Fun at Class Party NCERT Solutions | NCERT Textbooks & Solutions for Class 3 PDF Download

 Page 1


Children of Class 3 are preparing for a celebration in the class. Look 
at the picture. 
Discuss and explain how you answer these questions based on the 
picture given above. 
1. What are the various activities shown in the picture?  
2.	 How 	 does	Shelly	find 	the	height	of 	the	door? 	
3.  Leena and Adi use their hand spans to measure the length of the 
same table. Will they both get the same measurement?  
Fun at Class Fun at Class 
Party! Party!
10 10
Let us Do
Teacher’s Note: The picture shows some examples of measurement  
using informal and formal tools for length. Let children identify the 
different ways of measuring  and use appropriate words like hand 
span, footstep and paper strings.
Page 2


Children of Class 3 are preparing for a celebration in the class. Look 
at the picture. 
Discuss and explain how you answer these questions based on the 
picture given above. 
1. What are the various activities shown in the picture?  
2.	 How 	 does	Shelly	find 	the	height	of 	the	door? 	
3.  Leena and Adi use their hand spans to measure the length of the 
same table. Will they both get the same measurement?  
Fun at Class Fun at Class 
Party! Party!
10 10
Let us Do
Teacher’s Note: The picture shows some examples of measurement  
using informal and formal tools for length. Let children identify the 
different ways of measuring  and use appropriate words like hand 
span, footstep and paper strings.
129
Fun at Class Party!
4. Circle the child with the longest ponytail. 
5.  Tick 
ü
 paper strings in the classroom that are as long as the 
height of the window. 
6.  Find the distance between the two walls of the classroom. How 
did 	you	find 	it?	Can	there	be	other	ways 	 of 	 measuring 	 it? 	
7.  Identify all the ways that children are using to measure length in 
this picture. Which way do you think is better and why?
1. In the picture above, colour the paper strings as instructed below. 
 (a)  Colour the shortest paper string with red. Discuss how you 
identified 	the 	shortest	string.
 (b)  Colour the longest paper string with green. Discuss how you 
identified 	the 	longest	string.
2.  How many more colourful paper strings will be needed to 
decorate the border of the green board?
3.  How many of  are needed to decorate the entire border 
of the board?
Children of Class 3 are decorating the board with paper strings of 
different colours.  
Let us Do
Page 3


Children of Class 3 are preparing for a celebration in the class. Look 
at the picture. 
Discuss and explain how you answer these questions based on the 
picture given above. 
1. What are the various activities shown in the picture?  
2.	 How 	 does	Shelly	find 	the	height	of 	the	door? 	
3.  Leena and Adi use their hand spans to measure the length of the 
same table. Will they both get the same measurement?  
Fun at Class Fun at Class 
Party! Party!
10 10
Let us Do
Teacher’s Note: The picture shows some examples of measurement  
using informal and formal tools for length. Let children identify the 
different ways of measuring  and use appropriate words like hand 
span, footstep and paper strings.
129
Fun at Class Party!
4. Circle the child with the longest ponytail. 
5.  Tick 
ü
 paper strings in the classroom that are as long as the 
height of the window. 
6.  Find the distance between the two walls of the classroom. How 
did 	you	find 	it?	Can	there	be	other	ways 	 of 	 measuring 	 it? 	
7.  Identify all the ways that children are using to measure length in 
this picture. Which way do you think is better and why?
1. In the picture above, colour the paper strings as instructed below. 
 (a)  Colour the shortest paper string with red. Discuss how you 
identified 	the 	shortest	string.
 (b)  Colour the longest paper string with green. Discuss how you 
identified 	the 	longest	string.
2.  How many more colourful paper strings will be needed to 
decorate the border of the green board?
3.  How many of  are needed to decorate the entire border 
of the board?
Children of Class 3 are decorating the board with paper strings of 
different colours.  
Let us Do
130
Maths Mela | Class 3
1.  Cut and paste a wool or cotton thread as long as the line given 
below. 
2.  Draw a string longer than the string given below. 
Let us Do
3.  Draw a string shorter than the decoration string Shelly and Adi 
are holding. 
Page 4


Children of Class 3 are preparing for a celebration in the class. Look 
at the picture. 
Discuss and explain how you answer these questions based on the 
picture given above. 
1. What are the various activities shown in the picture?  
2.	 How 	 does	Shelly	find 	the	height	of 	the	door? 	
3.  Leena and Adi use their hand spans to measure the length of the 
same table. Will they both get the same measurement?  
Fun at Class Fun at Class 
Party! Party!
10 10
Let us Do
Teacher’s Note: The picture shows some examples of measurement  
using informal and formal tools for length. Let children identify the 
different ways of measuring  and use appropriate words like hand 
span, footstep and paper strings.
129
Fun at Class Party!
4. Circle the child with the longest ponytail. 
5.  Tick 
ü
 paper strings in the classroom that are as long as the 
height of the window. 
6.  Find the distance between the two walls of the classroom. How 
did 	you	find 	it?	Can	there	be	other	ways 	 of 	 measuring 	 it? 	
7.  Identify all the ways that children are using to measure length in 
this picture. Which way do you think is better and why?
1. In the picture above, colour the paper strings as instructed below. 
 (a)  Colour the shortest paper string with red. Discuss how you 
identified 	the 	shortest	string.
 (b)  Colour the longest paper string with green. Discuss how you 
identified 	the 	longest	string.
2.  How many more colourful paper strings will be needed to 
decorate the border of the green board?
3.  How many of  are needed to decorate the entire border 
of the board?
Children of Class 3 are decorating the board with paper strings of 
different colours.  
Let us Do
130
Maths Mela | Class 3
1.  Cut and paste a wool or cotton thread as long as the line given 
below. 
2.  Draw a string longer than the string given below. 
Let us Do
3.  Draw a string shorter than the decoration string Shelly and Adi 
are holding. 
131
Fun at Class Party!
Shelly and Adi need to take a large table inside the classroom for the 
party. The table is too heavy for both of them to move. Without lifting 
the	 table, 	 how	 can	 they 	 figure 	 out	 if	 the	 table 	 can	 go	 through	 the	 door	
of	 the 	 classroom? 	Help	them	find 	out	what	 they 	 must	do.
5.  Look at the strings and help Adi choose the longest one. 
How did you find out? Discuss. 
4.  Draw the other half of the moustache which is as long as the 
half of the moustache on the face shown in the picture.
Answer:
By visually comparing the three strings,
it is evident that the first string (the one at the top)
is the longest. It has the most bulbs and stretches
the farthest across the picture.
Page 5


Children of Class 3 are preparing for a celebration in the class. Look 
at the picture. 
Discuss and explain how you answer these questions based on the 
picture given above. 
1. What are the various activities shown in the picture?  
2.	 How 	 does	Shelly	find 	the	height	of 	the	door? 	
3.  Leena and Adi use their hand spans to measure the length of the 
same table. Will they both get the same measurement?  
Fun at Class Fun at Class 
Party! Party!
10 10
Let us Do
Teacher’s Note: The picture shows some examples of measurement  
using informal and formal tools for length. Let children identify the 
different ways of measuring  and use appropriate words like hand 
span, footstep and paper strings.
129
Fun at Class Party!
4. Circle the child with the longest ponytail. 
5.  Tick 
ü
 paper strings in the classroom that are as long as the 
height of the window. 
6.  Find the distance between the two walls of the classroom. How 
did 	you	find 	it?	Can	there	be	other	ways 	 of 	 measuring 	 it? 	
7.  Identify all the ways that children are using to measure length in 
this picture. Which way do you think is better and why?
1. In the picture above, colour the paper strings as instructed below. 
 (a)  Colour the shortest paper string with red. Discuss how you 
identified 	the 	shortest	string.
 (b)  Colour the longest paper string with green. Discuss how you 
identified 	the 	longest	string.
2.  How many more colourful paper strings will be needed to 
decorate the border of the green board?
3.  How many of  are needed to decorate the entire border 
of the board?
Children of Class 3 are decorating the board with paper strings of 
different colours.  
Let us Do
130
Maths Mela | Class 3
1.  Cut and paste a wool or cotton thread as long as the line given 
below. 
2.  Draw a string longer than the string given below. 
Let us Do
3.  Draw a string shorter than the decoration string Shelly and Adi 
are holding. 
131
Fun at Class Party!
Shelly and Adi need to take a large table inside the classroom for the 
party. The table is too heavy for both of them to move. Without lifting 
the	 table, 	 how	 can	 they 	 figure 	 out	 if	 the	 table 	 can	 go	 through	 the	 door	
of	 the 	 classroom? 	Help	them	find 	out	what	 they 	 must	do.
5.  Look at the strings and help Adi choose the longest one. 
How did you find out? Discuss. 
4.  Draw the other half of the moustache which is as long as the 
half of the moustache on the face shown in the picture.
Answer:
By visually comparing the three strings,
it is evident that the first string (the one at the top)
is the longest. It has the most bulbs and stretches
the farthest across the picture.
132
Maths Mela | Class 3
Can there be a way to take the table inside the door if both the length 
and the breadth are more than the width of the door? 
We can use 
this thread to 
measure the 
length of the 
table.
I guess it 
will not pass 
through!
Yes, it is 
longer than 
the door.
I measured 
the length of 
this side of the 
table.
 The table can pass 
through the door  
this way.
Teacher’s Note: Comparing two lengths is not always possible by 
bringing them next to each other like in the above example of the table 
and	 the	door.	This 	exercise	should 	help	students 	to	 figure 	out	that	 one	
can measure indirectly using a common unit.
Can you name some things that cannot pass through your school 
gate? Discuss.  
Make a bridge using boxes or bags or 
any other objects available in your class. 
Place or arrange the boxes so that the 
bridge does not move. Take some objects 
from your class and guess if the objects 
can go through the bridge. 
Let us Play