Fair Share Class 3 Maths Chapter 8 CBSE Notes 2025-26

In this chapter, Shabnam and Mukta share their lunch and learn about fairness and dividing things equally. By folding a paratha and splitting chocolates, they discover ways to check if everyone gets an equal share, which is a key part of understanding fractions.

The chapter uses everyday experiences to introduce students to the simple idea of breaking a whole into equal parts—halves and quarters—and encourages thinking about fairness in sharing.

Sharing Objects Equally

The chapter begins with dialogues where friends negotiate for a fair share of food. Key questions make you think: How do you share things so each gets the same? Why do we fold things, like a paratha, to check for equal pieces? When something is divided into two exactly equal parts, we call each part a “half.” The class explores practical methods like folding or drawing lines to create equal shares before confirming if two pieces look alike.

• Folding food or paper ensures both pieces are the same size.
• Comparing pieces visually or placing them on top of each other also helps check equality.
• Dividing equally teaches fairness in daily life.

Understanding Halves

A key focus is the half. Whenever something (like a paratha) is cut into two equal parts, each part is called one half. Students practice tasks like ticking or circling shapes where half is shown or shaded, and drawing lines to indicate one half. Important points include:

• A whole object split equally into 2 gives two halves.
• Two halves always make one whole.

Activities like coloring chikkis, folding squares or rectangles, and completing pictures deepens the practical understanding of halves in both two- and three-dimensional objects.

Activity Corner: Let Us Explore

Students use real objects and stories to learn fair sharing. For example, folding rectangle or square-shaped paper in half shows there are many ways to make equal shares. Sharing mangoes between two children reinforces dividing equally.

A story about two brothers, Amit and Bala, introduces the idea that so-called “equal” sharing can sometimes be unfair, highlighting the need to look at situations from all sides.

• Practical activities: Paper folding, coloring, dividing food, and problem solving.
• Reflection questions: Is splitting a lamp between night and day really equal?

Half and Double

The chapter introduces the relationship between half and double through games with marbles and number lines. For instance, 4 is half of 8, while 8 is double 4. Students fill in blanks and solve questions about marbles to link concrete quantities to these words. Using number lines shows how to count and compare doubles or halves visually.

• “Half” means dividing by two.
• “Double” means multiplying by two.
• Examples: 12 is double of 6. 5 is half of 10. 3 is half of 6.

There are exercises to check the difference between numbers using half and double concepts, promoting better number sense and reinforcing fraction ideas in comparison tasks.

Quarters: Dividing into Four

The concept of quarters is taught by sharing something into four equal parts. Whenever a whole item is divided so that each of four persons gets the same amount, each part is called a “quarter.” You may hear terms like “one-fourth” or “half of a half” as well. Activities involve coloring shapes to show quarters, drawing lines, and completing pictures to show three-quarters or four-quarters (a whole).

• One whole split in four parts: Each is a “quarter.”
• Four quarters together make one whole.
• Two quarters make a half.

Things like folding paper, dividing chikki, or splitting flowers among friends give many ways to “see” quarters in real life. Students tick objects showing quarters and practice both recognizing and creating these fractions in various figures.

Half or Quarter? Using in Sentences

There are fill-in-the-blank and coloring activities to help students practice the difference between half and quarter. For example, if Shabnam has colored half of the birds, and Mukta a quarter, this shows comparison. Discussion also takes place about having half or double the amount—for example, Lakshanya tied half her flowers, while Peehu tied a quarter.

• One quarter is smaller than one half.
• Four quarters make a whole; three quarters mean three parts out of four.

Exercises may include coloring two quarters, three quarters, or identifying and drawing such portions in different shapes. This reinforces both the vocabulary and the visual representation of fractions.

Puzzle and Practice with Fractions

Towards the end of the chapter, students are encouraged to make one whole from many smaller pieces using fraction cards, grids, or perforated shapes. This forms the basis for future fraction understanding and encourages logical thinking. They check how many pieces make a whole and confirm equal size by superimposing pieces.

• Building the whole from parts (like quarters and halves) shows connection between fractions and the concept of one whole.
• Hands-on practice using fraction cards or puzzles cements understanding.

Class 3 Maths Chapter 8 Notes – Fair Share: Key Points for Revision

These Class 3 Maths Chapter 8 notes on “Fair Share” explain all important concepts like halves, doubles, and quarters with simple examples and sharing activities. Clear definitions and practical exercises on halves and quarters make it easy for students to visualize and understand fractions. Using these CBSE revision notes, students can build a strong foundation in the basics of sharing equally and identifying fractions in everyday life.

These notes follow the NCERT syllabus for Class 3 Maths and help students practice fair sharing, problem-solving, and visual identification of halves and quarters. With engaging activities and easy explanations, this chapter supports children in grasping the concept of fractions through real-life scenarios. Strengthen your basics in sharing, doubles, halves, and quarters with these concise revision notes for CBSE Class 3 Maths Chapter 8.