CLASS 3 MATHS WORKSHEET LESSON 9

House of Hundreds – II (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. Akbar asks Birbal: “How many crows?” Why is Birbal’s answer useful in estimation even if exact counting is hard (one sentence)?

Show solution

Answer

It shows sensible reasoning around large counts that change, nurturing estimation and justification skills.

Solution

The story frames estimation with plausible explanations for more/less (visiting/holiday), building number sense for large quantities like 963 crows.

Easy

Q2. H–T–O tiles: Write 832 as “__ hundreds, __ tens, __ ones,” then as a number sentence.

Show solution

Answer

8 hundreds, 3 tens, 2 ones; 800 + 30 + 2.

Solution

Tile/grouping model names place values, then composes the numeral from hundreds, tens, and ones bundles.

Easy

Q3. Locate 540 on the 500–700 number line: name the two hundreds it lies between and which side of 550 it is (left/right).

Show solution

Answer

Between 500 and 600; left of 550.

Solution

540 sits 40 beyond 500 and 60 before 600; it is below the midpoint 550 on that band.

Easy

Q4. Neighbouring tens for 468: write the lower and higher tens it lies between (two numbers only).

Show solution

Answer

460 and 470.

Solution

468 lies between its nearest multiples of 10: 460 and 470; the same idea extends to fifties and hundreds.

Average

Q5. Crane jumps: From 650 on a 650–700 strip, plan jumps to 667 in two ways (for example, +10 +7; or +5 +5 +7) and state total steps used once.

Show solution

Answer

Examples: +10+7 (2 jumps); or +5+5+7 (3 jumps).

Solution

Different step sizes reach the same target; representing jumps supports mental addition strategies on number lines.

Average

Q6. Fill neighbouring fifties for 693 and neighbouring hundreds for 734 (write “__ and __” for each case).

Show solution

Answer

693: 650 and 700; 734: 700 and 800.

Solution

Round to nearest 50-band around 693; and nearest 100-band around 734 as used in the “neighbour” table.

Average

Q7. Tambola grid 570–630: strike out numbers “between 595 and 605,” “with tens digit 1,” and “two more than 610” (list one example for each clue).

Show solution

Answer

Examples: 599; 611; 612.

Solution

Clue reading hones digit-place awareness and ± adjustments; children can cancel multiple matches to play.

Average

Q8. “Different ways to make 368”: write three equivalent forms, e.g., “3 hundreds, 6 tens, 8 ones,” “300 + 60 + 8,” and a +/- relation like “400 − 32.”

Show solution

Answer

3H 6T 8O; 300+60+8; 400−32.

Solution

The chapter shows composing/decomposing the same number across place-value and difference-to-benchmark forms.

Challenging

Q9. Number detective: give two palindromes between 700 and 900 and two “twin digits” (like 11, 22 pattern) in 3-digit form under 500.

Show solution

Answer

Palindromes: 707, 808; twin-digit style: 111, 222.

Solution

Palindromes read same left–right; twin/triplet digits repeat patterns (e.g., 111, 222, 333), supporting pattern noticing.

Challenging

Q10. Slips game: with six slips marked 100/10/1 as needed, write one way to make 231 and another to make 123 (name counts of 100s/10s/1s briefly).

Show solution

Answer

231: 2×100, 3×10, 1×1; 123: 1×100, 2×10, 3×1.

Solution

Using limited-value slips models composing numbers concretely and comparing many possibilities.

Worksheet B: Computational Skills

Easy

Q1. Draw tiles (H–T–O) for 726 and 504 and write each as a number sentence under the drawing (just write sentences here).

Show solution

Answer

726 = 700+20+6; 504 = 500+0+4.

Solution

Break into hundreds, tens, ones to reinforce place-value composition for both examples.

Easy

Q2. Locate 628 and 696 on the 500–700 line: which is closer to 700 and by how much (one number and distance)?

Show solution

Answer

696, 4 away from 700.

Solution

700−696=4 vs 700−628=72; distance-to-benchmark comparisons build mental subtraction fluency.

Easy

Q3. Fill the “centre number” sentences: for 290 and 775 write any two equivalent expressions each (e.g., 300−10; 700+70+5).

Show solution

Answer

290: 300−10, 200+90; 775: 700+70+5, 800−25.

Solution

Using ± from hundreds or expanded H–T–O supports flexible representations as shown in the puzzles.

Easy

Q4. Complete skips: 941, 943, 945, __, __ (by +2); and 950, 955, __, 965, __ (by +5) (fill blanks).

Show solution

Answer

947, 949; 960, 970.

Solution

Use the scaffolded skip patterns (±2/±5) to continue sequences precisely.

Average

Q5. Write neighbouring hundreds, fifties, and tens for 183 in one line as three pairs (e.g., “100–200; 150–200; 180–190”).

Show solution

Answer

100–200; 150–200; 180–190.

Solution

This mirrors the chapter table that aligns a number within its closest band ranges for rounding sense.

Average

Q6. Fill Tambola-style: “5 less than 625,” “two more than 610,” and “a number with 4” (write sample answers once each).

Show solution

Answer

620; 612; e.g., 604.

Solution

Compute simple ± adjustments, and identify a value with digit 4 within 570–630 range on the grid.

Average

Q7. Fill a skip ladder: 875, 860, __, 830, __ (by −15); and 760, 730, 720, __ (pattern insight) (fill blanks and name step if known).

Show solution

Answer

845, 815; then likely 710 (−10 after a −? step).

Solution

The puzzle scaffold shows mixed steps; the first sequence is consistent −15; the second echoes mixed-step practice in the chapter scaffold.

Average

Q8. Match magnitudes: pick a sensible range for “children in school,” “people in a bus,” and “pages in maths book” from {0–10, 11–50, 51–100, 101–200, 201–500, 501–1000, >1000} (write three chosen ranges only).

Show solution

Answer

School: >1000; Bus: 51–100; Book pages: 101–200.

Solution

Magnitude-matching grows real-world sense of quantities; multiple answers can be valid as teacher notes suggest.

Challenging

Q9. Number puzzles: fill blanks to meet conditions around 419, 400, 385 (e.g., write one number between 385 and 400, and one between 400 and 419) in increasing order across three slots.

Show solution

Answer

Sample: 392, 405, 417.

Solution

Choose values satisfying interval constraints; mirrors the “meet the condition” puzzles near 419/400/385.

Challenging

Q10. Triplet/twin digits: list any two 3-digit “triplets” (111-style) and two 3-digit palindromes (left-right same) under 1000 not already used above.

Show solution

Answer

Triplets: 444, 777; Palindromes: 353, 868.

Solution

These categories highlight repeating-digit structure and symmetry, as in Number Detective task.

Worksheet C: Problem-Solving & Modeling

Easy

Q1. Place 703, 759, 810 on the 695–875 bands mentioned; which two lie within 700–875 and which one lies beyond (name groups)?

Show solution

Answer

703, 759 within 700–875; 810 also within 700–875 (all three are in-band here when plotted).

Solution

The chapter shows multiple bands; here all three sit between 700 and 875 when plotted on extended bands.

Easy

Q2. Write two ways to make 736 using H–T–O and +/- from a benchmark hundred (two expressions only).

Show solution

Answer

700+30+6; 800−64.

Solution

Both are emphasised in “write different ways” prompts near 300/400/368/736 examples.

Easy

Q3. From the centre-number list 110, 400, 750, write a short real-world statement that sensibly matches each (e.g., pages in a workbook ~110, room numbers near 400, price ~₹750).

Show solution

Answer

Examples: 110 pages; room 400-level; price ₹750.

Solution

Mapping numbers to contexts consolidates magnitude understanding and communication.

Easy

Q4. Choose the better estimate: “students in class” 35 or 350; “peanuts in a cart” 300 or 3,000 (pick one per context).

Show solution

Answer

Class: 35; Peanuts: 3,000 (often more than 300).

Solution

Teacher note encourages guessing large counts like peanuts using thousands bands; class sizes are tens.

Average

Q5. Fill the grid game: place 384, 23, 176, 905 into four circles meeting given conditions (sum or order); propose one valid placement consistent with increasing order around the circles starting top-left clockwise.

Show solution

Answer

Sample clockwise: 23, 176, 384, 905 (increasing round).

Solution

The chapter puzzle varies constraints; an increasing-around placement models one consistent strategy.

Average

Q6. Write numbers that fit “I have 3 hundreds, 6 tens, 7 ones,” “I have zero tens and zero ones,” and “I come between 400 and 450 and have digit 5” (three answers only).

Show solution

Answer

367; 400; e.g., 425.

Solution

These are from the “match the following” clues that combine place-value with range/digit conditions.

Average

Q7. Using digits 3 and 8 (repetition allowed), list four 2-digit numbers and two 3-digit numbers, then sort all six from smallest to largest (write one sorted list).

Show solution

Answer

33, 38, 83, 88, 338, 388 → 33, 38, 83, 88, 338, 388.

Solution

Digit play leads into ordering across 2- and 3-digit sets as shown in “My numbers.”

Average

Q8. Bhūtasankhya: “Chār Minar,” “Sapta svara,” “Tri-kāla.” Convert each to numbers in one line (three values only).

Show solution

Answer

4, 7, 3.

Solution

The “Word Numerals” activity maps culturally known words to numbers, building multi-representation fluency.

Challenging

Q9. Number line banding: put 855 and 887 on the 835–875–895 bands; state their distances from 875 and which is closer to 875 (two distances and a choice).

Show solution

Answer

855: 20 away; 887: 12 away; 887 is closer.

Solution

Subtract to compute benchmark distances accurately, as practiced in band plots 695–875–…

Challenging

Q10. Centre-puzzle fill: Using 419, 425, 436 around 400, place them to satisfy “increasing across row, decreasing down column” in a 2×2 mini-grid with 400 fixed at bottom-left (write one feasible arrangement in reading order).

Show solution

Answer

Top-left 419, top-right 425; bottom-left 400, bottom-right 436 meets row/column monotonicity.

Solution

Such constraints mirror the “fill to meet conditions” style puzzles near 400-centred tasks.

Two best activities

Activity 1: Number Detective Lab (Palindromes, Twins, Triplets, Zeros)

Show solution

Answer

Hunt and chart palindromes (e.g., 707), twin/triplet digits (111/222), and numbers with zeros (210/404/800) on 100–999 walls.

Solution

Give 100–999 cards; teams list examples by property, present why they fit, and locate them on a large 100s chart. This enacts the “Number Detective” page and deepens pattern recognition, vocabulary, and communication about structure.

Activity 2: Tambola Bands + Crane Jumps

Show solution

Answer

Play a 570–630 Tambola with digit/± clues, then race crane-jumps on 650–700 and 750–800 strips to hit targets like 667 with two or three jumps.

Solution

Prepare 10×6 grids 570–630; call clues (“between 595–605,” “tens digit 1,” “two more than 610”) for cancellations. Next, on taped floor bands, partners plan alternative jump decompositions to given targets and justify their strategies aloud. This links band plotting, place-value parsing, and mental addition via steps.