Vedanta Excel in Mathematics Book 3 Final (2078)

Approved by the Government of Nepal, Ministry of Education, Curriculum
Development Centre, Sanothimi, Bhaktapur as an Additional Material

vedanta

Excel in

MATHEMATICS

3Book

Author
Hukum Pd. Dahal

Editor
Tara Bahadur Magar

vedanta

Vedanta Publication (P) Ltd.
j]bfGt klAns];g k|f= ln=

Vanasthali, Kathmandu, Nepal
+977-01-4982404, 01-4962082
[email protected]
www.vedantapublication.com.np

vedanta

MExcaeltihn ematics

3Book

All rights reserved. No part of this publication may
be reproduced, copied or transmitted in any way,
without the prior written permission of the publisher.

Second Revised (According to New Curriculum) Edition: B.S. 2078 (2021 A.D.)

Price: Rs 354.00

Published by:

Vedanta Publication (P) Ltd.
jb] fGt klAns];g kf| = ln=

Vanasthali, Kathmandu, Nepal
+977-01-4982404, 01-4962082
[email protected]
www.vedantapublication.com.np

Preface

The series of 'Excel in Mathematics' is completely based on the contemporary pedagogical teaching learning
activities and methodologies extracted from Teachers' training, workshops, seminars and symposia. It is an
innovative and unique series in the sense that the contents of each textbooks of the series are written and
designed to fulfill the need of integrated teaching learning approaches.
Excel in Mathematics is an absolutely modified and revised edition of my three previous series: 'Elementary
mathematics' (B.S. 2053), 'Maths In Action (B. S. 2059)' and 'Speedy Maths' (B. S. 2066).
Excel in Mathematics has incorporated applied constructivism. Every lesson of the whole series is written
and designed in such a manner, that makes the classes automatically constructive and the learners actively
participate in the learning process to construct knowledge themselves, rather than just receiving ready
made information from their instructors. Even the teachers will be able to get enough opportunities to play
the role of facilitators and guides shifting themselves from the traditional methods of imposing instructions.
Each unit of Excel in Mathematics series is provided with many more worked out examples. Worked out
examples are arranged in the hierarchy of the learning objectives and they are reflective to the corresponding
exercises. Therefore, each textbook of the series itself is playing a role of a ‘Text Tutor’. There is a well
balance between the verities of problems and their numbers in each exercise of the textbooks in the series.
Clear and effective visualization of diagrammatic illustrations in the contents of each and every unit in
grades 1 to 5, and most of the units in the higher grades as per need, will be able to integrate mathematics
lab and activities with the regular processes of teaching learning mathematics connecting to real life
situations.
The learner friendly instructions given in each and every learning contents and activities during regular
learning processes will promote collaborative learning and help to develop learner-centred classroom
atmosphere.
In grades 6 to 10, the provision of ‘General section’, ‘Creative section - A’ and ‘Creative section - B’ fulfills
the coverage of overall learning objectives. For example, the problems in ‘General section’ are based on the
Knowledge, understanding and skill (as per the need of the respective unit) whereas the ‘Creative sections’
include the Higher ability problems.
The provision of ‘Classwork’ from grades 1 to 5 promotes learners in constructing knowledge, understanding
and skill themselves with the help of the effective roles of teacher as a facilitator and a guide. Besides,
teacher will have enough opportunities to judge the learning progress and learning difficulties of the
learners immediately inside the classroom. These classworks prepare learners to achieve higher abilities
in problem solving. Of course, the commencement of every unit with 'Classwork-Exercise' may play a
significant role as a 'Textual-Instructor'.
The 'project works' given at the end of each unit in grades 1 to 5 and most of the units in higher grades
provide some ideas to connect the learning of mathematics to the real life situations.
The provision of ‘Section A’ and ‘Section B’ in grades 4 and 5 provides significant opportunities to integrate
mental maths and manual maths simultaneously. Moreover, the problems in ‘Section A’ judge the level of
achievement of knowledge and understanding and diagnose the learning difficulties of the learners.
The provision of ‘Looking back’ at the beginning of each unit in grades 1 to 8 plays an important role
of ‘placement evaluation’ which is in fact used by a teacher to judge the level of prior knowledge and
understanding of every learner to make his/her teaching learning strategies.
The socially communicative approach by language and literature in every textbook especially in primary
level of the series will play a vital role as a ‘textual-parents’ to the young learners and help them in
overcoming maths anxiety.
The Excel in Mathematics series is completely based on the latest curriculum of mathematics, designed
and developed by the Curriculum Development Centre (CDC), the Government of Nepal.
I do hope the students, teachers and even the parents will be highly benefited from the ‘Excel in
Mathematics’ series.
Constructive comments and suggestions for the further improvements of the series from the concerned
will be highly appreciated.

Acknowledgments

In making effective modification and revision in the Excel in Mathematics series from my previous series, I’m highly
grateful to the Principals, HOD, Mathematics teachers and experts, PABSON, NPABSAN, PETSAN, ISAN, EMBOCS,
NISAN and independent clusters of many other Schools of Nepal, for providing me with opportunities to participate
in workshops, Seminars, Teachers’ training, Interaction programmes and symposia as the resource person. Such
programmes helped me a lot to investigate the teaching-learning problems and to research the possible remedies and
reflect to the series.

I’m proud of my wife Rita Rai Dahal who always encourages me to write the texts in a more effective way so that
the texts stand as useful and unique in all respects. I’m equally grateful to my son Bishwant Dahal and my daughter
Sunayana Dahal for their necessary supports during the preparation of the series.

I’m extremely grateful to Dr. Ruth Green, a retired professor from Leeds University, England who provided me very
valuable suggestions about the effective methods of teaching-learning mathematics and many reference materials.

Grateful thanks are due to Mr. Tara Bahadur Magar for his painstakingly editing of the series.

Moreover, I gratefully acknowledge all Mathematics Teachers throughout the country who encouraged me and
provided me the necessary feedback during the workshops/interactions and teachers’ training programmes in order
to prepare the series in this shape.

I’m profoundly grateful to the Vedanta Publication (P) Ltd. to get this series published. I would like to thank
Chairperson Mr. Suresh Kumar Regmi, Managing Director Mr. Jiwan Shrestha, Marketing Director Mr. Manoj Kumar
Regmi for their invaluable suggestions and support during the preparation of the series.

Last but not the least, I’m heartily thankful to Mr. Pradeep Kandel, the Computer and Designing Senior Officer of the
publication house for his skill in designing the series in such an attractive form.

Hukum Pd. Dahal

Unit 1 Contents Page No.
Unit 2
Unit 3 We and Our Daily Lives - 1 9

Unit 4 Telling Time, O'clock time, Half past time, Quarter past time, Quarter
Unit 5 to time, Minutes past and minutes to times, a.m. (ante meridiem) and
Unit 6 p.m. (post meridiem), Timetable, Days, weeks, months and year , Our
Currency - Rupees and Paisa, Measurement of length in non-standard
units, Measurement of length in standard units, Centimeter-scale and
meter-scale, Weight - How heavy an object is, Capacity

We and Our Surroundings 26

Shapes Around Us - Plane Shapes, Objects with rectangular and square
surface, Objects with circular surface, Shapes around us - Solid Shapes

Counting and Writing Numbers 30
62
Numbers upto 1000 - Looking back, Estimation, Ones, tens and
hundreds, Digits and numbers, 4-digit Numbers- Thousands, Ones,
tens, hundreds and thousands, Uses of abacus, Drawing time, Uses of
place value table, Place and place value, Expanded form of numbers,
Comparison of numbers, Increasing and decreasing order of numbers,
Use of comparison of numbers in real life, The greatest and the
least numbers, Game Time, Skip count - counting by 10's, 100's and
1000's, Rounding off numbers to the nearest tens, 5-digit Numbers,

Ten-thousands, Shopping Time, bj] gfu/L ;+Vof, Roman Numerals

Natural Numbers and Whole Numbers

Story of types of numbers, Counting Numbers, Whole Numbers,
Odd numbers and even Numbers

Addition and Subtraction 66

Addition - How many altogether?, Puzzle Time, Fun of addition with
10, 20, 30, ..., Breaking of numbers - Adding faster, Addition by using
number lines, Addition with carryover, Let's use addition in real life,
Shopping Time, Subtraction - How many are left?, Fun of addition and
subtraction, Quiz Time, Subtraction by using number lines, Subtraction
with borrowing, Let's use subtraction in real life, Mixed Problems

Multiplication and Division 92

Multiplication - How many times, how many altogether?, Multiplier,
Multiplicand and Product, Multiplication Tables, Recalling Time,
Multiplication - A repeated Addition, Multiplication tables from 6 to 10,
Recalling Time, Puzzle Time, Quiz Time, Multiplication by using number
lines, Multiplication with 10, 20, 300, 400, ..., Multiplication with 2, 3 and
4-digit numbers, Multiplication with carry over, Multiplication with 2-digit
multiplier, Row and column multiplication, Let's use multiplication in real
life, Division - Sharing things equally, Drawing dots, Fun of multiplication
and division, Dividend, Divisor, Quotient and Remainder, Quiz Time, Puzzle
Time, 1-digit divisor, 2-digit divisor, Let's use division in real life, Dividing
tens, hundreds, ... by 10, 20, ..., 100, 200..., Simpli ication - Mixed Problems
(Addition, Subtraction, Multiplication, Division), Process of simpli ication

Unit 7 Fraction Page No.
Unit 8
Unit 9 Fraction - Part of a whole, Story of fraction, Game Time, Numerator 130
and denominator of a fraction, Like and Unlike fractions, Comparison
Unit 10 of fractions, Comparison of like fractions, Addition of like fractions,
Subtraction of like fractions, Fractions of number of things in a group or
Unit 11
collection
Unit 12
Unit 13 Decimal and Percent 152

Decimal - Tenths, Whole and tenths, Hundredths, Percent - How many out
of 100?, Let's use percent in real life

We and Our Daily Lives - 2 159

More Number of Things more values, Value of 1 number of thing, Buying
and Selling, Rate of cost, Billing, Time - Hour, Minute and Second, Conversion
of Time, Addition and Subtraction of Time, Hours between a. m. and p. m.,
Hours and Days, Day, Week, Month and Year, Money - Rupees and Paisa,
Conversion of rupees and paisa, Rupees and paisa in Decimals, Addition of

Money, Shopping Time!, Subtraction of money, Shopping Time

Geometry 181

Point, Line and Line segment, Vertical, horizontal and slanting line
segments, Measuring the length of line segment, Drawing Line Segments
of the Given Length, Angle - A corner between two straight line segments,
Name, vertex and arms of angle, Comparing the sizes of angles, Geometry-
Plane Shapes, Triangle, Name, vertices, sides and angles of a triangle,
Square and rectangle, Circle, Geometry- Solid Shapes, Cube, cuboid, sphere,

cylinder, cone and pyramid

We and Our Daily Lives - 3 196

Measurement - Length, Addition and subtraction of length, Map and
distance, Perimeter - The distance all the way round, Measurement of
Perimeter, Area - Space covered by a surface, Measurement of Area,
Research and Investigation Time, Weight-Conversion of weight, Addition
and Subtraction of Weight, Addition and subtraction of weights in real
life, Capacity - Conversion of units of capacity, Addition and subtraction of
capacity, Addition and subtraction of capacities in real life, Measurement -
Volume

Pictograph and Bar Graphs 216

Pictograph - Picture information, Bar graph

Letters and Numbers 222

Letters represents numbers, Addition of the same letters, Subtraction of
the same letters, Addition of letters and numbers, Values of letters

Evaluation Model 228

1Unit We and Our Daily Lives - 1

Telling Time

Are you in time? Let's discuss the importance of time.
a) At what time do you wake up usually in the morning?
b) What do you feel when you wake up very late in the morning?
c) At what time do you go to your school?
d) What do you feel when you are late for the school?
e) What do you feel when you play for a long time and you have very less time to do your

homework?
f) What do you feel when you watch TV for a long time and you have very less time for

your study?
Are you punctual on your daily tasks?

A clock, digital clock or a wrist watch shows us time.
The longer hand in a clock is the minute hand and it
shows minute. The shorter hand is the hour hand and
it shows hours. A digital clock shows time in digits.

Let's make paper clocks!
Write the missing numbers and draw minute hand and hour hand in these paper clocks.

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 9 vedanta Excel in Mathematics - Book 3

We and Our Daily Lives - 1

O'clock time
The minute hand is at 12 and the hour hand is at 10.
It is 10 o'clock. We write it as 10:00.

Classwork – Exercise

1. Let's say and write the time shown by the clocks as quickly as possible.

a) b) c)

O' clock

4:00

Half past time
The minute hand is at 6 and the hour hand is in between 9 and 10.
It is half past 9.
We write it as 9:30.

2. Let's say and write the time shown by the clocks as quickly as possible.

a) b) c)

Half past 10 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

12:30

vedanta Excel in Mathematics - Book 3

We and Our Daily Lives - 1

Quarter past time

The minute hand is at 3 and the hour hand is in between 6 and 7.
It is quarter past 6. We write it as 6:15.

3. Let's say and write the time shown by the clocks as quickly as possible.

a) b) c)

Quarter past

11:15

Quarter to time
The minute hand is at 9 and the hour hand is in between 5 and 6.
It is quarter to 6. We write it as 5:45.

4. Let's say and write the time shown by the clocks as quickly as possible.

a) b) c)

Quarter to 11 vedanta Excel in Mathematics - Book 3

2:45

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

Minutes past and minutes to times

5 minutes to the hour 5 minutes past the hour
10 minutes to the hour 10 minutes past the hour

Quarter to the hour Quarter past the hour

40 minutes past the hour 20 minutes past the hour
35 minutes past the hour
25 minutes past the hour
Half past the hour

Classwork – Exercise

1. Let's say and write the time shown by the clocks as quickly as possible.

a) b) c)

5 minutes past 9 10 minutes to 6 f)
9 : 05 5 : 50

d) e)

2. Let's draw minute and hour hands to show the time.

a) b) c) d)

9 : 00 3 : 30 7 : 05 12 : 20

vedanta Excel in Mathematics - Book 3 12 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

a.m. (ante meridiem) and p.m. (post meridiem)
We write a.m. with the time in the morning. It starts from, 12:00 mid-night to 12:00 noon.
7 o'clock in the morning is 7:00 a.m.
We write p.m. with the time after 12:00 noon to 12:00 mid-night. So, we write p.m. for
afternoon, evening and night times. 7 o'clock in the evening is 7:00 p.m.

Timetable

Classwork – Exercise

At what time do you do these regular jobs usually? Let's write the digital time in a.m.
or p.m. Also, draw minute and hour hands to show the time.

Your wake up time in the morning

Your breakfast time

Your school time

Your study time in the evening

Your dinner time

Your bed time 13 vedanta Excel in Mathematics - Book 3

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

Days, weeks, months and year

Nepali Calendar 2078

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cfOt{ af/ ;f]daf/ d+unaf/ a'waf/ laxlaf/ z'qmaf/ zlgaf/ cfOt{ af/ ;fd] af/ d+unaf/ a'waf/ laxlaf/ z'qmaf/ zlgaf/ cfOt{ af/ ;f]daf/ du+ naf/ aw' af/ laxlaf/ z'qmaf/ zlgaf/

!@ # $ #) #! ! ! @# $ %
% ^ & * ( !) !! ^ & * ( !) !! !@
!@ !# !$ !% !^ !& !* @ # $ %^ & * !# !$ !% !^ !& !* !(
!( @) @! @@ @# @$ @% @) @! @@ @# @$ @% @^
@^ @& @* @( #) #! ( !) !! !@ !# !$ !% @& @* @( #) #!

!^ !& !* !( @) @! @@

@# @$ @% @^ @& @* @(

;fpg @)&* ebf} @)&* c;f]h @)&*

cfOt{ af/ ;fd] af/ du+ naf/ aw' af/ laxlaf/ zq' maf/ zlgaf/ cfOt{ af/ ;fd] af/ d+unaf/ aw' af/ laxlaf/ zq' maf/ zlgaf/ cfOt{ af/ ;fd] af/ d+unaf/ aw' af/ laxlaf/ z'qmaf/ zlgaf/

#! #@ !@ ! @# $ % #! ! @
^ & * ( !) !! !@ # $ % ^& * (
# $ % ^& * ( !# !$ !% !^ !& !* !( !) !! !@ !# !$ !% !^
@) @! @@ @# @$ @% @^ !& !* !( @) @! @@ @#
!) !! !@ !# !$ !% !^ @& @* @( #) #! @$ @% @^ @& @* @( #)

!& !* !( @) @! @@ @#

@$ @% @^ @& @* @( #)

sflt{s @)&* dl+ ;/ @)&* k'; @)&*

cfO{taf/ ;fd] af/ d+unaf/ a'waf/ laxlaf/ zq' maf/ zlgaf/ cfOt{ af/ ;f]daf/ d+unaf/ aw' af/ laxlaf/ z'qmaf/ zlgaf/ cfOt{ af/ ;f]daf/ du+ naf/ aw' af/ laxlaf/ z'qmaf/ zlgaf/

! @ #$ % ^ !@ # $ !@ #
& * ( !) !! !@ !# % ^ & * ( !) !! $ % ^ & * ( !)
!$ !% !^ !& !* !( @) !@ !# !$ !% !^ !& !* !! !@ !# !$ !% !^ !&
@! @@ @# @$ @% @^ @& !( @) @! @@ @# @$ @% !* !( @) @! @@ @# @$
@* @( #) @^ @& @* @( @% @^ @& @* @( #)

df3 @)&* kmfu'g @)&* rt} @)&*

cfO{taf/ ;f]daf/ d+unaf/ aw' af/ laxlaf/ z'qmaf/ zlgaf/ cfOt{ af/ ;fd] af/ d+unaf/ aw' af/ laxlaf/ zq' maf/ zlgaf/ cfOt{ af/ ;f]daf/ du+ naf/ aw' af/ laxlaf/ z'qmaf/ zlgaf/

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@ # $ %^ & * * ( !) !! !@ !# !$ ^ & * ( !) !! !@
( !) !! !@ !# !$ !% !% !^ !& !* !( @) @! !# !$ !% !^ !& !* !(
!^ !& !* !( @) @! @@ @@ @# @$ @% @^ @& @* @) @! @@ @# @$ @% @^
@# @$ @% @^ @& @* @( @( #) @& @* @( #)

English Calendar 2021

January 2021 SAT February 2021 SAT March 2021

SUN MON TUE WED THU FRI 2 SUN MON TUE WED THU FRI 6 SUN MON TUE WED THU FRI SAT
9 13
31 1 16 1 2 34 5 20 1 2 34 5 6
3 4 5 67 8 23 7 8 9 10 11 12 27 7 8 9 10 11 12 13
10 11 12 13 14 15 30 14 15 16 17 18 19 14 15 16 17 18 19 20
17 18 19 20 21 22 21 22 23 24 25 26 21 22 23 24 25 26 27
24 25 26 27 28 29 28 28 29 30 31

April 2021 May 2021 June 2021

SUN MON TUE WED THU FRI SAT SUN MON TUE WED THU FRI SAT SUN MON TUE WED THU FRI SAT

12 3 30 31 1 1 23 4 5
4 5 6 78 9 10 6 7 8 9 10 11 12
11 12 13 14 15 16 17 2 3 4 56 7 8 13 14 15 16 17 18 19
18 19 20 21 22 23 24 20 21 22 23 24 25 26
25 26 27 28 29 30 9 10 11 12 13 14 15 27 28 29 30

16 17 18 19 20 21 22

23 24 25 26 27 28 29

July 2021 SAT August 2021 SAT September 2021 SAT

SUN MON TUE WED THU FRI 3 SUN MON TUE WED THU FRI 7 SUN MON TUE WED THU FRI 4
10 14 11
12 17 1 2 3 45 6 21 12 3 18
4 5 6 78 9 24 8 9 10 11 12 13 28 5 6 7 8 9 10 25
11 12 13 14 15 16 31 15 16 17 18 19 20 12 13 14 15 16 17
18 19 20 21 22 23 22 23 24 25 26 27 19 20 21 22 23 24
25 26 27 28 29 30 29 30 31 26 27 28 29 30

October 2021 SAT November 2021 SAT December 2021 SAT

SUN MON TUE WED THU FRI 2 SUN MON TUE WED THU FRI 6 SUN MON TUE WED THU FRI 4
9 13 11
31 1 16 1 2 34 5 20 12 3 18
3 4 5 67 8 23 7 8 9 10 11 12 27 5 6 7 8 9 10 25
10 11 12 13 14 15 30 14 15 16 17 18 19 12 13 14 15 16 17
17 18 19 20 21 22 21 22 23 24 25 26 19 20 21 22 23 24
24 25 26 27 28 29 28 29 30 26 27 28 29 30 31

vedanta Excel in Mathematics - Book 3 14 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

Classwork – Exercise

1. Let's read the given calendars of 2078 B. S. and 2021 A.D. Say and write the
answers quickly.

a) Which is the New year month of Nepali calendar?

b) Which is the New year month of English calendar?

c) How many months are there in a year?

d) How many days are there in a week?

e) How many Saturdays are there in Mangsir 2078?

f) How many Sundays are there in April 2021?

g) How many days are there in 2021?

h) Write the month and day of your birthday in Nepali and English calendars.

Nepali calendar

English calendar

2. Let's make the calendars of your birthday month of this year.

Nepali year English year

Nepali month English month

cfOt ;f]d d+un a'w laxL z'qm zgL SUN MON TUE WED THUR FRI SAT
SUN MON TUE WED THUR FRI SAT

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 15 vedanta Excel in Mathematics - Book 3

We and Our Daily Lives - 1

Our Currency - Rupees and Paisa
Let's discuss about the answer of these questions.
What do we need to pay for buying goods?
What do we need to pay to get services from others?
What does a shopkeeper get by selling his/her goods?
Let's discuss with your friends about the importance of money in our daily lives.

Classwork – Exercise

1. Let's identify our coins and notes. Say and write the price of each item.

= Rs

= Rs
= Rs

= Rs

= Rs

Do you know? We write 1 rupee as Re 1 and 10 rupees as Rs 10.

vedanta Excel in Mathematics - Book 3 16 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

2. Let's say and write the answer as quickly as possible.
a) How many Rs 5 notes make a Rs 20 note?
b) How many Rs 5 notes make a Rs 50 note?
c) How many Rs 5 notes make a Rs 100 note?
d) How many Rs 5 notes make a Rs 500 note?
e) How many Rs 10 notes make a Rs 50 note?
f) How many Rs 10 notes make a Rs 100 note?
g) How many Rs 50 notes make a Rs 100 note?
h) How many Rs 50 notes make a Rs 500 note?
i) How many Rs 100 notes make a Rs 500 note?
j) How many Rs 100 notes make a Rs 1000 note?

3. Let's read the price of each item. Say and write the number of rupees notes
needed to buy the items.

a) Number of Rs 20 notes = and Rs 35
Number of Rs 5 notes = and Rs 80
Rs 360
b) Number of Rs 50 notes = vedanta Excel in Mathematics - Book 3
Number of Rs 10 notes =

c) Number of Rs 100 notes = and
Number of Rs 50 notes =
Number of Rs 10 notes = 17

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We and Our Daily Lives - 1

2. Let's count Nepali rupees notes. Say and write how many rupees altogether.
Write in numerals and in words.

a) Rs rupees.
b) Rs rupees.

c) Rs

rupees.

3. Let's read the tagged price of these articles in a shop. Say and write the price in
words.

Rs 450 Rs 385 Rs 672 Rs 732

a) Price of T-shirt is 18 rupees.
b) Price of frock is rupees.
c) Price of football is rupees.
d) Price of shoes is rupees.

vedanta Excel in Mathematics - Book 3 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

Measurement of length in non-standard units
Let's observe how we can measure the length of objects by using our ingers, hands and
foot.

Finger-width Hand-span Cubit Foot length

Finger-width, hand-span, cubit and foot length are the units of length. Length of the same
object may be different for the inger-width, hand-span, cubit and foot length of different
people. So, these are the non-standard units of length.

Classwork – Exercise

1. Let's use your inger-width, hand-span, cubit and foot-length to measure these
lengths.

a) Length of a pencil in inger-width is inger-widths

b) Length of a book in hand-span is hand-spans

c) Length of your desk or table in cubit is cubits

d) Width of a door in foot-length is foot-lengths

e) How many of you have the same measurements of lengths of these
objects?

Measurement of length in standard units

Now, let's use a ruler to measure the length of pencil, book, table and so on. How many
centimetres are the length of these objects?

Objects Length in cm
Pencil
Book
Table

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We and Our Daily Lives - 1

When we use ruler to measure the length of the same object, the measurement is always
equal. So, ruler is the standard instrument and centimetre is the standard unit of
measurement of length.

cm

It is a centimetre-scale It is a metre-scale

These are measuring tapes.
Centimeter-scale and meter-scale

A centimeter-scale measures the length of objects in centimetre and in millimetre. In
short, we write centimetre as cm and millimetre as mm.

3 cm

We measure the shorter lengths such as lengths of pencil, book, line segments in cm and
mm. Centimetre and millimetre are the standard units of length.
We use metre-scale and measuring tapes to measure the length of longer objects in metre
and centimetre. In short we write metre as m.

Do you know, how do we measure the longest length or distance between the places?
We measure the distance between the places in kilometre. We write kilometre as km.

vedanta Excel in Mathematics - Book 3 20 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

Classwork – Exercise
1. Let's use centimetre-scale and measure the lengths of the objects.

a) b)

The length of the pencil is The length of the book is
c) d)

The length of the brush is The length of the hand-span is

2. Let's use centimetre scale and measure the lengths of line segments.

A B P Q
AB = PQ =

Y
N

X M
XY = MN =

It's your time!

3. Let's draw two horizontal line segments of your measurements. Name the line
segments and write the lengths.

= 21 =

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We and Our Daily Lives - 1

Weight - How heavy an object is

Classwork – Exercise

1. Let's observe the things on the pan of the balances. Say and write which one is
heavier and lighter.

an apple

a pumpkin a pen a mobile

is heavier. is heavier.
is lighter. is lighter.
So, a pumpkin has more weight. So, a mobile has more weight.
An apple has less weight. A pen has less weight.

2. Let's guess which one has more weight and tick (√) it.

Book Laptop Bag Duster

3. Let's choose and circle the better estimate of the weight of objects.

a) b) c)

200 grams 25 grams 1 kilograms
100 grams
2 kilograms 250 grams

4. Let's say and write any two pairs of objects, one is heavier and another is lighter.

a) is heavier than

b) is heavier than

vedanta Excel in Mathematics - Book 3 22 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

5. Let's say and write which one is a pan balance, spring balance or a dial balance.

A balance A balance A balance

Remember! A heavier object has more weight than a
lighter object.

We use kilogram (kg) unit to measure the weight of heavy
objects. We use gram (g) unit to measure the weight of
lighter objects.

Classwork – Exercise

1. Let's observe the weights on a pan and objects on another pan of the balances.
Say and write the weight of objects in kg.

The weight of tomatoes is The weight of apples is

The weight of a cabbage is The weight of rice is

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 23 vedanta Excel in Mathematics - Book 3

We and Our Daily Lives - 1

Capacity

Classwork – Exercise

1. Let's observe the size of each vessel. Say and write which one can hold more
water (or liquid)?

cup bucket

rice-cooker bowl

can hold more water. can hold more water.

can hold less water. can hold less water.
So, a rice-cooker has more capacity. So, a bucket has more capacity.
A bowl has less capacity. A cup has less capacity.

2. Let's guess which one can hold more milk. Tick (√) the vessel which has more
capacity.

Jar Glass Bottle Jug

3. Let's choose and circle the better estimate of the capacity of vessels.

a) b) c)

100 millilitres 4 litres 200 litres
1 litre 400 millilitres 20 litres

vedanta Excel in Mathematics - Book 3 24 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Daily Lives - 1

4. Let's say and write any two pairs of vessels, one holds more water and another
holds less water.

a) can hold more water than a

b) can hold more water than a

The amount of liquid that a vessel can hold

when it is illed completely is called the
capacity of the vessel.

We use litre (l) to measure the higher 200ml 500ml 1l
capacity and millilitre (ml) to measure
the less capacity. Therefore, litre (l) and
millilitre (ml) are the units of capacity.

We use different standard jars to measure the capacity of vessels. We use these jars to
measure the amount of liquids like water, milk, oil and so on.

5. The given jars ill the given vessels completely with liquid. Let's say and write
the capacity of the vessels in litre.

a) b)

1l 1l 1l 2l
The capacity of the cooker is
The capacity of the jug is l l

c) d)
5l 5l

5l 2l 1l

5l 5l

The capacity of the jar is l The capacity of the bucket is l

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 25 vedanta Excel in Mathematics - Book 3

2Unit We and Our Surroundings

Shapes Around Us - Plane Shapes

Triangle, rectangle, square and circle are plane Corner A rectangle
shapes. A triangle A circle
A triangle has 3 corners.
A square has 4 corners. A square
A rectangle also has 4 corners.
A circle does not have any corner.
It is a curved and round surface.

Objects with triangular surface

The surface of a hanger for clothes is in the shape of a triangle.
So, it has triangular surface.

Classwork – Exercise

1. Let's identify the objects which have triangular surfaces.

ice-cream cone hanger funnel traf ic-board

a) b)

A has triangular surface. A has triangular surface.
c) d)

An has triangular surface. A has triangular surface.

vedanta Excel in Mathematics - Book 3 26 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Surroundings

Objects with rectangular and square surface

The surface of a book is in the shape of a rectangle.
So, the book has rectangular surface.

The surface of a cube is in the shape of a square.
So, the cube has square surface.

Classwork – Exercise
2. Let's identify the objects which have rectangular or square surfaces.

table die wall puzzle cube

a) b)

A has square surface. A has rectangular surface.

c) d)

A has rectangular surface. A has square surface.

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 27 vedanta Excel in Mathematics - Book 3

We and Our Surroundings

Objects with circular surface

The surface of a coin is in the shape of a circle.
So, it has circular surface.

Classwork – Exercise

3. Let's identify the objects which have circular surfaces.

ring bangle wheel coin

a) b)

A has circular surface. A has circular surface.

c) d)

A has circular surface. A has circular surface.

It's your time!
4. Let's observe around you. Write one object of each of the following shapes.

a) Triangular b) Square

c) Rectangular d) Circular

vedanta Excel in Mathematics - Book 3 28 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

We and Our Surroundings

Shapes around us - Solid Shapes

Cube, cuboid, cylinder, cone, sphere, Cubical Shape Cuboidal Shape Cylindrical Shape

pyramids, etc. are solid shapes.

A die is a cubical object. a die a brick a gas cylinder
A brick is a cuboidal object.

A gas cylinder is a cylindrical object. Spherical Shape Pyramidal Shape Conical Shape
An ice-cream cone is a conical object.

A football is a spherical object. a football a pyramid an ice-cream cone
A pyramid is a pyramidical object.

Classwork – Exercise

4. Let's identify the shape of the following objects.

cylindrical cuboidal spherical conical cubical pyramidal

a) b)

A tent has shape. A funnel has shape.
c) d)

A can has shape. A duster has shape.
e) f)

A puzzle cube has shape. The earth has shape.

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 29 vedanta Excel in Mathematics - Book 3

3Unit Counting and Writing Numbers

Numbers upto 1000 - Looking back

This is a story of the race of a rabbit and a tortoise. Once upon a time, a tortoise challenged
a rabbit to compete a race with him. They tossed a coin. Rabbit got the race of 5's and the
tortoise got the race of 10's. See the time and help them to complete the race by writing
the missing numbers. Who won the race?

vedanta Excel in Mathematics - Book 3 30 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Numbers upto 1000

Estimation!
Classwork – Exercise

1. Let's guess, how many marbles are there?

Now, count the marbles. Tell and write the
actual number of the marbles.

There are marbles.

How was your guessing?

Was your guessing close to the actual
number of marbles?

2. Let's guess, how many birds are
lying?

Now, count the lying birds. Tell
and write the actual number of
birds.

There are lying
birds.

Was your guessing close to the
actual number?

3. Let's guess, how many stories are
there in the buildings?

Now, count the number of stories in
the buildings. Tell and write the actual
number of stories.

There are stories.

Was your guessing close to the actual
number of stories of buildings?

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 31 vedanta Excel in Mathematics - Book 3

Numbers upto 1000

4. Let's read these vehicle's numbers. Say and write the numbers in words.

a) The car number is 527

b) The bus number is 904

c) The truck number is 816

383

d) The bike number is

5. Let's read these interesting facts. Re-write the number names in numerals.

a) Karnali is the longest river in Nepal. It is ive hundred seven kilometre (km)

long. Karnali river is km long.

b) The area of Chitwan National Park is about nine hundred ifty three square

kilometer. The area of Chitwan National Park is square km.

c) There are about one hundred twenty ive caste/ethnic groups in Nepal. There

are about caste/ethnic groups in Nepal.

It's your time !

6. Let's write any two numbers between 525 and 700 in numerals and in words.

Numerals Number names

a)

b)

vedanta Excel in Mathematics - Book 3 32 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Numbers upto 1000

Ones, tens and hundreds

Classwork – Exercise

1. Let’s count ones, tens and hundreds blocks. Say and write the number of blocks
as quickly as possible.

5 ones = 5 ones =

ones = 1 ten = 10 I got it!
1 ten = 10
2 tens = 20
3 tens = 30
4 tens = 40 and so on...

2 tens = 20 tens =

10 tens = 1 hundred = 100

hundreds = hundreds =
hundreds =
It's very easy!
1 hundred = 100
2 hundred = 200
3 hundred = 300
4 hundred = 400 and so on!!

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur hundreds =

33 vedanta Excel in Mathematics - Book 3

Numbers upto 1000

2. Let’s count ones, tens and hundreds blocks. Say and write the number of blocks
as quickly as possible.
a) b)

1 hundred 1 one = 101 1 hundred 4 ones =104

c) d)

hundred ones = 1 hundred 1 ten = 110
e)
f) hundred ten ones =
g) hundred tens ones =
h) hundreds tens ones =
hundreds tens ones =
i) hundreds tens ones =
j)

hundreds tens ones = 999

vedanta Excel in Mathematics - Book 3 34 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

Numbers upto 1000

3. Let's write the numerals.

a) One hundred seven b) Three hundred twenty-four

c) Four hundred seventy d) Seven hundred eighteen

e) Eight hundred forty-six f) Nine hundred ninety-nine

4. Let's listen to your teacher and write her 3-digit numbers.
a)

b)

5. Let's write the number names of these numerals.

a) 108

b) 259

c) 580

d) 692

e) 947

It's your time!
6. Let's write any four numbers between 480 and 999. Say and write the number

names.
a)
b)
c)
d)

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 35 vedanta Excel in Mathematics - Book 3

Numbers upto 1000

Digits and numbers
Classwork – Exercise

1. Let's say and write the digits in these numerals.

In 7, the digit is 7 and the number is also 7.
In 24, the digits are 2 and 4. The number is 24.
In 90, the digits are 9 and 0. The number is 90.

a) In 60, the digits are and . The number is .

b) In 138, the digits are , and . The number is .

c) In 905, the digits are , and . The number is .

2. Let's say and write the answer of these questions. We understood!
a) How many digits are there in 9? 706 is a three digit
b) How many digits are there in 85? number. 7, 0 and 6 are
the digits.

c) How many digits are there in 100?

d) How many digits are there in 706?

It's your time!
Let's write your digits and your numbers.

a) is one digit. A number is

b) and are two digits. A number is

c) and are two digits. A number is

d) , and are three digits. A number is

e) , and are three digits. A number is
4. How many things do these numbers represent?

a) 03 things b) 008 things c) 027 things

vedanta Excel in Mathematics - Book 3 36 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

4-digit Numbers

Thousands

Classwork – Exercise
1. Let's count the number of ones, tens, hundreds and thousands blocks. Then

write the numbers.

and 10 tens = 1 hundred
10 ones = 1 ten

10 hundreds = 1 thousand

1 thousand = 1000

How many digits are there in 1000?
What are the digits in 1000? the digits are , , and

1000 is a 4-digit number

2. Let's count the blocks of thousands.
a) b)

1 thousand = 1000 2 thousands = 2000
c)
d)

= 37 =

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur vedanta Excel in Mathematics - Book 3

4-digit Numbers

Ones, tens, hundreds and thousands

3. Let's count the number of thousands, hundreds, tens and ones. Say and write
the numbers as quickly as possible.

a) b)

1 1thousand one = 1001 thousand ones =

c) d)

thousand tens ones=1021 thousand tens ones =
e)
2214
It is two thousand two
hundred fourteen!

thousand hundreds ten ones = 3148
f) It is three thousand one
hundred forty-eight!

thousand hundreds tens ones =
g)

thousand hundreds tens ones =

vedanta Excel in Mathematics - Book 3 38 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

4-digit Numbers

Uses of abacus

Classwork – Exercise

1. Let's count the number of thousands, hundreds, tens and ones shown in abacus.
Say and write the numbers quickly.

a) Th H T O In 1001, there are 1
thousand 0 hundred 0 ten
1001 and 1 one.

One thousand one.

b) Th H T O 1007
It is one thousand seven!
1007

c) Th H T O In 2031, there are
2 thousands 0 hundred,
2031 3 tens and 1 one.

d) Th H T O 3140
It is three thousand one
3140 hundred forty.

Th H T O Four thousand two hundred
e) ϔifty-two is 4252.

4252 In 7425, there are 7 thousands,
4 hundreds, 2 tens and 5 ones.
f) Th H T O

7425

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 39 vedanta Excel in Mathematics - Book 3

4-digit Numbers

Drawing time!

2. Let's draw as many beads in abacus as the given number of thousands, hundreds,
tens and ones. Then, write the numerals.

Th H T O

One thousand six One thousand six is 1006.
a)

1006 Th H T O Two thousand two is 2002.
b) Two thousand two

c) Four thousand two hundred Th H T O The numeral 4200 is
Four thousand two hundred

d) Four thousand three hundred Th H T O Now, it's easy!
twenty-four 4324 is four thousand three
hundred twenty-four.
It is a 4-digit number.

e) Six thousand one hundred Th H T O
forty- ive

3. It's your time! Let's write 4-digit numbers of your choice. Say and write the
number names.

a)

b)

c)

vedanta Excel in Mathematics - Book 3 40 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

4-digit Numbers

4. Let's listen to your teacher and write the 4-digit numbers.

a)

b)
5. Let's write the numerals of these number names.

a) Two thousand four

b) Six thousand three hundred

c) Four thousand ifty
d) Eight thousand ninety-one

e) Seven thousand two hundred eighty

f) Nine thousand ive hundred sixty-two
6. Let's say and write the number names for these numerals.

a) 1002

b) 2020

c) 2460

d) 5700

e) 8691

7. Let's answer the following questions. tens
a) How many tens are there in 2078? hundreds
thousands
b) How many hundreds are there in 7913?
vedanta Excel in Mathematics - Book 3
c) How many thousands are there in 9026?

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 41

4-digit Numbers

Uses of place value table

Classwork – Exercise
1. Now, let's write the number of thousands, hundreds, tens and ones in the place

value table. Then, say and write the number names.
a) 4008 Th H T O

4 0 08

b) 6025 Th H T O

c) 8370 Th H T O

d) 5194 Th H T O

2. Again, let's write the numerals and number names.

a) Th H T O
1 0 01

b) Th H T O
3 0 40

c) Th H T O
9 3 24

It's your time!
3. Let's write any two 4-digit numerals. Show the numerals in place value table

and write the number names.
a) Th H T O

Th H T O 42 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur
b)

vedanta Excel in Mathematics - Book 3

4-digit Numbers

Place and place value

Let's take a 2-digit number, 45.

45 TO I got it!
45 45 = 40 + 5
4 tens = 40 5 ones = 5 40 5 54 = 50 + 4
and so on!!
Again, let's take a 3-digit number 313.

313 H TO

3 hundreds = 300 1 ten=10 3 ones=3 3 1 3

300 10 3

Now, let's take a 4-digit number, 1234.

1234 Th H T O
200 30 4 1 2 3 4
1000
1000 200 30 4

Again, in 2536 2536!
It is two thousand
The place of 2 is at thousands and its place value is 2000.
ϔive hundred
The place of 5 is at hundreds and its place value is 500. thirty-six.

The place of 3 is at tens and its place value is 30. vedanta Excel in Mathematics - Book 3

The place of 6 is at ones and its place value is 6.

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 43

4-digit Numbers

Classwork – Exercise

1. Let's show these numbers in place value tables. Say and write the place value of
each digit.

a) 27 b) 54 c) 76 d) 99
TO TO TO TO

27

20 7

318 643 832
e) H T O f) H g) H
TO TO

3 18

300 10 8

4261 5498
HT
h) Th HT O i) Th O

4 26 1
1
4000 200 60

7586 k) Th 9999 O
j) Th H T O HT

2. Let's see the place values. Then write the correct digits at it's place.

a) Th H T O b) Th H T O
1
2 439

2000 400 30 9 8000 700 20

3. It's your time! Let's write your 4-digit numerals. Say and write the place values
of the given places.

a) Numeral is , place value of the digit at hundreds place is

b) Numeral is , place value of the digit at thousands place is

vedanta Excel in Mathematics - Book 3 44 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

4-digit Numbers

4. Let's write the digits at their places. Then write the place value of each digit.

a) 2793 O= b) 5984 O=
T= T=
H= H=
Th = Th =

c) 8152 O= d) 9999 O=
T= T=
H= H=
Th = Th =

5. Let's read the place values. Then write the correct numerals.
a) b)

O= 7 O= 9

T= 20 T= 80
H= 400 H= 200

Th = 1000 Th = 4000

It's your time!
6. Let's write your 4-digit numbers. Write the place value of each digit.

a) b)

O= O=

T= T=

H= H=

Th = Th =

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 45 vedanta Excel in Mathematics - Book 3

4-digit Numbers

Expanded form of numbers

Let's study the following examples and learn to write a number in it's expanded form.

36 423 5184

TO H TO Th H T O

36 4 23 5 1 84

30 6 400 20 3 5000 100 80 4

36 = 30 + 6 423 = 400 + 20 + 3 5184 = 5000 + 100 + 80 + 4

Now, let's write these numbers in the expanded forms.

1. a) 27 = 20 + 7 b) 45 = + c) 63 = +

d) 55 = + e) 81 = + f) 99 = +

2. a) 126 = 100 + 20 + 6 b) 234 = ++

c) 518 = ++ d) 873 = ++

3. a) 1345 = 1000 + 300+ 40 + 5

b) 3962 = + ++

c) 7856 = + ++

Again, let's write the numbers which have the following expanded forms.

4. a) 30 + 8 = 38 b) 70 + 2 = c) 90 + 6 =

5. a) 200 + 40 + 3 = b) 300 + 60 + 9 =

6. a) 1000 + 100 + 20 + 5 = b) 4000 + 800 + 50 + 1 =

7. Let's write the place value of the digit inside the circle.

a) 4 7 28 b) 2 963 c) 58 1 9

d) 3 650 e) 910 9 f) 7 3 94

vedanta Excel in Mathematics - Book 3 46 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

4-digit Numbers

Comparison of numbers

Classwork – Exercise

1. Let's write the appropriate sign '=', '<' or '>' between these numbers to compare
them.

a) 5 8 b) 8 5 6 is less than 9 ‘ 6 < 9
c) 21 12 d) 12
9 is greater than 6 ‘ 9 > 6

21 126 is equal to 126 ‘ 126 = 126

e) 345 345 f) 435 435

Now, let's compare 4-digit numbers. 2538 3892
<
At irst, we should compare the digits at the highest
place. So, 2538< 3892

If the digits at the highest place are equal, then we 4601 4385
should compare the digits at the lower places. =
>

So, 4601> 4385

2. Now, let's put the appropriate sign '=', '<' or '>' in the blanks. Then compare the
numbers.

a) 3892 b) 3897 c) 8439 8471
2538 3654

So, 5126 4879 So, 3654 3897 So, 8439 8471

3. Let's put the appropriate sign '=', '<' or '>' between these numbers.

a) 3258 3258 b) 7120 6893 c) 5399 5712

d) 4680 4675 e) 9142 9147 f) 8216 7564

It's your time!
4. Look at the sign of comparison and write your 4-digit numerals.

a) < b) > c) =

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 47 vedanta Excel in Mathematics - Book 3

4-digit Numbers

Increasing and decreasing order of numbers
Classwork – Exercise

1. Let's arrange these numbers smallest to greatest.

56 28 28 The arrangement is in
45 29 increasing order.

2. Let's arrange these numbers greatest to smallest

180 160 150 The arrangement is in
150 190 decreasing order.

At irst, we compare the digits at the highest place of the numbers. If the digits are
same, then we compare the digits at the other places. Then we can arrange the
numbers in increasing or in decreasing order.

3. Now, let's arrange these 4-digit numbers in increasing and in decreasing orders.

a) 3000 2000 Increasing order 2000
7000 6000 Decreasing order 7000

b) 4600 4100 Increasing order
4900 4400 Decreasing order

c) 5960 5950 Increasing order
5980 5970 Decreasing order

d) 7321 8045 Increasing order
7231 8405 Decreasing order

It's your time!
4. Let's write your any three 3-digit numbers in increasing and in decreasing order.

a) Increasing order: , ,

b) Decreasing order: , ,

vedanta Excel in Mathematics - Book 3 48 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur

4-digit Numbers

Use of comparison of numbers in real life!
4. Let's read these problems carefully and answer them.

a) The population of a village A is 7954 and that of village B is 8015. Which village
has more population?

Village has more population than village .

b) The cost of a mobile is Rs 9250 and the cost of a watch is Rs 9175. Which one
is more expensive?
is more expensive.

c) Mother's daily income is Rs 800 and father's daily income is Rs 600. Mother
works only 4 days and father works 6 days in a week. Who will earn more
money in a week?
will earn more money in a week.

d) The height of Mount K2 in Pakistan is 8611 m, Mount Everest in Nepal is 8849m
and Mount Kanchanjunga in Nepal is 8586 m. Write the name of these world's
3 highest mountain in the decreasing order of their heights.
,,

e) The height of Mt. Makalu is 8481 m, Mt. Lhotse is 8516 m and Mt. Manaslu is
8163 m. Write the name of these mountains of Nepal in the increasing order of
their heights.

,, ,

2. It's your time! Let's write any three 4-digit numbers. Arrange them in increasing
order and in decreasing order.

a) Increasing order

, Decreasing order

b) Increasing order
, Decreasing order

Approved by Curriculum Development Centre, Sanothimi, Bhaktapur 49 vedanta Excel in Mathematics - Book 3

4-digit Numbers

The greatest and the least numbers
Classwork – Exercise

1. Let's make two numbers using the digits 1 and 2.

Two numbers are 12 and 21

Between these two numbers, write the greatest and the least numbers.

The greatest number is and the least number is

2. Now, let's practise to write the greatest and the least 2-digit numbers using the
given two digits.

Digits Greatest Least Digits Greatest Least
2 and 3 numbers numbers 5 and 8 numbers numbers

3 and 4 9 and 6

Did you investigate the rule to write the greatest and the least 2-digit numbers?
Let's take two digits 4 and 7 and arrange them in decreasing order to make a number.
It is 74 and it is the greatest number.
Again, arrange 4 and 7 in increasing order to make a number.
It is 47 and it is the least number.
3. Let's write the greatest and the least numbers by using these digits.

a) Greatest Least c) Digits Greatest Least
Digits numbers numbers numbers numbers

1, 2, 3 1, 2, 3, 4

4, 9, 7 8, 5, 2, 7

b) Greatest Least d) Greatest Least
Digits numbers numbers Digits numbers numbers

8, 6, 5 9, 2, 4, 7
7, 1, 4 6, 3, 8, 1

vedanta Excel in Mathematics - Book 3 50 Approved by Curriculum Development Centre, Sanothimi, Bhaktapur