Department of Education

Region III
Schools Division of Bulacan
District of Calumpit North
PANDUCOT ELEMENTARY SCHOOL
Calumpit, Bulacan

Most Essential Learning

Prepared by:
Marlita V. Capayan
Teacher I
Grade Level: Grade 3
Subject: Mathematics

Quarte Content Standards Performance Standards Most Essential Learning Competencies Duration
r
Q1 1.demonstrates 1. is able to recognize, visualizes numbers up to 10 000 with emphasis on numbers Week 1
understanding of whole represent, compare, and 1001 - 10000.
numbers up to 10 000, order whole numbers up to gives the place value and value of a digit in 4- to 5-digit
ordinal numbers up to 10 000, and money up to numbers.
100th, and money up to PhP1000 in various forms reads and writes numbers up to 10 000 in symbols and in
PhP1000. and contexts. words.
rounds numbers to the nearest ten, hundred and thousand.. Week 2
compares using relation symbols and orders in increasing or
2.demonstrates 2. is able to recognize and
decreasing order 4- to 5-digit numbers up to 10 000.
understanding of addition represent, ordinal numbers
identifies ordinal numbers from 1st to 100th with emphasis Week 3
and subtraction of whole up to 100th in various forms
on the 21st to 100th object in a given set from a given point
numbers including money and contexts.
of reference.
recognizes, reads and writes money in symbols and in words
3. is able to apply addition
through PhP1 000 in pesos and centavos
and subtraction of whole compares values of the different denominations of coins Week 4
numbers including money in and bills through PhP1 000 using relation symbols.
mathematical problems and adds 3- to 4-digit numbers up to three addends with sums
real-life situations. up to 10 000 without and with regrouping.
estimates the sum of 3- to 4-digit addends with reasonable Week 5
results.
adds mentally the following numbers using appropriate
strategies:
a. 2-digit and 1-digit numbers without or with regrouping
b. 2- to 3-digit numbers with multiples of hundreds
solves routine and non-routine problems involving addition Week 6
of whole numbers with sums up to 10 000 including money
using appropriate problem solving strategies and tools
 subtracts 3-to 4-digit numbers from 3- to 4-digit numbers Week 7
without and with regrouping.
estimates the difference of two numbers with three to four
digits with reasonable results.
subtracts mentally the following numbers using appropriate Week 8
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
solves routine and non-routine problems involving Week 9
subtraction without or with addition of whole numbers
including money using appropriate problem solving
strategies and tools.

Quarte Content Standards Performance Standards Most Essential Learning Competencies Duration
r
Q2 demonstrates is able to apply visualizes multiplication of numbers 1 to 10 by 6,7,8 and 9. Week 1
understanding of multiplication and division of visualizes and states basic multiplication facts for numbers
multiplication and division whole numbers including up to 10.
of whole numbers money in mathematical Illustrates the properties of multiplication in relevant Week 2 to
including money. problems and real-life situations (commutative property, distributive property or 3
situations associative property)
multiplies numbers:
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
estimates the product of 2- to 3-digit numbers and 1- to 2- Week 4
digit numbers with reasonable results .
multiplies mentally 2-digit by 1-digit numbers without
 regrouping with products of up to 100.
solves routine and non-routine problems involving Week 5
multiplication without or with addition and subtraction of
whole numbers including money using appropriate problem
solving strategies and tools.
visualizes and states the multiples of 1- to 2-digit numbers. Week 6
visualizes division of numbers up to 100 by 6,7,8,and 9
(multiplication table of 6, 7, 8, and 9).
visualizes and states basic division facts of numbers up to Week 7
10.
divides numbers without or with remainder:
a. 2- to 3-digit numbers by 1- to 2- digit numbers
b. 2-3 digit numbers by 10 and 100
estimates the quotient of 2- to 3- digit numbers by 1- to 2- Week 8
digit numbers.
divides mentally 2-digit numbers by 1-digit numbers without
remainder using appropriate strategies.
solves routine and non-routine problems involving division Week 9
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.

Quarte Content Standards Performance Standards Most Essential Learning Competencies Duration
r
Q3 demonstrates understanding is able to recognize and identifies odd and even numbers. Week 1
of proper and improper, represent proper and visualizes and represents fractions that are equal to one and
similar and dissimilar and improper, similar and dissimilar greater than one using regions,, sets and number line.
equivalent fractions. and equivalent fractions in
various forms and contexts. reads and writes fractions that are equal to one and greater Week 2
than one in symbols and in words
Represents, compares and arranges dissimilar fractions in Week 3
increasing or decreasing order
 visualizes and generates equivalent fractions Week 4
demonstrates understanding is able to recognize and recognizes and draws a point, line, line segment and ray. Week 5
of lines and symmetrical represent lines in real objectsrecognizes and draws parallel, intersecting and
designs and designs or drawings and perpendicular lines.
complete symmetrical designs visualizes, identifies and draws congruent line segments. Week 6
identifies and visualizes symmetry in the environment and
in design.
identifies and draws the line of symmetry in a given Week 7
symmetrical figure.
completes a symmetric figure with respect to a given line of
symmetry.
demonstrates understanding is able to apply knowledge of determines the missing term/s in a given combination of Week 8
of continuous and repeating continuous and repeating continuous and repeating pattern.
patterns and mathematical patterns and number sentences e.g. 4A,5B, 6A,7B,__ 1 2 3 4 ___
involving multiplication finds the missing value in a number sentence involving Week 9
multiplication or division of whole numbers.
e.g. n x 7 = 56 56 ÷ n = 8

Quarte Content Standards Performance Standards Most Essential Learning Competencies Duration
r
Q4 demonstrates understanding is able to apply knowledge of visualizes, represents, and converts time measure: Week 1
of conversion of time, linear, conversion of time, linear, mass a. from seconds to minutes, minutes to hours, and hours to
mass and capacity measures and capacity measures and a day and vice versa
and area of square and area of rectangle and square in b. days to week, month and year and vice versa
rectangle. mathematical problems and
c. weeks to months and year and vice versa
real-life situations.
d. months to year and vice versa.
solves problems involving conversion of time measure. Week 2
visualizes, and represents, and converts common units of Week 3
measure from larger to smaller unit and vice versa: meter
and centimeter, kilogram and gram, liter and milliliter.
visualizes, and represents, and solves routine and non-
routine problems involving conversions of common units of
measure.
 solves routine and non-routine problems involving capacity Week 4
measure.
visualizes, and represents, and measures area using Week 5
appropriate unit.
solves routine and non-routine problems involving areas of
squares and rectangles
demonstrates understanding is able to create and interpret collects data on one variable using existing records. Week 6
of bar graphs and outcomes simple representations of data sorts, classifies, and organizes data in tabular form and
of an event using the terms (tables and single bar graphs) presents this into a vertical or horizontal bar graph.
sure, likely, equally likely, and describe outcomes of infers and interprets data presented in different kinds of bar Week 7
unlikely, and impossible to familiar events using the terms graphs (vertical/ horizontal).
happen. sure, likely, equally likely, solves routine and non-routine problems using data Week 8
unlikely, and impossible to presented in a single-bar graph.
happen. tells whether an event is sure, likely, equally likely, unlikely, Week 9
and impossible to happen.
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”.