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Give and Take - Word Problems

Grade 3CBSE

Review the key concepts, formulae, and examples before starting your quiz.

🔑Concepts

Understanding Word Problems: Word problems involve reading a story and deciding whether to 'give' (add) or 'take' (subtract). Imagine a shopping basket; adding items to the basket increases the total count (++), while removing items decreases it (-).

Keywords for Addition: Look for 'clue words' like Total, Altogether, In All, Sum, and Plus. Visually, think of addition as two separate groups of objects (like 55 stars and 33 stars) merging into one large group of 88 stars.

Keywords for Subtraction: Look for 'clue words' like Left, Remaining, Difference, How many more, and Less than. Visually, imagine a row of 1010 balloons where 44 are popped or crossed out, leaving 66 behind.

Place Value Columns: Always arrange numbers in columns of Hundreds (HH), Tens (TT), and Ones (OO). Imagine these as vertical lanes where digits must stay in their correct lane to ensure calculations like 125+43125 + 43 are lined up correctly by their ones and tens places.

Regrouping (Carrying): In addition, if the sum in the Ones column is 1010 or more, we 'carry over' the ten to the Tens column. Imagine having 1313 single blocks; you keep 33 blocks and trade the other 1010 for 11 long 'tens' rod to move to the next column.

Borrowing (Regrouping): In subtraction, if the top digit is smaller than the bottom digit, we 'borrow' from the next column. Imagine you need to give 88 ones but only have 33; you go to the Tens neighbor, take 11 ten, and break it into 1010 ones to make 1313 ones.

Fact Families and Checking: Addition and subtraction are opposites. You can check a subtraction answer by adding the result back to the number you took away. Visually, this is like a circle: if 103=710 - 3 = 7, then 7+37 + 3 must bring you back to 1010.

📐Formulae

Total=Part 1+Part 2\text{Total} = \text{Part 1} + \text{Part 2}

Difference=Greater NumberSmaller Number\text{Difference} = \text{Greater Number} - \text{Smaller Number}

Sum=Addend+Addend\text{Sum} = \text{Addend} + \text{Addend}

Check Subtraction: Difference+Subtrahend=Minuend\text{Check Subtraction: } \text{Difference} + \text{Subtrahend} = \text{Minuend}

Check Addition: SumOne Addend=Other Addend\text{Check Addition: } \text{Sum} - \text{One Addend} = \text{Other Addend}

💡Examples

Problem 1:

Rohan has 148148 marbles. His friend gives him 7575 more marbles. How many marbles does Rohan have in total?

Solution:

Step 1: Identify the operation. Since the friend 'gives more', we use addition. Step 2: Arrange in columns: HTOH T O 1481 4 8 +75+ 7 5

Step 3: Add Ones: 8+5=138 + 5 = 13. Write 33 in Ones, carry 11 to Tens. Step 4: Add Tens: 4+7+1 (carried)=124 + 7 + 1 \text{ (carried)} = 12. Write 22 in Tens, carry 11 to Hundreds. Step 5: Add Hundreds: 1+1 (carried)=21 + 1 \text{ (carried)} = 2. Total = 223223.

Explanation:

We combined the two quantities using vertical addition with regrouping (carrying) at both the ones and tens places.

Problem 2:

A shopkeeper had 500500 notebooks. He sold 267267 notebooks during the day. How many notebooks are left with him?

Solution:

Step 1: Identify the operation. 'Sold' and 'left' indicate subtraction. Step 2: Arrange in columns: HTOH T O 5005 0 0 267- 2 6 7

Step 3: Subtract Ones: 070 - 7 is not possible. Borrow from Tens. Tens is also 00, so borrow from Hundreds. Step 4: 55 Hundreds becomes 44. Tens becomes 1010, then 99 after giving 11 to Ones. Ones becomes 1010. Step 5: 107=310 - 7 = 3 (Ones), 96=39 - 6 = 3 (Tens), 42=24 - 2 = 2 (Hundreds). Result = 233233.

Explanation:

We used subtraction with borrowing across zeros. We first borrowed from the hundreds place to the tens, and then from the tens to the ones.