CLASS 3 MATHS WORKSHEET LESSON 2

Toy Joy (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. Match objects to 3D shapes: bottle → __; ice-cream cone → __; dice → __; brick → __; ball → __.

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Answer

bottle → cylinder; ice-cream cone → cone; dice → cube; brick → cuboid; ball → sphere.

Solution

Everyday toys and containers map to basic solids used in the chapter’s craft tasks.

Easy

Q2. Which shapes roll easily on a flat surface: sphere, cone, cube, cuboid, cylinder (choose all that can roll)?

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Answer

Sphere, cylinder, cone (on curved side).

Solution

Curved surfaces allow rolling; flat faces tend to slide or stop.

Easy

Q3. Which shape has only curved faces: sphere, cylinder, cone (pick one)?

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Answer

Sphere.

Solution

A sphere’s surface is entirely curved; cylinders and cones also have flat faces.

Easy

Q4. A cube is a special type of which shape family (choose one): cuboid, cylinder, cone, sphere?

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Answer

Cuboid.

Solution

A cube is a cuboid with all edges equal and all faces squares.

Average

Q5. Sort by “flat faces only,” “curved faces only,” “both flat and curved”: cube, sphere, cone, cylinder, cuboid (list under each label).

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Answer

Flat only: cube, cuboid. Curved only: sphere. Both: cone, cylinder.

Solution

Use faces/edges vocabulary from the lesson to classify solids by surface type.

Average

Q6. Jaya’s rocket uses shapes. Name one likely choice for the tip and one for the body (write two shapes).

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Answer

Tip: cone; body: cylinder.

Solution

Pointed cone for tip and long cylinder for body match the models shown.

Average

Q7. Which shapes can stack stably for towers: cubes, cuboids, spheres, cones, cylinders (choose all that stack easily)?

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Answer

Cubes, cuboids, cylinders (flat face down).

Solution

Flat faces support stacking; curved-only or pointed tips reduce stability.

Average

Q8. Identify faces and edges: which shapes have edges where flat faces meet, and which have no edges at all (name at least one each)?

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Answer

Edges: cube/cuboid (edges where faces meet). No edges: sphere.

Solution

Edges are line segments between flat faces; a sphere has a smooth surface without edges.

Challenging

Q9. Describe how to build “cone on cylinder on cuboid” in one line, using “on top of” language (write the sequence clearly).

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Answer

The cone is on top of the cylinder; the cylinder is on top of the cuboid.

Solution

Verbal sequence matches the “construct and describe” game instructions in the lesson.

Challenging

Q10. For Devika’s toy engine parts, explain in one sentence why “count-and-fill” needs colour+shape labels (e.g., red cylinders, yellow cones) instead of only shapes or only colours.

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Answer

Colour+shape distinguishes parts that share a shape or colour, preventing confusion.

Solution

Two attributes make categories unique (e.g., red cylinders vs grey cuboids) for accurate tallies.

Worksheet B: Computational Skills

Easy

Q1. Circle the cubes in this list: cube, cuboid, sphere, cube, cone, cylinder, cube (how many cubes are there?).

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Answer

3 cubes.

Solution

Count exact matches to “cube”; others are different solids.

Easy

Q2. Tick the cones and cross the cylinders: cone, cylinder, cone, cube, cylinder (write ✓ or ✗ in order).

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Answer

✓, ✗, ✓, —, ✗.

Solution

Two cones get a tick; cylinders get a cross; cube is neither (dash).

Easy

Q3. A die has dots 1–6 on its faces. What number is on the face opposite 1? Opposite 2? Opposite 3? (standard die)

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Answer

Opposite 1 → 6; opposite 2 → 5; opposite 3 → 4.

Solution

Standard dice pair to sums of 7 across opposite faces.

Easy

Q4. How many flat faces does a cube have, and how many edges does a cube have (write two numbers)?

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Answer

6 faces; 12 edges.

Solution

Each cube has 6 square faces and 12 edges where faces meet.

Average

Q5. Count-and-fill: In a model with 2 red cylinders, 3 yellow cones, 4 grey cuboids, and 1 blue cube, how many total parts are there (sum all)?

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Answer

10 parts.

Solution

Add 2+3+4+1 to get a total of all labelled pieces.

Average

Q6. Choose which can make a straight “wall” when placed side-by-side: spheres or cubes (pick one), and explain with one word “faces/curved”.

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Answer

Cubes — faces.

Solution

Flat faces meet neatly; curved spheres leave gaps.

Average

Q7. If a model uses 6 dice to make a cuboid, how many dice could be in each layer if there are 2 equal layers (write numbers per layer and total layers)?

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Answer

3 per layer; 2 layers.

Solution

Split 6 into equal groups: 3+3 for two layers of a simple rectangular block.

Average

Q8. A cylinder has how many flat faces and how many curved faces (write as “flat __, curved __”)?

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Answer

flat 2, curved 1.

Solution

Top and bottom are flat circles; the side is one curved surface.

Challenging

Q9. Using only cubes, in how many different ways can three cubes be joined edge-to-edge to make distinct shapes when viewed from above (list a count and name two arrangements like “row of 3” and “L-shape”)?

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Answer

2 ways: a straight row of 3; an L-shape (2+1).

Solution

Tri-cube polycubes give two distinct edge-connected layouts up to rotation/reflection in a simple view.

Challenging

Q10. A model shows a cone on an orange cylinder, and a pink cone under that cylinder. Which shape is on the top, and which is under the cylinder (write both clearly)?

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Answer

Top: cone; Under the cylinder: pink cone.

Solution

Order words “on top of” and “under” indicate vertical positions in the construction sequence.

Worksheet C: Problem-Solving & Modeling

Easy

Q1. Classroom shape-hunt: list one object each for cylinder, cube, cuboid, cone, sphere (write five items like “chalk piece, dice…”).

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Answer

Sample: cylinder—chalk; cube—dice; cuboid—eraser; cone—party cap; sphere—ball.

Solution

Real objects help identify shapes used throughout the chapter’s activities.

Easy

Q2. For a toy engine, choose two shapes to make wheels and chimney (write “wheels—__, chimney—__”).

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Answer

wheels—cylinders; chimney—cylinder or cone on top.

Solution

Cylinders model wheels; a cylinder with a cone cap matches pictures in the lesson.

Easy

Q3. “Which parts are visible from far?” Name one large, simple shape choice for a house front to be seen easily (write one shape and why in one word).

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Answer

Rectangle — big flat face.

Solution

Large flat faces stand out; the chapter asks what is visible from a distance.

Easy

Q4. If a tower must be stable, which should be at the bottom: sphere or cuboid (choose one), and why in one phrase?

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Answer

Cuboid — flat base.

Solution

Flat base prevents rolling; curved base tips easily.

Average

Q5. Build and describe: “The cylinder is on top of the cuboid. The cone is on top of the cylinder.” Write a one-line instruction to recreate this model (use the same order words).

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Answer

Place cuboid; put cylinder on it; put cone on the cylinder.

Solution

Converting verbal sequence to action mirrors the group game in the chapter.

Average

Q6. Compare: Which two shapes share flat rectangular faces, and which two share curved surfaces (name two pairs)?

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Answer

Flat faces: cube & cuboid; Curved: cylinder & sphere (cones also have a curved surface).

Solution

Similarities/differences build precise vocabulary about faces and surfaces.

Average

Q7. A 3D house uses a cuboid for the body and a prism-like roof. If a cone is added as a spire, does the model now include flat and curved faces together (answer yes/no and name one curved part)?

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Answer

Yes; the cone’s curved surface.

Solution

Adding a cone introduces a curved surface to a mostly flat-face model.

Average

Q8. Choose which shape is best to be “between two cuboids” to make a bridge: cylinder or sphere (pick one) and give one-word reason “faces/curved”.

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Answer

Cylinder — faces.

Solution

A cylinder can present flat circular faces to contact cuboids; a sphere contacts at a point.

Challenging

Q9. Plan a classroom shape survey table (Cylinder, Sphere, Cube, Cuboid, Cone). Which two follow-ups should be asked after filling counts to interpret results (write two short questions)?

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Answer

Which shape is most common? Which is least common?

Solution

Interpreting tallies with most/least reflects the “find the most/least” prompts in the lesson.

Challenging

Q10. You have 6 cubes. Design two different models and describe each in one line (e.g., “tower of 6,” “2 layers of 3”). Avoid using the same arrangement twice (answers vary).

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Answer

Examples: tower of 6; block of 2 layers with 3 cubes each.

Solution

Multiple layouts use the same pieces, supporting spatial planning highlighted in the chapter.

Two best activities

Activity 1: Shape-Build and Describe (Blind Builder Game)

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Answer

One learner builds with 3–4 solids and describes; partners recreate without seeing, then compare.

Solution

Use cones, cylinders, cubes, cuboids, spheres. The “leader” says: “Cylinder on cuboid; cone on cylinder.” Others build from instructions only. Swap roles. This develops spatial language, listening, and model-to-instruction mapping emphasized in the lesson.

Activity 2: Classroom Shape Hunt → Table → Talk

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Answer

Hunt real objects for cylinder/cube/cuboid/cone/sphere, tally counts, then present most/least with reasons.

Solution

Teams collect examples (chalk—cylinder, dice—cube, etc.), fill a table, and explain which shapes are easiest to find and why (usage, faces/curved, stacking). Connect to “faces/edges” and “flat vs curved” language from the chapter to build precise communication.