CLASS 3 MATHS WORKSHEET LESSON 1

What’s in a Name? (Preparatory Stage Math)

Concepts • Computational Skills • Problem-Solving & Modeling • 10 questions each • 40% Easy, 40% Average, 20% Challenging • One toggle shows Answer + Solution

Worksheet A: Concepts

Easy

Q1. Deba and Deep mark one line on a wall for each cow leaving, then cross one line for each cow returning. If all marks are crossed in the evening, did all cows return?

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Answer

Yes, all returned.

Solution

Each departure mark matches one return crossing; when none are left, counts in and out are equal, so no cow is missing.

Easy

Q2. Write the number of letters in each: cat, lion, elephant (count letters only, no spaces).

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Answer

cat=3; lion=4; elephant=8.

Solution

Counting letters helps compare word lengths to find shortest/longest names for sorting or captain selection.

Easy

Q3. Circle the shorter name in each pair: monkey vs rat; goat vs deer; tiger vs ox (compare letter counts).

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Answer

rat; deer; ox.

Solution

Shorter word has fewer letters; comparing pairs supports ordering by length.

Easy

Q4. Group the objects: TV, lamp, bed, fan, pillow. Put each into “needs electricity” or “doesn’t need electricity.”

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Answer

Needs electricity: TV, lamp, fan; Doesn’t need: bed, pillow.

Solution

Sorting by an attribute (electricity use) is a core classification skill linked to chapter activities.

Average

Q5. From the animal list {tiger, dog, snake, lion, goat, elephant, deer, ox}, name the longest and shortest names by letters to pick two captains (longest, shortest).

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Answer

Longest: elephant; Shortest: ox.

Solution

elephant has 8 letters (max here), ox has 2 (min here); use letter counts to decide captains as in the chapter game.

Average

Q6. Write three friends’ names. Count how many start with the same first letter as a given name; which starting letter appears most among the three (state the letter only)?

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Answer

Answers vary by names; sample: A starts 2 names → A is most.

Solution

Collect small data, tally first letters, and identify the most frequent starting letter (mode category).

Average

Q7. Use number-name cards to make “43” as “Forty Three.” Count total letters in its number name (ignore the space and hyphen if any).

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Answer

10 letters.

Solution

“forty”(5) + “three”(5) = 10; letter counting links numerals to number names as in the roll-number task.

Average

Q8. Make any two numbers between 1 and 99 whose number names have exactly 8 letters total (ignore spaces/hyphens). Write both numbers and the names once each.

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Answer

Examples: “fifty”(5)+“four”(4)=9 not valid; “sixty”(5)+“one”(3)=8 → 61 “Sixty One”; “fifty”(5)+“one”(3)=8 → 51 “Fifty One”.

Solution

Pick tens with 5 letters and ones with 3 letters to total 8; multiple correct answers exist; verify by counting letters.

Challenging

Q9. A wall shows 38 marks when cows leave. On return, two marks remain uncrossed though no cow is outside. Why were Deba and Deep worried, and how many had actually reached home by then?

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Answer

They feared 2 missing; 36 had reached.

Solution

Uncrossed marks suggest 2 cows not yet matched; 38 total −2 unmatched = 36 cows already in.

Challenging

Q10. Create two new ways to group the set {TV, lamp, chair, clock, fan, blanket} using different rules (not electricity). Name each rule and list items per group briefly in words only once per rule.

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Answer

Examples: Rule1 “furniture vs appliances” → furniture: chair, blanket; appliances: TV, lamp, clock, fan. Rule2 “needs wall mount vs not” → wall: TV, clock; not: lamp, chair, fan, blanket.

Solution

Classification varies by chosen attribute; justify groups so every item fits one category per rule.

Worksheet B: Computational Skills

Easy

Q1. Tally bundle: ||||/ equals how many? Add another ||| to find the total for a name set (give both answers as numbers).

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Answer

5; 8.

Solution

A slash over four lines makes a group of 5; add three singles to get 8 total.

Easy

Q2. If 1 icon = 2 children, how many children do 4 icons and 1 half-icon represent together (compute once)?

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Answer

9 children.

Solution

4×2 = 8; half-icon = 1; total 9; reading pictographs needs the icon key.

Easy

Q3. Count letters quickly: “goat”, “sheep”, “deer” (write three numbers in order, no words).

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Answer

4, 5, 4.

Solution

Letter counting supports comparing word lengths for shortest/longest tasks.

Easy

Q4. “Thirty Seven” has how many letters in its number name (ignore the space), and which part has more letters, the tens word or ones word (write count and the part)?

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Answer

11; “thirty”(6) more than “seven”(5).

Solution

6 + 5 = 11 letters; comparing parts encourages decomposition of number names.

Average

Q5. Hemant has 36 cows and 23 sheep. Show a “marks method” plan to track both groups separately during a move (describe two labeled tally columns, no drawing needed).

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Answer

Create two tallies: Cows (36 marks), Sheep (23 marks); cross one per return until zero remain in each.

Solution

Separate tallies avoid mixing categories and ensure all animals are accounted for independently.

Average

Q6. Make roll number “17” with number cards. Count letters in “Seventeen” and compare with “Forty Three” from earlier (write both counts and which is longer by how many letters).

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Answer

Seventeen=9; FortyThree=10; Forty Three longer by 1.

Solution

Counting letters supports pattern noticing across number names and reading fluency.

Average

Q7. Build a small frequency table of hair styles with sample counts: ponytail=6, short=5, braid=7, others=2. Which is most common and which is least (name both in one line, separated by a comma)?

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Answer

Most: braid; Least: others.

Solution

Compare frequencies to identify mode and minimum category in a simple table.

Average

Q8. Write any two different two-digit numbers that share the same total letters as “Fifty Six” (8 letters), and verify by letter counts beside each name once each (answers may vary; provide counts).

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Answer

“Sixty One”=8; “Fifty One”=8 (examples).

Solution

Choose tens with 5 letters and ones with 3 letters; check totals to confirm equality to 8 letters.

Challenging

Q9. From a list of 20 first names, design a quick tally plan to find the most common starting letter and the least common ending letter (write two steps only, no examples needed).

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Answer

Tally first letters in an A–Z grid to find the highest count; tally last letters similarly to find the lowest non-zero count.

Solution

Separate tallies for starts and ends help compare distributions and identify mode/min categories efficiently.

Challenging

Q10. Create one mini rule that groups classroom objects two different ways such that every object belongs to one group each time (state the rule pair and show how at least four items split under each rule clearly in words once each rule).

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Answer

RuleA “soft vs hard” → pillow, blanket vs chair, desk; RuleB “has display vs no display” → TV, clock vs lamp, fan.

Solution

Rules must be exhaustive and mutually exclusive per sort; attribute-based grouping builds classification thinking.

Worksheet C: Problem-Solving & Modeling

Easy

Q1. If 12 cows leave and 12 return, how many marks remain on the wall, and what does this show about tracking with marks (state both in six words or fewer after the number)?

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Answer

0; all returned (matched marks).

Solution

Equal out-and-in counts cancel; zero marks left confirm complete return using the matching method.

Easy

Q2. Write three classroom objects and sort them by “made of cloth vs not cloth.” Name which group has more in the small set (answers vary; one word “cloth” or “not cloth”).

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Answer

Varies; sample: cloth.

Solution

Attribute-based sorting models real-life classification; counts show which group dominates in the sample.

Easy

Q3. Make two name puzzles like in the chapter: one “near 100 with 6-letter tens and 5-letter ones,” and one “between 63 and 78 with the fewest letters” (write two target descriptions, not answers).

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Answer

Puzzle A: tens 6 letters + ones 5. Puzzle B: 63–78, smallest letters.

Solution

Designing constraints helps learners search number names by structure and count letters strategically.

Easy

Q4. Build a two-row table “Boys/Girls” for hair styles with any three categories and sample counts; then identify the overall most common style across both rows (one style name only after thinking).

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Answer

Varies; sample: braid.

Solution

Combine row counts per style and compare totals to find the mode across groups.

Average

Q5. A class of 30 writes first names. Plan how to find “letters never used to start any name” using a simple A–Z checklist (write the plan in two steps only).

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Answer

Tick used initials; circle letters without any ticks.

Solution

An A–Z grid with tallies reveals which letters have zero frequency as starting letters.

Average

Q6. From “Sixty Seven” vs “Seventy Six,” which has more letters and by how many; also say which is numerically bigger by comparing tens first (write both decisions in one short line, e.g., “name: __ by __; number: __”).

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Answer

Name: Seventy Six by 1; Number: Seventy Six.

Solution

“seventy”(7)+“six”(3)=10 vs “sixty”(5)+“seven”(5)=10 can tie; font/spacing aside, compare 70 vs 60 to decide number size.

Average

Q7. Design a tiny pictograph key so that a total of 15 children can be shown without fractions. Choose the icon value and state how many icons would show 15 (write “value=__, icons=__”).

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Answer

Value=1 or 3 or 5; icons=15 or 5 or 3.

Solution

Pick divisors of 15 to avoid halves; the icon count equals 15 divided by the icon value.

Average

Q8. A shop lists “Forty Nine” and “Fifty Four.” Which has more letters and which price is larger (answer as “letters: __; price: __” in one line)?

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Answer

letters: Fifty Four; price: Fifty Four.

Solution

“fifty”(5)+“four”(4)=9 vs “forty”(5)+“nine”(4)=9 tie on letters; numerically 54 > 49 so price is Fifty Four.

Challenging

Q9. Create a fair captain rule using word lengths: from animal names {elephant, tiger, goat, deer, ox, lion}, define a rule that picks 1 captain fairly if there is a tie for longest or shortest (state the tie-breaker clearly in 1 sentence).

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Answer

If tie, choose the name earliest in alphabetical order.

Solution

Define a secondary attribute (alphabetical order) to break ties consistently and fairly.

Challenging

Q10. Build two number puzzles like the chapter’s: (A) “I am near 100; tens has 6 letters; ones has 4 letters.” (B) “I am between 63 and 78; my number name has the fewest letters among these.” Give one solution for each puzzle as number + name once each (answers may vary but must fit).

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Answer

(A) 64 “Sixty Four”; (B) 70 “Seventy” (single word) or 66 “Sixty Six” vs 63 “Sixty Three” depending on letter counts.

Solution

Check letter totals to fit constraints; multiple correct answers exist if they satisfy the stated conditions.

Two best activities

Activity 1: Gate Marks Tracker (Live In–Out Counting)

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Answer

Simulate Deba–Deep’s wall with class entries/exits to experience one-to-one matching and cancellation.

Solution

Draw a “mark board.” As each student “leaves,” add a mark; as each “returns,” cross one. Pause midway to discuss why remaining marks signal missing returns. Extend with two columns (Group A/Group B) to show category-wise tracking like cows vs sheep.

Activity 2: Name Lab — Sort, Tally, Make Numbers

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Answer

Collect names, sort by first letter and length, build tallies/tables, then create target numbers with cards and compare number-name letters.

Solution

Students write first names on slips, group by initial and by length (short/medium/long). Make a tally table and identify most/least initials. Next, give tens/ones word cards (twenty, thirty…; one, two…) to form roll numbers; count letters and design puzzles (e.g., “8-letter number name”). Share strategies and justify groupings to strengthen reasoning and communication.