NCERT Solutions Class 3 Maths Chapter 3 Double Century

F R E E S T U D Y M AT E R I A L F O R E V E R Y S T U D E N T

C L A S S 3 · M AT H S

NCERT Solutions + ×
Chapter 3: Double
Century

NCERT Textbook — Maths Mela

BOOK PAGES SECTIONS QUESTIONS MEDIUM

16 – 28 12 43 English

Every question Step by step Exam ready
Activities, in-text questions The working shown, not Written to match how
and all exercises. just the final answer. marks are awarded.

Solutions, notes, sample papers & more at 60 pages

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C L A SS 3 · M AT H S · M AT H S M E L A
NCERT So ut ons — C apt r 3: Dou
l i h e ble C ntury
e

This chapter takes us past 100 and all the way to 200. We tie sticks into bundles of ten, play snakes and
ladders, make 100 in many ways, and jump along the number line.

T E XT B OOK B OOK PAGE S
Ma h Mela Cla
t s ss 3 16  28

S EC T I ONS QU E ST I ONS
12 43

M EDI UM
English

Let us Do — Page 16
The Story of Our Numbers

Q1 Look at the picture. Estimate and write the number of each of the following objects. (a)
Oranges (b) Bangles (c) Laddoos (d) Barfi (e) Bindis (f) Bananas

The picture: A v a mela. At the back on the left, a man sits by a stove
ill ge

with two trays of sweets — one of round laddoos and one of barfi pieces.
At the back in the middle, a woman sells bindis: bindi packets lie in a tray
in front of her, and a few more hang on a str ing. In front on the left, a

woman sells bangles from two trays of bangle rods, with three stacks of
bangles hanging beside her. On the r ight, three bunches of bananas hang

from a pole, and a man sits by two round baskets of oranges; a few

oranges lie on the mat.

The fair scene is described here; see the textbook for the painted picture.

These are estimates, or close guesses. Your numbers may be a little different.

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OBJECT ABOUT HOW MANY HOW I GUESSED

(a) Oran ges about 20 2 baskets of about 10, and 2 more outside

b Bangles
( ) about 100 3 hanging stacks of about 10, and 5 rods of about 13

c
( ) La ddoos about 30 3 rows o f about 10 laddoos

d Barfi
( ) about 20 2 rows o f about 9 pieces, and 2 on top

e Bindis
( ) about 40 4 pa ckets of about 10 bindis in her tray

f Bananas
( ) about 40 3 bunches of about 13 bananas

− Exp anat on
l i

How to estimate:
 Look at one small group, like one basket or one row.
 See how many such groups there are.
 Say the answer as about this many.

Why Count n n roups o t n s mu
: i g i g f e i ch faster than counting one by one.

Tip: Your st mat may e i e be a little more or a little less. That is fine. An estimate is
a close guess, not the exact number.

Let us Play — Page 17

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Snakes and Ladders board
GAME

Q1 Fill the missing numbers on the board.

END
98 97 92

84 85

79 76 75 72

61 62 64 68 69

58 55 54 51

41 42 45 48 49

39 37 36 32

21 22 25 26 28 29 30

19 18 15 13 12 11

1 2 3 5 7 9

The snakes and ladders board. Some squares show bundles and sticks, and some squares
are empty.

Count on from one square at a time. The bottom row goes 1 to 10. The next row turns back
1,

and goes 11 to 20, and so on up to 100.

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. com
END
s e m
100 .co
m
99 96 95 94 a
93 gl 92 91
a
98 97

a s em
agl 81 83 84 85 86 87 88 89 90
82
. 75 com ag
80 79 78 77 e76 m 74 72 71
g l as 73
a
61 62 64 65 66 67 68 69 70
63 m
m .co
53lase
60.com
59 58 57 56 55 54 51
ag 52
asem
agl 41 42
43
44 45 46 47 48 49 50
m 35 a s
40
39 38 37
em
.co
36
34
33 32 31 agl
l a s
21 22
ag24 25 26 27 28 29 30
23
. com
13 m 12
14 glase
17 16
20m
19 18 15 11

m .co a
l a se 6 8
a g 1 2 3
4
5 7 9
10
se m
The snakes and laddeorsmboard with every number filled in.
c g l a
m . a
a s e
− Exp anat on
l i
agl

. c om
Why Ev ry squar s on mor t an t or t Soman mpty squar s
square bef
se
coamways mor t an ts n a
:

l
e e i e e h he e i . e e i

. ag
our.
m
1

e
l e h i eighb

g l as
a c
Tip: Som squar s s ow un s and sticks instead of a number. Five bundles
m .
e
e e h b dle

and two sticks means 52.
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e m . co agl
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Q2 Which number will you reach if you take the ladder from 13?

END
98 97 92

84 85

79 76 75 72

61 62 64 68 69

58 55 54 51

41 42 45 48 49

39 37 36 32

21 22 25 26 28 29 30

19 18 15 13 12 11

1 2 3 5 7 9

The snakes and ladders board. Some squares show bundles and sticks, and some squares
are empty.

You reach 50.

The foot of that ladder is on 13.

Its top is on 50.

So 13 → 50

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Why A a : l dde r lifts you up. You jump straight to the square at its top.

Q3 If you are on the snake at number 25, which number will you reach?

END
98 97 92

84 85

79 76 75 72

61 62 64 68 69

58 55 54 51

41 42 45 48 49

39 37 36 32

21 22 25 26 28 29 30

19 18 15 13 12 11

1 2 3 5 7 9

The snakes and ladders board. Some squares show bundles and sticks, and some squares
are empty.

You reach 2.

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The snake’s mouth is on 25.

Its tail ends on 2.

So 25 → 2

Why A sna pu s you own You s
: ke ll d . lide f rom its mouth to the square at its tail.

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Q4 You are standing on 96. Which number on the die will take you to the snakeʼs mouth?

END
98 97 92

84 85

79 76 75 72

61 62 64 68 69

58 55 54 51

41 42 45 48 49

39 37 36 32

21 22 25 26 28 29 30

19 18 15 13 12 11

1 2 3 5 7 9

The snakes and ladders board. Some squares show bundles and sticks, and some squares
are empty.

You need 3 on the die.

The snake’s mouth near the end is on 99.

96, 97, 98, 99 → that is 3 steps.

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co m
m.
− Exp anat on
l i

o m l a se
WheymT.c num r t s ow many squar s you mov Fromag you must
as squar s to an on
: he die be ell h e e. 96

a g l
mov e 3 e l d 99.

Tip: Count on w t your n r: 97 s on o, m
m.
c ag
i h 98 s two, 99 s t r
fi ge i e i i h ee.

as e
a g l

co m
e m.
m l as
m .co a g
l a se
a g
m a s
m.co agl
l a se
a g

co m
m .
m as e
.co a g l
se m
g l a
a
se m
com g l a
m . a
ase
agl

co m
m .
m as e
.co a g l
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Q5 Show the number written on the tail of the longest snake using bundles and loose
sticks.

END
98 97 92

84 85

79 76 75 72

61 62 64 68 69

58 55 54 51

41 42 45 48 49

39 37 36 32

21 22 25 26 28 29 30

19 18 15 13 12 11

1 2 3 5 7 9

The snakes and ladders board. Some squares show bundles and sticks, and some squares
are empty.

The longest snake is the big red one. It goes from 99 down to 53.

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Five bundles of ten and three loose sticks.

5 bundles of ten = 50

3 loose sticks = 3

50 and 3 makes 53

Why Ea : ch b undle has ten sticks.

Let us Think — Page 18
The talking Pot

Q1 I said 39, Pot said ........

Pot said 40.

39 and one more makes 40

Why T : he Pot always says the next number. The next number is one more.

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Q2 I said ......, Pot said 90

I said 89 .

89 and one more makes 90

Why H r w: e e e g o backwards. The Pot said 90, so I said the number just before 90.

Q3 I said 63, Pot said ........

Pot said 64.

63 and one more makes 64

Why On mor t an
: e e h s 64. It comes next when we count.
63 i

Q4 I said ......, Pot said........

You may pick any number. Here is one way.

I said 75, Pot said 76.

Two more ways: I said 99, Pot said 100. I said 149, Pot said 150.

Why W at v r num r you say t
: h e e be , he Pot says one more than it.

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Q5 What is 100?

100 is ten tens.

Ten bundles of ten  100 sticks.

10 bundles of 10 sticks each is 100 sticks.
10 packets of 10 bindis each makes 100 bindis.

100 runs in cricket is called a century.

One more than 99 is 100.

Let us Do — Page 19–20s
Making 100 in many ways

Q1 Fill in the blanks. Making 100  write the number sentence for each row.)

Each row shows two groups of ten-bundles that make 100 together.

Count the bundles in each group Each bundle is ten
. .

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co m
em.
m l as
m .co a g
l a se
a g 80 and 20

co m
e m . ag
as
50 and 50
a g l
The two groups of ten-bundles in each row, counted in tens.

co m
BUNDLES Im NUMBER SENTENCEase
m.
.co agl
N THE ROW
m
bse dle a d b dle
gl
7
a un s n 3 un s 70 and 30 makes 100
a bundles and 2 bundles 80 and 20 makes 100

s
8

m a
bundles and 5 bundles
m.co agl
se
5 50 and 50 makes 100

g l a
: e
a s n a T n un s o t n a ways ma
Why Ev ry row as t n un h e b dle i ll. e b dle f e l ke 100.

co m
m .
s e
m
Q2 .cBoholu made glkea
more aMa
m
by jumping on and jumped 35 by different jumps
e on this number line
100 65 . 100

aglas
.

se m
65
com
35
g l a
m . a
ase
0 10 a20gl 30 40 50 60 70 80 90 100

co m
Bholuʼs jumps of 65 and 35 on the 0 to 100 number line.
m .
m as e
.co a g l
a s emA NSW E R
agl
.c
m
Any two jumps that end on are right. Here are two ways.
s e
100

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50 50

0 10 20 30 40 50 60 70 80 90 100
50  50  100

70 30

0 10 20 30 40 50 60 70 80 90 100
70  30  100

50 and 50 makes 100

70 and 30 makes 100

40 and 60 makes 100

− Exp anat on
l i

Why T :rst jump takes you part of the way. The second jump must cover the
he fi

rest, right up to 100.

Try This: Ma ke 100 i n three jumps, like 30, 30 and 40.

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Q3 Use matchstick bundles and a ginladi to make 100 in different ways. Fill the table
below.

60 and 40 makes .............. 45 and ............. makes 100.

............. and 25 makes 100. ............. and 85 makes 100.

............. and ............. makes 100. ............. and ............. makes 100.

Count on from the number given up to , 100.

60 an d 40 makes 100 45 an d 55 makes 100.

75 an d 25 makes 100. d 85 makes 100.
15 an

20 an d 80 makes 100. 90 an d 10 makes 100.

45 + 5 = 50, and 50 + 50 = 100

So 45 and 55 makes 100.

− Exp anat on
l i

Why T : he two parts together must fill the whole ginladi of 100 beads.

T ip : T he l ast two rows are yours. Any pair that makes 100 is correct.

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Q4 Write numbers in the blank spaces inside the flower petals so that the numbers in each
petal adds up to 100.

45 55
 …+…
60 …  30 … 9 91
 …+…
100 100

… 25  37 … … 0  …+…
… 81
 …+…

Two flowers. The two numbers in one petal must make 100.

In every petal the two numbers must make 100.

45 55  40 60

60 40 30 70
 9 91
 25 75 

100 100

75 25
 37 63
 100 0  88 12 

19 81 50 50

Every petal filled so that its two numbers make 100.

In the second flower , 100  0  100. Its empty petals can have any two numbers that make 100.

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− Exp anat on
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First flower:
45  55  100 ( already done)
30  70  100

37  63  100

19  81  100

75  25  100

60  40  100

Second flower: 9  91  100, 100  0  100, and for example 40  60, 25  75, 88  12, 50
+ 50.

Why : 0 means nothing at all. So 100 and 0 is still 100.

Let us Explore — Page 20
How many are 100?
ACTIVITY

Q1 Open a full box of matchsticks. Estimate the number of matchsticks in the box. Count
the number of matchsticks in the box. How close was your estimate? How many boxes
of matchsticks will get the total close to 100 matchsticks? ............. boxes.

Sample answer (write your own numbers):
 My estimate: about 50 matchsticks.
 I counted: 45 matchsticks.
 My estimate was close. It was only 5 more.
 45  45  90. So about 2 boxes make close to 100.

− Exp anat on
l i

Why On : e b ox holds about half of 100. So two boxes come near 100.

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Tip: Ma co…m
roups of ten while counting. Then count the groups: 10, 20, 30
.
m
ase
ke g

m
em . co agl
g l as
a
Q2 Take a handful of seeds like kidney beans, chickpeas, etc. Estimate the number of

co m
ag
seeds you have in your hand. Count the number of seeds in your hand. How many
m .
ase
handfuls of seeds will get the total close to 100 seeds? ............. handfuls.

a g l
Sample answer (write your own numbers):
co m
se m.
m a
 My estimate: about 20 seeds.
o
 I count.ced: 25 seeds. a g l
m
se 25  25  25  100. So about 4 handfuls make close to 100.
a25
agl
− Exp anat on
m a s
agl
l i

m .co
Why Four roups o e so four handfuls are needed.
as100,
agl
: g f 25 make

and holds more seeds. Then you need fewm
co
Check it yourself: A er

.
big h

e m
as
andfuls.
m l
h

m .co a g
l a se
ag
- — Page 21 se m
In text Questions
com g l a
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agl

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Numbers beyond 100

Q1 Letʼs observe the table and learn to write numbers beyond 100. Fill in the blank spaces.

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BUNDLES AND STICKS NUMBER NAME NUMBER
100 and 1 makes One Hundred 101
One

100 and 2 makes One Hundred 102
Two

100 and 3 makes One Hundred 103
............

100 and 4 makes One Hundred 104
............

100 and 5 makes One Hundred .......
Five

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100 and 6 makes One Hundred 106
............

100 and 7 makes One Hundred .......
Seven

100 and 8 makes One Hundred 108
............

100 and 9 makes One Hundred .......
............

100 and 10 makes One Hundred 110
Ten

Keep the hundred, and add the loose sticks to it.

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BUNDLES AND STICKS NUMBER NAME NUMBER
100 an d 1 makes One Hundred One 101

100 an d 2 makes One Hundred Two 102

100 an d 3 makes One Hundred 103

Three

100 an d 4 makes One Hundred Four 104

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co m
m.
100 an d 5 makes One Hundred Five 105

m as e
.co a g l
se m
g l a
a

co m
e m . ag
as
100 an d 6 makes One Hundred Six 106

a g l

co m
em.
m l as
m.co a g
l a se 100 an d 7 makes One Hundred 107

a g Seven

m a s
m .co agl
l a se
a g
100 an d 8 makes One Hundred Eight 108

com
m .
m as e
.co a g l
se m
g l a
a 100 an d 9 makes One Hundred Nine 109

se m
com g l a
m . a
ase
agl

com
100 an d 10 makes One Hundred Ten 110

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100 and 3 makes One Hundred Three → 103

100 and 5 makes One Hundred Five → 105

100 and 9 makes One Hundred Nine → 109

Q2 Fill the blank spaces on the number line given at the edge of the page.

100 102 104 105 108 110 111 112

114 117 120 124

The number strip printed along the edge of the page, from 100 to 124. The white boxes are
empty.

Count on by one from , 100 to 124.

100 101 102 103 104 105 106 107 108 109 110 111 112

113 114 115 116 117 118 119 120 121 122 123 124

The same strip with every box filled in.

Missing numbers: 101, 103, 106, 107, 109, 113, 115, 116, 118, 119, 121, 122, 123

Why Ea : ch b ox is 1 more than the box before it.

Let us Do — Page 22

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Bundles, sticks and numbers

Q1 Letʼs continue making numbers above 100 using matchstick bundles and loose sticks.
Identify the bundles and loose sticks, and write the corresponding numbers.

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BUNDLES AND STICKS 100 10 S 1 S NUMBER
1 2 3 123

...... ...... ...... ......

...... ...... ...... ......

...... ...... ...... ......

...... ...... ...... ......

...... ...... ...... 104

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...... ...... ...... ......

...... ...... ...... 120

The table of bundles and loose sticks, as printed in the book.

Count in three steps the big bundle of
: 100, then the tens, then the loose sticks.

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co mBER
m.
BUNDLES AND STICKS 100 10 S 1 S NUM
m a3 s e
.co
1 2
a g l 123

se m
g l a
a

co m
e m . ag
g l as
a
1 3 3 133

co m
em.
m l as
m.co a g
l a se
a g
m a s
.co agl
1 3 5 135

se m
g l a
a

co m
.
m1
a se
com l
1 3 131

. a g
m
ase
agl
se m
com g l a
m . a
ase
agl 1 4 2 142

co m
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1 0 4 104

1 5 0 150

1 2 0 120

1 hundred, 3 tens and 3 ones

100 and 30 and 3

= 133

Why T : he three digits tell the hundreds, the tens and the ones.

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Q2 Extend this table in your notebook till 150. Do you observe something common in all
the numbers?

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BUNDLES AND STICKS 100 10 S 1 S NUMBER
1 2 3 123

...... ...... ...... ......

...... ...... ...... ......

...... ...... ...... ......

...... ...... ...... ......

...... ...... ...... 104

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...... ...... ...... ......

...... ...... ...... 120

The table of bundles and loose sticks, as printed in the book.

Yes. Every number has one bundle of 100. So every number starts with the digit 1. Only the
tens and the ones change.

124 = 1 hundred, 2 tens, 4 ones

125, 126 … 149

150 = 1 hundred, 5 tens, 0 ones

− Exp anat on
l i

All of them come after 100, up to 150.

104, 120, 123, 131, 133, 135, 142, 150 — each one is 100 and something more.

Why W n v r ta a s on
: e e e ke ec d bundle of 100 before 200. So the hundreds digit
stays 1.

Let us Do — Page 23
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Matching, the Pot and the number line
co m
e m.
m l as
Q1 .co
Match the numbers with the correct bundles and loose sticks.
m a g
l a se
a g
m
101

. co ag
em
g l as
116
a

co m
em.
110
m l as
m.co a g
l a se
g
100
a
m a s
.co agl
140

se m
g l a
a
Five numbers on the left and five sets of bundles and loose sticks on the right.

co m
m .
as e
Rm
A NSW.cE o g l
m a
aCseount each picture then find its number
agl
, .

se m
com g l a
m . a
ase
agl

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101

116

110

100

140

Each number joined to its own set of bundles and sticks.

NUMBER ITS PICTURE

101 1 hundred and 1 loose stick

116 1 hundred, 1 bundle of ten and 6 loose sticks

110 1 hundred and 1 bundle of ten

100 1 hundred and nothing more

140 1 hundred and 4 bundles of ten

Why A un : b of ten and a loose stick look alike but are not equal. One bundle is
dle

worth ten sticks.

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Q2 Oh! Talking Pot is back. It will say one more than whatever you say. Fill the table.)

BHOLU SAID POT SAID BHOLU SAID POT SAID
127 128 105 ........

109 ........ ........ 150

134 ........ 100 ........

The Pot always says one more.

BHOLU SAID POT SAID BHOLU SAID POT SAID
127 128 105 106

109 110 149 150

134 135 100 101

109 and one more makes 110
Pot said 150, so Bholu said 149

Why : 109 h as 9 ones. One more makes a new ten, so 109 becomes 110.

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Q3 Fill the blank spaces on the number line.

100 110 120 150

A number line from 100 to 150 with two empty boxes.

The line goes up in tens.

100 110 120 130 140 150

The same number line with the two boxes filled.

100, 110, 120, 130, 140, 150

Why Ea st p on t s n s t n mor So a t r
: ch e hi li e i e e. f e 120 c omes 130, and then 140.

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Q4 Show the following numbers on the number line below. 1. Place an arrow on 125.

100 110 120 130 140 150

A number line from 100 to 150, marked in tens.

125 sits exactly between 120 and 130.

100 110 120 130 140 150

An arrow placed on 125, halfway between 120 and 130.

120 + 5 = 125

125 + 5 = 130

Why From : 120 to 130 is ten steps. Five steps takes you half way, to 125.

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co m
m.
Q5 Show the following numbers on the number line below. 2. Make a tree on 112.

m as e
.co a g l
se m
g l a
a

co m
100 110
e m
120
. 130 140 150
ag
g l as
a
A number line from 100 to 150, marked in tens.

co m
e m.
as
ftm
is just.cao g l
m
er
a
se
112 110.

a
agl
m a s
m .co agl
l a se
100 110 a g 120 130 140 150

A tree drawn on 112, two steps after 110.
co m
m .
m as e
.co a g l
se m
a
110, 111, 112

ag l
Why se m
: 112 i

com
s 100 and 12 more. So it is two small steps after 110.
g l a
m . a
ase
agl

co m
m .
m as e
.co a g l
se m
g l a
a c
m .
m a s e
e m . co agl
g l as
a

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m .
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Q6 Show the following numbers on the number line below. 3. Make a smiley on 149.

100 110 120 130 140 150

A number line from 100 to 150, marked in tens.

149 comes just before 150.

100 110 120 130 140 150

A smiley drawn on 149, just before 150.

148, 149, 150

Why On mor t an
: e e h s 150. So its place is one small step before 150.
149 i

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Q7 Show the following numbers on the number line below. 4. Put a cross on 137.

100 110 120 130 140 150

A number line from 100 to 150, marked in tens.

137 lies between 130 and 140.

100 110 120 130 140 150

A cross put on 137, between 130 and 140.

130 + 7 = 137

Why Count s v n sma st ps a t r
: e e ll e f e 130 and you land on 137.

Let us Play — Page 24
Clap, Snap and Pat
GAME

Q1 I can create numbers by clap, snap and pat. Guess the numbers I make.

One clap is 100, one snap is 10 and one pat is 1.
Sample answer:

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Clap — Snap Snap — Pat Pat Pat = 123

Clap — Snap Snap Snap — Pat Pat = 132

Clap Clap = 200

− Exp anat on
l i

Why T : he cl aps count the hundreds, the snaps count the tens and the pats
c ount the ones.

Tip: P ay n two t ams. On t am aps, snaps an pats. T
l i e e e cl other team counts
d he

the sounds and says the number. Two claps are 200, two snaps are 20 and two
pats are 2.

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Q2 Letʼs now count beyond 150. Fill the blank spaces in the table.)

PICTORIAL FORM 100 10 S 1 S NUMBER NUMBER
SENTENCE NAME
1 5 0 150 One hundred
and fifty

1 5 1 100 and 51 One hundred
and fifty one

...... ...... ...... 100 and 52 One hundred
and fifty two

1 ...... 3 100 and ...... One hundred
and fifty three

1 5 ...... 100 and ...... One hundred
and fifty four

1 5 ...... 100 and 55 One hundred
and fifty five

1 ...... 6 ...... and 56 One hundred
and fifty six

...... 5 7 100 and ...... One hundred
and fifty seven

...... ...... ...... ...... and ..... One hundred
and fifty eight

...... ...... ...... ...... and ..... One hundred
and fifty nine

The table of numbers beyond 150, as printed in the book.

Every row has hundred and
1 5 tens. Only the loose sticks change.

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NUMBEcRoNmAME
.
PICTORIAL FORM S S NUMBER
m
100 10 1

ase
SENTENCE
m
e m . co agl O e h d ed a d
las
1 5 0 150 n un r n

ag
fifty

co m
e m . ag
as
1 5 1 100 an d 51 One hundred and

a g l fifty one

co m
m.
efif
1 5 2 100 an d 52 One hundred and

m l as
.co g
ty two

m a
l a se
a g 1 5 3 100 and 53 One hundred and

s
fifty three
m a
m .co agl
l a se
a g 1 5 4 100 and 54 One hundred and
fifty four

. cOoemh d ed a d
se m
com a
5 100 an d 55
l
1 5 n un r n

. a g fifty five
m
ase
agl 5 100 and 56 One hundred and
m
1 6

se
fifty six

com g l a
m . a
ase1
agl
5 7 100 and 57 One hundred and
fifty seven

. comO e h d ed a d
e m
1 5 8 100 and 58 n un r n

m l as
.co
fifty eight
a g
se m
g l a One hundred and
a
1 5 9 100 and 59
fifty nine
.c
s e m
m a
e m . co agl
g l as
a

com
m .
m as e
.co

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1 hundred, 5 tens and 3 ones

100 and 53 makes 153

We say one hundred and fifty three.

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Q3 Extend this table till 200 in your notebook. How much is 200?

PICTORIAL FORM 100 10 S 1 S NUMBER NUMBER
SENTENCE NAME
1 5 0 150 One hundred
and fifty

1 5 1 100 and 51 One hundred
and fifty one

...... ...... ...... 100 and 52 One hundred
and fifty two

1 ...... 3 100 and ...... One hundred
and fifty three

1 5 ...... 100 and ...... One hundred
and fifty four

1 5 ...... 100 and 55 One hundred
and fifty five

1 ...... 6 ...... and 56 One hundred
and fifty six

...... 5 7 100 and ...... One hundred
and fifty seven
...... ...... ...... ...... and ..... One hundred
and fifty eight

...... ...... ...... ...... and ..... One hundred
and fifty nine

The table of numbers beyond 150, as printed in the book.

Keep counting: 160, 161 … up to 200.

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199 and one more makes 200

200 = 100 + 100

200 = 20 bundles of ten

200 is two bundles of 100. In cricket, 200 runs is a double century.

Let us Do at Home — Page 25
Seeds, and the stone path

ACTIVITY

Q1 Fill a small container like a small bowl with seeds such as kidney beans, chickpeas,
etc. Look closely at the container to estimate how many seeds are in it. Your Estimate:
......... seeds. Now count and see how close your estimation is to the actual number of

seeds. Counted ......... seeds. Guess how many times you need to fill the container to
get close to 200 seeds? Your guess: ......... times.

Sample answer (write your own numbers):
 My estimate: about 40 seeds.
 I counted: 50 seeds.
 50  50  50  50  200. So I fill the bowl about 4 times.

− Exp anat on
l i

Why Four ow s o
: b l f 50 make 200, because 50 four times is 200.

T ip : A bigge r bowl holds more seeds, so you fill it fewer times.

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Q2 Write the numbers in order on the stones.

199 189

182

177

150 158 163 167

The path of stones. Only a few stones carry a number.

Start at 150 and count on, one stone at a time.

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c o m
.
m 185 184
s e
200 199 198 197 196 195 194 193 192 191 190 189 188 187 186

. com a gla
m
ase
183

agl
182

181

co m
. ag
180

e m
g l as 179

a 178

com
177

m .
m ase
176

e m . co agl 175

g l as
a
174

173

m a s
.co agl
172

sem
g l a 171

a 170

m
.co
169

m a s em 168

. co 151 152 153 154 155 156 157 158 159 160 161 162
a gl163 164 165 166 167
sem
150

a
agl
m
Every stone numbered, from 150 up to 200.

a se
. com ag l
e m
g l
150, 151, 152 … 158 … 163 … as167 … 177 … 182 … 189 … 199, 200
a
− Exp anat on
co m
m .
l i

m l a se
m .coWhy T stones make one long path. Each g mor t an t
ston saon
ase
: he e i e e h he stone

agl
behi nd it.
.c
s e m
om a
agl
T ip : C ed stones. If your count reaches 163 there, you
c
yourself at the print
m.
heck

are right.
ase
a g l

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m .
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.co

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Let us Do — Page 26
Jumping Game

Q1 Draw jumps of 5 on the number line and write the numbers in the given spaces.

5 5

100 110 120 130 140 150

A number line from 100 to 150 with an empty box after every ten.

Every jump is long 5 .

100 105 110 115 120 125 130 135 140 145 150

Jumps of 5 all the way from 100 to 150.

100, 105, 110, 115, 120, 125, 130, 135, 140, 145, 150

Why Two umps o
: j f 5 make 10. That is why every second landing is a ten.

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Q2 Continue the jumps of 20 and write the missing numbers on the given number line.

20

100 120 200

A number line from 100 to 200 with one jump of 20 already drawn.

Each jump is 20 long.

20 20 20 20

100 120 140 160 180 200

Jumps of 20 from 100 all the way to 200.

100, 120, 140, 160, 180, 200

− Exp anat on
l i

Why : 20 i s two tens. So each jump moves two tens ahead.

Tip: F v umps o 20 ta
i e j f ke you from 100 all the way to 200.

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Q3 Fill in the table.

1 LESS NUMBER 1 MORE
... 160 ...

... 129 ...

... 187 ...

... 134 ...

... 158 ...

Count back one then count on one
, .

1 LESS NUMBER 1 MORE
159 160 161

128 129 130

186 187 188

133 134 135

157 158 159

1 less than 160 is 159

1 more than 129 is 130

Why : 129 h as 9 loose ones. One more fills a full ten, so it becomes 130.

Let us Do — Page 27–28 s

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Making numbers and marking them

Q1 Show at least two different ways of making the following numbers. (a) Use matchstick
bundles to make 125.

Here are two ways .

1 hundred, 2 tens, 5 ones

12 tens and 5 ones

Two ways of making 125.

 1 bundle of 100, 2 bundles of ten, 5 sticks: 100  20  5  125
 12 bundles of ten, 5 sticks: 120  5  125

Why A un: b dle of 100 is the same as ten bundles of ten.

Q2 Show at least two different ways of making the following numbers. (b) Make 145 using
a ginladi.

Slide the beads in groups of ten.

100 beads

40 beads 5 beads
145 beads: 100, then 40, then 5.

 100 beads, then 40 beads, then 5 beads: 100  40  5  145
 140 beads, then 5 beads: 140  5  145

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Why To t r t co m
m.
: parts still make 145 beads.
e
ge he he

m l as
.co a g
a s em
aQ3gl Snum
how at least two different ways of making the following numbers c Make
ber line .
.( ) 170 on a

co m
em . ag
as
Here are two ways .
a g l

m
100 70
m .co
e
m las
170

. co ag
se0 m
l a
ag
20 40 60 80 100 120 140 160 180 200

m a s
.co agl
100  70  170

a s em
a gl 150 20
170

co m
m .
m 0 20 40 60 80 100 120 e
140 as160 180 200
m.co agl
l a se
g
150  20  170

a
 A jump of 100, then a jump of 70 100  70  170
se m
 A jump of 150, then a jump of 20 150com g l a
20  170

m . a
ase
agl

co m
m .
m as e
.co a g l
se m
g l a
a c
m .
m a s e
e m . co agl
g l as
a

co m
m .
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.co

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Q4 Fill in the empty boxes appropriately.

NUMBER PICTORIAL FORM 100 10 S 1 S NUMBER
SENTENCE
114 ...... ...... ...... 100 and 14 more

...... ...... ...... ...... 100 and 32 more

...... ...... ...... ...... ......

172 ...... ...... ...... ......

108 ...... ...... ...... ......

...... ...... ...... ...... 30 more than 150

...... 1 6 0 ......

NUMBER PICTORIAL FORM 100 10 S 1 S NUMBER
SENTENCE
114 1 1 4 100 an d 14 more

132 1 3 2 100 an d 32 more

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154 1 5 4 100 and 54 more

172 1 7 2 100 and 72 more

108 1 0 8 100 and 8 more

180 1 8 0 30 mor e than 150

160 1 6 0 100 and 60 more

100 and 32 more = 132

1 hundred, 5 tens, 4 ones = 154

30 more than 150 = 180

1 hundred, 6 tens, 0 ones = 160

Why T : he picture, the digits and the words all show the same number.

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Q5 Mark the following numbers on the number line. (a) 109, 112, 124, 134, 146

100 110 120 130 140 150

A number line from 100 to 150, marked in tens.

Find the ten first then count the extra steps
, .

109 112 124 134 146

100 110 120 130 140 150

The five numbers marked with dots on the number line.

− Exp anat on
l i

109 is just before 110.
112 is 2 steps after 110.

124 is 4 steps after 120.

134 is 4 steps after 130.

146 is 6 steps after 140.

Why Ev ry num r s ts
: e be i be tween two tens. Counting from the smaller ten finds
ts place.
i

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Q6 Mark the following numbers on the number line. (b) 155, 163, 178, 189, 198

150 160 170 180 190 200

A number line from 150 to 200, marked in tens.

This line starts at 150 and ends at 200.

155 163 178 189 198

150 160 170 180 190 200

The five numbers marked with dots on the number line.

− Exp anat on
l i

155 is half way between 150 and 160.
163 is 3 steps after 160.

178 is 2 steps before 180.

189 is just before 190.

198 is 2 steps before 200.

Why Som t m s t s qu
: e i e i i r to count back from the bigger ten, as in 198.
icke

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co m
m.
Q7 Mark the following numbers on the number line. (c) 125, 142, 153, 174, 199

m as e
.co a g l
se m
g l a
a

co m
. ag
100 120 140 160 180 200

e m
A number llinaesfrom 100 to 200, marked in twenties.
ag

co m
em.
Here the .mcoarm g l as
m
ks jump by so look carefully.
a
se
20,

g l a
a
a s
com
125 142 153 174 199

m . agl
ase
100 120
agl 140 160 180 200

m
The five numbers marked with dots on the number line.
. co
em
coamnat on
− E.xp g l as
m a
se
l i

g l a
a 125 is 5 after 120.
142 is 2 after 140.

se m
c om
153 is a little after 150, the middle of 140 and 160.
g l a
. a
s em
174 is a little after 170, the middle of 160 and 180.

a
199 is just before 200.
gl a
Why On t s n on sma st p s t n So a num r mtween 150
co
sits be
.
: hi li e e ll e i e . be like 153

and 160.
e m
m l as
m .co a g
l a se
ag
.c
s e m
m a
Chapter at a glance ase m . co agl
l
Ten sticks make oneabgundle Ten such bundles make . 100.

is also a century in cricket. 200 is a double century.
co m
100

m .
m as e
.co

a g l Page 59 of 60