BEAM LG Gr.3 Module 1.1 - Whole Numbers PDF

REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
LEARNING GUIDE
GRADE III- MATHEMATICS

WHOLE NUMBERS
MODULE 1.1: COMPREHENSION OF WHOLE NUMBERS
All Learning Guides are available online at http://acumen.ph

COPYRIGHT NOTICE
No copyright shall subsist in any work of the Government of the
Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation
of such work for profit. Such agency or office may, among other things,
impose as a condition the payment of royalties.
Written, edited and produced with the assistance of the Australian Government, October 2009
REPUBLIC OF THE PHILIPPINES DEPARTMENT OF EDUCATION

WHOLE NUMBERS
Mind Map
The Mind Map displays the organization and relationship between the concepts and activities in
this Learning Guide in a visual form. It is included to provide visual clues on the structure of the
guide and to provide an opportunity for you, the teacher, to reorganize the guide to suit your
particular context.
Stages of Learning
The following stages have been identified as optimal in this unit. It should be noted that the
stages do not represent individual lessons. Rather, they are a series of stages over one or more
lessons and indicate the suggested steps in the development of the targeted competencies and in
the achievement of the stated objectives.
Assessment
All six Stages of Learning in this Learning Guide may include some advice on possible formative
assessment ideas to assist you in determining the effectiveness of that stage on student learning.
It can also provide information about whether the learning goals set for that stage have been
achieved. Where possible, and if needed, you can use the formative assessment tasks for
summative assessment purposes i.e as measures of student performance. It is important that
your students know what they will be assessed on.
1. Activating Prior Learning

This stage aims to engage or focus the learners by asking them to call to mind what they know
about the topic and connect it with their past learning. Activities could involve making personal
connections.
Background or purpose
The activity in this stage will challenge the students to express numbers in words and symbols
through 999.
Republic of the Philippines Department of Education

Learning Guide, October 2009 3

WHOLE NUMBERS
Strategy
GAME. This is a strategy in which players' decision-making skills are highly significant in
determining outcomes. This strategy attempts to capture the decisions and processes inherent to
some real-world situations.
Material
• number cards (refer to Teacher Resource Sheet 1 on pages 10-11)
Activity 1: Math Memory
Instructions:
1. Prior to the activity, prepare sets of number cards. Shuffle the cards in each set.
2. Organize the class into eight groups and give each group a set of cards.
3. Instruct each group to place the cards one after the other, face down, on the table or floor.
Each card should have its own space.
4. Let the first member of the group pick any two cards and show them to the group. If the
number word and symbol matches, he/she can get the cards and has the chance to take
another turn. If they do not match, let him/her return the cards to their positions. Then, the
next member will take his/her turn.
5. The game continues until there are no more cards left. The group member who has the
greatest number of paired cards wins the game.
6. Then, pose the following questions:
– What are the two ways to write numbers?
– In the given set of numbers, which has the least value? the greatest?
Formative Assessment
Ensure the active involvement of the students in the game.
Check their outputs.
Roundup
Students would have expressed numbers in words and symbols through 999.
2. Setting the Context

This stage introduces the students to what will happen in the lessons. The teacher sets the
objectives/expectations for the learning experience and an overview how the learning experience
will fit into the larger scheme.
In this stage, students will list down what they know about the given number.
Strategy
STRUCTURED OVERVIEW. This is a diagram that show the relationship between key words and
concepts which provides an overview of the topic.
Materials
• number diagram (refer to Teacher Resource Sheet 2 on page 12)


WHOLE NUMBERS
• shaded cards used in Activity 1
• manila paper
• marking pen
• masking tape
Activity 2: The More Ideas, The Better...
Instructions:
1. Prior to the activity, enlarge the number diagram on the board.
2. Organize the class into eight groups. Let them copy the diagram on a manila paper.
3. Instruct them to choose one (1) shaded card from the set of cards they used in Activity 1. Let
them paste it in the middle box of the diagram.
4. Then, let them complete the diagram at a set time.
5. Ask them to post their outputs for comparison.
Note: Keep their outputs for these will be revisited in the last stage.
See to it that each student is actively participating in the group task.
Roundup
Students would have listed what they know about the given number.
3. Learning Activity Sequence

This stage provides the information about the topic and the activities for the students. Students
should be encouraged to discover their own information.
In this stage, students will be able to:
• identify cardinal numbers;
• give the place value of each digit in 4 to 5-digit numbers;
• read and write numbers through 100 000 in symbols and in words;
• write 4 to 5-digit numbers in expanded form; and
• express the relationship of numbers using expressions “less than”, “greater than”, and
“equal to” (<, >, =).
Strategies
BRAINSTORMING. This strategy is used to generate many ideas. Participants write ideas down,
discuss them and generate a consensus from the group.
INTERACTIVE LECTURE. This strategy provides students with a general outline to give them a
framework for thinking about a subject and to structure their note taking. This type of lecture
involves students by focusing their attention on key words. This emphasizes information transfer
at the knowledge, recall, and comprehension levels of learning.


WHOLE NUMBERS
Material
• activity sheet
Activity 3: The Butterfly Garden
Instructions:
1. Use the same grouping as in the previous activity. Provide each group with the activity sheet.
(refer to Student Activity 3 on pages 13-14).
2. Let each group complete the task at a set time.
3. Then, ask volunteers to present their outputs to the whole class for comparison and
discussion. Use the inputs found in Teacher Resource Sheet 3 on pages 15-16 for additional
ideas.
4. After the discussion, challenge the students to write the numbers they generated in the
activity in expanded form.
5. Then, ask them to exchange outputs with another groups for comparison.
Activity 4: Let's Compare
Instructions:
1. Prior to the activity, conduct an interactive lecture on expressing the relationship of numbers
using expressions “less than”, “greater than”, and “equal to” (<, >, =). Refer to Teacher
Resource Sheet 3A on page 17.
2. Organize the class into eight groups. Provide each group with the activity sheet. Refer to
Student Activity 4 on page 18.
3. Give them enough time to complete the task.
4. Then, ask volunteers to share their output to the class for comparison and discussion.
See to it that the students are actively participating in the group tasks.
Roundup
Students would have
• identified cardinal numbers;
• given the place value of each digit in 4 to 5-digit numbers;
• read and write numbers through 100 000 in symbols and in words;
• written 4 to 5-digit numbers in expanded form; and
• expressed the relationship of numbers using expressions “less than”, “greater than”,
and “equal to” (<, >, =).
4. Check for Understanding of the Topic or Skill

This stage is for teachers to find out how much students have understood before they apply it to
other learning experiences.


WHOLE NUMBERS
The activity in this stage will enhance students' learning on reading and writing numbers through
100 000 in symbols and in words.
Strategy
PUZZLE. This strategy aims to exercise one's mind. Usually, a problem is given to test one's skill
or ingenuity. The end results mirror the performance of the individual member as they
enthusiastically contribute to their group answers.
Materials
• number cards (refer to Teacher Resource Sheet 4 on page 19)
• manila paper
• marking pen
• masking tape
Activity 5: Let's Form 5-Digit Numbers...
Instructions:
1. Organize the class into groups of 5 students. Provide each group with a set of number cards.
2. Instruct each member of the group to form 2 five-digit numbers. That means, each group will
have 10 five-digit numbers.
3. After which, let them do the following tasks and record their answers on a manila paper:
• write numbers in symbols and in words;
• give the place value of each digit of their first three numbers;
• write the last 4 numbers in expanded form; and
• compare the numbers two at a time using expressions “less than”, “greater than”, and
“equal to” (<, >, =). They can many pairs as possible.
Roundup
Students would have enhanced their learning on reading and writing numbers through 100 000 in
symbols and in words.
5. Practice and Application

In this stage, students consolidate their learning through independent or guided practice and
transfer their learning to new or different situations.
The activity in this stage will challenge students to solve number problems involving
comprehension of whole numbers.


WHOLE NUMBERS
Strategy
BUZZ SESSION. This is a strategy where students work in small groups within a determined time
limit and without a leader to answer a question, or solve a problem and come up to some kind of
conclusion.
Material
• activity sheet (refer to Student Activity 6 on page 20)
Activity 6: Solving Problems
Instructions:
1. Organize the students into ten groups or as desired and provide each groups with the activity
sheet.
2. Give them enough time to answer the problems.
3. Then, ask volunteers to present their outputs to the whole class for comparison and
discussion.
Roundup
Students would have solved number problems involving comprehension of whole numbers.
6. Closure
This stage brings the series of lessons to a formal conclusion. Teachers may refocus the objectives
and summarize the learning gained. Teachers can also foreshadow the next set of learning
experiences and make the relevant links.
In this stage, students will consolidate their learning on comprehension of whole numbers.
Strategy
DECODING. A strategy used to translate data or a message from a code into the original language
or form. In the context of this activity, students will answer questions or complete number
sentences. After which, they will look for the corresponding answers on the choices to decode
word/s, phrase or statement.
Materials
• activity sheet (refer to Student Activity 7 on page 21)
• number diagram used in Activity 2
Activity 7: What is the Message?
Instructions:
1. Use the same grouping as in the previous activity. Provide each group with the activity sheet.
2. Let them complete it at a set time.
3. Then, let them exchange outputs with other group for comparison and discussion.


WHOLE NUMBERS
Roundup
Students would have consolidated their learning on comprehension of whole numbers. It is
important for them to revisit their Number Diagram output in Activity 2.
Teacher Evaluation
(To be completed by the teacher using this Teacher’s Guide)
The ways I will evaluate the success of my teaching this unit are:
1.
2.
3.


TEACHER RESOURCE SHEET 1

CARDS
Directions: Prepare eight sets of these cards and cut each card.
four
hundred eighty-
sixteen eight
forty- nine
seven
16 447 89 8
nine two five three

hundred hundred hundred hundred
seven twenty-two two sixty-one
907 222 502 361
seven nine five

thirty-
hundred hundred hundred
three
forty fourteen one


740 914 33 501
nine
nine five
hundred seventy-
hundred hundred
ninety- eight
two eighteen
nine
902 999 518 78
eight twelve nine

hundred one hundred
thousand, thousand,
seventy-one thousand,
two hundred three five
thousand,
six hundred thirty-one hundred hundred
five four twelve
871 605 100 231 12 304 9 512



NUMBER DIAGRAM
Directions: Enlarge this diagram on the board.
Number in symbol Expanded form
Place value of each digit


STUDENT ACTIVITY 3
BUTTERFLY GARDEN
Directions:
1. Read the situation carefully and answer the questions that follow.
2. Each member should take turn in answering and writing the number
in the table.
Butterfly Garden
All four thousand, three hundred fifty-seven students
of Mapalad Elementary School observe that butterflies are now becoming
extinct. How they wish that they could preserve 12,680 different
buttterfly species!
They decide to make a butterfly garden with an area of 368 square
meters. They need 2,927 attractive flowering plants and 1,950
ornamental trees for the butterflies' habitat and food.
They also need four thousand, twenty-eight poles, one hundred
sixty-four thousand meters of net, and three hundred thousand one
hundred eighty meters of wire to cover the garden.
Questions:
1. How many Grade III students are there in Mapalad Elementary

School?
2. How many butterfly species they wanted to preserve?
3. What is the area of the butterfly garden?
4. How many flowering plants and ornamental trees they need?
5. What other materials they need? How many of each of these

materials?


6. Write the cardinal numbers identified in the situation in symbols and words.
In Symbol In Words
Now, try to give the place value of each digit of the numbers you listed in the table.

BASIC EDUCATION ASSISTANCE FOR MINDANAO
LEARNING GUIDE
GRADE 3 MATHEMATICS — COMPREHENSION OF WHOLE NUMBERS
MODULE 1 — FUN WITH NUMBERS
TEACHER RESOURCE SHEET 3A

TEACHER'S INPUT
☑Numbers through thousands have exactly four digits. Each digit has its own place value.
The value of each digit depends on its place.
Example: 1 425
Number mats and the place value chart can be used to show the meaning of 1 425.
10 hundreds 4 hundreds 2 tens 5 ones

1 thousand or or or
or 400 20 5
1 000
Thousands Hundreds Tens Ones
1 4 2 5
1 000 400 20 5
Standard form: 1 425

Word name: one thousand four hundred twenty-five
Expanded Form: 1 000 + 400 + 20 + 5
☑Numbers through ten thousands have exactly five digits. Read five-digit numbers by
periods.
Basic Education Assistance for Mindanao

Elementary Math, Grade 3 Learning Guide 9/1/2005 15
LEARNING GUIDE
Example: 42 863
Use the place value chart to understand what each digit in the number 42 863 means.
Period Period
Thousands Units
Hundred Ten One Hundred Ten One
4 2 8 6 3
There are two periods.

• The digits 4 and 2 are in the thousands period.
• The digits 8, 6 and 3 are in the units period.
Standard form: 42 863. (A space separates the two periods.)
Read: 42 thousand, 863
Word name: forty-two thousand, eight hundred sixty-three
Expanded form: 40 000 + 2 000 + 800 + 60 + 3
☑Numbers through hundred thousands have exactly six digits. Read six-digit numbers by
periods.
Example: 253 618
Use the place value chart to understand what each digit in the number 253 618 means.
Period Period
Thousands Units
Hundred Ten One Hundred Ten One
2 5 3 6 1 8
There are six digits in 253 681.

• The digits 2, 5 and 3 are in the thousands period.
• The digits 6, 1 and 8 are in the units period.
Standard form: 253 618
Read: 253 thousand, 618
Word name: two hundred fifty-three thousand, six hundred eighteen
Expanded form: 200 000 + 50 000 + 3 000 + 600 + 10 + 8

LEARNING GUIDE
TEACHER RESOURCE SHEET 3A

COMPARING NUMBERS
Let's study the table below.
CITY POPULATION
(as of 2007)
Pasig City 617 301
Taguig City 613 343
A place value chart can help us compare the numbers.

Thousands Units
H T O H T O
Pasig City 6 1 7 3 0 1
Taguig City 6 1 3 3 4 3
same same 7 >3

To compare 617 301 and 613 343, start at the digits from the left.
• The digits in the hundred thousands and thousands places are the same.
• The digits in the one thousands place are different . The comparison of these digits is the
same as the comparison of the numbers.
• So, 6 17 301 > 613 343
Therefore, the population of Pasig City is greater than the population of Taguig City. Or, the
population of Taguig City is less than the population of Pasig City.
☑ To compare large numbers, find the highest place value where the digits are different.
The comparison of those digits is the same as the comparison of the numbers.

LEARNING GUIDE
STUDENT ACTIVITY 4
LET'S COMPARE
Objective:
• Express the relationship of numbers using expressions “less than”, “greater than”, and
“equal to” (<, >, =).
Directions:
1. Study the population of different cities in our country.
2. Then, answer the questions that follow.
POPULATION
CITY
(as of 2007)
Valenzuela City 568 928
Cebu City 798 809
Which Antipolo City 633 971

has
Taguig City 613 343
more??
...the Zamboanga City 774 407
most??
Pasig City 617 301
Rewrite the population of each pair of cities below. Then, compare their population by
writing <, > or = inside the box.
Antipolo City __________________ _________________ Pasig City
Zamboanga City __________________ __________________ Cebu City
Valenzuela City __________________ __________________ Pasig City
Taguig City __________________ __________________ Antipolo City
• The population of Tempus City is 613 343. Compare it with the population of Taguig City.
Write a statement showing the comparison of their population.

LEARNING GUIDE

NUMBER CARDS
Directions: Reproduce this sheet. Cut each card and give one set to each group.
0 1
2 5
9
LEARNING GUIDE
STUDENT ACTIVITY 6
SOLVING PROBLEMS
Task:
A) Answer the problems below. Write your answer on the appropriate space.
1. The digits 3, 9, 7, 6 can be combined to make a number. What is the greatest possible number that
you can make?
Write your answer in the oval.
2. What is the smallest possible number that can be formed using the digits 8, 0, 1 and 4.
Write your answer in the arrow.
3. This number is 1 000 less than the sum of 1 500 and 2 000. What is the number?
Write it in the box.
B) Thestudents planted more flowering plants for the butterflies. Find out how many pots of roses,
santan and gumamela they planted. Read carefully the clue to get the correct answer. Then,
complete the table.
Clues: NUMBER OF POTS

PLANT
☑56 flowering plants are SYMBOL WORD EXPANDED FORM
planted
rose
☑santan and gumamela
have equal number santan
☑there are 8 more roses gumamela

than santan.
TOTAL
☑twenty-four potted
plants are not gumamela

LEARNING GUIDE
STUDENT ACTIVITY 6
WHAT IS THE MESSAGE?
Directions: Answer the question or complete the statement below. Write your answer in the
second column of the table. Then, find the corresponding letter of your answer in the letter
key and record it in the last column.
LETTER KEY: Question/Statement Answer Letter

A – 2 364 1) What is ten thousand in symbol?
D – 900
E – 3 057 2) Which is lesser, 2 949 or 2 994?
F – 10 000
I – 8 542 3) Re-arrange the digits according to their place value.
N – 100 000 Ones Hundreds Thousands Tens
O – 10 001
R – 2 949 2 5 8 4
S – 7 000
V – 80 000 4) 3 000 + 50 + 7 = ________
5) What is the value of 8 in 870 132?
6) What is the value of the underlined digit in 25,948?
7) What is the value of 7 in 307 891?
8) Which number in the letter key can be formed using the digits 6, 4, 2, and
3?
9) 2 000 + 900 + 40 + 9 = _______
10) What is the least possible number can be formed with digits 7, 0, 5, 3?
11) In symbol, ten thousand equals __________.
12) 10 000 + 1 = __________
13) In symbol, two thousand nine hundred forty-nine equals ______.
14) Which is lesser, 3 057 or 3 507?
15) In 84 367, what is the value of the underlined digit?
16) Three thousand fifty-seven equals __________.
17) What number is greater than 2 948 but less than 2 950?
Now, what word/s, phrase OR statement can you form from the letters that you have decoded in the last
column of the table?


For the Teacher: Translate the information in this Learning Guide into the following matrix to help you prepare your lesson plans.
Stage
1. Activating Prior 2. Setting the 3. Learning 4. Check for 5. Practice and 6. Closure
Learning Context Activity Sequence Understanding Application
Strategies
Activities from the

Learning Guide
Extra activities you

may wish to include
Materials and
planning needed
Estimated time for

this Stage
Total time for the Learning Guide Total number of lessons needed for this Learning Guide


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REPUBLIC OF THE PHILIPPINES

GRADE III- MATHEMATICS

All Learning Guides are available online at http://acumen.ph

GRADE III- MATHEMATICS

1. Activating Prior Learning

Republic of the Philippines Department of Education

GRADE III- MATHEMATICS

2. Setting the Context

Republic of the Philippines Department of Education

GRADE III- MATHEMATICS

3. Learning Activity Sequence

Republic of the Philippines Department of Education

GRADE III- MATHEMATICS

4. Check for Understanding of the Topic or Skill

Republic of the Philippines Department of Education

GRADE III- MATHEMATICS

5. Practice and Application

Republic of the Philippines Department of Education

GRADE III- MATHEMATICS

Republic of the Philippines Department of Education

GRADE III- MATHEMATICS

Republic of the Philippines Department of Education

GRADE III- MATHEMATICS

TEACHER RESOURCE SHEET 1

nine two five three

907 222 502 361

seven nine five

Republic of the Philippines Department of Education

GRADE III- MATHEMATICS

740 914 33 501

902 999 518 78

eight twelve nine

871 605 100 231 12 304 9 512

Republic of the Philippines Department of Education

GRADE III- MATHEMATICS

TEACHER RESOURCE SHEET 2

Number in symbol Expanded form

Place value of each digit

Republic of the Philippines Department of Education

GRADE III- MATHEMATICS

1. How many Grade III students are there in Mapalad Elementary

2. How many butterfly species they wanted to preserve?

3. What is the area of the butterfly garden?

4. How many flowering plants and ornamental trees they need?

5. What other materials they need? How many of each of these

Republic of the Philippines Department of Education

GRADE III- MATHEMATICS

Republic of the Philippines Department of Education

TEACHER RESOURCE SHEET 3A

10 hundreds 4 hundreds 2 tens 5 ones

Thousands Hundreds Tens Ones

Standard form: 1 425

Basic Education Assistance for Mindanao

Hundred Ten One Hundred Ten One

There are two periods.

Hundred Ten One Hundred Ten One

There are six digits in 253 681.

Basic Education Assistance for Mindanao

TEACHER RESOURCE SHEET 3A

Pasig City 617 301

Taguig City 613 343

A place value chart can help us compare the numbers.

same same 7 >3

Zamboanga City Cebu City

Valenzuela City Pasig City

Taguig City Antipolo City