, then the line is 2 inches and 3/4 inch long, but
we write it as 2 3/4 inches long.
This line is 3 1/2 inches long.

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59
5. Fill in the blanks, using the units "inches", "feet", "yards", and "miles".
a. Mark drove his car 15 _____________ in 15 minutes.
b. Annie's house is 32 ____________ long.
c. Karen's bedroom is 3 ___________ wide.
d. The snail traveled 5 ______________ in an hour.
e. The door was about 1 ____________ wide.
Remember 12 inches makes 1 foot.
6. Use a tape measure to measure lengths of objects and distances in feet and inches.
Item
How long
____ ft ____ in.
7. Convert between feet and inches.

a. 1 ft = ____ in.
b. 1 ft 2 in. = ____ in.
c. 2 ft 4 in. = ____ in.
3 ft = ____ in.
1 ft 8 in. = ____ in.
2 ft 6 in. = ____ in.
5 ft = ____ in.
1 ft 11 in. = ____ in.
3 ft 3 in. = ____ in.
d. 12 in. = ____ ft
e. 24 in. = ____ ft
f. 36 in. = ____ ft
15 in. = ____ ft ____ in.
28 in. = ____ ft ____ in.
41 in. = ____ ft ____ in.
20 in. = ____ ft ____ in.
35 in. = ____ ft ____ in.
45 in. = ____ ft ____ in.

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69
Practicing with Units of Volume

Volume means how much space something takes.
You are already familiar with cups, pints, quarts, and gallons. They are units of measure in
the customary system.
Besides those, we use fluid ounces to measure small volumes. These are different from the
ounces used to measure weight. Fluid ounces are abbreviated with "fl.oz." or just "oz" if
there is no possibility for confusion with the other ounces.
Some units of volume in the customary system
ounce for small amounts of liquid (oz.)
8
2
2
4
cup
for small amounts of liquid (C)
pint
for medium-size amounts of liquid (pt)
quart for medium-size amounts of liquid (qt)

gallon for large amounts of liquid (gal)
= 1 gallon
=
Four quarts makes 1 gallon.

2 cups makes a pint.
2 pints makes a quart.
In other words, 1 quart is one-fourth

of a gallon. Indeed, the word "quart"
is similar to a "quarter" or one-fourth.
1. Find 1-cup, 1/2-cup, and 1/4-cup measuring cups (used in baking).

Then, find the markings on them that are for ounces.
a) Measure 1 ounce of water to a drinking glass.
f) Fill in the blanks:
b) Measure 2 ounces of water to a drinking glass.
1 cup = ____ ounces
c) Measure 4 ounces of water to a drinking glass.
1/2 cup = ____ ounces
d) Guess how many ounces of water would fit into

the drinking glass. Then check.
1/4 cup = _____ ounces
e) Guess how many ounces of water would fit into

a food container. Then check.

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80
2 cups = ____ ounces

3 cups = ____ ounces
Chapter 9: Division
Introduction
The ninth chapter of Math Mammoth Grade 3-B Complete Worktext covers the concept of division and
basic division facts that are solved by knowing the multiplication tables.
The concept of division in itself is not very difficult. After all, it is like backwards multiplication.
Children can have difficulties in related concepts, such as the remainder, divisibility, factoring, and long
division. The aim of this chapter is to lay a good foundation in basic division, cementing the link between
multiplication and division, and then solidly studying the concept of the remainder. Understanding these
is required when later studying divisiblity, long division, and factoring.
The chapter provides plenty of practice and stresses understanding of concepts. I don't wish the student to
memorize procedures without understanding the 'why' (rote memorization).
For example, when studying the remainder, the student first finds the remainder with the help of pictures which is equivalent to using manipulatives. Then he explores the pattern found in dividing subsequent
numbers by the same number, such as 25 3, 26 3, 27 3, 28 3, etc. After that, the method for
finding the remainder is given as, "Look at the difference", and finally the typical school-book method
with subtraction is presented.
The pre-requirement for studying division is knowing the times tables fairly well. You can still start here
even if your child is still needing some practice with the tables, but she should finish mastering the tables
fairly soon before you do a lot of division practice.
There are basically two ways of illustrating division with concrete objects. The first one can be explained
by having some objects that you divide between a certain number of persons. For example, problem 12:3
can be asked, "If you have 12 bananas and 3 people, how many bananas does each one get?" The second
one is in terms of grouping. The problem 12:3 would be: "If you have 12 people, how many groups of 3
people can you make?" These are important to understand so that your child can solve problems of
everyday life where we use division. Therefore we need to do lots of word problems while studying
division.
The Lessons
page
span
96
4 pages
Division and Multiplication ................................ 100
4 pages
Division and Multiplication Facts ...................... 104
4 pages
Dividing Evenly into Groups .............................
108
4 pages
Zero and One Division ......................................
112
4 pages
When Division is not Exact ...............................
116
4 pages
Checking Division with a Remainder ................
120
3 pages
Fraction - Division Connection............................ 123
2 pages
Review of Division ............................................
2 pages
Division as Making Groups ................................
125
94
Division as Making Groups

There are 12 daisies. Make groups of 3.
How many groups?

How many 3's in 12?
1. Divide into groups.
a. There are ___ carrots.

Make groups of 5.
b. There are ___ berries.

Make groups of 4.
c. There are ___ apples.

Make groups of 3.
How many groups?

How many 5's in ____?
How many groups?

How many groups?

e. There are ___ daisies.

Make groups of 6.
f. There are ___ camels.

Make groups of 4.
How many groups?

How many groups?

d. There are ___ fish.

Make groups of 2.
How many groups?


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92
1. Make groups. Then write down the division and multiplication facts that the pictures are
illustrating.
a. Make groups of four.
b. Make groups of two.
___ 4 = 8
___ 2 = ___
8 4 = ___
___ 2 = ___
c. Make groups of four.
d. Make groups of six.
___ 4 = ___
___ 6 = ___
___ 4 = ___
___ 6 = ___
e.
f.
___ 4 = ___
___ 7 = ___
___ 4 = ___
___ 7 = ___
g.
___ 6 = ___
___ 6 = ___
h.
i.
___ 2 = ___
___ 5 = ___
___ 2 = ___
___ 5 = ___
2. Now draw sticks or balls and make a picture yourself. Write the division and multiplication
sentences.
a. Draw 15 sticks.
Make groups of 5.
b. Draw 24 sticks.
Make groups of 8.
__ 5 = __
__ 5 = __

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97
c. Draw 30 sticks.
Make groups of 5.
2. Divide the dots so that groups have the same amount of dots and write a division sentence.
a. Divide evenly
b. Divide evenly
c. Divide evenly
d. Divide evenly
into 3 groups
into 4 groups
into 6 groups
into 5 groups
20 3 = ___,
21 4 = ___,
___ 6 = ___,
___ 5 = ___,
remainder ____
remainder ___
remainder ___
remainder ___
e. Divide evenly
f. Divide evenly
g. Divide evenly
h. Divide evenly
into 7 groups
into 9 groups
into 3 groups
into 5 groups
___ 7 = ___,
___ 9 = ___,
___ 3 = ___,
___ 5 = ___,
remainder ___
remainder ___
remainder ___
remainder ___
3. Divide and indicate the remainders. You can draw pictures! What patterns do you notice?
a.
b.
c.
21 2 = ___, R __
21 3 = ___, R __
21 4 = ___, R __
22 2 = ___, R __
22 3 = ___, R __
22 4 = ___, R __
23 2 = ___, R __
23 3 = ___, R __
23 4 = ___, R __
24 2 = ___, R __
24 3 = ___, R __
24 4 = ___, R __
25 2 = ___, R __
25 3 = ___, R __
25 4 = ___, R __
26 2 = ___, R __
26 3 = ___, R __
26 4 = ___, R __
27 2 = ___, R __
27 3 = ___, R __
27 4 = ___, R __
28 2 = ___, R __
28 3 = ___, R __
28 4 = ___, R __
29 2 = ___, R __
29 3 = ___, R __
29 4 = ___, R __
30 2 = ___, R __
30 3 = ___, R __
30 4 = ___, R __

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113
Chapter 10: More on Multiplication

Introduction
The tenth chapter of Math Mammoth Grade 2-B Complete Worktext deals with multiplying by whole tens,
by 100, multiplying in parts, and using those skills to multiply vertically using an "easy way" - a variation
of the standard algorithm.
The lesson Multiplying by Whole Tens and Hundreds does not give the rule for multiplying by whole tens
or hundreds outright, but first asks the student to think based on examples. Multiplying a number by ten of
course means just appending a zero to it: 10 24 = 240. If the student does not notice it, you can point it
out. Similarly, if you multiply a number by 20, you can multiply it by 2 and append a zero, because
multiplying by 20 is the same as multiplying by 2 and by 10. Continuing on, multiplying by 100 means
appending two zeros to the number.
Later on in the lesson Multiplying in Parts. we study a very important principle that is normally called the
distributive property. The lesson does not use that name but talks about "multiplying in parts". Basically,
you multiply 6 17 by first multiplying 6 10, then 6 7, and adding the results. This principle is the
basis for the procedure of multiplying vertically (in columns).
In the lesson Multiplying in Columns - the Easy Way we use this exact idea to multiply numbers in parts
and adding the partial results. This way to multiply is just a variation of the common multiplication
algorithm. Children will get plenty of practice of the more common way during fourth grade, but if you
feel your child can grasp it, nothing prevents you from presenting it to your child now. The "easy way"
just shows more plainly what the procedure is based on, and it is easier to understand why it works.
The Lessons
page
span
Multiplying by Whole Tens and Hundreds .............. 129
4 pages
Using All Four Operations ....................................... 133
4 pages
Multiplying in Parts .................................................. 137
5 pages
Multiplying in Columns - the Easy Way ................. 142
3 pages
Multiplying in Columns - the Easy Way, Part 2 ...... 145
2 pages
Review ...................................................................... 147
1 page

Rectangle Multiplication
An interactive tool that illustrate multiplying in parts using the area model. Choose the "common" option
for multiplying in parts.
Math Playground
Learn how to think algebraically with these clever weighing scales.
http://www.mathplayground.com/algebraic_reasoning.html
127
8. Write a mathematical sentence or each word problem. You will need to use all four operations!
a. Each of the three sacks contains four
small bags. Each small bag has eight
marbles. How many marbles total
are in all the sacks? (Draw a picture!)
b. The school has 120 pupils in the upper

grades. On lower grades are nine
classes with 12 pupils in each. How
many pupils are in the school?
c. Amy's cat has had seven litters in her life.

Six of those litters had five kittens and
one had seven. How many kittens has
Amy's cat had?
d. A construction block set had 150 pieces,

but 14 have broken. Then Jack got another
set of 70 blocks. How many blocks does
he have now?
e. The music school has 90 students divided

evenly into nine classes. Then the class
that Jill was in got two new students. How
many students are now in Jill's class?
f. Each of the 10 classrooms in the

school has four windows, except
one only has 3. How many
windows are there total?
g. 58 kids in kindergarten are put into

classes with 10 kids in each class.
How many classes will there be?
h. The teacher bought six packages with

eight crayons and five packages with
ten crayons. How many crayons did
she buy?
i. Chloe has 28 marbles, and Jenny has

52. They combined the marbles and
then shared them equally. How many
marbles did each girl get?
j. Jerry bought 40 horse shoes for his

eight horses. How many shoes will
not be used?
k. Can a teacher divide 98 colored

pencils equally between her 20
students? How would you do the
division?
l. Should the gardener arrange his 48

plants eight in a row, or nine in a row?

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131
Chapter 11: Fractions

Introduction
The 11th and last chapter of Math Mammoth Grade 3-B deals with a few elementary fraction concepts:
fractions, a part of a whole, mixed numbers, and adding and subtracting like fractions.
First, the student learns to name fractions and to draw "pie models" for the most common fractions. The
CD contains cutout pie models for common fractions that you can print out and use to illustrate fractions.
They are especially useful when studying fraction addition and subtraction in this chapter.
The lesson Part of a Whole Group is very important, and this concept has been touched on previously as
well (see the lesson Fraction/Division Connection in chapter 9).
The lesson about mixed numbers only contains picture exercises, along with some number lines. I feel
strongly about letting children do fraction operations with pictures or manipulatives until they thoroughly
understand the concept, and not introducing the various fraction calculation rules too soon. That is why
this lesson does not mention the rule that "to change a mixed number to a fraction, multiply the whole
number part by the denominator, and add the numerator."
For the same reason, the next lesson on adding and subtracting fractions also does not spell out the "rule"
for adding and subtracting like fractions. The student works with pictures and writes addition and
subtraction sentences, thus building his understanding of the process. We can leave the various rules for
5th grade.
This chapter also contains a very introductory lesson on decimal numbers with one decimal digit - or
those with tenths.
The Lessons
page
span
Understanding Fractions ................................. 150
3 pages
Part of a Whole Group .................................... 153
3 pages
Mixed Numbers .............................................. 156
4 pages
Add and Subtract Like Fractions .................... 160
3 pages
Decimal Numbers - Tenths ............................. 163
2 pages
Fractions Review ............................................ 165
1 page

Visualizing Fractions
The other way around as in the previous activity: the computer shows a fraction, and you divide the pie
and color the pieces.
148
Understanding Fractions
Fractions are PARTS of a WHOLE. The WHOLE is always divided into EQUAL parts.
One part is colored;
two equal parts;
one half.
Two parts are colored;

two equal parts;
two halves OR one whole.
1
2
One part is colored;

four equal parts;
one fourth.
1
4
Three colored parts;

seven equal parts;
three sevenths.
3
7
2
=1
2
2
5
Two parts are colored;

five equal parts,
two fifths.
Can you tell what

fraction this is?
The number ABOVE the line tells HOW MANY PARTS are
colored. It enumerates or counts the colored parts.
NUMERATOR
DENOMINATOR
3
8
"three eighths"
The number BELOW the line tells WHAT KIND OF PARTS the
whole is divided into. It denominates or names the parts.
We use ordinal numbers to name the fractional parts.
1. Color parts to illustrate the fraction.

f.
b.
a.
7
8
g.
c.
6
10
h.
2
6
4
6
i.
11
12

www.MathMammoth.com
e.
d.
4
5
1
5
143
4
7
l.
k.
j.
5
9
2
4
9
10
2
7
2. Write the fractions, and read them aloud.
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.
l.
How to draw pie models
Halves: split the circle

with a straight line.
Thirds: draw lines at 12 o'clock,

4 o'clock, and 8 o'clock.
Fourths: First draw halves, then

split those like a cross pattern.
Fifths: Draw as a man

doing jumping jacks.
Sixths: First draw

thirds, then split those
Eighths: First draw fourths,

then split those.
3. Draw the pie models and color the parts to illustrate the fractions.
a.
2
3
b.
2
5
c.
1
6
d.
6
8
e.
4
5
f.
3
8
g.
1
3
h.
4
4

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144
4. Draw the fractions. Then compare: which is more pie? Write > , < , or =
between the fractions.
a.
b.
2
3
1
3
d.
c.
1
5
4
5
e.
6
8
7
8
g.
3
8
5
9
3
6
2
4
4
4
6
10
7
10
f.
1
8
h.
1
9
1
6
i.
5
12
3
12
What can you notice about comparing two fractions when the denominators are the same?
j.
k.
1
2
1
3
m.
l.
1
5
1
8
n.
1
6
1
8
p.
2
6
1
2
4
8
4
5
1
2
2
4
o.
1
2
2
3
q.
2
4
1
6
r.
3
8
3
6
What can you notice about comparing two fractions when the numerators are the same?

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146

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Contents

Chapter 1: Addition and Subtraction Strategies

Addition Review ...............................................................

Addition Terminology and Practice ..............................

Ordinal Numbers and Roman Numerals ......................

Add in Columns ................................................................ 17

Subtracting in Columns ................................................... 26

Borrowing Over Zero Tens ............................................

Mileage Chart .................................................................

Order of Operations .......................................................

Chapter 2: Multiplication Concept

Multiplication is Repeated Addition .............................

Multiplication as an Array .............................................

Multiplication on a Number Line ..................................

Multiplication in Two Ways ...........................................

Multiplying by Zero ........................................................

Word Problems ...............................................................

Order of Operations .......................................................

Understanding Word Problems .....................................

Practice with Parts ..........................................................

Sample worksheet from

Chapter 3: Multiplication Tables

Multiplication Table of 2 ...............................................

Multiplication Table of 4 ...............................................

Multiplication Table of 10 .............................................

Multiplication Table of 5 ...............................................

More Practice and Review

Multiplication Table of 3 ................................................ 85

Sample worksheet from

Sample worksheet from

Chapter 1: Addition and Subtraction

The Lessons in Chapter 1

Addition Terminology and Practice ................... 11

Ordinal Numbers and Roman Numerals ............ 15

Add in Columns .................................................

Subtraction Review ............................................ 20

Subtraction Strategies and Terminology ...........

Subtracting in Columns .....................................

Addition/Subtraction Connection ......................

Borrowing Over Zero Tens ...............................

Mileage Chart ....................................................

Order of Operations ...........................................

Addition Review ................................................

Helpful Resources on the Internet

4. Add the same number repeatedly. You can add in parts.

If an addend changes, the sum changes in the same way!

5. Compare these problems as you go!

Sample worksheet from

2) to find the difference

Debbie had $45 and she

A lawnmower costs $340 in

In a package of 100 buttons,

$360 $340 = ____

It costs $_____ more.

_____ buttons are red.

$45 $10 = ____.

4. Fill in the missing parts.

b) Jill earned $5 for raking the yard,

c) Mom bought 28 bushes and planted

d) Johns drank seven bottles

e) Ann bought 18 candles and Jill bought 5.

f) Dad ate 12 cookies, Mom ate five,

g) Meredith had $20 and she bought a gift

h) A box has 35 thumbtacks, and another

a. ___+ _ = ___

b. ___+ _ = ___

c. ___+ _ = ___

___ _ = ___

___ _ = ___

___ _ = __

___ _ = ___

____ _ = __

d. ___ + _ = __

e. ___ + _ = ___

___ _ = ___

___ _ = ___

___ _ = ___

___ _ = ___

_ groups, _ scissors in each.

_ groups, _ rams in each.

_ _ scissors = ___

_ _ rams = ___

_ groups, _ apples in each.

_ group, _ carrots in it.

_ _ apples = ___

1 _ carrots = _

_ _ = ___

_ _ = ___

_ _ = ___

_ _ = ___