The number of hundreds is 2 and the number of tens is 3. Therefore, the numeral is 235. _ hundreds _ tens

Mathematics - Week 1 Grade 3
Grade Three Mathematics

Learning Kit
Instruction for Parents and Students
● Students should complete at least one of the scheduled activities
for each day, (days 1 to 4)
● On Day 5, revisit the incomplete activities
● Parents should reflect on support given to his/her child based on
the week‟s activities.
● Read the directions carefully before completing each activity
Name:_____________________
School:____________________
Date: ____________________
1 | Page
Day 1
Topic: Read and Write Number in Numerals and in Words
Welcome
Materials You Will Need:

● Pencils
● A notebook/journal.
● Crayon
Success Criteria - How will you know that you are successful
today?
Before you begin, please draw one of the faces beside each statement
to show how much you can already do. When you are finished with the
day's activities, complete the section labeled „after‟.
Objective: Read and How Successful am I?

write numbers in
numerals and in words
I can Now After
1. Count from 0-100
1. Read numerals
from 0-999
2. Write numerals in
words
Which “I can” What will I do to improve

statement do I need
help with?
2 | Page
Parent Voice
TO PARENTS
Please guide your child to do each of the following
❖ On the menu, check off each of the activities when you finish
them
ACTIVITY CHECKLIST
TIME ACTIVITY CHECK
WHEN
DONE
Activity 1
Activity 2
Activity 3
Activity 4 (Further Practice)
3 | Page
Examine the number chart above.

Use your pencils and underline all the multiples of 10 from 0 - 100.
That would be: 10 (ten), 20 (twenty), 30 (thirty), 40 (forty), 50
(fifty), 60 (sixty), 70 (seventy), 80 (eighty), 90 (ninety), 100 (one
hundred).
Write four more multiples of 10 from 200 - 999. Also, write their
numeral names.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
These numbers are called Decade numbers. Decades makeup centuries
10 decades make one century. Can you identify the centuries from 0 -
999?
These would be:
100 One hundred
200 Two hundred
300 Three hundred
400 Four hundred
500 Five hundred
600 Six hundred
700 Seven hundred
800 Eight hundred
900 Nine hundred
4 | Page
Activity 1
a.
Number of cookies _______
Numeral name: ________________________
b.
Numeral name: ________________________________
c.
Numeral name: ________________________________
5 | Page
Let us go to activity number 2.
Activity 2
a. Sandy b. Anna
fifteen cookies Twenty cookies
c. Mary
eleven cookies
Great going! Keep up the good work. Let us go to activity 3.
Activity 3
1. Try writing these number names in figures.
For example: Two hundred seventy two is 272.
a. Three hundred thirty is
6 | Page
b. Four hundred eighteen is
c. One hundred ten is
d. Eight hundred eighty eight is
e. Two hundred fifty six is
Let us play a game of „Centuries vs Decades‟. For you to win, you have to
colour all the centuries red and all the decade numbers green.
Further Practice
Determine:
2. If grandma, Mathilda, is 100 years old, how many decades would
she have lived for?
3. When grandma, Mathilda, was 70 years old, how many decades did
she live for?
4. What age was grandma, Mathilda, when she lived for half a
century?
7 | Page
Summary
● Numbers can be written as numerals and in words

● Decade numbers between 0 and 999 are 10, 20, 30, 40, 50, 60,
70, 80, 90, 100, 110, 120, 130, 240, 260, 350, 380, 650, 890
● Centuries between 0 and 999 are 100, 200, 300, 400, 500, 600,
700, 800, 900
Parent Motivation
Parent Signature:
8 | Page
Day 2
Topic: Read and Write Number Names
Welcome
The activities are designed to create number names. You use other
ways such pictorial representations and expanded notation to create
these numbers
● Base ten blocks (printed or physical)
● Place Value Chart Template
● Scissors
● Pencil
● Ruler
Success Criteria - How will you know that you are successful?
day's activities, complete the section labeled „after‟..
Objective: 1. Use number How Successful am I?

notation and place values
2. Read and write numbers in
numerals and in words.
I can Now After
1. Build numbers using base ten

representations.
2. Write number names and

numerals.
3.Place numbers on place value

chart according to their values (0
to 9999)
Which „‟I can‟‟ statement do I What will I do to improve

need help with?
9 | Page
Parent Voice
TO PARENTS
them
ACTIVITY CHECKLIST
TIME ACTIVITY CHECK
WHEN
DONE
Activity 1
Activity 2
Activity 3
Place Value is the value of a digit based on the position in a number. We
use base ten blocks and place value charts to help write numerals and
number names.
A numeral is a symbol or name that stands for a number. Examples: 3,
49 and twelve are all numerals. So the number is an idea, the numeral is
how we write it.
For example, the diagram below shows the base ten sets represent 4
digit numbers and their places. The smallest value ones is represented
by small cubes called the units(see white cubes in picture
below),follow by the tens which is represented by the long(see blue
rectangular) shape in picture below); is made up of ten small unit
cubes(white cube), following is the flat(see red item in the picture
below) which represents the hundreds is made up of ten longs or one
hundred units and then thousand blocks(see green cube in picture
below) are made up of ten flats or one hundred longs or one thousand
of the unit cubes.
10 | Page
The second diagram below shows how we can use the base ten set to
write our numerals. By identifying how many thousands, hundreds, tens
and ones, we simply use the quantity amount to create our numerals. In
the example below, it shows that we have 2 of the hundreds, 3 of the
tens and 5 of the ones. The numeral is now created by the 2, 3 and 5
which gives 235.
To write the number names for the numerals, we use the place value
chart. Identify the places of each digit in a numeral and then write the
digit in words along with the place value. For example 4205 in words
Thousands Hundreds Tens Ones
4 2 0 5
Four Thousand Two Hundred Zero Tens Five
Therefore 4205 in words is Four Thousand Two Hundred Five

Note: We do not say five ones which means 5 ×1 which is still 5
Also, 0 tens means 0 ×10 which is still 0
11 | Page
Activity 1
1. Count the hundreds, tens and ones in the diagrams below then fill
in the blank spaces and state the numeral.
_____ hundreds _____ tens _____ ones = _____
2. Circle the correct number name that would match the numeral
created above.
a. Twenty- six
b. One hundred and seven tens and nine ones
c. One hundred seventy-nine
Moving right along to activity 2!!!!
Activity 2
Represent the number two thousand one hundred twenty-four using
base ten blocks and write the numeral.
Numeral:
Base Ten Representation:
Well done, activity 3 here I come!!!
12 | Page
Activity 3
Mr. Clarke who is a construction worker was paid by cheque of Nine

thousand six hundred fifty- six dollars for a recent job done on a
building. He decided to change the cheque in order to purchase items
at the supermarket. The bank teller told Mr. Clarke that he will receive
the amount on cheque in thousand and, hundred dollar bills as well as
ten and one dollar coins.
The teller wrote up a withdrawal receipt. Complete the receipt below
Withdrawal Receipt
×1000
×100
×10
×1
Complete the cheque below to show what Mr. Clarke received
Date
Pay to the order of Roman Clarke $________
_______________________________________DOLLARS
Name: S. Brown .
13 | Page
Further Practice
Using base ten set or otherwise, state the number names and numerals
matching the following statements.
Statements Numerals Number Names
Who am I?
I am represented by
3 cubes, 5 flats and 8
units
Who am I?
16 hundreds, 5 tens
and 10 ones
Who am I?
5000+600+70+9
Continue working hard, you will receive your reward!!!
Summary
-Place Value is the value of a digit based on the position in a number.
- Base ten blocks and place value charts are used to help write and
understand the values of numerals.
Parent Motivation
Parent Signature:
14 | Page
Day 3
Topic: Comparing Whole Numbers using >,< or =
Welcome
Materials Needed
● 1 pack of playing cards (Take out the 10s and all picture
cards)
● pencil
● notebook
Success Criteria - How will you know that you are successful?
day's activities, complete the section labeled „after‟..
Objective: Compare numbers greater How Successful am I?

than, less than, equal to
I can Now After
1. write numerals up to 9999

2. identify which is more or less in
pairs of sets
3. identify equal sets
Which “I can” statement do I need What will I do to improve?
help with?
Parent Voice
TO PARENTS
them
15 | Page
ACTIVITY CHECKLIST
TIME ACTIVITY CHECK
WHEN
DONE
Activity 1
Activity 2
Activity 3
We use these to compare numbers:

= example: 2+2 =
When two values are equal,
4
we use the "equals" sign
< example: 3 < 5

When one value is smaller than
another,
we can use a "less than" sign.
> example: 9 > 6

When one value is bigger than
another,
we can use a "greater than" sign
For example:
Symbols: 2345 2336
Words: Two thousand three hundred forty-five is greater than two
thousand three hundred thirty-six
Likewise
16 | Page
Symbols: 2336 2345

Words: Two thousand three hundred thirty-six is less than two
thousand three hundred forty-five.
But, if the two numbers are the same values then they are equal to
each other
Example:
Symbols: 1287 = 1287
Words: One thousand two hundred eighty-seven is equal to two
one thousand two hundred eighty-seven
Game: Card it up
Instructions
1. Shuffle card pack and place it face down.
(If you do not have a card pack you can make your own- 4 sets of
each numeral from 1 to 9)
2. Pick 4 cards to create a numeral and write the value in the first
column in the table below.
3. Pick the 4 cards again to create another numeral and write the
value in the second column in the table below.
4. Choose the appropriate symbol to compare both numerals
correctly.
5. Do so 5 more times.
Greater than, Less than or Equal to Card Game
First set of 4 cards Second set of 4 cards
17 | Page
Activity 2
i. Write two (2) different single digit numerals to make the
comparison true.
Numeral Symbol Numeral
Mathematics sentence in words:

____________________________________________________
ii. Write two (2) different 2-digit numerals to make the comparison
true.

_____________________________________________
iii. Write two (2) different 3-digit numerals to make the comparison
true.
a.

____________________________________________________
b.
=
____________________________________________________
iv. Write two (2) different 4-digit numerals to make the comparison
true.
18 | Page
a.

____________________________________________________
b.
Mathematics sentence in Words:

____________________________________________________
c.
=
Mathematics sentence in Words:
____________________________________________________
Activity 3
Your school is hosting a party for all the Grade 6 students who have
completed the PEP exam. There are 1458 students and the school has
1337 forks.
Use the word phrases and symbols from the box to make the
comparisons below.
is greater than is equal to is less than < > =

1. Compare the number of students to the number of forks
Words: ______________________________________________
___________________________________________________
Using symbols: _________________________
2. Compare the number of forks to the number of students

Words: _____________________________________________
____________________________________________________
Using Symbols: _________________________
3.Will the number of forks be sufficient for the students at the

party? ________________
19 | Page
How do you know?

_________________________________________________
_____________________________________________________
If not, how many more forks are needed? Show how you arrive at the
answer.
Wonderful!! Just 1 activity to go.
Further Practice
Draw 3 illustrations to show greater than, less than and equal to

using numbers from 1000 to 9999 using a balancing scale.
Illustration 1
Explain your illustration

_____________________________________________________
_____________________________________________________
_____________________________________________________
Illustration 2

_____________________________________________________
_____________________________________________________
_____________________________________________________
Illustration 3

_____________________________________________________
_____________________________________________________
_____________________________________________________
20 | Page
Summary
The position of the symbol tells which number is greater than or less
than.
The sign is always opened to the set that has the greater value.
greater value less value
less value greater value
When the two values are the same “=” is used
Example
same value = same value
Parent Motivation
Parent Signature:
21 | Page
Day 4
Topic: Ordering Whole Numbers in Ascending and Descending Order
(0 to 9999)
Welcome
You will need:
● notebook
● pencil
Success Criteria - How will you know that you are successful
today?
to show how much you can already do NOW. When you are finished
with the day's activities, show what you are able to do AFTER.
Objective: How Successful am I?

Compare and order
numbers
I can Now After
1. Identify place
values of ones,
tens, hundreds,
thousands
2. Read and write

numerals 0 to
9999
3. Compare the
values of a pair
of numerals to
show less than,
greater than or
equal to
Which “I can” What will I do to improve

statement do I need
help with?
22 | Page
Parent Voice
TO PARENTS
them
ACTIVITY CHECKLIST
TIME ACTIVITY CHECK
WHEN
DONE
Activity 1
Activity 2
Activity 3
1. First, check if one number has more thousands than the other.
For example, 1652 < 2701, because 2701 has more thousands than
1652.
2. If the numbers have the same number of hundreds, then check
the tens.
For example, 652 > 639 because though both have six hundreds,
652 has
more tens than 639.
3. If the numbers have the same number of hundreds AND the
same number of tens, then look at the ones.
For example, 652 < 655 because both have six hundreds and five
tens, 655 has more ones than 652.
4. Ascending Order means to order sets or numbers from the
smallest value to the largest value.
5. Descending Order means to order sets or numbers from the
largest value to the smallest value.
6.
Activity 1
Which is larger? Which is smaller?

Draw a circle around the largest number and a triangle around
the smallest number in each row.
23 | Page
Activity 2
Write the symbol (> or <) to make the statements correct between
each set of numbers below. Circle to show how the numbers are
ordered (ascending or descending)
Example: 3000 3500 3745 (ascending or descending)
a. 9000 8000 7000 (ascending or descending)
b. 6130 6140 6150 (ascending or descending)
c. 1201 1202 1203 (ascending or descending)
d. 4022 4202 4200 (ascending or descending)
e. 3543 3435 3354 (ascending or descending)
24 | Page
Activity 3
Use the numbers below to answer questions 1 and 2.
9500 8760 5900 7806 8900 7860
1. Choose 4 numbers from the list above. Write them on the lines
_______ ________ _______ _______
Place them in ascending order
_______ ________ _______ _______
2. Choose 4 numbers from the list above. Write them on the lines
_______ ________ _______ _______
Place them in descending order
_______ ________ _______ _______
Further Practice
Daddy gave his five children their pocket money; Jamie, Deandre,
Mary-Kay, Andre and Celine. The table below shows the children and
the monies they got.
Pocket Money for the Family
Children Jamie Deandre Mary-Kay Andre Celine
Money $6943 $6500 $ 6873 $6250 $6666

Received
1. Order their monies from greatest to least

_________________________________________________
2. Who got the least money? _____________________________
3. Who got the 2nd highest amount of money from Dad? _______
25 | Page
Summary
Ascending Order means to order sets or numbers from the smallest
value to the largest value.
Descending Order means to order sets or numbers from the largest
value to the smallest value.
26 | Page
Parent Reflection
Zone of Regulation Reflection

How will you know that you are successful in guiding your child
for the week?
Please draw one of the faces beside each statement to show how
much you have succeeded in guiding your child
I was able to:-
❖ make sure that my child managed

his/her time well
❖ ensure my child checked off each

activity when he/he is finished
❖ sign my child activity menu before

bringing it back to school
❖ enure my child completed the Zone of

Regulation Reflection Sheet before
and after each activity
❖ provide the material my child needed

to complete each activity
❖ understand all the instructions

clearly so that I could guide my child
effectively
❖ give my child continued support
Write at least one sentence to affirm your commitment to give your

child the needed support.
Parent Motivation
I will________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
____________________________________________________
Parent Signature:
27 | Page
Reference
Brave Emoji. (2020, March). Retrieved from:

https://www.google.com/search?q=bravo+emoji+gif&tbm=isch&ved=2ah
UKEwiEm8jcysPsAhUoSN8KHUm-D8sQ2-
cCegQIABAA&oq=bravo+emoji&gs_lcp=CgNpbWcQARgAMgQIABBDM
gQIABBDMgIIADIC
Math is fun. (2018). Comparing Numbers. mathisfun.com. Retrieved

October 19, 2020, from
https://www.mathsisfun.com/algebra/compare-numbers.html
Pinterest. (2010). Counting Chocolate Chips Cookie Clipart, Cookie Jar

Graphics. Retrieved october 19, 2020, from
https://www.pinterest.com/pin/233624299406207637/
Super Teacher Worksheet. (2020). www.superteacherworksheets.com.

Visual Vocabulary. (2018, August 7). Hundred Chart: Numbers 1-100 in
English. Numbers in English. https://7esl.com/numbers-in-english/
Shutterstock. (2011). Retrieved October 20, 2020, from

google.com/search?sxsrf=ALeKk01GE--0zvrINQWDCJj8SZ72g_t-
AQ%3A1603213140066&source=hp&ei=VBePX9PMAc3N_Ab-1J6QA
Visual Vocabulary. (2018, August 7). Hundred Chart: Numbers 1-100 in

English. Numbers in English. https://7esl.com/numbers-in-english/
28 | Page

The number of hundreds is 2 and the number of tens is 3. Therefore, the numeral is 235. _____ hundreds _____ tens

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Mathematics - Week 1 Grade 3

Grade Three Mathematics

Instruction for Parents and Students

● Students should complete at least one of the scheduled activities

for each day, (days 1 to 4)

● On Day 5, revisit the incomplete activities

● Parents should reflect on support given to his/her child based on

the week‟s activities.

● Read the directions carefully before completing each activity

Materials You Will Need:

Objective: Read and How Successful am I?

I can Now After

1. Count from 0-100

Which “I can” What will I do to improve

Activity 4 (Further Practice)

Examine the number chart above.

200 Two hundred

300 Three hundred

400 Four hundred

500 Five hundred

600 Six hundred

700 Seven hundred

800 Eight hundred

900 Nine hundred

Let us go to activity number 2.

Great going! Keep up the good work. Let us go to activity 3.

a. Three hundred thirty is

b. Four hundred eighteen is

c. One hundred ten is

d. Eight hundred eighty eight is

e. Two hundred fifty six is

● Numbers can be written as numerals and in words

Objective: 1. Use number How Successful am I?

I can Now After

1. Build numbers using base ten

2. Write number names and

3.Place numbers on place value

Which „‟I can‟‟ statement do I What will I do to improve

Activity 4 (Further Practice)

Place Value is the value of a digit based on the position in a number. We

A numeral is a symbol or name that stands for a number. Examples: 3,

how we write it.

by small cubes called the units(see white cubes in picture

below),follow by the tens which is represented by the long(see blue

rectangular) shape in picture below); is made up of ten small unit

cubes(white cube), following is the flat(see red item in the picture

below) which represents the hundreds is made up of ten longs or one

hundred units and then thousand blocks(see green cube in picture

of the unit cubes.

Thousands Hundreds Tens Ones

Four Thousand Two Hundred Zero Tens Five

Therefore 4205 in words is Four Thousand Two Hundred Five

_____ hundreds _____ tens _____ ones = _____

Moving right along to activity 2!!!!

Well done, activity 3 here I come!!!

Mr. Clarke who is a construction worker was paid by cheque of Nine

Complete the cheque below to show what Mr. Clarke received

Pay to the order of Roman Clarke $________

Statements Numerals Number Names

Continue working hard, you will receive your reward!!!

Objective: Compare numbers greater How Successful am I?

I can Now After

1. write numerals up to 9999

The number of hundreds is 2 and the number of tens is 3. Therefore, the numeral is 235. _ hundreds _ tens

The number of hundreds is 2 and the number of tens is 3. Therefore, the numeral is 235. _ hundreds _ tens

___ hundreds _ tens _ ones = ___