Name: __________________________________________________________________________________

Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 1- Visualizing Numbers up to 10 000

I. Learning Competency
Visualizes numbers up to 10 000 with emphasis on numbers 1001 – 10000 (M3NS-Ia-1.3)

II. Objective:
Visualize numbers from 1 001 to 10 000.

III. Key Concept

We visualize numbers by using representations. In this lesson, we use number discs, blocks, flats, longs
and squares to represent numbers. We can also use tables, charts and other things in visualizing numbers.
Arealen used 6 pieces of 1 000 discs, 2 pieces of 100 discs, 4 pieces of 10 discs and 5 pieces of 1 disc to
represent the number. What number is shown by Arealen’s number discs?

Given the visualization of numbers, to get the value being visualized, simply collect all the same
number disc by 1 000, by 100, by 10 and by 1.

In visualizing numbers 1 001 up to 5 000, we can use the following representation:

Number discs is another way of visualizing numbers.

IV. Activities
A. Directions: Multiple Choice. Read each question carefully. Encircle the letter of the correct answer.
B. Directions: Write the number represented by each set of numbers discs, blocks, flats, longs and
squares on the blank.

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performace Task in Mathematics 3

First Quarter
Module 1- Visualizing Numbers up to 10 000

B.Directions: Use blocks, flats, longs and squares to illustrate the following numbers in the box.

1. 9 215

2. 3 428

3. 4 614

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 2- Giving the Place Value and Value of a Digit

I. Learning Competency
Gives the place value and value of a digit in 4- to 5-digit numbers (M3NS-Ia-10.3)

II. Objective
Write the place value and value of each digit in 4 – to 5-digit number.

III. Key Concept

In identifying the place value of a 4- to 5-digit number, you need to memorize the order of place value of the
digits from right to left, namely: ones, tens, hundreds, thousands, ten thousands. The place value can be
extended to the left depending on the number of digits.

In the example above, we can say that the place value of the following digits are as follows:
7 - ones,
8 - tens,
5 - hundreds,
2 – thousands, and
4 - ten thousands

To identify the value of the digits in a number, you need to multiply the digit to its corresponding place value.
Below is an example of finding the value of the digits using the 5-digit number given in the previous example.

Therefore, the value of the digits are as follows:

Here is another example using a 4-digit number.

Therefore, the value of the digits are as follows:

Remember:
In identifying the place value of a 4- to 5-digit number, you need to memorize the order of place value of the
digits from right to left, namely: ones, tens, hundreds, thousands, ten thousands.

To identify the value of the digits in a number, you need to multiply the digit to its corresponding place value; 1
(ones), 10 (tens), 100 (hundreds), 1 000 (thousands) and 10 000 (ten thousands).

IV. Activities
A.Directions: Write the place value that digit 6 holds.

1. 47 546 _______________________
2. 65 408 _______________________
3. 76 325 _______________________
4. 89 641 _______________________
5. 90 768 _______________________

B.Directions: Write the place value and the value of the underlined digit.

Place Value Value

1. 67 435 ____________ ____________
2. 89 710 ____________ ____________
3. 56 431 ____________ ____________
4. 90 164 ____________ ____________
5. 23 793 ____________ ____________

C.Directions: Complete the table. Write the place value and the value of the digit in each number.

A. 82 659
 Digit Place Value Value
8
2
6
5
9

B. 78 321

Digit Place Value Value

1
2
3
8
7

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
Module 2- Giving the Place Value and Value of a Digit
A.Directions: Use the digits 3, 4, 5, 6, and 7 only once for problems 1 to 4. Write your answer on the
blank.

____________________1. Write the greatest 5-digit number possible with 5 in the thousands place.

____________________2. Write the least 4-digit number possible with 7 in the hundreds place.

____________________3. Write the greatest 5-digit number possible with 4 in the ten thousands place.

____________________4. Write the least 5-digit number possible with 3 in the tens place.

B.Directions: Place Value Detective. Do as I say.

1. Circle the digit in the tens place. 2 345

2. Circle the digit in the ten thousands place. 45 678

3. Create a number with 1 in the thousands place. _________

4. Create a number with 7 in the ones place and 1 in the hundreds place. ___________

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 3- Reading and Writing Numbers

I. Learning Competency
Reads and writes numbers up to 10 000 in symbols and in words. (M3NS-Ia-9.3)

II. Objective
Reads and writes numbers up to 10 000 in symbols and in words.

III. Key Concept

Remember:
In reading and writing number in words up to 10, 000 simply follow the following steps:
Step 1. Identify the place value of the digits of the given number.
Step 2. Write its expanded form by adding the value of each digit.
Step 3. Write the number in words equivalent to the values in
expanded form.
Step 4. Write the final answer.
In reading and writing number in symbols, you should take the reverse process of the above steps or
simply follow the following steps:
Step 1. Determine the place value in the number in words.
Step 2. Write the expanded form.
It is based on the values found in the number in words.
Step 3. Identify the first digit (from the left) in each value.
Then Write the final answer.

IV.Activities:
Directions: Match each number in words with the equivalent number in symbols. Write only the letter of
the correct answer inside the circle.

B.Directions: Multiple Choice. Choose the letter of the correct answer. Write the chosen letter on the
blank provided .
_____1. What is 7 405 written in words?
a. Seven thousand, four hundred zero five
b. Seven thousand, four hundred five
c. Seven thousand, forty five
d. Seven thousand, four zero five

_____2. What is eight thousand, five hundred thirty-nine in symbols?

a. 8 359 b. 8 395 c. 8 539 d. 8 593

3. The height of Mt. Apo is 2 954 meters above sea level. Write this number in words.

Answer:__________________________________________________________________________________

4. The Philippine archipelago consists of seven thousand, one hundred seven islands. Write this number in
symbol.

Answer:__________________________________________________________________________________

5. Study the table below.

Which month has the lesser number of sold sandwiches? Write it in number in words.

Answer:__________________________________________________________________________________

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
 Module 3- Reading and Writing Numbers

Directions: Read the following problems and write your answer the blank.

1. Robert has collection of 5 125 stamps. His friend, John, has 9 456 stamps. How many stamps were collected
by John? Write it in number in words.

Answer:__________________________________________________________________________________

2. Typhoon Pablo hit Davao Oriental last December 4, 2012. It was reported that there were 1 067 died and 834
were missing people all over the Philippines. How many people actually died excluding the missing people?
Write it in number in words.

Answer:__________________________________________________________________________________

3. Two friends are talking to each other. Maria said, “I have six thousand, ninety-four friends in my Facebook
account." Then, Maya said, “Yes I have many friends, too. I have four thousand, eight hundred seven friends in
my Skype account.” Determine which number of friends is lesser. Write that number in symbols below.

Answer:__________________________________________________________________________________

B.Directions: Write each number in symbols to its equivalent number in words.

1) 7 273 _________________________________________________________________________________

2) 4 981 _________________________________________________________________________________

3) 9 606 _________________________________________________________________________________

C.Directions: Write each number in words to its equivalent number in symbols.

4) five thousand, two hundred eighty-five

Answer:_____________

5) eight thousand, two hundred fifty-nine

Answer:_____________

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Summative Test in Mathematics 3

First Quarter
Module 1- Visualizing Numbers up to 10 000

Directions: Read each question carefully. Encircle the letter of the correct answer.
B.Directions: Using the number discs presented, you identify the number being presented. Choose the
letter of the correct answer. Write the letter of the correct answer in the blank provided.

C.Directions: Write the numerals being presented in each item below.

a. 1 thousands, 6 hundreds, 5 tens, 3 ones = _____________

b. 2 thousands, 7 hundreds, 2 tens, 7 ones = _____________
c. 3 thousands, 3 hundreds, 8 tens, 1 ones = _____________
d. 4 thousands, 5 hundreds, 7 tens, 4 ones = _____________
e. 1 thousands, 2 hundreds, 4 tens, 8 ones = _____________

Module 2- Giving the Place Value and Value of a Digit

A.Directions: Complete the table. Write the place value and the value of each number.
1. 6 587
Digit Place Value Value
6
5
8
7
2. 12 483
Digit Place Value Value
3
8
4
2
1

Module 3- Reading and Writing Numbers

Directions: Choose the letter of the correct answer. Write your answer on the blank .

_____1. Write 5 234 in words.

a. Five thousand, two hundred twenty-four
b. Five thousand, two hundred thirty-four
c. Five thousand, three hundred thirty-four
d. Five thousand, three hundred twenty four
_____2. Write six thousand, nine hundred eighty-four in symbols.
a. 6 984
b. 6 948
c. 6 894
d. 6 498
3. Write eight thousand, seventy in symbols.

Answer:________________________

4. Write 9 001 in words.

Answer:__________________________________________________________________________________

5. Study the data below and answer the question that follows:

Which food has the greater number? Write its number in words.

Answer:_________________________________________________________________________________

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
 Module 4- Rounding Numbers to the Nearest Tens, Hundreds and Thousands

I. Learning Competency
Rounds numbers to the nearest ten, hundred and thousand (M3NS-Ib-15.1)

II. Objective
Round numbers to the nearest tens, hundreds and thousands.
III. Key Concept
To round off numbers:
1. Know the place value of the digit to be rounded off.
2. Check the digit to its right.
3. If the digit to its right is below 5, retain the digit to be rounded off. If it is 5 or above, add 1 to the digit to be
rounded off.
4. Change all the digits to the right of the digit to be rounded off to 0.
Examples:

Using the number line, when we round off 14 to the nearest tens, the answer is 10 since 14 is nearest to 10 than
20.
Applying the rules in rounding off:
Step 1: The digit to be rounded off is 1 since it is in the tens place.
Step 2: The digit to its right is 4.
Step 3: 4 is below 5. So, we will retain 1.
Step 4: Change all the digits to the right of 1 to 0.
Answer: 10

It is clear on the number line that 260 is nearer to 300 than 200.
Now, let us apply the rules in rounding off.
Step 1: The digit to be rounded off is 2. It is in the hundreds place.
Step 2: The digit to its right is 6.
Step 3: 6 is above 5. So, we add 1 to 2. 2 + 1 = 3.
Step 4: Change all the digits to its right to 0.
Answer: 300
More examples:
1. Round off 857 to the nearest tens.
Step 1: 8 5 7 The digit to be rounded off is 5 as underlined
Step 2: 8 5 7 The digit to its right is 7.
Step 3: 8 6 _ 7 is above 5. So, 5 + 1 = 6.
Step 4: 8 6 0 Change all the digits to its right to 0.
Answer: 860

2. Round off 736 to the nearest hundreds.

Step 1: 7 3 6 The digit to be rounded off is 7 as underlined
Step 2: 7 3 6 The digit to its right is 3.
Step 3: 7 _ _ 3 is below 5. So, retain 7.
Step 4: 7 0 0 Change all the digits to its right to 0.
Answer: 700
3. Round off 5 548 to the nearest thousands.
Step 1: 5 548 The digit to be rounded off is 5 as underlined
Step 2: 5 548 The digit to its right is also 5.
Step 3: 6 _ _ _ Since it is 5. So, 5 + 1 = 6.
Step 4: 6 0 0 0 Change all the digits to its right to 0.
Answer: 6 000

IV. Activities
A. Directions: Multiple Choice. Choose the letter of the correct answer. Write it the space provided
before each number.

_____1. Round 649 to the nearest tens.

a. 600 b. 650 c. 680 d. 700

_____2. What is the answer if 15 805 rounded to the nearest hundreds?

a. 15 900 b. 15 000 c. 16 000 d. 15 800

_____3. If 5 789 rounded to the nearest thousands, what is the number?

a. 5 000 b. 5 700 c. 5 800 d. 6 000

_____4. When 8 327 rounded to the nearest hundreds, what is the number?
a. 9 000 b. 8 400 c. 8 300 d. 8 000

_____5. Round 97 248 to the nearest thousands.

a. 98 000 b. 97 200 c. 97 300 d. 97 000

B .Directions: Round these numbers 575 705 to the nearest:

1. tens _________________

2. hundreds ________________

3. thousands _________________

4. ten thousands _________________

5.hundred thousands _________________

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
Module 4- Rounding Numbers to the Nearest Tens, Hundreds and Thousands

Directions: Round the following numbers to the nearest:

 GIVEN TENS HUNDREDS THOUSANDS

1. 7 815

2. 5 274

3. 4821

4. 8756

5. 3962

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 5a- Comparing Numbers up to 10 000 Using Relation Symbols

I. Learning Competency
Compares using relation symbols and orders in increasing or decreasing order 4- to 5-digit numbers up to 10
000.(M3NS- Ib-12.3).

II. Objective:
Compare numbers up to 10 000 using relation symbols
III. Key Concept
1. There are two ways in comparing numbers, we can use the place value of the number to identify which has a
higher value. We can also compare value of numbers through number line.
2. In comparing numbers, we use the word or the relation symbols such as > for “greater than”, < for “less
than” and = for equal to.

Let us take a look at the chart of Esther.

To compare large numbers, just follow these simple steps:

1. Write the given numbers in vertical formation aligning the digits according to their place value as shown in
the table.

2. Then, compare the numbers starting with the greatest place value from left to right; start from thousands,
hundreds, tens, then ones. If the numbers on that specific place value are the same or equal, proceed to the next
place value till you find difference of the value of numbers in that specific place value.

Leaf B and C both have the highest digit in thousands place. Going to the right, still both their digits are equal
in hundreds and even in the tens place. Notice that as we proceed to the ones place, the digit 3 is greater than 0.
Then we can say that 6 103 is the greatest number among the given. Therefore, leaf B has the most number and
leaf A is the least.
In comparing numbers, we use the symbols > for “greater than”, < for “less than” and = for “equal”.

Example 1: 6 100 is greater than 2 165.

In symbol, it is written as: 6 100 > 2 165.

Example 2: 503 is less than 2 165.

In symbol, it is written as: 503 < 2 165

Example 3: 503 is equal to 503.

In symbol, it is written as: 503 = 503

Another way of comparing numbers is by using a number line. Let us try to plot 8 110, 8 200 and 8 820.
The numbers on the given segment of the number lines are 8 110, 8 200 and 8 820. The leftmost number is 8
110 which is less than 8 200. The rightmost number is 8 820 which is greater than 8 200. Take note that the
number going to the rightmost direction has a greater value than the number to the leftmost direction in the
number line.

IV.Activities
Directions: Compare the numbers using >, < and = .
1. 8 905 _______ 8 890
2. 7 567 _______ 5 298
3. 5 688 _______ 5 672
4. 9 189 _______ 9 235
5. 10 000 _______ 9 998
6. 8 190 _______ 8 000 + 100 + 90 + 2
7. 7 689 _______ 7 000 + 600 + 80 + 9
8. 8 000 + 600 +10 ______ 8 610
9. 3 487 _______ 3 456
10. 8 278 _______ 8 000 + 200 + 90 + 8

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
Module 5a- Comparing Numbers up to 10 000 Using Relation Symbols

Directions: Read and answer the problem below. Compare the number using <, > and =.

1. There are 3 567 schoolchildren at Maasin Elementary School while Antonio Elementary School has 300
more than the population of Maasin. What is the total population of Antonio Elementary School?
_____________

3 567 ________ 3 867

2. Jose collected 1 625 stamps on April and 1 256 stamps on May. In what month did Jose collect more stamps?
___________

1 625 _______ 1 256

3. Arnie and Susan went to the shore to pick pebbles. Arnie picked 3 000 +100 + 60 + 7 pebbles while Susan
had 3 167. Who has more pebbles? ___________

3 000 + 100 + 60 + 7 _______ 3 167

4. Mercy counted 4 057 marbles while Andres has 3 126 marbles. Who has more marbles? ____________
4 057 ___________ 3 126

5. Hospital A collected 7 103 face shields for its medical workers while Hospital B has 8 043. Which hospital
has lesser face shields? __________

7 103 ___________ 8 043

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 5b- Ordering 4 to 5-Digit Numbers

I. Learning Competency
Order 4 to 5-Digit Numbers in Increasing and Decreasing Order (M3NS-Ib13.3).

II. Objective:
Order 4 to 5-Digit Numbers in Increasing and Decreasing Order

III. Key Concept

Comparing two numbers may sound easy but when more than two numbers are to be compared together, it
would be a bit difficult. However, comparing them can be done easily by arranging them whether in increasing
or decreasing order.
To arrange numbers in increasing or decreasing order, just follow these simple steps:
1. Write the given numbers in vertical formation aligning the digits according to their place value.
2. Then, compare the numbers starting with the greatest place value downwards – ten thousands, thousands,
hundreds, tens, and ones. If the numbers on that specific place value are the same or equal, proceed to the next
place value until you find difference of the value of numbers in that specific place value.

3. Arrange the numbers on the place value with different numbers based on what is being asked to you, whether
increasing (0, 1, 2, 3, 4) or decreasing (4, 3, 2, 1, 0).
In this case, you are told to arrange in increasing order. To arrange the numbers, just copy the family numbers
of those that we have just arranged or compared (increasing order).

 Therefore: The increasing order of the report cards’ serial numbers are
20 456
21 456
22 456
23 456
24 456.
In ordering numbers with different place values, always consider first their greatest place values. Then, you can
proceed on ordering them by following the given steps.
Example: Arrange the following numbers in increasing order.
2 786 12 790 543 65 5 788 521
Solution:
Step 1. Write the given numbers in vertical formation starting with the number having the greatest place value.
Align the digits according to their place value.
12 790
5 788
2 786
543
521
65
Step 2. Compare the numbers starting with the greatest place value down to the ones place.
12 790
5 788
2 786
 543
521
65

IV.Activities

A. Directions: Arrange the following numbers in increasing order.

1.) 2 786 2 790 2 788 2 787 2 789

____________ , ____________, _____________, _____________, ______________

2.) 5 860 5 980 5 000 5 880 5 780

____________ , ____________, _____________, _____________, ______________

3.) 16 904 9 832 15 000 18 461 9 742

____________ , ____________, _____________, _____________, ______________

B. Directions: Arrange the following numbers in decreasing order.

4.) 4 989 4 986 4 985 4 987 4 988

____________ , ____________, _____________, _____________, ______________

5.) 14 399 19 299 15 400 18 299 10 999

____________ , ____________, _____________, _____________, ______________

6.) 10 990 17 610 14 000 17 967 18 374

____________ , ____________, _____________, _____________, ______________

C.Directions: These are the student population of four schools. Arrange them in increasing order.
3 247 2 564 1 976 2 839

____________ , ____________, _____________, _____________

D. Directions: The following are the number of people living in four barangays. Write down the
numbers in decreasing order.

4 745 6 983 9 357 7 450

____________ , ____________, _____________, _____________

 ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
Module 5b- Ordering 4 to 5-Digit Numbers

Directions: Study the data about Newspaper Collection. Then, answer the following questions.

There are two civic organizations that are planning to help the flood victims of Luzon. They encouraged their
family members and friends to share some money to raise funds.
Study the chart.

Arrange the following Amount of Money Collected (given in the chart above) in increasing order, then, in
decreasing order.
 ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Summative Test # 2 in Mathematics 3

First Quarter
Module 4- Rounding Numbers to the Nearest Tens, Hundreds and Thousands

Directions: Read each item carefully. Write the letter of the correct answer on the blank before each
number.

_____1. Round 2 655 to the nearest tens.

a. 2 650 b. 2 660 c. 2 760 d. 2 750

_____2. If 74 is rounded to the nearest tens, what is the number?

a. 80 b. 75 c. 70 d. 73

_____3. Round 95 847 to the nearest hundreds.

a. 95 800 b. 95 900 c. 96 800 d. 96 900

_____4. If 10 593 rounded to the nearest thousands, it is ____________.

a. 11 000 b. 11 600 c. 10 000 d. 10 500

_____5. What is the answer if 5 500 is rounded to the nearest thousands?

a. 5 000 b. 6 500 c. 6 000 d. 5 500
 Module 5a- Comparing Numbers up to 10 000 Using Relation Symbols
A.Directions: Study the objects below. If the objects in Column A have greater count than the objects in
Column B, write the word more than in the box. Otherwise, write less than.

B. Direction: Use the symbols “<”, “>” or “=” to compare the following set of numbers correctly. Write
the correct answer on the blank.

4.) 4 993 _____ 4 939

5.) 8 540 _____ 8 450

6.) 3 860 _____ 5 487

7.) 5 863 _____ 7 634

8.) 2 737 _____ 7 321

9.) 7 876 _____ 6 787

10.) 2 346 _____ 2 346

Module 5b- Comparing Numbers up to 10 000 Using Relation Symbols

Directions: Arrange the following numbers in increasing order or from least to greatest order. Use
numbers 1 – 10 to arrange the numbers.

a. _____ 8 020

b. _____ 3 430

c. _____ 6 678

d. _____ 7 342

e. _____ 12 592
f. _____ 9 352

g. _____ 5 002

h. _____ 10 000

i. _____ 11 270

j. _____ 4 486

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 6 - Identifying Ordinal Numbers

I. Learning Competency
identifies ordinal numbers from 1st to 100th with emphasis on the 21st to 100th object in a given set from a
given point of reference. (M3NS-Ic-16.3)

II. Objectives:
Identify the ordinal numbers from 1st to 100th;
Read the ordinal numbers from 1st to 100th; and
Write the ordinal numbers from 1st to 100th.

III. Key Concept

Before we discuss about ordinal numbers in this module, it is important to understand the following
terms used in the course of the lesson.
 Numeral - relating to numbers
 Ordinal - relating to an order
 Superscript - letters written immediately at the right of the character. It is set slightly above the
normal line of text. It is usually smaller than the text it was attached. In the symbol 1st, the letters st are written
as superscript.
 Point of reference – the point or object in which the order of counting starts

Ordinal numbers are numbers that indicate the position or order of an object or number in relation to a
point of reference.
When objects are placed in order, we use ordinal numbers to tell their position.
In writing ordinal numbers and its symbol, study the table below:
To write ordinal numbers in symbol, use superscript letters:

IV.Activities
A.Directions: Multiple Choice. Choose the letter of the correct answer. Write the chosen letter on the
blank before each number.

_____1. How are you going to write twenty-third in symbols?

a. 23st b. 23rd c. 23th d. 23nd
_____2. Identify which ordinal number is written in wrong way?
a. 17th b. 23rd c. 54st d. 92nd
_____3. What is 65th if written in words?
a. sixty-fifth b. sixty-five c. sixty-fourth d. sixty-first
_____4. What is seventy-fifth if written in symbol?
a. 75rd b. 75st c. 75th d. 75nd
_____5. What is 100th if written in words?
a. one hundredth c. one hundred
b. one-hundredth d. one-hundrieth

B.Directions: Here are some numbers. Change them into ordinal numbers by writing th, rd, nd, or st as
superscripts.

1. 31 ________ 2. 80 _________ 3. 45 _________ 4. 68 _________ 5. 33 _________

C. My First 100 Words

 Directions: From the list of 100
consider the order of reading
downward from left to right then
write the ordinal numbers of the
following words below:

1. there ____________
2. people ____________
3. this
____________
4. long ____________
5. many ____________

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
Module 6 - Identifying Ordinal Numbers

A picture of children lined up after another. Read the name and the Identification (ID) card number of
each pupil below the picture.

Arrange the children’s name according to their ID card number in an increasing order.

Who is first in the list? ______________

The third? ______________

The fifth? ______________

The seventh? ______________

The tenth? ______________

The second? ______________

The sixth? ______________

The ninth? ______________

The fourth? ______________

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 7(a): Recognizing Coins and Bills up to ₱1 000

I. Learning Competency
Recognizes, reads and writes money in symbols and in words through PhP1 000 in pesos and centavos

II. Objective:
Recognize coins and bills up to ₱1 000.

III. Key Concept

Let us familiarize the paper bills and coins in the Philippines by its markings and color.
There are six paper bills that the Philippines is currently using:
1 000 pesos, 500 pesos, 200 pesos, 100 pesos, 50 pesos and 20 pesos.
There are characteristics of the paper bill that will help us easily identify or recognize its value such as
the number markings, person’s face printed and color.
There are also six Philippine coins currently used in the country. Popularly used are the 10-peso coin, 5-
peso coin, 1-peso coin and seldom we can also see the 25-centavo coin, 5-centavo coin and 1-centavo coin.
The coins can easily be recognized by their marked amount, size, color and images or faces printed on
one side of the coin.

IV.Activities
Identify the paper bills and coins that are represented by the following characteristics. Choose and write
the letter of the correct answer on theblank before each number.

_____1. Shape: circle, Marking: 1, Color: Silver

a. One-peso coin b. Five-peso coin c. Ten-peso coin
2. Material: paper, Marking: 20, Color: orange
a. One hundred-peso bill b. Twenty-peso bill c. Fifty-peso bill
3. Shape: rectangle, Marking: 200, Color: green
a. One hundred-peso bill b. Two hundred-peso bill c. Five hundred-peso bill
4. Shape: circle, Marking: 5, Color: Silver
a. Ten-peso coin b. One-peso coin c. Five-peso coin
5. Material: paper, Marking: 100, Color: Violet
a. One hundred-peso bill b. Two hundred-peso bill c. Five hundred-peso bill

Match the correct bill or coin that corresponds to the words that are in the box by connecting the dots
with a line.

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810
 Performance Task in Mathematics 3
First Quarter
Module 7(a): Recognizing Coins and Bills up to ₱1 000

Directions: Read the situations below then give what is being asked.
1. The Mayor gave the following 6 paper bills to the Christmas Carolers:
Write the number and the value of the bills they received.

_________________________________________________________________________________________
_________________________________________________________________________________________
2. Mario sells ice candy during Saturday. He earns the following bills and coins.
Write the number and the value of all the money he earned.

_________________________________________________________________________________________
_________________________________________________________________________________________

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810
 Learning Activity Sheet in Mathematics 3
First Quarter
Module 7(b): Reading and Writing Money in Symbol and in Words

I. Learning Competency
Recognizes, reads and writes money in symbols and in words through PhP1 000 in pesos and centavos

II. Objective:
Read and write money in symbols and in words through ₱1 000 in pesos and centavos.

III. Key Concept

Remember this!
Reading and Writing money in symbol:
1. We write an amount with the Philippine Peso (₱) sign at the beginning. The peso and centavo value are
separated with a period.
2. Reading money in symbol is the same as reading numbers in symbol. A period is read as “and”.
3. The Peso sign (₱) will be read as “peso or pesos” but shall be mentioned after reading the whole number at
the left side of the period.
4. Say “centavo or centavos” after reading the number at the right side of the period.

Writing money in words:

1. We simply read the number in symbol correctly and write the number the way it is spoken.
2. A period is written as “and”.

IV.Activities
A.Directions: Encircle the letter of the correct answer.
B. Directions: Match the symbol to its words. Write the letter of the correct answer on the blank before
each number.

C.Directions: Imagine you are in a store to canvass the prices of school supplies in your list of
requirements. Read the prices and write the amount in words

Write the amount in words.

1. _______________________________________________________________________________________

2. _______________________________________________________________________________________

3. _______________________________________________________________________________________

4. _______________________________________________________________________________________

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
Module 7(b): Reading and Writing Money in Symbol and in Words

Directions: Write the amount of the money below in symbol and in words.
 ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Summative Test # 3 in Mathematics 3

First Quarter
Module 6 - Identifying Ordinal Numbers
Directions : Multiple Choice. Choose the letter of the correct answer. Write the chosen letter on the
blank before each number.
_____1. How are you going to write thirty-third in symbols?
a. 33st b. 33rd c. 33th d. 33nd
_____2. What are the 3 ordinal numbers that comes after 90th?
a. 91th, 92nd, 93rd c. 91st, 92nd, 93rd
b. 91st, 92th, 93rd d. 91th, 92th, 93th
_____3. What is 97th if written in words?
a. ninety-seventh b. ninety-second
c. ninety-sevenths d. ninety-seven
_____4. What is twenty-fifth if written in symbols?
a. 25rd b. 25st c. 25th d. 25nd
_____5. What is 80th if written in words?
a. eightieth b. eigthird c. eighty d. eightyieth

Module 7(a): Recognizing Coins and Bills up to ₱1 000

A. Directions: Identify the paper bills and coins that are shown below by encircling the letter of the
correct answer.

B.Directions: Identify the paper bills and coinsEncircle the letter of the best answer.
1.

a. One 1 000-peso bill, one 100-peso bill, one 50-peso bill

b. Three 1 000-peso bills
c. Two1 000-peso bills, one 50-peso bill

2.

a. Two 500-peso bills, two 10-peso coins

b. One 500-peso bill, one 200-peso bill, two 10-peso coins
c. One 500-peso bill, one 200-peso bill, two10-centavo coins

3.

a. One 20-peso bill, one 10-peso coin, two 5-peso coins

b. One 20-peso bill, three 5-peso coins, one 1-peso coin
c. One 20-peso bill, one 10-peso coin, two 5-peso coins, one 1-peso coin

Module 7(b): Reading and Writing Money in Symbol and in Words

Directions: Let us find out first if you already have knowledge about the topic to be discussed in this
module. Encircle the letter of the correct answer.
B.Directions: Complete the chart showing value of money written in symbol and in words.

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 8: Comparing Money through ₱1 000

I. Learning Competency
Compares values of the different denominations of coins and bills through PhP1 000 using relation symbols.

II. Objective:
Compare values of the different denominations of coins and bills through ₱1 000.

III. Key Concept

Our lesson in this module is about comparing amount of money in coins and in bills, and determine if
they are greater than, less than or equal to each other.
When comparing amounts of money, we use relation symbols < (less than), > (greater than), or = (equal).
Remember that comparing money is the same as comparing numbers. You already know how to
compare numbers in the previous lessons. Shown below is the arrangement of money from highest to lowest
amount.

From the chart previously shown, it is now easy to equate the value of money bills and coins as to the
combination of other money.
Example:
 You may continue the combination up to ₱1 000. There are many ways to combine money bills and
coins to equate to the amount of a certain money value.
It is important to master this skill to make it easier when we compare total amount of money combined.

Example: If Lucas has five 100 peso bill and Andrea has two 500-peso bills, we might want to know who has
more money.

The picture shows that Andrea has more money since 1 000 is greater than (>) 500.
In comparing values of different denomination of bills and coins, the total amount should be determined first.
In comparing the digits, start from the biggest place value to the least place value. The value of each
kind of bills and coins should be written, then add. In showing the relation of the value of money, the symbols
>, <, and = are used.

Example: Which is greater, ₱ 235.00 or ₱ 164.00?

In the given example, total amount of money is ₱164.00 and ₱235.00. Since 235 is greater than 164, we can
say that
₱ 235.00 > ₱164.00.

IV.Activities
A.Directions: Compare the values of the different denominations of coins and bills using relation
symbols: <, >, and =. Write your answers on the space provided.
B.Directions: Compare the given amount. Write the symbol <,>, or = in each box.

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

 First Quarter
Module 8: Comparing Money through ₱1 000

Directions: Your mother has given you ₱ 150.00 as a gift on your birthday to buy any of the items below.
Write in the box the symbol “<” if the price of the item is less than your money, “>” if greater than your
money, or “=” if the price is equal to your money.

List down below the items asked by each column.

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

 First Quarter
Module 9: Adds 3 to 4-Digit Numbers up to Three Addends

I. Learning Competency
Adds 3- to 4-digit numbers up to three addends with sums up to 10 000 without and with regrouping.

II. Objectives:
1. Identify the unifying ideas in adding 3-to 4-digit up to three addends with sums up to 10 000
2. Explain the steps in adding numbers with or without regrouping

III. Key Concept

IV.Activities
A.Directions: Add the given addends in each number. Use regrouping if needed.
B.Directions: Multiple Choice. Write the letter of the correct answer on the blank before each number.

______1) Find the sum of 1 745, 2 353, and 4 234.

a) 6 332 b) 7 233 c) 8 332 d) 9 332

______2) When 7 123 is added to 345 and 145, what is the sum?
a) 7 613 b) 6 614 c) 3 462 d) 4 215

______3) Mike has bought 500 red balloons, 4 400 blue balloons, and 355 chocolates. How many balloons did
he buy?
a) 6 981 b) 2 093 c) 4 900 d) 5 255

______4) There are 4 334 gold, 1 245 silver, and 453 bronze won by the Philippines last SEA Games. What is
the total number of medals?
a) 6 032 b) 5 302 c) 4 032 d) 3 932

______5) What is the sum if 5 673, 1 863, and 2 341 are added?
a) 5 778 b) 7 787 c) 8 877 d) 9 877

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810
 Performance Task in Mathematics 3
First Quarter
Module 9: Adds 3 to 4-Digit Numbers up to Three Addends

A.Directions: Read and solve the following questions. Write the letter of the correct answer on the blank
before each number.

______1) My mother bought me a dress worth ₱2 346, a pair of shoes worth ₱1 495, and a pair of trousers
worth ₱2 456. How much will my mother pay?
a) ₱5 972 b) ₱6 297 c) ₱7 297 d) 8 279

______2) These are the number of Scouters from Mati City contingents.
Mati Central District – 500, Mati North District – 475, Mati South District – 348
What is the total number of Scouters from Mati City delegation?
a) 1 323 b) 2 323 c) 3 233 d) 4 223

______3) Add 3 465, 2 564, and 3 723.

a) 9 752 b) 8 752 c) 6 725 d) 5 527

______4) When 4 342 and 2 345 will be added to 1 216, what is the sum?
a) 7 803 b) 7 903 c) 9 803 d) 9 830

______5) There are 3 323 girls, 3 422 boys, and 2 341 gays and lesbians in a particular high school. What is the
total population of the school?
a) 7 860 b) 8 680 c) 9 068 d) 9 086

B.Directions: Arrange the following numbers in a column and add. (Do this on your paper and attached
here.)
1) 3 456 + 356 + 267
2) 5 796 + 3 271 + 564
3) 2 876 + 1 243 + 1 265
4) 1 009 + 2 090 + 124
5) 1 431 + 200 + 563

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Summative Test # 4 in Mathematics 3

First Quarter
 Module 8: Comparing Money through ₱1 000

A.Directions: Encircle the letter of the correct answer.

B.Directions : Write the combination of 3 different paper bills that when added will satisfy the symbol
given.

1. ₱____________ + ₱_____________ + ₱ _____________ = ₱ 350.00

2. ₱____________ + ₱_____________ + ₱ _____________ > ₱ 1 650.00

3. ₱____________ + ₱_____________ + ₱ _____________ < ₱ 200.00

Module 9: Adds 3 to 4-Digit Numbers up to Three Addends

Directions: Choose the letter of the best answer. Write the chosen letter on the blank before each
number.

_____1. Which pair of addends have the least sum?

a. 234 b. 123 c. 543 d. 814
+568 +654 +768 +357

_____2. Find the sum of 603 and 476.

a. 1 709 b. 1 079 c. 9 071 d. 1 970

_____3. What is 1 327 more than 1 588?

a. 2 815 b. 2 915 c. 2 745 d. 2 475

_____4. If you add 729 and 1 886, what is the total?

a. 2 615 b. 3 625 c. 2 695 d. 8 615

_____5. What is 5 138 increased by 2 243?

a. 9 381 b. 8831 c. 7 381 d. 6 318

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 10 : Estimates the Sum of 3 to 4- Digit Addends

I. Learning Competency
Estimate the sum of 3 to 4- digit addends with reasonable results (M3NS-Ie-31).
II. Objectives:
Estimate the sum of 3 to 4- digit addends with reasonable results

III. Key Concept

In estimating sums, follow the steps below.
Example:

IV.Activities
A.Directions: Estimate the sum.

B.Directions: Multiple Choice. Write the letter of the correct answer on the blank provided before each
number.

_____1. What is the estimated sum of 235, 556, and 428?

a.)900 b.)1 000 c.) 1 100 d.) 1 200

_____2. Which of the following shows the estimated sum of:

4 567, 2 156, and 7 213?
a.)10 000 b.)11 000 c.) 12 000 d.) 14 000

_____3. Which of the following gives an estimate of 20 000?

a.) 8 125 + 8 889 + 3 427
b.) 5 756 + 6 250 + 8 612
c.) 9 856 + 7 245 + 4 125
d.) 5 555 + 4 218 + 8 975

Solve the following problems. Estimate the sum.

4. Liza bought a second-hand laptop that costs ₱ 9 750, a printer that costs ₱7 150, an external drive that costs
₱ 3 500, and a headphone that costs ₱345. About how much did Liza pay in all?

5. Zarnel travels 2 447 m to the park, then 382 m to the store. He then travels 1634 m back to his house.
Approximately, what is the total distance traveled by Zarnel?

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
Module 10 : Estimates the Sum of 3 to 4- Digit Addends

A.Directions: Estimate the sum.

B.Directions: Mrs. Javier went to a grocery store. She bought the following items. Estimate how much
will Mrs. Javier pay for all the groceries. Write your answer in the box.

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 11a : Adding Mentally 2-digit and 1-digit Numbers

I. Learning Competency
Add mentally 2-digit and 1-digit numbers with or without regrouping using appropriate strategies (M3NS-Ie-
28.7).
II. Objectives:
Add mentally 2-digit and 1-digit numbers with or without regrouping using appropriate strategies
III. Key Concept
To add mentally 2-digit and 1-digit numbers, follow these simple steps:
Step 1. Expand the 2-digit addend into tens and ones mentally.
Step 2. Add mentally the tens and ones separately.
Step 3. If regrouping is necessary, expand the new addend into tens and ones and repeat step 2.
Example 1: Add mentally 63 + 5.
Solution: Step 1. Expand the 2-digit addend. 60 + 3 + 5
Step 2. Add the tens and ones. 60 + 8
Step 3. Add. 68
Answer: 63 + 5 = 68
Example 2: Add mentally 78 + 9.
Solution: Step 1. Expand the 2-digit addend. 70 + 8 + 9
Step 2. Add the tens and ones. 70 + 17 (with grouping)
Step 3. Expand the new addend. 70 + 10 + 7
Step 4. Add the tens and ones. 80 + 7
Answer: 78 + 9 = 87
IV.Activities
A. Directions: Add mentally.
1.) 54 + 6 = __________ 6.) 72 + 4 = __________
2.) 50 + 3 = __________ 7.) 67 + 7 = __________
3.) 21 + 9 = __________ 8.) 34 + 2 = __________
4.) 23 + 5 = __________ 9.) 23 + 8 = __________
5.) 13 + 8 = __________ 10.) 88 + 8 = __________
B. Directions: Add mentally. Choose the letter of the correct answer and write it on the blank before each
number.
_____1.) What is the sum of 23 and 8?
A. 13 B. 31 C. 238 D. 28
_____2.) What number is added to 56 to get 63?
A. 7 B. 4 C. 6 D. 5
_____3.) If you add 29 and 6 you get a sum of what number?
A. 53 B. 30 C. 35 D. 96
_____4.) Oscar gave Marlon 12 big marbles and 9 small marbles. How many marbles did Marlon received?
A. 12 B. 29 C. 21 D. 129
_____5.) Which of the following has a sum of 65?
A. 53 + 8 B. 56 + 9 C. 57 + 6 D. 55 + 7

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
Module 11a : Adding Mentally 2-digit and 1-digit Numbers

A. Directions: Add mentally.

1.) 45 + 5 = ____
2.) 31 + 9 = _____
3.) 12 + 7 =_____
4.) 24 + 7 = ____
5.) 22 + 5 = _____
6.) 35 + 6 = ____
B. Directions: Read and answer the problem mentally.Write your answer on the blank before each
number.
____________________1.) What is the sum of 23 and 2 added to the sum of 24 and 7?
____________________2.) The sum of 61 and 2 is added to 7. What is the answer?
____________________3.) Rose reads 10 pages of a book. She reads 9 pages of the same book the next day.
How many pages of books did she read in all?
____________________4.) There are 15 boys and 9 girls enrolled in Grade 3. How many pupils are there in
all?
____________________5.) RB and Jansen are brothers. Both received a box of marbles from their mother as a
reward for helping her clean the yard. RB counted 10 marbles in his box. Jansen counted 9 marbles. How many
marbles do they have in all?

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 11b : Adding Mentally 2-3 Digit Numbers

I. Learning Competency
Add mentally 2-3 digit numbers with multiples of hundreds using appropriate strategies (M3NS-Ie-28.8).

II. Objectives:
Add mentally 2-3 digit numbers with multiples of hundreds using appropriate strategies

III. Key Concept

Remember your knowledge in adding mentally 2-digit number to 1-digit number.
First step is to expand the 2-digit addend into tens and ones. This is because it is easy to add mentally numbers
in its tens and ones.
 To add 2-digit numbers mentally, we will apply the same strategy in which we will expand both
addends to its tens and ones. Then, add tens and ones separately. This strategy will work in all addition with or
without regrouping.

Example: Add mentally 24 + 59.

Solution:
Step 1. expand into tens and ones 24 = 20 + 4
59 = 50 + 9
Step 2. add tens and ones separately
24 + 59 = (20 + 4) + (50 + 9) = 20 + 50 + 4 + 9
= 70 + 13
Step 3. Add = 83
Answer: 24 + 59 = 83

To add mentally 3-digit number with multiples of hundreds and 2-digit number, simply replace the two
zeros of the number in hundreds with the 2-digit addend number.

Example: Add mentally 700 + 68.

Solution:
Step 1. Identify number in hundreds. 700
Step 2. replace two zeros with the 2-digit number. 768
Answer: 700 + 68 = 768.

To add mentally two 3-digit numbers with multiples of hundreds, just add their corresponding digits
starting from ones, tens then hundreds. The addition can be done mentally with ease since the process is without
regrouping.

Example: Add mentally 900 + 893.

Solution:
Add the corresponding digits. 9 0 0
893
1793
Answer: 900 + 800 = 1 700.

IV.Activities
A.Directions: Find the sum mentally.

B.Directions: Solve the problem mentally. Write the correct answer on the blank before each number.
____________________1. There are 500 men and 469 women working in the supermarket. How many people
are working in the supermarket altogether?

____________________2. There are 34 English books, 48 Filipino books and 100 MTB books in the school
library.
a. How many English and MTB books are there in the school library?
b. How many Filipino and English books are there?
c. How many Filipino and MTB books altogether?

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
Module 11b : Adding Mentally 2-3 Digit Numbers

A.Directions: Add mentally.

B.Directions: Solve mentally. Write your answer in the box.

1.) What is the sum of 450 and 681?

2.) What is the sum of 2 130 and 6 150?

3.) Find the value of 715 added to 596.

4.) Combine 2 100 and 3 500. What is the sum?

5.) Find the sum of 5 125 and 976.

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 12: Adding Fun in Routine and Non-Routine Problems

I. Learning Competency
Solve 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 (M3NS-If-29.3).
II. Objectives:
Solve 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

III. Key Concept

It is important to study mathematics because we need to solve problems involving numbers. In solving routine
and non-routine problems, remember to do the following.
1. Understand the problem
Make sure that you understand the words used and that the problem is clear to you. Determine what is given
and what is asked. You should have all the information that you need to solve the problem.
2. Make a plan
You can use different strategies and tools in solving problems. You can draw figures, diagrams, and
illustrations. You can use tables and representations. You can guess and test when needed to check if your plan
will help you obtain the answer to the problem.
3. Carry out the plan
Use the plan to check if it works. If it does not, try another strategy.
4. Look back
You need to check if your answer is correct that satisfies the condition of the problem. Answer: 900 + 800 = 1
700.

IV.Activities
A. Directions : Solve the following routine and non-routine problems.
1. Merly picked 14 red roses and 16 white roses in her flower garden. How many roses were picked in all?

2. Nurse Joan worked at Davao Provincial Hospital for 180 hours last month and the same number of hours this
month. How many hours would that be in all?

3. Gary and Lery worked during the summer vacation. Gary earned Php 2 800.00 while Lery earned twice that
amount. How much did Lery earn?

4. Jar A contains 60 pieces of marbles. Jar B contains twice the number of marbles in Jar A. How many pieces
of marbles are there altogether?

5. In a parking lot, there are thrice as many motorcycles as cars. If there are 120 wheels altogether, find the
number of motorcycles.

6. Neil wants to buy three books from the bookstore. How much money does he need if the prices of the books
are listed as follows:
Book A Php 450.00
Book B Php 620.00
Book C Php 560.00
7. During a garage sale, Maylene bought the following items:
T-Shirt Php 70.00
Jeans Php 150.00
Shoes Php 200.00

How much did it cost her to buy all three items?___________________________________________

8. A mango, an apple, and an orange together cost Php 73. An apple costs Php 5 more than an orange, while a
mango costs Php 3 more than an apple. How much is the cost of a mango?

9. Jane is a fruit vendor at Mati Market. She sold 90 pomelos, 786 oranges, and 158 apples during the holiday
season. What was the total number of fruits she sold?

10. Find a four-digit number such that the sum of its digits is 23. The sum of the ones digit and the hundreds
digit is 7. The tens digit is two more the thousands digit.

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
Module 12: Adding Fun in Routine and Non-Routine Problems

Directions: Solve the following routine and non-routine problems.

1. Fred was given 35 yellow marbles and 18 green marbles. How many marbles does Fred have in all?

2. In a farm, there are twice as many chickens as cows. If there are 104 legs altogether, find the number of
chickens in the farm.

3. Jerry has 128 pieces of cubes. Sonnie has 176 pieces of cones. How many objects do they have in all?
4. A chocolate and two biscuits cost Php 84. The chocolate costs Php 12 more than the biscuit. Find the cost of
the chocolate.

5. Nanay Malou’s birthday gifts to Rona are notebook and colored pencil. The notebook costs Php 178.00 while
the colored pencil costs Php 10.00 more than the notebook. How much is the total amount of Nanay Malou’s
gift?

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Summative Test # 5 in Mathematics 3

First Quarter
Module 10 : Estimates the Sum of 3 to 4- Digit Addends

Directions: Choose the letter of the correct answer and write it on the blank before each number.

_____1. What is the estimated sum for 896 + 325?

a. 1 000 b. 1 100 c. 1 125 d. 1 200

_____2. What is the estimated sum for 2 465 + 5 325 + 5 678?

a. 13 000 b. 12 000 c. 11 000 d. 10 000

_____3. Carol’s trip in Cebu City includes round trip ticket worth
₱8 548.00 and hotel accommodation worth ₱12 645.00. About how much is her expenses for the trip?
a. ₱ 20 000 b. ₱ 21 000 c. ₱ 22 000 d. ₱ 23 000

_____4. Which of the following has an estimated sum of 5,000?

a. 2 500 + 1 500 + 2 028
b. 1125 + 3 472 + 954
c. 1 800 + 2 100 + 1 700
d. 995 + 2 670 + 1 998
_____5. Orllie and Olly save money in the bank. Orllie has a deposit of ₱4 807 while Olly has ₱2 356.
Approximately, how much is the savings of the two boys in the bank?
a. ₱ 5 000
b. ₱ 6 000
c. ₱ 7 000
d. ₱ 8 000

Module 11a : Adding Mentally 2-digit and 1-digit Numbers

Directions: Read and analyze the questions. Choose the letter of the correct answer and write it on the
blank before each number.

_____1.What is the sum of 62 + 5?

a. 67 b. 37 c. 55 d. 70
_____2.What number is added to 56 to get 63?
a. 7 b. 4 c. 6 d. 5
_____3.If you add 29 and 5, you get a sum of ______.
a. 34 b. 43 c. 41 d. 36
_____4.Which addition can be performed without regrouping?
a. 13 + 8 b. 56 + 9 c. 17 + 7 d. 11 + 8
_____5. Which addition can be performed with regrouping?
a. 13 + 5 b. 56 + 3 c. 13 + 7 d. 11 + 2
Module 11b : Adding Mentally 2-3 Digit Numbers

Directions : Add the following mentally. Choose the letter of the correct answer and write it in the box
before each number.

Module 12: Adding Fun in Routine and Non-Routine Problems

Directions: Answer the problems.

____________________1.) In the field, I saw 45 boys and 36 girls playing. How many children did I see?

____________________2.) Every birthday, I put peso coins in a jar representing my age. I now have 36 peso
coins in the jar. How old am I?

____________________3.) The population of Matiao Central Elementary School is 5 300 while that of Don
Luis Rabat Sr. Memorial School is 4 100. What is the total population of the two schools?

____________________4.) Harold has Ᵽ980. Jane has Ᵽ130 more than Harold. How much do they have
altogether?

____________________5.) Revin and Sophia went to the bank to deposit their savings. Revin deposited Ᵽ1
500 while Sophia deposited twice as much. How much did Sophia deposit?

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 13: Subtracting 3 to 4 Digit Numbers from 3 to 4 Digit Numbers

I. Learning Competency
Subtracts 3-to 4-digit numbers from 3- to 4-digit numbers without and with regrouping.
(M3NS-Ig-32.6)

II. Objectives:
Subtract 3 to-4 Digit Numbers from 3 to-4 Digit Numbers.

III. Key Concept

In subtracting 3 to-4 digit numbers from 3 to-4 digit numbers, be sure to align all the ones, tens,
hundreds, thousands properly so that it will not be difficult for you to subtract.

1. The bigger or the larger number must be your minuend and be sure to write it on top or it must be written
first.

2. The smaller or the lesser number must be written next or at the bottom of the larger number as the
subtrahend.

3. Do not forget to regroup the ones, tens, hundreds, thousands, whenever the digit in your subtrahend is larger
than its corresponding digit in the minuend.

4. Look back.
You need to check if your answer is correct. Add the difference and the subtrahend to be sure that your answer
is correct. When the sum is congruent with your minuend, therefore your difference is right.
IV.Activities
A.Directions: Fill in the box with the correct difference. Check your answer by adding your difference
and the subtrahend.

B.Direction: Find what number is being asked. Write your solution in the box .
1. What is the difference between 8 753 and 962?
2. What number is 320 less than 1 975?
3. Subtract 514 from 2 469?
4. What is 6 788 less than 899?
5. Take away 485 from 3 274.

1. 2. 3.

4. 5.
 ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
Module 13: Subtracting 3 to 4 Digit Numbers from 3 to 4 Digit Numbers

Direction: Study the table. Answer the following questions that follows. Write your answer on the blank
before each number.

Table of fruits harvested in a farm

Answer the questions below.

_____________________1. How many Apple Mangos are there if there are 253 Carabao Mangos?

_____________________2. How many Latundan are there if there are 275 Lakatan bananas?

_____________________3. How many fruits are left when 253 Carabao Mangos were sold?

_____________________4. How many fruits are left when 275 Lakatan were sold?
 ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 14: Estimating the Differences of Two Numbers

I. Learning Competency
Estimate the differences of two numbers with three to four digits with reasonable results. M3NS-Ih-36

II. Objectives:
Estimating the Differences of Two Numbers

III. Key Concept

To find the estimated difference, follow the example below.
Example: Estimate the difference between 2 786 and 515.

Sometimes, rounding off to the next lower place value gives a better estimate.
IV.Activities
A. Directions: Estimate the difference.

B. Multiple Choice. Choose the letter of the correct answer.

_____1. What is the estimated difference of 5 556 and 428?

a.) 5 100 b.) 5 000 c.) 4 200 d.) 5 200

_____2. Which of the following shows the estimated difference of 4 567 and 2 156?
a.) 1 000 b.) 2 000 c.) 3 000 d.) 4 000

_____3. Which of the following gives an estimate of 2 000?

a.) 8 125 – 5 689
b.) 8 756 – 6 250
c.) 9 456 – 7 545
d.) 9 555 – 6 975

_____4. Liza bought a second-hand laptop that costs ₱ 9 750. She used the money from her savings of ₱ 9 900.
About how much was left from Liza’s savings?
_____5. Janinah travels 2 447m from her house to the park. As she goes back home, she walks 382m to reach
and stop at a store. Approximately, how far will Janinah have to travel to reach back home?

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
Module 14: Estimating the Differences of Two Numbers

Directions: Read and answer the problem below. Mrs. Javier went to a grocery store.

She bought the items below. Estimate how much change will Mrs. Javier will receive if she pays
₱1 000 bill for each.
 ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Summative Test # 6 in Mathematics 3

First Quarter

Module 13: Subtracting 3 to 4 Digit Numbers from 3 to 4 Digit Numbers

 Module 14: Estimating the Differences of Two Numbers

Directions: Estimate the difference to the nearest hundreds.

1. 462 – 231 = ____________________ 2. 673 – 321 = ____________________

3. 563 – 211 = ____________________ 4. 871 – 234 = ____________________

5. 694 – 321 = ____________________

Module 15: Module 15(a): Subtracting Mentally 1 to 2 Digit Numbers

Directions: Subtract the following numbers mentally without using pen and paper.

Module 15(b): Subtracting Mentally 2 to 3 Digit Numbers

Directions: Subtract the following mentally. You are not allowed to use pen and paper for your solution.
Write the final answer on the blank.

1. 300 – 88 = __________

2. 500 – 135 = __________

3. 62 – 19 = __________

4. 800 – 500 = __________

5. 753 – 100 = __________

Module 16: Solving Problems Involving Subtraction

Directions: Read, analyze and solve: Write your answer on the blank.

____________________1. Becca wanted to sell 1 876 tickets for dance exhibition. She has sold 934 tickets.
How many tickets should she sell?

____________________2. Mr. Marquez has 8 874 chicken in his poultry. Only 4 322 lay eggs. How many
chicken do not lay eggs?

____________________3. Last year, Miss Thea’s monthly salary was ₱32 500. This year her salary is ₱35
350. Find the amount of her increase in salary.

____________________4. Paul ordered rice at ₱2 200 per sack. He paid ₱4 500 to the seller for 2 sacks of
rice. How much is the change?

____________________5. A group of pupils helped distributed 7 685 bags of goods to victims of earthquake.
If there were originally 2 groups of donations with 4 100 bags from the first group and 5 023 bags for the
second group, how many bags still need to be distributed?

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 15: Module 15(a): Subtracting Mentally 1 to 2 Digit Numbers

I. Learning Competency
Subtracts mentally the following numbers using appropriate strategies:

II. Objectives:
Subtract mentally 1 to 2-digit numbers without and with regrouping using appropriate strategies.

III. Key Concept

IV.Activities
A.Direction: Without using pen and paper, subtract mentally the numbers below.

1 2 3 4 5

6 7 8 9 10

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
Module 15: Module 15(a): Subtracting Mentally 1 to 2 Digit Numbers

A.Direction: Read the problem below. Then without using pen and paper, solve the problem by mentally
subtracting the given numbers. Write your answer on the blank.

__________1. Mother bought 52 eggs to be used in baking cake for RJ’s birthday. If she fried 8 eggs for
breakfast, how many eggs were left?

__________2. Rey gathered 38 seashells while the family is having a picnic in the beach. He gave 15 shells to
her daughter. How many shells were left?

Direction: Study the table. Answer the following questions that follows. Write your answer on the blank
before each number.

Table of fruits harvested in a farm.

__________1. How many Apple Mangos are there if there are 23 Carabao Mangos?

__________2. How many Latundan are there if there are 18 Lakatan bananas?

__________3. How many fruits are left when 23 Carabao Mangos were sold?

__________4. How many fruits are left when 18 Lakatan were sold?

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810
 Learning Activity Sheet in Mathematics 3
First Quarter
Module 15(b): Subtracting Mentally 2 to 3 Digit Numbers

I. Learning Competency
Subtract mentally 2 to 3– digit numbers with multiples of hundreds without and with regrouping

II. Objectives:
Subtract mentally 2 to 3– digit numbers with multiples of hundreds without and with regrouping

III. Key Concept

In subtracting 2 to 3-digit numbers without regrouping mentally:
Subtract by digit. This works well when we subtract without regrouping. This method is also called the basic
rule of subtraction. Simply align the digits under the column of ones, tens, hundreds and thousands then
subtract digit by digit.
When subtracting 2 to 3-digit numbers with regrouping mentally:
Add up to the subtrahend.
 Add up to the subtrahend to reach the nearest hundreds or tens and keep on adding up by hundreds or tens
until reaching the minuend.
 Get the total of the numbers being added up.
 The numbers you added up to reach the minuend is actually the difference.
Subtract by hundreds and tens.
 Express the given numbers in hundreds and tens.
 Subtract the hundreds then tens.

IV.Activities
Directions: Find the difference using mental computation.
1. 300 – 88 = ____________
2. 350 – 95 = ____________
3. 62 – 19 = ____________
4. 100 – 55 = ____________
5. 700 – 516 = ____________
6. 200 – 120 = ____________
7. 500 – 270 = ____________
8. 65 – 45 = ____________
9. You have 70 marbles. You gave away 28 marbles to your friends. How many marbles do you have left?
__________
10. You need to save 250 pesos to buy your mother a birthday present. You already have 120 pesos. How much
more do you need to save? __________

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
 Module 15(b): Subtracting Mentally 2 to 3 Digit Numbers

Directions: Pair numbers from Column A to Column B that will give a difference of 15.
List the pair of numbers inside the box.

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheet in Mathematics 3

First Quarter
Module 16: Solving Problems Involving Subtraction

I. Learning Competency/II.Objective
Solve routine problem in subtraction with addition including money using appropriate solving strategies.

III. Key Concept

Steps in solving problem:
 Read and understand the problem.
a. Know what is asked
b. Know the given
 Plan what to do.
a. Identify the operation to be used
b. Give the number sentence
 Solve the problem.
a. Do the required operation
 Check the answer.
a. Do the reverse operation

IV.Activities
Directions: Solve the following problem using the steps in solving problem.
1. In a class of 42 pupils, 39 were present. How many were absent?
A. Understand:
a. What is asked?

_________________________________________________________________________________________

b. What are given?

_________________________________________________________________________________________

B. Plan:
a. What operation to be used?

_________________________________________________________________________________________

b. What number sentence can you make?

_________________________________________________________________________________________

C. Solve:
a. Answer the number sentence:

_________________________________________________________________________________________

2. There are 2 790 pupils enrolled in a school year. Before the classes start, there were 986 enrolled boys and
another 543 boys enrolled during and after the first day of classes. How many girls are enrolled?
A. Understand:
a. What is asked?

_________________________________________________________________________________________

b. What are given?

_________________________________________________________________________________________

B. Plan:
a. What operation to be used?
_________________________________________________________________________________________

b. What number sentence can you make?

_________________________________________________________________________________________

C. Solve:
a. Answer the number sentence:

_________________________________________________________________________________________

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Performance Task in Mathematics 3

First Quarter
Module 16: Solving Problems Involving Subtraction

Directions: Solve the following word problem using the steps in solving problems.
1. Lenna was able to save ₱125.00 from her daily allowance. She wants to buy a wristwatch that cost₱9
315. How much more she needs to save so that she can buy the wristwatch?
A. Understand:
a. What is asked?

_________________________________________________________________________________________
b. What are given?

_________________________________________________________________________________________
B. Plan:
a. What operation to be used?

_________________________________________________________________________________________
b. What number sentence can you make?

_________________________________________________________________________________________
C. Solve:
a. Answer the number sentence:

_________________________________________________________________________________________

2. Rebecca planted 6 732 pechay seedlings. Six hundred twenty-one of the seedlings were destroyed by
the animals. How many pechay seedlings were Rebecca expect to grow?
A. Understand:
a. What is asked?

_________________________________________________________________________________________
b. What are given?

_________________________________________________________________________________________
B. Plan:
a. What operation to be used?

_________________________________________________________________________________________
b. What number sentence can you make?

_________________________________________________________________________________________
C. Solve:
a. Answer the number sentence:

_________________________________________________________________________________________

ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature