CLASS 3 MATHS WORKSHEET LESSON 4

Vacation with My Nani Maa (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. Nani Maa’s magic trick: Say a number between 1 and 9; quickly say the number that makes 9. Fill the complements for 2, 4, 7 (write three numbers).

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Answer

7, 5, 2.

Solution

Complements to 9: 2+7=9, 4+5=9, 7+2=9; this builds “make-9” fluency used in the trick.

Easy

Q2. Tens-frame thinking: 6 + 8 = __ by making 10 first (briefly show 6 + 4, then +4).

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Answer

14.

Solution

6+4=10; 8=4+4, so 6+(4+4) = (6+4)+4 = 10+4 = 14 using a tens-frame split.

Easy

Q3. Dot-model Balushahi: Nandini has 7 and Chirag has 5. Draw or imagine dots. How many in total?

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Answer

12.

Solution

Combine 7 and 5 as (7+3)+2 = 10+2 = 12; aligns with sweet-box example.

Easy

Q4. Bead-string (ginali) forward: Start at 7 and jump 10 each time. Write the first three landings after 7.

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Answer

17, 27, 37.

Solution

Each +10 hop adds a ten while ones stay same on a structured bead-string.

Average

Q5. Stamps: 15 stamps + 7 more from Nani Maa. Show one of the three methods (count on, make-20, or bundle) and give the total once at the end.

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Answer

22.

Solution

15+5=20, then +2=22; matches the chapter’s multiple-solution display (counting and bundling).

Average

Q6. Grid game idea: From 23, move to 34 using two steps. Suggest two different forward/backward splits that reach 34 exactly (write both decompositions of 11).

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Answer

+10 then +1; +1 then +10.

Solution

23→33→34 or 23→24→34; choosing step order builds flexible thinking on the number grid.

Average

Q7. Estimate to 100: A box says 100 veggies. It has 65 tomatoes. Without counting carrots, about how many carrots are there (state an estimate and the exact difference idea in one phrase)?

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Answer

About 35; exactly 100−65=35.

Solution

Use complements to 100: carrots fill the rest; estimation matches precise subtraction here.

Average

Q8. Apples: 85 and 67 in total. Which child collected more, and by how many (state the larger and the difference only once)?

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Answer

Nandini; by 18.

Solution

Compare 85 vs 67; difference 85−67=18 using a number line or subtract-in-parts.

Challenging

Q9. Magic sums: In a 3×3 magic square with numbers 1–9, each row, column, and diagonal sums to the same “magic total.” What is that total, and why (one sentence reason)?

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Answer

15; all rows/columns/diagonals balance to 15 with 1–9 arranged in a magic square pattern.

Solution

The classic 1–9 magic square has constant 15 across lines; the chapter introduces this curiosity.

Challenging

Q10. Jump tables: Fill the next two numbers when jumping by 9 starting from 34, and by 6 starting from 28 (write both results as pairs only).

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Answer

43, 52; and 34, 40.

Solution

34→43→52 (+9); 28→34→40 (+6); mirrors the “jump 9/6” tables.

Worksheet B: Computational Skills

Easy

Q1. Complete tens-frame facts: i) 9 − 6 = __; ii) 5 + 10 = __; iii) 6 + 8 = __; iv) 18 − 9 = __ (write four answers in order).

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Answer

3; 15; 14; 9.

Solution

Use make-10 and halves: 18−9 is half of 18; other facts from the tens-frame activity.

Easy

Q2. Quick complements: to 10 for 3, 6, 8; and to 20 for 11, 17 (write five complements in order).

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Answer

7, 4, 2; 9, 3.

Solution

10−3=7, 10−6=4, 10−8=2; 20−11=9, 20−17=3 reinforce chapter note.

Easy

Q3. Count-on with stamps: 22 + 30 = __ (write total only, but think with bundles or number line as in the chapter).

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Answer

52.

Solution

Add three tens to 22 to reach 52; visualized with jumps on the line or tens bundles.

Easy

Q4. Match more/less than 100: 150−49, 134−56, 90−70, 109−80 (write “>100” or “<100” in order for the four).

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Answer

>100; <100; <100; >100.

Solution

150−50≈100 so +1 → >100; 134−56=78<100; 90−70=20<100; 109−80=29>100’s threshold idea.

Average

Q5. Grid additions: From 45 move 34; from 75 move 56 (forward/back splits allowed). Write only the two landing numbers in order (think arrow paths as in the grid task).

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Answer

79; 131.

Solution

45+34=79; 75+56=131; jumps can be tens then ones or vice versa on the hundred chart.

Average

Q6. Radishes total: 25 red + 36 white. Compute with any two representations (bundles-and-sticks; number line), and report the total once at the end only (no working required in final line).

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Answer

61.

Solution

25+36 = (25+5)+31 = 30+31 = 61 or 25→35→61 on a +10 then +16 number line.

Average

Q7. Fill jump tables: continue +5 from 39 for three steps; continue +6 from 56 for two steps (write 3 then 2 numbers only in order for each).

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Answer

44, 49, 54; and 62, 68.

Solution

Increment by fixed steps mirrors the “Jump 5/6/9” tables.

Average

Q8. Subtraction with number line: 52 − 37 using jumps back (write the final difference only; think 52→50→40→15 or similar hops).

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Answer

15.

Solution

52−37 = (52−2)−35 = 50−35 = 15; consistent with open number line strategies.

Challenging

Q9. Magic sums puzzle: Fill the last number in the row 5, 2, 8, __ so that the row sums to 15 (state the missing value only). Then say one reason why rows/columns have fixed targets in such puzzles (one phrase).

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Answer

0; fixed total per line.

Solution

Given 5+2+8=15 already, the row target is 15; magic grids enforce a constant sum on each line.

Challenging

Q10. Race-to-100 (two dice to make a two-digit number): From 30 with “66,” state a valid two-step path using tens/ones jumps and the final landing (write steps briefly and the landing number once).

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Answer

30→90 (+60), 90→96 (+6); lands 96.

Solution

Split 66 as 60 and 6; forward jumps mirror the grid game to approach 91–100 band.

Worksheet C: Problem-Solving & Modeling

Easy

Q1. Hidden seeds table: If total on table is 17 and hidden are 10, how many were visible (report one number only; think total = visible + hidden)?

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Answer

7.

Solution

Visible = 17−10 = 7; relates to the magic trick seed table.

Easy

Q2. Books for Nani Maa: 9 story + 7 puzzle. Draw a simple box diagram and give the total (write the total only in the answer line).

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Answer

16.

Solution

Add 9+7 by make-10: 9+1=10, then +6=16; matches chapter problems.

Easy

Q3. Two-day sales: 34 books on Monday and 45 on Tuesday. How many in two days (state total only; any strategy allowed)?

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Answer

79.

Solution

34+45 = (30+40)+(4+5)=70+9=79; aligns with “draw and solve” prompts.

Easy

Q4. Cricket runs: 56 before lunch and 65 after lunch. Give the total (write one number only; think tens and ones combination).

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Answer

121.

Solution

56+65 = (50+60)+(6+5)=110+11=121; consistent with terrace-field style computation.

Average

Q5. Canteen vadas: 39 on day one; 12 more next day. How many across the two days (state one total, not method)?

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Answer

51.

Solution

39 + 12 = 51; use number line or partial sums as in examples.

Average

Q6. Garden plants: 56 planted; 29 remain after some dried. How many dried up (state the difference only; line or bundles strategy permitted)?

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Answer

27.

Solution

56−29 = (56−30)+1 = 26+1 = 27; open number line subtraction.

Average

Q7. Stamps classification: 52 total; 37 have famous faces. How many show monuments (state monuments only; use either 52−37 or completion to next ten then adjust)?

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Answer

15.

Solution

52−37 = (52−40)+3 = 12+3 = 15; mirrors chapter’s worked example.

Average

Q8. Target 75 stamps next time; currently 52. How many more are needed (state just the needed more; think number line to 75)?

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Answer

23.

Solution

52→75 is +23; can jump +20 to 72, then +3 to reach 75 on a line.

Challenging

Q9. Number grid strategy: From 89 with “63,” plan a forward/backward route to finish between 91–100 (winner zone). State one valid landing and how (e.g., back 60, forward 3).

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Answer

Land 92 via +3 then −60 +? is risky; better: 89 + 11 = 100 if allowed as 63 split 11 and 52; but typical rule uses full 63 forward to 152 then back to band as variant. Accept 100 by +11 then +52 if board permits split.

Solution

Children explore legal splits; teacher may constrain as “use full two-digit move” to encourage thinking about near-100 tactics.

Challenging

Q10. Box diagram pair: Make and solve an addition word problem using any two numbers between 30 and 60 with your own context (write your numbers and the final total only).

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Answer

Answers vary; sample 38 + 47 = 85.

Solution

Create a simple context (magazines, sweets, vegetables) and solve with a box diagram as in the chapter.

Two best activities

Activity 1: Complements Arcade (to 9 → 10 → 20)

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Answer

Fast-call games to build instant complements (make-9, make-10, make-20) with tens-frames and bead-strings.

Solution

Run three stations: (A) Make-9 flash: teacher shows 3, learners hold up 6; etc. (B) Tens-frame: show 6 + ? to make 10; (C) Make-20 with bead-string: call 11, learners slide 9 beads. Rotate groups and record personal best times. This sharpens mental strategies used across the chapter.

Activity 2: Open Number-Line Lab (Add, Subtract, Estimate)

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Answer

Teams solve stamps/fruit problems by drawing open number lines, sharing different jump strategies, and checking with bundles.

Solution

Give problems (e.g., 22+30; 52−37; 25+36; 65 to 100). Learners draw their own lines, label flexible jumps (tens first, then ones), and present two distinct methods per problem. Compare efficiency and accuracy, then connect to tens-frames and ginali jumps to consolidate representations.