Math 3

Prime

MATHEMATICS

Pragya Books & Distributors Pvt. Ltd.

Printing history
First Edition 2078 B.S.

Chief editor
Raj Kumar Mathema

Author
Dirgha Raj Mishra

Editors
Dhruba Narayan Chaudhary
Sibendra Karki
Narayan Shrestha
Uma Raj Acharya
Yam Bahadur Poudel
Bindu Kumar Shrestha
Bhakta Bdr Bholan
Ramesh Regmi

Language Editor
Mrs. Tara Pradhan

Layout and design
Desktop Team

© Publisher
All rights reserved. No part of this book, or designs and
illustrations here within, may be reproduced or transmitted in
any form by any means without prior written permission.

Price : 405/-

ISBN : 978-9937-0-2221-7

Printed in Nepal

Published by
Pragya Books & Distributors Pvt. Ltd.

Lalitpur, Nepal
Tel : 5200575
email : [email protected]

Preface

Prime Mathematics 3 is a distinctly outstanding mathematics series designed
according to new curriculum in compliance with Curriculum Development
Centre (CDC) to meet international standard in the school level mathematics.
The innovative, lucid and logical arrangement of the contents make book in their
series coherent. The representation of ideas in each volume makes the series not
only unique but also a pioneer in the evaluation of activity based mathematics
teaching.
The subject is set in an easy and child-friendly pattern so that students will
discover learning mathematics is a fun thing to do even for the harder problems.
A lot of research, experimentation and careful graduation have gone into the
making of the series to ensure that the selection and presentation is systematic,
innovative, and both horizontally and vertically integrated for the students of
different levels.
Prime Mathematics 3 is based on child-centered teaching and learning
methodologies, so that the teachers can find teaching this series equally enjoyable.
We are optimistic that, this series shall bridge the existing inconsistencies
between the cognitive capacity of children and the subject-matter.
We owe an immense dept of gratitude to the publishers (Pragya Books
team) for their creative, thoughtful and inspirational support in bringing about the
series. Similarly, I would like to acknowledge the tremendous support of editors
team, teachers, educationists and well-wishers for their contribution, assistance
and encouragement in making this series a success. I would like to express my
special thanks to Sachin Maharjan (Wonjala Desktop) for his sincere support of
designing part of the book.
We hope this book will be another milestone in the advancement of
teaching and learning mathematics in Nepal. We solicit feedback and suggestions
from teachers, students and guardians alike so that we can refine, and improvise
the series in the future editions.

– Authors



Contents

Unit 1 My Daily Life 7
Time 9
19
Unit 2 Knowledge of Numbers 20
2.1 Devanagari Numerals 24
2.2 Place Value 28
2.3 Four digit numbers 41
2.4 Five digit numbers 45
2.5 Comparison of Numbers 50
Comparison of numbers (5 digit numbers) 53
2.6 Formation of numbers using four digits 55
Use of comma while writing numbers 56
Odd and even numbers 58
2.7 Structure of numbers 62
Rounding off to nearest 10 and 100
69
Unit 3 Our Society 70
3.1 Ascending and descending order 72
3.2 Numbering system in our locality 74
3.3 Roman numerals 76
3.4 Fraction 79
Like and unlike fractions 82
Addition and Subtraction of fractions 86
3.5 Length
95
Unit 4 My Creation 97
4.1 Lines 101
4.2 Angles 109
4.3 Identifying geometrical shapes

Contents

Unit 5 Basic Operations on Mathematics 129
5.1 Addition 131
5.2 Subtraction 144
5.3 Multiplication 159
5.4 Division 179

Unit 6 Our Daily Life 193
6.1 Time 194
199
6.2 Calendar
209
Unit 7 Communication, Technology and Market 210
7.1 Money 219
7.2 Capacity 224
7.3 Measurement of Length 231
7.4 Weight 239
7.5 Pictograph
245
Unit 8 Measurement
Area 246 253
254
Unit 9 Additional Chapter 258
9.1 Set

9.2 Algebra

1Unit

MY DAILY LIFE

Estimated periods - 8

Objectives

At the end of this unit, students will be able to:
tell time in hours, minutes and seconds and in digital format.
tell the time with A.M. and P.M.
convert the times from one unit to another.

Teaching Materials

Wrist watch, clock, model of clock etc.

Activities

It is better to:
discuss with the students to tell time showing watch, clock, model clock.
discuss and perform the activities of conversion of time from one unit to
another (seconds, minutes, hours, days, weeks, months, years etc).
ask the students to perform the problem on addition and subtraction of
times as in given in the curriculum prescribed by CDC.

Mathematics 3 Approved by CDC 7

11 12 1 Clock tell us (weak up)2
10 2 It's time of 6 o'clock.

93 Clock tell us (breakfast)2
It's time of 7 o'clock.
84
765 Clock tell us (homework)2
It's time of 8 o'clock.
11 12 1 11 12 1
10 2 Clock tell us (school)2 10 2
It's time of 9 o'clock. 93
93 84
Clock tell us (lunch)2
84 It's time of 12 noon. 765
765
Clock tell us (4 o'clock)2 11 12 1
11 12 1 It's time of home. 10 2
10 2 93
9 3 84

84 765
765
11 12 1
10 2
93
84

765

8 Approved by CDC Mathematics 3

Time

See, feel and learn.

The face or dial of a clock or watch is Minute hand
numbered from 1 to 12. It consists of a short Hour hand
hand or hour hand to indicate hours, a long Winding screw
hand or minute hand to indicate minutes and a Second hand
thin hand or second hand to indicate seconds. Face or dial
Counting starts from 12 or 0 and the hands
move towards right from 12. 11 12 1
10 2
Prashun, What time is it now? 93
It's a time to go to school. 84

765

Mom, 9 o'clock. Yes, it is
the time to go to school.

Here, Hour hand is at 9 and minute hand is at 12. It means the time
is 9 o'clock.

It's a time of home after 11 12 1
school? Did you bunck? 10 2

93

84
765

No, mom.
It is half past four.
It is the actual time after

school.

Here, Hour hand is in between 4 and 5 and minute hand is at 6.
It means it is 4:30 o'clock. It is called half past four.

Mathematics 3 Approved by CDC 9

Hour hand, minute hand and second hand. 11 12 1
In the given clock 10 2
Shortest hand is hour hand.
Longest hand is minute hand. 93
Thinkest hand is second hand.
84
• Hour hand makes one complete rotation in 12 hours. 765

• Minute hand makes one complete rotation in 60 minutes.

• Second hand makes one complete rotation in 60 seconds.

We know the relations: 11 12 1
1 minute = 60 seconds 10 2
1 hour = 60 minutes = (60 × 60) seconds
93

84
765

In the given clock,

Hour hand is in between 9 and 10.

Minute hand is at 4 → 20 minutes

Second hand is at 1 → 5 seconds

Hence, it is written as 20 minutes and 5 seconds past 9

It is also written in digital form → 9 : 20 : 05

Also, observe the clock. 11 12 1
Hour hand is in between 2 and 3. 10 2
Minute hand is at 8 → 40 minutes
Second hand is at 10 → 50 seconds 93
Time : 40 minute and 50 second past 2.
It is also written in digital form → 2 : 40 : 50 84
765

Telling time

We tell the time in hours and minutes indicated by the hour hand and minute hand.

11 12 1 Hour hand is nearly at 12 and the minute hand is at 1.
10 2 It is 5 minutes past 12 or 5 past 12
We write 12:05
93

84
765

10 Approved by CDC Mathematics 3

11 12 1 It is 15 minutes past 12 or 15 past 12
10 2 [Quarter past 12]
93 We write 12:15
84
It is 30 minutes 40 seconds past 3.
765 We write 3:30:40

11 12 1 It is 45 minutes and 50 seconds past 12 or 14 minutes
10 2 and 10 seconds to 1
93 We write 12:45:50
84
It is 1 o’clock because minute and second hands both
765 are at 12 and hour hand is at 1.
We write 1:00 o'clock.
11 12 1
10 2 It is 50 minutes past 5 or 10 minutes to 6
93 We write 5:50
84
It is 55 minutes and 30 seconds past 3 or 4 minutes
765 and 30 seconds to 4
We write 3:55:30
11 12 1
10 2
93
84

765

11 12 1
10 2
93
84

765

11 12 1
10 2
93
84

765

Dear students,
Second hand makes one complete rotation

in 60 seconds. It is called one minute.
Where, 1 minute = 60 seconds
Similarly, Minute hand makes one
complete rotation in 60 minutes.
It is called one hour.
Where, 1 hour = 60 minutes

Mathematics 3 Approved by CDC 11

Convert 3 hours into minutes Convert 2 minutes into seconds
1 hour = 60 minutes 1 minute = 60 seconds
3 hours = 60 × 3 minutes 2 minutes = 60 × 2 seconds
= 180 minutes = 120 seconds

Convert 2 hours into seconds Convert 240 seconds into minutes
1 hour = 60 × 60 seconds 60 seconds = 1 minute
2 hours = 60 × 60 × 2 seconds 240 seconds = 240 ÷ 60 minutes
= 7200 seconds = 4 minutes

In a day, the hour hand makes two revolutions (rotation). Time before noon [mid
night to mid day] is called ante meridiem or A.M. meaning before noon and the
time after noon [Mid day to mid night] is called post meridiem or P.M. meaning
after noon.

This clock is showing the time in the morning. 11 12 1
It is 25 minutes past 2 in the morning. 10 2
We write 2:25 A.M.
93

84
765

This clock is showing the time in the evening. 11 12 1
It is 15 minutes to 8 in the evening. 10 2
We write 7:45 P.M.
93

84
765

See, feel, learn and do.

Nima,
Can you say time to come to school
from your home?
How many steps have to be covered?

Yes sir,
In one second I move one step and 10
minutes is needed to reach school.
Hence, I have to covered
10 × 60 = 600 seconds

= 600 steps.

12 Approved by CDC Mathematics 3

Pranisha can jump 1 time in 1 second. How much time is taken to jump 15 times?

Time taken to jump 1 time = seconds

Time taken to jump 15 times = × seconds

= seconds.

Karishma can read one page of a book in 5 minutes. How many time is taken by
her to read a book of 50 pages?

Time taken to read 1 page = minutes

Time taken to read 50 pages = × minutes

= minutes.

Ram Dayal claps two times in one second. How many times can he claps in one
minute?

In one second, he claps = times

In one minute, he claps = × times

= times

See, feel and do.

1. Write the time shown by the given clocks:

11 12 1 5 minutes past 4 11 12 1 15 minutes and 45
10 2 4:05 10 2 seconds past 7

93 93

84 84
765 765

11 12 1 11 12 1
10 2 10 2

93 93

84 84
765 765

11 12 1 11 12 1
10 2 10 2

93 93

84 84
765 765

Mathematics 3 Approved by CDC 13

2. Draw the hour and minute hands to show to the given time.

11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
93 93 93
84 84 84

765 765 765

6 O’clock Quarter past 8 Half past 4

11 12 1 11 12 1 11 12 1
10 2 10 2 10 2
93 93 93
84 84 84

765 765 765

2 : 35 7 : 05 12: 55

3. Provide A.M. or P.M. for the following times and write down the time
as indicated in the given clock.

(a) It is time to get up. (b) Today it’s a little late for
my breakfast.
11 12 1
10 2 11 12 1
93 10 2
84 93

765 84
765
The time is 6:00:50 o'clock.
It is AM The time is o'clock.
It is

(c) Today is Friday. Students are (d) School is just over.
at the special assembly.
11 12 1
11 12 1 10 2
10 2 93
93 84

84 765
765
o'clock.
The time is o'clock. The time is
It is It is

14 Approved by CDC Mathematics 3

(e) The family is having dinner (f) Good night. Have a nice sleep.

together.

11 12 1 11 12 1
10 2 10 2
9 3 9 3

84 84
765 765

The time is o'clock. The time is o'clock.
It is It is

4. Rewrite the following times using A.M. or P.M.

(a) 5:40 in the morning. 11 12 1
(c) quarter past 9 in the evening. 10 2
(e) Half past 2 in the afternoon.
(b) 10 minutes to 7 in the evening. 93
(d) Quarter to 6 in the evening.
(f) 25 minutes past 9 at night. 84
(g) 12 noon. 765

11 12 1
10 2

93

84
765

11 12 1
10 2
9 3

84
765

5. Place the hour, minute and second hands of clock in the following
clock where the activities of a student in a day is given.

a) b)

11 12 1 11 12 1
10 2 10 2

93 93

84 84
765 765

Weak up time Breakfast time
6:00:00 O'clock. 7:15 : 40 O'clock.

Mathematics 3 Approved by CDC 15

c) d)

11 12 1 11 12 1
10 2 10 2
93 93
84 84

765 765

School time Lunch time
9:30:45 O'clock. 11:15 : 30 O'clock.

e) f)

11 12 1 11 12 1
10 2 10 2
93 93
84 84

765 765

Tiffin time Home time
1:10:00 O'clock. 4:00 : 00 O'clock.

g) h)

11 12 1 11 12 1
10 2 10 2
93 93
84 84

765 765

Dinner time Bed time
7:30:20 O'clock. 8:30 : 10 O'clock.

6. Convert the following times into seconds.

(a) 4 minutes (b) 2 minutes

1 minute = 60 seconds
4 minutes = 60 × 4 seconds
= 240 seconds

16 Approved by CDC Mathematics 3

(c) 4 hours (d) 5 hours




(e) 6 hours (f) 6 minutes




7. Convert the following time into minutes.

(a) 4 hours (b) 360 seconds




(c) 120 seconds (d) 6 hours




(e) 300 seconds (f) 8 hours





8. Match the followings. 20 hours
10 minutes
a) 5 hours 300 minutes
b) 360 minutes 6 hours
c) 600 seconds 10800 seconds
d) 3 hours
e) 1200 minutes

Mathematics 3 Approved by CDC 17

Unit Revision Sheet

1. A boy can jump one time in one second. How many times he can jump
in one minute.

One second = 1 jump
One minute =

2. How many times second hand of a clock jerks in one minute?

11 12 1 One second = 1 jerks
10 2 One minute =

93

84
765

3. Draw the second hand minute hand and hour hand in the given clock.

11 12 1 2:20:30 o'clock 11 12 1 3:30:50 o'clock
10 2 10 2

93 93

84 84
765 765

4. Write down the time form the given clocks.

11 12 1 It is 11 12 1 It is
10 2 10 2

93 93

84 84
765 765

5. Answer the followings.
i) 3:15 o'clock. It is
ii) It is quarter to 5

6. Convert the followings.
i) There are × = seconds in 2 minutes.
ii) There are × = minutes in 5 hours

18 Approved by CDC Mathematics 3

2Unit

KNOWLEDGE OF NUMBERS

Estimated periods - 12

Objectives

At the end of this unit, students will be able to:
count, read and write the numbers up to 5 digits in the Devanagari and
Hindu-Arabic System.
use of comma in correct places.
write the numbers in words and vice versa upto 5 digits.
say the place value of the digits of a 5 digits number and to represent in
place value table.
round off the numbers to the nearest 10 and to the nearest 100.
recognize the greater and smaller numbers.

Teaching Materials

Number line, number chart, place value chart, geo-board, abacus, patterns
of objects etc.

Activities

It is better to:
give the concept of 1000 through discussion and have the students write
1000, 2000, 3000 .........., 9000
teach students to put comma in between hundred place and thousand
place and after every two digits in Devanagari and Hindu-Arabic System.
represent the given number in place value chart and identifying greater
and smaller numbers

Mathematics 3 Approved by CDC 19

2.1 Devanagari Numerals

;V+ ofx?nfO{ bj] gfu/L lnkLdf ?kfGt/0f ug{ ;V+ ofª\s / ;+VofnfO{ gk] fnL cIf/df n]Vg] cEof;sf] nfuL
tnsf] tflnsf lbOPsf] 5 . ;f] sf] cWoog ul/ ljBfyL{x?nfO{ n]v/] tof/L ug{sf] nfuL of] pkoQ' m x'g]5 .

Hindu Devanagari Nepali Hindu Devanagari Nepali
Arabic words Arabic words
1 ! 24 @$
2 @ Ps 25 @% rf}aL;
3 # b'O{ 26 @^ kRrL;
4 $ tLg 27 @& 5AaL;
5 % rf/ 28 @* ;QfO;
6 ^ kfFr 29 @( c7\7fO;
7 & 5 30 #) pgGtL;
8 * ;ft 31 #! tL;
9 ( cf7 32 #@ PstL;
10 !) gf} 33 ## aQL;
11 !! bz 34 #$ t]QL;
12 !@ P3f/ 35 #% rf}+lt;
13 !# afx| 36 #^ k+}lt;
14 !$ t]x| 37 #& 5QL;
15 !% rfw} 38 #* ;t+} L;
16 !^ kGw| 39 #( c7t\ L;
17 !& ;f]x| 40 $) pgGrfnL;
18 !* ;q 41 $! rfnL;
19 !( c7f/ 42 $@ PsrfnL;
20 @) pGgfO; 43 $# aofnL;
21 @! aL; 44 $$ lqrfnL;
22 @@ PSsfO; 45 $% rjfnL;
23 @# afO; 46 $^ kt+} fnL;
tO] ; 5ofnL;

20 Approved by CDC Mathematics 3

Hindu Devanagari Nepali Hindu Devanagari Nepali
Arabic words Arabic words
47 $& 74 &$
48 $* ;tr\ fnL; 75 &% rfx} Q/
49 $( c7\rfnL; 76 &^ krxQ/
50 %) pgGkrf; 77 && 5oxQ/
51 %! krf; 78 &* ;txQ/
52 %@ PsfpGg 79 &( c7xQ/
53 %# afpGg 80 *) pgf;L
54 %$ lqkGg 81 *! c;L
55 %% rfj} Gg 82 *@ Psf;L
56 %^ krkGg 83 *# aof;L
57 %& 5kGg 84 *$ lqof;L
58 %* ;GtfpGg 85 *% rf/} f;L
59 %( cG7fpGg 86 *^ krf;L
60 ^) pgG;f7L 87 *& 5of;L
61 ^! ;f7L 88 ** ;tf;L
62 ^@ Ps;¶L 89 *( c7f;L
63 ^# a};¶L 90 () pgfGgAa]
64 ^$ lq;¶L 91 (! gAa]
65 ^% rf};¶L 92 (@ PsfgAa]
66 ^^ k}+;¶L 93 (# aofgAa]
67 ^& 5};¶L 94 ($ lqofgAa]
68 ^* ;t;¶L 95 (% rf}/fgAa]
69 ^( c7;¶L 96 (^ kGrfgAa]
70 &) pgG;Q/L 97 (& 5ofgAa]
71 &! ;Q/L 98 (* ;GtfgAa]
72 &@ PsxQ/ 99 (( cG7fgAa]
73 &# axQ/ 100 !)) pgfGzo
lqxQ/ Ps ;o

Mathematics 3 Approved by CDC 21

See, feel and do.

x]/, k9 / l;s .

xhf/ ;o bz Ps xhf/ ;o bz Ps
%) ) % #%#&
= %))%
kfFr xhf/ kfFr . = #%#&
tLg xhf/ kfFr ;o ;tF} L;

!= :yfgdfg tflnsf e/L cIf/df n]v .

s_ @@)! bz Ps v_ $^@%
xhf/ ;o ) ! xhf/ ;o bz Ps
@@
3_ %#&%@
bO' { xhf/ b'O{ ;o Ps b;xhf/ xhf/ ;o bz Ps

u_ !)!)%
b;xhf/ xhf/ ;o bz Ps

ª_ *@^%(
b;xhf/ xhf/ ;o bz Ps

@= ;V+ ofdf nv] . Mathematics 3
s_ k};77\ L xhf/ rf/ ;o aQL;
v_ PsfpGg xhf/ kfFr;o kfrF

22 Approved by CDC

u_ k}tL; xhf/ 5kGg *(!*
3_ c7f;L xhf/ Ps ;o rf/} fgAa ] @%@*
ª_ lqxTt/ xhf/ 5 ;o $**(
#&^#
#= tnsf ;+VofnfO{ cIf/df nv] . %$#%
s_ %%%)
v_ *#$@! 23
u_ ^*($
3_ &)!)%
ª_ (((((

$= h]f8f ldnfpg'xf];\
s_ kfrF xhf/ rf/ ;o kl} t;
v_ ltg xhf/ ;ft ;o lq;7\7L
u_ cf7 xhf/ gf} ;o c7f/
3_ bO' { xhf/ kfFr ;o c77\ fO;{
ª_ rf/ xhf/ cf7 ;o pgfGgAa ]

Mathematics 3 Approved by CDC

2.2 Place Value

Number Name and Devanagari numbers.

Can you tell the digits used The digits used in the
in the number 1294? number 1294 are 1, 2,

9 and 4.

Can you write 1294 Yes we write it as:
in expanded form? 1294 = 1 thousand

+ 2 hundred +
9 tens + 4 ones

What is the place value of 1 in 1294? Sorry sir,
What is the place value of 2 in 1294 I don’t know.
What is the place value of 9 in 1294?
and
What is the place value of 9 in 1294?

The place value of 1 in 1294 is 1 thousand
that is 1000.The place value of 2 in 1294 is
2 hundred that is 200.The place value of 9 in
1294 is 9 tens that is 90.
The place value of 4 in 1294 is 4 ones that is 4.

Thank you sir.

24 Approved by CDC Mathematics 3

In the number 3197, the digits are 3, 1, 9 and 7.
In expanded form, 3197 = 3 thousands + 1
hundred + 9 tens + 7 ones
The place value of 3 is 3 thousands, the place
value of 1 is 1 hundred, the place value of 9 is 9
tens and the place value of 7 is 7 ones in 3197.

Similarly, in the number 8725, the digits are 8, 7, 2 and 5. Let’s
write it in the expanded form.
8725 = 8 thousand + 7 hundred + 2 tens + 5 ones
So, the place value of 8 is 8 thousands, the place value of 7 is 7
hundred, the place value of 2 is 2 tens and the place value of 5 is
5 ones.

• It is called as number name.
Eight thousand seven hundred and twenty five.

• It is cf7 xhf/ ;ft ;o klRr; in Devnagari.

Could you say what is the I don’t know.
place value of 7 in the Sir!
number 47465.

The digit 4 is in ten thousands place.
So, its place value is 4 ten thousand (40000).
The digit 7 is in thousands place.
So, its place value is 7 thousand (7000). Similarly, 4 is in the place of hundred.
So, its place value is 400. 6 is in the place of ten so, it’s place value is 6 tens
i.e. 60.The place of 5 is one so, it's place value is 5. But the face value of 4, 7,
4, 6 and 5 in the number 47465 are 4, 7, 4, 6 and 5 respectively.

Let’s find the place value and face value of
the digits used in the number 32,498. First represent it

in a place value table.

Ten thousands Thousands Hundreds Tens Ones
3 2 4 98

Mathematics 3 Approved by CDC 25

3 is in ten thousands place so, its place value is 3 ten thousands that means
30,000. But its face value is 3.

2 is in thousands place so, its place value is 2 thousands that means 2,000. But
its face value is 2.

4 is in hundreds place.Therefore its place value is 4 hundred or 400. Its face value
is 4. 9 is in tens place. So, its place value is 9 tens or 90. Its face value is 9.

Similarly, 8 is in ones place so, its place value is 8 ones or 8. Its face value is also 8.

See, feel and do.

1. Write in words:

2107 = _T_w_o_t_h_o_u_s_a_n_d_o_n_e__h_u_n_d_r_e_d_a_n_d__se_v_e_n_ _b_'O_{ _x_h_f_/__Ps___;_o__;_f_t_

3120 = _______________________________ __________________
5375 = _______________________________ __________________
4786 = _______________________________ __________________
7898 = _______________________________ __________________
9000 = _______________________________ __________________
8628 = _______________________________ __________________
9700 = _______________________________ __________________
6582 = _______________________________ __________________
2286 = _______________________________ __________________

2. Write the numerials and in words in the boxes as shown in example.

One thousand one hundred and five = 1105 Ps xhf/ Ps ;o kfFr

Three thousand two hundred and fifteen =

Five thousand three hundred and forty eight =

Six thousand seven hundred and seventy four =

Nine thousand Nine hundred and eighty seven =

Seven thousand Eight hundred and ninety nine =

26 Approved by CDC Mathematics 3

3. Expand as shown in the example:

2157 = 2000 + 100 + 50 + 7 8129 = + ++
9211 = + ++
5482 = + ++ 7469 = + ++
4592 = + ++
3623 = + ++

7840 = + ++

4. Fill in the boxes as shown below:

3117 = 3 thousand 1 hundred 1 ten 7 ones

7525 = thousand hundred ten ones

4735 = thousand hundred ten ones

9887 = thousand hundred ten ones

2695 = thousand hundred ten ones
8995 = thousand hundred ten ones

5. Write the place value of digit 3 of each number given below:

7430 3450

4673 9368

67430 34590

73474 93688

6. Write the place value and face value of the underlined digit.

Place value Face value Place value Face value

9943 4901

8956 3249

6740 2195

7845 1957

5495 2451

Mathematics 3 Approved by CDC 27

2.3 Four digit numbers

See, feel and learn.

We have learnt that 10
ones make 1 ten and 10 tens make 1
hundred. Could you say how many hundreds

make 1 thousand?

Thank you. Yes, I know. 10
hundreds make 1

thousand.

Using blocks

one 1 ten 1 hundred 1 thousand

28 10 ones = 1 ten
10 tens = 1 hundred
10 hundreds = 1 thousand = 1000

Approved by CDC Mathematics 3

Number using rooms

Thousand Hundred Tens One

2 3 4 7 2,347
Two thousand three hundred and fourty seven.

Could you say the smallest
number made of two digits?

The smallest number
made of two digit is 10.
But why not oo and o1?

HaHaaaa...

00 and 01 represent 0 and 1 only
which is of single number.

What is the greatest number of
two digits? Is 999 the greatest

number of three digits?

Good! Thank you. I know the greatest number of two
999 is the greatest digits is 99. But, 999 is the greatest
numbers of three
number of three digits.
digits.

Mathematics 3 Approved by CDC 29

Thus, we have learnt that the greatest
number of three digits is 999, the smallest number of

two digits is 10 and the smallest number
of three digits is 100.

If we observe the numbers the number
that comes just after 999 is 1000 which is a four
digit number. It is the smallest number of 4 digits and 9999
is the greatest number of four digits. Let’s show some

four digit numbers in place value system.

xhf/ ;o bz Ps

Thousand Hundred Tens Ones

11 02 The digit in ones place is 2,
1,102 the digit in tens place is 0, the digit
!!)@ in hundred place is 1 and the digit in

thousand place is 1. So,
the number is 1102.

One thousand one hundred and two.

Ps xhf/ Ps ;o bO' {

xhf/ ;o bz Ps

Thousand Hundred Tens Ones

41 23 The digit in ones place is 3,
4,123 the digit in tens place is 2, the digit
$!@#
in hundred place is 1 and
the digit in thousand place is 4. So,

the number is 4123.

Four thousand one hundred and twenty three.

rf/ xhf/ Ps ;o t]O;

30 Approved by CDC Mathematics 3

xhf/ ;o bz Ps The digit in ones place is 4,
the digit in tens place is 3, the digit in hundred
Thousand Hundred Tens Ones place is 5 and the digit in thousand place is 2.

25 34 So, the number is 2534.
2,534
@%#$ Two thousand five hundred and thirty four.

b'O{ xhf/ kfFr ;o rf}Flt;

xhf/ ;o bz Ps The digit in ones place is 5,
the digit in tens place is 6, the digit in hundred
Thousand Hundred Tens Ones place is 3 and the digit in thousand place is 7.

73 65 So, the number is 7365.
7,365
&#^% Seven thousand three hundred and sixty five.

;ft xhf/ ltg ;o k;} ¶L

xhf/ ;o bz Ps The digit in ones place is 6,
the digit in tens place is 8, the digit in hundred
Thousand Hundred Tens Ones place is 2 and the digit in thousand place is 5.

52 86 So, the number is 5286.
5,286
%@*^ Five thousand two hundred and eighty six.

kfFr xhf/ b'O{ ;o 5of;L

xhf/ ;o bz Ps The digit in ones place is 7,
the digit in tens place is 1, the digit in hundred
Thousand Hundred Tens Ones place is 5 and the digit in thousand place is 1.

So, the number is 1517.

15 17 One thousand five hundred and seventeen.
1,517
!%!& Ps xhf/ kfFr ;o ;q

Mathematics 3 Approved by CDC 31

Four digits numbers using blocks

5 thousand 2 hundred 8 tens 6 ones

1 thousand 5 hundred 1 tens 7 ones

2 thousand 6 hundred 3 tens 8 ones

7 thousand 2 hundred 4 tens 9 ones
Approved by CDC Mathematics 3
32

Four digits numbers using place value table

Thousand Hundreds Tens Ones 3,543
3 5 43

Three thousand five hundred and fourty three.

Thousand Hundreds Tens Ones 2, 178
2 1 78

Two thousand one hundred and seventy eight.

Thousand Hundreds Tens Ones 4,159
4 1 59

Four thousand one hundred and fifity nine

Thousand Hundreds Tens Ones 2,000
2 0 00

Two thousand.

Thousand Hundreds Tens Ones 7,810
7 8 10

Seven thousand eight hundred and ten.

Thousand Hundreds Tens Ones 3,780
3 7 80

Three thousand seven hundred and eighty.

Thousand Hundreds Tens Ones 1,540
1 5 40

One thousand five hundred and fourty.

Mathematics 3 Approved by CDC 33

Four digits numbers using rooms and devanagari numbers.

Thousand Hundred Tens One

3 54 0
3,540 Three thousand five hundred and fourty.
#%$)
Thousand Hundred Tens
One

2 34 7
2,347 Two thousand three hundred and fourty seven.
@#$&
Thousand Hundred Tens
One

1 32 5
1,325 One thousand three hundred and twenty five.
!#@%
Thousand Hundred Tens
One

4 44 4
4,444 Four thousand four hundred and fourty four.
$$$$
34
Approved by CDC Mathematics 3

See, feel and do.

1. Observe the given abacus and fill the boxes as given in the example.

a xhf/ ;o bz Ps One thousand three hundred and
twenty five.
Thousand Hundred Tens Ones

13 25 Ps xhf/ ltg ;o klRr;
1,325
!#@%

b xhf/ ;o bz Ps

Thousand Hundred Tens Ones

45 03
4,503
$%)#

c xhf/ ;o bz Ps

Thousand Hundred Tens Ones

59 12
5,912
%(!@

d xhf/ ;o bz Ps

Thousand Hundred Tens Ones

92 51 35
9,251
(@%!
Mathematics 3
Approved by CDC

2. Observe the given abacus and fill the boxes as given in the example.

a xhf/ ;o bz Ps rf/ xhf/ Ps ;o pgGtL;

Thousand Hundred Tens Ones

$ ! @( Four thousand One hundred and
$,!@( twenty nine.

c xhf/ ;o bz Ps

Thousand Hundred Tens Ones

^ # %&
^,#%&

d xhf/ ;o bz Ps

Thousand Hundred Tens Ones

$ ( )!
$,()!

e xhf/ ;o bz Ps

Thousand Hundred Tens Ones

& % ^* Mathematics 3
&,%^*

36 Approved by CDC

3. Expand and write in words:
4236 = 4 thousands + 2 hundreds + 3 tens + 6 ones
5019 = thousands + hundred + ten + ones
6740 = thousands + hundreds + tens + one
8938 = thousands + hundreds + tens + ones
9883 = thousands + hundreds + tens + ones

4. Write as shown in the example given below and write in words:
4 thousands + 5 hundreds + 0 ten + 3 ones = 4503
Four thousand five hundred and three.
5 thousands + 9 hundreds + 1 ten + 2 ones =

7 thousands + 0 hundred + 3 tens + 5 ones =

8 thousands + 5 hundreds + 9 tens + 4 ones =

9 thousands + 2 hundreds + 5 tens + 1 one =

Mathematics 3 Approved by CDC 37

5. Write the numbers in expanded form and also in words:

5290 = 5000 + 200 + 90 + 0
Five thousand two hundred and ninety.

6945 = + + +

7012 = + + +

8567 = + + +

9446 = + + +

6. Write in short form and also in words:
9000 + 400 + 50 + 2 = 9452
Nine thousand four hundred and fifty two.
8000 + 300 + 40 + 3 =

7000 + 500 + 30 + 4 =

6000 + 600 + 00 + 5 =

4000 + 800 + 70 + 6 =

7. Write the continued numbers as given in the example below:

1250, 1251 , 1252 , 1253 , 1254 .

2379, , , , .

3000, , , , .

38 Approved by CDC Mathematics 3

4991, , , , .
8182, , , , .
9014, , , , .

8. Count by 10’s and fill in the boxes:

1000, 1010 , 1020 , 1030 , 1040 .

1538, , , , .

2649, , , , .

3758, , , , .

4829, , , , .

5837, , , , .

9. Count by 100’s and fill in the boxes:

2000, 2100 , 2200 , 2300 , 2400 .
, .
3538, , , , .
, .
4349, , , , .
, .
5558, , ,

6429, , ,

7337, , ,

10. Write the vehicles' number.

It is It is 39
Mathematics 3 Approved by CDC

It is It is

11. Perform the following task as shown in the example:

Th H T O 3452 Three thousand four hundred
3452 and fifty two.

Th H T O
4513

Th H T O
5679

Th H T O
6790

Th H T O
7099

Th H T O
9001

Th H T O Mathematics 3
9059

40 Approved by CDC

12. Represent the given numerals in the place value table and write in
words as shown in the example:

2347 Th H T O Two thousand three hundred
2 3 4 7 and forty seven.

5408 Th H T O

7059 Th H T O

8918 Th H T O

9400 Th H T O

2.4 Five digit numbers

See, feel and learn.

Do you know the Yes, I know.That is
number one more than 9999
+1
9999?
10000
Could you count the It is ten thousand
number of digits
in 10,000? 10,000 contains five
digits.The digits are

1,0,0,0 and 0.

Mathematics 3 Approved by CDC 41

Could you say the

smallest and greatest

number of five digits? Yes, mam!

10000 is the smallest and

99999 is the greatest number

of five digits.

Some five digit numbers are:

bz xhf/ xhf/ ;o bz Ps We put comma
between thousands
T-Th Th H T O
4 5 206 and hundreds.
45,206

Forty five thousand two hundred and six.

kt} fln; xhf/ b'O{ ;o 5 $%,@)^

bz xhf/ xhf/ ;o bz Ps

T-Th Th H T O

6 9 300

69,300

Sixty nine thousand and three hundred.

pgG;Q/L xhf/ tLg ;o ^(,#))

See, feel and do.

1. Perform the task as shown below:

bz xhf/ ;o bz Ps 73,452 Seventy three thousand
xhf/ four hundred and fifty two.

T-Th Th H T O

7 3 4 5 2 lqxQ/ xhf/ rf/ ;o afpGg

42 Approved by CDC Mathematics 3

bz xhf/ ;o bz Ps
xhf/

T-Th Th H T O

90000

bz xhf/ ;o bz Ps
xhf/

T-Th Th H T O

84001

bz xhf/ ;o bz Ps
xhf/

T-Th Th H T O

79100

bz xhf/ ;o bz Ps
xhf/

T-Th Th H T O

85214

bz xhf/ ;o bz Ps
xhf/

T-Th Th H T O

69487

2. Represent the given numerals in place value table and write in words
as shown below:

78,009 T-Th Th H T O ^*,))(
78009

Seventy eight thousand and nine.

c7xQ/ xhf/ gf}

Mathematics 3 Approved by CDC 43

42,857 T-Th Th H T O

53,941 T-Th Th H T O

89,020 T-Th Th H T O

3. Represent the following number names in place value table and write
in numeral as shown below.

Fifty six thousand and nine Sixty seven thousand eight
hundred. hundred and eight.

T-Th Th H T O T-Th Th H T O

5 6900

56,900

Seventy thousand two hundred Ninety nine thousand nine O
and twenty two. hundred and ninety nine.

T-Th Th H T O T-Th Th H T

44 Approved by CDC Mathematics 3

Twenty five thousand and twenty Thirty nine thousand eight O
five. hundred and seventeen.

T-Th Th H T O T-Th Th H T

4. Write in expanded form as shown below:
20453 = _2_0_0_0_0_ ____ + _0_0_0_0_ ___ + _4__0_0_ +_ _5_0_ +_ __3_
69742 = __________ + ________ + _____ + ____ + ____
48960 = __________ + ________ + _____ + ____ + ____
83400 = __________ + ________ + _____ + ____ + ____
99999 = __________ + ________ + _____ + ____ + ____

5. Write in short form as shown below:
20000 + 3000 + 400 + 90 + 5 = 23,495
40000 + 5000 + 600 + 80 + 4 =
60000 + 7000 + 700 + 70 + 3 =
90000 + 6000 + 800 + 50 + 2 =

2.5 Comparison of Numbers

See, feel and learn.

Which one is greater 352 or 467?

Let’s represent them in a place value table.

Hundreds Tens Ones
3 5 2
4 6 7

Mathematics 3 Approved by CDC 45

First, compare the digits of hundreds place.The digit in hundred place in 352 is 3
and its place value is 3 hundreds. The digit in hundreds place in 467 is 4 and its
place value is 4 hundreds.We know, 4 hundreds is greater than 3 hundreds so, 467
is greater than 352. ie. 467 > 352.

Can you compare If the digit in hundreds
678 and 692 ? place is same, how we

compare them?

Represent them in a place value table.

Hundreds Tens Ones
6 7 8
6 9 2

The digit in hundred’s place is 6 in both the numbers 678 and 692. As the digits
in hundreds place are equal now, we have to compare the digits in ten’s place, the
digit in ten’s place in the number 678 is 7 and its place value is 70. The digit in
tens place in the number 692 is 9 and its place value is 90. As 90 is greater than
70, so, 692 is greater than 678.

Oh yes sir, I understood.

If the digits of hundreds and tens
place is same, how can we compare

them Sir,

Thank you for the
question.

Let’s compare 952 and 958.

46 Approved by CDC Mathematics 3

Represent them in a place value table.

Hundreds Tens Ones
9 5 2
9 5 8

First compare the digits of hundreds place. Both of them are 9. That means they
are equal. As the digits of hundreds place are equal, now compare the digits of
tens place. Both of them are 5. It means they are also equal. As the digits of tens
place are also equal, lets compare the digits of ones place.The digit in ones place
of 952 is 2 and the digit in ones place of 958 is 8. 8 is greater than 2. So, 958 is
greater than 952.

Yes, I know this
very well.

Compare 947 and 862

Hundreds Tens Ones
9 4 7
8 6 2

As 9 hundreds is greater than 8 hundreds.
So, 947 is greater than 862.

Compare 846 and 928

Hundreds Tens Ones
8 4 6
9 2 8

As 8 hundreds is smaller than 9 hundreds, so 846 is smaller than 928.

> greater than
< is less than or smaller than
= is equal to.

For example.
i) 829 > 724 is 829 is greater than 724.
ii) 584 < 674 is 584 is smaller than 674.
iii) 628 = 628 is 628 is equal to 628.

Mathematics 3 Approved by CDC 47

See, feel and learn.

Can you say that among the No, sir!
numbers 9,456 and 8,956;

which one is greater?

Let’s represent them in Please sir, could you
place value table. explain which one is

greater?

Th H T O Th H T O
9456 8956

First compare the digits of thousands place. As 9 is greater than 8. So, 9456 is
greater than 8956.

Let’s compare the numbers 7256 and 7568. Represent them in place value
table.

Th H T O Th H T O
7256 7568

The digits of thousands place are equal. Now, compare the digits of hundreds
place. As 5 is greater than 2. So, 7568 is greater than 7256.

Compare the numbers 8947 and 8974.

Th H T O Th H T O
8947 8974

As the digits of thousands place and hundreds place are equal. Now, compare the
digits of tens place. As 7 is greater than 4. So, 8974 is greater than 8947.

Compare the numbers 9458 and 9453.

Th H T O Th H T O
9458 9453

48 Approved by CDC Mathematics 3

The digits of thousands place, hundreds place and tens place are equal. So,
compare the digits of ones place. As 8 is greater than 3. So, 9458 is greater than
9453.

Thus, to compare four digit numbers, first compare the digits of thousands place.
If they are equal, compare the digits of hundred's place. If they are also equal,
then compare the digits of tens place. If they are also equal, then compare the
digits of ones place.

Compare the numbers 9437 and 9437

Th H T O Th H T O
9437 9437

The digits of thousands place, hundreds place and tens place and ones place are
equal. So, 9427 is equal to 9437 i.e. 9437=9437.

See, feel and do. Compare 647 and 695
Hundreds Tens Ones
1. Compare the following.
Compare 726 and 794
Hundreds Tens Ones

726 is smaller than 794 647 is than 695

Compare 763 and 954 Compare 547 and 780
Hundreds Tens Ones Hundreds Tens Ones

763 is than 954 547 is than 780
Mathematics 3
Approved by CDC 49

2. Put > or < or = sign in the boxes:

9487 8487 1248 1448 8709 8700
2308 2408 3097 3097 7600 7700
1574 1584 9908 8908 6850 6840
2708 2705 3459 3559 5746 5749
5008 5008 5709 5809 7999 8000

Comparison of numbers (5 digit numbers)

See, feel and learn.

Could you compare

the numbers 59,264 and

68,975? Yes, I can. First I

have to represent the

numbers in place value

table.

T-Th Th H T O
5 9264
6 8975

First compare the digits in ten thousands place. 6 is greater than 5. So, 68975 is
greater than 59264.

Also, while comparing if the digits of ten thousands place are equal, then compare
the digits of thousand place. If they are also equal, compare the digits of hundreds
place. If they are also equal, compare the digits of tens place. If they are also
equal, then compare the digits of ones place.

If the digits of ten thousands place, thousands place , hundreds place, tens place
and ones place are equal, then the numbers are equal to each other.

50 Approved by CDC Mathematics 3