NCERT Solutions Class 3 Maths Chapter 12 Give and Take

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 12: Give and
Take

NCERT Textbook — Maths Mela

BOOK PAGES SECTIONS QUESTIONS MEDIUM

150 – 164 17 53 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 59 pages

l h h e i e d ke A aS m · NCERT So ut ons

C L A SS 3 · M AT H S · M AT H S M E L A
NCERT So ut ons — C apt r 12: G v an Ta
l i h e i e d ke

This chapter is about adding and taking away with numbers up to 999. Kishan counts the saplings in his
nursery and Peter uncle counts the money in his shop. Box diagrams, hundreds-tens-ones blocks, a number
line and real notes and coins all help.

T E XT B OOK B OOK PAGE S
Ma h Mela Cla
t s ss 3 150  164

S EC T I ONS QU E ST I ONS
17 53

M EDI UM
English

n-text Questions — Page 150
I

The number chains on the chapterʼs first page

Q1 Add 2. Fill in the empty parts of the snake. The snake begins 334, 336, …

334 336

The snake from the chapter opener. Two parts are already filled in.

Add 2 to each part to get the next part.

334 → 336 → 338 → 340 → 342 → 344

So the empty parts are 338, 340, 342, 344.

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gl e l i

− Exp anat on
l i

Why Each part is 2 more than the part just before it.
:

Tip: 334 and 336 are even numbers. Adding 2 always gives the next even
number.

Q2 Add 5. Fill in the empty parts of the caterpillar. The caterpillar begins 375, …

375

The caterpillar from the chapter opener. Only the first part is filled in.

Add 5 to each part to get the next part.

375 → 380 → 385 → 390 → 395

→ 400 → 405 → 410

The caterpillar has 8 parts. So it reads 375, 380, 385, 390, 395, 400, 405, 410.

− Exp anat on
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Why Every step adds one more 5 to the number.
:

Tip: When you add 5 again and again, the ones digit goes 5, 0, 5, 0 …

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Q3 Subtract 5. Fill in the empty parts of the worm. The worm begins 387, …

387

The orange worm from the chapter opener. Only the first part is filled in.

Take away 5 each time.

387 → 382 → 377 → 372

→ 367 → 362 → 357

So the worm reads 387, 382, 377, 372, 367, 362, 357.

− Exp anat on
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Why Taking away 5 makes the number smaller by 5 each time.
:

Tip: Here the ones digit goes 7, 2, 7, 2 … every time.

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gl e l i

co m
m.
Q4 Add 6. Fill in the row of boxes that begins with 234.
m as e
.co a g l
a s emAdd 6
a gl
234

. com ag
The printed row ofesm
a s even boxes Only the first box is filled

agl
. .

co m
m.

m as e
l
Add 6 to each box to fill the next one.
.co a g
a s em
a gl 234 → 240 → 246 → 252
s
→ 258 → 264 → 270
m a
m .co agl
The row is 234, 240, 246, 252, 258, 264, 270.
l a se
a g
− Exp anat on
m
l i

. co
e m
WhoymEvery box holds 6 more than the box before it.
c g l as
.
:

e m a
a s
agl Tip: 6 is 4 and 2. So 234  4  238, then 238  2  240.

se m
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agl

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Q5 Subtract 6. Fill in the row of boxes that begins with 357.

Subtract 6
357

The printed row of seven boxes. Only the first box is filled.

Take 6 away from each box to fill the next one.

357 → 351 → 345 → 339

→ 333 → 327 → 321

The row is 357, 351, 345, 339, 333, 327, 321.

− Exp anat on
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Why Each box is 6 less than the box before it.
:

Tip: Take away 7 first, then put 1 back. 357  7  350, 350  1  351.

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Q6 Add 9. Fill in the row of boxes that begins with 288.

Add 9
288

The printed row of seven boxes. Only the first box is filled.

Add 9 to each box to fill the next one.

288 → 297 → 306 → 315

→ 324 → 333 → 342

The row is 288, 297, 306, 315, 324, 333, 342.

− Exp anat on
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Why Adding 9 is the same as adding 10 and taking 1 away.
:

Tip: 288  10  298. Now 298  1  297. Try this for every box.

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Q7 Subtract 9. Fill in the row of boxes that begins with 331.

Subtract 9
331

The printed row of seven boxes. Only the first box is filled.

Take 9 away from each box to fill the next one.

331 → 322 → 313 → 304

→ 295 → 286 → 277

The row is 331, 322, 313, 304, 295, 286, 277.

− Exp anat on
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Why Taking away 9 is the same as taking away 10 and putting 1 back.
:

Tip: 331  10  321. Now 321  1  322.

n-text Questions — Page 151
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How many saplings in all ?

Q1 Kishan had 364 saplings of different herbs and flowers. Then, he went to his friendʼs
village and brought 52 saplings from there. How many saplings does he have now?

 52 Sap n s li g

364 Saplings ?

The bookʼs box diagram for Kishanʼs saplings.

He brought more saplings, so we add.

Ones: 4 + 2 = 6

Tens: 6 + 5 = 11 tens = 1 hundred and 1 ten

Hundreds: 3 + 1 = 4

364 + 52 = 416

Kishan has 416 saplings now.

− Exp anat on
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364  3 hundreds  6 tens  4 ones. 52  5 tens  2 ones.

Why Ten tens make one hundred, so 11 tens become 1 hundred and 1 ten.
:

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m
Q2 .co
364 Saplings  52 Saplings = __________________ Saplings | 364  52  __________
m
a se
. com a g l
m
ase
agl Hundreds Tens Ones

co m
em . ag
g l as
a

co m
em.
m l as
m .co a g
l a se
a g The blocks left after the tens were joined into a hundred.

m a s
em
.co agl
a s
Count t he bl ck ha a e lef i aghel ic e.
o s t t r t n t p tur

co m
4 hundreds + 1 ten + 6 ones
m .
m as e
.co
400 + 10 + 6 = 416
a g l
a s em
agl S 364 Sa li g
o p n s  52 Saplings = 416 Saplings.
And 364  52  416.
se m
com g l a
m . a
ase
− Exp anat on
agl
l i

Why The blocks show the same number in hundreds, tens and ones.
m
:

. co
e m
m l as
m .co a g
l a se
ag n-text Questions — Page 152
.c
I

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

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A number line and an order for a school
,

Q1 You can also use a number line to solve it. Fill in the last two empty boxes of the
number line.

10 10 10 10 10 1 1

364 374 384 394 404 414

The number line from the book. The last two boxes are empty.

Start at 364. Add 52 in small jumps.

52 = 5 tens + 2 ones

Five jumps of 10: 364, 374, 384, 394, 404, 414

Two jumps of 1: 414 → 415 → 416

The two empty boxes are 415 and 416.

− Exp anat on
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Why Adding 10 moves us ten places along the line. Adding 1 moves us one
:

place.

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Q2 Kishan has got an order to deliver 230 saplings to a school. He has packed 75 saplings
in an open box. How many more saplings does he need to pack?

Total ordered saplings: 230

75 i n the box ?
The bookʼs box diagram for the school order.

We take 75 away from 230.

230 – 5 = 225 (open 1 ten into 10 ones)

225 – 70 = 155 (open 1 hundred into 10 tens)

230 – 75 = 155

He needs to pack 155 mor sap n s. e li g

− Exp anat on
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230 has 0 ones, so change 1 ten into 10 ones.
10 ones – 5 ones = 5 ones → 230 – 5 = 225

Now take away 70. Change 1 hundred into 10 tens.

12 tens – 7 tens = 5 tens → 225 – 70 = 155

Why We cannot take 5 from 0, so we open one ten into ten ones.
:

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n-text Questions — Page 153
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Kishan has .......... saplings now.

Q1 Kishan has .......... saplings now.

Hundreds Tens Ones

The blocks left on the page after 75 was taken away.

Count the blocks that are left.

1 hundred + 5 tens + 5 ones

100 + 50 + 5 = 155

Check: 230 – 75 = 155

The blank is 155.

About the book: Here 155 is really the number of saplings Kishan still has to pack.

Let us o — Page 154
D

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Box diagrams HTO blocks and the number line
,

Q1 Kishan has 456 saplings in August. He distributed 63 saplings. How many saplings are
left with him?

 63 saplings

456 saplings 393 saplings

The box diagram for this problem.

He gave some away, so we take away.

456 – 60 = 396

396 – 3 = 393

So 456 – 63 = 393

393 saplings are left with Kishan.

− Exp anat on
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Why 63 is 60 and 3. Taking them away one after the other is easier.
:

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co m
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Q2 Kishan has a collection of 309 saplings. He gets 80 more saplings of flowering plants.

m
How many saplings does he have now?
as e
.co a g l
e m
aglaEsR
A NSW

80 saplings.com ag
sem


a
agl

309 saplings 389 saplinemg.scom
m a s
m .co agl
l a se
a g
s
The box diagram for this problem.
m a
m .co agl
He got more saplings, so we add.
l a se
a g
m
309 + 80
. co
e m
as
0 tens + 8 tens = 8 tens
m l
m .co
309 + 80 = 389
a g
l a se
ag He has 389 sap n s now.
m
li g

a se
Why 80 is 8 tens. Only the tensmp.claocemchanges. ag l
se
:

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ag

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Q3 Kishan has 270 saplings of herbs and his friend has 36 saplings of herbs. How many
more saplings does Kishan have than his friend?

Kishan: 270 saplings

Friend: 36 234 more

The box diagram comparing the two collections.

“How many moreˮ means we take away.

270 – 30 = 240

240 – 6 = 234

So 270 – 36 = 234

Kishan has 234 more saplings than his friend.

− Exp anat on
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Why Taking away tells us how much bigger one amount is.
:

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Q4 Write word problems using the numbers given in the box diagrams below and solve
them. You can take help from the pictures for appropriate contexts. (the box diagram
with 234 Boys and  156 Girls)

 156 G r s i l

234 Boys ?

The first box diagram printed on the page.

Sample answer: A school has 234 boys and 156 girls. How many children in all?

Ones: 4 + 6 = 10 = 1 ten

Tens: 3 + 5 + 1 = 9 tens

Hundreds: 2 + 1 = 3

234 + 156 = 390

The school has 390 children.

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Q5 Write word problems using the numbers given in the box diagrams below and solve
them. You can take help from the pictures for appropriate contexts. (the box diagram
with 356 Books and  138 Books)

 138 Books

356 Books ?

The second box diagram printed on the page, beside the library picture.

Sample answer: A library has 356 books. Children take 138 books home. How many
books are left in the library?

356 – 100 = 256

256 – 30 = 226

226 – 8 = 218

So 356 – 138 = 218

218 books are left in the library.

n-text Questions — Page 155
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One more box diagram, and the number grid

Q1 Write word problems using the numbers given in the box diagrams below and solve
them. You can take help from the pictures for appropriate contexts. (the box diagram
with 305 Sacks and 210 Sacks)

305 Sacks

210 Sacks ?
The box diagram printed beside the picture of the loaded truck.

Sample answer: A truck must carry 305 sacks of grain. 210 sacks are already
loaded. How many sacks are still to be loaded?

305 – 200 = 105

105 – 10 = 95

So 305 – 210 = 95

95 sacks are still to be loaded.

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co m
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Q2 Use the grid below to solve the following questions. Colour your answers in the grid. 

m as e
l
405  23

m .co a g
l a se
a g 521 522 523 524 525 526 527 528 529 530
515 m 516
511 512 513 514
. c o 517 518 519 520
ag
504 em505
as
501 502 503 506 507 508 509 510
491 492 g l
493 a 494 495 496 497 498 499 500

com
481 482 483 484 485 486 487 488 489 490

m .
471 472 473 474 475 476 477 478
as e 479 480

. com461 l
ag468
m
462 463 464 465 466 467 469 470

as e
a g l 451 452 453 454 455 456 457 458 459 460

m a s
.co agl
The number grid printed in the book, from 451 up to 530.

se m
g l a
A NSW E R a
Add the tens first, then the ones.
co m
m .
m as e
.co a g l
m
405 + 20 = 425

a s e425
agl + 3 = 428

So 405 + 23 = 428
se m
com g l a
m . a
A out t e
oo This gridlstasarts at 451, so s not on t r and cannot be
ag
b he b k: 428 i he g id

coloured. The answer is still 428.

co m
m .
− Exp anat on
m
l i

as e
.co a g l
se m Why 428 is smaller than 451, so it lies below the first row of the grid.
g l a
a
:

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m a
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Q3 Use the grid below to solve the following questions. Colour your answers in the grid. 
481  19

521 522 523 524 525 526 527 528 529 530
511 512 513 514 515 516 517 518 519 520
501 502 503 504 505 506 507 508 509 510
491 492 493 494 495 496 497 498 499 500
481 482 483 484 485 486 487 488 489 490
471 472 473 474 475 476 477 478 479 480
461 462 463 464 465 466 467 468 469 470
451 452 453 454 455 456 457 458 459 460

The number grid printed in the book, from 451 up to 530.

521 522 523 524 525 526 527 528 529 530
511 512 513 514 515 516 517 518 519 520
501 502 503 504 505 506 507 508 509 510
491 492 493 494 495 496 497 498 499 500
481 482 483 484 485 486 487 488 489 490
471 472 473 474 475 476 477 478 479 480
461 462 463 464 465 466 467 468 469 470
451 452 453 454 455 456 457 458 459 460

The grid with the answer coloured green.

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481 + 10 = 491 (one row up)

491 + 9 = 500 (nine boxes to the right)

So 481 + 19 = 500

Colour the box with 500.

− Exp anat on
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On the grid, one row up adds 10 and one box right adds 1.

Why Each row of this grid holds ten numbers, so a row is worth 10.
:

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Q4 Use the grid below to solve the following questions. Colour your answers in the grid. 
467  51

521 522 523 524 525 526 527 528 529 530
511 512 513 514 515 516 517 518 519 520
501 502 503 504 505 506 507 508 509 510
491 492 493 494 495 496 497 498 499 500
481 482 483 484 485 486 487 488 489 490
471 472 473 474 475 476 477 478 479 480
461 462 463 464 465 466 467 468 469 470
451 452 453 454 455 456 457 458 459 460

The number grid printed in the book, from 451 up to 530.

521 522 523 524 525 526 527 528 529 530
511 512 513 514 515 516 517 518 519 520
501 502 503 504 505 506 507 508 509 510
491 492 493 494 495 496 497 498 499 500
481 482 483 484 485 486 487 488 489 490
471 472 473 474 475 476 477 478 479 480
461 462 463 464 465 466 467 468 469 470
451 452 453 454 455 456 457 458 459 460

The grid with the answer coloured green.

Go up for the tens, then right for the ones.

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467 + 50 = 517 (five rows up)

517 + 1 = 518 (one box right)

So 467 + 51 = 518

Colour the box with 518.

− Exp anat on
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Why 51 is 5 tens and 1 one.
:

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co m
m.
Q5 Use the grid below to solve the following questions. Colour your answers in the grid. 

m as e
l
489  21  15

m .co a g
l a se
a g 521 522 523 524 525 526 527 528 529 530
515m 516
co ag
511 512 513 514 517 518 519 520
504 em
.505
as
501 502 503 506 507 508 509 510
491 492 g l
493 a 494 495 496 497 498 499 500

com
481 482 483 484 485 486 487 488 489 490

m .
471 472 473 474 475 476 477 478
as e 479 480

. com461 l
ag468
m
462 463 464 465 466 467 469 470

as e
a g l 451 452 453 454 455 456 457 458 459 460

m a s
.co agl
The number grid printed in the book, from 451 up to 530.

se m
g l a
A NSW E R a

co m
m .
m l a se
.co ag
521 522 523 524 525 526 527 528 529 530
se m 511
g l a 512 513 514 515 516 517 518 519 520
a
m
501 502 503 504 505 506 507 508 509 510
m
o495 l a se
491 492 493
.c
494 496 497 498 499 500
ag
m
se 485
483 a484
481 482
l
ag 474 475
486 487 488 489 490
471 472 473 476 477 478 479 480

co m469
.
461 462 463 464 465 466 467 468 470
e
457 as458
m
m
.co agl
451 452 453 454 455 456 459 460

se m
g l a
a The grid with the answer coloured green.
c
m .
m a s e
co agl
Add one number at a time.
m .
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a g l

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.co

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489 + 21 = 510

510 + 15 = 525

So 489 + 21 + 15 = 525

Colour the box with 525.

Why Adding three numbers is just adding twice, one step after the other.
:

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Q6 Use the grid below to solve the following questions. Colour your answers in the grid. 
519  40

521 522 523 524 525 526 527 528 529 530
511 512 513 514 515 516 517 518 519 520
501 502 503 504 505 506 507 508 509 510
491 492 493 494 495 496 497 498 499 500
481 482 483 484 485 486 487 488 489 490
471 472 473 474 475 476 477 478 479 480
461 462 463 464 465 466 467 468 469 470
451 452 453 454 455 456 457 458 459 460

The number grid printed in the book, from 451 up to 530.

521 522 523 524 525 526 527 528 529 530
511 512 513 514 515 516 517 518 519 520
501 502 503 504 505 506 507 508 509 510
491 492 493 494 495 496 497 498 499 500
481 482 483 484 485 486 487 488 489 490
471 472 473 474 475 476 477 478 479 480
461 462 463 464 465 466 467 468 469 470
451 452 453 454 455 456 457 458 459 460

The grid with the answer coloured green.

Taking away 10 moves us one row down.

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519 – 10 = 509

509 – 10 = 499

499 – 10 = 489

489 – 10 = 479

So 519 – 40 = 479

Colour the box with 479.

− Exp anat on
l i

Why 40 is 4 tens, so we go down 4 rows.
:

D o as directed — Page 156

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Adding 100, 10 and 1; the village of Jadupur

Q1 Do as directed. Fill the first set of boxes. Each column starts at 269.

Add 100 Add 10 Add 1
269 269 269

369

289

The first ladder printed in the book. A few boxes are already filled.

ADD 100 ADD 10 ADD 1

269 269 269

369 279 270

469 289 271

569 299 272

669 309 273

769 319 274

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Why Adding 100 changes only the hundreds digit. Adding 10 changes the.cteonsm.
m
:

a se
com
Adding 1 changes the ones.
. a g l
m
ase
aTglp Look at 299
i :  10. Ten tens make a hundred, so we get 309, not 2109.

co m
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a

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

com
m .
m as e
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a
se m
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m . a
ase
agl

co m
m .
m as e
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Q2 Do as directed. Fill the second set of boxes. Each column starts at 454.

Add 100 Add 10 Add 1
454 454 454
455

The second ladder printed in the book. A few boxes are already filled.

ADD 100 ADD 10 ADD 1

454 454 454

554 464 455

654 474 456

754 484 457

854 494 458

954 504 459

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Why Each jump adds to one place only — hundreds, tens or ones.
:

Tip: 494  10  504. The ten tens turned into one more hundred.

Q3 Discuss in class why people in this village had to give different quantities while
exchanging things.

Shaamu Kaka gave Dariya Didi gave
5 sacks of rice 10 sacks of vegetables

Dariya Didi gave Bablu Dada gave
5 sacks of onions 2 sarees

The two swaps told about in the story of Jadupur village.

WHO GAVE WHAT WHO GAVE BACK WHAT
Shaamu Kaka 5 sacks of rice Dariya Didi 10 sacks of vegetables

Dariya Didi 5 sacks of onions Bablu Dada 2 sarees

Sample answer: Different things are worth different amounts.
One sack of rice is worth more than one sack of vegetables. So 5 sacks of rice got 10 sacks of
vegetables.

A saree is worth a lot. So Dariya Didi had to give many onions for just 2 sarees.

− Exp anat on
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Why In a swap, both sides must feel they got the same worth.
:

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D id you now This kind of swapping is called barter. Money makes swapping
k ?

much easier today.

n-text Questions — Page 157
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What notes and coins can buy

Q1 Salma buys two bottles of milk for ₹100. Kiran buys a basket of pomegranates for ₹100.
Circle the one that costs more: a milk bottle or a pomegranate?

₹100
M LKI M LK
I

two bottles a basket of pomegranates
What Salma bought and what Kiran bought, each for one ₹100 note.

Circle the m ilk b ott . le

₹100 buys only 2 bottles.
So one bottle costs ₹50.

₹100 buys a whole basket of pomegranates.
That is more than 2 fruits, so each one costs less than ₹50.

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− Exp anat on
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Why The same money buys fewer bottles. So one bottle costs more.
:

Q2 Think of two things that we can buy using the same note.

Note Things you can buy

₹10

₹50

The empty table printed in the book.

Sample answer: Here is one way to fill the table.

NOTE THINGS YOU CAN BUY
₹10 one hawa mithai, or ten toffees

₹50 one notebook, or one small ball

Your answers may be different. Prices change from shop to shop.

Why One note can buy any set of things whose prices add up to its value.
:

n-text Questions — Page 158
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gl e l i

Match the notes and coins
co m
em.
m l as
Q1 .co
Match the notes and coins in the two columns that have the same values.
m a g
l a se
ag
First column
co m
A ₹50 ₹50
e m . ag
g l as
a
B ₹10 ₹10 ₹1
co m
e m.
mC l as
.co g
₹50 ₹10 ₹2 ₹1
m a
l a se
a g D ₹5 ₹5 ₹2

m a s
₹1 m ₹1
.co agl
E ₹1 ₹1
l a se ₹1 ₹1 ₹1 ₹1 ₹1 ₹1
a g
F ₹50 ₹20
m
. co
e m
m l as
m.co S econd column
a g
l a se
a g 1 ₹10

se m
com g l a
₹100
m . a
ase
2

agl
3 ₹20 ₹1

co m
m .
m ₹10lase
.co ag
4 ₹20 ₹20 ₹20

a sem
agl c
.
5 ₹10 ₹1 ₹1
s e m
om a
e m .c₹10 agl
las
6 ₹20 ₹2 ₹20 ₹10 ₹1

ag

co m
m .
m ase
.co

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The two columns printed in the book. The letters and numbers are ours, added so the rows
are easy to name.

Add up each row first. Then join the rows that give the same amount.

FI RST COLUMN VALUE MATCHES SECOND COLUMN
A: 50 + 50 ₹100 2 one ₹100 note

B: 10 + 10 + 1 ₹21 3 20 + 1

C: 50 + 10 + 2 + 1 ₹63 6 20 + 10 + 2 + 20 + 10 + 1

D: 5 + 5 + 2 ₹12 5 10 + 1 + 1

E: ten ₹1 coins ₹10 1 one ₹10 note

F: 50 + 20 ₹70 4 20 + 20 + 20 + 10

Why Different notes and coins can add up to the very same amount of money.
:

n-text Questions — Page 159
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l h h e i e d ke A aS m · NCERT So ut ons

Paying for things the ; ₹500 note

Q1 Use the following notes and coins to buy the things given below. Find at least two ways
of giving the money. You may use the notes and coins more than once. — the toy car,
₹55

Notes and coins you may use:
₹50 ₹20 ₹10 ₹5 ₹2 ₹1

₹55

The toy car with its price tag, and the money you may use.

The car costs ₹55. Here are two ways to pay.

Way 1: ₹50 + ₹5 = ₹55

Way 2: ₹20 + ₹20 + ₹10 + ₹5 = ₹55

Another way: ₹50  ₹2  ₹2  ₹1  ₹55.

− Exp anat on
l i

Why Any set of notes and coins that adds up to 55 will pay for the car.
:

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Q2 Use the following notes and coins to buy the things given below. Find at least two ways
of giving the money. You may use the notes and coins more than once. — the bag of
laddoos, ₹30

Notes and coins you may use:
₹50 ₹20 ₹10 ₹5 ₹2 ₹1

₹30

The bag of laddoos with its price tag, and the money you may use.

The laddoos cost ₹30. Here are two ways to pay.

Way 1: ₹20 + ₹10 = ₹30

Way 2: ₹10 + ₹10 + ₹10 = ₹30

Another way: ₹20  ₹5  ₹5  ₹30.

− Exp anat on
l i

Why Three tens make thirty, just as two tens and one ten do.
:

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l h h e i e d ke A aS m · NCERT So ut ons
gl e l i

Q3 Use the following notes and coins to buy the things given below. Find at least two ways
of giving the money. You may use the notes and coins more than once. — the milk
packet, ₹28

Notes and coins you may use:
₹50 ₹20 ₹10 ₹5 ₹2 ₹1

₹28 M LK
I

The milk packet with its price tag, and the money you may use.

The milk packet costs ₹28. Here are two ways to pay.

Way 1: ₹20 + ₹5 + ₹2 + ₹1 = ₹28

Way 2: ₹10 + ₹10 + ₹5 + ₹2 + ₹1 = ₹28

Another way: ₹20  ₹2  ₹2  ₹2  ₹2  ₹28.

− Exp anat on
l i

Why 28 is 20 and 8. The coins are used to make the 8.
:

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gl e l i

co m
m.
Q4 Use the following notes and coins to buy the things given below. Find at least two ways

m as e
l
of giving the money. You may use the notes and coins more than once. — the box of

m.co
crayons, ₹20 a g
l a se
a g
Notes and coins you may use:
m
₹10.co ₹5
₹50 ₹20
em
₹2 ₹1 ag
a s
agl

co m
₹20 em.
m CRAYONS
l as
m .co a g
l a se
a g
The box of crayons with its price tag, and the money you may use.
m a s
m.co agl
l a se
A NSW E R ag
The crayons cost ₹20. Here are two ways to pay.
co m
m .
m ase
.co
Way 1: one ₹20 note
a g l
s m 2: ₹10 + ₹10 = ₹20
eWay
gl a
a
se m
com a
Another way: ₹10  ₹5  ₹5  ₹20.
. ag l
Why The value must be 20. s m
Tehe number of notes and coins can change.
l a
ag
:

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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.co

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Q5 Draw as many notes of ₹100 as is equal to one ₹500 note.

Have you seen this note?

₹500

The note printed in the pink box on the page.

One ₹500 note = these five notes
₹100 ₹100 ₹100 ₹100 ₹100

Five ₹100 notes, drawn in the empty box.

Draw v notes of ₹100 in the box.
fi e

100 + 100 + 100 + 100 + 100 = 500

Why Five hundreds make five hundred, so five ₹100 notes are worth one ₹500
:

note.

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l h h e i e d ke A aS m · NCERT So ut ons

Q6 How many ₹100 notes are equal to a ₹500 note? _________

Have you seen this note?

₹500

The note printed in the pink box on the page.

e
5 not s o f ₹100 are equal to one ₹500 note.

100, 200, 300, 400, 500

That is 5 hundreds.

Why Skip-count by 100. You say five numbers to reach 500.
:

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l h h e i e d ke A aS m · NCERT So ut ons

Q7 What things can you buy with ₹500 ?

Have you seen this note?

₹500

The note printed in the pink box on the page.

You can buy many things with ₹500. Sa mp answ r He e i
le e : r e list.
s on

A school bag ……… ₹300

A water bottle …… ₹120

A box of crayons … ₹20
Total = 300 + 120 + 20 = ₹440

₹60 will be left over. Your list may be different.

− Exp anat on
l i

Why We can buy anything whose prices add up to ₹500 or less.
:

n-text Questions — Page 160
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l h h e i e d ke A aS m · NCERT So ut ons

Peter uncle s money box
ʼ

Q1 In the morning, Peter uncle has ₹465 in his money box. By afternoon, he has ₹756. How
much has he earned since morning? My Estimation. ₹ ____________

?

₹465 ₹756

The box diagram for Peter uncleʼs money box.

First estimate. ₹756 is near ₹800 and ₹465 is near ₹500.

My estimation: 800 – 500 = about ₹300

Now take away:

756 – 400 = 356

356 – 60 = 296

296 – 5 = 291

So 756 – 465 = 291

He has earned ₹291 since morning.

− Exp anat on
l i

Why The money he earned is the difference between the two amounts.
:

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gl e l i

co m
m.
n-text Questions — Page 161
se
I

Peter uncle s sale om
g l a
.c a
ʼ

m
soeday, Peter uncle sold rice for ₹640 and sugar for ₹215. How much money has he
l a
aQg1 earned from this sale? Draw a box diagram for the problem. My Estimate. ₹
T
____________

com
e m . ag
g l as
a ?
co m
em.
m l as
m .co a g
l a se
a g

The empty box diagcraommprinted on the page for you to fill. a s
m . agl
ase
agl
m
. co
e m
m l as
m .co a g
l a se ₹855
ag
se m
com g l a
. a
a s e)m
agl
₹640 (rice ₹215 (sugar)

co m
m .
m
The box diagram filled in.
as e
.co a g l
a s emFi
gl
rst estimate. ₹640 is near ₹600 and ₹215 is near ₹200.
a c
m .
My estimate: 600 + 200 = about ₹800
m a s e
e m . co agl
Now add:
g l as
a

co m
m .
m ase
.co

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640 + 200 = 840

840 + 15 = 855

So 640 + 215 = 855

He has earned ₹855 from this sale.

− Exp anat on
l i

Why The two sales are the two parts. Together they make the whole.
:

Let us o — Pages 161–162
D

Box diagrams with money

Q1 One day, Peter uncle earned ₹650. The next day, he earned ₹250 more. How much
money had he earned by the second day?

 ₹250

₹650 ₹900

The box diagram.

Estimate first. 650 is near 700 and 250 is near 300.

My estimate: 700 + 300 = about ₹1000

Now add:

Page 45 of 59

l h h e i e d ke A aS m · NCERT So ut ons

650 + 200 = 850

850 + 50 = 900

So 650 + 250 = 900

By the second day he had earned ₹900.

− Exp anat on
l i

Why 5 tens and 5 tens make 10 tens, which is one more hundred.
:

Tip: 650 is just halfway between 600 and 700, and 250 is halfway between 200
and 300. We go up, so the estimate ₹1000 is a little more than the real answer.

Q2 Reena bought groceries for ₹209. She gave a ₹500 note to Peter uncle. How much
money should Peter uncle return to Reena?

₹500 (the note given)

₹209 (groceries) ₹291

The box diagram for Reenaʼs change.

She gave ₹500. The goods cost ₹209. So we take away.

Page 46 of 59

l h h e i e d ke A aS m · NCERT So ut ons

500 – 200 = 300

300 – 9 = 291

So 500 – 209 = 291

Peter uncle should return ₹291 to Reena.

− Exp anat on
l i

Why The change is the money left over after paying the price.
:

Q3 Shireen has ₹150 in her piggy bank. She puts ₹100 every week in her piggy bank. How
much money does she have at the end of four weeks?

 ₹400

₹150 ₹550

The box diagram for the piggy bank.

She puts in ₹100 four times.

100 + 100 + 100 + 100 = 400

150 + 400 = 550

At the end of four weeks she has ₹550.

Page 47 of 59

l h h e i e d ke A aS m · NCERT So ut ons
gl e l i

− Exp anat on
l i

Why Four hundreds make four hundred. We add that to what she already had.
:

Q4 Peter uncle saved ₹250 in the first month, ₹125 in the second month and ₹350 in the
third month. How much has he saved in these three months?

₹725

₹250 ₹125 ₹350

The box diagram for the three monthsʼ saving.

Add the three months one at a time.

250 + 125 = 375

375 + 350 = 725

He has saved ₹725 in these three months.

Why All three savings go into the same box, so we add them all.
:

n-text Questions — Page 162
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Estimate to the nearest hundred
co m
s e m.
the answers to the nearest hundred. Discuss in class. gla
Estimacteom
Q1
m . a
ase
agl
Number expressionom Nearest Hundred
.c ag
la
156 g34
sem
a

co m
m.
125  15

m as e
.co a g l
sem
105  195
a
agl 205  215

m a s
500  395.co
em agl
a s
a gl
765  567

com
m .
m
505  405
as e
.co a g l
se m
g l a
a
The table printed in the book, with the second column empty.

se m
com g l a
m . a
ase
gl which hundred it is nearest to.
Find the answer first. Then asee

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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.co

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NUMBER EXPRESSION A NSWER NEAREST HUNDRED
156 + 34 190 200

125 – 15 110 100

105 + 195 300 300

205 + 215 420 400

500 – 395 105 100

765 – 567 198 200

505 + 405 910 900

− Exp anat on
l i

Why 190 is only 10 away from 200 but 90 away from 100. So 200 is nearer.
:

Tip: If the tens digit is 5 or more, go up to the next hundred.

n-text Questions — Page 163
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l h h e i e d ke A aS m · NCERT So ut ons

Compare, match and fill

Q1 Compare the given problem statements in each row, without calculating. Circle the one
that is more. Discuss in class.

373 23  373 40 

240 10  204 10 

900 9  890 60 

345  45 345  54

800  8 700  8

The five rows printed in the book. The book has already circled the first row.

ROW R L T S ONE
CI C E HI REASON WITHOUT CALCULATING
,

373 + 23 | 373 + 40 373 + 40 Same start, but 40 is more than 23

240 + 10 | 204 + 10 240 + 10 Same 10 added, but 240 is more than 204

900 + 9 | 890 + 60 890 + 60 890 is only 10 less, but 60 is 51 more than 9

345 – 45 | 345 – 54 345 – 45 Same start, but less is taken away

800 – 8 | 700 – 8 800 – 8 Same 8 taken away, but 800 is more than 700

Why If you start bigger, or add more, or take away less, you end up with more.
:

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Q2 Find the pairs that are equal.

516 100  615  200 350 50


400 15
 450  50 816  200

The six boxes printed in the book.

Work out each box, then join the boxes that match.

PAIR VALUE
516 + 100 = 816 – 200 616

400 + 15 = 615 – 200 415

450 – 50 = 350 + 50 400

Why Two different number sentences can still give the same answer.
:

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l h h e i e d ke A aS m · NCERT So ut ons
gl e l i

Q3 Fill in the boxes with appropriate numbers.

3
120 156

7 7

3
130 175

The arrow diagram printed in the book. The blue boxes and four ovals are empty.

3 33 9
120 123 156 165

7 7 9 10

3 35 10
127 130 165 175

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gl e l i

co m
e m.
120 + 3 = 123 130 – 3 = 127
m l as
123 + 33 = 156
m .co 156 + 9 = 165 a g
l a se
g
165 + 10 = 175 175 – 10 = 165
a165 – 9 = 156 165 – 35 = 130

co m
. m. ag
se
The pink part can have other answ rs too e
l a
− Exp anat on
l i
ag

co m
m.
Start at 120 and follow the arrows. Check the orange part: 123  7  130 ✔ and 127  7 
120 ✔.
m as e
.co a g l
sTem
g l a p In the pink part other numbers also work, as long as every arrow is right
i :

a and you come back to the number you started from. For example, 156  10 

s
166, 166  9  175, 175  9  166, 166  10  156, 166  36  130.
m a
m .co agl
l a se
a g
n-text Questions — Page 164 m
. co
I

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

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The number card game
-

Q1 Make cards with numbers 05. Make two 3-digit numbers using these cards. Add the
two numbers and subtract the two numbers. Rearrange the cards and try to get a
bigger sum. Rearrange the cards and try to get a smaller difference. Check with your
friends who has got the biggest sum and smallest difference.

The boyʼs cards The girlʼs cards

2 4 3 4 0 5

1 0 5 1 3 2
The number cards the two children have laid out.

Look at the cards the two children made.

CHI DL NUMBERS SUM RN
DIFFE E CE

The boy 243 and 105 348 138

The girl 405 and 132 537 273

So the girl made the larger sum. The boy made the smaller difference. Both children are right.

Biggest sum: put the big digits first → 431 + 520 = 951

Smallest difference: 301 – 254 = 47

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− Exp anat on
l i

Why A digit in the hundreds place is worth the most, so big digits go there for a
:

big sum.

Let us o — Page 164
D

Solve the equations

Q1 (a) 265  9

Add 10, then take 1 back.

265 + 10 = 275

275 – 1 = 274

So 265 + 9 = 274

Why 9 is one less than 10, so we take one back.
:

Q2 (b) 405  56

Add the tens first, then the ones.

405 + 50 = 455

455 + 6 = 461

So 405 + 56 = 461

Why 56 is 5 tens and 6 ones.
:

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Q3 (c) 825  175

Add the hundreds, then the rest.

825 + 100 = 925

925 + 75 = 1000

So 825 + 175 = 1000

− Exp anat on
l i

Why 25 and 75 make 100, and 800 100 100 1000.
:   

Note: 1000 is the only four-digit answer in this chapter. Ten hundreds make one
thousand.

Q4 (d) 600  82

Take away the tens first, then the ones.

600 – 80 = 520

520 – 2 = 518

So 600 – 82 = 518

Why 82 is 8 tens and 2 ones.
:

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Q5 (e) 568  5

Only the ones change here.

8 ones – 5 ones = 3 ones

568 – 5 = 563

Why There are enough ones, so no ten needs to be opened.
:

Q6 (f) 653  356

Take away the hundreds, then the tens, then the ones.

653 – 300 = 353

353 – 50 = 303

303 – 6 = 297

So 653 – 356 = 297

Why Breaking 356 into 300, 50 and 6 makes each step easy.
:

C hapter at a glance
Adding puts two amounts together. Subtracting takes one amount away.
A box diagram shows the whole and its parts. The part we must find is marked with a ?.
Ten ones make one ten. Ten tens make one hundred. We use this to add and to take away.
On a number line we can jump by 100, by 10 and by 1 to reach the answer.
Long ago people swapped things. Today we give money for what we buy.
Notes and coins have different values. Five ₹100 notes are the same as one ₹500 note.
Before working, we can estimate. We guess the answer to the nearest hundred.

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gl e l i

co m
m.
Quick revision
m l a se
WORD m .co WHAT IT MEANS X MPLE FROM THE agREMEMBER
se
E A
l a PTER
ag
CHA

Add Put two amounts together 364  52  416 saplings The answer gets bigger

co m
m . ag
se
Subtract Take one amount away 230  75  155 saplings The answer gets smaller

l a
Box diagram
ag
A picture of the whole and
its parts
210 sacks and ? make 305
sacks
? marks the part to find

co m
m.
Hundreds, tens, The three places in a 3-digit 416 is 4 hundreds, 1 ten, 6 Ten ones make one ten

ase
com l
ones number ones

Changeem . a g
las
a ten Open 1 ten to get 10 ones To take 5 from 230 we open 1 hundred also opens into

ag
1 ten 10 tens

s
Number line 364, 374, 384, 394, 404, Jump by 100, 10 or 1
m a
A line we jump along

.co agl
414

se m ₹10, ₹20, ₹50, ₹100, ₹500
Note
g l a Each note has its own
a
Paper money
value

Coins cm
co
Coin ₹1, ₹2, ₹5 an add up to a note
.
Metal money

m
seIt tells us if our answer
m l a
.co
Estimate
ag looks right
A quick guess before 640  215 is about 800

sem
working it out

a
agl Nearest hundred The hundred a number is 190 is nearest to 200 Look at the tens

se m
closest to

com 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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.co

a g l Page 59 of 59