Table of contents  
Introduction  
Different Ways of Representing Numbers  
What Are Number Patterns?  
Number Patterns with Subtraction  
Identifying the Rule in Larger Number Patterns  
Learn with Story 
Welcome to the "House of Hundreds," where we learn about threedigit numbers. In this chapter, we'll learn about counting, make fun number patterns, and solve puzzles together. Get ready to discover the secrets of numbers and become counting champions!
Imagine you have the number 234. We're going to find the numbers that are close to 234, but in terms of hundreds, 50s, and 10s. Let's break it down stepbystep.
Neighboring hundreds are the closest multiples of 100 around your number. For 234, we look for the nearest hundreds before and after it.
So, the neighboring hundreds of 234 are 200 and 300.
Neighboring 50s are the closest multiples of 50 around your number. For 234, we look for the nearest 50s before and after it.
So, the neighboring 50s of 234 are 200 and 250.
Neighboring 10s are the closest multiples of 10 around your number. For 234, we look for the nearest 10s before and after it.
So, the neighboring 10s of 234 are 230 and 240.
let's explore different ways to represent the numbers.
Let's take a number, 456. Here are various ways to write or represent it:
68 more than 300:
Breaking it down into place values:
As a single number:
As a sum of its place values:
32 less than 500:
As a subtraction from a nearby higher number:
By understanding these different representations, you can see how the number 456 can be expressed in multiple ways, making it easier to understand its value and position within different contexts.
Number patterns are sequences of numbers that follow a specific rule or set of rules. These rules can involve adding or subtracting a certain number repeatedly to get the next number in the sequence.
Example 1: Adding 20 each time
Sequence: 450, 470, 490, 510, 530, 550, ...
Here's how it works:
Example 2: Adding 50 each time
Sequence: 300, 350, 400, 450, 500, 550, ...
Here's how it works:
When creating a number pattern using subtraction with bigger numbers, we'll subtract a fixed number of tens each time to get the next number in the sequence.
Example 1: Subtracting 30 each time
Sequence: 600, 570, 540, 510, 480, 450, ...
Here's how it works:
Example 2: Subtracting 40 each time
Sequence: 800, 760, 720, 680, 640, 600, ...
Here's how it works:
To identify the rule in a number pattern with larger numbers, look at the differences between consecutive numbers:
Example Pattern: 450, 470, 490, 510, 530, ...
The rule here is to add 20 each time.
Example Pattern: 900, 870, 840, 810, 780, ...
The rule here is to subtract 30 each time.
You can create your own number patterns with larger numbers by choosing a starting number and a rule (either addition or subtraction by tens). For example:
Starting number: 650, Rule: Add 40
Starting number: 1000, Rule: Subtract 50
By understanding and practicing number patterns with addition and subtraction using larger numbers, you'll be able to recognize and create sequences that follow specific rules.
Once upon a time in the town of Mathville, there lived a young detective named Noah. Noah was not an ordinary detective; he was a number detective, solving mysteries using his keen understanding of numbers and patterns.
One sunny day, Noah received a mysterious letter with a series of number riddles. Each riddle presented a clue about a specific number, and Noah's task was to decipher these clues and find the hidden numbers. Excited for the challenge, Noah put on his detective hat and got to work.
Riddle 1: "I have 2 zeroes as digits and am very close to 99."
Noah quickly realized that a number with two zeroes and close to 99 had to be 100. The zeroes in 100 act as placeholders, making it very close to 99.
Riddle 2: "I have 1 nine as a digit and am just 2 less than 300."
This clue pointed to the number 298. It has one zero in the tens place and is just 2 less than 300.
Riddle 3: "I have 2 hundreds, 9 tens, and 8 ones."
Noah recognized this as the number 298, as it has 2 hundreds (200), 9 tens (90), and 8 ones (8).
Riddle 4: "I have 5 tens and 2 ones, I am between 500 and 550, and my hundreds digit is 5."
This described the number 525. It has 5 tens and 2 ones, is between 500 and 550, and the hundreds digit is 5.
Noah continued solving each riddle with enthusiasm, using his knowledge of place value and number sense to crack the codes. After solving all the riddles, he realized that the final mystery number was hidden in a clue about centuries and half centuries.
Riddle 5: "I am century + half century."
This clue referred to the number 150. A century is 100, and half a century is 50. When you add them together, you get 150.
Noah felt proud of his detective skills and decided to share his solutions with the people of Mathville.
You can also solve the number riddles just by understanig numbers more.
To create a number in the hundreds using different numbers, we can break down the number into its place values and then fill in the blanks with appropriate numbers. Let's use the example of making the number 789 using six different numbers:
Identify the Place Values of the Number:
Fill in the Blanks with Different Numbers:
Putting these numbers together:
So, to create the number 789 using six different numbers, we can use: $200+200+200+40+40+4+4+1=789200\; +\; 200\; +\; 200\; +\; 40\; +\; 40\; +\; 4\; +\; 4\; +\; 1\; =\; 789$200+200+200+40+40+4+4+1=789
This breakdown shows how we can represent a number in hundreds using various numbers that add up to the desired value. You can do similar to all numbers.
6 videos68 docs18 tests

1. How can children practice counting by 10s, 50s, and 100s in the House of Hundreds  II Class 3 chapter? 
2. What is the significance of Dhoni's Century in the context of the House of Hundreds  II Class 3 chapter? 
3. How can students improve their understanding of patterns in the House of Hundreds  II Class 3 chapter? 
4. How does the Dot Game help children in learning about numbers in the House of Hundreds  II Class 3 chapter? 
5. What are some ways in which students can write number sentences in the House of Hundreds  II Class 3 chapter? 

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