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Class 3 Math Practice Test Online

Class 3 is when maths stops being pure counting and starts asking children to reason: read and compare 3-digit numbers, regroup in addition and subtraction, and use multiplication and division for the first time. This test works through each of those skills in turn.

Class 3Math

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Reviewed by Gopichand · Founder & Director, GV Academy · 17+ years in K–12 education, reviewed for curriculum & exam alignment.Curriculum reviewed for alignment with the current CBSE & NCERT Class 3 Maths framework, covering numbers to 999, addition, subtraction, multiplication, division, measurement, time, money, and data handling.

Last reviewed: August 2026

⚡ Quick quiz

Test yourself in under a minute: Class 3 Math Practice Test

Check place value up to 999, regrouping in addition and subtraction, times tables, and equal sharing, the core Class 3 skills.

1. Which of these shapes has a curved edge, not a straight one: square, circle, or triangle?
2. In the number 734, what is the place value of the digit 3?
3. What is 467 + 258?
4. What is 24 x 12?
5. 48 pencils are shared equally among 6 children. How many pencils does each child get?
6. A bag of rice weighs 2 kilograms 500 grams. What is this weight in grams?
7. A school term starts on the 5th of a month and lasts exactly 2 weeks. On what date does the term end?
8. Complete the pattern: 4, 8, 12, 16, ___.

💭 Think about this

Can your child explain why they carried a 1 or borrowed from the next column, not just get the right final answer?

Questions below are grouped by topic, pick the Math topics you want to practice, or swap in your own worksheet, notebook, or textbook questions any time.

Where We Start From: Revising 2-Digit Numbers

Revises 2-digit numbers up to 99 and 2-digit addition/subtraction, then bridges straight into 3-digit numbers.

📋 Quick reference2-Digit Number Quick Rules▶

Add or subtract the tens and the ones separately, then combine the two results.
99 is the biggest 2-digit number; the very next number, 100, is the first 3-digit number.

Closing Old Gaps Before New Numbers Arrive

For Parents

Spend a few days at the very start of the year on quick 2-digit addition and subtraction with real objects, like buttons or coins, so any leftover Class 2 gaps don't quietly carry forward into 3-digit work.
Have your child count out loud from 90 to 100 and beyond every day for a week. Hearing the pattern makes the jump from 2-digit to 3-digit numbers feel like a natural next step instead of a sudden wall.

For Teachers

Watch for children who subtract 2-digit numbers digit-by-digit without regard for place value (for example, treating 68-25 as two separate single-digit problems). This usually means the borrowing concept was never solid in Class 2, and it will resurface immediately once numbers grow to 3 digits, so it is worth correcting now with base-10 blocks rather than letting it ride.

1. What is 47 + 32?
▶Reveal answer
79
Add the tens and ones separately: 40 + 30 = 70, and 7 + 2 = 9, giving 70 + 9 = 79.
2. What is 68 - 25?
▶Reveal answer
43
Subtract the tens and ones separately: 60 - 20 = 40, and 8 - 5 = 3, giving 40 + 3 = 43.
3. Which number comes right after 99 when counting forward?
▶Reveal answer
100
After the largest 2-digit number, 99, the very next number rolls over into the first 3-digit number, 100. This is exactly where 2-digit counting hands off to 3-digit counting.

Shapes and Spatial Understanding

Covers 2D shapes, telling straight lines apart from curved lines, basic symmetry, and continuing simple visual patterns.

📋 Quick referenceShapes Quick Reference▶

Straight-sided shapes: square, rectangle, triangle. Circles are the only common curved shape.
A shape has a line of symmetry if folding along that line makes both halves match exactly.
A repeating pattern's next item always continues the same repeating cycle, so name the cycle first.

Shapes Are Learned With Hands, Not Just Eyes

For Parents

Go on a short 'shape hunt' around the house: find one object with a curved edge (a plate, a ball) and one with only straight edges (a book, a window pane), and name each shape together.
Fold a paper leaf or a paper heart in half together so your child sees exactly what a line of symmetry means, rather than only being told the definition.

For Teachers

A common misconception is that 'symmetry' just means a shape looks neat or balanced, rather than an exact fold match. Give students an actual paper-folding test rather than accepting a verbal guess, since many children will call any tidy shape symmetric without checking.

1. How many straight sides does a triangle have?
▶Reveal answer
3
A triangle is a closed shape made of exactly three straight sides joined at three corners.
2. If you fold the letter 'A' exactly down the middle, do both halves match?
▶Reveal answer
Yes
The capital letter 'A' is symmetric down its vertical middle, so folding it there makes the left half land exactly on top of the right half.
3. How many corners (vertices) does a rectangle have?
▶Reveal answer
4
A rectangle is a 4-sided shape, and each corner where two straight sides meet is called a vertex, so a rectangle has 4 vertices.
4. Which of these letters has more than one line of symmetry: A, B, or O?
▶Reveal answer
O
The letter O can be folded in half along many different lines, top-to-bottom, side-to-side, even diagonally, and still match perfectly, while A and B only fold to match along one straight line.
5. Complete the shape pattern: triangle, circle, triangle, circle, triangle, ___.
▶Reveal answer
Circle
The pattern repeats two shapes in a fixed order, triangle then circle. Since it ends on a triangle after five shapes, the next one continues the repeat with a circle.

Numbers and Place Value up to 999

Covers reading, writing, and comparing 3-digit numbers, place value, expanded form, and comparison signs (<, >, =).

📋 Quick referencePlace Value Quick Rules▶

In a 3-digit number, the digits stand for Hundreds, Tens, and Ones, reading left to right.
Expanded form writes a number as Hundreds + Tens + Ones (e.g. 508 = 500 + 0 + 8).
Compare two 3-digit numbers by checking hundreds first, then tens, then ones, stopping as soon as one digit differs.
To read a 3-digit number out loud, say the hundreds digit first, then the tens-and-ones part (508 is 'five hundred eight').

Say the Value, Not Just the Digit

For Parents

When your child names the place value of a digit, always have them state the full value ('the 3 is worth 30, not just 3') rather than only pointing at the digit, since that habit is what expanded form actually depends on.
Play a quick 'build the number' game with loose coins or matchsticks in bundles of hundreds, tens, and ones, then ask your child to read the total, this makes expanded form concrete instead of abstract.

For Teachers

The most frequent error at this stage is confusing a digit with its place value, answering 'the value of 3 in 734 is 3' instead of 30. Ask 'is that the digit, or what the digit is worth in this number?' every time this comes up, until the distinction becomes automatic.

1. Write the expanded form of the number 508.
▶Reveal answer
500 + 0 + 8 (or 500 + 8)
508 breaks into 5 hundreds, 0 tens, and 8 ones, so its expanded form is 500 + 0 + 8. The zero in the tens place is easy to skip, so it's worth writing it out at first rather than jumping straight to 500 + 8.
2. Fill in the blank with the correct sign (<, >, =): 289 ___ 298.
▶Reveal answer
<
Both numbers have 2 hundreds, so compare the tens digit next: 8 tens is less than 9 tens, so 289 is smaller than 298, and the sign is '<'.
3. Which number sits exactly halfway between 400 and 500 on a number line?
▶Reveal answer
450
The halfway point between two numbers is found by adding them and splitting the total in half: 400 + 500 = 900, and 900 divided by 2 = 450.

Addition and Subtraction with Regrouping

Covers 3-digit addition and subtraction with and without regrouping, word problems, and mental math.

📋 Quick referenceRegrouping Quick Rules▶

Carry 1 to the next column whenever a column's addition reaches 10 or more.
Borrow from the next column whenever subtracting a bigger digit from a smaller one.
Borrowing across a zero means borrowing from the column beyond it first, then working back.
For word problems, decide add or subtract first: 'altogether' or 'in total' usually means add; 'left', 'more than', or 'fewer' usually means subtract.

Regrouping Needs to Be Seen, Not Just Written

For Parents

Before moving to written column sums, act out one or two regrouping problems physically, bundling ten single sticks into one group of ten, so your child sees exactly what 'carrying' represents instead of memorising a mechanical step.
For word problems, ask your child to say the full sentence first ('I need to find the total, so I add') before picking up a pencil. Naming the operation before calculating catches a wrong choice before it becomes a wrong answer.

For Teachers

Borrowing across a zero (for example, 500 - 236) is the single most common breakdown point at this level, since children who only practise straightforward borrowing freeze the moment a column reads zero. Give this exact pattern extra, dedicated repetition rather than folding it into general subtraction practice.

1. What is 356 + 278?
▶Reveal answer
634
Add ones first: 6 + 8 = 14, write 4 and carry 1 ten. Add tens: 5 + 7 + 1 (carried) = 13, write 3 and carry 1 hundred. Add hundreds: 3 + 2 + 1 (carried) = 6. The total is 634.
2. What is 500 - 236?
▶Reveal answer
264
Since 500 has zeros in the tens and ones place, borrowing has to move across both: rewrite 500 as 4 hundreds, 9 tens, 10 ones. Ones: 10 - 6 = 4. Tens: 9 - 3 = 6. Hundreds: 4 - 2 = 2. The answer is 264.
3. A vendor sold 145 mangoes in the morning and 168 mangoes in the evening. How many mangoes did he sell in total?
▶Reveal answer
313
Add the two amounts with regrouping: ones 5 + 8 = 13 (write 3, carry 1), tens 4 + 6 + 1 = 11 (write 1, carry 1), hundreds 1 + 1 + 1 = 3. The total is 313 mangoes.
4. What is 214 + 152?
▶Reveal answer
366
Add ones: 4 + 2 = 6. Add tens: 1 + 5 = 6. Add hundreds: 2 + 1 = 3. No column adds past 9, so this addition needs no regrouping at all, unlike the previous question.
5. Use a mental strategy to quickly find 298 + 5.
▶Reveal answer
303
Instead of adding column by column, round 298 up to the nearby 300 (adding 2), then add the leftover 3: 300 + 3 = 303. Spotting a number just below a round number and adjusting is a faster mental shortcut than writing out the full column sum.

Multiplication

Introduces multiplication as repeated addition, times tables 1-10, and single and double-digit multiplication through arrays.

📋 Quick referenceMultiplication Quick Rules▶

Multiplication is repeated addition: 3 x 4 means 4 added together 3 times.
For 2-digit x 2-digit, split one number into tens and ones, multiply each part separately, then add the results.
Any number multiplied by 0 is 0; any number multiplied by 1 stays the same.

Tables Stick Better With a Picture Attached

For Parents

Use an egg tray or a muffin tin to build real arrays (3 rows of 4, for instance) before asking your child to write the multiplication fact. Seeing the rows and columns makes '3 times 4' mean something concrete.
Practise tables in short, daily 5-minute bursts rather than one long weekly drill, and mix in skip counting out loud (2, 4, 6, 8...) since that rhythm is what most tables are quietly built from.

For Teachers

Many students learn tables as a memorised chant but cannot connect '6 × 4' to an actual array or repeated-addition sentence when the numbers are reordered or the question is worded differently. Regularly ask 'show me what that looks like as groups' to check the concept sits underneath the recall, not instead of it.

1. What is 23 x 4?
▶Reveal answer
92
Multiply in parts: 20 x 4 = 80, and 3 x 4 = 12. Add the parts together: 80 + 12 = 92.
2. Fill in the blank: 6 x ___ = 54.
▶Reveal answer
9
To find the missing factor, divide 54 by the known factor: 54 divided by 6 = 9.

Division

Covers division as equal sharing and grouping, and division as the inverse of multiplication.

📋 Quick referenceDivision Quick Rules▶

Equal sharing: split a total into a given number of groups (e.g. share 24 among 4 friends).
Equal grouping: split a total into groups of a given size (e.g. pack 24 into boxes of 4).
Division undoes multiplication: if 9 x 5 = 45, then 45 divided by 9 = 5.

Share Real Things Before Sharing Numbers

For Parents

Let your child physically divide a real, countable set, like a packet of biscuits or a handful of stickers, among a fixed number of people before working the same problem on paper.
Once your child knows a multiplication fact well (say, 9 × 5 = 45), immediately ask the matching division question (45 ÷ 9 = ?) right after, so division is learned as multiplication's mirror image, not a brand-new topic.

For Teachers

Children often confuse 'equal sharing' (splitting a total into a given number of groups) with 'equal grouping' (splitting a total into groups of a given size); both are division, but they answer a different question. Make the distinction explicit with two side-by-side worked examples rather than assuming the wording alone makes it obvious.

1. If 9 x 5 = 45, what is 45 divided by 9?
▶Reveal answer
5
Division undoes multiplication. Since 9 groups of 5 make 45, splitting 45 back into 9 equal groups gives 5 in each group, so 45 divided by 9 = 5.
2. 63 stickers are grouped into sets of 7 stickers each. How many sets are made?
▶Reveal answer
9
Divide the total by the size of each set: 63 divided by 7 = 9 sets. This is equal grouping: the size of each group (7 stickers) is fixed, and we find out how many groups that makes.
3. 30 candies are shared equally among 5 children. How many candies does each child get?
▶Reveal answer
6
Divide the total by the number of children: 30 divided by 5 = 6 candies each. This is equal sharing, splitting a total into a fixed number of groups, unlike the sticker question earlier which fixed the group size instead.
4. If ___ divided by 5 = 8, what is the missing number?
▶Reveal answer
40
Division and multiplication undo each other, so the missing number is 8 x 5 = 40. Checking: 40 divided by 5 = 8.

Measurement: Length, Weight & Capacity

Covers measuring and converting length (m/cm), weight (kg/g), and capacity (L/mL) using standard units.

📋 Quick referenceMetric Conversion Quick Rules▶

1 metre = 100 centimetres.
1 kilogram = 1000 grams.
1 litre = 1000 millilitres.

Let Them Hold the Ruler and the Scale

For Parents

Let your child use an actual measuring tape or kitchen weighing scale at home, guessing a length or weight first and then checking it, since predicting-then-verifying builds a real feel for the units.
Point out everyday packaging labels (a 1 litre milk carton, a 500 gram flour packet) and ask your child to convert the printed value into the other unit, turning conversion practice into something they'll actually use.

For Teachers

The most common mistake is dropping a zero or misplacing the decimal when converting between units, writing '3 m = 3 cm' instead of 300 cm. Anchor every conversion to a fixed, memorised fact (1 m = 100 cm, 1 kg = 1000 g, 1 L = 1000 mL) and have students recite that fact before converting, rather than guessing at the number of zeros.

1. Convert 3 metres into centimetres.
▶Reveal answer
300 cm
1 metre equals 100 centimetres, so 3 metres = 3 x 100 = 300 centimetres.
2. A bottle holds 750 mL of juice. How many more millilitres are needed to fill it to exactly 1 litre?
▶Reveal answer
250 mL
1 litre equals 1000 millilitres. Subtract what's already in the bottle: 1000 - 750 = 250 millilitres are still needed.
3. A jug holds 2 litres 400 millilitres of juice. How many millilitres is that in total?
▶Reveal answer
2400 mL
1 litre equals 1000 millilitres, so 2 litres = 2000 mL. Adding the extra 400 mL gives 2000 + 400 = 2400 mL.
4. Two bags of flour weigh 3 kilograms and 750 grams. What is their total weight in grams?
▶Reveal answer
3750 grams
1 kilogram equals 1000 grams, so 3 kilograms = 3000 grams. Adding the second bag's 750 grams gives 3000 + 750 = 3750 grams.

Time and Calendar

Covers reading a clock to the hour and half-hour, days, months, and reading a calendar.

📋 Quick referenceTime & Calendar Quick Rules▶

Minute hand on 12 = the exact hour. Minute hand on 6 = half past that hour.
1 week = 7 days. 1 year = 12 months.
To find a date some days later, add that many days to the current date.

Practise on a Real Clock and a Real Calendar

For Parents

Use an actual analogue clock (or a paper clock with movable hands) rather than only a worksheet, and ask your child to set specific times themselves, half past 4, quarter to 6, so the hands become familiar landmarks.
Look at a real wall calendar together and ask real questions, 'what day is it in one week?' or 'how many days until the weekend?', so calendar skills connect to your child's own daily life instead of staying abstract.

For Teachers

A frequent misreading is naming the next hour as soon as the hour hand passes the halfway mark, calling 4:40 '5 o'clock' because the hour hand is closer to 5. Teach students to check the minute hand first before naming the hour, since the hour only changes once the minute hand completes the full circle.

1. The hour hand of a clock points between 4 and 5, and the minute hand points at 6. What time does the clock show?
▶Reveal answer
4:30 (half past 4)
The minute hand at 6 always means 30 minutes have passed, and the hour hand sitting between 4 and 5 (not yet reaching 5) confirms the hour is still 4. So the time is 4:30, or half past 4.
2. How many months are there in one year?
▶Reveal answer
12
A year is divided into 12 months, from January through December.
3. If today is Wednesday, what day of the week will it be after exactly 7 days?
▶Reveal answer
Wednesday
A week always has exactly 7 days, so counting forward 7 days from any day lands back on the very same day, Wednesday again.
4. Cricket practice started at 3:15 and lasted 2 hours 45 minutes. At what time did practice end?
▶Reveal answer
6:00
Add the duration to the start time in two steps: 3:15 plus 2 hours is 5:15, and 5:15 plus the remaining 45 minutes reaches 6:00.

Money

Covers identifying Indian currency, calculating totals, and making change.

📋 Quick referenceMoney Quick Rules▶

Change = the amount paid minus the cost of the item.
To find how many coins or notes of one value make a total, divide the total by that value.
To find the total cost of several items, add up each item's price one by one before working out change.

Real Shopping Beats Worksheet Shopping

For Parents

During an actual shopping trip or while playing shop at home, hand your child real or play currency and let them calculate the total and the change themselves before you check it.
Ask 'how many different ways can you make ₹20?' using different coins and notes. This builds flexible number sense with money instead of a single memorised combination.

For Teachers

Students frequently add rupee and paise amounts without aligning place value correctly, especially when a problem mixes notes and coins of different denominations. Have them write each amount in a place-value column first, exactly as they would for any 3-digit addition problem, before adding.

1. Add: 45 rupees + 28 rupees.
▶Reveal answer
73 rupees
Add ones first: 5 + 8 = 13 (write 3, carry 1 ten). Add tens: 4 + 2 + 1 (carried) = 7. The total is 73 rupees.
2. You buy a notebook for 35 rupees and pay with a 50 rupee note. How much change should you get?
▶Reveal answer
15 rupees
Subtract the cost from the amount paid: 50 - 35 = 15 rupees change.
3. How many 5-rupee coins are needed to make a total of 40 rupees?
▶Reveal answer
8
Divide the total by the value of one coin: 40 divided by 5 = 8 coins.

Data Handling and Patterns

Covers reading pictographs, counting tally marks, and continuing repeating visual and numerical patterns.

📋 Quick referenceData & Patterns Quick Rules▶

A pictograph's total = the number of symbols multiplied by the value one symbol stands for.
One full tally group of 5 = 4 straight lines plus 1 diagonal line across them.
To find a number pattern's rule, check what is added, subtracted, or multiplied from one term to the next.

Build One Real Chart at Home

For Parents

Keep a simple tally chart at home for a week, tracking something real like daily weather or how many times a favourite snack is eaten, and let your child total the tallies themselves.
For number patterns, ask 'what is being added or removed each time?' before asking for the next number, since naming the rule first prevents guesswork on the answer.

For Teachers

The most common tally-mark error is miscounting a group of five, especially when the diagonal fifth stroke is drawn incorrectly or skipped. Have students count tally groups in fives ('5, 10, 15...') rather than counting every single stroke one at a time, which also builds skip counting fluency at the same time.

1. A pictograph shows that one apple symbol stands for 2 apples. If Monday's row has 3 apple symbols, how many apples were sold on Monday?
▶Reveal answer
6
Each symbol is worth 2 apples, so 3 symbols represent 3 x 2 = 6 apples sold on Monday.
2. Count these tally marks and write the total: |||| ||
▶Reveal answer
7
A full group of 4 straight marks plus one diagonal stroke across them always stands for 5. Here there is one full group of 5, plus 2 more single marks, so the total is 5 + 2 = 7.
3. A bar chart shows: Cats liked by 8 children, Dogs liked by 12 children, and Birds liked by 5 children. Which pet is liked by the most children?
▶Reveal answer
Dogs
Comparing all three totals, 12 is the largest number, so Dogs, liked by 12 children, is liked by the most children.

Where students at this level usually slip

A child who calculates correctly but can't explain why a step works, why we carry a 1 or why we borrow from the next column, is usually following a memorised routine rather than understanding it, and that gap tends to surface later, not now.
Getting a word problem wrong is more often a wrong choice of operation than a wrong calculation. When checking homework, ask 'why did you add/subtract/multiply/divide here?' before checking the arithmetic itself.
Working quickly is not the same as understanding well at this age. A child who solves slowly but consistently gets full marks is usually further ahead than one who answers fast but guesses on anything unfamiliar.
Skills practised only in their own neat little block, only addition questions in a row, only multiplication questions in a row, often don't transfer to a mixed worksheet where the child also has to decide which skill applies. Occasional mixed practice matters as much as topic-by-topic drilling.

Class 3 Maths Learning Milestones & Curriculum Guide

Class 3 marks the point where maths becomes reasoning rather than pure counting. Children who mastered 2-digit numbers up to 99 in Class 2 now work with 3-digit numbers up to 999, and for the first time meet multiplication and division as genuine operations, not just extensions of addition. This shift, from concrete counting to abstract, rule-based thinking, is the single biggest jump of the year.

Number sense grows more structured too. A Class 3 child should be able to say what a digit is actually worth in a number (place value), write a number in expanded form, and compare two numbers confidently using less-than and greater-than signs. Addition and subtraction now regularly require regrouping, carrying in addition and borrowing in subtraction, worked all the way up to 999, including the trickier case of borrowing across a zero.

Multiplication and division are the year's genuinely new topics. Multiplication starts as repeated addition and grows into times tables 1 to 10 and simple array-based multiplication, while division is introduced as equal sharing (splitting a total into a fixed number of groups) and equal grouping (splitting into groups of a fixed size), with an explicit link back to multiplication as its inverse. Children who see both operations as connected, rather than as two separate topics to memorise, tend to move through Class 4's longer multiplication and division far more comfortably.

The rest of the year applies these number skills to real situations: measuring length, weight, and capacity in standard units, reading a clock to the half-hour and working with a calendar, handling Indian currency and change, and reading simple pictographs and tally charts. None of these need to be taught as separate, dry topics, since tying each one to something the child actually does, weighing a bag of rice, checking change at a shop, reading a calendar, makes the underlying number skill stick far better than a worksheet alone.

Compared with Class 2, the leap is in scale and abstraction: bigger numbers, two brand-new operations, and more regrouping. Compared with what comes next, Class 3 is the direct foundation for Class 4, where numbers extend further, multiplication and division get longer and more complex, and word problems combine two or more operations in a single question. A child who is genuinely solid on regrouping and on multiplication/division as a connected pair enters Class 4 with far less friction than one who has only memorised isolated facts.

Frequently asked questions

How do I teach multiplication tables to a Class 3 child easily?

Once your child can show a multiplication fact as equal groups, say the fact aloud and ask them to make a matching picture or repeated-addition sentence. Start with the 2, 5, and 10 tables, where patterns are easiest to notice, then add one new fact family at a time. This connects recall to meaning instead of treating the table as a chant to memorize.

Why does my child struggle with 3-digit subtraction and regrouping?

Check whether your child can explain what changes in each column after a regrouping step. For example, when one ten is exchanged for ten ones, ask them to name the new number of tens and ones before they continue. If they can calculate but cannot describe that exchange, use one slow worked example and have them say each change aloud before trying another question.

My child can add and subtract well but freezes on word problems. What should I do?

Ask your child to circle the numbers, then read the final question aloud before doing any calculation. Have them draw a quick picture of the story or retell what changed: did a group grow, or did some items go away? This separates understanding the story from carrying out the calculation and makes an incorrect operation easier to spot.

Is it normal for my child to still count on fingers for basic addition at this stage?

Occasional finger counting for a genuinely new or large sum is fine, but a Class 3 child should be fluent with addition and subtraction facts up to 20 without fingers by the middle of the year, since that fluency is what makes 3-digit column methods manageable. If finger counting is still needed for small sums like 7 + 5, short daily fact-recall practice is worth adding alongside the regular syllabus work.

Explore more for Class 3

Class 3 English practice test

Switch to Class 3 English practice.

Math learning ladder — Primary (Class 1-5)

See where Class 3 Math fits in the primary (class 1-5) years, and jump straight to the next step.

Class 1
Counting, Addition, Subtraction & Basic Shapes
Counting up to 20, simple addition and subtraction, and spotting basic shapes.
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Class 2
Place Value, Skip-Counting & Early Multiplication
Two-digit place value, skip-counting patterns, and first steps into multiplication and division through grouping.
Open test →
📍 You are here
Class 3
Numbers to 999, Regrouping & First Multiplication Tables
Builds on Class 2: 2-digit numbers grow into 3-digit numbers up to 999, addition/subtraction add regrouping, and multiplication and division appear for the first time alongside real-world measurement, money, and time.
Class 4
Numbers to 10,000, 2-Digit Multiplication, Circles & Views
Builds on Class 3: numbers extend to 10,000, multiplication and division grow to 2-digit by 2-digit and division with remainders, and brand-new topics appear, 3D shapes, circles, views/mapping, and profit-loss money problems.
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Class 5
Numbers to 1 Crore, Angles, Decimals & Volume in cm³
Builds on Class 4: numbers extend into lakhs and crores, angles and rotational symmetry bring formal geometry, decimals and factors/multiples deepen number sense, and volume gets its own formula ahead of Class 6 algebra.
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Once your child can walk you through regrouping step by step, not just get the right answer, the rest of Class 3 maths gets noticeably easier.

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