NCERT Solutions for Class 3 Maths Chapter 10 Fun at Class Party! (PDF) – 2027

The children are decorating the classroom for a party. They are also measuring things.

1. Hanging a paper string on the board.
2. Putting paper flags on the window, the door and a box.
3. Measuring the door with a pencil.
4. Measuring the table with hand spans.
5. Counting footsteps across the floor.

Shelly uses her pencil as a measure. She puts the pencil against the door again and again, from the bottom to the top, and counts. That many pencils make the height of the door.

No, they will not. Leena’s hand span and Adi’s hand span are not the same size.

Circle Shelly, the girl near the door who is marking the door with her pencil. Her ponytail reaches down to her waist. The other ponytails are much shorter.

Tick 3 strings: the string down the side of the window, the string over the door, and the string on the box near the door.

Each of them has 5 flags of the same size.

I walked from one wall to the other, heel to toe, and counted my footsteps. My classroom is 24 footsteps wide.

Other ways: a long rope, a metre rope, hand spans, or counting the floor tiles.

Four ways: hand spans (on the table), footsteps (on the floor), a pencil (on the door) and paper strings (on the board and the window).

Sample answer: The paper string is better. It is the same length for everyone, but hands and feet are different for each child.

Colour any one of the three 5-flower strings red.

Colour the string lying at the bottom green.

The flowers are the same size and equally spaced, so more flowers means a longer string.

2 more paper strings are needed.

Bottom (long, like the top): the 10-flower string.
Right (short, like the left): a 5-flower string.

30 flowers are needed.

Lay the thread straight along the line, from one end to the other. Cut it where the line ends, then paste it on the line.

Start your string at the same point on the left. Take it further to the right than the book’s string ends.

Sample answer: The book’s string has 3 stars. My longer string has 5 stars.

Start your string under Shelly’s hand and stop it well before Adi’s hand.

Sample answer: My string of lights ends halfway to Adi’s hand. It has only 5 bulbs.

Draw the missing half on the other side of the nose (the left side of the picture). Start it under the nose, point it outwards in the same way, and make it just as long as the drawn half.

The upper string is the longest. Adi should choose it.

The bulbs are the same distance apart, so more bulbs means a longer string.

Use a thread to carry the table’s length to the door.

1. Cut a thread as long as the table.
2. Hold the thread across the doorway.
3. Do the same for the breadth.

If a thread is shorter than the door’s width, the table can go in that way.

Yes. Turn the table on its side, or tip it up. Then its height goes across the doorway, and its long side goes up along the tall door. A table is not very tall, so it can pass.

Stand two boxes a little apart and lay a long box or a book across them. Guess first, then push each thing under the bridge to check.

An aeroplane, a big ship, a tall crane and a house cannot pass through my school gate.

They are much wider or taller than the gate.

Measure, then tick. For most children the head is about 3 hand spans round, so it is nearly True.

Sample answer: A thread around my head took 3 of my hand spans. So for me it is True.

True for most children. The two lengths are almost the same.

Your forearm goes from the elbow to the wrist. Put your foot along it, heel at the elbow. Your toes reach very near the wrist.

True for most children. The two lengths are almost the same.

Ask a friend to measure your open arms, fingertip to fingertip, with a thread. Hold that thread from your feet to your head. It ends very near the top of your head.

A metre is a fixed length that is the same for everyone. A metre rod is one metre long. Shopkeepers measure cloth with it.

A classroom door is a little more than 2 metres tall.

Mark one metre on the wall with the metre rope. Stand each friend against the wall. Head above the line: more than one metre. Head below the line: less than one metre.

Circle the girl in the red frock.

The girl in blue stands on a box, so she only looks tallest. Height is measured from the floor, and without the box she is the shortest. The girl in red is a little taller than the boy.

The girl in the red frock is the tallest.

Hold the metre rope along each thing. Longer than the rope: more than one metre. Shorter: less than one metre. Both ends match: equal to one metre.

Hold the quarter-metre, half-metre and one-metre ropes along each thing, and tick what you see.

Draw the start line, and another line one metre away. Mark a quarter metre and a half metre too, with the folded rope. Jump from the start line and see which mark your heels pass.

Mark where you stand and where the ball first lands. Lay the metre rope again and again between the two marks, and count.

Sample answer: The rope fitted 4 times and a little more. My throw was a little more than 4 metres.

Ask your teacher to stand straight against the wall. Lay the metre rope from the floor up and mark its end. Lay it again from the mark up to the head.

Sample answer: My teacher is one metre and a half metre tall, and a little more.

Each child guesses and cuts a piece of wool that looks one metre long. Lay each piece beside the metre rope, ends together. The piece that ends nearest the second knot is the closest guess.

Sample answer: Sara’s wool matched the rope almost exactly, so her guess was the closest.

3 cuts.

Lay the metre rope straight. Put your feet heel to toe along it, from one knot to the other, and count.

Sample answer: My foot fitted 5 times into the metre rope.

Start at one corner. Lay the rope along the wall, mark its end with chalk, move the rope up to the mark, and count till the other corner.

Sample answer: The rope fitted 8 times. The wall is about 8 metres long.