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Bonny and tommy visit the zoo

Educator section


  • Number Concept to 1 000 (These are the minimum requirements for Grade 3.)
  • Operations:
  • Addition – two and three digit numbers with and without regrouping of the tens and/or hundreds.
  • Subtraction – two and three digit numbers with and without regrouping of the tens and/or hundreds.
  • Multiplication – two and three digit numbers with a one digit number, with or without regrouping of the tens.
  • Division – two digit numbers with a one digit number with regrouping of the tens but without a remainder, e.g. 75 ÷ 5 =

(In the following module remainders with regrouping of the tens are practised again).

In Module 6 the number concept is extended to 1000 . Addition and subtraction is done with two- and three-digit numbers, with and without regrouping of tens and hundreds. Multiplication is done with two- and three-digit numbers with and without regrouping of tens. Division is done with two-digit numbers and regrouping of tens only, without a remainder in Module 6,

e.g. 75 ÷ 5 = ≤ (In the following module, the remainder will be included in regrouping.)

Learners need to know what the actual paper money looks like: R10-, R20-, R50-, R100- and R200-notes.

They must understand the values and be able to do simple calculations.

Explain what drawing to scale signifies. They will have to be able to grasp this concept very well before they will be able to calculate the lengths of the elephants’ trunks. Provide similar examples to ensure that they are able to do the exercise.

The learners need to develop a concrete image of the numerical value of 1000 .

999 + 1 completes a ten that is taken to the tens to complete 10 tens which make a hundred . The hundred is taken to the hundreds to complete 10 hundreds . These make a group of a thousand which has to be taken to the thousands .

1000: the 1 represents 1 group of a thousand and the 3 noughts are the placeholders for the hundreds, tens and units.

Once the learners have completed the number block, it must be used for many counting exercises in tens and hundreds, counting forwards and backwards.

If learners are still struggling to master doubling and halving, they should be encouraged to use the "cloud" to assist the thinking process.

First work orally with similar examples using letter values, before allowing the learners to do the worksheet.

Multiplication with three-digit numbers, with regrouping of the tens, must first be practised orally and in the concrete.

Let the learners count in 9’s before asking them to write it.

Help them to realise that it is easier to start by adding 10 and subtracting 1 than it is to add 9. The opposite is done when 9 is subtracted: take away 10 and add 1. Let them use counters.

If 10c and 1c pieces are used to explain the idea of regrouping tens during division, the learners will be helped to grasp that the tens have to be broken up a nd regrouped with the ones before it can be shared out. (Play money could be used.)

The learners may need much practice before they will have enough skill to complete the worksheet.

It might help them to draw the diagrams.

The decision to make use of carried numbers is left to the educator.

First supply paper shapes for dividing into tens, so that the learners may discover for themselves that tenths , like thirds and fifths, have to be calculated and measured. It is not simply a matter of folding and folding again as in the case of a ½ and a ¼ .

Guide them to discover that they, by first obtaining fifths , can divide each fifth down the middle to obtain tenths .

Discuss symmetrical shapes with the learners. Let them identify symmetrical objects in the classroom. They should complete the drawing after this exercise.

Leaner section


Activity: money notes [lo 1.6]

  • Bonny and Tommy each paid an entry fee of R10. Dad and Mom each paid R20. How much did they pay altogether?

They paid R_______ .

  • Dad paid with a R200-note. How much change did he get?

He got R________ change.

  • Do you know what all the money notes look like? Which animals are on each of these notes?

R10 _________________________________________________________________

R20 _________________________________________________________________

R50 _________________________________________________________________

R100 ________________________________________________________________

R200 ________________________________________________________________

  • For which notes could I exchange the following?


4 R20-notes are R______

3 R50-notes are R______

9 R10-notes are R______

10 R100-note are R______

______ R10-notes are R90

______ R100-notes are R500

______ R200-notes are R600

______ R50-notes are R400

  • Count the money in the till at the zoo:

The entrance fee at the zoo has been increased to R25 for an adult and R15 for a child. Give the total cost for:

6 adults and 4 children: R_______ + R_______ = R_______

4 adults and 1 0 children: R_______ + R_______ = R_______

1 0 adults and 8 children: R_______ + R_______ = R_______

  • Use any method to see if you can help me with this problem. Twelve people visited the zoo. They paid R260 in all. How many of them were adults and how many were children?


Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment Standard 1.6: We know this when the learner solves money problems involving totals and change in rands and cents, including converting between rands and cents.

Questions & Answers

show that the set of all natural number form semi group under the composition of addition
Nikhil Reply
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explain and give four Example hyperbolic function
Lukman Reply
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The denominator of a certain fraction is 9 more than the numerator. If 6 is added to both terms of the fraction, the value of the fraction becomes 2/3. Find the original fraction. 2. The sum of the least and greatest of 3 consecutive integers is 60. What are the valu
1. x + 6 2 -------------- = _ x + 9 + 6 3 x + 6 3 ----------- x -- (cross multiply) x + 15 2 3(x + 6) = 2(x + 15) 3x + 18 = 2x + 30 (-2x from both) x + 18 = 30 (-18 from both) x = 12 Test: 12 + 6 18 2 -------------- = --- = --- 12 + 9 + 6 27 3
2. (x) + (x + 2) = 60 2x + 2 = 60 2x = 58 x = 29 29, 30, & 31
on number 2 question How did you got 2x +2
combine like terms. x + x + 2 is same as 2x + 2
Q2 x+(x+2)+(x+4)=60 3x+6=60 3x+6-6=60-6 3x=54 3x/3=54/3 x=18 :. The numbers are 18,20 and 22
Mark and Don are planning to sell each of their marble collections at a garage sale. If Don has 1 more than 3 times the number of marbles Mark has, how many does each boy have to sell if the total number of marbles is 113?
mariel Reply
Mark = x,. Don = 3x + 1 x + 3x + 1 = 113 4x = 112, x = 28 Mark = 28, Don = 85, 28 + 85 = 113
how do I set up the problem?
Harshika Reply
what is a solution set?
find the subring of gaussian integers?
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Shirley Reply
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I need quadratic equation link to Alpa Beta
Abdullahi Reply
find the value of 2x=32
Felix Reply
divide by 2 on each side of the equal sign to solve for x
Want to review on complex number 1.What are complex number 2.How to solve complex number problems.
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use the y -intercept and slope to sketch the graph of the equation y=6x
Only Reply
how do we prove the quadratic formular
Seidu Reply
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hello, if you have a question about Algebra 2. I may be able to help. I am an Algebra 2 Teacher
Shirley Reply
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Tric Reply
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
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Solve for the first variable in one of the equations, then substitute the result into the other equation. Point For: (6111,4111,−411)(6111,4111,-411) Equation Form: x=6111,y=4111,z=−411x=6111,y=4111,z=-411
x=61/11 y=41/11 z=−4/11 x=61/11 y=41/11 z=-4/11
Need help solving this problem (2/7)^-2
Simone Reply
what is the coefficient of -4×
Mehri Reply
A soccer field is a rectangle 130 meters wide and 110 meters long. The coach asks players to run from one corner to the other corner diagonally across. What is that distance, to the nearest tenths place.
Kimberly Reply
Jeannette has $5 and $10 bills in her wallet. The number of fives is three more than six times the number of tens. Let t represent the number of tens. Write an expression for the number of fives.
August Reply
What is the expressiin for seven less than four times the number of nickels
Leonardo Reply
How do i figure this problem out.
how do you translate this in Algebraic Expressions
linda Reply
why surface tension is zero at critical temperature
I think if critical temperature denote high temperature then a liquid stats boils that time the water stats to evaporate so some moles of h2o to up and due to high temp the bonding break they have low density so it can be a reason
Need to simplify the expresin. 3/7 (x+y)-1/7 (x-1)=
Crystal Reply
. After 3 months on a diet, Lisa had lost 12% of her original weight. She lost 21 pounds. What was Lisa's original weight?
Chris Reply
how did you get the value of 2000N.What calculations are needed to arrive at it
Smarajit Reply
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Source:  OpenStax, Mathematics grade 3. OpenStax CNX. Oct 14, 2009 Download for free at http://cnx.org/content/col11128/1.1
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