Question Paper
Class / Subject: Class 3 (CBSE) · Mathematics
Chapter: Chapter 6 — Chapter 6: House of Hundreds – I
Time Allowed: 32 minutes
Max Marks: 16
1. How many tens make 1 hundred? [1]
(A) 10
(B) 100
(C) 1
(D) 5
2. How many ones make 1 hundred? [1]
(A) 100
(B) 10
(C) 1
(D) 1000
3. What does a hundred block represent? [1]
(A) 100 objects
(B) 10 objects
(C) 1 object
(D) 1000 objects
4. How many objects do 3 hundred blocks represent? [1]
(A) 300
(B) 30
(C) 3
(D) 3000
5. What pattern is our number system built on? [1]
(A) Groups of ten
(B) Groups of two
(C) Groups of five
(D) No pattern
6. What does understanding hundreds help us do? [1]
(A) Estimate larger quantities quickly
(B) Nothing useful
(C) Confuse numbers
(D) Only count to 10
7. How many groups of 10 make 100? [1]
(A) 10 groups
(B) 100 groups
(C) 1 group
(D) 5 groups
8. What does this concept build on? [1]
(A) Understanding of tens and ones
(B) Nothing
(C) Only shapes
(D) Only colours
9. What does a hundred block represent? [1]
(A) 100
(B) 10
(C) 1
(D) 1000
10. What does a ten block (rod) represent? [1]
(A) 10
(B) 100
(C) 1
(D) 1000
11. What does a unit block represent? [1]
(A) 1
(B) 10
(C) 100
(D) 1000
12. How would we build 234 using blocks? [1]
(A) 2 hundreds, 3 tens, 4 units
(B) 4 hundreds, 3 tens, 2 units
(C) 2 hundreds, 4 tens, 3 units
(D) 3 hundreds, 2 tens, 4 units
13. Why do we use place value blocks? [1]
(A) To see what a number represents visually
(B) To confuse numbers
(C) No reason
(D) Only for decoration
14. How would we build 105 using blocks? [1]
(A) 1 hundred, 0 tens, 5 units
(B) 1 hundred, 5 tens, 0 units
(C) 5 hundreds, 0 tens, 1 unit
(D) 0 hundreds, 1 ten, 5 units
15. What do blocks help us understand better? [1]
(A) Addition, subtraction and place value
(B) Only colours
(C) Only shapes
(D) Nothing
16. What is a hands-on approach good for? [1]
(A) Making abstract numbers concrete
(B) Confusing learning
(C) No benefit
(D) Avoiding maths