3

Mathematics
Quarter 2 – Module 4(d):
Multiplying 1- to 2-Digit Number
by 1 000

CO_Q2_Math 3_ Module 4(d)

Mathematics – Grade 3
Alternative Delivery Mode
Quarter 2 – Module 4d: Multiplying 1- to 2-Digit Number by 1 000
First Edition, 2020

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Published by the Department of Education

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Undersecretary: Diosdado M. San Antonio

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Author: Carmensita Tero
Editors: Arnel S. Zaragosa, Jeremias C. Ceniza, Elma C. Prudente,
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 3

Mathematics
Quarter 2 – Module 4(d):
Multiplying 1- to 2-Digit Number
by 1 000
Introductory Message
This Self-Learning Module (SLM) is prepared so that you, our dear learners, can
continue your studies and learn while at home. Activities, questions, directions,
exercises, and discussions are carefully stated for you to understand each
lesson.

Each SLM is composed of different parts. Each part shall guide you step-by-step
as you discover and understand the lesson prepared for you.
Pre-tests are provided to measure your prior knowledge on lessons in each SLM.
This will tell you if you need to proceed on completing this module or if you need
to ask your facilitator or your teacher’s assistance for better understanding of
the lesson. At the end of each module, you need to answer the post-test to self-
check your learning. Answer keys are provided for each activity and test. We
trust that you will be honest in using these.
In addition to the material in the main text, Notes to the Teacher are also
provided to our facilitators and parents for strategies and reminders on how
they can best help you on your home-based learning.
Please use this module with care. Do not put unnecessary marks on any part of
this SLM. Use a separate sheet of paper in answering the exercises and tests.
And read the instructions carefully before performing each task.
If you have any questions in using this SLM or any difficulty in answering the
tasks in this module, do not hesitate to consult your teacher or facilitator.
Thank you.
 What I Need to Know

This module was designed and written with you in mind. It is

here to help you master on multiplying 1- to 2-digit numbers by
1000. The scope of this module permits it to be used in many
different learning situations. The language used recognizes your
diverse vocabulary backgrounds. The lessons are arranged to
follow the standard sequence of the course but the order in which
you read them can be changed to correspond with the Grade 3
Mathematics learning materials you are using.

After going through this module, you are expected to:

• Multiplies 1- to 2- digit numbers by 1000.

Enjoy your journey. Good luck!

What I Know

Direction: A. Find the product. Circle the letter of the correct

answer.

1. 3 x 1000
a. 300 b. 3000 c. 30 000 d. 300 000

2. 6 x 1000
a. 600 b. 6000 c. 60 000 d. 600 000

3. 46 x 1000
a. 4600 b. 46000 c. 460 d. 460 000

CO_Q2_Math 3_ Module 4(d)

4. 28 x 1000
a. 2800 b. 280 c. 280 000 d. 28 000

5. 78 x 1000
a. 780 b. 7800 c. 78 000 d. 780 000

Direction: B. Solve the following problems:

1. Manong Ben of Purok Mangga, Dawan, Mati City gathered 2

baskets of calamansi. Each basket has 1000 calamansi. How many
calamansi did he gather?

2. Uncle Felix, a farmer prepares 12 vegetable garden plots in our

school. How many vegetable seedlings will be needed if each plot
could plant 1000 seedlings?

Lesson
Multiplies 1 – to 2 – digit
1 numbers by 1000.

Problem 1:
To invite customers, Dawan Sari-Sari Store gives 1 000 shopping
points for every purchase of 1 pair of shoes. How many points will
you get if you buy 14 pairs?

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CO_Q2_Math 3_ Module 4(d)
 What’s In

Activity 2

Recall multiplying 2 – to 3 – digit by 10 or 100 and solve the

following.

a. 10 x 34 = _________

b. 100 x 567 = _________

c. 10 x 56 = ___________

d. 100 x 239 = _________

e. 10 x 76 = ___________

What’s New

To solve Problem 1, answer the following questions.

1. How many points are given by Dawan Sari- Sari store for
every purchase of one pair of shoes? _____________

2. How many points will you get if you buy 14 pairs? _______
The mathematical sentence formed is 1000 x 14 = n.
To find the answer, we count by 1000s applying two methods
the long method and the short method.

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CO_Q2_Math 3_ Module 4(d)
A. Long Method

Step 1. 1000 multiply 1000 by 4

x 14
4000

Step 2. 1000 multiply 1000 by 10

x 14
4000
10000

Step 3. add the partial product to get final product

x 14
4 000
+ 10 000
14 000
The invited customer got 14 000 points

B. Short Method

Using the number sentence: 1 000 x 14 = n

Step 1. Count how many zeros are there in 1 000? 3
Step 2. Find the number to be multiplied to 1 000. 14
Step 3. Add the number of zeros to the number to be multiplied to
1000. 14 000

Answer: The invited customers get 14 000 points.

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CO_Q2_Math 3_ Module 4(d)
 What is It

Direction: Study the card then answer the questions below.

Activity card #1

6 x 10 = 60
9 x 10 = 90
12 x 10 = 120
23 x 10 = 230

Questions:
1. How many zeros are there in each factor? _________
2. How about the zeros in the product? _________
3. Do they have the same number of zeros? __________

Notice that when multiplying 1 to 2-digit number by 10, just add

zero to the number.

Activity card # 2

7 x 100 = 700
8 x 100 = 800
32 x 100 = 3 200
45 x 100 = 4 500

Questions:
1. How many zeros are there in each factor? _______
2. How about the zeros in each product? ________
3. Are the number of zeros in the factors the same with the
number of zeros in the product? _________

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CO_Q2_Math 3_ Module 4(d)
Notice that when multiplying 1 to 2-digit number by 100, just add 2
zeros to the number.

Activity card # 3

4 x 1000 = 4000
5 x 1000 = 5000
33 x 1000 = 33000
68 x 1000 = 68000

Questions:
1. How many zeros are there in each factor? _______
2. How about the zeros in each product? _________
3. Are the number of zeros in the factors the same with the
number of zeros in the product? ________

Notice that when multiplying 1- to 2-digit number by 1000, just add

3 zeros to the number.

What’s More

Activity 2
Direction: Solve the following exercises.
1. 1000 2. 1000 3. 1000 4. 1000 5. 19
x 2 x 8 x 20 x 32 x 1000

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CO_Q2_Math 3_ Module 4(d)
Activity 3
Direction: Solve each problem:

1. There are 1000 handbags. If each bag contains 25 peanuts,

how many peanuts will there be in all?
2. Jack delivered 35 kilograms of fish to each of his customers. If
he has 1000 customers, how many kilograms of fish does he
deliver in all?

What I Have Learned

How do we multiply 1– to 2 – digit numbers by 1000?

To multiply 1– to 2 – digit numbers by 1000, simply add three
zeros in the given 1– or 2 – digit number.

What I Can Do

Activity 4
Direction: A. Encircle the letter of the correct answer.

1. 19 multiplied by 1000 gives the product of ______

a. 190 b. 1900 c. 19 000 d. 190 000

2. 25 times 1000 equals ______

a. 250 b. 25 c. 2500 d. 25 000
3. 24 times 1000 = ______
a. 24 000 b. 24 c. 240 d. 2400

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CO_Q2_Math 3_ Module 4(d)
Direction: B. Solve the following word problem and write the
answer on the space provided.

1. Mary ordered 1000 boxes of Zest-O. Each box has 10 Zest-O.

How many Zest-O did she order? ___________

2. If there are 24 bottles in a case of coke, how many bottles will

there be in 1000 cases? __________

Assessment

Direction: A. Find the product. Write the answer on the blank.

1. 4 x 1000 = ________ 6. 6 x 1000 = ________
2. 3 x 1000 = ________ 7. 8 x 1000 = ________
3. 5 x 1000 = ________ 8. 12 x1000 = ________
4. 7 x 1000 = ________ 9. 39 x1000 = ________
5. 2 x 1000 = ________ 10. 46 x1000 = _______

Direction: B. Solve the problem and put your answer on the space
provided before the number.

_______1. There are 35 pupils in a class. Each pupil collected 1000

bottles of mineral water for their project. How many bottles did they
collect in all?

_______2. Mrs. Lagrama received 6 trays of eggs per box. How many
tray of eggs did she received if a company Van delivers 1,000 trays?

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CO_Q2_Math 3_ Module 4(d)
 Additional Activities

Question: Where does a Genie came from?

Direction: A. To know the answer, solve the following and write

the exact letter of the correct answer on the blank in order to
form the answer.

1. 1000 2. 1000 3. 1000 4. 1000 5. 1000

x 8 x 17 x 5 x 43 x 55

6. 1000 7. 1000 8. 1000 9. 1000

x 7 x 17 x 8 x 12

A- 17 000 C- 55 000 G- 5000

I- 43 000 P- 12 000 L- 7000
M- 8000

He came out of the M _____ ____ ____ ____ ____ A ____ ____!

Direction: B. Solve each problem and write your answer on the

space provided before the number.

________1. Aling Cora sells big watermelons in the market every

summer. If she can sell 23 watermelons in a day, how many
watermelons can she sell in 1000 days?

________2. Mang Mario can harvest 52 sacks of corn from his farm
a day, how many sacks of corn can he harvest in 1000 days?

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CO_Q2_Math 3_ Module 4(d)
CO_Q2_Math 3_ Module 4(d)
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What I Know What's In What’s More
Activity 2
A. a. 340
1. B 1. 2000
b. 56 700
2. B 2. 8000
c. 560
3. B d. 23 900 3. 20000
4. D e. 760 4. 32000
5. C
5. 19000
Activity 3
B.
1. 25000
1. 2000
2. 15000 2. 35000
Additional Activity
What I Can Do Assessment
A. A.
Activity 4
A. MAGIC LAMP!
1. 4000 6. 6000
1. C
2. D 2. 3000 7. 8000 B.
3. A
3. 5000 8. 12000 1. 23000
B. 4. 7000 9. 39000 2. 52000
1. 10000
5. 2000 10. 46000
2. 24000
B.
1. 35000
2. 85000
Answer Key
References
Lesson Guide in Elementary Mathematics Grade 3, pp. 202-203
Mathematics Teacher’s Guide in Grade 3, pp. 155-158
Mathematics Kagamitan ng Mag-aaral Sinugbuanong Binisaya,
pp. 140-142

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CO_Q2_Math 3_ Module 4(d)
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