CBSE Class 3 Maths Syllabus

CBSE Class 3 Maths Syllabus for the 2023-2024 Examination

Class 3 Maths Syllabus comprises various fundamental skills that are essential for your child’s Maths learning. Maths is a very important subject, vital for academics as well as in real life. CBSE Class 3 Maths Syllabus will work on your child’s Mathematics conception of dimensions, puzzles, patterns, shapes, and measurements. CBSE syllabus for Class 3 maths will offer the students a bit of complicated mathematical problems from single-digit addition or subtraction. The entire syllabus will prepare students and acquire them all the information required for the syllabus in every standard.

Units and Measurement
Medium
Q.
Fill in the blanks
(a) The volume of a cube of side 1 cm is equal to .....m3.
(b) The surface area of a solid cylinder of radius 2.0 cm and height 10.0 cm is equal to ...(mm)2.
(c) A vehicle moving with a speed of 18 kmh–1 covers....m in 1 s.
(d) The relative density of lead is 11.3. Its density is ....gcm–3 or ....kgm–3.
Units and Measurement
Medium
Q.
The unit of length convenient on the atomic scale is known as an angstrom and is denoted by Å: 1 Å = 10–10 m. The size of a hydrogen atom is about 0.5 Å. What is the total atomic volume in m3 of a mole of hydrogen atoms?
Units and Measurement
Medium
Q.
The principle of ‘parallax’ in section 2.3.1 is used in the determination of distances of very distant stars. The baseline AB is the line joining the Earth’s two locations six months apart in its orbit around the Sun. That is, the baseline is about the diameter of the Earth’s orbit ≈ 3 × 1011 m. However, even the nearest stars are so distant that with such a long baseline, they show parallax only of the order of 1’’ (second) of arc or so. A parsec is a convenient unit of length on the astronomical scale. It is the distance of an object that will show a parallax of 1’’ (second of arc) from opposite ends of a baseline equal to the distance from the Earth to the Sun. How much is a parsec in terms of metres?
Units and Measurement
Medium
Q.
Explain this common observation clearly. If you look out of the window of a fast moving train, the nearby trees, houses etc. seem to move rapidly in a direction opposite to the train’s motion, but the distant objects (hill tops, the moon, the stars etc.) seem to be stationary.
Units and Measurement
Medium
Q.
One mole of an ideal gas at standard temperature and pressure occupies 22.4 L (molar volume). What is the ratio of molar volume to the atomic volume of a mole of hydrogen? (Take the size of hydrogen molecule to be about 1 Å). Why is this ratio so large?
Units and Measurement
Medium
Q.
A famous relation in physics relates ‘moving mass’ m to the ‘rest mass’ mo of a particle in terms of its speed v and the speed of light, c. (This relation first arose as a consequence of special relativity due to Albert Einstein). A boy recalls the relation almost correctly but forgets where to put the constant c. He writes :
m =  m 0 1 - v 2 1/2 Guess where to put the missing c.
Units and Measurement
Medium
Q.
A book with many printing errors contains four different formulae for the displacement y of a particle undergoing a certain periodic motion:
(i) y = a sin 2πt T  (ii) y = a sin vt (iii) y =  a T  sin  t a   (iv) y =  a 2 [ sin  2πt T + cos 2πt T ] MathType@MTEF@5@5@+=feaaguart1ev2aaatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaebbnrfifHhDYfgasaacH8MrFz0xbbf9q8WrFfeuY=Hhbbf9v8qqaqFr0xc9pk0xbba9q8WqFfea0=yr0RYxir=Jbba9q8aq0=yq=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@94E9@
(a = maximum displacement of particle, v = speed of particle, T = time-period of motion). Rule out the wrong formulae on dimensional grounds.
Units and Measurement
Medium
Q.
A physical quantity P is related to four observables a, b, c and d as follows:
P =  a 3 b 2 ( c d ) MathType@MTEF@5@5@+=feaaguart1ev2aaatCvAUfeBSjuyZL2yd9gzLbvyNv2CaerbwvMCKfMBHbqedmvETj2BSbqefm0B1jxALjhiov2DaebbnrfifHhDYfgasaacH8MrFz0xbbf9q8WrFfeuY=Hhbbf9v8qqaqFr0xc9pk0xbba9q8WqFfea0=yr0RYxir=Jbba9q8aq0=yq=He9q8qqQ8frFve9Fve9Ff0dmeqabeqabiqaceGabeqabeWabeqaeeaakeaajugGbiaabcfacaqGGaGaaeypaiaabccadaWcaaGcbaqcLbyacaqGHbWaaWbaaSqabeaajugGbiaabodaaaGaaeOyamaaCaaaleqabaqcLbyacaqGYaaaaaGcbaqcLbyadaqadaGcbaqcLbyadaGcaaGcbaqcLbyacaqGJbaaleqaaKqzagGaaeizaaGccaGLOaGaayzkaaaaaaaa@4525@
The percentage errors of measurement in a, b, c and d are 1%, 3%, 4% and 2% respectively. What is the percentage error is the quantity P? If the value of P calculated using the above relation turns out to be 3.763, to what value should you round off the result?
Units and Measurement
Medium
Q.
The mass of a box measured by a grocer’s balance is 2.30 kg. Two gold pieces of masses 20.15 g and 20.17 g are added to the box. What is (a) the total mass of the box, (b) the difference in the masses of the pieces to correct significant figures?
Units and Measurement
Medium
Q.
The length, breadth and thickness of a rectangular sheet of metal are 4.234 m, 1.005 m and 2.01 cm respectively. Give the area and volume of the sheet to correct significant figures.
Units and Measurement
Medium
Q.
Fill in the blanks by suitable conversion of units
(a) 1 kgm2s–2 = ....gcm2s–2
(b) 1 m = ..... ly
(c) 3.0 ms–2 = .... kmh–2
(d) G = 6.67 × 10–11 Nm2(kg)–2 = .... (cm)3 s–2g–1
Units and Measurement
Medium
Q.
State the number of significant figures in the following:
(a) 0.007 m2
(b) 2.64 × 1024 kg
(c) 0.2370 gcm-3
(d) 6.320 J
(e) 6.032 Nm-2
(f) 0.0006032 m2
Units and Measurement
Medium
Q.
The photograph of a house occupies an area of 1.75 cm2 on a 35 mm slide. The slide is projected on to a screen, and the area of the house on the screen is 1.55 m2. What is the linear magnification of the projector-screen arrangement?
Units and Measurement
Medium
Q.
Answer the following :
(a) You are given a thread and a metre scale. How will you estimate the diameter of the thread?
(b) A screw gauge has a pitch of 1.0 mm and 200 divisions on the circular scale. Do you think it is possible to increase the accuracy of the screw gauge arbitrarily by increasing the number of divisions on the circular scale?
(c) The mean diameter of a thin brass rod is to be measured by vernier callipers. Why is a set of 100 measurements of the diameter expected to yield a more reliable estimate than a set of 5 measurements only?
Units and Measurement
Medium
Q.
A student measures the thickness of a human hair by looking at it through a microscope of magnification 100. He makes 20 observations and finds that the average width of the hair in the field of view of the microscope is 3.5 mm. What is the estimate on the thickness of hair?
Units and Measurement
Medium
Q.
Which of the following is the most precise device for measuring length :
(a) a vernier calipers with 20 divisions on the sliding scale
(b) a screw gauge of pitch 1mm and 100 divisions on the circular scale
(c) an optical instrument that can measure length to within a wavelength of light?
Units and Measurement
Medium
Q.
A new unit of length is chosen such that the speed of light in vacuum is unity. What is the distance between the sun and the earth in terms of the new unit of light takes 8 min and 20 s to cover this distance?
Units and Measurement
Medium
Q.
Explain this statement clearly:
“To call a dimensional quantity ‘large’ or ‘small’ is meaningless without specifying a standard for comparison”. In view of this, reframe the following statements wherever necessary:
a. atoms are very small objects
b. a jet plane moves with great speed
c. the mass of Jupiter is very large
d. the air inside this room contains a large number of molecules
e. a proton is much more massive than an electron
f. the speed of sound is much smaller than the speed of light.
Units and Measurement
Medium
Q.
A calorie is a unit of heat (energy in transit) and it equals about 4.2 J where 1 J = 1 kgm2 s–2. Suppose we employ a system of units in which the unit of mass equals α kg, the unit of length equals β m, the unit of time is γ s. Show that a calorie has a magnitude 4.2 α–1β–2γ2 in terms of the new units.
Units and Measurement
Medium
Q.
The nearest star to our solar system is 4.29 light years away. How much is the distance in terms of parsec? How much parallax would this star (named Alpha Centauri) show when viewed from two locations of the Earth six months apart in its orbit around the Sun?

Mathematics helps students to improve their logical and reasoning skills. The syllabus of Maths is based on the following CBSE guidelines. This year students will learn how to understand word problems, how computation methods are applied, and how to interpret them in different scenarios. Our website will provide the CBSE Class 3 Maths Syllabus pdf download You can download it from our official website.

Class 3 Maths Syllabus for Other Subjects

CBSE Class 3 Syllabus
  • CBSE Class 3 Maths Syllabus

3rd Class Maths Syllabus

The CBSE syllabus for Maths offers a reliable and factual learning scope for the students so that they can understand each chapter properly. The students will be introduced to more complicated problems. and will be presented with the central ideas about the chapters and help you answer each question better and more accurately. 

The updated CBSE syllabus for Class 3 Maths will challenge students to incorporate cross-reference in their problems. Eventually, this involvement will not only make them score better but will also help them to build a better understanding of the subject.

The syllabus is comprised of seven major topics which will be introduced to their curriculum. This syllabus will help them to understand basic mathematical concepts. The topics are related to shapes, numbers, addition, subtraction, and more. Here we have offered an outline of the syllabus and its topics.

Geometry

  • Recognizing two-dimensional and three-dimensional shapes
  • Introduction to lines, line segments, ray polygons, and circles
  • Understanding scaled pictograph

Arithmetic

  • Parity, Ordinality, and Roman Numerals Place value of ones, tens, and hundreds
  • Performing addition and subtraction of four-digit numbers
  • Addition and Subtraction of 4-digit Numbers
  • Fractions, Division, and Multiplication of numbers

Money

  • Identifying common currency notes and coins
  • Putting together small amounts of money

Measurement

  • Measurement of Length: Estimating and comparing the length of objects, Distinguishing between near, far, thin, thick, longer/taller, shorter, high, and low. Measuring short lengths in terms of non-uniform units
  • Measurement of Weight: Understanding units of weight, Comparing heavy and light objects.
  • Measurement of Capacity
  • Comparing weight and capacity

Time

  • Distinguishing events happening at different times using terms like earlier/later
  • Understanding the qualitative feel of long & short duration, of school days v/s holidays

Pattern

  • Recognizing, repeating, and growing patterns
  • Finding the next shape in a pattern
  • Completing a repeating pattern
  • Generating a repeating pattern
  • Finding the next row in a growing pattern

Data handling

The students will be taught to collect, represent, and interpret simple data like measuring the arm length or circumference of the head or foot using paper.

The entire syllabus is very interesting and has offered some engaging ways that will persuade the student to indulge in learning in a very vivid way. We have attached the PDF file below which holds the complete CBSE Class 3 Maths Syllabus, you can download them on your laptop or mobile and get started with your kid's preparation.

Maths Syllabus for Class 3 - Free Download

This syllabus offers 14 chapters in it, based on the topics we have discussed earlier, which are geometry, arithmetic, money, measurement, time, pattern, and data handling.

You can download the book easily from our website or you can also follow the NCERT website. To get the NCERT book you will have to go to their website and visit the textbook PDF link. Once the link opens then enter your kid’s class, choose the subject and name of the book, and click on the ‘Go’ button. The file will appear. You can download the entire book or you can go through chapter by chapter, the choice is up to you. They have offered the book in three languages Hindi, English, and Urdu on their website.

Benefits of Class 3 Maths Syllabus 

The Class 3 Maths Syllabus will work on your kid's overall idea and conception of mathematics. From 2 dimension geometrical shapes, and measurement to arithmetic and money, time will be taught to the student so that they can understand the primitive stage of this humongous subject. There is no doubt that Maths will be needed in every form of our regular life, and if they have their basics clear about the subject. They can grow more branches and indulge their time in this subject if they have their roots grounded in the subject.

  • The syllabus will help the student to clear out their conceptions about Mathematics and score well in the exam.
  • The chapters follow the guidelines provided by CBSE.
  • This year they will learn about the importance of time and how they can manage it from this primitive stage.
  • This syllabus will make them experts in various aspects of the subject and build their interest in numbers.

You can refer to our website if you face any difficulties; you can go through topic by topic. If the students have conceptual clarity on the subject then the students can build their creative, reasoning, and logical thinking abilities exponentially. It will also improve their problem-solving ability 

The most important part of this syllabus is that as this is the time you should try to make the subject enjoyable for your kids and incorporate playful mannerisms in their lessons. The importance of conceptual clarity is very important to incorporate games, puzzles, and riddles that can help them understand the subject better. And if they enjoy the lessons they will automatically do better in the examinations.

From renowned scientists to a shopkeeper; to business tycoons to army officials, everyone has to involve Mathematics in their daily life. No matter whether your kid becomes a musician or a magician they will still need to have their conceptions correct about Maths to manage their day-to-day life. Follow our guidelines and the NCERT book then and you can easily do your part. You can also count on our CBSE sample papers for more options apart from the exercises provided in the books.


MATHEMATICS CLASS I–V

General Points for Textbook Writers

  1. The following syllabus has been developed keeping the philosophy of the Yashpal Report and the National Focus Group for Teaching Learning Mathematics in view. Keeping in mind the reality of the number of hours that teaching actually takes place in the school, we have kept a thumb rule of 140 periods, of 30-40 minutes each, per year for Within this the number of periods allotted to each area is given in the syllabus. However, this is just to give an approximate idea of the weightage to be given to a particular topic by writers and others who are transacting the syllabus. This break- up of time should not be taken as an exact writ by teachers.
  2. We need to encourage the development of a culture of learning outside the classroom. If a topic is linked well with experiences, interesting exercises given then conceptual learning of math would continue beyond the 140
  3. The syllabus has been developed in five very natural streams flowing from Class I to Class V, which overlap very often, not only with each other but also with themes developed in other subjects that are being learnt
  4. While developing the study material, we expect the focus to be activities/exercises, built around children’s real-life experiences and from areas across the They need to be created in a manner that would meet more than one objective simultaneously, and cover more than one stream at the same time. Further, we must include extensions to activities as part of the main course material, and not as a supplement, for the learners who feel encouraged to do them. However, as for any activity or experience, the teachers would need to give enough leeway to children, or modify the activity, to suit their interests. In this context, it is important that children’s current local interests and enthusiasms be utilised to the maximum as opportunities for developing math concepts. Enough space, in various ways, must be given for this in the textbooks.
  5. Mathematics is about a certain way of thinking and reasoning. This should be reflected in the way the materials are written and other activities and exercises created. The teachers’ training should reflect this also. Particular stress must be given to allow the child to articulate her reasons behind doing an exercise in a certain way, for example, why she is continuing a pattern in a particular Such interactive learning will require the teacher to plan for more time to be given for certain concepts in the classroom, and the textbooks would need to allow for this.
  1. The Class I and II books would be workbooks with short notes for the teacher about suggestions for dealing with the particular topic. (In fact, such notes should probably be incorporated in all the primary books.) The Class I workbook and the other materials would be created with the view to consolidate the mathematical concepts and experiences that the child already has before she joins school, and to build on this
  2. The language used in the books for Classes III to V should be what the child would normally use and would
  3. The sequencing of the concepts should not be linear, but
  4. The book should not appear to be dry and should be attractive to children in various The points that may influence this include the language, the nature of descriptions and examples, inclusion or lack of illustrations, inclusion of comic strips or cartoons to illustrate a point, inclusion of stories and other interesting texts for children.
  5. While dealing with problems, the text books should have several situations with multiple correct Make the children aware that there can be several strategies for teaching a problem.
  6. The material regarding patterns should be created in a way that would allow the child to observe patterns to generalise them, and to develop her own
  7. The purpose is not that the children would learn known definitions and therefore never should we begin by definitions and explanations. Concepts and ideas generally should be arrived at from observing patterns, exploring them and then trying to define them in their own words. There should be no overt emphasis on remembering definitions in known standard forms in exactly the same
  8. Problem posing is an important part of doing Exercises that require children to
Class I Class II
 

Geometry                                                   (10 hrs.)

SHAPES & SPATIAL UNDERSTANDING

•      Develops and uses vocabulary of spatial relationship (Top, Bottom, On, Under, Inside, Outside, Above, Below, Near, Far, Before, After)

SOLIDS AROUND US

•      Collects objects from the surroundings having different sizes and shapes like pebbles, boxes, balls, cones, pipes, etc.

•      Sorts, Classifies and describes the objects on the basis of shapes, and other observable properties.

•      Observes and describes the way shapes affect movements like rolling and sliding.

•      Sorts 2 – D shapes such as flat objects made of card etc.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Numbers                                                    (46 hrs.)

DEVELOPING A SENSE OF NUMBERNESS, COUNTING AND

OPERATIONS OF NUMBERS 1 – 9 AND ZERO

•      Observes object and makes collections of objects.

•      Arranges the collection of objects in order by

–         Matching and

–         One to one correspondence

  

Geometry                                                   (13 hrs.)

SHAPES & SPATIAL UNDERSTANDING

3-D and 2-D Shapes

•      Observes objects in the environment and gets a qualitative feel for their geometrical attributes.

•      Identifies the basic 3-D shapes such as cuboid, cylinder, cone, sphere by their names.

•      Traces the 2-D outlines of 3-D objects.

•      Observes and identifies these 2-D shapes.

•      Identifies 2-D shapes viz., rectangle, square, triangle, circle by their names.

•      Describes intuitively the properties of these 2-D shapes.

•      Identifies and makes straight lines by folding, straight edged objects, stretched strings and draws free hand and with a ruler.

•      Draws horizontal, vertical and slant lines (free hand).

•      Distinguishes between straight and curved lines.

•      Identifies objects by observing their shadows.

 

 

 

 

 

 

 

 

 

 

 

 

Numbers                                                    (46 hrs.)

•      Reads and writes numerals for numbers up to ninety- nine.

•      Expands a number with respect to place values.

•      Counts and regroups objects into tens and ones.

•      Uses the concept of place value in the comparison of numbers.

 

CLASS–WISE COURSE STRUCTURE

IN MATHEMATICS AT PRIMARY STAGE

Class III Class IV Class V
 

Geometry                        (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Creates shapes through paper folding, paper cutting.

•      Identifies 2-D shapes

•      Describes the various 2-D shapes by counting their sides, corners and diagonals.

•      Makes shapes on the dot-grid using straight lines and curves.

•      Creates shapes using tangram pieces.

•      Matches the properties of two 2-D shapes by observing their sides and corners (vertices).

•      Tiles a given region using a tile of a given shape.

•      Distinguishes between shapes that tile and that do not tile.

•      Intuitive idea of a map. Reads simple maps (not necessarily scaled)

•      Draws some 3D-objects.

 

 

 

 

 

 

 

Numbers                          (42 hrs.) NUMBER SEQUENCE UPTO 1000

•      Reads and writes 3-digit numbers.

•      Expands a number w.r.t. place values.

•      Counts in different ways – starting

from any number.

  

Geometry                       (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Draws a circle free hand and with compass.

•      Identifies centre, radius and diameter of a circle.

•      Uses Tangrams to create different shapes.

•      Tiles geometrical shapes: using one or two shapes.

•      Chooses a tile among a given number of tiles that can tile a given region both intuitively and experimentally.

•      Explores intuitively the area and perimeter of simple shapes.

•      Makes 4-faced, 5-faced and 6- faced cubes from given nets especially designed for the same.

•      Explores intuitively the reflections through inkblots, paper cutting and paper folding.

•      Reads and draws 3-D objects, making use of the familiarity with the conventions used in this.

•      Draws intuitively the plan, elevation and side view of simple objects.

 

Numbers                         (40 hrs.) NUMBERS AND OPERATIONS

•      Writes multiplication facts.

•      Writes tables upto 10 × 10.

•      Multiplies two and three digit numbers using lattice algorithm and the standard (column) algorithm.

  

Geometry                      (16 hrs.) SHAPES & SPATIAL UNDERSTANDING

•      Gets the feel of perspective while drawing a 3-D object in 2-D.

•      Gets the feel of an angle through observation and paper folding.

•      Identifies right angles in the environment.

•      Classifies angles into right, acute and obtuse angles.

•      Represents right angle, acute angle and obtuse angle by drawing and tracing.

•      Explores intuitively rotations and reflections of familiar 2-D shapes.

•      Explores intuitively symmetry in familiar 3-D shapes.

•      Makes the shapes of cubes, cylinders and cones using nets especially designed for this purpose.

 

 

 

 

 

 

 

 

Numbers                        (40 hrs.) NUMBERS AND OPERATIONS

•      Finds place value in numbers beyond 1000.

•      Appreciates the role of place value in addition, subtraction and

multiplication algorithms.

 

Classes at the

Elementary Level

Class I Class II
 

•      Counts the number of objects in a collection.

•      Makes collection of objects corresponding to a specific number.

•      Recognises and speaks numbers from 1 to 9.

•      Uses numbers from 1 to 9 in counting and comparison. (Real objects and repeated events like clapping to be used for counting)

•      Reads and writes numerals from 1 to 9.

•      Adds and subtracts using real objects and pictures.

•      Adds and subtracts the numbers using symbols ‘+’ and ‘-’.

•      Approaches zero through the subtraction pattern (such as 3 – 1 = 2, 3 – 2 = 1, 3 – 3 = 0).

NUMBERS FROM (10 – 20)

•      Forms Number sequence from 10 to 20.

•      Counts objects using these numbers.

•      Groups objects into a group of 10s and single objects.

•      Develops the vocabulary of group of ‘tens’ and ‘ones’.

•      Shows the group of tens and ones by drawing.

•      Counts the number of tens and ones in a given number.

•      Writes the numerals for eleven to nineteen.

•      Writes numerals for ten and twenty.

•      Compares numbers upto 20.

ADDITION AND SUBTRACTION (UPTO 20)

•      Adds and subtracts numbers upto 20.

NUMBERS FROM 21 – 99

•      Writes numerals for Twenty-one to Ninety nine.· Groups objects into tens and ones.

•      Draws representation for groups of ten and ones.

•      Groups a number orally into tens and ones.

  

•      Counts in various ways:

–         Starting from any number.

–         Group counting etc.

•      Arranges numbers upto hundred in ascending and descending order.

•      Forms the greatest and the smallest two digit numbers with and without repetition of given digits.

•      Indicates and identifies the position of an object in a line.

ADDITION AND SUBTRACTION

•      Adds and subtracts two digit numbers by drawing representations of tens and ones without and with regrouping.

•      Adds zero to a number and subtracts zero from a number.

•      Observes the commutative property of addition through patterns.

•      Solves addition, subtraction problems presented through pictures and verbal description.

•      Describes orally the situations that correspond to the given addition and subtraction facts.

•      Estimates the result of addition and subtraction and compares the result with another given number.

PREPARATION FOR MULTIPLICATION AND DIVISION

•      Discussion of situations involving repeated addition and situations involving equal sharing.

•      Activities of making equal groups.

 
Class III Class IV Class V
 

•      Compares numbers.

•      Forms greatest and smallest numbers using given digits.

ADDITION AND SUBTRACTION

•      Adds and subtracts numbers by writing them vertically in the following two cases:

–         without regrouping.

–         with regrouping.

•      Uses the place value in standard algorithm of addition and subtraction.

•      Solves addition and subtraction problems in different situations presented through pictures and stories.

•      Frames problems for addition and subtraction facts.

•      Estimates the sum of, and difference between, two given numbers.

MULTIPLICATION

•      Explains the meaning of multiplication (as repeated addition).

•      Identifies the sign of multiplication.

•      Constructs the multiplication tables of 2, 3, 4, 5 and 10

•      Uses multiplication facts in situations.

•      Multiplies two digit numbers using standard algorithm and Lattice multiplication algorithm.

DIVISION

•      Explains the meaning of division from context of equal grouping and sharing.

•      Relates division with multiplication.

•      Completes division facts:

–         by grouping

–         by using multiplication tables.

  

•      Divides a given number by another number in various ways such as:

–         by drawing dots.

–         by grouping.

–         by using multiplication facts.

–         by repeated subtraction.

•      Applies the four operations to life situations.

•      Frames word problems.

•      Estimates sums, differences and products of given numbers.

  

•      Uses informal and standard division algorithms.

•      Explains the meaning of factors and multiples.
Class I Class II
 

MENTAL ARITHMETIC

•      Adds two single digit numbers mentally.

  

MENTAL ARITHMETIC

•      Adds and subtracts single digit numbers mentally.

•      Adds and subtracts multiples of ten mentally.
 
Money                                                          (3 hrs.)

•      Identifies common currency notes and coins.

•      Puts together small amounts of money.

 Money                                                          (3 hrs.)

•      Identifies currency – notes and coins.

•      Puts together amounts of money not exceeding Rs 50/-.

•      Adds and subtracts small amounts of money mentally.

•      Transacts an amount using 3-4 notes.
 

 

 

Measurement                                             (13 hrs.)

LENGTH

•      Distinguishes between near, far, thin, thick, longer/taller, shorter, high, low.

•      Seriates objects by comparing their length.

  

 

 

Measurement                                              (13 hrs.)

LENGTH

•      Measures lengths & distances along short & long paths using uniform (non-standard) units, extends to longer lengths.
Class III Class IV Class V
 

MENTAL ARITHMETIC

•      Adds and subtracts single digit numbers and two digit numbers mentally.

•      Doubles two digit numbers mentally (result not exceeding two digits).

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Money                               (5 hrs.)

•      Converts Rupee. to Paise using play money.

•      Adds and subtracts amounts using column addition, and subtraction without regrouping.

•      Makes rate charts and bills.

 

 

 

 

 

 

Measurement                   (21 hrs.) LENGTH

•      Appreciates the need for a standard unit.

•      Measures length using appropriate

  

MENTAL ARITHMETIC

•      Adds and subtracts multiples of 10 and 100, mentally.

•      Completes multiplication facts by adding partial products, mentally (e.g. 7 × 6 = 5 × 6 + 2 × 6).

FRACTIONAL NUMBERS

•      Identifies half, one fourth and three- fourths of a whole.

1 , 1 , 3

•      Identifies the symbols, 2 4 4 .

1    1

•      Explains the meaning of 2 , 4

3

and 4 .

2

•      Appreciates equivalence of 4 and

1              2    3   4

2 ; and of 2 , 3 , 4 and 1.

 

Money                              (5 hrs.)

MONEY

•      Converts Rupees to Paise.

•      Adds and subtracts amounts using column addition and subtraction with regrouping.

•      Uses operations to find totals, change, multiple costs and unit cost.

•      Estimates roughly the totals and total cost.

 

Measurement                 (21 hrs.) LENGTH

•      Relates metre with centimetre;

•      Converts metre into centimetres and vice versa.

  

MENTAL ARITHMETIC

•      Estimates sums, differences, products and quotients and verifies using approximation.

FRACTIONAL NUMBERS

•      Finds the fractional part of a collection.

•      Compares fractions.

•      Identifies equivalent fractions.

•      Estimates the degree of closeness of a fraction to known fractions

1    1   3

( 2 , 4 , 4 etc.)

•      Uses decimal fractions in the context of units of length and money.

•      Expresses a given fraction in decimal notation and vice versa.

 

Money                              (5 hrs.)

•      Applies the four operations in solving problems involving money.

 

 

 

 

 

 

 

 

 

Measurement                 (26 hrs.) LENGTH

•      Determines area and perimeter of simple geometrical figures.

•      Applies the four operations in
Class I Class II
 

•      Measures short lengths in terms of non-uniform units (in the context of games e.g. ‘Gilli Danda’ and ‘marble- games’).

•      Estimates distance and length, and verifies using non- uniform units (e.g. hand span etc.)

WEIGHT

•      Compares between heavy and light objects.

Time

•      Distinguishes between events occurring in time using terms -earlier and later.

•      Gets the qualitative feel of long & short duration, of school days v/s holidays.

•      Narrates the sequence of events in a day.

  

WEIGHT

•      Compares two or more objects by their weight.

•      Appreciates the need for a simple balance.

•      Compares weights of given objects using simple balance.

CAPACITY (VOLUME)

•      Compares and orders containers in terms of internal volume(capacity).

•      Orders given containers as per their capacities on the basis of perception & verifies by pouring out etc.

TIME

•      Gets familiar with the days of the week and months of the year.

•      Gets a feel for sequence of seasons (varying locally).

•      Sequences the events occurring over longer periods in terms of dates/days.
Class III Class IV Class V
 

standard units of length by choosing between centimetres. and metres.

•      Estimates the length of given object in standard units and verifies by measuring.

•      Uses a ruler

•      Relates centimetre. and metre.

WEIGHT

•      Weighs objects using non standard Units.

•      Appreciates the conservation of weight.

VOLUME

•      Measures and compares the capacity of different containers in terms of non-standard units.

•      Appreciates the conservation of volume.

TIME

•      Reads a calendar to find a particular day and date.

•      Reads the time correct to the hour.

•      Sequences      the      events chronologically.

  

•      Solves problems involving length and distances.

•      Estimates length of an object and distance between two given locations.

WEIGHT

•      Weighs objects using a balance and standard units.

•      Determines sums and differences of weights.

•      Estimates the weight of an object and verifies using a balance.

VOLUME

•      Measures volumes of given liquid using containers marked with standard units.

•      Determines sums and differences of volumes.

•      Estimates the volume of a liquid contained in a vessel and verifies by measuring.

TIME

•      Computes the number of weeks in a year.

•      Correlates the number of days in a year with the number of days in each month.

•      Justifies the reason for the need of a leap year.

•      Reads clock time to the nearest hours and minutes.

•      Expresses time, using the terms, ‘a.m.’ and ‘p.m.’

•      Estimates the duration of familiar events.

•      Finds approximate time elapsed

  

solving problems involving length, weight and volume.

•      Relates commonly used larger and smaller units of length, weight and volume and converts one to the other.

•      Applies simple fractions to quantities.

•      Converts fractional larger unit into complete smaller units.

•      Appreciates volume of a solid body: intuitively and also by informal measurement.

•      Uses addition and subtraction in finding time intervals in simple cases.

 
Class I Class II
 

 

 

 

 

 

 

Data Handling                                             (6 hrs.)

•      Collects, represents and interprets simple data such as measuring the arm length or circumference of the head using a paper strip.

 

 

 

 

 

 

Patterns                                                     (10 hrs. )

•      Describes sequences of simple patterns found in shapes in the surroundings and in numbers, e.g. stamping activity using fingers and thumb.

•      Completes a given sequence of simple patterns found in shapes in the surroundings and in numbers.

  

 

 

 

 

 

 

Data Handling                                             (6 hrs.)

•      Collects data through measurement.

•      Represents the data followed by discussion (e.g. heights of children).

•      Collects and presents the data on birthdays.

•      Draws inferences from the data at the appropriate level.

 

 

 

 

Patterns                                                      (10 hrs.)

•      Observes and extends patterns in sequence of shapes and numbers.

•      Searches for patterns in different ways of splitting a number.

•      Creates block patterns by stamping thumbprints, leaf prints, vegetable prints, etc.

•      Creates patterns of regular shapes by stamping.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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CBSE Class 3 Syllabus

CBSE Class 3 Hindi Syllabus

CBSE Class 3 English Syllabus

CBSE Class 3 Evs Syllabus

FAQs (Frequently Asked Questions)

There are 14 chapters in the Maths book.

The 7 major topics are geometry, measurements, arithmetic, time, money, patterns, and data handling.

You can have them from our website, and get started with your kid’s lessons.

 This is one of the most important parts that you should make the entire process of learning very easy and lucid for the students to adapt better. Here are three options that you can incorporate for their better understanding

  • Apply Maths in day-to-day life

If the students get the chance to revise their lessons in a real-life scenario, then it would be easier for them to understand the subject. Incorporate Mathematics in everyday activities, you can ask them to count the number of red cars on the street. You can also ask them to count the vegetables or the number of grocery items that you have bought. In this way, they can practise Mathematics in a more fun way.

  • Games

There are plenty of options available on the internet that you can download on your mobile phone so that you can practice Maths in a fun way. Try to offer them Maths puzzles meant for their age or riddles so that they can be intrigued to play these games based on maths. You can also offer them shape games or pattern games so that they can distinguish every shape vividly, which will be very helpful for their examinations.

  • Practice with money

The CBSE Class 3 Maths Syllabus introduces the concept of money for the students. You use the money from your wallet as realia so that your kid can learn about the money. You can also ask your kid to pay the local vendor under your keen supervision so that they can handle money better. . These little aspects will help your kid to learn Maths in a more practical way.