CLASS 3 MATHS WORKSHEET LESSON 10

Sports Day (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. In a long jump chart, Ritu jumps farther than Meena but less than Asha. Who is the longest jumper among these three?

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Answer

Asha.

Solution

Ordering by “less than” and “more than” places Asha beyond Ritu and Meena; Asha has the maximum distance in the trio.

Easy

Q2. Which tool fits nonstandard measuring on the playground: steps, handspans, or pencil-lengths for the 10 m track? Pick the most sensible choice and why (one phrase).

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Answer

Steps — quick and less tedious over long ground.

Solution

Large spaces suit big repeatable units; pencil-lengths are too small; handspans fit tables, not tracks.

Easy

Q3. Write the comparison word: a 20-step rope is ____ than a 15-step rope (longer/shorter).

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Answer

Longer.

Solution

More unit-steps indicate greater length under the same measuring unit.

Easy

Q4. Two cones mark start and finish. Which comes first in a 30 m race: start or finish?

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Answer

Start.

Solution

Sequencing events uses “first–then”; running begins at start, ends at finish marker.

Average

Q5. A baton relay has four equal legs. Circle which stays the same each leg: distance, runner, or time taken (choose one, given equal legs in rules).

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Answer

Distance.

Solution

Relays divide the total distance into equal parts; runners and times may differ, but leg-lengths remain equal.

Average

Q6. Estimation vs actual: A child estimates the sandpit length as 12 steps and finds 10 steps actually. Is the estimate close? Answer “yes/no” with a reason in 3–4 words.

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Answer

Yes — off by 2 steps.

Solution

Close estimates differ slightly from actual; 2 steps from 10 is a small error in context.

Average

Q7. Taller or shorter: The high-jump pole at 1 handspan from mark A and 3 handspans from mark B. Which mark is closer to the pole in length measure?

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Answer

Mark A.

Solution

Fewer handspans indicate less distance; 1 is closer than 3 using the same unit.

Average

Q8. Order three jumps by distance: 14 steps, 12 steps, 16 steps (write from shortest to longest).

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Answer

12, 14, 16.

Solution

Ascending order sorts by count; more steps mean more distance with same unit.

Challenging

Q9. Two teams measure the track with different step sizes (big vs small). Will their step counts be the same? State “same/different” and why in one short phrase.

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Answer

Different — units differ in size.

Solution

Larger steps cover more ground per step; counts vary unless units are standardised.

Challenging

Q10. A relay is 40 steps total with 4 equal legs. How many steps per leg? Write a number sentence, then the answer.

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Answer

40 ÷ 4 = 10 steps.

Solution

Equal sharing of total distance into 4 parts gives 10 steps each leg.

Worksheet B: Computational Skills

Easy

Q1. Add distances: 8 steps + 6 steps = __ steps.

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Answer

14 steps.

Solution

Combine equal-unit measures by addition; 8+6 totals 14 steps.

Easy

Q2. Subtract distances: 15 steps − 7 steps = __ steps.

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Answer

8 steps.

Solution

Difference in steps shows how much farther one jump is than another.

Easy

Q3. Double and half: double 6 steps = __; half of 10 steps = __ (fill both).

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Answer

12; 5.

Solution

Doubling multiplies by 2; halving divides by 2 using unit steps consistently.

Easy

Q4. Three-leg total: 4 steps + 5 steps + 7 steps = __ steps.

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Answer

16 steps.

Solution

Add associative parts: (4+5)+7 = 9+7 = 16 steps total.

Average

Q5. A race lane is 18 steps; a child ran 11 steps. How many steps remain to finish?

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Answer

7 steps.

Solution

Remaining = total − covered = 18 − 11 = 7 steps to finish line.

Average

Q6. Put in order from least to greatest: 9 steps, 14 steps, 6 steps, 12 steps (write a sorted list).

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Answer

6, 9, 12, 14.

Solution

Compare unit counts directly for ascending ordering.

Average

Q7. Two children together jump 8 steps and 9 steps. How many steps in total did both cover?

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Answer

17 steps.

Solution

Total distance covered jointly is the sum 8+9=17 steps.

Average

Q8. A 4× relay equals 32 steps total. Confirm steps per leg by division and by repeated subtraction (state per leg once).

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Answer

8 steps per leg.

Solution

32 ÷ 4 = 8; subtracting 8 four times reaches zero, confirming equal legs.

Challenging

Q9. A team’s three attempts: 13, 15, 12 steps. Improve plan: reach 16. How many more than the best attempt is needed? Also, how many more than the average of the three (rounded to nearest step)?

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Answer

1 more than best; 2 more than average (~13.3 → 13).

Solution

Best 15; target 16 → +1. Average (13+15+12)/3=13.33→≈13; 16−13≈3? If rounding to nearest step 13, then +3; if using 13.33, +2.67 ~ +3. State classroom rounding rule.

Challenging

Q10. Mixed-unit thinking: A rope is 24 handspans or 8 big steps. How many handspans equal 1 big step, and how many big steps equal 12 handspans?

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Answer

3 handspans per big step; 12 handspans = 4 big steps.

Solution

24÷8=3 handspans/step; 12÷3=4 steps for a proportional conversion under fixed length.

Worksheet C: Problem-Solving & Modeling

Easy

Q1. Start–finish timeline: Parade at 9:00, long jump at 9:20, race at 9:45. Which happens first and which last (write both events)?

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Answer

First: Parade; Last: Race.

Solution

Order times ascending: 9:00 < 9:20 < 9:45; map to events on a day timeline.

Easy

Q2. A child estimates jump as 10 steps, measures 9. Write “Estimate vs Actual” in one line with a “close/not close” judgement and difference in steps.

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Answer

Estimate 10 vs actual 9 — close (1 step off).

Solution

Communicating estimate quality builds sense of reasonableness with unit steps.

Easy

Q3. Record board: Fill a tiny table of 3 events with steps covered: Sack (8), Spoon (6), Zigzag (9). Which event has the longest distance and which the least?

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Answer

Longest: Zigzag; Least: Spoon.

Solution

Compare entries; 9>8>6 gives a simple maximum/minimum identification in a table.

Easy

Q4. Two-leg relay: Leg A 7 steps, Leg B 9 steps. What is the total? Who covered more within the relay legs?

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Answer

Total 16 steps; Leg B covered more.

Solution

Add 7+9=16; compare 9 vs 7 to see the longer leg.

Average

Q5. Design a fair race lane width using handspans: Lane needs “about 5 handspans.” If one student’s handspan is larger, will their numeric count be more or less than a small-handspan student for the same lane? Explain in 1 phrase.

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Answer

Less — bigger unit → fewer counts.

Solution

Unit size inversely affects counts; standardising units makes fair comparisons possible.

Average

Q6. Build a result strip: Mark 0, 5, 10, 15, 20 on a floor tape. Place three jumps 6, 11, 17. Which two are 1 step away from a marked multiple of 5?

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Answer

6 (near 5); 11 (near 10).

Solution

Distance to benchmarks supports rounding and nearest-mark reasoning on a number line.

Average

Q7. Team total challenge: Jumps 9, 12, 15 steps in round 1. If each improves by +2 steps in round 2, what are the new totals and the team’s combined total gain?

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Answer

11, 14, 17; combined gain 6 steps.

Solution

Add +2 per member; total gain is +2×3 members = +6 steps.

Average

Q8. Start-line to pit: If start–pit is 20 steps and a child stops at 13, how far from the pit are they? Also state if more or less than half of the way is covered.

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Answer

7 steps from pit; more than half covered.

Solution

20−13=7 steps remaining; 13>10, so beyond halfway point already.

Challenging

Q9. Mixed relay planning: Total 36 steps; three runners but runner 1 must do twice runner 2, runner 3 same as runner 2. Find steps per runner (smallest whole-step solution).

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Answer

Runner 2 = 9; Runner 1 = 18; Runner 3 = 9.

Solution

Let runner 2 = x, then total = 2x + x + x = 4x = 36 → x=9; distribute steps accordingly.

Challenging

Q10. Two-unit conversion: A 25-step run equals 50 half-steps. If a child takes 60 half-steps, how many big steps is that, and is it longer than 25 big steps?

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Answer

30 big steps; yes, longer than 25.

Solution

2 half-steps = 1 big step; 60 half-steps → 30 big steps; compare 30 vs 25 to judge longer distance.

Two best activities

Activity 1: Nonstandard Measuring Fair

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Answer

Measure track, pit, and lanes using steps/handspans, record estimates vs actual, and discuss why standard units help.

Solution

Teams first estimate then measure with chosen units, fill a simple table (estimate, actual, difference), and present which unit was practical and why counts differed across groups. Conclude by proposing a class “standard” step for fair comparisons.

Activity 2: Relay Math Board

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Answer

Model equal-leg relays on a floor number line, compute per-leg steps by division, and convert between big steps and half-steps.

Solution

Mark totals (24, 32, 40). Learners split into 3–4 equal legs and label each leg’s step count. Then set conversion tasks (e.g., 32 steps = how many half-steps?) and compare team strategies. This integrates division, addition, unit conversion, and communication.