CLASS 3 MATHS WORKSHEET LESSON 3

Double Century (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. “Talking Pot” says one more than any number spoken. If a child says 42, what does the Pot say? If the child says 99, what does it say?

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Answer

43; 100.

Solution

“One more” adds 1; 42→43, and 99→100 as shown in the lesson dialogue.

Easy

Q2. How many tens make 100, and how many tens make 200 (write both numbers only)?

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Answer

10; 20.

Solution

100 is 10 bundles of 10; 200 is 20 bundles of 10 (two centuries).

Easy

Q3. Fill in: 100 and 1 makes __; 100 and 5 makes __; 100 and 10 makes __ (write three numerals).

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Answer

101; 105; 110.

Solution

Add the extra ones or tens to 100 to make the next numbers above 100.

Easy

Q4. On a number line from 100 to 110, mark the missing numbers: 100, __, 102, __, 104, 105, __, 107, __, __, 110 (write the missing numerals in order).

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Answer

101, 103, 106, 108, 109.

Solution

Count forward by 1s to fill all positions between 100 and 110.

Average

Q5. Make 100 in two ways using tens and ones: write two pairs that sum to 100 (like 70 and 30; 45 and 55) in words or numerals once each pair.

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Answer

60+40; 25+75 (examples).

Solution

Complements to 100 can be formed by pairing tens or mixed tens/ones as in the tables.

Average

Q6. Use “bundles and loose sticks” to show 114 and 132 (write as 100 10s 1s for each number on one line each).

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Answer

114: 1 hundred, 1 ten, 4 ones; 132: 1 hundred, 3 tens, 2 ones.

Solution

Decompose numbers into hundreds, tens, and ones matching the matchstick bundle model.

Average

Q7. Fill the “one more, one less” for 129 and 187 (write each as “less __, number __, more __”).

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Answer

128, 129, 130; 186, 187, 188.

Solution

Subtract or add one to locate immediate neighbours on the number line.

Average

Q8. Continue a number path beyond 100 by 2s: 100, 102, 104, __, __, __ (write next three numbers only).

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Answer

106, 108, 110.

Solution

Even-number stepping adds 2 each time, matching the edge number line activity.

Challenging

Q9. Use the Snakes & Ladders idea: standing at 13 and taking the ladder shown in the chapter, which number do you reach (typical board)? Then from 25 down a snake, where do you reach (one likely traditional board answer acceptable)?

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Answer

Ladder from 13 to 42; snake from 25 to 5 (typical board).

Solution

Standard boards often map 13→42 by ladder and 25→5 by snake used in the lesson task.

Challenging

Q10. Explain in one sentence why 0 (zero) was important for writing numbers easily, as stated in the lesson’s story of our numbers.

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Answer

Zero allowed place value to work, so any number could be written with 10 symbols.

Solution

The symbol for “nothing” makes positional notation efficient, enabling large numbers with few symbols.

Worksheet B: Computational Skills

Easy

Q1. Make 100 by jumps on a 0–100 number line starting at 65. If the jump shows “+35,” what is the end point (write the number and a short phrase)?

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Answer

100; 65 plus 35 more.

Solution

65 + 35 reaches 100; see the Bholu number line example.

Easy

Q2. Fill: 70 and 30 makes __; 45 and 55 makes __; 60 and 40 makes __ (write three totals only).

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Answer

100; 100; 100.

Solution

Complements to 100 pair to a century in each case.

Easy

Q3. Write “one more” than each: 104, 119, 150 (three answers in order only).

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Answer

105; 120; 151.

Solution

Add 1 to move to the next count, as in Talking Pot practice.

Easy

Q4. Continue jumps of 5 from 100 to 130 writing the numbers (fill all: 100, 105, 110, __, __, __, __, __, __, 130).

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Answer

115, 120, 125, 130 (only these four blanks).

Solution

Add 5 each time to extend: 100, 105, 110, 115, 120, 125, 130.

Average

Q5. Fill the hundreds table row: 150, 151, 152, __, __, 155, __, 157 (write missing numbers only in order).

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Answer

153, 154, 156.

Solution

Count forward by ones across the 150s row as shown in the lesson table.

Average

Q6. Complete: 30 more than 150 = __; 100 and 32 more = __; “100 and 14 more” is __ (three numerals only).

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Answer

180; 132; 114.

Solution

Translate phrases to additions on hundreds/tens/ones as in the table task.

Average

Q7. Convert between bundle pictures and numbers: write the number for “1 hundred, 4 tens, 0 ones,” and for “1 hundred, 1 ten, 6 ones” (two numerals only).

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Answer

140; 116.

Solution

Place value: HTO → 100 + tens×10 + ones gives the standard numeral.

Average

Q8. Fill the 100–150 number line: mark 125 with an arrow, 112 with a tree, 149 with a smiley, and 137 with a cross (write the ordered list of these numbers from smallest to largest only).

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Answer

112, 125, 137, 149.

Solution

Order by size to position icons correctly on the 100–150 line.

Challenging

Q9. Counting to 200: if 150 is “one hundred and fifty,” write names for 151, 156, 165 (three names using the pattern “one hundred and __”).

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Answer

One hundred and fifty one; One hundred and fifty six; One hundred and sixty five.

Solution

Use “100 and xx” pattern as in the extension table to 200.

Challenging

Q10. A dice roll from 96 should land exactly on a snake’s mouth (typical board). Which single die face (1–6) would do that (give one likely answer from the lesson’s board)? Explain briefly in words “to reach mouth at __.”

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Answer

4; to reach mouth at 100.

Solution

Some standard boards have a snake mouth at 100; 96 + 4 = 100 reaches it.

Worksheet C: Problem-Solving & Modeling

Easy

Q1. Estimation: a small bowl of chickpeas looks like about 40. Count and write the actual number and say if the estimate was close (write “close/not close” after the number).

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Answer

Answers vary; sample: 42, close.

Solution

Compare counted value with estimate as in “How many to 100?” activity.

Easy

Q2. How many such bowls would you need to get near 100 seeds if one bowl is about 40 (write the nearest whole number of bowls only)?

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Answer

About 3 bowls.

Solution

40+40+40=120 is near; 2 bowls are 80 (a bit short), so 3 is the nearest whole count to reach/past 100.

Easy

Q3. Use a 0–200 number line to place 177 and 182. Which is closer to 180 (write the number only)?

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Answer

182.

Solution

177 is 3 away from 180; 182 is 2 away—closer to 180.

Easy

Q4. “Clap–Snap–Pat” code: 1 clap=100, 1 snap=10, 1 pat=1. Decode “Clap, Snap, Snap, Pat, Pat” to a number and a name (write both once).

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Answer

122; One hundred and twenty two.

Solution

100 + 10 + 10 + 1 + 1 = 122 using the lesson’s code.

Average

Q5. Plan two different ways to “show 145”: (A) bundles-and-loose sticks; (B) number line jumps from 100. Write one line for each plan only.

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Answer

(A) 1 hundred, 4 tens, 5 ones; (B) start 100, then +40, then +5.

Solution

Multiple representations reinforce place value and additive composition toward a target.

Average

Q6. Two different “make 200” decompositions using tens and ones (write two sums that equal 200, e.g., 120+80; 175+25).

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Answer

150+50; 90+110 (examples).

Solution

Any pairs summing to 200 are valid; tens/ones splits show flexibility to reach a double century.

Average

Q7. Fill the missing numbers by jumps of 20: 100, 120, __, 160, __, 200 (write the missing two numbers only).

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Answer

140; 180.

Solution

Add 20 each step: 100, 120, 140, 160, 180, 200.

Average

Q8. Place value quick check: write the H–T–O (hundreds–tens–ones) for 172 and 108 in a single line as triples (__, __, __); (__, __, __).

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Answer

(1, 7, 2); (1, 0, 8).

Solution

Map digits to hundreds, tens, ones matching bundle pictures in the table.

Challenging

Q9. Stones in order game: arrange these ascending—189, 177, 182, 199, 140 (write them in increasing order only once).

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Answer

140, 177, 182, 189, 199.

Solution

Compare by hundreds first, then tens and ones to sort the list.

Challenging

Q10. Extend the 150s table pattern to 159: write the number sentences and names for 151–159 in the format “100 and __; One hundred and __” (write any three correctly, not all nine).

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Answer

100 and 51; One hundred and fifty one. 100 and 55; One hundred and fifty five. 100 and 59; One hundred and fifty nine.

Solution

Follow the “100 and xx” pattern demonstrated in the table to name numbers beyond 150.

Two best activities

Activity 1: Bundles Lab — Make 100 then 200

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Answer

Build 100 with 10 bundles of 10 sticks; then build 200 with 20 bundles; record H–T–O for targets.

Solution

Give straws/matchsticks and rubber bands. Learners form bundles of 10, then combine 10 bundles for 100. Repeat to reach 200. For targets (e.g., 132, 145), they compose with 1 hundred bundle + tens bundles + ones sticks, then write H–T–O and the number name. This concretizes place value and complements to a century.

Activity 2: Talking Pot + Jump Lines

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Answer

Play “one more” call-and-response, then do floor number-line jumps of 5 and 20 to hit 100 and 200.

Solution

On a large taped floor line labelled 0–200, students jump in 5s to reach marked targets, then in 20s. Before each jump, a partner says a number; the “Pot” answers “one more.” Integrate Snakes & Ladders cards for occasional leaps/slide prompts to reinforce reasoning about positions, ladders, and snakes while maintaining forward counting structure.