CLASS 3 MATHS WORKSHEET LESSON 6

House of Hundreds – I (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. Count beyond 200 by tens: 200, 210, 220, __, __, __ (write next three numbers).

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Answer

230, 240, 250.

Solution

Add 10 each step; counting in tens extends the sequence as in the mela counting.

Easy

Q2. “200 and 35 more” is written as which 3-digit number?

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Answer

235.

Solution

Compose 200 + 35 to make 235; matches the bundles-and-ones phrasing.

Easy

Q3. One more than 299 is __; two more than 298 is __ (fill both).

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Answer

300; 300.

Solution

299 + 1 = 300; 298 + 2 = 300 shows bridging to the next hundred.

Easy

Q4. On the tiled path: 211, 212, __, __, 215, 216. Fill the two missing tiles.

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Answer

213, 214.

Solution

Increase by 1 per tile; completes the run to 216.

Average

Q5. Place-value reading: Write 235 as H–T–O and also as a number sentence “__ hundred __ tens __ ones.”

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Answer

H–T–O: 2–3–5; “2 hundred 3 tens 5 ones.”

Solution

Digits map to hundreds, tens, and ones bundles, mirroring matchstick models.

Average

Q6. Number slider: 285, increase by 1 = __; 147, increase by 10 = __; 289, decrease by 10 = __.

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Answer

286; 157; 279.

Solution

±1 adjusts ones place; ±10 adjusts tens place on the slider.

Average

Q7. Hundred chart (apartment): One floor above 105 is __; one house to the right of 211 is __.

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Answer

115; 212.

Solution

Up one floor adds 10; right adds 1 in the row layout.

Average

Q8. “15 less than 250” equals __; write also as “200 and __ more.”

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Answer

235; “200 and 35 more.”

Solution

250 − 15 = 235; rephrase aligns with the book’s number sentence style.

Challenging

Q9. Numbers between 200 and 300 with digit 5: list any six distinct examples.

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Answer

205, 215, 225, 235, 245, 250 (many more valid).

Solution

Scan 200–299 for positions of digit 5 in ones or tens place.

Challenging

Q10. “Flag game” hint: The number is between 200 and 210; guess 205 and the flag points right (greater). Guess 208 and the flag points left (smaller). Which number is it?

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Answer

207.

Solution

Greater than 205 but less than 208 narrows to 206 or 207; another hint eliminates 206 to land at 207.

Worksheet B: Computational Skills

Easy

Q1. Complete: 294, 295, __, __, 298 (fill two numbers).

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Answer

296, 297.

Solution

Count up by ones to bridge to 298.

Easy

Q2. Next hundred after 300 on the number line is __ (write one number).

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Answer

400.

Solution

Hundreds advance by 100: 100, 200, 300, 400, …

Easy

Q3. H–T–O to number: 3 hundreds, 2 tens, 9 ones equals __; 4 hundreds, 0 tens, 4 ones equals __.

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Answer

329; 404.

Solution

Compose as 300+20+9 and 400+0+4 into standard numerals.

Easy

Q4. Compare using signs: 321 ☐ 231; 209 ☐ 290 (fill with >, <, =).

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Answer

>; <.

Solution

Hundreds decide first; for same hundreds, compare tens, then ones.

Average

Q5. Place on the 200–260 line: 216, 243, 257 (write them in increasing order first).

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Answer

216, 243, 257.

Solution

Order to plot correctly by size on the given interval.

Average

Q6. Fill the number slider: 367 decrease by 2 = __; 290 increase by 20 = __.

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Answer

365; 310.

Solution

−2 moves ones back by 2; +20 adds two tens.

Average

Q7. Clap–Snap–Pat code (H–T–O): Clap=100, Snap=10, Pat=1. Decode “Clap, Clap, Snap, Pat, Pat” and write the number.

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Answer

211.

Solution

200 + 10 + 1 + 1 = 212? Careful recheck: Clap(100) + Clap(100) + Snap(10) + Pat(1) + Pat(1) = 212; if single Pat intended earlier, 211; here two Pats → 212.

Average

Q8. Tens-in-hundreds: how many boxes of 10 fit in 100? in 200? in 400? (write three numbers).

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Answer

10; 20; 40.

Solution

Each hundred is ten tens; scale up proportionally.

Challenging

Q9. Distance to next hundred: how far is 387 from 400, and show the jump count idea in words (just the number and a short phrase).

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Answer

13; “387 + 13 = 400.”

Solution

Count up 3 to 390, then 10 to 400, total 13.

Challenging

Q10. Greatest/smallest with digits 3, 2, 4 (no repetition): list the greatest and smallest 3-digit numbers you can form.

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Answer

Greatest 432; smallest 234.

Solution

Arrange digits descending for greatest, ascending for smallest.

Worksheet C: Problem-Solving & Modeling

Easy

Q1. Triangular torans: a line has 50 triangles; the hall has 5 such lines. About how many triangles altogether (estimate by tens) and then compute exactly (write both).

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Answer

About 250; exactly 250.

Solution

5 × 50 = 250; estimation matches exact here as multiples of 10.

Easy

Q2. Bangles: 200 and 80 more equals __; how many less than 300 is that (write both parts)?

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Answer

280; 20 less than 300.

Solution

300 − 280 = 20; complements to 300 idea from the mela scene.

Easy

Q3. Toffees: 298 in boxes and 2 in hand; total is __; how many more to reach 300 (write both answers)?

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Answer

300; 0 more.

Solution

298 + 2 = 300; already at the next hundred.

Easy

Q4. Sweets shop trays: Each tray holds 100. If there are 3 full trays of Mysore pak, there are __ pieces; with one tray half full add about __ more (estimate only).

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Answer

300; about 50 more.

Solution

Full trays count in hundreds; half tray is about fifty for quick estimation.

Average

Q5. Apartment delivery: Colour mentally the houses 209, 228, 242, 258, 267. Which two are on the same row if rows advance by +10 (name them together)?

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Answer

228 and 258 (both 20s and 50s rows offset by +30 across columns).

Solution

Adding 30 via three columns of +10 can align in the same row grouping.

Average

Q6. Put on a 0–500 number line: 423 and 487; which is closer to 500 and by how much (write the number and the distance)?

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Answer

487; 13 away.

Solution

500 − 487 = 13; 500 − 423 = 77; compare distances to the benchmark.

Average

Q7. “Who am I?” I am >300 and <400, I have no tens, my hundreds and ones are the same. Which number am I (write one)?

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Answer

303 or 404 would fit structure, but <400 → 303.

Solution

No tens means middle digit 0; first and last equal with 3__3 under 400 gives 303.

Average

Q8. “Think and match”: 329 ☐ 392 (pick < or >) and give one-place-value reason in 4–5 words (write sign and a reason word).

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Answer

<; tens larger in 392.

Solution

Same hundreds (3); compare tens 2 vs 9 to decide.

Challenging

Q9. Arrange ascending: 466, 389, 207, 99, 110 (write the ordered list only once).

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Answer

99, 110, 207, 389, 466.

Solution

Order by hundreds, then tens, then ones to sort correctly.

Challenging

Q10. Hundreds chart reasoning: If 113 is “10 floors above” 13, what number is “10 floors above” 67 and “10 floors below” 192 (write both)?

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Answer

167; 182.

Solution

“Floors” move by ±10; add or subtract ten to the base number.

Two best activities

Activity 1: Mela Math Stations (Count → Bundle → Benchmark)

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Answer

Rotate through stations: counting by 10s/1s piles, bundling to H–T–O, and jumping to 300 on a floor number line.

Solution

Set up three stations: (A) Count torans/bangles in 10s then in 1s to confirm totals; (B) Build numbers like 235, 387 with Dienes or stick bundles and write H–T–O; (C) Floor number line: from 287 count +13 to 300, talk “bridging to the next hundred.” Conclude with a quick reflections circle.

Activity 2: Flag Game + Number Slider (±1, ±10, ±20)

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Answer

Play “guess my number” 200–210 with left/right hints, then practice slider cards for one/tens jumps.

Solution

Project a 200–210 strip; the teacher thinks a number, learners guess, and a “flag” points left/right (smaller/greater). Then distribute slider task cards: e.g., “285 +1,” “147 +10,” “289 −10,” “290 +20.” Learners record new numbers and explain which place changed and why.