CLASS 3 MATHS WORKSHEET LESSON 12

Give and Take (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. Box diagram: Kishan had 364 saplings and brought 52 more. Draw a mental box and say the total (no working needed here; answer + solution below).

Show solution

Answer

416 saplings.

Solution

364 + 52 → add tens and ones: 364 + 50 = 414; +2 = 416; matches the box diagram model shown for saplings [attached_file:21].

Easy

Q2. Need to pack: Order is 230, already packed 75. State how many more are needed (use H–T–O idea briefly in words).

Show solution

Answer

155 saplings.

Solution

230 − 75 → take 5 from 10 ones after regrouping and 70 from tens to get 155; mirrors the H–T–O regrouping example [attached_file:21].

Easy

Q3. Open number line: Start 364 and make five +10 jumps, then +2. Where do we land (state final number only, then explain one line)?

Show solution

Answer

416.

Solution

364→414 by +10×5, then +2 → 416; same count-up strategy as shown in the saplings addition line [attached_file:21].

Easy

Q4. Add/Take by 1/10/100: From 269, write 269+1, 269+10, and 269+100 (three results only).

Show solution

Answer

270; 279; 369.

Solution

Changing ones, tens, or hundreds matches the grid “Add 1/10/100” patterns given in the lesson table [attached_file:21].

Average

Q5. Compare without calculating: circle which is more, 373+23 or 373+40 (choose one and justify in 4–5 words).

Show solution

Answer

373+40 is more.

Solution

Adding 40 increases by a larger tens jump than +23; compare addends directly as in “compare statements” task [attached_file:21].

Average

Q6. Equal pairs: pick one pair that must be equal without full working—516+100 or 615−200 (state both values in one line to confirm quickly).

Show solution

Answer

616 and 415; not equal.

Solution

516+100=616; 615−200=415; the “find pairs equal” task builds mental checking as shown on the page [attached_file:21].

Average

Q7. Fill by place moves: 454+100, 454+10, 454+1 (write three numerals only), then name which digit changes in each move (one word each: hundreds/tens/ones).

Show solution

Answer

554 (hundreds); 464 (tens); 455 (ones).

Solution

The grid exercise highlights which place changes when adding fixed place values on the chart [attached_file:21].

Average

Q8. Estimation: 465 in morning, 756 by afternoon. Estimate the earning to nearest 100 first, then give the exact difference using a box idea (two numbers only in order: estimate, exact).

Show solution

Answer

≈300; 291.

Solution

Round 465≈500 and 756≈800 so ≈300; exact 756−465=291 as shown in the worked “money box” example [attached_file:21].

Challenging

Q9. Money exchange reasoning: Why did villagers give different quantities in barter (rice vs vegetables vs onions vs sarees) before using notes and coins (one clear sentence)?

Show solution

Answer

Different items have different values, so equal value exchanges need unequal quantities.

Solution

Barter balances worth, not counts; money later standardised value for fair trade, as the lesson explains [attached_file:21].

Challenging

Q10. Note equivalence: Draw in mind how many ₹100 notes equal one ₹500 note and name one thing that could be bought for ₹500 (give two short answers only).

Show solution

Answer

Five ₹100 notes; answers vary (e.g., a grocery basket).

Solution

The page asks to match denominations and imagine purchases at ₹500 to connect value and quantity of notes [attached_file:21].

Worksheet B: Computational Skills

Easy

Q1. 309 + 80 = __ (use H–T–O language: 3 hundreds, 9 tens, +8 tens).

Show solution

Answer

389.

Solution

Add 8 tens to 9 tens → 17 tens = 1 hundred + 7 tens → 389; mirrors “gets 80 more saplings” task [attached_file:21].

Easy

Q2. 456 − 63 = __ (think subtract tens and ones; write one numeral only).

Show solution

Answer

393.

Solution

456−60=396; −3=393; matches “distributed 63” style subtraction [attached_file:21].

Easy

Q3. 270 − 36 = __ (use count-back: −30 then −6; one result only).

Show solution

Answer

234.

Solution

270→240 (−30) →234 (−6) aligns with “how many more than friend” style [attached_file:21].

Easy

Q4. Fill the +100/+10/+1 table: 269→__ (+100), 269→__ (+10), 269→__ (+1); 454→__ (+1) once more (four numbers total).

Show solution

Answer

369; 279; 270; 455.

Solution

Direct lifts from the grid exercise develop fluency with digit-place shifts [attached_file:21].

Average

Q5. Reena pays ₹500 for groceries costing ₹209. How much change should be returned (answer one number only, then check with a box idea briefly)?

Show solution

Answer

₹291.

Solution

500−209=291; mirrors money-change tasks with notes on the page [attached_file:21].

Average

Q6. Savings add-up: ₹250 + ₹125 + ₹350 = __ (compute once, then estimate to nearest hundred first in words like “≈__”).

Show solution

Answer

₹725; ≈₹700.

Solution

Exact total 725; estimate 300+100+400≈800 or 250≈300, 125≈100, 350≈300 gives ≈700–800 band as in estimation prompts [attached_file:21].

Average

Q7. Weekly saving: starts ₹150, add ₹100 each week for four weeks. Total after four weeks (state final only; hint: arithmetic series by 4 adds).

Show solution

Answer

₹550.

Solution

150 + 4×100 = 550; matches piggy bank scenario in tasks [attached_file:21].

Average

Q8. Make ₹75 in two different ways using {₹50, ₹20, ₹10, ₹5} (list two combinations only, reuse allowed as shown in page activity).

Show solution

Answer

₹50+₹20+₹5; ₹50+₹10+₹10+₹5.

Solution

The “use notes/coins to buy things” activity asks multiple decompositions for the same total [attached_file:21].

Challenging

Q9. Fill boxes mentally: 816−200=__, 450+50=__, 120−7=__, 156+__=175 (write four answers only across the row like the page pattern).

Show solution

Answer

616; 500; 113; 19.

Solution

This mirrors the “Fill in the boxes with appropriate number” quick-calculation line practice [attached_file:21].

Challenging

Q10. Number cards 0–5: make two 3-digit numbers, add and subtract; then rearrange to get a bigger sum and a smaller difference (write any valid example pair and the two results).

Show solution

Answer

Example: 540+321=861; 540−321=219; bigger sum use 543+210=753; smaller difference try 432−431=1.

Solution

The page asks to construct numbers from small digit sets to maximise sum or minimise difference by place-value strategy [attached_file:21].

Worksheet C: Problem-Solving & Modeling

Easy

Q1. Deliveries: If today’s sales are ₹640 for rice and ₹215 for sugar, what is the total money earned (one number only; box diagram helpful first)?

Show solution

Answer

₹855.

Solution

640+215=855 by adding hundreds, tens, ones; mirrors the “today’s sale” prompt [attached_file:21].

Easy

Q2. Nearest hundred: Round 156, 195, and 765 to nearest hundred (write three rounded values in order only).

Show solution

Answer

200; 200; 800.

Solution

Nearest-hundred practice builds estimation sense as prompted in the worksheet box [attached_file:21].

Easy

Q3. Grid walk: Starting 456, adding +10 lands on __; adding +1 on __; adding +100 on __ (write three numbers like the coloured grid example).

Show solution

Answer

466; 457; 556.

Solution

The answer mirrors the “colour the grid for +100/+10/+1” table around 456/466 etc. [attached_file:21].

Easy

Q4. Make ₹100 two ways using {₹50, ₹20, ₹10}: give two combinations (reuse allowed), then say which has more notes (one word “first/second”).

Show solution

Answer

(₹50+₹50), (₹20×5); second has more notes.

Solution

Counting notes fosters denomination sense; the page shows matching equal values across notes/coins [attached_file:21].

Average

Q5. “Which costs more?” Using the picture note, decide: one milk bottle vs one pomegranate of ₹100 basket (choose and explain one phrase like “unit vs basket”).

Show solution

Answer

Pomegranate basket (more items for same ₹100).

Solution

The example contrasts single vs basket costs under ₹100 to discuss value per item as on page [attached_file:21].

Average

Q6. Two-step money: If one hawa mithai is ₹10 and a child has ₹50, how many mithai and how much change when buying 3 (write count and change only)?

Show solution

Answer

3 mithai; ₹20 change.

Solution

3×₹10=₹30; ₹50−₹30=₹20; relates to ₹10 examples on the notes page [attached_file:21].

Average

Q7. 521–40 challenge from grid clue: compute quickly (one number only), then explain the tens move in 4–5 words (like “down four tens row”).

Show solution

Answer

481; subtract 4 tens straight.

Solution

The grid shows subtracting tens shifts within the same hundred efficiently [attached_file:21].

Average

Q8. Build and compare: One day ₹650, next day ₹250 more. Total? Then compare to ₹900 (write total, then “< or > 900”).

Show solution

Answer

₹900; = 900.

Solution

650+250=900 on the nose; connects to “second day earned by” prompt [attached_file:21].

Challenging

Q9. Mental compare: Circle bigger without full calc—(900−9) vs (890−60); explain one-word reason (“tens”). Then check quickly in one line with results.

Show solution

Answer

(900−9) is bigger; 891 vs 830.

Solution

The exercise trains mental magnitude sense; subtracting 60 reduces tens more than subtracting 9 ones [attached_file:21].

Challenging

Q10. Create a money combo: Two different ways to pay ₹100 using any of {₹50, ₹20, ₹10, ₹5} with at least 3 notes/coins each; write both sets only (no explanation).

Show solution

Answer

₹20+₹20+₹20+₹20+₹20; ₹10×5 + ₹20×2 + ₹5×2.

Solution

Multiple decompositions reinforce value equivalence and flexible making of amounts as on “find at least two ways” page [attached_file:21].

Two best activities

Activity 1: Box Diagram + Open Number Line Lab

Show solution

Answer

Solve sapling and money stories first with box diagrams, then verify with open number line jumps (+/−100, +/−10, +/−1).

Solution

Provide story slips (364+52, 230−75, 756−465, 640+215). Learners draw box diagrams to plan add/subtract, then act out jumps on a taped floor line using +100/+10/+1 cards. This consolidates representation shifts exactly as shown in the chapter [attached_file:21].

Activity 2: Play Money Market — Make, Pay, Give Change

Show solution

Answer

Use ₹100/₹50/₹20/₹10/₹5 to make targets (₹75, ₹100, ₹291), pay bills, and compute change mentally and with H–T–O blocks.

Solution

Set up items with prices (₹75 crayons, ₹100 basket, ₹291 change challenge). Pairs take turns as shopkeeper/customer, matching equal values, decomposing notes, and calculating change with both regrouping (H–T–O) and number lines—precisely the money practice pages encourage [attached_file:21].