Ascend Maths G3 TB Part 2_NS.pdf 1 8/2/2023 1:12:52 PM 3Grade MATHEMATICS TEXTBOOK Part - 2 Name: _________________________________________ Section: ________________ Roll No.: ______________ School: ________________________________________
TEXTBOOK FEATURES Art-Integrated Learning Lesson plans provided for art-integrated learning Maths Lab Activities that help students understand abstract concepts through concrete application Student Reflection Maths Munchies Captures student's perception of their Aims at improving speed understanding of a lesson of calculation and problem solving with interesting The blood in our body also has a unit of measurement called ‘pint’ 9facts, tips or tricks or ‘unit’. An adult body contains 8 to 10 pints of blood. Multiply 2-digit numbers by 1 pint is equal to 473 mℓ. 2, 3, 4, 5 and 6. Therefore, our body has 3784 mℓ A) 56 × 3 B) 23 × 2 C) 77 × 6 to 4730 mℓ of blood. 8 Drill Time Draw the hands of a clock to show the given time Additional practice questions at the end of A) 1:15 B) 6:15 every concept I Apply I Explore 7 Connects the concept to real-life situations by enabling Encourages students to 6 students to apply what has extend the concept to been learned through practice questions advanced scenarios using higher order thinking skills Kiran weighs 12785 g and making a tangram 2 Farida’s father bought her a Venu weighs 11 kg 750 g. recognising 3D shapes and their shirt for ₹ 335 and a skirt for ₹ Who weighs more faces and edges 806. Farida wants to find how and by how many grams? much her father had spent in I Will Learn About all. How do you think she can SKILL-BASED find that? Indicates the learning I Think 1outcomes to be covered in Introduces the concept and the chapter arouses curiosity among students Nameslip_Visa_G3_Maths_TB_P1.indd 2 7/19/2023 12:00:10 PM
Science Fun Multiplication is used in many situations in The human body has 206 bones in our day-to-day activities for calculating all. If both hands have 54 bones, time, distance, money to be paid in a then how many bones are there in departmental store, the area of a room the other parts of the body? and so on. Encourage your child to actively engage in these scenarios and Connect the Dots help you with the calculations. A multidisciplinary section to A Note to Parent connect the lesson theme with Ideas to engage parents in 10 other subjects out-of-classroom learning of Solve the following: 11their child to reinforce the a) 12 ÷ 4 b) 648 ÷ 8 c) 744 ÷ 4 concepts Train My Brain D C In the given rectangle, AB, BC, CD Checks for the acquisition of and DA are called its sides. There are 5both skills and knowledge . lines joining A to C and B to D. These lines named AC and BD are called through questions A B the diagonal of the rectangle. I Remember and Understand 4 Explains the fundamental aspects of the concept in detail, and in an age-appropriate and engaging manner Let us revise the concept about money. INQUIRY-BASED Identify the value of the given coin. Concepts organised using a question-answer (A) ₹1 (B) ₹2 (C) ₹5 (D) ₹10 approach to foster a mindset of inquiry and reasoning I Recall Reflection Time! Activates the pre-requisite Thought-provoking questions to encourage 3knowledge needed for the reflection on the concept and on how it is related to the student's life, experiences and concept covered previously the world around Nameslip_Visa_G3_Maths_TB_P1.indd 3 7/19/2023 12:00:10 PM
CONTENTS 7) Time Inquiry-Based 01 03 Theme 7.1) Read a Calendar Measurements Art-Integrated Learning 7.2) Read Time Correct to the Hour Skill-Based 8) Division Skill-Based 11 Theme 8.1) Divide 2-digit and 3-digit Number Numbers by 1-digit Numbers Operations 9) Fractions 9.1) Fraction as a Part of a Whole Art-Integrated Learning Skill-Based 22 30 Theme 9.2) Fraction of a Collection Skill-Based Fractions 10) Money 38 10.1) Convert Rupees to Paise Skill-Based 42 10.2) Add and Subtract Money with Conversion Inquiry-Based Ascend_G3_Maths_Book_TB_Part2.indb 4 7/14/2023 12:23:48 PM
10.3) Multiply and Divide 45 Money Inquiry-Based 47 Theme 10.4) Rate Charts and Bills Inquiry-Based Money 11) Measurements 52 60 11.1) Conversion of Standard 66 Units of Length Skill-Based Theme 11.2) Conversion of Standard Units of Weight Skill-Based Measurements 11.3) Conversion of Standard Units of Volume Skill-Based 12) Data Handling 12.1) Record Data Using Tally Marks Art-Integrated Learning Skill-Based 73 Theme Data Handling Maths Lab 80 Student Reflection 81 Ascend_G3_Maths_Book_TB_Part2.indb 5 7/14/2023 12:23:50 PM
CLASSKLAP AND NCF Education plays a crucial role in shaping the future of our children and 251 empowering them to become well-rounded individuals. The latest National 4 3 Curriculum Framework (NCF), furthering the vision of the National Education Policy (NEP) 2020, focuses on fostering creativity, critical thinking, and problem-solving skills while also nurturing values of inclusivity, collaboration and democratic citizenship. The development of foundational literacy and numeracy is also a core goal of the NCF. ClassKlap by Eupheus partners with schools, supporting them through the steps of planning, teaching, learning, personal revision and assessment to equip students with the desired knowledge and skills relevant to the 21st century. The present series is a learning resource that not only meets the requirements of the NCF but also engages and captivates young minds. Here are some salient features of this series. NCF-aligned learning tool Description Skill-based lessons in textbook and workbook Lessons are structured as per Bloom’s Revised Taxonomy Inquiry-based lessons (Remember-Understand-Apply-Analyse-Evaluate-Create) and LSRW in textbook and (Listening-Speaking-Reading-Writing) skills for English. workbook Lessons are structured based on a Socratic approach using a Highlight features question-answer format, aiming at discovery-based learning as per NCF guidelines. Exploratory activities in the workbook facilitate holistic Practice Worksheets learning of the skills and concepts and foster a sense of curiosity and exploration among students. Features such as Poetry Appreciation, Maths Lab, Think Like a Scientist, Life Skills and others help learners engage in research, application-oriented learning and the development of scientific temper; Student Reflection sheets foster the skill of reflecting on one’s own learning progress. Practice Worksheets are aligned with the goals of sharpening critical thinking, evidence-based thinking and higher-order thinking skills, as per NCF guidelines. The books contain the following overarching features recommended in the NCF: a logical and spiralling progression of frameworks adopted for Grammar, Maths and EVS inclusive representation of gender and diversity for the heterogeneous Indian classroom learner-centred content, vibrant illustrations, diagrams and photographs along with age-appropriate language a variety of question types with scaffolded and independent practice to meet the needs of different students We are confident that this series will serve as a valuable tool to accomplish the aims of the NCF and help transform teaching-learning in classrooms. We sincerely hope that our young learners develop genuine curiosity and love for learning. Nameslip_Visa_G3_Maths_TB_P1.indd 6 7/21/2023 7:04:20 PM
7 Time I Will Learn identifying a day and a date on a calendar About reading the time correctly to the hour 7.1: Read a Calendar We have learnt there are 7 days in a week and 12 months in a The calendar that year. Can you recall them? we use is called Do you know that we can see the days of the week and the the Gregorian months of the year in a calendar? calendar. But what is a calendar and how do we read one? A calendar lists the days and months of a year. We can find the day of a given date on a calendar. We can also find dates that fall on a particular day of a month. You can see the number of days in January by looking at the given calendar. Look at the number of times weekdays and weekends appear in the month. For example, notice that there are five Sundays, five Mondays and five Tuesdays in January, but the rest of the days of the week only appear four times in January. Calendars also help you find specific days and dates in a month. By looking at the calendar, you can see that the Republic Day falls on the 26th of January and that it is on the fourth and last Thursday of the month. In fact, you can find all national holidays and festivals, such as Independence Day, Diwali, Eid, Children’s Day, Christmas and so on, by simply turning the pages of your 1 Ascend_G3_Maths_Book_TB_Part2.indb 1 7/14/2023 12:23:54 PM
calendar. You can even find the day that your birthday falls on. You can also check when your summer vacation begins and ends. Look at this year’s calendar and answer the following questions. • When is/was your parents’ birthday? • On which day is/was your birthday this year? • On what date and day is/was your best friend’s birthday? Reflection Time! 1) We use the calendar on a daily basis for different reasons. Can you think of any two reasons? 2) Use the calendar to answer the question: Rupali is a clerk in a bank. She has holidays on Sundays and on the first and the third Saturdays of the month. She also has holidays on New Year’s Day and Republic Day. How many holidays does she have in the month of January this year? Drill Time 7.1: Read a Calendar 1) Observe the calendar and answer the following questions. Consider Saturday and Sunday as weekend days. a) How many weekends and weekdays are JANUARY there in the month shown in the calendar? SUN MON TUES WED THU FRI SAT b) Write the day and date two days before 1234 the fourth Saturday of January. 5 6 7 8 9 10 11 c) On which day does the month end? 12 13 14 15 16 17 18 2) Word Problems 19 20 21 22 23 24 25 a) Raju bought a new dress on 1st September. 26 27 28 29 30 31 He bought another new dress 10 days after SEPTEMBER the first day of the same month. On which SUN MON TUES WED THU FRI SAT date did he buy the other dress? 1 2 34567 b) Shane’s birthday was on 2nd September. 8 9 10 11 12 13 14 What is the date if he celebrated it on the same day of the third week. 15 16 17 18 19 20 21 22 23 24 25 26 27 28 c) A rif solved problems from one chapter 29 30 of his book on 9th September. He solved problems from the next chapter 5 days later. On which day did he solve problems from the next chapter? 2 Time Ascend_G3_Maths_Book_TB_Part2.indb 2 7/14/2023 12:23:55 PM
7.2: Read Time Correct to the Hour I Think Farida’s teacher taught her to read time. She now knows the units of time. Farida reads time when her father moves the hands of a clock to different numbers. Can you also read time from a clock? 7.2 I Recall We learnt that the long hand on the clock shows minutes and the short hand shows hours. In some clocks, we see another hand, thinner than the hour and the minute hands. This is the seconds hand. Let us recall reading time from a clock. a) 7 o’clock is _______________ hours more than 4 o’clock. b) The _______________ hand takes one hour to go around the clock. c) The _______________ hand is the shortest hand on the clock. d) The time is _______________ when both the hour hand and the minute hand are on 12. e) 2 hours before 10 o’clock is _______________. 7.2 I Remember and Understand We see numbers 1 to 12 on the clock. These numbers are for counting hours. There are 60 parts or small lines between these numbers. These small lines stand for minutes. The minute hand takes 1 hour to go around 1 hour = 60 minutes the clock face once. The minute hand takes 5 minutes to go from one number to the next number on the clock face. Time 3 Ascend_G3_Maths_Book_TB_Part2.indb 3 7/14/2023 12:23:56 PM
We multiply the number to which the minute hand points by 5 to get the minutes. For example, the minute hand in the clock is at 6. So, it denotes 6 × 5 = 30 minutes past the hour (here, after 3). Therefore, the time is read as 3:30. The hour hand takes one hour to move from one number to the other. Let us now read the time shown by these clocks. Fig. (a) Fig. (b) Fig. (c) Fig. (d) In figure (a), the minute hand is at 9. The hour hand is in between 5 and 6 . The number of minutes is 9 × 5 = 45. Thus, the time shown is 5:45. In figure (b), the minute hand is at 6. The number of minutes is 6 × 5 = 30. The hour hand is between 7 and 8. Therefore, the time shown is 7:30. In figure (c), the minute hand is at 3. The number of minutes is 3 × 5 = 15. The hour hand has just passed 9. Therefore, the time shown is 9:15. In figure (d), the minute hand is at 4. So, the number of minutes is 4 × 5 = 20. The hour hand has just passed 2. Therefore, the time shown is 2:20. Example 1: On which number is the minute hand if the time is as given? a) 35 minutes b) 15 minutes c) 40 minutes d) 30 minutes Solution: To find minutes when the minute hand is at a number, we multiply by 5. So, to get the number from the given minutes, we must divide it by 5. a) 35 ÷ 5 = 7. So, the minute hand is at 7. b) 15 ÷ 5 = 3. So, the minute hand is at 3. c) 40 ÷ 5 = 8. So, the minute hand is at 8. d) 30 ÷ 5 = 6. So, the minute hand is at 6. 4 Time Ascend_G3_Maths_Book_TB_Part2.indb 4 7/14/2023 12:23:59 PM
Quarter past, half past and quarter to the hour We know that ‘quarter’ means 1 . 4 In Fig (a), the minute hand of the clock has travelled a quarter of an hour. So, we call it quarter past the hour. The time shown is 2:15 or 15 minutes past 2 or quarter past 2. Fig. (a) Fig. (b) ‘Half’ means 1 Fig. (c) 2 In Fig. (b), the minute hand has travelled half the clock after an hour. So, we call it half past the hour. The time shown is 2:30 or 30 minutes past 2 or half past 2. In Fig. (c), the minute hand has to travel a quarter of the clock before it completes one hour. We call it quarter to the hour. The time shown is 7:45 or 45 minutes past 7 or quarter to 8. Example 2: Read the time in each of the given clocks and write it in two different ways. Solved Solve this Fig. (a) Fig. (b) Fig. (c) Fig. (d) The hour hand is The hour hand is The hour hand is The hour hand is between 3 and 4. between _____ and between _____ and between _____ and _____. The minutes _____. The minutes _____. The minutes The minutes are are after ____hours. are after ____hours. are after ____hours. after 3 hours. The The minute hand The minute hand The minute hand minute hand is at is at _____. So, is at _____. So, is at _____. So, 6. So, the time is 30 the time is _____ the time is _____ the time is _____ minutes after 3. We minutes after _____. minutes after _____. minutes after _____. write it as 3:30 or We write it as _____ We write it as _____ We write it as _____ half past 3. or _____. or _____. or _____. Time 5 Visa_G3_Maths_L07.2_TB_Time_V1.indd 5 7/15/2023 12:09:08 PM
Train My Brain Answer the following questions. a) Write the time: quarter past 7. b) How many numbers do you see on the clock? c) H ow much time does the hour hand take to move from one number to the next? 7.2 I Apply We have learnt how to read the time. Now let us draw hands on the clocks when the time is given. Example 3: Draw the hands of a clock to show the given time. a) 1:15 b) 6:15 c) 7:30 d) 9:45 Solution: To draw the hands of a clock, first note the minutes. If the minutes are between 1 and 30, draw the hour hand between the given hour and the next. But care should be taken to draw it closer to the given hour. If the minutes are between 30 and 60, draw the hour hand closer to the next hour. Then, draw the minute hand on the number that shows the given minutes. a) b) c) d) Example 4: Draw the hands of a clock to show the given time. Time a) Quarter to 7 b) Half past 4 7/14/2023 12:24:05 PM 6 Ascend_G3_Maths_Book_TB_Part2.indb 6
Solution: a) b) 7.2 I Explore We have learnt to read and show time exact to the minutes and hours. Let us now learn to find the length of time between two given times. Example 5: The clocks given show the start time and the end time of a Maths class. How long was the class? Solution: The start time is 10:00 and the end time is 10:45. The difference in the given times = 10:45 – 10:00 = 45 minutes Therefore, the length of the Maths class was 45 minutes. Example 6: Sanjay spends an hour between 4:30 and 5:30 doing different activities. The start time for each activity is as shown. playing drinking milk homework TV on TV off Time 7 Ascend_G3_Maths_Book_TB_Part2.indb 7 7/14/2023 12:24:09 PM
Read the clocks and answer the following questions. a) When did Sanjay begin drinking milk? b) For how long did he play? c) For how long did he watch TV? d) When did he switch off the TV? Solution: From the given figures, a) Sanjay began drinking milk at 4:45. b) S anjay began playing at 4:30 and stopped at 4:45. So, he played for a quarter hour (15 minutes) as 4:45 – 4:30 = 15 minutes. c) The time for which he watched TV was 5:30 – 5:20 = 10 minutes. d) Sanjay switched off the TV at 5:30. The time between two given times is called the length of time. It is also called time duration or time interval. It is given by the difference of end time and start time. Drill Time 7.2: Read Time Correct to the Hour 1) Draw the hands of the clock to show the given time. a) Half past 2 b) 4:15 c) Quarter to 12 d) 4:25 e) 6:20 d) 2) What is the time shown on each of these clocks? a) b) c) 3) Word problems a) On which number will the minute hand be if the time is as given? A) 25 minutes B) 45 minutes C) 20 minutes D) 50 minutes 8 Time Ascend_G3_Maths_Book_TB_Part2.indb 8 7/14/2023 12:24:11 PM
Drill Time b) The start time of Ram’s activities are shown in these figures. wake up brush teeth have a bath wear uniform study eat breakfast From the figures, answer the following questions. a) When did Ram wake up? b) How much time did Ram spend to wear his school uniform? c) When did Ram start studying? d) At what time did Ram have his breakfast? Time 9 Ascend_G3_Maths_Book_TB_Part2.indb 9 7/14/2023 12:24:15 PM
Maths Munchies A year with its last two digits as a multiple of 4 is a leap year. The rule is different for century years. Century years are the years which have 0 in the ones and tens places. Years such as 1300, 1400 and so on are century years. For century years to be leap years, the number formed by the digits in their thousands and hundreds places must be a multiple of 4. For example, the years 1600 and 2000 are leap years whereas the years 2100 and 2200 are not. Connect the Dots Science Fun Have you noticed that you start feeling hungry between 12 noon to 2 o’clock? Why don’t you feel hungry before that? It is because our body gets used to a sequence of events. This sequence of events is called our ‘body cycle’. Another example of the body cycle is that if you sleep daily by 10:00 p.m., then you will feel sleepy at that time even when you are not in your bed. English Fun Here is a poem to remember what a calendar tells us. When we see the calendar we learn the month, the date, the year. Every week day has a name there are lots of numbers that look the same. So let’s begin to show you how we see the calendar right now. A Note to Parent Whenever you visit a railway station with your child, make him or her note down the arrival and departure times of various trains arriving at the station. 10 Time Ascend_G3_Maths_Book_TB_Part2.indb 10 7/14/2023 12:24:16 PM
8 Division I Will Learn dividing 2-digit and 3-digit numbers by About 1-digit number checking the correctness of division 8.1: Divide 2-digit and 3-digit Numbers by 1-digit Numbers I Think Farida has 732 stickers. She wants to distribute them equally among her 3 friends. How will she distribute them? 8.1 I Recall In the previous grade, we have learnt that division is related to multiplication. For every division fact, we can write two multiplication facts. For example, the two multiplication facts of 35 ÷ 7 = 5 are: a) 7 × 5 = 35 and b) 5 × 7 = 35. Let us answer these to recall the concept of division. Visa_G3_Maths_L08_TB_Division_V1.indd 11 11 8/3/2023 11:42:19 AM
a) The number which divides a given number is called _________________. b) The answer we get when we divide a number by another is called ______________________. c) The division facts for the multiplication fact 2 × 4 = 8 are ________________ and __________________. 8.1 I Remember and Understand We can make equal shares or groups and divide with the help A number of vertical arrangement. Let us see some examples. divided by the same number is Dividing a 2-digit number by a 1-digit number always 1. (1-digit quotient) Example 1: Solve: 45 ÷ 5 Solution: Follow these steps to divide a 2-digit number by a 1-digit number. Steps Solved Solve these Step 1: Write the dividend and 5)45 Dividend = _____ )divisor as shown: Divisor Dividend Divisor = ______ Quotient = ____ Step 2: Find the multiplication fact 45 = 5 × 9 8) 56 Remainder = _____ which has the dividend and divisor. - Step 3: Write the other factor as the 9 quotient. Write the product of the factors below the dividend. 5) 45 − 45 Step 4: Subtract the product 9 4) 36 Dividend = _____ from the dividend and write the Divisor = ______ difference below the product. 5) 45 - Quotient = ____ This difference is called the Remainder = _____ remainder. − 45 00 45 = Dividend 5 = Divisor 9 = Quotient 0 = Remainder 12 Division Ascend_G3_Maths_Book_TB_Part2.indb 12 7/14/2023 12:24:40 PM
Note: If the remainder is zero, the divisor is said to divide the dividend exactly. Checking for correctness of division: The multiplication fact of the division is used to check its correctness. Step 1: Compare the remainder and divisor. The remainder must always be less than the divisor. Step 2: Check if (Quotient × Divisor) + Remainder = Dividend Let us now check if our division in example 1 is correct or not. Step 1: Remainder < Divisor 0 < 5 (True) Step 2: Quotient × Divisor 9×5 Step 3: (Quotient × Divisor) + Remainder = Dividend 45 + 0 = 45 = Dividend Note: The division is incorrect if: a) Remainder > or = divisor b) (Quotient × Divisor) + Remainder ≠ Dividend 2-digit quotient In the examples we have seen so far, the quotients are 1-digit numbers. In some divisions, the quotients may be 2-digit numbers. Let us see some examples. Example 2: Solve: 57 ÷ 3 Solution: Follow these steps to divide a 2-digit number by a 1-digit number. Steps Solved Solve these Step 1: Check if the tens digit of the 5>3 5) 60 dividend is greater than the divisor. 1 − Step 2: Divide the tens and write the − quotient. 3)57 Write the product of quotient and divisor, −3 below the tens digit of the dividend. Division 13 Ascend_G3_Maths_Book_TB_Part2.indb 13 7/14/2023 12:24:44 PM
Steps Solved Solve these Step 3: Subtract and write the difference. 1 Dividend = _____ Step 4: Check if difference < divisor is true. 3)57 Divisor = ______ Step 5: Bring down the ones digit of the Quotient = ____ dividend and write it beside the remainder. −3 Remainder = ___ 2 2 < 3 (True) 1 3)57 − 3↓ 27 Step 6: Find the largest number in the 3 × 8 = 24 1 multiplication table of the divisor that can )3 × 9 = 27 3 57 be subtracted from the 2-digit number in the previous step. 3 × 10 = 30 − 3↓ 3) 42 24 < 27 < 30. 27 So, 27 is the − required number. Step 7: Write the factor of required number, 19 − other than the divisor, as the quotient. Write the product of the divisor and the quotient 3)57 Dividend = _____ below the 2-digit number. Subtract and Divisor = ______ write the difference. − 3↓ Quotient = ____ 27 Remainder = ___ Step 8: Check if remainder < divisor is true. Stop the division. − 27 00 0 < 3 (True) (If this is false, the division is incorrect.) Quotient = 19 Step 9: Write the quotient and the Remainder = 0 remainder. Step 10: Check if (Divisor × Quotient) + 3 × 19 + 0 = 57 Remainder = Dividend is true. 57 + 0 = 57 57 = 57 (True) (If this is false, the division is incorrect.) 14 Division Visa_G3_Maths_L08_TB_Division_V1.indd 14 7/15/2023 12:09:47 PM
Divide 3-digit numbers by 1-digit numbers (2-digit quotient) Dividing a 3-digit number by a 1-digit number is similar to dividing a 2-digit number by a 1-digit number. Let us understand this through a few examples. Example 3: Solve: 265 ÷ 5 Solution: Follow these steps to divide a 3-digit number by a 1-digit number. Steps Solved Solve these Step 1: Check if the hundreds digit of 4) 244 the dividend is greater than the divisor. 5)265 − If it is not, consider the tens digit too. 2 is not greater than 5. So, consider 26. Step 2: Find the largest number that 5 − can be subtracted from the 2-digit number of the dividend. Write the 5)265 Dividend = _____ quotient. Divisor = ______ Write the product of the quotient and − 25 Quotient = ____ the divisor below the dividend. Remainder = ___ 5 × 4 = 20 Step 3: Subtract and write the 5 × 5 = 25 9) 378 difference. 5 × 6 = 30 − Step 4: Check if difference < divisor 25 < 26 − is true. (If it is false, the division is incorrect.) 5 5)265 − 25 1 1 < 5 (True) Step 5: Bring down the ones digit 5 of the dividend. Write it beside the remainder. 5)265 − 25↓ 15 Division 15 Ascend_G3_Maths_Book_TB_Part2.indb 15 7/14/2023 12:25:26 PM
Steps Solved Solve these Dividend = _____ Step 6: Find the largest number in the 5 Divisor = ______ multiplication table of the divisor that Quotient = ____ can be subtracted from the 2-digit 5)265 Remainder = ___ number in the previous step. − 25↓ 5) 245 Step 7: Write the factor of required 15 number, other than the divisor, as − quotient. Write the product of divisor 5 × 2 = 10 and quotient below the 2-digit 5 × 3 = 15 − number. Then, subtract them. 5 × 4 = 20 15 is the required Dividend = _____ Step 8: Check if remainder < divisor is number. Divisor = ______ true. Stop the division. (If this is false, Quotient = ____ the division is incorrect.) 53 Remainder = ___ 5)265 − 25↓ 15 − 15 00 0 < 5 (True) Step 9: Write the quotient and Quotient = 53 remainder. Remainder = 0 Step 10: Check if (Divisor × Quotient) + 5 × 53 + 0 = 265 Remainder = Dividend is true. (If this is 265 + 0 = 265 false, the division is incorrect.) 265 = 265 (True) 16 Division Ascend_G3_Maths_Book_TB_Part2.indb 16 7/14/2023 12:25:35 PM
3-digit quotient Example 4: Solve: 784 by 7 Solution: Follow these steps to divide a 3-digit number by a 1-digit number. Steps Solved Solve these Step 1: Check if the hundreds digit of the dividend is greater than or equal to the 7)784 8) 984 divisor. Step 2: Divide the hundreds and write the 7=7 − quotient in the hundreds place. 1 Write the product of the quotient and the − divisor under the hundreds place of the 7)784 dividend. − Step 3: Subtract and write the difference. −7 Dividend = _____ Step 4: Check if difference < divisor is true. 1 Divisor = ______ Step 5: Bring down the next digit of the Quotient = ____ dividend. Check if it is greater than or 7)784 Remainder = ___ equal to the divisor. −7 5) 965 Step 6: Find the largest number in the 0 multiplication table of the divisor that can − be subtracted from the 2-digit number in 0 < 7 (True) the previous step. 1 − Write the factor other than the divisor as quotient. 7)7 84 − Write the product of the quotient and the divisor below it. − 7↓ 08 8>7 11 7)784 − 7↓ 08 −7 7×1=7<8 The required number is 7. Division 17 Ascend_G3_Maths_Book_TB_Part2.indb 17 7/14/2023 12:26:07 PM
Steps Solved Solve these Dividend = _____ Step 7: Subtract and write the difference. 11 Divisor = ______ Bring down the next digit (ones digit) of the Quotient = ____ dividend. 7)784 Remainder = ___ Check if the dividend is greater than or − 7↓ 2) 246 equal to the divisor. 08 − −7 − 14 − Step 8: Find the largest number in the 14 > 7 Dividend = _____ multiplication table of the divisor that can Divisor = ______ be subtracted from the 2-digit number in 112 Quotient = ____ the previous step. Remainder = ___ 7)784 Write the factor other than the divisor as the quotient. − 7↓ 08 Write the product of the quotient and the divisor below it. −7 14 − 14 Step 9: Subtract and write the difference. 7 × 2 = 14 The required Check if it is less than the divisor. Stop the number is 14. division. 112 7)784 − 7↓ 08 −7 14 − 14 00 Step 10: Write the quotient and the Quotient = 112 remainder. Remainder = 0 Step 11: Check if (Divisor × Quotient) + Remainder = Dividend is true. (If it is false, 7 × 112 + 0 = 784 the division is incorrect.) 784 + 0 = 784 784 = 784 (True) 18 Division Ascend_G3_Maths_Book_TB_Part2.indb 18 7/14/2023 12:26:27 PM
Train My Brain Solve the following: a) 12 ÷ 4 b) 648 ÷ 8 c) 744 ÷ 4 8.1 I Apply Division of 2-digit numbers and 3-digit numbers is used in many real-life situations. Let us consider a few examples. Example 5: A school has 634 students who are equally grouped into 4 houses. How many students are there in a house? Are there any students who are not grouped into a house? Solution: Number of students = 634 158 Number of houses = 4 Number of students in a house = 634 ÷ 4 4)634 − 4↓ 23 Number of students in each house = 158 − 20 The remainder in the division is 2. 34 Therefore, 2 students are not grouped into any house. − 32 02 Example 6: A football game has 99 spectators. If each row has only 9 seats, how Solution: many rows would the spectators occupy? 11 Number of spectators = 99 Number of seats in each row = 9 9) 99 Number of rows occupied by the spectators = 99 ÷ 9 = 11 − 9↓ 09 Therefore, 11 rows are occupied by the spectators. −9 0 8.1 I Explore In all the division sums we have seen so far, we did not have a 0 (zero) in dividend or quotient. When a dividend has a zero, we place a 0 in the quotient in the corresponding place. Then, get the next digit of the dividend down and continue the division. Division 19 Ascend_G3_Maths_Book_TB_Part2.indb 19 7/14/2023 12:26:37 PM
Let us now understand division of numbers that have a 0 (zero) in dividend or quotient, through these examples. Example 7: Solve: 505 ÷ 5 Solution: Follow these steps for division of numbers having 0 in dividend. Solved Solve this 101 4) 804 5)505 − − 5↓ − 00 − − 00 05 − 05 00 Drill Time 8.1: Divide 2-digit and 3-digit Numbers by 1-digit Numbers 1) Divide 2-digit numbers by 1-digit numbers (1-digit quotient). a) 12 ÷ 2 b) 24 ÷ 6 c) 36 ÷ 6 d) 40 ÷ 8 e) 10 ÷ 5 2) Divide 2-digit numbers by 1-digit numbers (2-digit quotient). a) 12 ÷ 1 b) 99 ÷ 3 c) 48 ÷ 2 Trad)in65 M÷ 5y Braei)n52 ÷ 4 3) Divide 3-digit numbers by 1-digit numbers (2-digit quotient). a) 123 ÷ 3 b) 102 ÷ 2 c) 497 ÷ 7 d) 111 ÷ 3 e) 256 ÷ 4 4) Divide 3-digit numbers by 1-digit numbers (3-digit quotient). a) 456 ÷ 2 b) 112 ÷ 1 c) 306 ÷ 3 d) 448 ÷ 4 e) 555 ÷ 5 5) Word Problems a) 260 chocolates have to be equally distributed among 4 students. How many chocolates will each student receive? b) There are 24 people in a bus. Each row in the bus can seat 2 people. How many rows in the bus are occupied? 20 Division Ascend_G3_Maths_Book_TB_Part2.indb 20 7/14/2023 12:26:47 PM
Maths Munchies Division is often introduced as a sharing of a set of objects. The division sign ‘÷’ is called ‘obelus’. The word ‘obelus’ is an ancient Greek word that means ‘sharpened stick’. The obelus was first used as the symbol of division by Johann Rahn, a Swiss mathematician, in 1659. Connect the Dots Social Studies Fun Division means equal sharing. It exists in our neighbourhood and families also. The members of a family share tasks in a family. What kind of division of work do you see in your neighbourhood? Science Fun Some fruits have one seed. Some have more than one seed. Pea pods have more than one seeds. Go back home. Take four pea pods and count the total number of peas. Divide the peas equally among your family members. What is the quotient? What is the remainder? A Note to Parent Engage your child in the activities that involve division in day-to-day life like dividing chapatis amongst all on a dinner table, splitting pocket money or some chocolates with their siblings or even putting flowers into vases at home. Division 21 Ascend_G3_Maths_Book_TB_Part2.indb 21 7/14/2023 12:26:49 PM
9 Fractions I Will Learn fractions as a part of a whole and their representation About identify parts of fractions fractions of a collection applying the knowledge of fractions in real life 9.1: Fraction as a Part of a Whole I Think Farida and her three friends, Joseph, Salma and Rehan, went on a picnic. Farida had only one apple with her. She wanted to share it equally with everyone. What part of the apple does each of them get? 9.1 I Recall Look at the rectangle shown on the next page. We can divide the whole rectangle into many equal parts. Consider the following: 22 7/14/2023 12:40:38 PM Visa_G3_Maths_L09_TB_Fractions_V1.indd 22
1 part: 2 equal parts: 3 equal parts: 4 equal parts: 5 equal parts: and so on. Let us understand the concept of parts of a whole through an activity. 9.1 I Remember and Understand Suppose we want to share an apple with our friends. First, we count the number of our friends with whom we want to share the apple. Then, we cut it into as many equal pieces as the number of persons. Thus, each person gets an equal part of the apple after division. Parts of a whole A complete or full object is called a whole. Observe the following parts of a chocolate bar: whole 2 equal parts 3 equal parts 4 equal parts We can divide a whole into equal parts as shown above. Each such division has a different name. To understand this better, let us do an activity. Fractions 23 Visa_G3_Maths_L09_TB_Fractions_V1.indd 23 7/14/2023 12:40:39 PM
Activity: Halves Take a square piece of paper. Fold it into two equal parts as shown. Each of the equal parts is called a ‘half’. ‘Half’ means 1 out of 2 equal parts. Putting these 2 equal parts together makes the complete piece of paper. We write ‘1 out of 2 equal parts’ as 1 . 2 In 1 , 1 is the number of parts taken and 2 is the total number of equal parts the whole 2 is divided into. Note: 1 and 1 make a whole. 2 2 Thirds In figure (a), observe that the three parts are not equal. We can also divide a whole into three equal parts. Fold a rectangular piece of paper as shown in figures (b) and (c). 11 1 33 3 three parts three equal parts Fig. (c) Fig. (a) Fig. (b) Each equal part is called a third or one-third. The shaded part in figure (c) is one out of three equal parts. So, we call it one-third. Two out of three equal parts of figure (c) are not shaded. We call it two-thirds (short form of 2 one-thirds). We write one-third as 1 and two-thirds as 2 . 3 3 Note: 1 , 1 and 1 or 1 and 2 make a whole. 3 3 3 3 3 24 Fractions Ascend_G3_Maths_Book_TB_Part2.indb 24 7/14/2023 12:26:52 PM
Fourths Similarly, fold a square piece of paper into four equal parts. Each of them is called a fourth or a quarter. In figure (d), the four parts are not equal. In figure (e), each equal part is called a fourth or a quarter and is written as 1 . 4 1 4 1 4 1 4 1 Four parts Fig. (d) 4 Four equal parts Fig. (e) Two out of four equal parts are called two-fourths and three out of four equal parts are called three-fourths, written as 2 and 3 , respectively. 4 4 Note: Each of 1 and 3; 1, 1, 1 and 1; and 1 , 1 and 2 make a whole. 4 4 4 4 4 44 4 4 The total number of equal parts a whole is divided into is called the denominator. The number of such equal parts taken is called the numerator. Representing the parts of a whole as Numerator is called a fraction. Thus, a fraction is a part of a whole. Denominator For example, 1 , 1, 1, 2 and so on are fractions. 2 3 4 3 Fractions 25 Ascend_G3_Maths_Book_TB_Part2.indb 25 7/14/2023 12:26:52 PM
Let us now see a few examples. Example 1: Identify the numerator and denominator in Numbers of the form Numerator are each of the following fractions: Denominator a) 1 b) 1 c) 1 2 3 4 called fractions. Solution: S. No Fractions Numerator Denominator a) 1 1 2 2 b) 1 1 3 3 c) 1 1 4 4 Example 2: Identify the fraction for the shaded parts in the figures below. a) b) Solution: Steps Solved Solve this a) b) Step 1: Count the number of equal parts the figure is divided into Total number of Total number of equal (Denominator). parts = _______ equal parts = 8 Number of parts shaded Step 2: Count the number of Number of parts = ______ shaded parts (Numerator). shaded = 5 Fraction = Step 3: Write the fraction Fraction = 5 Numerator . 8 Denominator 26 Fractions Ascend_G3_Maths_Book_TB_Part2.indb 26 7/14/2023 12:26:53 PM
Example 3: The circular disc shown in the figure is divided into equal parts. What fraction of the disc is painted yellow? Also write the fraction of the disc that is painted white. Solution: Total number of equal parts of the disc is 16. The fraction of the disc that is painted yellow = Number of parts painted yellow = 3 Total number of equal parts 16 The fraction of the disc that is painted white = Number of parts painted white = 7 Total number of equal parts 16 Example 4: Find the fraction of parts that are not shaded in the following figures. a) b) c) Solution: We can find the fractions as: Steps Solved Solve these a) b) c) Total number of equal parts 2 Number of parts not shaded 1 Number of parts not shaded 1 2 Fraction = Total number of equal parts Train My Brain Identify the fraction of the white parts in the given figures. a) b) c) Fractions 27 Ascend_G3_Maths_Book_TB_Part2.indb 27 7/14/2023 12:26:54 PM
9.1 I Apply We have learnt to identify the fraction of a whole using the shaded parts. We can learn to shade a figure to represent a given fraction. Let us see some examples. Example 5: Shade a square to represent these fractions: 1 2 3 d) 1 a) 4 b) 3 c) 5 2 Solution: We can represent the fractions as: Steps Solved 2 Solve these 1 1 3 3 2 Step 1: Identify the Denominator 5 Denominator denominator and the 4 = = numerator. Denominator Numerator Denominator Numerator =4 = = Step 2: Draw the Numerator = 1 = required shape. Divide it into as many Numerator equal parts as the denominator. = Step 3: Shade the number of equal parts as the numerator. This shaded part represents the given fraction. Example 6: Colour the shapes to represent the given fractions. Fractions 1 2 1 4 5 2 Shapes 28 Fractions Ascend_G3_Maths_Book_TB_Part2.indb 28 7/14/2023 12:26:56 PM
Solution: We can represent the fractions as: Fractions 1 2 1 4 5 2 Shapes 9.1 I Explore Let us see some examples of real-life situations involving fractions. Example 7: A square shaped garden has coconut trees in a quarter of its land. It has mango trees in two quarters and neem trees in another quarter. Draw a figure of the garden and represent its parts. Fraction of the garden covered by coconut trees = Quarter = 1 Solution: 4 1 Fraction of the garden covered by mango trees = 2 Quarters = 2 Fraction of the garden covered by neem trees = Quarter = 1 So, the square garden is as shown in the figure. 4 Mango Coconut trees trees Neem trees Example 8: Answer the following questions: 29 a) How many one-sixths are there in a whole? b) How many one-fifths are there in a whole? 7/14/2023 12:26:56 PM c) How many halves make a whole? Solution: a) There are 6 one-sixths in a whole. b) There are 5 one-fifths in a whole. Fractions Ascend_G3_Maths_Book_TB_Part2.indb 29
c) 2 halves make a whole. 11 66 11 55 1 1 11 11 6 6 55 22 1 1 1 6 6 5 Drill Time 9.1: Fraction as a Part of a Whole 1) Find the numerator and the denominator in each of these fractions. 2 b) 1 2 a) 5 7 c) 3 4 5 f) 3 d) 9 e) 7 8 2) Identify the fractions of the coloured parts. a) b) c) d) e) 9.2: Fraction of a Collection I Think Farida has a bunch of roses. Some of them are red, some white and some yellow. Farida wants to find the fraction of roses of each colour. How can she find that? 30 Fractions Ascend_G3_Maths_Book_TB_Part2.indb 30 7/14/2023 12:26:57 PM
9.2 I Recall We know that a complete or a full object is called a whole. We also know that we can divide a whole into equal number of parts. Let us answer these to revise the concept. Divide these into equal number of groups as given in the brackets. Draw circles around them. a) [2 groups] b) [3 groups] c) [2 groups] d) [5 groups] 9.2 I Remember and Understand To find the part or the fraction of a collection, Finding a half find the number of each type of object out of the We can find different fractions of a collection. Suppose total collection. there are 10 pens in a box. To find half of them, we divide them into two equal parts. Each equal part is a half. Fractions 31 Ascend_G3_Maths_Book_TB_Part2.indb 31 7/14/2023 12:27:00 PM
Each equal part has 5 pens as 10 ÷ 2 = 5. So, 1 of 10 is 5. 2 Finding a third One-third is 1 out of 3 equal parts. In the given figure, there are 12 bananas. To find a third, we divide them into three equal parts. Each equal part is a third. Each equal part has 4 bananas as 12 ÷ 3 = 4. So, 1 of 12 is 4. 3 11 1 33 3 Finding a fourth (or a quarter) One-fourth is 1 out of 4 equal parts. In the figure, there are 8 books. To find a fourth, divide the number of books into 4 equal parts. 1 1 1 1 444 4 1 Each equal part has 2 books as 8 ÷ 4 = 2. So, 4 of 8 is 2. Let us see a few examples to find the fraction of a collection. Example 9: Find the fraction of the coloured parts of the shapes. Shapes Fractions 32 Fractions Ascend_G3_Maths_Book_TB_Part2.indb 32 7/14/2023 12:27:03 PM
Shapes Fractions Solution: The fractions of the coloured parts of the shapes are: Shapes Fractions Example 10: Colour the shapes according to the given fractions. 2 Shapes 6 3 6 5 8 Fractions 1 5 2 7 3 4 Solution: We can colour the shapes according to the fractions as: Shapes Fractions 1 5 2 7 Fractions 33 Ascend_G3_Maths_Book_TB_Part2.indb 33 7/14/2023 12:27:04 PM
Shapes Fractions Train My Brain 3 4 What fraction of the collection are: a) Chocolate cupcakes b) Strawberry cupcakes c) Blueberry cupcakes 9.2 I Apply We can apply the knowledge of fractions in many real-life situations. Let us see a few examples. Example 11: A basket has 64 flowers. Half of them are roses, a quarter of them are marigolds and a quarter of them are lotuses. How many roses, marigolds and lotuses are there in the basket? Solution: Total number of flowers = 64 Half of the flowers are roses. The number of roses = 1 of 64 = 64 ÷ 2 = 32 2 A quarter of the flowers are marigolds. 1 The number of marigolds = 4 of 64 = 64 ÷ 4 = 16 A quarter of the flowers are lotuses. 1 The number of lotuses = 4 of 64 = 64 ÷ 4 = 16 Therefore, there are 32 roses, 16 marigolds and 16 lotus in the basket. 34 Fractions Visa_G3_Maths_L09_TB_Fractions_V1.indd 34 7/15/2023 12:10:32 PM
Example 12: A set of 48 pens has 13 blue, 15 red and 11 black ink pens. The remaining are green ink pens. What fraction of the pens is green? Solution: Total number of pens = 48 Total number of blue, red and black ink pens = 13 + 15 + 11 = 39 Number of green ink pens = 48 – 39 = 9 Fraction of green ink pens == Number of green ink pens = 9 Total number of pens 48 Example 13: There is a bunch of balloons with three different colours. Write the fraction of balloons of each colour. Solution: Total number of balloons = 15 Number of green balloons = 2 2 Therefore, fraction of green balloons is 15 . Number of yellow balloons = 3 3 Therefore, fraction of yellow balloons is 15 . Number of red balloons = 10 10 Therefore, fraction of red balloons = 15 . 9.2 I Explore In some real-life situations, we need to find a fraction of some goods such as fruits, vegetables, milk, oil and so on. Let us now see some such examples. Example 14: One kilogram of apples costs `16 and one kilogram of papayas costs `20. If Rita buys 1 kg of apples and 1 kg of papayas, how much 2 4 money did she spend? Solution: Cost of 1 kg apples = `16 Cost of 1 kkg apples = 1 of `16 = `16 ÷2 = `8 2 2 (To find a half, we divide by 2) Cost of 1 kg papayas = `20 Cost of 1 kkg papayas = 1 ooff `20 = `20 ÷ 4 = `5 4 4 (To find a fourth, we divide by 4) Therefore, the money spent by Rita = `8 + `5 = `13 Fractions 35 Ascend_G3_Maths_Book_TB_Part2.indb 35 7/14/2023 12:27:08 PM
Example 15: Sujay completed 2 of his Maths homework. If he had to solve 25 5 problems, how many did he complete? Solution: Fraction of homework completed = 2 5 Total number of problems to be solved = 25 Number of problems Sujay solved = 2 of 25 = (25 ÷ 5) × 2 =5 × 2= 10 5 Therefore, Sujay completed 10 problems. Drill Time 9.2: Fraction of a Collection 1) Find fraction of coloured parts. a) b) c) d) e) 2) Find 1 and 1 of the following collection. 2 4 3) Word Problems a) A circular disc is divided into 12 equal parts. Venu shades 1 of the disc 4 pink and 1 of the disc green. How many parts of the disc are shaded? 3 How many parts are not shaded? b) J ohn has 24 notebooks. 1 of them are unruled and 1 of them are 2 6 four-ruled. How many books are (a) unruled and (b) four-ruled? 36 Fractions Ascend_G3_Maths_Book_TB_Part2.indb 36 7/14/2023 12:27:09 PM
Maths Munchies Egyptians have a different way to represent fractions. To represent 1 as numerator, they use a mouth picture which literally means ‘part’. So, the fraction ‘one-fifth’ will be shown as given in the image. On the other hand, fractions were only written in words in Ancient Rome. 1 was called unica 6 was called semis 12 12 1 1 was called scripulum 24 was called semunica 144 Connect the Dots Science Fun Around 7 out of 10 parts of air is nitrogen. Oxygen is at the second position. 2 out of 10 parts of air is oxygen. English Fun Think of at least two words that rhyme with each ‘numerator’ and ‘denominator’. A Note to Parent Fractions are present all around us. The easiest way to make a child relate to fractions is through food items. Cut fruits such as apples and oranges into different equal parts and use it to help your child understand fractions. Fractions 37 Ascend_G3_Maths_Book_TB_Part2.indb 37 7/14/2023 12:27:10 PM
10 Money I Will Learn converting rupees to paise and vice-versa About adding and subtracting money multiplying and dividing money making rate charts and bills 10.1: Convert Rupees to Paise I Think Farida has `38 in her piggy bank. She wants to know how many paise she has. Do you know? 10.1 I Recall We have learnt to identify different coins and currency notes. We have also learnt that 100 paise make a rupee. Let us learn more about money. 1 rupee = 100 paise 100 p = 1 rupee Let us revise the concept about money. a) Identify the value of the given coin. [] (A) `1 (B) `2 (C) `5 (D) `10 38 Visa_G3_Maths_L10_TB_Money_V1.indd 38 7/14/2023 12:33:43 PM
b) The `500 note among the following is: [] (A) (B) (C) (D) c) The combination that has the greatest value is: [] (A) (B) (C) (D) 10.1 I Remember and Understand Let us understand the conversion of rupees to paise through an activity. Activity: The students must use their play money (having all play notes and coins). As the teacher writes the rupees on the board, each student should pick the exact number of paise in it. There can be many combinations for the same amount of rupees. For example, 1 rupee is 100 paise. So, the students may take two 50 paise coins. Money 39 Ascend_G3_Maths_Book_TB_Part2.indb 39 7/14/2023 12:27:14 PM
Let us understand the conversion through some examples. Example 1: Convert the given rupees into paise: a) `2 b) `5 c) `9 Solution: We know that 1 rupee = 100 paise a) `2 = 2 × 100 paise = 200 paise b) `5 = 5 × 100 paise = 500 paise Converting paise c) `9 = 9 × 100 paise = 900 paise into rupees is the Similarly, we can convert paise into rupees. reverse process of Example 2: Convert 360 paise to rupees. converting rupees Solution: We can convert paise to rupees as: into paise. Steps Solved Solve this 380 paise Step 1: Write the given 360 paise paise as hundreds of paise. = 300 paise + 60 paise Step 2: Rearrange 300 300 paise paise as a product of 100 = (3 × 100) paise + 60 paise paise. `3 + 60 paise Step 3: Write in rupees. = 3 rupees 60 paise Train My Brain Convert as given. a) 550 paise to rupees b) 25 rupees to paise c) 110 paise to rupees 10.1 I Apply Let us see some real-life examples involving the conversion of rupees into paise and paise to rupees. Example 3: Anil has `10 with him. How many paise does he have? Solution: 1 rupee = 100 paise So, 10 rupees = 10 × 100 paise = 1000 paise Therefore, Anil has 1000 paise with him. 40 Money Ascend_G3_Maths_Book_TB_Part2.indb 40 7/14/2023 12:27:14 PM
Example 4: Raj has 670 paise. How many rupees does he have? Solution: Amount with Raj = 670 paise = 600 paise + 70 paise = (6 × 100) paise + 70 paise = `6 + 70 paise = 6 rupees 70 paise Therefore, Raj has 6 rupees 70 paise. 10.1 I Explore Observe these examples where conversion of rupees to paise and that of paise to rupees are mostly useful. Example 5: Vani has `4, Gita has `5 and Ravi has 470 paise. Who has the least amount of money? Solution: Amount Vani has = `4; Amount Gita has = `5 Amount Ravi has = 470 paise To compare money, all the amounts must be in the same unit. So, let us first convert the amounts from rupees to paise. `4 = (4 × 100) = 400 paise; `5 = (5 × 100) = 500 paise Now, arranging the money in ascending order, we get 400 < 470 < 500. Therefore, Vani has the least amount of money. Example 6: Ram has 1 rupee 10 paise, Shyam has 1 rupee 40 paise and Rishi has 1 rupee 20 paise. Arrange the amount in ascending order. Who has the most money? Solution: Amount Ram has = 1 rupee 10 paise Amount Shyam has = 1 rupee 40 paise Amount Rishi has = 1 rupee 20 paise To compare the money, all of them must be in the same unit. So, let us convert the amounts from rupees to paise. 1 rupees 10 paise = (1 × 100) + 10 = 110 paise 1 rupees 40 paise = (1 × 100) + 40 = 140 paise 1 rupees 20 paise = (1 × 100) + 20 = 120 paise Arranging the amounts in ascending order we get, 110 < 120 < 140. Therefore, Shyam has the most money. Money 41 Ascend_G3_Maths_Book_TB_Part2.indb 41 7/14/2023 12:27:15 PM
Drill Time b) `12 c) `80 e) `10 f) `45 10.1: Convert Rupees to Paise 1) Convert rupees to paise. b) 140 paise c) 450 paise a) `34 e) 100 paise f) 780 paise d) `29 2) Convert paise to rupees. a) 320 paise d) 298 paise 10.2: Add and Subtract Money with Conversion Leena purchased a book for `35, a pencil for `20 and a sheet of chart paper for `10.50. • What will you do to calculate the total cost of the three items? • When she gives `100 to the shopkeeper, what will the shopkeeper do to return the balance amount to Leena? You remember that in the column method, two or more numbers are added or subtracted by writing them one below the other, don’t you? Now, let’s try to add and subtract money using the column method as well. How do we write an amount? Paise is always written in two Money can be counted in rupees and paise. While writing digits after the an amount, rupees and paise are separated using a dot or a point. point. How do we add money using the column method? Money In the column method, we write money in a way such that the dots or points are placed exactly one below the other. While adding and subtracting money, the rupees are placed under rupees and the paise under paise. Let us understand this through some examples. Add: `14.65 and `23.80 42 Ascend_G3_Maths_Book_TB_Part2.indb 42 7/14/2023 12:27:18 PM
You can add the two amounts using the following steps: Steps Solved Solve these `p Step 1: Write the given numbers `p with the points exactly one below 1 4. 6 5 4 1. 5 0 the other, as shown. + 2 3. 8 0 + 4 5. 7 5 Step 2: First add the paise. `p `p Regroup the sum if needed. Write 1 the sum under paise. Place the 1 4. 6 5 3 8. 4 5 dot just below the dot. + 2 3. 8 0 + 3 5. 6 0 . 45 Step 3: Add the rupees. Add the `p `p carry forward (if any) from the 1 previous step. Write the sum under 1 4. 6 5 2 3. 6 5 rupees. + 2 3. 8 0 + 1 4. 5 2 3 8. 4 5 Step 4: Write the sum of the given `14.65 + `23.80 amounts. = `38.45 1) Solve the following: b) `32.35 + `65.65 a) `28.65 + `62.35 d) `38.45 + `35.60 c) `41.50 + `45.75 2) R amu has `12.75 with him. His friend has `28.50 with him. What is the amount both of them have in total? How do we subtract money using the column method? We can subtract money in the same way as we add money. Let us understand this through an example. Subtract: `73.50 – `52.80 Money 43 Ascend_G3_Maths_Book_TB_Part2.indb 43 7/14/2023 12:27:19 PM
You can subtract the two amounts using the following steps: Steps Solved Step 1: Write the given numbers with the ` p dots exactly one below the other, as 7 3. 50 shown. − 5 2. 80 Step 2: First subtract the paise. Regroup `p if needed. Write the difference under 2 15 paise. Place the dot just below the dot. 7 3. 5 0 Step 3: Subtract the rupees. Write the − 5 2. 8 0 difference under rupees. 70 Step 4: Write the difference of the given amounts. `p 2 15 7 3. 5 0 − 5 2. 8 0 2 0. 7 0 `73.50 – `52.80 = `20.70 1) Solve the following: a) `70.75 – `62.45 b) `73.50 – `56.60 c) `80.75 + `41.50 d) `60.75 + `32.50 2) Arun had `45.50 with him. He gave `23.50 to Amar. How much money is left with Arun? Reflection Time! 1) W hat are the different denominations of notes and coins that you have seen? Ask your parents to show you all of them. 2) W hich is the highest denomination of a single note which is in use currently ? 44 Money Ascend_G3_Maths_Book_TB_Part2.indb 44 7/14/2023 12:27:22 PM
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