Govt of Karnataka

MATHEMATICS

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Textbook cum Workbook

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English Medium
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©

Third Standard
Part - I

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Karnataka Text Book Society (R.)

100 Feet Ring Road, Banashankari 3rd
Stage, Bengaluru-85
 PREFACE
The Textbook Society, Karanataka has been engaged in
producing new textbooks according to the new syllabi prepared
which in turn are designed based on NCF - 2005 since June 2010.
Textbooks are prepared in 12 languages; seven of them serve
as the media of instruction. From standard 1 to 4 there are the
EVS, mathematics and 5th to 10th there are three core subjects

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namely mathematics, science and social science.

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NCF - 2005 has a number of special features and they are:
• Connecting knowledge to life activities
• Learning to shift from rote methods

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• Enriching the curriculum beyond textbooks
• Learning experiences for the construction of knowledge
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• Making examinations flexible and integrating them with
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classroom experiences
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• Caring concerns within the democratic policy of the
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country
• Make education relevant to the present and future needs
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• Softening the subject boundaries, integrated knowledge

and the joy of learning
• The child is the constructor of knowledge
The new books are produced based on three fundamental
approaches namely, Constructive Approach, Spiral Approach
and Integrated Approach.
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The learner is encouraged to think, engage in activities,

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master skills and competencies. The materials presented

in these books are integrated with values. The new books
are not examination oriented in their nature. On the other
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hand they help the learner in the all round development of

his/her personality, thus help him/her become a healthy member
of a healthy society and a productive citizen of this great country,
India.
Young learners in their initial stages of learning i.e., between
the ages of 5 and 10, acquire most of the concepts which they
need in consolidating learning in later stages. If this learning is
ii
 properly planned and well executed in the classroom, children
may find learning easy and enjoyable.
Based on these principles, in the early stages from class 1 to 5,
the following subject areas have been introduced- Mother tongue,
state language, English as a practice language, mathematics
and environmental studies. Environmental studies include
science and social science related to their daily life experiences,
information about their environment, society, country, their

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duties and rights. These topics are presented through interesting

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situations and activities. Opportunities have been provided for
self learning and creativity. In this stage importance is given
to children sitting in pairs and groups and exchange their

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experiences. The efforts have been made to make illustrations
colourful, attractive and meaningful. Teachers are expected to
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make use of these and help children learn meaningfully and
with pleasure. The textbooks aim at making learning interesting,
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enjoyable and satisfying.
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The Textbook Society expresses grateful thanks to the

chairpersons, writers, scrutinisers, artists, staff of DIETs and
©

CTEs and the members of the Editorial Board and printers in

helping the Text Book Society in producing these textbooks.

Prof. G.S. Mudambadithaya Nagendra Kumar

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Coordinator Managing Director

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Curriculum Revision and Karnataka Textbook Society (R),

Textbook Preparation, Bengaluru, Karnataka
No

Karnataka Textbook Society (R),

Bengaluru, Karnataka

iii
 Foreword

A textbook is a very important learning material for

students. We have prepared the third standard textbook
based on NCF 2005 and KCF 2007. The Text is developed
on the basis of National policy on education 1986 and NCF
2005. We have also kept before us the syllabus prepared

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by DSERT.

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At the time of developing this textbook we have
adopted best features from CBSC textbooks and the
textbooks of other states. The significence of this

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textbook is to remove the fear that “Mathematics is
difficult” from the minds of the learners by using all the
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possibilities of learning. This textbook helps them in self
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learning.
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We have adopted the following factors for self learning
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purposes.
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 attractive multi-colour figures

 Simple language skills
 More numbers of activities
 Easy communicative language for rural students.
 Encourage Mathematics through Enterainment.
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 Simple steps involved in solving problems

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With the help of the textbook the teacher learns and

teaches mathematics meaningfully.
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I thank officers of the department and all the teachers

involved in the team of framing this textbook for they have
rendered in the process.
K. Shamanna
Chairperson
Text Book committee.

iv
 Text book Committee
Chair Person:
Shamanna K. Head Master GHS Sarakki, JP nagar Bengaluru-78
Members :
Sathish Shettigar. Assistant Teacher GHPS Yedadi Mathyadi post Kundapur
Taluk. Udapi District.
Veena R. Assistant Teacher H.P.S Channasandra, Bengaluru south-2

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Veeraiah. S. Hiremath, G.H.S Karee Katti, Savadati Taluk, Belagavi

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Dharanesh. Assistant Teacher, G.H.S Sanyasi Kodamagge, Bhadravathi
Shivamogga.
Gurunath. K. Talvar Lecturer. Basaveshwar, Teacher training college Institute

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Bagalakote.
Sunitha Pujari, Art teacher GHS Magadi Palya, Koppa Post Kunigal Taluk
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Tumakuru District.
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Scrutinizer :  
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Dr.T.V Somashekar, Assistant Professor, Department of Eduction, RIE
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Manas Gangothri, Mysuru.

Translators:
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Veena R. Assistant Teacher H.P.S Channasandra, Bengaluru south-2

Jayalakshmi C.S H.M. Town Mahila samaj english medium High school,
Chikkamagaluru
Editorial Board :
Dr.K.S. Sameerasimha, Joint Secretary, BHS Higher Education Society, 4th
block, Jayanagar, Bengaluru -11.
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Dr. S. Shivakumar, Professor, R.V. Engineering College, Bengaluru.

Chief Co-ordinator:
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Prof. G.S. Mudambadithaya, Text book Preparation and Curriculum revision,

KTBS, Bengaluru.
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Chief Advisors:
Sri Nagendra Kumar, Managing Director, KTBS, Bengaluru.
Smt. C.Nagamani, Deputy Director, KTBS, Bengaluru.
Programme Co-ordinator:
Smt. Vijaya M Kulkarni, Asst, Director KTBS, Bengaluru.

v
 About the Revision of Textbooks

Honourable Chief Minister Sri Siddaramaiah who is

also the Finance Minister of Karnataka, in his response
to the public opinion about the new textbooks from
standard I to X, announced, in his 2014-15 budget
speech of constituting an expert-committee, to look

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into the matter. He also spoke of the basic expectations

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there in, which the textbook experts should follow: “The
textbooks should aim at inculcating social equality,

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moral values, development of personality, scientific
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temper, critical acumen, secularism and the sense of
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national commitment”, he said.
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Later, for the revision of the textbooks from class I
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to X, the Department of Education constituted twenty
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seven committees and passed an order on 24-11-

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2014. The committees so constituted were subject and

class-wise and were in accordance with the standards
prescribed. Teachers who are experts in matters of
subjects and syllabi were in the committees.
There were already many complaints, and analyses
about the textbooks. So, a freehand was given in the
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order dated 24-11-2014 to the responsible committees

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to examine and review text and even to prepare new

text and revise if necessary. Eventually, a new order
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was passed on 19-9-2015 which also gave freedom

even to re-write the textbooks if necessary. In the same
order, it was said that the completely revised textbooks
could be put to force from 2017-18 instead of 2016-17.

vi
 Many self inspired individuals and institutions,
listing out the wrong information and mistakes there
in the text, had sent them to the Education Minister
and to the Textbook Society. They were rectified. Before
rectification we had exchanged ideas by arranging
debates. Discussions had taken place with Primary
and Secondary Education Teachers’ Associations.

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Questionnaires were administered among teachers to

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pool up opinions. Separate meetings were held with
teachers, subject inspectors and DIET Principals.
Analytical opinions had been collected. To the subject

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experts of science, social science, mathematics and
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languages, textbooks were sent in advance and later

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meetings were held for discussions. Women associations
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and science related organistation were also invited for
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discussions. Thus, on the basis of all inputs received
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from various sources, the textbooks have been revised

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where ever necessary.

Another very important aspect has to be shared
here. We constituted three expert committees. They
were constituted to make suggestions after making a
comparative study of the texts of science, mathematics
and social science subjects of central schools (NCERT),
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along with state textbooks. Thus, the state text

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books have been enriched based on the comparative

analysis and suggestions made by the experts. The
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state textbooks have been guarded not to go lower in

standards than the textbooks of central school. Besides,
these textbooks have been examined along side with
the textbooks of Andhra Pradesh, Kerala, Tamil Nadu
and Maharashtra states.

vii
 Another clarification has to be given here. Whatever
we have done in the committees is only revision, it is
not the total preparation of the textbooks. Therefore,
the structure of the already prepared textbooks have in
no way been affected or distorted. They have only been
revised in the background of gender equality, regional
representation, national integrity, equality and social

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harmony. While doing so, the curriculum frames of both

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central and state have not been transgressed. Besides,
the aspirations of the constitution are incorporated
carefully. Further, the reviews of the committees were

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once given to higher expert committees for examination
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and their opinions have been inculcated into the

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textbooks.
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Finally, we express our grateful thanks to those
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who strived in all those 27 committees with complete

dedication and also to those who served in higher
©

committees. At the same time, we thank all the

supervising officers of the Textbook Society who sincerely
worked hard in forming the committees and managed
to see the task reach its logical completion. We thank
all the members of the staff who co-operated in this
venture. Our thanks are also due to the subject experts
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and to the associations who gave valuable suggestions.

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No

Narasimhaiah Prof. Baraguru Ramachandrappa

Mangaging Director Chairman-in-Chief
Karnataka Textbook Society Textbook Revision Committee
Bengaluru. Bengaluru.

viii
 Text Books Revision Committee
Chairman-in-chief.
Prof. Barguru Ramchandrappa, State Revision Committee, Karnataka textbooks
Society®, Bengaluru.
Revision Committee
Chairperson
Dr. Narasimhamurthy S.K. Professor and Chairman, Department
of Mathematics , Kuvempu University,

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Shankaraghatta-577 451. Shivamogga
Members

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Dr. B . Chaluvaraju, Professor, Department of Mathematics, Bengaluru
University, Bengaluru.
Sri. B. K. Vishwanatha Rao, Rtd., Principal, No.94, ''Prashanthi'', 30th Cross,

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Sri Narasimha murthy G. N., ‘Beladingalu’ No.23/1,5th cross, Hosalli,
B
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Bengaluru.
Sri Shankarmurthy M.V. Rtd Headmaster, Sarvodaya High-school,
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Bengaluru
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Sri H.N.Subbarao, Headmaster, Sadvidya Highschool, N.S.Road,
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Mysuru.
Smt S.S. Thara, Headmistress, Govt. High School, Mavattur, K.R.
©

Nagar taluk, Mysuru Dist,

Smt Sushma NagarajRao, High School Teacher, Govt. Higher Primary
School, Ramnagar
Sri Shrinath Shastri, Kannada Ganak Parishat, Chamrajpete,
Bengaluru.
High Power Committee
Dr.Kashinath Biradar, Plot No.7, Gangasiri, Jayanagar,
Kalaburgi - 585 105.
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Smt. L. Padmavati, Vice-principal, Empress Girls

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High-school, Tumkur.
Sri T Gangadharaiah, Associate Professor, Department of Mathmetics,
Govt. women’s college, Kolar
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Chief Advisors
Sri Narasimaiah, Managing Director, Karnataka Textbooks
Society®, Banashankari 3rd stage, Bengaluru-85.
Smt Nagamani C. Deputy Director, Karnataka Textbooks Society®,
Banashankari 3rd stage, Bengaluru-85.
Programme co-ordinator:
Smt. Vijaya Kulkarni, Asst.Director, Karnataka Textbooks Society®,
Banashankari 3rd stage, Bengaluru-85.

ix
 Part - I

Contents

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Sl.No Chapter Page No.

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1. Shapes 1-17

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2.
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Numbers
B 18-66

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3. Addition 67-95
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4. Subtraction 96-123
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5. Multiplication 124-150
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 Chapter 1 Shapes

After studying this chapter you

• identify 2-D shapes formed by paper folding

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and paper cuttings.

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• name and compare various 2-D shapes by
counting their sides, corners and diagonals.

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• construct some simple 3-D objects using a
ruler/free hand.
B
•

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by piling coins and by piling bangles construct
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solid cylinder and hollow cylinder respectively
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and also establish relation between 2-D and

3-D objects.
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• Arrange the tiles of familiar shape in a given

region.
• distinguish between similar shaped tiles and
dissimilar shaped tiles.
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• read simple map.

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• make shapes using straight lines and curves

on the dot-grid.
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• construct various shapes using tangram

pieces.

1
 Playing with shapes

You are familiar with some shapes in your

previous class, Identify the similar shaped
figures and colour them.
Note : Red = Green = Yellow = Blue =

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In the above picture

• Red coloured shapes are called ..................
• Green coloured shapes are called ...............
• Yellow coloured shapes are called ...............
• Blue coloured shapes are called ..................

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 2 - Dimensional objects
Step 1
Take a square paper

Step 2

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Fold the paper as shown in the
picture

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Step 3

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picture.
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Step 4
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Fold again on the sides as shown

in the picture.
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Step 5
Hold the paper like this as shown
in the picture.
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Step 6
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Fold the corner of the triangle as

shown in the picture.
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Step 7
Insert the folded part into tri-
angle shaped paper and get the
shape of a ‘bird’.

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 Who am I ?
corner
Side Side I am a plane figure
with 3 sides and 3
corner corners.
corner Side Who am I ?
My name is ..........

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I am a
triangle

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Triangles
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Sides ........... Sides ........... Sides ..........

Corners ......... Corners ........... Corners ......

Corner Side Corner

→ diagonal The lines which join
the opposite corners
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Side Side
of a quadrilateral are
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→ diagonal called diagonals

Corner Corner
Side
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I am a I am a plane figure
Quadrilateral with 4 sides, 4 corners
and 2 diagonals. Who
am I ?
My name is.............

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 Quadrilaterals

Sides _____ Sides ______ Sides ____ Sides ________

Corners ___ Corners _____ Corners __ Corners ________
Diagonals __ Diagonals ____ Diagonals __ Diagonals _____

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Remember
• Triangle - Sides = 3, Corners = 3

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• Quadrilateral - Sides = 4 Corners - 4,
Diagonals - 2
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Three Dimensional Shapes
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• Colour the following pictures

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• Join the dots and complete the pictures and

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identify the dimensions.

No

5
 • Join the numbers by straight line.
1
11 2
. 6.
.. .
5
1 4 4 3 .
4 3 .
.
7
. .
6
2 3 .
1
.2 2
5
4

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5
3

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• Draw the above pictures by using scale, or by free
hand drawing.

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Remember
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3 - Dimensional object will have length, breadth and

height

Solid Cylinder and Hollow cylinder

The house you are living in is built of walls. What

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we need to construct walls ?

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Walls are formed by keeping bricks one above the

other. (with the help of sand mixed with cement) Houses
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will be bigger as the walls become big in size.

Activity : 25 coins and 25 bangles are kept on a table.

Now place them one above the other.

6
 These shapes are
formed

What are these

shapes called ?
Bangles kept one
Coins kept one

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on the other
on the other.

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3-D cylinder shapes are formed when coins and
bangles are placed one above the other.

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 When coins are placed one above the other we
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get a solid cylinder.
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 When bangles are placed one above the other we
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get a hollow cylinder
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Excercise 1.1
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1. Complete the following table :

Shape Sides Corners Diago-
nals
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 2. Read the following statement and write true
() or false (×)
1) A triangle has 4 sides ( )
2) A triangle has 3 corners ( )
3) A quadrilateral has 3 sides ( )
4) A quadrilateral has 4 corners ( )

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5) A quadrilateral has no diagonals ( )

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3. Observe the given figures and mark 2-D objects

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by () and 3-D objects by (×)
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a) b)
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c)
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e) f)
d)
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4. Colour the solid cylinder with red and hollow

cylinder with green.
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No

Iron rod Plastic pipe wax candle Thread reel

8
 Tiles
Niveditha and Dayananda go to Vijayanada’s newly
constructed house. They observe the tiles placed in the
rooms as shown in the figure.
Meantime Vijayananda’s father came
and asked, what they were looking at.
Both of them asked whether they could

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place the tiles in different ways? Yes, you

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can do it and asked them to arrange tiles
in desired patterns and they arranged
the tiles as shown below.

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Children, how do you arrange ‘
B
’ shaped tiles?

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Tiles arranged by Tiles arranged by

Nivedita Dayananda
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Remember
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By arranging different shaped tiles in differnt

ways, various patterns can be obtained.

9
 Tiling and non-tiling tiles
• If you are asked to lay the tiles for the house
which of these will be a matching tile?

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• Observe the arrangement of the following tiles.

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The tiles of these shapes

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can cover the floor
completely without any The tiles of these
gaps. They tile each other
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shapes do not cover the
pu floor completely. There
are gaps between the
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tiles. They do not tile

each other.
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o ©

Remember
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• While laying the same shaped tiles if they cover the

floor without gap, then they are tiling tiles.
• While laying the same shaped tiles if there are gaps
between the tiles then they are non tiling tiles.

10
 Exercise 1.2
I. Complete the following as shown below.

i) ii)

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II. Activity :
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Prepare the following shapes using a cardboard. Prepare
10 pieces of each and arrange them. Seperate them into
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shapes which fit properly and which do not fit properly.
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Note : Colour green to the shapes which fits properly.

Colour red to the shapes which do not fit properly.
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No

11
 Map
Niharika and Nishant left Bangalore with their parents
to see some historical places and arrived at Bagalkot
railway station.
Nishant was curious when he saw the map of
Bagalkot. Niharika had some knowledge about the map,
she started explaining the map to Nishant.

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Nishant : Niharika, why is this sign only near

Bagalkot ?
Niharika : This sign indicates the Head Quarters of
Bagalkot District.

12
 Nishant : What does this sign | | | | | | | indicate ?
Niharika : It indicates railway track.
Nishant : Which are the next stations from
Bagalkot?
Niharika : Look here Nishant, first Guledagudda,
then Badami.
Nishant : What do these yellow signs indicate?

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Niharika : These yellow signs indicate tourist
places. Here are Badami cave temples.

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Nishant : Which are the other tourist places near
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Badami ?
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Niharika : Banashankari Temple, Mahakoota,
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Pattadakallu, Ihole are near Badami.
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Nishant : Which place is nearer to Badami ? Is it
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Pattadakallu or Ihole ?
©

Niharika : Pattadakallu.
Nishant : What does ~ this blue line indicate
which passes through Pattadakallu
and Ihole ?
Niharik : Nishant, ~ this line indicates a river,
it is Malaprabha.
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Nishant : In the same way there is one more

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sign of river at the top. Which river is

that ?
No

Niharika : That is river Krishna.

Nishant : Sister, do these rivers join ?
Niharika : Yes Nishant, they join at
Koodalasangama, the place where lord
Basavanna attained mukti.

13
 Nishant : Are we going there ?
Niharika : Yes ! We are going there.
Nishant : Which town is nearer to
Koodalasangama ?
Niharika : Look there, it is Hunagunda.
Nishant : Is it necessary to come back to
Bagalkot for going to Bangalore by

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bus ?

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Niharika : No, Nishant ! We have the National
Highway ‘NH-13’. We are taking this

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Exercise 1.3
B
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Observe the map and answer the following :
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1. The place nearer to railway route
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Pattadakallu or caves of Badami [ ]

2. The place far away from the National Highway
©

(NH13) Bagalkot or Badami [ ]

3. The place nearer to river Malaprabha
railway station, Badami or Ihole [ ]
1. Join dots and construct the required shape.
Example : Kite.
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The above shape has 8 straight lines and 1 curved line.

14
 2. Join dots and construct the following shapes.
(1) leaf (2) star (3) flower.
            

            

            

            

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            

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            

            

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            
B
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            
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1st shape has straight lines and curved lines.
pu
2nd shape has straight lines and curved lines.
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3rd shape has straight line and curved lines.

©

Remember
By using straight lines and curved lines, required
shapes can be constructed.
o

TANGRAM
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Shapes create interest among human beings, since

ancient period. Chinese riddle shapes have become more
No

popular. These shapes are called “Tangrams”. To prepare

the shapes of animals, birds, human beings and different
objects by using pieces of tangrams, which needs intelli-
gence and imagination and brings out hidden talents and
also enhances creativity.

15
 d
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Activity : Get the impression of the above picture
on a white paper. Cut the paper on lines and sepa-

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rate them.
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• How many 4 cornered shapes are there ?
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• How many 3 cornered shapes are there ?
pu
K

• How many same sized shapes are there ?

• What is the total number of shapes ?
©

• Group of 5 pieces is called a ‘5 piece tangram’.

• Group of 7 pieces is called a ‘7 piece tangram.’

• Use the following 5 pieces and try to prepare the shapes

o

as shown below.
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5
No

1 4

1
3
2
5 3
2
4

16
 Exercise 1.4
1) Construct different shapes using the pieces 2 and 3

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2

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2) Prepare different shapes as you wish by using the
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pieces 1, 2, 3, 4, and 5.
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3) Observe the pieces used in the following shapes and

name their numbers.
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17
 Chapter 2 NUMBERS

After Studying this chapter you can

• read and write numbers from 0 to 999,
• expand numbers with respect to place values,

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• count numbers starting from any number and
do skip counting,

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• identify the greatest and smallest numbers when
3 or more numbers are given from 0 to 999,

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• arrange the given numbers in the ascending and
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the descending orders,
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• form greatest and smallest numbers by using
given digits,
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•
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identify 3 digit numbers on the number line,
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• find the values of 3 digit numbers on number

line.
©

Let us count (0-999)

Lakshmi, Rahul, Zaheer, Navya, Janaki, and Robert
are collecting goose berries.
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56
Lakshmi 62
Navya 56 Robert
No

43
58 Janaki

Rahul
35 Zaheer

18
  Navya has collected the highest number of goose ber-
ries and the number is __________.
 The least number of goose berries collected by Zaheer
is __________
 The same number of goose berries collected by Robert
and Lakshmi are __________
 The number of childern who collected less than 50

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goose berries are __________

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 The number of childern who collected more than 50
goose berries are __________
 Number of goose berries to be collected by Janaki to

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make it 50 is __________
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Do and Learn
Collect a number of Pieces of sticks and make them into
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pu
bundles of ten.
K

A bundle of 10 means ten.

Two bundles of 10 means twenty.
©

Three bundles of 10 means thirty.

Like this nine bundles of 10 means ninety.
Now you add the sticks in nine bundles of 10.
Nine bundles of 10 + one unit
o

+ = 91 (Ninety one)
tt

Nine bundles of 10 + two units

No

+ = 92 (Ninety two)
Nine bundles of 10 + three units

+ = 93 (Ninety three)

19
 Nine bundles of 10 + Four units

+ = 94 (Ninety four)
Nine bundles of 10 + five units

+ = 95 (Ninety four)

d
Nine bundles of 10 + six units

he
+ = 96 (Ninety six)

is
Nine bundles of 10 + seven units
re S B
bl
+ = 97 (Ninety seven)
be T
pu
Nine bundles of 10 + eight units
K

+ = 98 (Ninety eight)
©

Nine bundles of 10 + nine units

= 99 (Ninety nine)
Nine bundles of 10 + ten units)
o

+ = 100 (hundred)
tt

No

= 100
(One hundred )

20
 One hundred in place value
Hundred Ten Unit
1 0 0

One hundred in Abacus

d
Hundred Ten Unit

he
Note : Collect ice cream sticks, seeds,

is
re S
beads, marbles etc., and learn counting
B
bl Know this:
be T
pu
K

 1 is added to 99 to get one hundred.

©

 10 bundles of 10 give one hundred.

 100 is a three digit number.

 The smallest three digit number is 100.

o

 In 100, ‘0’ is in units place and the second ‘0’ in tenth

place, ‘1’ is in hundredth place.
tt
No

21
 Dravid’s Century
Observe the Ranaji cricket match played between
Karnataka and Mumbai held at Chinnaswamy stadium,
Bangalore.
Rahul Dravid, Captain of Karnataka team has scored
94. How many runs does he need, to complete 100 runs ?

d
is he
re S B
bl
be T
pu
K

In cricket, 100 runs is called a century.

©

Rahul Dravid scored 94 + .......... = 100 runs.

Given below are the scores made by some cricket
players who have missed centuries. Think and write in
the column, the number of runs required to complete the
o

century.
tt

runs needes to
Players scored runs
complete a century
No

Sachin Tendulkar 92
Veerendra Sehwag 95
Goutham Gambhir 98
Suresh Raina 88
22
 After 99

99 y
r wa

d
te s
Af thi

he
o
G

is
re S B
99

bl
100 101 102 103
be T
104 105 106 107 108
pu
K

109 110 111 112 113 114 115 116 117 118 119
©

120 121 122 123 124 125 126 127 128 129

130 131 132 133 134 135 136 137 138 139

140 141 142 143 144 145 146 147 148 149
150 151 152 153 156
o

154 155 157 158 159

tt

160 161 162 163 164 165 166 167 168 169
170 171 172 173 174
No

175 176 177 178 179

180 181 182 183 184 185 186 187 188 189
190 191 192 193 194 195 196 197 198 199
200

23
 • Write from 200 to 299 in order in the following
numerical table.

200 201 202 207 209

210 213 216 219
220 225 228

d
231 234 237

he
240 245 249
253 256 258

is
re S
260
B 262 269

bl
271 277
282 286
be T
pu
291 299
K

• Write from 300 to 399 in order in the following

©

numerical table.
300 301 309
310 317 319
328
o

330 336 339

tt

340 345
351
No

360
372 378
380 384
390 399

24
 • Write from 400 to 499 in order in the following
numerical table.

401 402
410 414
426 429

d
438

he
441
452 459

is
re S 463
470 475
B
bl
486 489
be T
pu 497
K

• Write from 500 to 599 in order in the following

©

numerical table.

500
514 519
520 526
o

531
tt

543
556
No

567
574 578
582 586
591 595

25
 • Write from 600 to 699 in order in the following
numerical table.

600 605
616
624

d
637

he
643
650 658

is
re S B 662

bl
671 679
be T
684
pu
K

692
©

• Write from 700 to 799 in order in the following

numerical table.
700 704 708
711 717
728
o

732 739
tt

747
No

753
760 766
774
786 789
795

26
 • Write from 800 to 899 in order, in the following
numerical table.

801 804
813
820 826

d
839

he
841
855

is
re S B 867

bl
872
884
be T
pu
890 898
K
©

• Write from 900 to 999 in order, in the following

numerical table.

901
911
o

922
tt

933
944
No

955
966
977
988
999
27
 Observe this
Bundles of sticks
Abacus Num- Number in
ber words

100 100 One hundred

H T U

d
is he
re S100
B 100 200 Two hundred

bl
H T U
be T
pu
K

100 100 100

300 Three hundred
©

H T U

100 100 100 100

400 Four hundred
o
tt

H T U
No

100 100 100 100

500 Five hundred
100
H T U

28
 100 100 100 100

600 Six hundred

100 100
H T U

d
he
100 100 100 100

700 Seven hundred

is
100
re S
100
B 100
H T U

bl
be T
pu
K

100 100 100 100

©

800 Eight hundred

100 100 100 100
H T U
o

100 100 100 100 100

900 Nine hundred
tt

100 100 100 100

No

H T U

29
 Write the missed ones

100 One hundred

199 One hundred ninety nine
200 Two hundred

d
299 -

he
- Three hundred
399 -

is
400
re S
-
B
bl
Four hundred ninety nine
be T
pu
Five hundred
K

599 -
©

600 -
- Six hundred ninety nine
- Seven hundred
799 -
o

800 -
tt

- Eight hundred ninety nine

No

900 Nine hundred

999 -
1000 One thousand

30
 Help Me
An elephant has to go to the pond. Help the elephant
to go to the pond by writing the numbers in words which
are on the way.

d
he
107

is
re S B
bl
325
be T
666
pu
K

459
©

840

914
733
o

578
tt

282
No

31
 Help
By writing the words in numbers, help the calf to
find her mother.

d
he

↑

is
re S275

B
Two hundred seventy five

bl
↑
- One hundred ninety nine
be T
↑
pu
K

Three hundred sixty two

-
↑
Five hundred forty six
-
©

↑
Eight hundred fifty three
-
↑
Nine hundred eighty one
-
↑
Six hundred four
-
↑
Seven hundred eighteen
-
↑
o

Four hundred twenty

-
↑
tt

Nine hundred
-
No

32
 Exercise 2.1
I. Fill in the blanks with suitable numbers :
a. 99, 100, ....., ....., ....., ....., ....., ....., ....., 108
b. 120, ...., ....., ....., ...., ...., ....., ....., ....., ...., 130
c. 271, 272, ...., ...., ...., ...., ....., ...., ...., ....., 281

d
d. 395, ....., ...., ...., ...., ....., 401, ....., ...., ...., 405

he
e. 589, ....., ....., ....., ....., ...., ...., ...., ......, .....,599
f. 697, 698, ......, ....., ....., ....., ....., ....., ....., 706

is
g.
re S
755, ...., ....., ....., ...., ...., ....., ...., ....., ......,765
B
bl
h. 896, ....., ....., ....., ....., ....., ....., ....., ....., 905
be T
i
pu
467, ..., ...., ...., ....., ...., ...., ...., ...., ..., ..., 478
K

j. 989, ....., ....., ....., ...., ...., ...., ....., ......, ......,999
©

II Read following numbers and write in words.

Example : 101 - One hundred one
a. 213 - ............................................................
b. 439 - ............................................................
o

c. 528 - ............................................................
tt

d. 646 - ............................................................
e. 957 - ............................................................
No

f. 362 - ............................................................
g. 774 - ............................................................
h. 880 - ............................................................

33
 III. Write the numbers
Example: One hundred ninety six - 196
a. Three hundred forty eight -
b. Two hundred eighty three -
c. Five hundred seventeen -
d. Eight hundred thirty four -

d
e. Seven hundred twenty five-

he
f. Six hundred seventy nine -
g. Nine hundred five -

is
h.
re S
Four hundred fifty
B
-

bl
be T
Sum of Roses
pu
K

Vivek and Vimala’s father have cultivated hundreds

of rose plants in an acre of land. Thousands of flowers
©

are grown. Vivek and Vimala wanted to count all those

flowers.
As there are thousands of flowers, it is very difficult
for them to count and remember. So they made a plan
and prepared 3 types of cards as follows.
o
tt
No

34
 1 1 1 1 1 1 1 1 1 1
Ten cards of 1
10 10 10 10 10 10 10 10 10 10
Ten cards of 10
100 100 100 100 100 100 100 100 100 100
Ten cards of 100

They took three boxes and kept the cards sepa-

d
rately in each box as in the figure below.

is he
re S B 1
1
1
1
1
1
10
10
10 10
10 10
100 100 100

bl
100
100 100
10 10 10 100
1 1 1 100
100 100
10
be T
pu
K

Box of 1 Box of 10 Box of 100

©

Then Vivek and Vimala started counting flowers - as fol-

lows.
1
1 flower means
1 1
2 flowers means
o

1 1 1 1 1 means ________ flowers

tt

1 1 1 1 1 1 1 1
means _________ flowers
After counting 10 cards of 1 , Vivek took one card of
No

10
and kept in his right pocket.
1 1 1 1 1 1 1 1 1 1
= 10

35
 As there were more flowers, Vimala counted 10 flowers
and Vivek took a card of ten 10 as follows
10 10 10
means 30 flowers
10 10 10 10 10 1 1
means 52 flowers
10 10 10 10 10 10 10 10 10 1 1 1 1 1
means flowers

d
Like this, after 10 cards of 10
, Vivek took 1 card of 100

he
Now, 10 10 10 10 10 10 10 10 10 10
= 100

As Vimala counted, for every 100 flowers, Vivek col-

is
re S
lected cards of 100 as follows
B
bl
100 100
means 200 flowers
be T
pu
100 100 100 10 10
means 320 flowers
K

100 100 100 100 10 10 10 1 1

means 432 flowers
©

100 100 100 100 100

means ______ flowers
100 100 100 100 100 100 100 10 10 1
means ______ flowers

Both of them continued, counting rose flowers.

o

Activity
tt

Roses counted by Vivek and Vimala

100 100 100 100 100 100 100 100 100 900
No

90
10 10 10 10 10 10 10 10 10
9
1 1 1 1 1 1 1 1 1

36
 1. Write 100 , , 1 cards according to the numbers
of flowers in the following table
1
No. of flowers Cards 100 , ,
1 1 1 1
54
139

d
262
1

he
371 100 100 100

457
506

is
623
re S B
bl
710 100 100 100 100 100 100 100
be T
800
pu
K

999

2. Write the number of flowers according to cards.

©

Cards 100 , 10 , 1 No. of Flower

10 10 10 10 10 10 10 1 1 72
100 10 10 10 10 10 10 10 10 1 1 1

100 100 10 10 10 1 1 1 1 1 1 1 1 1
o

100 100 100 10 10 10 10 10 10 10 10 10 1 1 1 1 1 1 1

tt

100 100 100 100 10 10 10 10 10 10 1 1 1 1 1 1 466

100 100 100 100 100 10 10 10 10 10 1 1 1 1 1
No

100 100 100 100 100 100 10 10 10 10 10 10 1 1 1 1

100 100 100 100 100 100 100 10 1 1 1 1 1 1

100 100 100 100 100 100 100 100 1

100 100 100 100 100 100 100 100 100

37
 A Shop of Dancing Queen Peacock

Once a Peacock opened a vegetable shop for the

forest animals and started the sale. But there was no
retail selling.
Vegetables were arranged in ones, tens and
hundreds.

d
A monkey came and purchased bananas and was

he
very happy.
Now help other animals to purchase vegetables and
make them happy.

is
re S B
Bananas Bunches Bunches Single

bl
Purchased of 100 of 10 Banana
be T
pu 245 2 4 5
K

Leaves to be Bundles Bundles Single

©

Purchased of 100 of 10 Leaf

617

Carrots to be Bundles Bundles Single

Purchased of 100 of 10 Carrot

380
o
tt

Sugar cane to Bundles Bundles Single

be Purchased o
f 100 of 10 Sugarcane
No

900

Mangoes to Bassket Bassket Single

be Purchased of 1000 of 10 Mango

109

38
 Peacock receives money only in 100 rupee notes, 10
rupee notes and coins of `1 .
How many notes and coins to be given by animals
to peacock? How many rupees and notes do they pay ?

100 10 1
Money

d
Animals
to be

he
given

is
re S ` 185
B
1 8 5

bl
be T
pu
K

` 308
©

` 190
o

` 450
tt
No

` 55

39
 Count and Write
Model :

d
he
Necklace of 100 beads 1 Necklace of 10 beads 2 Single beads 7

Total 127 beads

is
re S B
bl
be T
pu
K
©

100 ` notes ........, 10 ` notes ..........., ` 5 coins ...........

Total Match sticks

o

Bundles of 100 Bundles of 10 single match

match sticks ............ match sticks ....... sticks
tt
No

Vessel containing Vessel containing Single seeds

100 seeds ........... 10 seeds ...........

Total seeds
40
 Bundles of 100 Bundles of 10 single straws
straws .............. straws .......... .................

d
he
Total Straws
Observe and understand and write numbers and complete
the abacus.

is
re S B
bl
3 Hundreds 1 tens 0 units 310
HHH TTT UUU
be T
pu
K
©

2 Hundreds 8 tens 2 units 282

H T U

4 Hundreds 4 tens 4 units 444

H T U
o
tt

1 Hundreds 6 tens 8 units

No

H T U

7 Hundreds 5 tens 3 units

H T U

41
 6 Hundreds 2 tens 5 units

H T U

8 Hundreds 0 ten 1 unit

H T U

d
he
9 Hundreds 9 tens 9 units
H T U

is
re S B Colour the numbers

bl
106 701 508 441 751
be T
291 600 862 333 185
pu
K

998 150 212 699 265

583 844 797 920 422
©

359 966 378 626 480

ind the numbers which are given below in the above

F
table and colour them as indicated
Orange Blue Green
o

Two hundred 700 + 50 + 1 Three hundred

tt

and twelve Eight hundred and seventy eight

Six hundred and forty four 400+20+2
No

One hundred 300 + 30 + 3 Six hundred and

and six Four hundred ninety nine
900 + 20 and eighty Two hundred and
900 + 60 +6 One hundred and ninety one
fifty 500 +8

42
 Pink Yellow
Four hundred and forty one Two hundred and sixty five
900+90+8 700 + 1
100+80+5 Seven hundred and ninety
Seven
Six hundred and twenty six
300+50+9
Nine hundred and eighty Eight hundred and sixty two

d
three

he
Identify its friends, match by drawing lines.
Model

is
re S B My friends value is

bl
more than 100, less 279
than 200
be T
pu
Three notes of `100
K

each 99
©

My friend is 4 steps
behind 100 999

My friend is between
o

155
269 and 289
tt

My friend is very near

No

to 100 96

My friend is very near

to one thousand 300

43
 Exercise 2.2
1.Write the given numbers in the place value table:

Hundred Ten Unit Hundred Ten Unit

a.
186 f.
375

b.
420 g.
904

d
he
c.
613 h.
832

d.
241 i.
557

is
e.
re S
768 j.
600
B
bl
be T
2. Write the number given in the table.
pu
a.
K

Hundred Ten Unit f. Hundred Ten Unit

3 2 0 7 9 2
©

b. Hundred Ten Unit g. Hundred Ten Unit

1 1 1 8 0 3

c. Hundred Ten Unit h. Hundred Ten Unit

o

5 3 4 2 6 7
tt

d. Hundred Ten Unit i. Hundred Ten Unit

No

4 5 5 9 7 8

e. Hundred Ten Unit J. Hundred Ten Unit

6 4 6 3 0 0

44
 3. Write the numbers given in place value table, in
words.
Example:
Hundred Ten Unit
Two hundred sixty four
2 6 4

d
1. Hundred Ten Unit __________________________

he
4 2 8

is
2.
re SHundred Ten Unit
B __________________________

bl
6 5 7
be T
pu
3. Hundred Ten Unit
K

__________________________
5 4 6
©

4. Hundred Ten Unit

__________________________
7 8 0

5. Hundred Ten Unit

o

__________________________
9 7 5
tt

6. Hundred Ten Unit

No

__________________________
3 1 9

7. Hundred Ten Unit

8 9 1 __________________________

45
 4.Write the numbers given in words in the place value
table.
Hundred Ten Unit

Example : Eight hundred twenty one. 8 2 1

Hundred Ten Unit

1. Four hundred seven

d
he
Hundred Ten Unit

2. One hundred eighty eight

is
re S B Hundred Ten Unit

bl
3. Five hundred thirty five
be T
pu Hundred Ten Unit
K

4. Seven hundred fifty three

©

Hundred Ten Unit

5. Six hundred sixty
Hundred Ten Unit

6. Two hundred twenty
o

Hundred Ten Unit

tt

7. Three hundred forty four
No

Hundred Ten Unit

8. Nine hundred ninety nine

Hundred Ten Unit

9. seven hundred

46
 Jump and Learn

d
is he
re S B
bl
Puttu, Mary and Janu play with their pet animals
be T
pu
and birds during leisure time at home. These pet animals
K

give instructions to them to jump in different ways. You

also jump and learn with them.
©

Jump one step at a time in the forward direction.

104, 105, 106, 107, 108, 109, 110, 111

o

Jump one step at a time in the backward direction.

tt

179, 180, 181, 182, 183, 184, 185,

No

Jump two steps at a time in forward direction.

390, 392, 394, ___, ___, 400, ___

47
 Jump two steps at a time in backward direction.

286, ___, ___, ___, 294, 296, 298, 300

Jump forward 5 steps, at a time.

700, 705, 710, ___, ___, ___, ___, 735

d
he
Jump backward 5 steps, at a time.

is
re S
___, ___, ___, ___, ___, 615, 620, 625
B
bl
Jump forward 10 steps, at a time
be T
pu
K

470, 480, ___, ___, ___, ___, ___, 540

©

Jump backward 10 steps, at a time

470, 480, ___, ___, ___, ___, ___, 540

Fill in with the missed numbers:
o

1. 300, 310, ___, ___, ___, ___, 360, ___

tt

2. 400, 450, ___, ___, ___, ___, ___, 750

No

3. 800, 798, 796, ___, ___, ___, ___, 786

4. 201, 203, ___, ___, 209, ___, ___, 215

5. 999, 899, ___, ___, ___, ___, ___, 299

6. 675, 680, ___, ___, ___, ___, ___, 710

48
 Think
1. By reading numbers on the steps show an arrow
mark how rabbit Chintu climbs up and climbs down
the roof.
190 190

180
170

d
170
160

he
150 150

140
130

is
130
re S
120
B
bl
110 110
be T
pu
2. Sampat and Nidhi want to meet their friends on the other
K

side of the river. How have they to jump from 200th rock to
600th rock to go to the other side of the river ?
©

(Hint: An increase of 50 steps on each rock)

o
tt
No

200

600
350

49
 3. A rat wants to eat the cereals in the bag. But its
enemies like snakes and cats are on its way. But still
it reaches the bag and eats cereals ! How ?
199 200 201 202 203 204 205

206

d
he
213 212 211 210 209 208 207

214

is
re S B
bl
215 216 217 218 219 220
be T
pu
K

Grains
Bag
©

Food of Snake / Snake food

201
200 202
199 A 203
o

snake
198 204
tt

is on the step
197 190 trying to catch 205
196 its food - rat and frog. 206
No

195 It jumps 5 steps at a time to 207

194 catch its prey. But the frightened 208
193 frog jumps only 3 steps at a time and the 209
rat jumps only 2 steps. Now, snake catches
192 210
the frog on the step 198. The Rat on step 197 escapes,
191 211
from the snake, Think ! How ? (On what numbered step
190 does the snake catch the frog show it by arrow marks) 212

50
 Exercise 2.3
I. Write the number which comes after.
a. 99, ___ f. 630, ___
b. 200, ___ g. 899, ___
c. 350, ___ h. 998, ___

d
d. 409, ___ i. 799, ___

he
e. 175, ___ j. 529, ___

II. Write the number which comes before.

is

re S
a. ___, 101
B f. ___, 650

bl
b. ___, 300 g. ___, 811
be T
c. ___, 210 h. ___, 777
pu
K

d. ___, 490 i. ___, 900

e. ___, 500 j. ___, 700
©

III. Write the number which comes between.

a. 99, ___, 101 f. 400, ___, 402
b. 724, ___, 726 g. 699, ___, 701
c. 309, ___, 311 h. 898, ___, 900
o

d. 189, ___, 191 i. 549, ___, 551

tt

e. 276, ___, 278 j. 998, ___, 1000

No

IV. Fill in the blanks as given in the model.

Model : 100, 105, 110, 115, 120, 125, 130, 135
a. 296, 298, ___, ___, ___, 306, ___, 310
b. 400, ___, 420, 430, ___, ___, 460, ___, 480
51
 c. 801, ___, ___, 804, 805, ___, ___, 808
d. 900, 903, ___, ___, ___, ___, ___, 921
e. 640, 660, ___, ___, ___, ___, ___, 780
V. Fill in the blanks by following the example
Example : 200, 198, 196, 194, 192, 190, 188, 186

d
a. 300, 295, ___, ___, ___, ___, ___, 265

he
b. 500, 450, 400, ___, ___, ___, ___, 150
c. 800, 790, ___, ___, ___, ___, ___, 730

is
d.
re S
990, 970, 950, ___, ___, ___, ___, 850
B
bl
e. 790, 789, ___, ___, ___, ___, ___, 783
be T
Biggest number
pu
K

Which animal has the biggest number ?

©

Who has the biggest number? Rabbit came and told

‘I have a bigger number than you. At that time, Rat came
running and told my number is bigger, yours is smaller.
o
tt

157
No

263

475
325

52
 The elephant, deer and rabbit agreed with the
rat. All the four animals went to fox and told about the
problem. The fox listened to their problem, and decided
that elephant had the smallest number and rat had the
biggest number.
Do you agree with the judgement given by fox. Then
think and answer the following :

d
he
1. Number on the elephant is ___, number on the deer
_____ biggest number is ____

is
2. Number on the deer ____, number on the rabbit ____
re S
smallest number is ____
B
bl
3. The number on the rabbit ____, the number on the
be T
rat ____ biggest number is ____
pu
K

4. The biggest number between deer and rat is ____

5. The smallest number between elephant and rabbit
©

is ____
6. The biggest number among elephant, deer, rabbit is
____
7. The smallest number among elephant, deer, rabbit
is ____
o

8. Biggest number among elephant, rat, rabbit is ____

tt

Observe and understand

No

Are you able to answer the above questions ? If not,

learn how to identify the small and the big numbers
with the following example.

53
 1.Write the numbers written on the elephant, the
deer, the rabbit and the rat in the place value table:
Hundred Ten Unit

Rabbit 3 2 5
Rat 4 7 5

d
Elephant 1 5 7

he
Deer 2 6 3

is
Compare hundreds
re S
Among 3, 4, 1, 2 the biggest digit is - 4
B
bl
the smallest digit is - 1
be T
Therefore, among 325, 475, 157, 263
pu
the greatest number is - 475
K

the smallest number is - 157

©

2. Observe the numbers written on ‘flags’ below.

560 524 548 599 571

o

Write the numbers in the place value table.

tt

Hundred Ten Unit

No

5 6 0
5 2 4
5 4 8
5 9 9
5 7 1

54
 Numbers in place value ‘hundred’ are same.
Therefore compare among 6, 2, 4, 9, 7 in tens place.
Among these the biggest digit is - 9
the smallest digit is-2
So, among 560, 524, 548, 599, 571
the greatest number is 599
the smallest number is 524

d
he
3. Observe the numbers written on the leaves.

is
867
re S B 861 864 865 863

bl
be T

pu
Write the numbers in the place value table
K

Hundred Ten Unit

©

8 6 7
8 6 1
8 6 4
8 6 5
8 6 3
o

Here, the numbers in the place value ‘hundred’ are

tt

equal to each other. Number in place value ‘ten’ are also

equal. Therefore compare the units.
No

Among 7, 1, 4, 5, 3 the biggest digit is - 7 the smallest

digit is - 1
Therefore, among 867, 861, 864, 865, 863,
the greatest number is 867
the smallest number is 861

55
 Who gets more ? Who gets less ?
We are 10th standard students. We have our marks
scored in the public examination. Think and tell, who has
scored more marks and who has scored less marks ?

d
520 299 250 396 499

is he
re S210
B 510 490 299 351

bl
be T
1. The highest marks ________
pu
2. The lowest marks ________
K

3. Equal marks scored by two ________

©

4. The highest marks among boys ________

5. The highest marks among girls ________
6. The lowest marks among boys ________
7. The lowest marks among girls ________
8. Four marks less than 400 ________
9. Ten marks more than 500 ________
o

10. Ten marks less them 500 ________

tt

Observe:
No

While comparing 3-digit numbers, first compare the

digits in the hundredth place. Whichever number has
more hundreds is the greater number. If the digits
in the hundreds place are same, then compare the
digits in the ten’s place, if the digits in the ten place
is same, then compare the digits in the units place
and identify the bigger and the smaller numbers.

56
 2.5 Ascending and descending order
In the previous class you have learnt, how to write
single digit and 2-digit numbers in the ascending and
desending order. Now you learn how to write 3-digit
numbers in the ascending and the descending order.
Learn by doing
Take some paper slips and write numbers upto 999,
fold them and put in a box.

d
Now pick up 6 slips

he
You have got these numbers - 225, 352, 561, 833,
417, 799. First write the digit in the hundreds place value
2,3,5,8,7. Then arrange in ascending order - 2, 3, 4, 5,

is
7, 8.
re S B
Now in the same way write the numbers 225, 352,

bl
561, 833, 417, 799
be T
in the ascending order-225,352,417, 561,799,833.
pu
When the given numbers are to be written in the
K

ascending order, start from the smaller number to the

greater number.
©

Write same numbers in the descending order 833, 799,

561, 417, 352, 225
When the given numbers are to be written in the
descending order, start from the greatest number to
the smallest number. Now you understand by writing
the numbers on steps which you have written in the
o

ascending and the descending order.

tt

833 De
r
No

de sc
en
Or di
ng ng
n di Or
e de
Asc r
225 225

57
 Try yourself :
Let your friend pick up six slips from the box. If he
gets 472, 477, 478, 475, 476, 473, observe the digits in
the hundreds place. All are the same. Then observe the
tens place. They are also same. Therefore write the digits
in the unit place in the descending order 2, 7, 8, 5, 6, 3.
The descending order 8, ___, ___,___,___,___

d
In the same way write 472, 477, 478, 475, 476, 473,in

he
the descending order - 478, ___, ___,___,___,___
Write in the ascending order -472, ___, ___,___,___,___

is
re S
Do and enjoy
B
bl
be T
pu
90
K

199 99

900
©

999

Some numbers are written on the pictures of the

o

above animals. Compare these numbers on animals and

fill in the blanks given below :-
tt

Write in the ascending order

No

Write the names of animals in the ascending

order of numbers.
   

58
 Exercise 2.4

I. Identify the greater and smaller numbers in each

pair and write.
Big number Small number
Example : 101, 110 110 101
1. 125, 521

he
2. 999, 909
3. 772, 774

is
4.
re S
501, 105
B

bl
5. 842, 824
be T
pu
II. Underline the greatest number :
K

Example : 211, 112, 221, 121, 111

©

1. 811, 801, 810, 809, 812

2. 336, 346, 386, 316, 376
3. 666, 660, 665, 663, 667
4. 740, 770, 780, 710, 720
o

5. 901, 910, 920, 903, 903

tt

III. Underline the smallest number :-

No

Example - 327, 273, 372, 732, 237

1. 416, 406, 426, 462, 460

2. 700, 500, 200, 300, 400
3. 183, 187, 181, 190, 189
59
 4. 572, 576, 571, 575, 574
5. 236, 216, 246, 276, 256

IV. Write in the ascending and the descending order.

Example : 567, 467, 967, 767, 267
Ascending order : 267, 467, 567, 767, 967

d
Descending order : 967, 767, 567, 467, 267

he
1. 477, 873, 783, 580, 986
Ascending order :

is
Descending order :
re S B
bl
2. 888, 808, 880, 80, 88
Ascending order :
be T
pu
Descending order :
K

3. 415, 428, 409, 472, 447

©

Ascending order :
Descending order :
4. 645, 642, 649, 647, 644
Descending order :
Ascending order :
o

5. 501, 301, 101, 601, 201

tt

Descending order :
No

Ascending order :
6. 701, 770, 707, 77, 777
Descending order :
Ascending order :

60
 Framing numbers
Take10 cards of equal size and prepare a place value
table on the floor or write on a paper as shown and put
them in a box.

0 1 2 3 4 5 6 7 8 9

d
he
Hundred Ten Unit

is
re S B
bl
be T
pu
Activity 1 :
K

Now pick any three cards from the box. for example,
©

the three cards picked by you are 3 1 7 first, identify

the biggest digit.
Among 3 1 7 biggest digit is 7.
Then, the identify the smallest digit.
Among 3 1 7 the smallest digit is 1.
o

Now write the greatest digit in hundreds place, the

smallest number in the units place and remaining number
tt

in tens place.
No

Hundred Ten Unit

- 731
7 3 1

Now read - Seven hundred and thirty one.

Write 731 in your note book.
61
 Then remove the cards and keep the smallest
numbered card in the hundreds place, the highest
numbered card in units place, remaining card in tens place.

Hundred Ten Unit

- 137
1 3 7

d
Now read - One hundred and thirty seven.

he
Write 137 in your note book.
Compare the numbers written in the table.

is
Between 731, 137 the greatest number is 731.
re S
The smallest number is 137.
B
bl
Therefore, the biggest number formed by using 3, 1,
be T
7 is 731. The smaller number formed by 3, 1, 7 is 137.
pu
K

Activity 2 :
©

Take out 3 cards from the box.

For example, the cards taken by you are - 4 9 0
Arrange these numbers in various types in place value
table, read, then write them in your notebook.

Hundred Ten Unit

o

4 9 0 - Four hundred ninety.

tt

4 0 9 - Four hundred nine.

9 4 0 - Nine hundred forty.
No

9 0 4 - Nine hundred four.

0 4 9 - Forty nine.
0 9 4 - Ninety four.

62
 ead and compare these numbers.
R
490, 409, 940, 904, 049, 094.
First, write the biggest number in the hundreds place.
940 and 904
Identity digits in the tens place and underline them.
Between 4 and 0, big digit is 4.

d
Therefore the biggest number between

he
940 and 904 is 940
Now write the smallest number in the hundreds place.

is
re S
049 and 094
B
bl
Identify the numbers in Tens place.
be T
Between 4 and 9, small digit is 4.
pu
The greatest number formed by using 0, 4, 9, is 940
K

The smallest number formed by using 0,4,9 is 049

©

Exercise 2-5
I. Frame the greatest and the smallest numbers using
the digits given below :
Example :
o

Greatest Number Smallest Number

tt

2, 7, 0 702 027
A 9, 1, 5
No

B 6, 3, 7
C 1, 8, 4
D 5,6, 0
E 7, 8, 9

63
 2.7 Number Line
Observe the number line and answer :

1. Number between 140 and 160 is _________.

2. 180 is between _________ and _________.

d
he
3. Number after 120 is _________.
4. Number before 150 is _________.

is
5.
re S
Number, on the right side of 160 is _________.
B
bl
6. Number, on the left side of 110 is _________.
be T
7. 140 is on _________ side of 170 (right / left).
pu
K

8. 190 is on _________ side of 150 (right / left).

©

Observe
* Number line is a straight line.
* Numbers are written in an order at equal distance
on the number line

“ The value of number increases on number line, as

o

we move towards right side from any point.

tt

Understand through an example :-

No

200 220 240 260 280 300 320 340 360 380 400
Right Side

As shown by the arrow mark, the value keeps on

increasing from right side of number. 300, on number line.

64
 The value of number decreases on number line, as
we move towards left from any number.
Observe and Learn by an example given below.

Left

As shown by the arrow mark, the value keeps on

d
decreasing from left side of number 580 on the number

he
line.
Try your self:

is
re S
Answer the following by observing the number line
B
bl
be T
pu
1. The number between 550 and 650.
K

2. 450 is between _______ and _______.

©

3. The number after 650 is _________.

4. The number before 400 is ________.
5. 700 is towards the ______ of 450 (right / left).
6. 500 is towards the ______ of 850 (Left / right).
o

Exercise 2.6
tt

I. Mark the following numbers on the number line by

underlining the number.
No

a. 600

b. 315

65
 c. 702

d. 890

e. 910

d
2. Observe the following number line and answer

is he
re S
a. The number on the left side of 428 is ________.
B
bl
b. The number on the right side of 416 is ________.
be T
pu
K

c. The number between 428 and 436 is ________.

©

d. 404 is between ________ and ________ numbers.

e. 412 is to the ________ side of 428.

f. The bigger of 416 and 436 is ________.

****
o
tt
No

66
 Chapter 3 Addition

After studying this chapter you can

• solve addition problems expressed in different
situations presented through pictures and stories,

d
• use place value in standard algorithm of addition,

he
• Add three digit numbers without borrowing and
with borrowing
• solve problems on addition shown through diagrams

is
and stories for various situations.
re S
• construct/frame additon problems,
B
bl
• estimate the sum of 2 given numbers not exceeding
be T
99.
pu
K

Game of addition
Hai ! I am Pinki. This is my landlord’s house. It is so
©

big, you know. It has 100 rooms. Some rooms have

to be painted.
o
tt
No

67
 Room number 5 is painted, next fifteenth (15) room
should be painted. There are 2 ways to reach room No.
15.
1. After room number. 5, reach room number 15 by
passing through one room after the other. For example
5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15 (5+10=15)

d
2. Jump once from 5th room. So that I have moved 10

he
rooms forward, and reached 15th room.

is
5+10=15
re S 15
5
B
bl
Think :
be T
pu
• To go to room 45 from room 15, I have to jump up
K

_______ times.
45
©

15+ = 45 35
25
15
• In the same way, to go to room 66 from room 45, jump
o

2 times, then move towards right side and reach 66.

tt

45+20= 65
65 66
No

65+ 1= 66
55
45

I can go in another way ..............

68
 From room no 45 move to 46th room and then jump twice
from their reach 66th room.

66
56
45 46

d
How many rooms are crossed when we are going from

he
room 45 to room 66? Think.
Now you try ; get the answer, colour that room.

is
re S
1. 66 + 10 = __________
B
2. 73 + 25 = __________

bl
3. Add 9 to 29 = ______ 4. Add 15 to 13 = _____
be T
pu
5. Add 30 to 20 = ______
K

Add easily :
©

Example1.
Nithesh and Nirmala went to a fruits shop along with
their mother.
Nithesh : Mother, I like pomegranate
Nirmala : Mother, I like
o

watermelon
tt

Mother bought pomeg ranate for

` 49, water melon for `42. The
No

Shop keeper told immediately

the amount to be paid to him.
49 means 40 and 9
42 means 40 and 2
Therefore if we add 49 and `42
the sum is ` 91.
69
 Now, let us try.
Separate 43 an
43 + 35 d3
into tens and u 5
nits
= 40 + 3 + 30+5
= 40 + 30 + 3 + 5
y easy
= 70 + 8 It is ver =70
= 78 40+30 8
3+5=
8
Total= 7

d
Nirmala
Nitesh

he
Example 2. It can be done in another way also.

is
23 + 64
re S
= 20 + 3 + 60 + 4
B
bl
= 80 + 3 + 4
be T
= 80 + 7
pu
= 87
K

Try yourself.
©

61+ 16 = 60 + + 10 +
= + +
= +
=
o

43 + 34 = + + +
tt

= + +
No

= +
=
Think : Is it possible to add 3-digit numbers?

70
 Listen to a story

d
is he
re S B
bl
be T
pu
K
©

Once upon a time a snake had arranged a party to all

the animals to whom it was giving trouble. It invited all
the families of rats, frogs and hens.
o

When the animals came to know the decision of snake,

tt

they did not believe as many were troubled by him so they

together refused the snake’s invitation.
No

The snake was disappointed

“ It requested all the animals again and again and
said while coming, count your numbers, while going
back count your numbers again. I do not trouble you any
more. I am telling you the truth believe me, please fulfil
my ambition”.
71
 All of them agreed with the words of the snake. A big
green frog took responsibility to take all the rats, frogs
and hens. It also promised to bring 200 members back.
Before going to snake, the big green frog counted the
members.
After coming back it again counted them.
Rats-46, hens-37, frogs-109

d
Now let us see the number of frogs and hens who came

he
back from snake’s house.

Number of 1 0 9

is
re S
frogs:
B

bl
Number of 3 7
be T
hens.
pu
Total: 1 4 6
K
©

Note : Indicates - units group.

Indicates - tens group.
Indicates - hundreds group.
Step 1.
Add all units - Make it a group of ten. Draw
o

line using colour pencil. Add it to group. Write the

answer remaining in unit place.
tt

Step 2.
No

Add the group of and write in tens place.

Step 3.
Add in group and write in hundreds place.
Write them in number form :

72
 Units group - 6
Tens group - 4
Hundreds group - 1
Therefore total number of frogs and hens = 146
Now. add to the total of frogs and hens to number of rats.

d
Number of

he
frogs and hens 1 4 6

Number of 4 6

is
re S
rats
B
bl
Total :
be T
pu
Think : Green frog has told the snake, that they were
K

200 members coming to its house. Are they 200 now?

©

what has happened?

How many bunches of bananas?
A farmer has grown 264 bunches of banana in the
plantation last year and this year 123 bunches of banana.
What is the total number of bunches of bananas grown
by the farmer?
o
tt

Bunches of banana grown last year 264

No

Bunches of banana grown this year 123

Estimate
The sum of 264+123, is it more than 400 or less?

73
 Find the answer.

Bunches of bananas grown last year 2 6 4

Bunches of bananas grown this year 1 2 3

Total :

d
he
Total number of bunches of bananas grown =

2. Razia has 328 marbles. Her friend Kavana gave her

is
re S
133 marbles as a gift. How many marbles does Razia
B
bl
have now?
be T
pu
K

328 + 133 = ?
©

Is the sum
more than 450
or less?
o
tt
No

74
 Find the answer.

3 2 8 Marbles

+ 1 3 3 Marbles

d
Marbles

he
Total number of marbles with Razia =
Exercise 3.1

is
re S
Solve the following problems. Before finding the
B
bl
answer estimate the sum.
be T
1) Both Ashok and Nishchita have a rose garden each.
pu
There are 266 Roses in Ashok’s garden and 314
K

rose in Nischita’s garden. Totally how many roses

are there?
tt
o ©
No

Roses in Ashok’s garden 2 6 6

Roses in Nishchitha garden + 3 1 4
Total number of roses.

75
 2. Observe the moving train. These are 116 passengers
in coach-numbers C-1 and 130 passangers in coach
C-3. What is the total number of passengers travelling
in two coaches?

d
is he
re S B
bl
Passengers in compartment C-1
be T
pu
P
assengers in compartment C-3 +
K

T
otal number of passengers
©

3) A teacher has identified talented students in

drawing and singing as follows.
Students Singers Artists Total
o

Boys 112 284

tt

Girls 121 248

Total
No

Find out:-
1. Total number of singers ________
2. Total number of artists ________
3. Total number of singers and artists ________
76
 Addition
Addition without carrying.
In your previous class you have learnt the addition of
2 digit numbers, Continue the same with the 3 digit
numbers.
Example 1.
What is the sum of 348 and 231?
Add these numbers as shown in the figure

d
hundereds tens units

he
100 100 10 10

is
re S B 100
10 10

bl
10 10

100 100
be T
10
pu
K

100 100
10 10 10
©

100 10 10 10

100 100 10

Write the above picture in place value table numeri-

cally as follows
Steps of Addition:
1.Write the numbers according
o

Hundred Ten unit

to their place value vertically.
tt

3 4 8
2. Add the numbers in units + 2 3 1
place 8+1 = 9. Write 9 in units
No

place. = 5 7 9
3. Add the numbers in tens place 4+3 = 7 write 7 in ten
place.
4. Add the numbers in hundreds place 3+2 = 5 write 5
in hundered place.
Therefore sum of 348 and 231 = 579
77
 Example 2. In a basket there are 253 mangoes and
323 in another basket. How many mangoes are there
in these two baskets?

d
is he
re S 253
B 323

bl
be T
253 + 323= ?
pu
K

Groups
©

Hundreds Tens Units

Hundreds Tens Units

2 5 3
+ 3 2 3
Total 5 7 6
o

Step 1: Add units 3+3=6

tt

Step 2: Then add tens 5+2=7

No

Step 3: Add hundreds 2+3=5

Total is 576
Therefore the total number of mangoes in two
baskets.

78
 Write in expanded form and add.
Add 576 to 422

Hundreds Tens Units Expanded form

4 2 2 400 20 2
+ 5 7 6 500 70 6
Total 9 9 8 900 90 8

d
he
So 576 is added to 422, its total is 998.
Another Method.

is
re S
Add 243 to 716
B
bl
Step 1: Write number in vertical column according to
place value.
be T
pu
Hundreds Tens Units
K

7 1 6
©

+ 2 4 3

Step 2: Add units and write.

Hundreds Tens Units
o

7 1 6
tt

+ 2 4 3
9
No

Step 3: Add tens and write.

Hundreds Tens Units
7 1 6
+ 2 4 3
5 9
79
 Step 4: Add hundreds and write.
Hundred s Tens Units
7 1 6
+ 2 4 3
9 5 9
Now without using place value table, write the numbers

d
according to place value and practise addition.

he
Example : What is the sum of 253 and 413?
Write numbers one below the other according to place

is
re S
value and add.
B
bl
253
+ 4 1 3
be T
pu
6 6 6
K
©

In the same way, try yourself.

1) What is the sum of 404 and 440?
o

2) What is the sum of 435 and 543?

tt

(3) Srujan and his sister Pooja have

No

saved money in two boxes. Srujan

has collected ` 248 and Pooja
has collected ` 438. What is the
total amount collected by them?

80
 Addition with borrowing.
Example 2. You have added 2 digit numbers in your pre-
vious class, and continue the same with 3 digit numbers.
What is the sum of 466 and 176 ?
Add these two numbers by borrowing as shown in the
figure below
Hundreds Tens Units

d

Carry

he
100 10

+ 100 100 10 10 10

is
re S B 100 100 10 10 10

bl
10 10 10

= 100
10 10 10
be T
pu 10
K

100 100 100 100

10

100 100 100

©

Write the above figure in place value table numerically

as follows.
Steps in addition of 3 digit Hundreds Tens Units
numbers by borrowing Carry 1 1
o

1. W r i t e t h e n u m b e r s 4 6 6
tt

according to their place + 1 7 6

value vertically. 6 1 4 1 2
No

2. Add the digits in unit

place, 6+6 =12 = write 2 in unit palce and carry 1 to
tens place.
3. Add the digits in tens place 1+6+7=14 = write 4 in tens
place and carry one to hundreds place.

81
 4. Now add the digits in hundreds place 1+4+1= 6 =
write 6 in hundreds place.
Therefore sum of 466 and 176 = 642
Example 3: 248 + 438 = ? Groups
Hundred Ten Unit
Hundreds Tens
Units

d
1

he
2 4 8
4 3 8

is

re S
6
B 8 6

bl
Step 1: Add units in unit group, make 1 group.
add to tens group. (as shown by arrow mark), write the
be T
pu
remaining units in unit place.
K

Step 2: Add number in group and write in ten place.

Step 3: Add 100 s in group and write in hundreds
©

place.
Similarly add,
299 + 362 =
Example 4: 296 + 362 = ?
Groups
o

Hundreds Tens Units Hundreds Tens Units

tt

1
No

2 9 6
3 6 2
6 5 8
Step 1:
Add all Units in unit groups.
82
 Step 2:
Group all to make ‘s and add to hundreds group,
and write the left out tens in tens answer place.
Step 3:
Then Add In hundreds group and write in hundreds
place. Write the answer in the group numerically.

d
In units group - 8

he
In tens group - 5
In hundreds group - 6

is
Therefore sum of 296 and 362 is 658
re S Expand and add
B
bl
be T
pu
Example 5: Find the sum of 365 and 246
K

Hundereds
Tens Units
Expanded form
©

1 1 100 10
3 6 5 300 60 5
+ 2 4 6 200 40 6
6 1 1 600 10 1
o

Another method :
tt

* Add - 696 and 146

Step 1:
No

Write numbers in place value in vertical column.

Hundreds Tens Units
6 9 6
1 4 6

83
 Step 2: Add units and write, carry 10 and write ten place.

Hundreds Tens Units
6 9 6
1 4 6
12
Step 3: Add tens and write, carry 10 ones to the place write.

d
he
Hundreds Tens Units
1
6 9 6

is

re S 1 4 6
14 2
B
bl
be T
Step 4: Add hundreds and write.
pu
Hundreds Tens Units
K

1 1
6 9 6
©

1 4 6
8 4 2

Now without using place value table, write numbers in

place values and practise addition.
o

Example : Find the sum of 456 and 367

tt

1
4 5 6
1

+ 3 6 7
No

8 2 3
Try yourself :
1) Find the sum of 605 and 387.

84
 2) Find the sum of 578 and 277.
Remember
* Number added is ‘addend’ Ex: 825 addend
* Number to be added is ‘addendum + 112 addendum
* Answer after adding is ‘sum’ 937 Sum

d
Exercise 3.2

he
1. Write the following number in place value table and
add.

is
Example :
re S B
bl
be T
500 + 301 1) 175 + 201 2) 372 + 627
pu
K

H T U H T U H T U
5 0 0
©

+ 3 0 1 + +
8 0 1
o

3) 610 + 270 4) 444 + 444 5) 711 + 211

tt

H T U H T U H T U
No

+ + +

85
 II.Write the numbers in place value table and add.
Example :
172 + 179 1) 411 + 299 2) 362 + 428
H T U H T U H T U
1 1

d
1 7 2

he
1 7 9
3 5 1

is
re S
3) 715 + 176
B
4) 628 + 325 5) 547 + 278

bl
H T U H T U H T U
be T
pu
K
©

III. Write the numbers in the vertical column and

find their sum as shown in the example.
o

Example : 427+ 132

tt

427
No

+ 1 3 2
559

86
 1. 333 + 555 2. 841 + 136 3. 504 + 405

4. 720 + 171 5. 205 + 473 6. 461 +28

d
he
IV. Write the numbers in the vertical column and

is
re S
find the sum.
B

bl
Example : 527+284
be T
pu 1 1
527
K

+284
©

8 11

1) 474+359 2) 684+310 3) 578+190

o
tt
No

4) 336+478 5) 552+391 6) 481+888

87
 Do and enjoy
Observe the number cards that Gopal and Surekha
are holding in the picture below. Do the sums written
on mangoes. Give the mangoes with answer 769 to
Gopal and 425 to Surekha by drawing a line. Keep the
remaining mangoes with you.

d
he
210 332 586
+ 215 + 381 + 183

is
re S
769
B 425

bl
be T
715 435 208
pu
+ 120 + 334 + 217
K
©

499 300 317

+ 270 + 125 + 52
o
tt

How many mangoes do Gopal and Surekha get?

No

How many mangoes did you get?

88
 Frame problems
Given below are some more addition problems.
Find the answer and compare them.
215 235 200 300 175
+ 115 + 95 + 130 + 30 + 155

he
What is the answer you got for each sum?
330

is
re S Try yourself
Is it possible to frame differnt addition problems to
B
bl
get same answer in all ? Frame addition problems in
be T
different ways.
pu
K
©

Example : 1 2 3 4
90
+ 65 + + + +
155 155 155 155 155
o

150
tt

+ 130 + + + +
280 280 280 280 280
No

388
+ 188 + + + +
576 576 576 576 576

89
 Enjoy by doing
Where is the problem?
Match suitable chacolate with the answer card which
Charan is holding, by drawing a line.

d
6
+ 3300
801 1 5

he
13
+

932

is
+
re S
705 7
22
B
bl
900
+ 32

be T
pu
K

+ 416
516
©
33597
5
+

270
+ 229

Exerecise 3.3
I. Match by drawing line.
o

Answer Problem
tt

1. 401 378 + 422

2. 919 467 + 53
No

3. 681 288 + 113

4. 800 478 + 441
5. 520 327 + 354

90
 II. Frame 2 problems each for the following numbers.
Example :
499

200 385
+ 299 + 114
499 499

d
he
1) 88 2) 222 3) 615 4) 378

is
re S B
bl
5) 764 6) 300 7) 850 8) 705
be T
pu
K
©

Estimated Amount
Whose estimation is right?
Observe the picture. Estimate the number of flowers
found below in the jasmine climbers.
o
tt
No

Thirty Forty

Mohamed Anusha

91
 Count the flowers on the ground. There are 38 flowers.
Find out whose estimation is correct.
Anusha’s estimation is correct, because 38 is near
to 40
Now you understand through number line.

d
he
Estimation of Mohamed Flowers on ground Estimation
To understand estimation value of 10 of Anusha

Draw a line and write the numbers from 10 to 20

is
re S B
bl
Mark the middle number. The number 5 in unit place
be T
is the middle number between any two tens.
pu
K

Then mark left and right side of the middle numbers

©

Left side right side

Middle number
As in the number line.
* The number 11,12,13,14 which are towards left side
of 15 are near to 10,
Therefore 10’s estimated value of 11,12,13,14 is 10.
o

* The numbers 16,17,18,19 are towards right side of

tt

20 are nearer to 20
Therefore 10’s estimated value of 16,17,18,19 is 20
No

What is the The estimated value between

estimated value
of middle number any 2 tens is estimated to its
15. next 10. Therefore the estimated
value of 15 is 20.

92
 Try yourself:
Answer the following question by observing number
line.

1. Ten’s estimated value of 52 is

2. Ten’s estimated value of 57 is

d
3. Ten’s estimated value of 55 is

he
4. Ten’s estimated value of 54 is
5. Ten’s estimated value of 56 is

is
re S
Observe the following examples :
B
bl
Example 1: What is the ten’s estimated value of 43?
* The number in units place is less than 5 therefore,
be T
pu
write the number in tens place as it is 4.
K

* Then write ‘(Zero)’ ‘0’ in units place.

When ‘0’ is written in units place after 4, it becomes 40.
©

Example 2: What is the ten’s estimated value of 47?

* The number in units place is more than 5.
Therefore. Add 1 to the number in tens place = 4+1= 5
* Write ‘0’ in unit place.
After 5, if ‘0’ is written in units place it become 50.
o

Therefore the tens estimated value of 47 is 50.

tt

Remember
* When estimating to tens place, observe the number
No

in unit place
* If the number in units place is less than 5, estimate
it to previous tens place.
* When the number in units place is 5 or more than
5, estimate it to its next tens place.

93
 Try yourself :
Observe the numbers in units place: Write the
estimated 10’s value for the following numbers.
1. The tens estimated value of 23 is _____
2. The tens estimated value of 66 is_____
3. The tens estimated value of 85 is _____

d
4. The tens estimated value of 78 is _____

he
5. The tens estimated value of 93 is _____

is
Let us learn to estimate the sum in the given addition
re S
problems.
B
bl
Example 1: Estimate the sum of 46 and 23.
be T
pu
Estimated value of 46 is 50
K

Estimated value of 23 is 20
Estimated sum is 70
©

Therefore the estimated sum of 46 and 23 is 70

Example 2: Estimate the sum of 21 and 35
Estimated value of 21 is 20
Estimated value of 35 is 40
o

Estimated sum is 60
tt

Therefore the estimated sum of 21 and 35 is 60

Example 3: Estimate sum of 55 and 26
No

Estimated value of 55 is 60
Estimated value of 26 is 30
Estimated sum is 90
Therefore the estimated sum of 55 and 26 is 90

94
 Excercise 3.4
I. Find the estimated sum for the following :-

1. 62 and 23

2. 29 and 47

d
3. 71 and 15

he
4. 58 and 35

is
re S
II. Some addition problems are on the cards. Find
the estimated sum then, match the card with
B
bl
the suitable envelopes, by drawing line.
be T
pu
K

40
42 + 46
©

90
31 +23

80
19 + 9

o
tt

50
25 + 37
No

70
25 + 14

30
58 + 24

95
 Chapter-4 Subtraction

After studying this chapter you can

• subtract three digit numbers without borrowing
and by borrowing,

d
• solve problems with using place value table,

he
• solve subtraction problems,
• solve subtraction problems for various

is
situations expressed in stories & diagrams.
re S
• frame problesm on subtraction
B
bl
• extimate the difference between two given
be T
pu
numbers which are less than 99.
K

Books Selling
©

Ranganna and Rajanna were old friends, both of them

own a book shop on either side of the road.

Ranganna’s Shop
o

Rajanna’s Shop
tt
No

Now, there are, 468 books in Ranganna’s Shop.

There are 365 books in Rajanna’s Shop.
In Ranganna’s shop there are more books.
In Rajanna’s shop there are less number of books.
96
 Guess !
• How many more books are there in Ranganna’s
shop than in Rajanna’s shop ?
• Is it more than 100 or less than 100 ?

Now learn, how many more books are there in

Ranganna’s shop than in Rajanna’s shop. Then verify

d
your guess whether it is correct or not.

he
Books in Ranganna’s shop 4 6 8
Books in Rajanna’s shop 3 6 5

is
re S
Number of more books in
B
1 0 3

bl
Ranganna’s shop

be T
pu
As shown above :
K

Step 1 : First subtract the numbers in units place ,

©

write the remaining in units place.

Step 2 : Subtract the numbers in tens place , write
the remaining number in tens place.
Step 3 : Subtract numbers in hundreds place , write
the remaining numbers in hundreds place.
o

Then write them in the form of numbers.

tt

3 in units group
No

0 in tens group
1 in Hundreds group

Therefore, there are 103 more books in Ranganna’s

shop than in Rajanna’s shop.

97
 Try yourself
Anjaneya Book stall

d
is he
re S B
bl
be T
pu
K

Sushmitha purchased a book for ` 150. She gave

©

` 200 to the shop keeper.

How much money should the shop keeper return?

Amount paid by Sushmitha = ` 2 0 0

cost of the books purchased= ` 1 5 0
o

Amount to be returned by
tt

shop keeper
No

Therefore, amount returned by the shop keeper to

Sushmitha is ` ...............

98
 Help the Monkey
Once in a forest, a fox started to sell bananas. Mon-
keys and elephants in the forest were very happy.

d
is he
re S B
bl
be T
pu
K
©

In order to purchase fruits monkey has saved ` 247.

He came to the shop of the fox with that money. He pur-
chased a bunch of banans for ` 158. As the fox is brilliant
in calculation, the monkey gave all the money to the fox
o

and told to take ` 158. Out of ` 274 and give the balance
tt

amount. Fox gave ` 76 to the monkey as balance amount.

Is the amount retruned by the fox to the monkey
No

correct?

Guess !
What amount has to be returned by the fox to the
monkey?
Is it more than hundred, or less than hundred ?
99
 group group group

Amount paid by 6 1
2 7 4
monkey
1 5 8
Cost of banana
1 1 6
Remaining amount

d
he
Step 1 : Start subtraction from group. It is
impossible to subtract 8 units from 4 units.

is
re S B
Therefore take one ten from group,

bl
convert into 10 units and add to 4 units in
be T
group. Mark the taken 10 group with x sign.
pu
K

Now in group there are 14 units. Subtract

8 from 14, 6 units remain. Write 6 in units
©

place. Strike off units as shown above.

Step 2 : When one is borrowed to units place from

7 tens, 6 tens remain. Now subtract 5 tens
from 6 tens and write remaning 1 ten in
o

place. Strike off as shown above.

tt

Step 3 : Subtract 1hundreds ( group), from 2

No

hundreds write the remaining one hundred

in group. Strike off as shown above.
Then write all in the form of numbers. In
group 1, in group 1, in group 6 that
means remaining amount is ` 116.
100
 Think Yourself:
The fox has cheated the monkey, hasn’t it ?
Then what is the exact amount to be returned to the
monkey? How much more money, should fox has to
return ?
group group group

d
Exact amount to be returned ` 1 1 6

he
Already returned amount ` 7 6
Amount to be returned

is
Step 1
re S
: S u b t r a c t 6
B
bl
units from, 6 units in group, write
remaining in units place.
be T
pu
K

Step 2 : Subtracting 7 tens from 1 ten is not possible

in group. Therefore take one hundred from
©

group and convert them into and write

them with group. Put × mark on borrowed
hundred. Now in group there are 11 tens
means there are 110. Subtract 7 tens from
o

11 tens. Write the answer in tens place.

tt

Step 3 : Since one from place is borrowed to

No

group, nothing is remaining. Write this in

the form of 0.

Numbers in group ____ ; group ____

and group ___. The remaining amount to
be paid by the fox is _________.
101
 Exercise 4.2
1. Rakshitha has ` 265. Ashok has ` 134. who has more
money and by how much ?

` 2 6 5
` 1 3 4

d
he
Who has more money _________

is
difference amount of money `. ___________
re S
2. Vikas is reading a novel containing 325 pages. He
B
bl
had already finished reading 224 pages. How many
be T
more pages still he has to read?
pu
K

H T U
©

Reading a book

Number of pages Vikas has to read __________

3. Ramya and Soumya are holding the marks they
o

have obtained in 7th std annual examination. Who has

tt

scored less marks? What is the difference in scores?

No

H T U

491
386 Soumya
Ramya
102
 Less marks scored by ________
Scored marks ___________
4. Harish and Ramesh are milkmen selling milk. The
quantity of milk sold by them is written on milk cans.
Who is selling more milk ? How much more milk is
sold?

d
Smath

he
H T U
264 liter 315 liter

is
re S B
bl
Ramesh Harish
be T
pu
More milk is sold by ________
K

Amount of more milk sold is _______

©

5. Both Rajesh and Shilpa are travelling by bus.

Tickets bought by them are shown below. Number on
Rajesh’s ticket is 827, Shilpa’s ticket number is 764.
Find the difference between the two numbers.
o
tt
No

Therefore the difference between the ticket numbers

of Rajesh and Shilpa is _____________
103
 Subtraction without borrowing
You have learnt substraction of 2 digit numbers in
your previous class. continue the same with 3 digit num-
bers.
Example 1:
Find the difference between 456 and 325
Subtract these two numbers as shown in the figure below.

d
Hundreds Tens units

he
10 10 10
100 100

is
re S B 100 100
10 10

bl
- 100 100 10 10

100
be T
pu
= 10 10
K

100

10
©

Write the above figure numerically in place value table

Steps involved in Substraction
Hundred Ten Unit
1. Write the numbers vertically 4 5 6
according to their place value.
- 3 2 5
2. Subtract the numbers in units
o

place 6-5 =1 write 1 in units place = 1 3 1

tt

3. Subtract the numbers in tens place 5-2=3 write 3 in

tens place.
No

4. Subtract the numbers in hunderds palce 4-3=1 write

1 in hundreds place.
Therefore the difference between 456 and 325= 131

104
 Example 2 :
Rahul and his sister Rashi are threading beads.
Already Rahul had threaded 228 beads and Rashi
had threaded only 105 beads. Therefore, how many more
beads are threaded by Rahul.

d
he
228-105 = ?

is
re S B
Groups

bl
Hundreds Tens Units
2 2 8
be T
pu
1 0 5
K

1 2 3
©

As shown above
Step 1 : Subtract numbers in unit place and write the
answer in units place.
o

Step 2 : To subtract in tens group, as there is no

tt

number, write the same number in tens place.

Step 3 : Subtract number in hundreds place and write
No

the remaining number in hundreds place.

Remaining in unit group = 3

Remaining in ten group = 2
Remaining in hundred group = 1
105
 Therefore, Rahul has threaded 123 more beads than
Rashi.
Other Method : (Subtract by writing in expanded form
Example : Subtract 278 by 399

Expanded form

d
3 9 9 300 90 9

he
– 2 7 8 200 70 8
1 2 1 100 20 1

is
re S
Therefore, when 278 is subtracted from 399, 121 remains.
Another method : (Subtract by writing in place value
B
bl
table)
be T
pu
Example : Subtract 572 from 978.
K

Step 1: Write according to place value in vertical column

©

H T U
9 7 8
– 5 7 2
o
tt

Step 2 : Subtract units and write the answer

No

9 7 8
– 5 7 2
6

106
 Step 3 : Subtract 10s and write
H T U
9 7 8
– 5 7 2
0 6

Step 4 : Subtract 100s and write

d
H T U

he
9 7 8
– 5 7 2

is
re S B
4 0 6

bl
Practice subtraction by writing numbers in place value
be T
pu
and without using place vlaue table.
K

Example 1. What is the difference between 870 and 240 ?

H T U
©

8 7 0
– 2 4 0
6 3 0
Try Yourself :
o

1. What is the difference between 744 and 443 ?

tt
No

2. What is the difference between 295 and 221 ?

107
 Subtraction without borrowing
Substract 3 digit numbers as you subtract 2 digit numbers
Example 1: Find the difference between 872 and 586
Subtract these two numbers as shown in the figure below.

Hundreds Tens Units

d
10 10 10 10 10

10 10 10 10 10

he
100 10 10 10 10
100 100 100

10 10 10
100 100 100 100

is
re S
-
B 100 100 100 10

10
10

10
10

10
10

10

bl
100 100

10 10 10 10

=
be T
100 100
pu 10 10 10 10
K

Write the above figure numerically in place value table

©

Hundreds Tens Units After

borrows
7 16 12
8 7 2
- 5 8 6
= 2 8 6
o

Steps involved in borrowing 3 digit numbers.

tt

Step 1: Write the numbers vertically according to their

place value.
No

Step 2: Write the units in units place according to place

value as you have to borrow one ten from tens place.
1 tens + 2 units
= 10+2
= 12
Now substract the numbers in units place.
108
 12-6=6 Write 6 in units place
Stage 3 : As 1 ten is carried to the digit in unit place there
are 6 tens in tens place.
Remaining 6 is in ten place, is smaller than 8.8 can not be
subtracted by 6, borrow a hundred from hundreds place.
1 hundred = 10 tens

d
10 tens + 6 tens = 16 tens

he
Now subtract the digits in tens place.
16-8=8 Write 8 in tens place.

is
re S
Stage 4 : As a hundred is carried to tens place 7 hundreds
B
bl
are remaining in hundreds place.
be T
Now subtract the digits in hundreds place.
pu
K

7-5 =2 Write 2 in hundreds place.

Therefore the difference between 872 and 586 is =286
©

Example 2: The teacher told Shrikala and Shrinath to

collect various types of leaves. After counting, we know
that Shrikala has collected 290 leaves, Shrinath collected
178 leaves. Therefore, how many more leaves are collected
by Shrikala than Shrinath.
o
tt
No

109
 Groups
Hundreds Tens Units

8 10
2 9 0
- 1 7 8

d
1 1 2

he
Step 1 : It is not possible to subtract 8, from ‘0’
units Therefore borrrow one to unit place

is
re S
and write ten as shown in the picture by
arrow mark. Then subtract 8
B
from 10

bl
and write the answer in unit place.
be T
pu
Step 2 : Now eight are remaining in tens group,
K

subtract seven from eight , write the

remaining in the tens place.
©

Step 3 : Subtract one from two and write

remaining 1 in hundreds place.
Then write the answer from groups of places in the form
of numbers.
o

Number in units group = 2

tt

Number in tens group = 1

No

Number in hundreds group =1

Therefore 112 more leaves are there in Shrikalas
collection than Shrinath.
In the same way, subtract 563 from 847

110
 Step 1: Subtract three from seven unit group and
847 - 563 = ? Groups
Hundreds Tens Units

7 14
8 4 7

d
- 5 6 3

he
2 8 4

is
re S
write the remaining 4,
B
in units group.

bl
Step 2: It is not possible to subtract six from four .
be T
pu
Therefore (as shown by the arrow mark), borrow
K

one from hundreds group, write 14. Subtract

6 from 14 then write the answer in tens group.
©

Step 3: Now 7 are remaining in hundreds group.

Subtract 5 from 7 , write the remaining in
hundreds place.

Afterwards, count and write in the form of numbers.

o
tt

Number in units place = 4

Number in tens place = 8

No

Number in hundreds place = 2

Therefore, when 563 is subtracted from 847, 284 remains.

111
 Other method : Subtraction in expanded form
Example : Subtract 258 from 376
H T U Expanded form
3 7 6 166 300 60 70 10+6 16 6
- 2 5 8 200 50 8

d
1 1 8 100 10 8

he
Therefore, When 258 is subtracted from 376, 118 remains.
nother Method :  Subtraction according to place value
A

is
table by writing in vertical column
re S
Example : Subtract 455 from 844
B
bl
Step 1 : Write numbers in place value table
be T
H T U
pu
K

8 4 4
- 4 5 5
©

Step 2 : Subtract units. It is not possible to subtract 5

from 4. Therefore borrow one 10 from tens place and keep
in units place. It becomes 14. Now subtract 5 from 14.
Write the answer in units place.
o

H T U
tt

3 14

8 4 4
No

-4 5 5
9

Step 3 : Subtract numbers in tens place. As 1 ten is

borrowed to units place, 3 is remaining in tens place. It
is not possible to subtract 5 from 3.
112
 H T U Therefore borrow one 100 from
3 14 hundreds place and keep in tens place.
8 4 4 Now in tens place there are 13 tens.
-4 5 5 Subtract 5 from 13 and write answer
8 9 in tens place.
Step 4: Subtract numbers in hundreds place. As 1

d
hundred is borrowed from 8 hundred, 7 hundred

he
remains. Therefore subtract 4 hundred from 7
hundred and write the answer in hundreds place.

is
re S B 7 H 13 T 14 U

bl

8 4 4
be T
pu
-4 5 5
K

3 8 9
©

Now without using place value table, write numbers

according to place value and practise subtraction.
Example 1. What is the difference between 437 and 278?
3 12 17

4 3 7
o

2 7 8
tt

1 5 9
No

Try yourself :
Example 1 : What is the difference between 650 and
580?
Example 2 : What is the difference between 698 and
389?
113
 Remember
Subtract small number from a big number

• The number from which you

Example :
subtract is called ‘minuend’ 4 9 1 -minuend
• The number to be subtracted - 2 8 0 -Subtrahend
is called ‘subtrahend’ 2 1 1 - difference
• T h e a n s w e r i s c a l l e d

d
‘difference’

he
Exercise 4.1

is
re S
I. Solve the following subraction problems using place
B
bl
value table.
Example :
be T
pu
K

888-525 1) 750 - 700 2) 999 - 119

©

H T U H T U H T U
8 8 8
5 2 5
- - -
3 6 3
o
tt

3) 640 - 530 4) 777 - 335 5) 827 - 426

No

H T U H T U H T U

- - -

114
 II.Solve the following subraction problems using
place value table.
Example : 900-27 1) 338 - 129 2) 566 - 272

H T U H T U H T U
8 910 10

d
9 0 0

he
- 2 7 5

is
6 2
re S 5
B
bl
3) 470 - 162 4) 502 - 311 5) 733 - 180
be T
H T U H T U H T U
pu
K
©

III. Find the difference by subtracting as shown in

o

the example
tt

Example : 327 - 224

No

327
- 2 2 4
103

115
 1) 999 - 222 2) 710 - 510 3) 806 - 304

4) 379-379 5) 682 - 471 6) 580 - 160

d
is he
re S
IV. Subtract and find the difference as shown in the
B
bl
examples
be T
Example : 465 - 246
pu
K

5 15
©

4 6 5
- 2 4 6
2 1 9
o
tt

1) 433 - 244 2) 920 - 311 3) 800 - 110

No

4) 430 - 225 5) 348 - 259 6) 909 - 419

116
 Framing of problems
In the previous chapter you have learnt to frame
problems on addition in different methods. In the same
way let us frame problems for subtraction. Observe the
following solved problems and their differences.
371 760 528 977 314

d
- 250 - 639 - 407 - 856 - 193

he
121 121 121 121 121

is
re S
Problems are different but answers are same.
B
bl
Try yourself :
be T

pu
Try to get the following answer by framing some
K

problems, as above
©

1) 490
Example 1 2 3 4
695
- 205 - - - -
490 490 490 490 490
o
tt

2) 200

Example
No

1 2 3 4
355
- 155 - - - -
200 200 200 200 200

117
 Do and enjoy:
Find out which post card matches with the number
that the postman is holding. Draw a line and show the
post card which matches it.

788 499 929

d
-259 -170 -400

he
529

888

is
re S 826
-130 -297
B
bl
529
be T
pu 659 637
K

-130 -408
©

Exercise 4.2
I. Match by drawing lines.
Answers Problems
o

1. 425 568 - 322

tt

2. 777 750 - 243

No

3. 246 877 - 277

4. 600 618 - 193
5. 507 865 - 88

118

2. Frame two problems each for the numbers
given below
Example : 752

917 854
- 165 - 102

d
752 752

he
1. 79 2. 180 3. 376 4. 801

is
re S B
bl
5. 400 6. 729
be T
pu
K

Play and learn

©

Observe the bottles A and B, both of them have 3

digit number cards.
o
tt

No

A B
Now play with your friend, take out one card each,
from the bottle A and bottle B.
Write the numbers of each card in your note book.
Add them and then subtract small number from a big
number.
119
 Again take two cards from 2 bottles. Continue like
this by adding and subtracting.
Continue this game for 10 minutes. One who does
more sums correctly, wins.

From bottle A 472 520 From bottle A 223 223

d
From bottel B + 520 - 472 From bottle B +223 - 223

he
992 48 446 000

is
re S Do and learn:
Which is the key ?
B
bl
By solving the problems given on the vehicles, find
be T
pu
the right key. Draw lines and match them.
K
©

172
+ 127 600

637
- 326
910

401
401
+ 199
+199 299
o

750
tt

- 557
164
No

622
+ 288 311

505 401
- 341
+199
193

120
 Estimated difference
In the previous unit you have learnt to estimate
the value of 10. In the same way, learn to estimate the
difference in subtraction.
Example 1 : Find the estimation of difference between
24 and 11
estimated value of 24 is 20

d
estimated value of 11 is 10

he
estimated difference 10

is

re S
Therefore estimated difference of 24 and 11
B
bl
is 10
Example 2 : Find the estimated difference between 87
be T
pu
and 34
K

estimated value of 87 is 90
©

estimated value of 34 is 30
estimated difference is 60

Therefore the estimated difference of 87 and

34 is 60.
o

Example 3 : Find the estimated difference between 55

tt

and 16
estimated value of 55 is 60
No

estimated value of 16 is 20
estimated difference is 40

Therefore the estimated difference of 55 and 16 is 40.

121
 Exercise 4.3
I. Estimate the following numbers and find the
difference.
1)89 and 19 2) 34 and 8

3)64 and 32 4) 85 and 47

d
he
II. Find the estimated difference in the following

is
sums and match the answer on the objects by
re S
drawing lines.
B
bl
50
be T
pu
1) 72-44
K

20
©

2) 27-24

3) 94-75 40

o

4) 88-18 30
tt

5) 55-21 10
No

6) 62-9
70

122
 Cross Numbers Puzzel

A I B
C
D J E

d
K

he
F G L
H

is
re S B
bl
Solve the following addition and subtraction problems.
be T
Write the answers in suitable empty boxes.
pu
K

Left to right Top to bottom

©

A. 421+360 A. 905-200
B. Estimated difference I. 999-888
of 94 and 32.
C. 536-344 B. 341+286
D. 275+286 J. 932-289
o

E. Estimated sum of 45 K.454+158

tt

and 17
F. 211-128 F. Estimated sum
No

of 24 and 58
G. 101+98 L. 450-36
H. 428-346

123
 Chapter-5 Multiplication

After studying this chapter you can:

• understand multiplication as repeated addition,
• identify the sign of multiplication,

d
• construct multiplication tables from 6 to 10,

he
• use multiplication facts in situation,
• multiply two digit numbers using standard

is
re S
algorithm and Lattice multiplication algorithm.
B
bl
Third (3rd) std Students prepared 5 types of flowers
be T
using cloloured papers. Among them Pooja, Vishal
pu
Bharath & Ramya exhibited the flowers holding in their
K

hands. What is the total numbers of flowers held in

©

their hands?
Now, totally how many flowers are there in their
hands? 5 + 5 + 5 + 5 = 20
5 is repeated 4 times
4 times 5 is 20
o

5 x 4 = 20
tt
No

124
 Example 1 : Situation of students standing in a line
for morning prayer.

d
is he
re S B
bl
be T
pu
K
©

Number of lines = 3
Number of students in each line = 10
Total Number of students standing for prayer
= 10+10+10 = 30
10 is repeated 3 times.
o

3 times 10 is 30.
tt

10 x 3 = 30
No

Multiplication is a short form of adding the same

number repeatedly.

Multiplication is repeated addition.

125
 Example 2 :
There are 3 cows.
How many legs have they alto-
gether ?
4 + 4 + 4 = 12
3 times 4 is 12
4 x 3 = 12

d
Example 3 :
There are 2 birds in each cage. How many are

he
there in 2 cages ?
2 + 2 = 4

is
2 times 2 is 4
re S
2 x 2 = 4
B
bl
Exercies 5.1
be T
pu
I. Write the addition form and multication form for
K

the following.
©

Pictures Addition Multiplication

form form
3+3 = 6 3 x 2 = 6
o
tt
No

126
 II. Write in mulitiplication form

Addition form Multiplication form

4 + 4 + 4 + 4 = 16 4 x 4 = 16
15 + 15 = 30

d
8 + 8 + 8 = 24

he
3 + 3 + 3 + 3 + 3 = 15
5 + 5 + 5 + 5 + 5 + 5 = 30

is
re S B
bl
III. Match the multiplication form with the addition
form by drawing a line:
be T
pu
K

+6+6
x4 6+6+6
©

+7 10 9x
6
7
7+ x2
2 12
3x 3
7x
3
+10 3+
10+10+10 5
6x
12+12

9+9
o

+9+
9+9
+9
tt
No

127
 Sign of multiplication
Example 1.
Ramesh went to a shop to buy coconuts for a function.
He asked the shopkeeper to give 12 coconuts. The shop
keeper gave him 3 coconuts at a time so as to make 12.

d
is he
re S B
bl
be T
pu
K
©

The number of coconuts taken by Ramesh is:

3+3+3+3 =12
4 times 3 is 12.
3 × 4 =12
o

4 times 3 is written as 3 × 4
tt

The word "times'' is represented as ''x''.

No

Addition form is converted to multiplication

form using a sign 'x'

'x' is a sign of multiplication.

128
 Example 2 :
There are 3 rods in each window. How many rods are
there in 2 windows?

d
he
3 + 3 = 6 3 is a multiplicand.
2 times 3 is 6 x-is a multiplication sign.

is
3 × 2 = 6
re S 2 is a multiplier.
6 is a Product.
B
bl
3 × 2 = 6
be T
↓
↓
pu ↓
K

multipicand multiplier product.

©

multiplicand × multiplier = product

* The number which gets multiplied is the

multiplicand.
* The number which multiplies is the multiplier.
* The answer obtained is the Product.
o
tt

Exercise - 5.2
I. Rewrite using '×' sign:-
No

1) 2 times 3 is ________
2) 4 times 6 is ________
3) 5 times 2 is ________
4) 3 times 7 is ________
5) 8 times 2 is ________
6) 9 times 4 is ________
129
 II. Write the multiplicand, multiplier and product
of the multiplication form in the given box.
1) 3 × 6 = 18 2) 2 × 5 = 10
Multiplicand Multiplicand
Multiplier Multiplier
Product Product

d
is he
re S B
bl
be T
pu
K
©

3) 7 × 7 = 49 4) 8 × 4 = 32
Multiplicand Multiplicand
Multiplier Multiplier
Product Product
o
tt

III.

1) If you multiply any number by 'O' what will be

No

the product ?

2) If you multiply any number by 1 what will

be the product ?

130
 Multiplication tables

Complete the tables given below.

1×1 = 1 2×1 = 2 3×1 = 3 4×1 = 4 5×1 = 5

1×2 = 2×2 = 3×2 = 4×2 = 5×2 =
1×3 = 2×3 = 3× 3 = 4×3 = 5×3 =

d
1×4 = 2×4 = 3×4 = 4×4 = 5×4 =

he
1×5 = 2×5 = 3×5 = 4×5 = 5×5 =
1×6 = 2×6 = 3×6 = 4×6 = 5×6 =

is
1×7 = 2×7 =
re S 3×7 = 4×7 = 5×7 =
1×8 = 2×8 = 3×8 = 4×8 = 5×8 =
B
bl
1×9 = 2×9 = 3×9 = 4×9 = 5×9 =
be T
pu
0 = 2×1
1×1 0 = 3×1 0 = 4×1
0 = 5×1
0 =
K
©

6×1 = 6
6× 2 = 1
2
6× 3 = 1
8
6× 4 = 2
4
o

6× 5 = 3
0
tt

6×6 = 36
No

6×7 = 42
6×8 = 48
6×9 = 54
6×10= 60
131
 7×1 = 7
7×2 = 14
7×3 = 21
7×4 = 28
7×5 = 35

d
7×6 = 42

he
7×7 = 49

is
re S
7×8 = 56
B
bl
7×9 = 63
be T
7×10 = 70
pu
K

8 × 1 = 8
©

8 × 2 = 16
8 × 3 = 24
8 × 4 = 32
8 × 5 = 40
o

8 × 6 = 48
tt

8 × 7 = 56
No

8 × 8 = 64
8 × 9 = 72
8 × 10= 80

132
 9 × 1 = 9
9 × 2 = 18
9 × 3 = 27
9 × 4 = 36
9 × 5 = 45
9 × 6 = 54

d
9 × 7 = 63

he
9 × 8 = 72
9 × 9 = 81
9 × 10= 90

is
10
re S
× 1 = 10
B
bl
10 × 2 = 20
be T
10 × 3 = 30
pu
K

10 × 4 = 40
10 × 5 = 50
©

10 × 6 = 60
10 × 7 = 70
10 × 8 = 80
10 × 9 = 90
10 × 10= 100
o
tt

Note : 1. If any number is multiplied by 1, the

product is the number itself.
No

Example: 3×1=3, 4×1=4, 5×1=5

2. If any number is multiplied by 'O'the
product is zero.
Example: 3×0=0, 4×0=0, 5×0=0

133
 Easy way of Framing Tables.
Tables of 2 Table of 3 Table 4 Tables 5

1 2 1 2 3 1 2 3 4 1 2 3 4 5
3 4 4 5 6 5 6 7 8 6 7 8 9 10
5 6 7 8 9 9 10 11 12 1 1 12 13 14 15
7 8 10 11 12 13 14 15 16 1 6 17 18 19 20

d
9 10 13 14 15 17 18 19 20 2 1 22 23 24 25

he
11 12 16 17 18 21 22 23 24 2 6 27 28 29 30
13 14 19 20 21 25 26 27 28 31 32 33 34 35
15 16 22 23 24 29 30 31 32

is
re S 6 37 38 39 40
3
17 18 25 26 27 33 34 35 36
1 42 43 44 45
4
B
bl
19 20 28 29 30 37 38 39 40
6 47 48 49 50
4
be T
pu
K

To frame multiplication table 2, write the first two

number that is 1 and 2 in the first row, next two
©

numbers 3 and 4 in the second row continue writing

in this way till 20. Mark the numbers in the second
column. You will get Table 2.
Continuing in the same way frame the next tables.

9 × 1 = 9 →9
Fun with Table 9
o

9 × 2 = 18→1+8=9
9 × 3 = 27→2+7=9
tt

9 × 4 = 36→3+6=9
9 × 5 = 45→4+5=9
No

9 × 6 = 54→5+4=9
9 × 7 = 63→6+3=9
9 × 8 = 72→7+2=9
9 × 9 = 81→8+1=9
9 × 10= 90→9+0=9

134
 Exercise 5.3
I. Work out the multiplication fact given on each
lock and tick ( ) the correct key to open the lock:

18 27 21

d
7x 3

is he
re S B 15 25 35

bl
5x 5
be T
pu
K

32 40 48
©

4x 8

50 16 60
o

10x 6
tt
No

9 1 0
9x 1

135
 II. Observe the given chart and fill the boxes with
their products.

d
is he
re S B
bl
be T
III. Multiply and write the product.
pu
K

1) 2 × 5 = ________ 6) 6 × 4 = ________
©

2) 4 × 1 = ________ 7) 8 × 6 = ________

3) 3 × 0 = ________ 8) 7 × 2 = ________
o
tt

4) 9 × 3 = ________ 9) 10 × 5 = ________
No

5) 7 × 9 = ________ 10) 3 × 6 =________

136
 Multiplication facts in daily life:
Example 1: Rahim went to a shop with his father to
buy some items of stationery. There he takes 3 note
books, 4 pencils, 6 chocolates. and 5 pens.
Let us find how much money is spent by his father
on each item.

d
Cost of each note book

he
= ` 6
Cost of 3 note books = 3×6

is
= ` 18
re S
Cost of each pencil = ` 2
B
BHARATH BOOK HOUSE

bl
Cost of 4 pencils = 4×2
be T
pu
= ` 8
K

Cost of each chocolate = ` 1

©

Cost of 6 chocolates = 6×1

= ` 6 Item Cost
Cost of each pen = ` 5 Notebook ` 6
Pencil ` 2
Cost of 5 pens = 5×5 Chocolate ` 1
= ` 25 Pen ` 5
o

Money spent by Rahim's
tt

Symbol of Rupee is '`'

father on each item is
For 3 note books = ` 18
No

For 4 Pencils = ` 8
For 6 chocolate = ` 6
For 5 pens = ` 25

137
 Example 2: For the School day Divya bought 3 metre
(m) of ribbon, 2 pairs of bangles and 4 packets of
bindis. The cost of each item is given below find the
amount spent by Divya on these items.

d
is he
re S B
bl
be T
pu
K

Item Cost
Ribbon ` 5
©

Bangles ` 8
Bindi ` 3

Cost of 1m of ribbon = ` 5
Cost of 3m of Ribbon = 3×5 1 5
1 6
= ` 15
+ 1 2
o

Cost of 1 Pair of bangle = ` 8

4 3
tt

Cost of 2 pairs of bangles = 2×8

= ` 16
No

Cost of 1 Packet of bindi = `3

Cost of 4 Packets of bindi = 4×3
= ` 12
Amount spent by Divya = ` 43

138
 Exercise 5.4
I. Solve these
1. 6 pairs of bangles.
2 bangles in each pair
How many bangles are there in all?

d
6 × 2 = 12 Ans :12

he
2. 4 bunches, 6 grapes in each
bunch.

is
re S
How many grapes are there ?
B
bl
____________ Ans : _______
be T
pu

K

3. 5 Cars. Each car has 4 wheels

©

How many wheels are there ?

____________ Ans : _______

4. 3 girls, Each girl has 1 umbrella

o

How many umbrellas are there ?

tt

____________ Ans : ________

No

5. 7 packets, 6 bindies in each packet

How many bindies are there in all ?
____________ Ans : ________

139
 II. Solve the following :
1. 4 Students can be seated on one bench.
How many can be seated on 8 benches ?

8 × 4 = 32 Students.

d
2. 10 plants can be planted in one row. How many

he
can be planted in 6 rows?
________×_______ = _____ plants.

is
re S B
bl
3 Cost of one ice cream is ` 6.
What is the cost of 9 ice creams?
be T
pu
________ × _______ = ________days.
K
©

4. There are 7 days in a week. Sunday

How many days are there in Monday
4 weeks?
Tuesday
________ × _______ = ________days.
o

Wednesday
tt

Thursday
5. There are 9 players in a kho-kho
Friday
No

team.
Saturday
How many players are there in 4
teams?
_________ × ________ = ________ players

140
 Multiplication of two digit numbers:
To buy bangles for Gowri Ganesha festival Rekha's
mother takes her to a bangle store. She buys 3 dozens
of bangles of different colours. The shop keeper rolls
each dozen of bangles in different papers and puts
them in a cover.
Rekha asks her mother, How many bangles are

d
there in the cover ?

he
1 dozen bangles, means 12 bangles.

is
re S B
bl
be T
pu
K
©

12
To find this multiply 12 by 3
10 2
I Method : 12 × 3
Step 1 : Split 12 into 10 and 2 = (10+2) × 3
o

Step 2 : Multiply 10 by 3 and 2 by 3=(10×3)+(2×3)

tt

Step 3 : On multiplying we get 30 and 6 = 30+6

No

Step 4 : Add 30 and 6 we get 36 = 36

: Product of 12 and 3 is 36
12 × 3 = 36
: There are 36 bangles in 3 dozens.

141
 II Method : 12 x 3
Step 1 : Multiply 2 ones by 3, we get 6 ones 12×3
2 × 3 =6 units. Write 6 in ones place 6

Step 2 : Multiply 1 ten by 3 we get 3 tens 12 × 3

1ten×3=3 ten, Write 3 in tens place 36

d
∴ 12 × 3 = 36

he
2. 32 × 4 3. 20 × 3

is
re S B
bl
20 x 3
32 x 4
60
be T
128
pu
Step 1 : 3 × 0 = 0
K

Step 1 : 4×2 = 8
ones
ones
©

Write 0 in ones place.

write 8 in ones place

Step 2 : 4×3 =12 Step 2 : 3 × 2 = 6

tens tens.
Write 6 in tens
o

write 2 in tens place

place.
write 1 in hundreds
tt

place
No

142
 Exercise 5.5
I. Find the product.

1. 12 x 4 2. 33 x 3 3. 22 x 4

d
4. 24 x 2 5. 91 x 5 6. 82 x 4

is he
7. 74 x 2
re S 8. 50 x 2 9. 80 x 4
B
bl
be T
pu
II. Solve the following
K

1. 12 books can be placed in each shelf. How many

©

can be placed in 4 such shelves ?

Ans : _____________ books

o
tt

2. A school bus can carry 30 students per trip.

How many students can be carried in 3 trips?
No

Ans : ________ students

143
 3. There are 11 players in a cricket team. How many
players are there in 3 teams?

Ans : _____________

Multiplication of two digit number by one digit

number with carryover system

d
he
Example 1: 13×4
Step 1 : Multiply 3 ones by 4
3 x 4 = 12

is
3×4=12 ones. 1 ten 2 ones.
re S 1

Write 2 in ones place. 13x4

B
bl
Carry 1 to tens place. 12
be T
pu
K

Step 2 : Multiply 1ten by 4 1

©

1×4=4 tens. Add 1ten to it 13x4

52
4tens + 1ten = 5 tens.
Write 5 in tens place
∴ 13×4=52
o

Another Method:
tt

13 10 3 4 0
+1 2
No

10 3 4 10 x 4 3 x 4 5 2
40 12
13 x 4 = 52

144
 Example 2 : 2 x 5 =10 Write 0 in onesplace.
1 Carry 1 to tens place.
12 x 5 1 x 5 = 5 5 + 1 =6
60 Write 6 in tens place.

Example 3 : 2 x 6 = 12 Write 2 in ones place.

d
1 Carry 1 to tens place.

he
32 x 6 3 x 6 = 18, 18 + 1 = 19
192 Write 9 in tens place.

is
re S Write 1 in hundreds place.
B
bl
Example 4 : 5 x 7 = 35 Write 5 in ones place.
be T
3
pu Carry 3 to tens place.
K

65 x 7 6 x 7 = 42 42 + 3 = 45
455 Write 5 in tens place.
©

Write 4 in hundreds place.

Exercise 5.6

I. Find the Product:

o

1. 26 x 3 2. 38 x 2 3. 56 x 5
tt
No

4. 23 x 9 5. 74 x 6 6. 48 x 4

7. 83 x 5 8. 26 x 8 9. 42 x 7

145
 II. Solve the following

1. There are 12 pencils in a packet. How many

are there in 8 packets?
Number of pencils in a packet =12 12 x 8
Number of pencil packets = 8

d
Total number of pencils =

is he
re S B
bl
be T
2. A flower has 5 petals. There are 25 flowers in a
pu
K

vase.How many petals are there in all?

©

Number of flowers in a vase = ___

x
Number of petals in a flower = ___
Total number of petals = ___

3. The cost of a book is ` 65 Find the cost of 3

o

such books.
tt

Cost of each book = _____

No

Number of books = _____ x

Cost of 3 such books = _____

146
 Multiplication of two digit number by two digit
number :
Example 1:
1. There are 10 apples in each basket. How many
apples are there in 11 such baskets? Split 11 into
11 x 10 10 and 1

d
∴ 11 x 10 = (10 + 1) x 10
100

he
= (10 x 10) + (1 x 10) +10
= 100 + 10 110

is

re S B = 110

bl
There are 110 apples in 11 baskets.
be T
Split 11 into
pu
I Method : 10 and 1 Spit
K

Example 2 : Multiply : 11x12 12 into 10

11 x 12= (10 + 1) x (10 + 2) and 2
©

= 10 x (10+2) + 1 x (10+2)
= (10 x 10) + (10 x 2) + (1 x 10) + (1 x 2)
= 100 + 20 + 10 + 2
= 132
o

tt

10 2
11 10 x 10 10 x 2 12
No

10 100 20 100
10 1 10 2
+ 20
1 x 10 1 x 2 10
1 2
10 2
132

147
 II Method :-
11 x 12
11 x 12
22
Step 1 : Multiply 11 by 2.
Multiply 1 one by 2 ones. 1x2 = 2 ones.
Write 2 in ones place.
Multiply 1 ten by 2 ones, 1x2=2 tens.

d
Write 2 in tens place.

he
Step 2 : Multiply 11 by 1

is
Multiply 1one by 1 ten, 1x1=1ten
re S
∴Leaving the place write 1 in tens place
B
bl
Multiply 1ten by 1ten, 1x1= 1 hundred
be T

pu
11x12
K

Write 1 in hundreds place. Now add it. 22

You will get 132. 11
©

132
∴ 11 x 12 = 132

Example 3 : 13 x 20
Step 1 : 3 ones x 0 ones = 0 ones, write 0 in ones place
Step 2 :1ten x 0 ones = 0 ten, write 0 in tens place.
o
tt

Step 3: 3 ones x 2 tens = 6 ten.

In next step leaving ones place write 6 in tens place.
No

Step 4 : 1 ten x 2 tens = 2 hundreds, write 2 in

hundreds place. 13 x 20
Step 5 : Adding all we get 260. 00
+26
260

148
 Example 4.
21 x 14
1 x 4 = 4 ones = 4 21 x 14
2 x 4 = 8 tens = 80 + 84
21
1 x 1 = 1 ten = 10 294
2 x 1 = 2 Hundred= 200

d
294

he
72x13
5. 72 x 13 + 216
72

is
re S 936
B
bl
be T
Exercise 5.7
pu
K

I. Multiply :
©

1. 32 x 14 2. 55 x 11 3. 41 x 22
o

4. 60 x 15 5. 41 x 23 6. 85 x 10
tt
No

149
 II. Solve the follwing :-

1. Peter's stamp book has 30 pages. Each page has

12 stamps. Totally how many stamps are there in
his books ?

d
is he
re S
2. There are 43 students in Ramu's class. If each paid
` 10 for charity. What is the total amount collected ?
B
bl
be T
pu
K
©

3. 52 roses are required to make a garland. How many

roses are required to make 15 garlands ?
o
tt
No

150