f'k{k.

k ;kstuk
d{kk &3 fo"k;&xf.kr dk tknw&3
ikB dk uke& dqN ysuk dqN nsuk eghuk & vxLr
vuqekfur dqy dkyka'k & 5

ikB~; fcanq &

 2 vadksa rFkk 3 vadks dh la[;kvksa dks gkfly ;k fcuk gkfly dh enn dss ;ksx
rFkk ?kVk djukA
 vU; fofèk;ksa ls 2 vadkas rFkk 3 vadksa dh la[;kvksa dk ;ksx o ?kVkoA

mís'; &
laKkukRed&
 fo|kFkhZ 2 rFkk 3 vadksa dh la[;kvksa dk ;ksx rFkk ?kVko dj ik,axsA
 ;ksx rFkk ?kVko ds fofHkUu ifjizs{; tSls& 42¾ 40$2] 40¾60&20] 31 ls 11
vf/kd ¾ 42 ]
26$43 ¾ 20$6$40$3
¾ 20$40$6$3 ¾ 60$9 ¾ 69
tSlh ekufld fØ;kvksa dks le> ik,axsA
 fo|kFkhZ mi;qZDr fØ;kvksa }kjk ;ksx rFkk ?kVko dks vklku cukus dh izfØ;k le>
ik,axsA
 fo|kFkhZ ;ksx RkFkk ?kVko dks gkfly dh lgk;rk ls dj ysaxsA
dkS'kykRed&
 fo|kFkhZ ;ksx rFkk ?kVko dk mi;ksx vius nSfud thou esa djsaxsA

iwoZKku &
 fo|kFkÊ 2 vadh; o rhu vadh; la[;kvksa dks i<+ o fy[k ldrs gSaA
 fo|kfFkZ;ksa dks ewy xf.krh; ladYiukvksa tSls tksM+ vkSj ?kVko dk Kku gSA
izLrkfor f'k{k.k vf/kxe izfØ;k@mikxe &
 fo|kFkÊ ds iwoZ Kku dk mi;ksx djrs gq, v/;kid 1 vad okyh la[;kvksa ds
lk/kkj.k ;ksx o ?kVko dk mi;ksx djrs gq, nSfud thou ls lacfa /kr iz'u ls ikB
izkjEHk fd;k tk ldrk gSA
 v/;kid xf.kr dh iqLrd ds i`"B la[;k 30 rFkk 31 dks vH;kl ekSf[kd :i
djok ldrs gSaA
 v/;kid tksM+ rFkk ?kVko djus ds fy, vU; oSdfYid fof/k;ksa ij ppkZ djsaA tSl&s
¼1½ ¾ 63$36
¾ 60$3$30$6
¾ 60$30$6$3
¾ 90$9
¾ 99
¼2½ 42 ¾ 40$2 ¾ 2$40
¼3½ 40 ¾ 60&20 ¾ 20$20
fo|kFkÊ bl rjg ds iz'uksa dk vf/kdkf/kd vH;kl djsaxsA
 v/;kid c.My&rhyh dh enn ls gkfly okys tek rFkk ?kVk dks le>k;saxs ftls
fo|kFkÊ Hkh vH;kl djsaxsA
 v/;kid isij&isu dh enn ls gkfly okys tek rFkk ?kVk dks le>k;sx
a sA
 vc fo|kfFkZ;ksa dks 2&3 vadksa dh tksM+ dh leL;k nsa vkSj mUgsa ekSf[kd :i ls tksMu+ s
ds fy, dgsaA muds tksM+us ds rjhds ij ppkZ djsaA dbZ Nk= la[;k dks fudVre
ngkbZ esa foHkkftr djsaxs vkSj fQj tksM+ nsaxsA mUgsa la[;kvksa dks foHkkftr djus vkSj
tksM+us dk rjhdk fn[kk,aA
 fo|kfFkZ;ksa dks ,d vfrfjä ç'u gy djus ds fy, nsa vkSj ,d LFkkuh; ewY; dkMZ
(place value card) nsaA blh rjg nks rhu ç'uksa ds ckn mUgsa ,d ç'u nsa] ftlesa
iqulZewghdj.k dh vko';drk gks (gkfly okys tek rFkk ?kVk )A
 mUgsa ges'kk dh rjg ,d&,d djds tksM+us vkSj ?kVkus ds ekud rjhds ls voxr
djk,¡] ges'kk ngkbZ ls 'kq: djsa] fQj ngkbZ ls vkSj fQj lSdM+ksa lsA
izLrkfor fof/k;k¡ &
 vkxeukRed& mUgsa LFkkuh; ewY; dkMZ (place value card) vkSj vfrfjä
leL;kvksa dks ns[krs gq,] mUgsa LFkkuh; ewY; (place value) dk mi;ksx djds
tksM+us ds fy, dgsaA iqulZewgu dh vko';drk ij ppkZ djsaA
 vUos"k.k& fo|kfFkZ;ksa dks lewgksa ck¡Vsa o esa ekufld :i ls tksM+us vkSj ?kVkus ds fy,
leL;k,a nsa ¼2&vad okyh la[;kvksa ds lkFk½A
 çs{k.k& mUgsa LFkkuh; eku dk mi;ksx djds tksM+ vkSj ?kVko dh ekud fof/k fn[kk,aA

izLRkkfor f'k{k.k vf/kxe lkexzh &

 eku dkMZ@,jks dkMZ@LFkkuh; ewY; dkMZ& ;s LFkkuh; eku dh dYiuk
djus vkSj iqulZewgu dks le>us esa enn djrs gSaA
eku dkMZ
izLrkfor xfrfof/k;k¡ &
 tksM+s cuk,a vkSj nks ikls nsaA çR;sd tksM+h esa ,d fo|kFkÊ ikls dks rhu ckj ?kqek,xk
vkSj rhu vadksa dh la[;k cuk,xk vkSj nwljk f[kykM+h Hkh ,slk gh djsxkA vc
çR;sd f[kykM+h dks nks vad feysaxs] ftl f[kykM+h us nksuksa la[;kvksa ds ;ksx vkSj
varj dh x.kuk dh gS] mls 5 vad feysaxsA
 dqN tksM+ vkSj ?kVko rF; pqusa] ftUgsa fo|kFkÊ ekufld :i ls x.kuk dj ldrs gSa
¼tSls 2+9] 9&7] 100&50] 100&75 vkfn½ vkSj d{kk esa ,d ç'uksÙkjh ysaA
ç'uksÙkjh dks le;c) djsaA
 d{kk dks lewgksa esa foHkkftr djsa vkSj fofHkUu fpVksa ij lacaf/kr 'kCn leL;k,¡ fy[ksaA
çR;sd lewg dks ,d fpV ;k ,d leL;k feysxhA lewg leL;k dk lek/kku djsxk
vkSj iwjh d{kk ds lkFk viuh dk;Zç.kkyh fn[kk,xkA

izLrkfor cksMZ dk;Z &

 LFkkuh; eku dk mi;ksx djds tksM+ vkSj ?kVko dh ekud fof/k fn[kk,aA

iqujko`fÙk ,oa vkdyu &

 ekufld xf.kr ds ç'u
 dk;Zi=d
 dk;Zi=d&1
ikB dk uke & dqN ysuk dqN nsuk frfFk &

uacj fxzM dk ç;ksx djsa vkSj lgh mÙkj ij fu'kku yxk,aA

a) 35, 40 ls 5 de gSA ¼√ ½
b) 15 o 24 feydj 40 ls T;knk gSA ¼ ½
c) 12 o 67 feydj 79 ls vf/kd gSA ¼ ½
d) 32 esa 29 tksM+dj 62 çkIr gksrk gSA ¼ ½
e) 90 ls 42 de djds 37 çkIr gksrk gSA ¼ ½
f) 18 vkSj 81 dk ;ksx 99 gSA ¼ ½
g) 76 esa ls 23 dks de djus ij gesa 33 çkIr gksrk gSA ¼ ½
h) 52 esa ls 21 de djus ij 31 çkIr gksrk gS ¼ ½
 dk;Zi=d&2
ikB dk uke & dqN ysuk dqN nsuk frfFk &

la[;kvksa dks foHkkftr djds tksM+saA ,d mnkgj.k vkids fy, fd;k x;k gSA

320+44

204 + 36 575 + 22

rhj ¼ ½ dk vFkZ gS $3 vkSj rhj ¼ ½ dk vFkZ $1 gSA

fjä vadksa dh iwfrZ djsaA
 dk;Zi=d&3
ikB dk uke & dqN ysuk dqN nsuk frfFk &

la[;kvksa dks fy[kus ds fy, Cy‚dksa dk ç;ksx djsa vkSj fQj tksM+saA
 dk;Zi=d&4
ikB dk uke & dqN ysuk dqN nsuk frfFk &

1 la[;k,¡ fy[ksa vkSj mUgsa tksM+saA ,d mnkgj.k vkids fy, fd;k x;k gSA

2 fdUgha nks la[;kvksa dks jax nsa tks ,d nwljs ds fudV gksa vkSj ftudk tksM+ 1000 gksA
vkSj bu ;qXeksa dks fn, x, LFkku esa fy[k nsaA
112 212 453 620 123 560 567 190 234 781

235 765 342 480 780 801 236 230 701 875

321 796 675 678 346 531 555 231 231 125

456 204 453 900 100 560 445 321 230 130

544 456 890 345 541 150 345 121 110 235

321 490 789 897 901 270 213 890 567 765

340 110 103 243 789 730 576 424 456 120

456 890 120 367 312 140 424 160 890 243

759 589 678 768 293 707 280 678 432 513

241 766 224 432 560 150 3400 456 450 487
 dk;Zi=d&5
ikB dk uke & dqN ysuk dqN nsuk frfFk &

vU; loky &

1- ,d lekpkj i= foØsrk us ,d vikVZesaV
,d vikVZesaV esa nwljs vikVZesaV esa
esa 452 lekpkj i= vkSj nwljs vikVZesaV
452 lekpkj i= 379 lekpkj i=
esa 379 lekpkj i= forfjr fd,A mlus
dqy lekpkj i=
dqy fdrus lekpkj i= forfjr fd,\

2- ,d Vªsu ds ,d fMCcs esa 136 vkSj nwljs ,d Vªsu ds fMCcs ,d Vªsu ds fMCcs
esa 129 yksx FksA nksuksa fMCcksa esa fdrus esa 136 yksx Fks esa 129 yksx Fks
yksx gSa\ nksuksa fMCckasa esa dqy yksx

3- uhye ,d csdjh dh nqdku pykrh gSA ,d fnu esa 291 vxys fnu 331
mlus ,d fo'ks"k fnu esa 291 fcfLdV fcfLdV fcfLdV
cuk;s vkSj vxys fnu 331 fcfLdV nks fnuksa esa dqy fcfLdV cuk;s
cuk;sA mlus bu nks fnuksa esa fdrus fcfLdV
cuk;s\
 LESSON PLAN
CLASS - 3 Subject- Math-Magic-3
Name of the lesson – Give and take Month – August
Estimated no. of periods - 5

TEACHING POINTS
 Addition and subtraction of 2- or 3-digit numbers with and without regrouping
 Adding numbers using different methods

OBJECTIVES
Cognitive-
 Students will be able to add and subtract 2 and 3 digit numbers.
 Students will understand different perspectives on addition and subtraction like:
42= 40+2,
40=60-20,
11 more than 31 = 42,
26+43 = 20+6+40+3 = 20+40+6+3 = 60+9 = 69
 Students will be able to understand the process of simplifying addition and
subtraction by the above-mentioned activities.
 Students will do addition and subtraction with the help of regrouping
(use of carry-over / burrowing.)
Affective-
 Students will use addition and subtraction in their daily lives.

Previous knowledge
 Students can read and write 2-digit and 3-digit numbers.
 Students have understanding of basic number operations like addition and
subtraction

SUGGESTIVE TEACHING/LEARNING PROCESS/APPROACH

 Using the prior knowledge of the student, the teacher can start the lesson with
a question related to daily life using simple addition and subtraction of 1 digit
numbers.
  Teachers can get the exercises done orally on page number 30 and 31 of the
math book.
 Teacher can discuss other alternative methods of doing addition and
subtraction. like-
(1) = 63+36
= 60+3+30+6
= 60+30+6+3
= 90+9
= 99
(2) 42 = 40+2 = 2+40
(3) 40 = 60-20 = 20+20
Children will practice more such questions.
 The teacher will explain the addition and subtraction involving regrouping with
the help of straw bundles. Students will practice the same.
 The teacher will explain the addition and subtraction involving regrouping with
the help of a paper and pen.
 Now give them a 2-3 digit addition problem and ask them to add them up orally.
Discuss how to add them. Many students will divide the numbers to the nearest
tens and then add up. Show them how to divide the numbers to the nearest ten
and add numbers.
 Give the place value card and an additional question to solve. Similarly, after
two or three questions, give them one question that requires regrouping.
 Introduce them to the standard way of adding and subtracting one by one as
usual, always starting with tens, then tens and then with hundreds.

SUGGESTIVE METHODS
 Inductive: Give them place value cards and addition problems, ask them to add
using the place value. Discuss the need of regrouping.
 Exploration: In groups give them problems to add and subtract mentally (2-digit
numbers)
 Observation: Show them the standard method of addition and subtraction using
place value.

SUGGESTIVE TEACHING LEARNING MATERIAL

Maan card
  Maan cards/arrow cards/place value cards: These help to visualize place value
and understand regrouping.

SUGGESTIVE ACTIVITIES
 Form pairs of students and give them two dice. In each pair one student will roll
the dice three times and form a three digit number and the second player will
do the same. Now each player will get two numbers, the player, who have
calculated the sum and difference of both the numbers will get 5 points.
 Choose some addition and subtraction facts, which students can mentally
calculate (like 2+9, 9-7, 100-50, 100-75 etc.) and take a quiz in the class. Make
the quiz time bound.
 Divide the class into groups and write word problems related on different paper
slips. Each group will get one paper slip or one problem. The group will solve the
problem and show their work to other group.

SUGGESTIVE BOARD WORK

 Show standard method of addition and subtraction using place value.

RECAPITULATIONS AND ASSESSMENT

 Mental math questions
 worksheets
 Worksheet 1
Name of the lesson – Give and Take Date –

Use number grid and tick the correct answer.

a. 5 less than 40 is 35. ()

b. 15 more than 24 is 40. ( )
c. 12 more than 67 is 79 ( )
d. 32 added to 29 is 62 ( )
e. 42 less than 90 is 37 ( )
f. The sum of 18 and 81 is 99 ( )
g. Taking away 23 from 76, we get 33 ( )
h. 21 less than 52 is 31 ( )
 Worksheet 2
Name of the lesson – Give and Take Date –

1.Add the numbers by splitting them. One example has been done for you.

320+44

204 + 36 575 + 22

2.
 Worksheet 3
Name of the lesson – Give and Take Date –

Use the blocks to write the numbers and then add.

 Worksheet 4
Name of the lesson – Give and Take Date –
1. Write the numbers and add them. One example has been done for you.

2. Colour 2 numbers next to each other such that they add up to 1000 and write these
pairs in the given space.
112 212 453 620 123 560 567 190 234 781
235 765 342 480 780 801 236 230 701 875
321 796 675 678 346 531 555 231 231 125
456 204 453 900 100 560 445 321 230 130
544 456 890 345 541 150 345 121 110 235
321 490 789 897 901 270 213 890 567 765
340 110 103 243 789 730 576 424 456 120
456 890 120 367 312 140 424 160 890 243
759 589 678 768 293 707 280 678 432 513
241 766 224 432 560 150 3400 456 450 487
 Worksheet 5
Name of the lesson – Give and Take Date –

Other Questions –

1. A newspaper vendor delivered 452

newspapers in one apartment and
379 newspapers in another apartment. How many newspapers did he deliver in
all?

2. There were 136 people in one

compartment of a train and 129
people in another. How many people
are there in both the compartments?

3. Neelam runs a bakery shop. She baked

291 cookies on a particular day and
331 cookies the next day. How many
cookies did she bake in these two days?