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Updated 6 August 2026

NCERT Solutions

House of Hundreds - I

CBSE · Class 3 · Mathematics

NCERT Solutions for House of Hundreds - I — CBSE Class 3 Mathematics.

40 questions60 flashcards5 concepts

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Intext Questions — House of Hundreds - I

Q1How many triangles are there in a line of triangular toran? Try counting all the triangles. Total triangles: 50 more than 200, which is 250.Show solution

Given: The triangular toran has triangles arranged in lines.

Counting strategy: Count in groups of 10.

10, 20, 30, \ldots 100, 110, \ldots 200, 210, \ldots 250

Total triangles = 250

This is because 250 = 200 + 50, i.e., 50 more than 200.

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Q2Guess how many bangles there are. Try counting the total number of bangles. Total bangles: 200 and 80 more is 280.Show solution

Given: Bangles are arranged in groups.

Counting strategy (as shown by Teji):

10, 20, 30, \ldots 100, 110, 120, \ldots 200, 210, \ldots 270, 271, 272, \ldots 279, 280

Total bangles = 280

This is because 280 = 200 + 80, i.e., 80 more than 200.

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Q3Guess how many toffees there are in the boxes. Count and check.Show solution

Given: Toffees are packed in boxes.

Counting strategy:

10, 20, 30, \ldots 100, 110, 120, \ldots 190, 200, 210, \ldots 290, 291, 292, 293, \ldots 298

Total toffees = 298

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Q4Jojo has 2 toffees in his hand. How many toffees are there altogether?Show solution

Given: Toffees in boxes = 298; Jojo has 2 more toffees.

298 + 1 = 299

299 + 1 = 300

Total toffees altogether = 300

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Q5How many more triangles to make 300?Show solution

Given: Total triangles = 250, and we need to reach 300.

300 - 250 = 50

50 more triangles are needed to make 300.

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Q6How many bangles less than 300?Show solution

Given: Total bangles = 280.

300 - 280 = 20

Bangles are 20 less than 300.

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Q7Which is more: bangles or triangles?Show solution

Given: Bangles = 280, Triangles = 250.

Comparing:

280 > 250

(since both have 2 hundreds, but 8 tens

>

5 tens).

Bangles (280) are more than triangles (250).

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Let us Do (Page 65–66)

1Jojo is jumping on a tiled path inside the mela. Fill in the empty tiles with numbers.Show solution

Given: A number path with some numbers filled in. The pattern is counting forward by 1 (consecutive numbers).

Concept: Counting numbers in order.

The tiles follow the pattern of consecutive whole numbers. Starting from the visible numbers, fill each empty tile by adding 1 to the previous number.

For example, if the path shows: 201, ___, 203, ___, 205, …

201, 202, 203, 204, 205, 206, 207, 208, 209, 210, \ldots

Fill each blank tile with the next consecutive number in the sequence.

*(Note: Exact starting number depends on the figure. Apply the rule: each tile = previous tile + 1.)*

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2Fill in the blanks with the correct numbers. (Three number sequences shown in figures.)Show solution

Concept: Identifying and continuing number patterns (counting by 1s, 10s, or 100s).

Pattern 1 (counting by 1s): Each number increases by 1.
Example:

241, 242, 243, 244, 245, \ldots

Pattern 2 (counting by 10s): Each number increases by 10.
Example:

210, 220, 230, 240, 250, \ldots

Pattern 3 (counting by 100s): Each number increases by 100.
Example:

100, 200, 300, 400, \ldots

Fill in each blank by identifying the pattern (difference between consecutive given numbers) and continuing it.

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3Ants have found food on the ground. Guess how many ants there are. Count and check.Show solution

Concept: Estimation and counting in groups of 10 for accuracy.

Step 1 – Guess: Look at the picture and make an estimate (answers will vary).

Step 2 – Count: Circle the ants in groups of 10 to count accurately.

10, 20, 30, 40, \ldots

Count all complete groups of 10, then add the remaining ants.

Step 3 – Check: Counting in groups of 10 gives a more accurate answer than counting one by one.

*(The exact number depends on the figure. Apply the grouping strategy to find the total.)*

Key learning: Grouping in 10s makes counting large numbers easier and more accurate.

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Let us Do — Matchstick Numbers (Page 67)

4Fill in the blanks appropriately in the table (Matchsticks | Number | Number Sentence).Show solution

Concept: Representing numbers using matchstick bundles (hundreds, tens, ones) and writing number sentences.

Row 1 (given as example):
- Number: 235
- Number Sentence:

200 + 35 = 235

(200 and 35 more); also

250 - 15 = 235

(15 less than 250)

Row 2:
- Number Sentence given: 300 and 16 more
- Number:

300 + 16 = \mathbf{316}

- Matchsticks: 3 bundles of 100, 1 bundle of 10, 6 single sticks
- Another number sentence:

320 - 4 = 316

Row 3:
- Number given: 109
- Number Sentence:

100 + 9 = 109

(100 and 9 more); also

110 - 1 = 109

(1 less than 110)
- Matchsticks: 1 bundle of 100, 0 bundles of 10, 9 single sticks

Summary table:

| Number | Number Sentence |
|--------|----------------|
| 235 |

200 + 35

250 - 15

|
| 316 |

300 + 16

|
| 109 |

100 + 9

110 - 1

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5Place the numbers given above (235, 316, 109) on the number line. 235 lies between 200 and 250.Show solution

Concept: Locating numbers on a number line.

- 109 lies between 100 and 200, closer to 100. Place it just after 100.
- 235 lies between 200 and 250 (given). Place it halfway between 200 and 250, slightly closer to 250.
- 316 lies between 300 and 350. Place it just after 300.

100 \quad 109 \quad \ldots \quad 200 \quad \ldots \quad 235 \quad \ldots \quad 250 \quad \ldots \quad 300 \quad 316 \quad \ldots \quad 350

Mark each number at its correct position on the number line.

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Let us Do — Pictures and Number Slider (Page 68)

6Look at the pictures and write the corresponding numbers.Show solution

Concept: Reading numbers represented by pictures (Dienes blocks / matchstick bundles — hundreds, tens, ones).

Method: Count the number of hundreds blocks, tens blocks, and ones blocks in each picture.

\text{Number} = (\text{Hundreds} \times 100) + (\text{Tens} \times 10) + (\text{Ones} \times 1)

*(The exact answers depend on the figures. Apply the above formula to each picture to write the corresponding number.)*

Example: If a picture shows 2 hundreds blocks, 3 tens blocks, and 5 ones blocks:

2 \times 100 + 3 \times 10 + 5 \times 1 = 200 + 30 + 5 = \mathbf{235}

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7Make the number slider. Increase or decrease the number as given below:
(a) 285 — increase the number by one
(b) 147 — increase the number by ten
(c) 367 — decrease the number by 2
(d) 289 — decrease the number by 10
(e) 290 — increase the number by 20Show solution

Concept: Adding or subtracting 1, 2, 10, or 20 from a given number.

(a)

285 + 1 = \mathbf{286}

(b)

147 + 10 = \mathbf{157}

(c)

367 - 2 = \mathbf{365}

(d)

289 - 10 = \mathbf{279}

(e)

290 + 20 = \mathbf{310}

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Let us Do — Number Lines (Page 71)

1Locate 216, 243, 257 on the number line (between 200 and 300).Show solution

Concept: Locating numbers on a number line between 200 and 300.

The number line goes from 200 to 300.

- 216 is 16 steps after 200. Place it close to 200, slightly to the right.
- 243 is 43 steps after 200. Place it between 200 and 250, closer to 250.
- 257 is 57 steps after 200. Place it just after 250.

200 \quad \ldots \quad 216 \quad \ldots \quad 243 \quad \ldots \quad 257 \quad \ldots \quad 300

Mark all three numbers at their correct positions.

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2Locate 329, 332, 337, 375 and 387 on the number line (between 300 and 400).Show solution

Concept: Locating numbers on a number line between 300 and 400.

- 329 — 29 steps after 300, close to 300.
- 332 — 32 steps after 300, just after 329.
- 337 — 37 steps after 300, just after 332.
- 375 — 75 steps after 300, between 350 and 400, closer to 400.
- 387 — 87 steps after 300, close to 400.

300 \quad \ldots \quad 329 \quad 332 \quad 337 \quad \ldots \quad 375 \quad \ldots \quad 387 \quad \ldots \quad 400

Mark all five numbers at their correct positions.

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3Tell how far is 387 from 400.Show solution

Given: Number = 387, Target = 400.

400 - 387 = 13

387 is 13 steps (13 less) away from 400.

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4Which is more: 393 or 400? Use a number line and show. Fill the numbers on the number line and show by jumping how far 393 is from 400.Show solution

Given: Numbers are 393 and 400.

Comparing: Both are close, but

400 > 393

.

Distance:

400 - 393 = 7

On the number line:

393 \xrightarrow{+1} 394 \xrightarrow{+1} 395 \xrightarrow{+1} 396 \xrightarrow{+1} 397 \xrightarrow{+1} 398 \xrightarrow{+1} 399 \xrightarrow{+1} 400

400 is more than 393. 393 is 7 steps away from 400.

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Let us Do — Sweet Shop (Page 72)

5aHow many pieces of mysore pak are in one tray?Show solution

Given: A tray of mysore pak is shown in the figure.

Method: Count the pieces arranged in the tray in rows and columns.

*(The exact number depends on the figure. Count rows × columns.)*

Example: If the tray has 5 rows and 10 columns:

5 \times 10 = \mathbf{50}

pieces per tray.

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5bHow many pieces of mysore pak are there in total?Show solution

Given: Number of trays of mysore pak and pieces per tray (from part a).

Method: Multiply pieces per tray by number of trays.

\text{Total} = \text{pieces per tray} \times \text{number of trays}

*(Apply the multiplication using the values found from the figure.)*

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5cHow many laddoos does chacha have in the trays?Show solution

Given: Trays of laddoos shown in the figure.

Method: Count laddoos per tray, then multiply by number of trays.

\text{Total laddoos} = \text{laddoos per tray} \times \text{number of trays}

*(Count from the figure and calculate.)*

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5dHow many dhoklas does chacha have?Show solution

Given: Trays of dhokla shown in the figure.

Method: Count dhoklas per tray × number of trays.

\text{Total dhoklas} = \text{dhoklas per tray} \times \text{number of trays}

*(Count from the figure and calculate.)*

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5eChacha is going to fill the tray with more laddoos. How many more laddoos will make the tray full?Show solution

Given: One tray is partially filled with laddoos.

Method:

\text{More laddoos needed} = \text{Full tray capacity} - \text{Laddoos already in tray}

*(Count the empty spaces in the tray from the figure to find the answer.)*

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5fHow many total laddoos will he have after the last tray is full?Show solution

Given: Current laddoos (from part c) + more laddoos added (from part e).

\text{Total laddoos} = \text{laddoos in part (c)} + \text{more laddoos from part (e)}

*(Add the two values to get the final total.)*

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5gMark the following numbers on the number line: 423, 487, 438, 476. Also mark Five Hundred (500) on this number line.

Let us Do — Apartment Building (Page 73–75)

1Teji and Jojo saw a big apartment. Fill in the apartment grid with house numbers.

2Colour the houses to which Arvind Dada has to deliver sweets. The house numbers are: 209, 228, 242, 258, 267, 276, 290, 315, 346, 367, 389, 395.

3Write the floor and column number for each of the following houses: 13, 67, 106, 159, 192, 231, 245, 328, 380, 399.

4Find the following house numbers from the building and write the appropriate house numbers in the blank spaces. What do you notice? Discuss how the house numbers change when moving up and down, and left to right.

5Who am I?
(i) I have digits 9, 1 and 5. I am less than 200. I have 9 ones. Which number am I?
(ii) I am a 3-digit number. I have only digits 4 and 0. Which number am I?
(iii) I am greater than 300 but less than 400. I have no tens. My ones and hundreds digits are the same. Which number am I?

Let us Do — Sweet Boxes (Page 76–77)

6Draw sweets for each of the following house numbers and fill in the types of boxes and number sentence.
House numbers: 211, 309, 275, 423, 365, 343, 458, 562, 606, 800.

7aWrite the house numbers of the yellow and pink houses.

7bWrite the pattern you see in these numbers (yellow and pink house numbers).

8aHow many boxes of 10 can he fit in a box of 100?

8bHow many boxes of 10 can he fit in two boxes of 100?

8cHow many boxes of 10 can he fit in four boxes of 100?

8dHow many boxes of 10 will he find if he opens a box of 100?

9Number hunt: Write the numbers between 200 and 300 that have 5 as a digit. Is 245 one such number? Write the other numbers.

Let us Do — Comparing Numbers (Page 79–81)

1aCompare the following numbers and use the signs >, < appropriately. (First pair shown in figure.)

1bCompare the following numbers and use the signs >, < appropriately. (Second pair shown in figure.)

2Think and match the following:
(a) 325 is more than 235 because
(b) 235 is less than 523 because
(c) 157 is more than 153 because
(d) 432 is more than 423 because
(e) 329 is less than 392 because
(f) 110 is more than 11 because

3Circle the smallest number in each row:
(a) 374, 473, 347, 437
(b) 239, 123, 321, 456

4Circle the greatest number in each row:
(a) 466, 437, 439, 447, 483
(b) 464, 387, 123, 256, 348

5Make 3-digit numbers using 3, 2 and 4 without repeating any digit, and colour the greatest number with red and smallest number with yellow.

6Make more 3-digit numbers using 3, 2 and 4 where you may repeat the digits. Colour the greatest number with red and smallest number with yellow.

7aArrange the following numbers from smallest to biggest: 456, 389, 207, 99, 110

7bArrange the following numbers from biggest to smallest: 67, 376, 294, 249, 494

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Frequently Asked Questions

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House of Hundreds - I covers several key topics that are frequently asked in CBSE Class 3 board exams. Focus on the core concepts listed on this page and practise related questions to build confidence.

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Understand the core concepts first, then work through the 40 practice questions available for this chapter. Revise formulas and definitions regularly, and use flashcards for quick recall before the exam.

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House of Hundreds - I

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Intext Questions — House of Hundreds - I

Let us Do (Page 65–66)

Let us Do — Matchstick Numbers (Page 67)

Let us Do — Pictures and Number Slider (Page 68)

Let us Do — Number Lines (Page 71)

Let us Do — Sweet Shop (Page 72)

Let us Do — Apartment Building (Page 73–75)

Let us Do — Sweet Boxes (Page 76–77)

Let us Do — Comparing Numbers (Page 79–81)

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