Raksha Bandhan Class 3 Maths Chapter 7 CBSE Notes 2025-26

The chapter “Raksha Bandhan – Maths Mela” from CBSE Class 3 Maths extends real-life festival celebrations into mathematics, focusing on multiplication, division, grouping, and patterns. The story takes place during Gopal and Dhara’s favourite festival, where friends and family come together to clean, decorate, and prepare their home, weaving maths problems into these daily experiences in meaningful ways.

Students are invited to carefully observe Gopal’s house and find interesting things by counting specific objects like leaves, glasses, pomegranates, and flowers. These activities encourage observation skills and the use of numbers in real settings. Children list the numbers for each item, learning to connect counting to the world around them.

The chapter guides students through making rakhis, introducing multiplication and repeated addition. For each rakhi, there’s a need for one flower, two threads, and four beads. To make 5 rakhis, students calculate that 5 × 1 = 5 flowers, 5 × 2 = 10 threads, and 5 × 4 = 20 beads are needed. This teaches the “times” concept, repeating a number several times to get a total.

Further, students are asked to find out the materials needed if making 10 rakhis, or how many rakhis can be made with supplies like 30 flowers, 30 threads, and 30 beads, reinforcing division alongside multiplication.

Math becomes more relatable through sweets—laddoos, kaju katlis, and pedas. For laddoos, kids break down totals like $3 + 3 + 3$, “three times three equals 9,” introducing 3 × 3 = 9. The idea is expanded: 2 × 9 = 18, 6 × 3 = 18, and so on, reinforcing different ways to multiply and count quickly. These problems craft a strong understanding of multiplication as grouping or repeated addition.

Sharing laddoos further introduces division. When 18 laddoos are shared among 9 people, each gets 2, which is explained as 18 ÷ 9 = 2. Such practical sharing tasks help children grasp what “dividing equally” means.

Students distribute kaju katlis among five and four people, learning 20 ÷ 5 = 4 and 16 ÷ 4 = 4. Likewise, they learn to divide 15 pedas among 5 people, and relate wheels to cycles: 12 wheels ÷ 2 = 6 cycles. These daily life situations solidify division facts, showing that division is equal sharing or grouping.

Skip counting is an exciting activity in this chapter. Students count jalebis in groups of 4, plants in multiples (such as 6 + 6 + 6 + 6 + 6 + 6 + 6 + 6 = 48), and realize that both “8 × 6” or “6 × 8” give the same product, highlighting the commutative property of multiplication.

Children also visit a farm and use multiplication facts up to 10 × 2 for counting chickens. They practise skip counting by 2, 3, and then jump by 6 or 4 on number lines, connecting jumps to building times tables. For instance, skip-adding 3 repeatedly produces the 3 times table.

Students explore “jumping” games and use them to derive tables—like times-3, times-6, or times-4—by seeing number patterns. They learn tables are repeated addition: 3 + 3 + 3 = 9, 4 + 4 + 4 + 4 = 16, and so on. Using sticks and dots, they discover visual ways to build multiplications: drawing sets and counting intersections.

Focus is also given to patterns in times tables. For instance, in the times-5 table (5, 10, 15, 20, ...), students notice last digit patterns (“5, 0, 5, 0...”) and find numbers ending with 0 or 5, connecting digit endings and multiplication.

The children solve situations like making necklaces from a fixed number of shells—if one necklace uses 28 shells, how many can they make from 112? Similarly, they check how many ₹10 notes make ₹500, or how many pebbles each friend gets if 127 are equally shared among 3.

Word problems involve jars of cookies, idli plates, jumps along a number line, and Roro or Toto using different jump sizes to reach a number, asking students to reflect on their methods of multiplication and division.

In Bhim’s example, children learn how many spokes are needed for given wheels, working through 30 × 5, 40 × 5, and up to 100 × 5 spokes, organizing their multiplications and seeing number patterns. Spider problems (an 8-legged spider, 10 spiders) and autos with their wheels further reinforce the link between multiplication and real-life counting.

The frog’s jumping game poses questions about the largest or smallest numbers reachable with a fixed jump size, making students reason around multiples and limits of division. Additionally, questions ask students to find which numbers can only be reached by a certain skip step, deepening number sense.

The chapter finishes with a game of number cards: each envelope hides two numbers; the multiplication outside helps students identify which cards are inside. This activity supports the concept of factors, reverse operations, and logical thinking.

Overall, Chapter 7 “Raksha Bandhan – Maths Mela” helps Class 3 students master multiplication, division, repeated addition, patterns, and skip counting using relatable scenarios, engaging visuals, and interactive exercises mirroring real-life celebrations and objects.

Class 3 Maths Chapter 7 Notes – Raksha Bandhan Maths Mela: Key Revision Points

These CBSE Class 3 Maths Chapter 7 notes make it easier to revise multiplication and division using real-life festival examples. By including grouping, sharing, skip counting, and patterns, students strengthen their calculation and reasoning skills. Practising from such easy-to-follow revision notes helps children remember the chapter’s key points for exams.

Following these structured notes for “Raksha Bandhan – Maths Mela” encourages Class 3 students to apply maths in familiar settings. With its focus on fun activities, counting, grouping, and division, this chapter’s summary makes end-term revision simple and effective.