House of Hundreds - I Class 3 Maths Chapter 6 CBSE Notes 2025-26

The chapter "House of Hundreds I & II" in Class 3 Maths introduces students to the fascinating world of numbers beyond one hundred, with fun contexts like melas, sweet shops, and apartments. Through characters like Ajji, Teji, and Jojo, students learn to guess, count, and compare numbers using real-life examples and group activities. The chapter uses objects like triangular torans, bangles, and toffees to make large numbers tangible and accessible.

Counting Large Numbers Children practice counting in groups and learn techniques for handling numbers greater than 100, especially in sequences and by bundling objects in tens and hundreds. For example, by counting torans, it is shown that 50 more than 200 triangles results in a total of 250 triangles. Bangles counted as "200 and 80 more" equal 280. There are also exercises for adding units to reach round numbers, such as how two more toffees after 298 make 300.

• Practice counting in tens and then in ones for numbers exceeding 100 or 200.
• Understand the link between repeatedly adding 10 or 1 to a number to reach higher values.

Using Number Lines and Patterns Number lines play an important role in this chapter. Students are often asked to locate or mark numbers on a number line, such as putting 235 between 200 and 250. The exercises include filling in missing numbers, finding where a number fits, and understanding jumps of 10 or 100. The chapter also introduces the "number slider" concept, helping children increment and decrement numbers easily.

• Identifying patterns helps in quickly counting or locating bigger numbers.
• Number lines reinforce place value and help in visualizing quantities between hundreds.

Place Value and Bundling The importance of place value is highlighted repeatedly. Students use physical or pictorial representations such as bundles of matchsticks, Dienes blocks, or sweet packets to understand units (ones), tens, and hundreds. 

For instance, the chapter requires breaking numbers like 211 into 2 hundreds, 1 ten, and 1 one, and drawing or modeling this using boxes and packets. There are list exercises where students match actions or images to the numbers they represent using place value.

• A three-digit number shows hundreds, tens, and ones (e.g., 235 = 2 hundreds, 3 tens, 5 ones).
• Bundling into tens and hundreds makes large numbers easier to manage.

Comparing and Arranging Numbers The chapter develops skills in comparing numbers, identifying the largest or smallest in a group, and arranging numbers in ascending or descending order. It is explained, for example, that 487 > 423 because the hundreds place is more, and similarly for other combinations. Children learn to focus on hundreds first, then tens, and then ones if needed. Matching exercises and filling in the blanks help solidify this understanding.

• When comparing, first look at hundreds, then tens, then ones.
• Use 'greater than' (>) and 'less than' (<) signs while comparing numbers.

Solving Problems and Finding Patterns Problem-solving is encouraged through interesting games and activities such as number guessing (Flag Game), number hunts, and magic counts. For example, students play guessing games within ranges, figure out missing numbers, or find all numbers between 200 and 300 with a digit '5'.

1. Fill in blanks for patterns or missing numbers: e.g., 211, ___, 212, ___, 216.
2. Locate and mark special numbers or patterns on a number line.

Learning Through Real-Life Examples A strong link to everyday objects is maintained throughout, whether it is counting sweets in Farooq Chacha’s shop, identifying numbered apartments, or acting out delivery runs like Arvind Dada. The context ensures students see relevance and enjoy applying math. In the apartment pattern activity, they find patterns by moving up a floor or sideways in house number tables, noticing changes in digits.

• Using buildings or trays makes abstract math concrete.
• Exercise questions relate directly to observed objects or places in daily life.

Tables and Activities Throughout the chapter, learners fill tables about apartment numbers, floor and column patterns, and sweet deliveries. There are interactive group activities like the Card Chain game, where each student answers using concepts of hundreds, tens, and ones, reinforcing place value through play.

Special puzzles such as "Who am I?" have children use digits and logic (e.g., “I am a three-digit number with only digits 4 and 0”) to identify numbers meeting set conditions.

Teacher Notes and Support Teacher’s notes are included at almost every stage, guiding facilitators to help students count correctly, discover shortcuts and rely on grouping to reduce errors in large numbers. Use of teaching learning materials such as Dienes blocks, matchstick models, and sliders is encouraged for visual and tactile learning.

This chapter is packed with diverse question types, such as filling blanks, matching, arranging, coloring, pattern-finding, and writing number sentences, ensuring a holistic grasp of numbers in the hundreds. It builds confidence and flexibility, helping students connect mathematics with their surroundings and think critically about numbers and their relationships.

Class 3 Maths Chapter 6 Notes – House of Hundreds I & II (NCERT, Key Points)

Class 3 Maths Chapter 6 "House of Hundreds" helps students master place value and counting larger numbers. These concise revision notes cover number lines, patterns, comparison, and grouping, as presented in the NCERT curriculum, making tricky concepts easy for students.

With easy explanations, tables, and real-world contexts, these Class 3 Maths Chapter 6 notes ensure a strong foundation in number operations. Kids can revise efficiently before tests, remembering key methods for counting, comparing, and arranging numbers up to hundreds.