NAME: QUARTER 1 WEEK 1

UNIT I
Lesson: Counting Whole Numbers
Recall the counting numbers up to 1 000. (Page 2)
Practice how to read numbers:
224 534 219 9 342
587 889 110 1486

The number 367 229 can be represented using the place-value chart.
Thousands Units
Hundred Ten thousands Thousands hundreds tens ones
thousands
6 7 2 2 9
The number in standard form is 67 229
The number in expanded form is 60 000 + 7 000 +200 + 20 + 9
The number in word form is sixty-seven thousands, two hundred twenty-nine

Let’s Practice
Direction: Write the place value and the value of each digit.
Place Value Value

1. 2 in 32 114

2. 8 in 5 681

3. 1 in 10 558

4. 3 in 23 431

5. 7 in 21 733

6. 8 in 8 773

7. 2 in 132

8. 3 in 3411

Answer page 4-A.

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Lesson: Comparing and Ordering Numbers

These are the symbols used in comparing numbers;

> means greater than.
< means less than.
= means equal to.

Let us compare 9 845 and 9 634

9 845 __________ 9 634
First step; Start comparing the digits in the highest place value.
9 845 __________ 9 634- 9=9
Second step; Comparing the digits in the second highest place value.
9 845 __________ 9 634- 8 > 6
So it means 9 845 is greater than 9 634 / 9 845 > 9 634

Let’s Practice
Write less than, greater than, or equal to on the space provided to make a true
statement.
1. Three hundred seventy-six _____________ 376.
2. One hundred one ___________100.
3. Eight thousand, six hundred six ______________ 606.
4. Eighty-five ____________58.
5. Four hundred nine ___________ 4 409.
6. 166 ______ 278
7. 201 ______ 200
8. 1219 ______ 1219
9. 342 ______ 324
10. 616 ______ 166

Answer page 15-A and 16-C.

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 NAME: Grade 3 QUARTER 1 WEEK 2  3

Lesson: Numbers in Standard Form and Word in Form.

A number can be written in standard form and in word form

The expanded form of a number is expressed as a sum of the value of each
digit.

Examples of standard form:

1. Six hundred sixty-one thousand, four hundred eighty.
661 480
2. Five hundred one. 501
3. 30 000+ 2 000 +900 +30+8. 32 938
Example of word form:
1. 102 – one hundred two
2. 89 126 - eighty-nine thousand, one hundred twenty-six.
3. 2 020 – two thousand, twenty

Activity:
A. Write in standard form.
1. Seven hundred forty-eight _____________
2. One hundred sixty-three_______________
3. Nine thousand __________________
4. Eight hundred seventy-four_________________
5. Six hundred nine _____________________
Answer page 12-B (1-6).
B. Write in word form.
1. 551 - ______________________________________________________
2. 3 721- _____________________________________________________
3. 124 - ______________________________________________________
4. 562 - ______________________________________________________
5. 1 168 - ____________________________________________________
Answer page 10-11 (A and B).

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Lesson: Rounding Off Numbers

To round off a number:

 Underline the digit to be rounded off.
 If the digit to its right is equal to or greater than 5, increase the digit by 1.
But if it is less than 5, just leave the digit as it is; and replace all the digit to
its right with zeroes.

Remember it?
0,1,2,3 and 4 - Remain
5,6,7,8 and 9 - Add 1
Examples:
1. Round off 296 417 to the nearest hundred thousand.
296 417 2 is the place of hundred thousand
Since the next digit to its right is greater than 5,
increase the underlined digit by 1.
300 000 then replace all the digits to its right with zeroes.
300 000 is the rounded-off number.
2. Round off 36 881 to the nearest thousand.
36 881 - 37 000 is the rounded-off number.

3. Round off 812 to the nearest ten.

812 - 810 is the rounded-off number.

Let’s Practice
Direction: Round-off to the place of the underlined digit.
Round-off Number
1. 198 _______________
2. 6 512 _______________
3. 8 611 _______________
4. 119 _______________
5. 2 563 _______________
Answer page 20 (A and B) and 22-B.
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Lesson: Ordinal Numbers

Ordinal Numbers tell the position of a thing or an object from its reference
point.

Examples of Ordinal Numbers;

Shape Symbol Word

circle 1st First

Star 2nd Second

Diamond 3rd Third

Heart 4th Fourth

Triangle 5th Fifth

Square 6th Sixth

Activity:
Direction: Write the correct ordinal numbers in words on the space provided.

Science

Computer

1. Science from the left _______________________________________

2. English from the left _______________________________________
3. Math from the right _______________________________________
4. Computer from the left _______________________________________
5. English from the right _______________________________________
6. Math from the left _______________________________________
7. Science from the left _______________________________________
8. Computer from the right _______________________________________

Answer page 26- A.

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NAME: Grade 3 QUARTER 1 WEEK 4 5

Lesson: Roman Numerals

 The symbols I, X, C, and M can be repeated up to three times. V, L, and D
can never be repeated.
 Add the value of the symbols when they are repeated or when the symbol of
greater value comes before a symbol of lesser value.
 Subtract the values of the symbol when the symbol of lesser value comes
before the symbol of greater value.
 A horizontal bar (-) placed above a symbol multiplies its value by 1 000.

Hindu-Arabic 1 5 10 50 100 500 1000

Numerals

Roman I V X L C D M
Numerals

Examples:
Expanded Form Roman Numeral
1. 86 50+10+10+10+5+1 LXXXVI
2. 312 100+100+100+10+1+1 CCCXII
3. 195 100+(100-10)+5 CXCV
4. 63 50+10+1+1+1 LXIII

Matching Type
Match each Roman numerals to its equivalent Hindu-Arabic numeral.
A B
1. V a. 1
2. VIII b. 500
3. X c. 4
4. IX d. 50
5. L e. 9
6. IV f. 10
7. D g. 8
8. I h. 5

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Lesson: Reading and Writing Money Up to Php 1,000
 Prepare a play money (bills and coins). Paste it on the
box.
1 pieces of 25 centavo 1 pieces of 50 pesos
1 piece of 1 peso 1 pieces of 100 pesos
1 piece of 5 pesos 1 pieces of 200 pesos
1 pieces of 10 pesos 1 pieces of 500 pesos
1 pieces of 20 pesos 1 pieces of 1000 pesos

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Lesson: Comparing money through Php 1000
Activity:
Compare the money using the following symbol: >,< and =.

1.
_________

2.
_________

3.

_________

4.
_________

5.
_________

Problem Solving:
1. Mona bought ice cream for 20 pesos and a pair of sock for 35 pesos. How
much money did she spend in total?

What is asked?_________________________________________________
What is the given?______________________________________________
What operation will you use?______________________________________
Solution:

What is the answer?__________________________________

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 NAME: Grade 3 QUARTER 1

WEEK 6  7

CHAPTER 2
Lesson: Addition Concepts

In addition, the numbers to be added are called addends and the answer is called
sum.

Properties of Addition
Zero property of Addition or identity property of Addition
A+0=A 0+8 = 8
8+0=8
Order property of Addition or Commutative property of Addition
a+b=b+a 12 + 20 = 20 +12
(10 +50)+5 = 5+ (10 +50)
Grouping Property of Addition or Associative property of Addition
(a + b)+ c = a + (b+ c) (20 + 19) + 8 =20 + (19 + 8)

Let’s Practice
Direction: Fill in the line with the correct number and the property being shown.
1. 143 +_______= 108 + 143 ______________________________
2. 999 = 999 + _________ ______________________________
3. 458 +_______ +100 = 315 +458+100 ______________________________

Lesson: Adding of whole Numbers without Regrouping

When adding numbers without regrouping, arrange the numbers first in a

vertical way then then start adding the ones digits, then the tens digits, hundreds,
thousands, ten thousands and son on.

Lesson: Adding of whole Numbers with Regrouping

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 When adding numbers with regrouping, arrange then numbers
vertically first. Then, add the ones, tens, hundreds, thousands, and so
on. Do not forget to regroup if necessary and add the digit carried over.

Examples:
1. 255  addends 2. 127  addends
+ 100  addends + 244  addends
355  sum 371  sum

Let’s Practice
Direction: Add the following numbers:

.
1. 541 2. 2731 3. 617
+ 122 + 2211 + 107

4. 765 5. 713 6. 1201

+ 755 + 248 + 4755

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Lesson: Problem Solving Involving Addition

To solve word problems, do the following:

a. Read the problem carefully
b. Decide what to do.
c. Solve the problem.
d. Check to see if the answer makes senses.

Let’s Practice
1. In Barangay Manicaan, there are 105 men, 211 women, and 143 children.
What is the total population of the barangay?

What is asked?________________________________________________
What is the given?_____________________________________________
What is the operation we will use?________________________________
Solution:

What is the answer?___________________________________________

2. Anna bought a pencil costs 18.00 pesos and a notebook costs 20.00 pesos.
How much did she buy?

What is asked?________________________________________________
What is the given?_____________________________________________
What is the operation we will use?________________________________
Solution:

What is the answer?___________________________________________

Lesson: Subtraction of Whole Numbers without Regrouping

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 To subtract numbers without regrouping, start subtracting the
ones digits, then the tens digits, hundreds digits, and so on.

Lesson: Subtraction of Whole Numbers with Regrouping

To subtract numbers with regrouping, arrange the numbers in columns. When
digits in the minuend is less than the corresponding digit in the subtrahend, use
regrouping. Start subtracting the ones digits, then the tens digits, the hundreds
digits, and so on.

Examples:
1. 875  minuend 2. 349
-544  subtrahend - 227
331  difference 122

Let’s Practice
Direction: Find the difference of the following: Arrange vertically then subtract.
1. 578 – 250 = _____________
2. 269 – 183 = _____________
3. 956 – 216 = _____________
4. 99 – 33 = _______________
5. 673 - 139 = ______________

Solution:

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NAME: Grade 3 QUARTER 2

WEEK 8  9
Lesson: Subtraction with Zeroes in the minuend

In subtracting numbers with zeroes in the ones, tens, hundreds and

thousands places, regroup the digits in the minuend when necessary, then subtract.
Repeat the process until you have subtracted all the digits.

Examples:
1. 100 2. 801 3. 5 600
- 88 - 690 - 1 354
12 111 4 246

Let’s Practice
Direction: Arrange the numbers vertically, then subtract.
1. 42 000 – 1 628 =
2. 3 900 – 2 187 =
3. 5 001 – 3 118 =

Lesson: Solving Word Problems Involving Addition and Subtraction

REMEMBER: To solve word problems, do the following:

a. Read the problem carefully
b. Decide what to do.
c. Solve the problem.
d. Check to see if the answer makes senses.

Examples:
Problem Solving
1. A shoe factory produced 4 977 pairs of shoes in the month of January and
2 639 in the month of February. How many pairs of shoes were produced in
two months?

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NAME: Grade 3 QUARTER 2

WEEK 8  9

Practice
Solve the word problem.
1. Mr. Zeius bought 8 350 compact discs for his computer shop. He sold 1 435
compact discs in the first week. How many compact discs were left?
What is asked?________________________________________________
What is the given?_____________________________________________
What is the operation we will use?________________________________
Solution:

What is the answer?___________________________________________

Activity: Write the missing number and write in the blanks.

1x1=1 2x1=2 3x1=3 4x1=4 5x1=5
1x2=2 2x2=4 3x2=__ 4x2=8 5x2=__
1x3=3 2x3=__ 3x3=9 4x3=__ 5x3=15
1x4=4 2x4=8 3x4=__ 4x4=16 5x4=20
1x5=5 2x5=10 3x5=15 4x5=20 5x5=__
1x6=6 2x6=12 3x6=__ 4x6=__ 5x6=30
1x7=7 2x7=__ 3x7=21 4x7=__ 5x7=__
1x8=8 2x8=16 3x8=__ 4x8=__ 5x8=40
1x9=9 2x9=18 3x9=27 4x9=36 5x9=__
1x10=10 2x10=__ 3x10=30 4x10=40 5x10=50

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 6x1=6 7x1=7 8x1=8 9x1=9 10x1=10

6x2=12 7x2=__ 8x2=16 9x2=18 10x2=__

6x3=__ 7x3=21 8x3=__ 9x3=__ 10x3=30

6x4=24 7x4=28 8x4=32 9x4=36 10x4=40

6x5=__ 7x5=__ 8x5=40 9x5=45 10x5=__

6x6=36 7x6=42 8x6=__ 9x6=__ 10x6=60

6x7=42 7x7=__ 8x7=56 9x7=63 10x7=70

6x8=__ 7x8=56 8x8=64 9x8=72 10x8=80

6x9=54 7x9=63 8x9=__ 9x9=__ 10x9=__

6x10=60 7x10=__ 8x10=80 9x10=90 10x10=100

Properties of Multiplication
1. Identity Property of Multiplication. 1x8= 8
2. Commutative Property of Multiplication. 3x4x1= 4x1x3
3. Associative Property of Multiplication. (8x2)x7 = 8x(2x7)
4. Distributive Property of Multiplication.
Addition: 10x(2+3)
Subtraction: 7x(10 - 5)

Activity: Determine the product of the following:

1. 564 2. 743 3. 876

X 2 X 5 X 3

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NAME: Grade 3 QUARTER 2
WEEK 10  11

MULTIPLICATION

Answer page 115-B. (1-10)

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

Activity:
Direction: Write the missing numbers to complete table.
1.
x 4 7 2 9
6
2.
x 3 9 4 6
7
3.
x 2 5 7 9
8
4.
x 7 4 3 2
9
5.
x 5 3 6 8
10
6.
x 6 7 8 9
11

Activity: Answer Page 125 (1-6)

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Multiply then write product in the circle.
1. 4.

2. 5.

3. 6.

Determine the product of the following:

1. 564 2. 743 3. 876

X 2 X 9 X 4

4. 125 5. 1285 6. 901

X 6 X 7 X 8

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NAME: Grade 3 QUARTER 2

WEEK 14  15

Multiplication
Activity: Answer page 125 -C
1. X = ________________

2. X = ________________

3. X = ________________

4. X = ________________

5. X = ________________

Activity: Find 10 multiplication sentences in the puzzles. Draw a line diagonally,

vertically, and horizontally.

5 9 45 6 18

12 36 7 2 8

8 42 9 12 20

3 5 6 30 15

24 8 4 1 35

9 9 81 9 15

36 72 7 9 7

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Activity: Multiply the following numbers

1. 985 2. 675 3. 743

X 2 X 5 X 4

4. 134 5. 343 6. 663

X 9 X 6 X 8_

Activity: Answer page 131- B

1.
2.
3.
4.

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NAME: Grade 3 QUARTER 3

WEEK 16  17
Lesson: Multiplication
Multiply the numbers in , then place the product in the between
them.

63 14

45 6

15

Activity: Write the addition and multiplication sentence for each story problem.
Example:
We can also use a number line to count in sevens.
a. Multiplication Sentence: ( 7x5 ) = 35
Addition Sentence: 7 + 7 + 7 +7 +7

b. Multiplication Sentence: ( 8 x 6) = 48
Addition Sentence: 8 + 8 + 8 + 8 + 8 + 8

Answer page 113 (Towards Better Understanding)

1. Addition Sentence:_____________________________________________
Multiplication Sentence: ________________________________________

2. Addition Sentence:_____________________________________________
Multiplication Sentence: ________________________________________

3. Addition Sentence:_____________________________________________
Multiplication Sentence: ________________________________________

4. Addition Sentence:_____________________________________________

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 Multiplication Sentence:
________________________________________
Lesson: Factors and Multiples

In multiplication, the numbers to be multiplied are called factors. The

answer called the product.

Activity: (Answer page 162 – 163 B)

1. Find the factors of 12.

2. Find the factors of 72.

3. Find the factors of 35.

4. Find the factors of 25

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Lesson: Prime and Composite Numbers
Activity: Page 169- B
B. Tell if the given number is prime or composite. Write P for prime number and
C for composite number.
NAME: Grade 3 QUARTER 3 WEEK 18  19

____________ 1. 87
____________2. twelve
____________3. ninety-seven
____________4. 37
____________5. 45
____________6. sixty
____________7. 11
____________8. twenty-one

Activity:
Yellow color for prime number and Green for composite number.

1 2 3 4 5 6 7 8 9 10

11 12 13 14 15 16 17 18 19 20

21 22 23 24 25 26 27 28 29 30

31 32 33 34 35 36 37 38 39 40

41 42 43 44 45 46 47 48 49 50

51 52 53 54 55 56 57 58 59 60

61 62 63 64 65 66 67 68 69 70

71 72 73 74 75 76 77 78 79 80

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 81 82 83 84 85 86 87 88
89 90
91 92 93 94 95 96 97 98 99 100
Lesson: Prime Factorization
Activity: page 173-A
A. Determine the prime factors of each number by completing the factor tree.

1. 3.

2. 4.

Activity: Page 175-A

1. 4.

2. 5.

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3. 6.

NAME: Grade 3 QUARTER 3 WEEK 20  21

Lesson: Dividing Whole Number

Dividend – the number to be divided.

Divisor – the number that divides.
Quotient – the answer in division

Example: 112  quotient

Divisor <--- 2 ) 224  dividend

-2
2
- 2
4
- 4
0

ACTIVITY: Practice: Solve for the quotient.

5 ) 565 2) 424

4 ) 432 6 ) 786 8 ) 880

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 Activity: Answer Page 187-A
A. Write a division sentence for each story problem.
Division sentence: Division sentence:
1. 3.

Division sentence: Division sentence:

2. 4.

Activity: Answer Page 187-B

1. 4.

2. 5.

3. 6.

Activity: Find the quotient.

1. 2 000 ÷ 10 = __________________________

2. 10 000 ÷ 1000 = _________________________

3. 12 000 000 ÷ 10 000 = _________________________

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 4. 880 ÷ 10 = _________________________

5. 202 100 ÷ 100 = _________________________

NAME: Grade 3 QUARTER 4 WEEK 22  23

Lesson: Division
Activity: Answer Page 195-B

1. 4.

2. 5.

3. 6.

Activity: Find the quotient.

1. 2 000 ÷ 10 = __________________________

2. 10 000 ÷ 1000 = _________________________

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 3. 12 000 000 ÷ 10 000 = _________________________

4. 880 ÷ 10 = _________________________

5. 202 100 ÷ 100 = _________________________

Lesson: Dividing by One-digit Divisor with Remainder

Activity: Find the quotient. Page 199-A

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Lesson: Division
Activity: Follow Up Practice (page 194)

NAME: Grade 3 QUARTER 4 WEEK 24  25

1.

2.

3.

Activity: Follow Up Practice (page 200-A)

Check :
Check :

Check : Check :

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Activity: Towards Better Understanding (page 203-A)
A. Complete the table to find out the number of objects asked.
Number of
Number of
Number of Objects Number of Boxes object in Each
Objects Left
Box

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 NAME: Grade 3 QUARTER 4 WEEK 26 27

Lesson: Order Operation (Combination of Any Two Operations)

Activity: Perform the indicated operations. Write the correct answer on the line.
1. 18 – 7 + 25 = __________________
2. 42 - 10 x 4 = __________________
3. 35 ÷ 5 + 10 = __________________
4. 10 x 10 ÷ 5 = __________________
5. 7 + 60 ÷ 3 = __________________
6. 18 x 2 + 9 = __________________

Lesson: Fractions
Activity: Shade the given figure as indicated by the given fraction.
10 12 4
1. 25 2. 17 3. 8

1.

Activity: Count shapes and write the fraction form as indicated in symbols and in
words.

Symbol Words
Number of squares
1. _ ________________________
Number of circles

Number of circles
2. _ ________________________
total number of shapes

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 Number of triangles
3.
Number of squares
_________________________

Number of squares∧triangles
4. __ _________________________
total number of shapes
Activity: Write following fractions under the correct heading.

17
six-fourths 14
1
nine-twelfths 34
1
4

IMPROPER
PROPER FRACTION MIXED NUMBER
FRACTION

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NAME: Grade 3 QUARTER 4 WEEK 28  29

Lesson: Kinds of Fractions

Activity: Complete the table below by changing the mixed number into an
improper fraction or the improper fraction to a mixed number. Show your solution
at the back of your module.

Mixed Number Improper Fraction

26
7

19
12

2
4
3

16
5

9
12
10

11
2
17

23
4

6
3
13

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 1 27
5
2

Activity: Fill in the boxes with correct answers.

1. 2.

3. 4.

5. 6.

Activity: Arrange the fractions as indicated

Greatest to least
4 6 6
1. 7 , 7 , 7 _______, ________ ,__________

6 6 6
2. 9 , 10 , 8 _______, ________ ,__________

1 3 2
3. 2 , 5 , 3 _______, ________ ,__________

Least to Greatest
1 1 1 1
4. 4 , 10 , 9 , 6 ______, _______ ,_______, _______

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 2 7 5 6
5. 13 , 13 , 13 , 13 ______, _______ ,_______, _______

5 4 7 3
6. 12 , 5 , 10 , 8 ______, _______ ,_______, _______

Activity: Express the following fractions in lowest terms.

18 4
1. 36 3. 16

12 2
2. 15 4. 6

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Direction: Identify what being asked. Write your answer on the line
before each number. Show your solution.
________________ 1. What are the addends in the equation 425 +
837 = 1 262
________________ 2. What property of addition is being shown in 0 +b= b?
________________ 3. What is the sum of 904 + 1 004?

________________ 4. What is the minuend in 145 less than 485 equals 340?
________________ 5. What is the difference if 224 is subtracted from 866?

________________ 6. What is the sum of 8 421 – 578 and 3 047 – 1 209?

________________ 7. What must be added to 6 739 to give 7 850?

________________ 8. What is difference if 980 is subtracted from 3 100?

________________ 9. What numbers is 1 000 less than 7 500?

________________ 10. What is the estimated sum of 4 852 and 6 319?

_________________ 11. What will be answer if 375 is subtracted from 750 and
the result is added to 1 598?

_________________ 12. What is the answer when 487 is subtracted from 10 000?

_________________ 13. What is the answer when the sum of 27 341 and 43 463 is
subtracted from 95 000?

_________________ 14. What number must be added to the difference of 6 415

and 2 709 to get 5 000?

_________________ 15. What is the difference between 45 hundreds and 83 tens?

GOOD JOB 
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CHAPTER 3
Lesson: Multiplication and Its Properties

Multiplication is a repeated addition.

Factors are the numbers to be multiplied.
Product is the answer in multiplication.

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