REPUBLIC OF THE PHILIPPINES
DEPARTMENT OF EDUCATION
NATIONAL CAPITAL REGION
MELCs
Definitive Budget of Work
(DBOW)
MATHEMATICS
Learning Area: MATHEMATICS Grade Level: 3
QUARTER 1
Content Standard:
1. The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
2. The learner demonstrates understanding of addition and subtraction of whole numbers including money
Performance Standard:
1. The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in
various forms and contexts.
2. The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
3. The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and
real-life situations.
# MELC Number of days taught Remarks
1 Visualizes numbers up to 10 000 with emphasis on 2 days
numbers 1001 - 10000. (M3NS-Ia-1.3)
Day 1: visualizes numbers up to 10 000 with
emphasis
on numbers 1001 - 5000.
Day 2: visualizes numbers up to 10 000 with
emphasis
on numbers 5001 - 10000.
2 Gives the place value and value of a digit in 4- 2 days
to 5- digit numbers. (M3NS-Ia-10.3)
Day 3: gives the place value of a digit in 4- to 5-
digit numbers.
Day 4: gives the value of a digit in 4- to 5- After day 4, please give culminating
digit numbers. exercises involving both the place value
and value of a digit in 4- to 5-digit
numbers
3 Reads and writes numbers up to 10 000 in symbols 2 days
and
in words.
Day 5: reads and writes numbers up to 10
000 in symbols
Day 6: reads and writes numbers up to 10 000 in
words
4 rounds numbers to the nearest ten, hundred 3 days
and thousand. (M3NS-Ib-15.1)
Day 7: rounds numbers to the nearest ten
Day 8: rounds numbers to the nearest hundred
Day 9: rounds numbers to the nearest thousand.
# MELC Number of days taught Remarks
5 Compares using relation symbols and orders in 3 days
increasing or decreasing order 4- to 5-digit
numbers
up to 10 000.
Day 10: compares using relation symbols in 4- to 5-
digit numbers up to 10 000.
Day 11: orders numbers in increasing order of 4- to
5- digit numbers up to 10 000.
Day 12: orders numbers in decreasing order of 4- After day 12, please give culminating
to 5- digit numbers up to 10 000. exercises involving both in increasing
or decreasing order 4- to 5-digit
numbers up
to 10 000.
6 Identifies ordinal numbers from 1st to 100th 2 days
with emphasis on the 21st to 100th object in a
given set from a given point of reference.
(M3NS-Ic-16.3)
Day 12: identifies ordinal numbers from 1st to
100th
with emphasis on the 21st to 60th object in a given
set from a given point of reference.
Day 13: identifies ordinal numbers from 1st to
100th
with emphasis on the 61st to 100th object in a
given set from a given point of reference.
7 Recognizes, reads and writes money in symbols 3 days Prior to teaching this competency,
and in words through PhP1 000 in pesos and specifically Day 14-15 provide inputs
centavos and exercises first on:
Day 14: Recognizes, reads and writes money in
symbols and in words involving combinations of Counts the value of a set of bills or a
coins set of coins through PhP100 (peso-coins
Day 15: Recognizes, reads and writes money in only; centavo-coins only; peso-bills
symbols and in words involving combinations of only and combined peso-coins and peso
bills bills).
and coins
Day 16: Recognizes, reads and writes
money in symbols and in words through
PhP1 000
8 compares values of the different denominations of 3 days Prior to teaching this competency,
coins and bills through PhP1 000 using relation specifically Day 17-18 provide inputs
symbols. (M3NS-Id-22.2) and exercises first on:
Compares values of different
denominations of coins and paper
bills through PhP100 using relation
symbols.
# MELC Number of days taught Remarks
Day 17: compares values of the different
denominations involving combinations of coins
using
relation symbols.
Day 18: compares values of the different
denominations involving combinations of bills
and coins using relation symbols.
Day 19: compares values of the different
denominations of money in symbols and in
words through PhP1 000
9 Adds 3 - to 4 -digit numbers up to three addends 2 days Prior to teaching this competency,
with sums up to 10 000 without and with specifically Day 19-20 provide inputs
regrouping. and exercises first on:
Day 20: adds 3 - to 4 -digit numbers up to three
addends with sums up to 10 000 without Illustrates the properties of addition
regrouping. (commutative, associative, identity)
Day 21: adds 3 - to 4 -digit numbers up to and applies each in appropriate and
three addends with sums up to 10 000 with relevant
situations.
regrouping.
10 Estimates the sum of 3- to 4-digit addends with 1 day
reasonable results. (M3NS-Ie-31)
Day 22: estimates the sum of 3- to 4-digit
addends with reasonable results.
11 Adds mentally the following numbers using 3 days Prior to teaching this competency,
appropriate strategies: specifically Day 22-24 provide inputs
a. 2-digit and 1-digit numbers without or and exercises first on:
with regrouping
b. 2- to 3-digit numbers with multiples of hundreds Adds mentally the following numbers
Day 23: adds mentally 2-digit and 1-digit numbers using appropriate strategies:
without regrouping a. 1- to 2-digit numbers with sums up to
Day 24: adds mentally 2-digit and 1-digit numbers 50
with regrouping b. 3-digit numbers and 1-digit numbers
Day 25: adds mentally 2- to 3-digit numbers with c. three -digit numbers and tens
multiples of hundreds (multiples of 10 up to 90)
d. 3-digit numbers and hundreds
(multiples
of 100 up to 900)
# MELC Number of days taught Remarks
12 Solves routine and non-routine problems involving 3 days Prior to teaching this competency,
addition of whole numbers with sums up to 10 000 specifically Day 26-27 provide inputs
including money using appropriate problem-solving and exercises first on:
strategies and tools. (M3NS-If-29.3)
Day 26: solves routine problems involving addition of Solves routine and non-routine problems
whole numbers with sums up to 10 000 using involving addition of whole numbers
appropriate problem-solving strategies and tools. including money with sums up to 1000
Day 27: solves non-routine problems involving addition using appropriate problem-solving
of whole numbers with sums up to 10 000 using strategies and tools.
appropriate problem-solving strategies and tools.
Day 28: solves routine and non-routine problems
involving addition of whole numbers with sums
up to 10 000 including money using appropriate
problem-
solving strategies and tools.
13 Subtracts 3-to 4-digit numbers from 3- to 4-digit 2 days
numbers without and with regrouping. (M3NS-Ig-
32.6)
Day 29: subtracts 3-to 4-digit numbers from 3- to 4-
digit
numbers without regrouping.
Day 30: subtracts 3-to 4-digit numbers from 3- to 4- After day 30, please give culminating
digit numbers with regrouping. exercises involving both subtracting 3-to
4- digit numbers from 3- to 4-digit
numbers
without and with regrouping
14 Estimates the difference of two numbers with three to 2 days
four digits with reasonable results. (M3NS-Ih-36)
Day 31: estimates the difference of two numbers
with
three digits with reasonable results.
Day 32: estimates the difference of two numbers
with four digits with reasonable results.
15 Subtracts mentally the following numbers using 4 days
appropriate strategies:
a. 1- to 2-digit numbers without and with regrouping
b. 2- to 3-digit numbers with multiples of
hundreds without and with regrouping
Day 33: subtracts mentally 1- to 2-digit numbers
without regrouping using appropriate strategies
Day 34: subtracts mentally 1- to 2-digit numbers with
regrouping using appropriate strategies
# MELC Number of days taught Remarks
Day 35: subtracts mentally 2- to 3-digit numbers with
multiples of hundreds without regrouping
Day 36: subtracts mentally 2- to 3-digit numbers with After day 36 please give culminating
multiples of hundreds with regrouping exercises involving both subtracting
mentally :1- to 2-digit numbers without
and with regrouping and 2- to 3-digit
numbers
with multiples of hundreds without and
with regrouping
16 Solves routine and non-routine problems involving 3 days
subtraction without or with addition of whole numbers
including money using appropriate problem solving
strategies and tools.
Day 37: solves routine problems involving subtraction
without or with addition of whole numbers using
appropriate problem-solving strategies and tools.
Day 38: solves non-routine problems involving
subtraction without or with addition of whole
numbers using appropriate problem solving
strategies and
tools.
Day 39: solves routine and non-routine problems
involving subtraction without or with addition of
whole numbers including money using appropriate
problem-
solving strategies and tools.
QUARTER 2
Content Standard: The learner demonstrates understanding of multiplication and division of whole numbers including money.
Performance Standard: The learner is able to apply multiplication and division of whole numbers including money in
mathematical problems and real life situations
# MELC Number of days Remarks
taught
17 Visualizes multiplication of numbers 1 to 10 by 6,7,8
and 9. (M3NS-IIa-41.2)
5 days
18 Visualizes and states basic multiplication facts for
numbers up to 10. (M3NS-IIa-41.3)
Day 1: States basic multiplication facts for numbers
2,3,4,5 and 10
# MELC Number of days taught Remarks
Day 2: visualizes and states basic multiplication of
numbers 1 to 10 by 6
Day 3: visualizes and states basic multiplication of
numbers 1 to 10 by 7
Day 4: visualizes and states basic
multiplication of numbers 1 to 10 by 8
Day 5: visualizes multiplication of numbers 1 to 10
by 9
19 Illustrates the properties of multiplication in 3 days
relevant
situations (commutative property, distributive
property or associative property)
Day 6: Illustrates the properties of multiplication in
relevant situations commutative property
Day 7: Illustrates the properties of multiplication in
relevant situations associative property
Day 8: Illustrates the properties of multiplication in
relevant situations distributive property
20 Multiplies numbers: 6 days
a. 2- to 3-digit numbers by 1-digit numbers without
or with regrouping
b. 2-digit numbers by 2-digit numbers
without regrouping
c. 2-digit number by 2-digit numbers with
regrouping
d. 2- to 3-digit numbers by multiples of 10 and 100
e. 1- to 2-digit numbers by 1 000
Day 9: multiplies 2- to 3-digit numbers by 1-digit
numbers without regrouping
Day 10: multiplies 2- to 3-digit numbers by 1-digit
numbers with regrouping
Day 11: multiplies 2-digit numbers by 2-digit
numbers without regrouping
Day 12: multiplies 2-digit number by 2-digit
numbers
with regrouping
Day 13: multiplies 2- to 3-digit numbers by
multiples of 10 and 100
Day 14: multiplies 1- to 2-digit numbers by 1 000
# MELC Number of days taught Remarks
21 Estimates the product of 2- to 3-digit numbers and 2 days
1- to 2-digit numbers with reasonable results.
(M3NS-IId-
44.1)
Day 15: estimates the product of 2- to 3-digit
numbers by 1-digit number with reasonable
results.
Day 16: estimates the product of 2- to 3-digit
numbers by 2-digit numbers with reasonable
results.
22 Multiplies mentally 2-digit by 1-digit numbers without 2 days Prior to teaching this competency,
regrouping with products of up to 100. (M3NS-IIe- specifically Day 17 provide inputs
42.2) and exercises first on:
Multiplies mentally 2,3,4,5 and 10
using appropriate strategies.
Day 17: multiplies mentally 2-digit by 1-digit
numbers Example: 42 x 3 is (40 x 3) + (2 x 3)
without regrouping with products of up to 100
using lattice method
Day 18: multiplies mentally 2-digit by 1-digit
numbers
without regrouping with products of up to 100
using other technique
23 Solves routine and non-routine problems involving 3 days Prior to teaching this competency,
multiplication without or with addition and subtraction specifically Day 18-20 provide inputs
of whole numbers including money using and exercises first on:
appropriate problem-solving strategies and tools.
(M3NS-IIe-45.3) Solves routine and non-routine problems
Day 19: Solves routine problems involving using appropriate problem-solving
multiplication without addition and subtraction strategies and tools:
of whole numbers including money using a. multiplication of whole
appropriate numbers including money
problem-solving strategies and tools. b. multiplication and addition or
Day 20: Solves non-routine problems involving subtraction of whole numbers including
multiplication without addition and subtraction money
of whole numbers including money using
appropriate
problem-solving strategies and tools.
24 Visualizes and states the multiples of 1- to 2-digit 2 days
numbers. (M3NS-IIf-47)
Day 21: visualizes and states the multiples of 1-digit
numbers.
Day 22: visualizes and states the multiples of 2-digit
numbers.
# MELC Number of days taught Remarks
25 Visualizes division of numbers up to 100 by 6,7,8,
and 9 (Multiplication table of 6, 7, 8, and 9). (M3NS-
7 days
IIg-51.2)
26 Visualizes and states basic division facts of numbers
up to 10. (M3NS-IIg-51.3)
Day 23: visualizes and states basic division facts of
numbers 5 and 10
Day 24: visualizes and states basic division facts of
numbers 2 and 4
Day 25: visualizes and states basic division facts of
number 3
Day 26: visualizes and states basic division facts of
numbers 6
Day 27: visualizes and states basic division facts of
numbers 7
Day 28: visualizes and states basic division facts of
numbers 8
Day 29: visualizes and states basic division facts of
numbers 9
27 Divides numbers without or with remainder: 4 days
a. 2- to 3-digit numbers by 1- to 2- digit numbers
b. 2-3 digit numbers by 10 and 100
Day 30: divides 2- to 3-digit numbers by 1- to
2- digit numbers without remainder
Day 31: divides 2- to 3-digit numbers by 1- to 2-
digit
numbers with remainder
Day 32 :divides 2- to 3-digit numbers by by 10 and
100
without remainder
Day 33: divides 2- to 3-digit numbers by by 10
and 100 with remainder
28 Estimates the quotient of 2- to 3- digit numbers by 2 days
1- to
2- digit numbers. (M3NS-IIi-55.1)
Day 34: estimates the quotient of 2- to 3- digit
numbers
by 1-digit number.
Day 35: estimates the quotient of 2- to 3- digit
numbers by 2-digit numbers.
29 Divides mentally 2-digit numbers by 1-digit numbers
1 day
without remainder using appropriate strategies.
# MELC Number of days taught Remarks
Day 36: divides mentally 2-digit numbers by 1-
digit numbers without remainder using
appropriate
strategies.
30 Solves routine and non-routine problems involving 4 days
division of 2- to 4-digit numbers by 1- to 2-digit
numbers without or with any of the other operations of
whole numbers including money using
appropriate problem-solving strategies and tools.
(M3NS-IIj-56.2)
Day 37: solves routine problems involving division of
2- to 4-digit numbers by 1- to 2-digit numbers
without any of the other operations of whole
numbers including
money using appropriate strategies and tools.
Day 38: solves routine problems involving division of
2- to 4-digit numbers by 1- to 2-digit numbers with
any of the other operations of whole numbers
including
money using appropriate strategies and tools.
Day 39: solves non-routine problems involving
division of 2- to 4-digit numbers by 1- to 2-digit
numbers without any of the other operations of
whole numbers including money using appropriate
strategies and
tools.
Day 40: solves non-routine problems involving
division of 2- to 4-digit numbers by 1- to 2-digit
numbers with any of the other operations of whole
numbers
including money using appropriate strategies
and tools.
QUARTER 3
Content Standard: The learner demonstrates understanding of proper and improper, similar and dissimilar and equivalent
fractions.
Performance Standard: The learner is able to recognize and represent proper and improper, similar and dissimilar and equivalent
fractions in various forms and contexts.
# MELC Number of days taught Remarks
31 Identifies odd and even numbers. (M3NS-IIIa-63) 2 days
Day 1: Identifies odd numbers.
Day 2: Identifies even numbers
32 Visualizes and represents fractions that are equal to 6 days
one and greater than one using regions, sets
and
number line.
Day 3: visualizes and represents fractions that are
equal to one using regions.
Day 4: visualizes and represents fractions that are
greater than one using regions.
Day 5: visualizes and represents fractions that are
equal to one using set
Day 6: visualizes and represents fractions that are
greater than one using sets
Day 7: visualizes and represents fractions that are
equal to one using number line.
Day 8: visualizes and represents fractions that are
greater than one using number line.
33 Reads and writes fractions that are equal to one and 2 days
greater than one in symbols and in words. (M3NS-IIIb-
76.3)
Day 9: reads and writes fractions that are
equal to one in symbols and in words.
Day 10: reads and writes fractions that are
greater than one in symbols and in words.
34 Represents, compares and arranges dissimilar 5 days
fractions in increasing or decreasing order.
Day 11: Represents dissimilar fractions
Day 12: Compares dissimilar fractions with the same
numerators
Day 13: Compares dissimilar fractions with the
different numerators
# MELC Number of days taught Remarks
Day 14: Arranges dissimilar fractions in increasing
order
Day 15: Arranges dissimilar fractions in decreasing
order.
35 Visualizes and generates equivalent fractions. 3 days
(M3NS-
IIIe-72.7)
Day 16: visualizes equivalent fractions.
Day 17: generates equivalent fractions by shading ,
paper folding
Day 18: generates equivalent fractions by multiplying
or dividing the numerator and denominator by the
same number
Content Standard: The learner demonstrates understanding of lines and symmetrical designs
Performance Standard: The learner is able to recognize and represent lines in real objects and designs or drawings and
complete symmetrical designs
36 Recognizes and draws a point, line, line segment 3 days
and ray. (M3GE-IIIe-11)
Day 19: recognizes and draws a point and line
Day 20: recognizes and draws a line segment
Day 21: recognizes and draws a ray.
37 Recognizes and draws parallel, intersecting and 4 days
perpendicular lines. (M3GE-IIIf-12.1)
Day 22: recognizes and draws parallel lines.
Day 23: recognizes and draws intersecting lines.
Day 24: recognizes and draws perpendicular lines.
Day 25: recognizes and draws parallel, intersecting, After day 25, please give culminating
and perpendicular lines. exercises involving recognizing and
draws parallel, intersecting, and
perpendicular
lines
38 Visualizes, identifies and draws congruent line 1 day
segments. (M3GE-IIIf-13)
Day 26: Visualizes, identifies, and draws congruent
line segments
39 Identifies and visualizes symmetry in the 2 days
environment
and in design. (M3GE-IIIg-7.3)
Day 27: visualizes symmetry in the environment and
in design.
# MELC Number of days taught Remarks
Day 28: identifies symmetry in the environment and in
design.
40 Identifies and draws the line of symmetry in a 1 day
given
symmetrical figure. (M3GE-IIIg-7.4)
Day 29: identifies and draws the line of symmetry
in a given symmetrical figure.
41 Completes a symmetric figure with respect to a 1 day
given line of symmetry. (M3GE-IIIh-7.5)
Day 30: completes a symmetric figure with respect
to
a given line of symmetry.
Content Standard: The learner demonstrates understanding of continuous and repeating patterns and mathematical
sentences involving multiplication and division of whole numbers.
Performance Standard: The learner is able to apply knowledge of continuous and repeating patterns and number
sentences involving multiplication or division of whole numbers in various situations.
42 Determines the missing term/s in a given combination 3 days
of continuous and repeating pattern.
e.g. 4A,5B, 6A,7B, (M3AL-IIIi-4)
Day 31: determines the missing term/s in a
given combination of continuous pattern.
e.g. 4A,5B, 6A,7B,
Day 32: determines the missing term/s in a
given combination of repeating pattern.
e.g. 4A,5B, 6A,7B,
43 Finds the missing value in a number sentence 3 days
involving multiplication or division of whole numbers.
e.g. n x 7 = 56 56 ÷ n = 8 (M3AL-IIIj-12)
Day 33: finds the missing value in a number
sentence involving multiplication of whole numbers.
e.g. n x 7 = 56 56 ÷ n = 8 (M3AL-IIIj-12)
Day 34: finds the missing value in a number sentence After day 34, please give culminating
involving division of whole numbers. e.g. n x 7 = 56 exercises involving finding the missing value
56 ÷ n = 8 (M3AL-IIIj-12) in a number sentence involving
multiplication or division of whole numbers
QUARTER 4
Content Standard: The learner demonstrates understanding of conversion of time, linear, mass and capacity measures and
area of square and rectangle.
Performance Standard: The learner is able to apply knowledge of conversion of time, linear, mass and capacity measures
and area of rectangle and square in mathematical problems and real life situations.
# MELC Number of days taught Remarks
44 Visualizes, represents, and converts time measure: 9 days
a. from seconds to minutes, minutes to hours,
and hours to a day and vice versa
b. days to week, month and year and vice versa
c. weeks to months and year and vice versa
d. months to year and vice versa.
Day 1: visualizes, represents, and converts
time measure from seconds to minutes and
vice versa
Day 2: visualizes, represents, and converts
time measure from minutes to hours and
vice versa
Day 3: visualizes, represents, and converts time
measure from hours to a day and vice versa
Day 4: visualizes, represents, and converts time
measure from days to week and vice versa
Day 5: visualizes, represents, and converts
time measure from days to month and vice
versa
Day 6: visualizes, represents, and converts Limited only to number of days
time measure from days to year and vice that is multiple of 365
versa
Day 7: visualizes, represents, and converts
time measure from weeks to months and
vice versa
Day 8: visualizes, represents, and converts Limited only to number of weeks
time measure from weeks to year and vice that is multiple of 52
versa
Day 9: visualizes, represents, and converts Limited only to number of months
time measure from months to year and vice that is multiple of 12
versa.
45 Solves problems involving conversion of time 2 days
measure.
Day 10: solves problems involving conversion of time
measure (seconds, minutes, hours, and day)
Day 11: solves problems involving conversion of time
measure (days, weeks, months and years)
# MELC Number of days taught Remarks
46 Visualizes, and represents, and converts common 3 days
units of measure from larger to smaller unit and vice
versa: meter and centimeter, kilogram and gram,
liter and milliliter. (M3ME-IVb-39)
Day 12: visualizes, represents, and converts meter
and centimeter from larger to smaller unit and vice
versa
Day 13: visualizes, represents, and converts
kilogram
and gram from larger to smaller unit and vice versa
Day 14: visualizes, represents, and converts liter and
milliliter from larger to smaller unit and vice versa.
47 Visualizes, and represents, and solves routine and 2 days
nonroutine problems involving conversions of
common units of measure. (M3ME-IVc-40)
Day 15: visualizes, represents, and solves
routine problems involving conversions of
common units of
measure
Day 16: visualizes, represents, and solves non-
routine problems involving conversions of
common units of
measure
48 Solves routine and non-routine problems involving 2 days
capacity measure.
Day 17: solves routine problems involving capacity
measure.
Day 18: solves non-routine problems involving
capacity measure.
49 Visualizes, and represents, and measures area using 2 days
appropriate unit. (M3ME-IVd-43)
Day 19: visualizes, and represents area
using appropriate unit.
Day 20: measures area using appropriate unit.
50 Solves routine and non-routine problems involving 3 days
areas of squares and rectangles. (M3ME-IVf-46)
Day 21: Solves routine problems involving areas
of squares
Day 22: solves routine problems involving areas of
rectangles
# MELC Number of days taught Remarks
Day 23: solves non-routine problems involving areas of
squares and rectangles
Content Standard: The learner demonstrates understanding of conversion of time, linear, mass and capacity measures and
area of
square and rectangle.
Performance Standard: The learner is able to apply knowledge of conversion of time, linear, mass and capacity measures
and area of rectangle and square in mathematical problems and real life situations.
51 Collects data on one variable using existing 2 days
records. (M3SP-IVg-1.3)
Day 24: collects data on one variable using existing Use existing records in real life
records.
Day 25: collects data on one variable by conducting
survey within the family or classmates
52 Sorts, classifies, and organizes data in tabular form 4 days
and presents this into a vertical or horizontal bar
graph. (M3SP-IVg-2.3)
Day 26: sorts and classifies data
Day 27: organizes data in tabular form
Day 28: presents data into a vertical bar graph.
Day 29: presents data into a horizontal bar graph.
53 Infers and interprets data presented in different 3 days
kinds of bar graphs (vertical/ horizontal). (M3SP-
IVh-3.3)
Day 30: infers data presented in a vertical
and horizontal bar graphs
Day 31: interprets data presented in a vertical bar
graphs
Day 32: interprets data presented in a horizontal
bar graphs
54 Solves routine and non-routine problems using data 2 days
presented in a single-bar graph. (M3SP-IVh-4.3)
Day 33: solves routine problems using data
presented
in a single-bar graph.
Day 34: solves non-routine problems using
data presented in a single-bar graph.
55 Tells whether an event is sure, likely, equally likely, 3 days
unlikely, and impossible to happen. (M3SP-IVi-7.3)
Day 35: tells whether an event is sure and
impossible to happen
# MELC Number of days taught Remarks
Day 36: tells whether an event is likely, equally likely,
unlikely to happen
Day 37: tells whether an event is sure, likely, equally
likely, unlikely, and impossible to happen.
56 Describes events in real-life situations using 1 day
the phrases “sure to happen “likely to happen”,
“equally likely to happen”, “unlikely to
happen”, and
“impossible to happen”. (M3SP-IVj-8.3)
Day 38: describes events in real-life situations using
the phrases “sure to happen, “likely to happen”,
“equally likely to happen”, “unlikely to happen”, and
“impossible to happen”.
