NLC Math 3 Consolidation WS v.1
NLC Math 3 Consolidation WS v.1
NLC Math 3 Consolidation WS v.1
Mathematics
Consolidation Camp
Learner’s Workbook
Consolidation Learning Camp
Learner’s Workbook
(English Version)
Mathematics Grade 3
i
Table of Contents
ii
Day 8: Lesson 8 ...................................................................................... 36
Solves Routine and Non-routine Problems Involving Subtraction of
Whole Numbers Including Money using Appropriate Problem-
Solving Strategies and Tools.
iv
Mathematics Grade 3 Worksheet 1
Identifying Odd and Even Numbers
1
Component 2: Lesson Purpose
Time: 5 mins.
- Who are the two brothers who will share the chores?
- How many chores did mother give them to share?
- Do you think they can split the chores evenly? Why or why not?
2
-What if mother gave them 8 chores to share, could they split it
evenly? Why or why not?
Activity 4B:
Roll, Add and Swift Game
Directions:
You will be divided into three groups; members of each group
will
take turn in rolling the dice twice then carefully add the
numbers together. After getting the result, determine if the sum
is an ODD or EVEN. The group that will get the highest correct
answer wins the game.
3
Activity 4C:
Odd and Even Flower Garden
Directions:
Look at the numbers at the center of the flower. Color the center
flower yellow if it is an odd number, and color the center flower
orange if it is even number.
4
Component 5: Lesson Conclusion
Time: 5 mins.
Q3. What new concept or skill did you learn from the lesson?
Q4. After working together with your classmates, did you find it
easier
to understand the lesson? How did collaborating with them
help
you?
Q5. If numbers are grouped according to qualities, should
people be grouped based on qualities too? Why or why
not?
5
Mathematics Grade 3 Worksheet 2
Represents, compares and arranges dissimilar fractions in increasing
or decreasing order
1 2
2. ___
2 10
2 2
3. __
2 8
5 4
4. __
7 9
4 6
5. __
7 9
1 1 3
2 4 8
6
A. Now, arrange the following.
1 1 3
1. , , __________________ ascending order.
2 4 8
1 1 3
2. , , __________________ descending order
2 4 8
5 9 8 7
B. Arrange the fractions , , and in ascending order.
16 16 16 16
C. Linda is measuring sugar for the three kinds of pastries she will
baking.
2
cups for the eggpie
3
3
cups for the chocolate cake
4
1
cups for the banana cake
2
¾ ½ 5/8 ¼
3 1 5 1 3
4 2 8 4 8
7
3 2 4
2. Arrange the fractions , , in descending order.
5 3 7
3. Arrange the following fractions in descending order of magnitude.
3 5 4 2
4 8 6 9
Activity 4A
17 17 17 17
1. Arrange the following fractions in ascending order: , , , .
3 11 9 15
17 17 17 17
a)
15 11 9 3
17 17 17 17
b)
11 15 19 3
17 17 17 17
c)
15 11 9 3
17 17 17 17
d)
3 11 9 15
8
Activity 4B
3 5 1 2
1. There are four different fractions: .
4 6 3 5
Arrange these fractions in descending order.
5 1 2 3
a)
6 3 5 4
5 3 1 2
b)
6 4 3 5
5 2 3 1
c)
6 5 4 3
5 3 2 1
d)
6 4 5 3
Order the following fractions from least to greatest. Write the answer
in the answer sheet.
10 4 4
2.
4 6 8
9 9 9
3.
14 10 16
4 4 4
4.
12 9 10
3 1 2
5.
7 14 6
Activity 4C
A. Arrange the group of fractions in descending order:
5 4 3 1
1. .
6 8 4 5
2 3 1 3
2.
8 10 2 5
9
1 1 1 1
3.
5 10 2 7
3 15 9 5
4. .
11 11 11 11
10
Mathematics Grade 3 Worksheet 3
Visualizing and representing fractions that are equal to one and
greater than one using regions, sets and number line.
1.
2.
3.
4.
5.
11
Why do we like eating watermelon during hot days? What are the
health benefits we can get from eating watermelon?
A. B. C.
12
4. A fraction greater than one is a fraction where its numerator is
greater than its denominator. Which among the illustrations
shows fraction greater than one?
A. C.
B.
Last Sunday, the Briones family had an outing. While on their way to
the resort, they passed by a watermelon vendor and bought 2 whole
watermelons. Upon arriving in the resort, mother cut the watermelons
into 8 equal parts each and chilled them in the refrigerator.
After some time, Andrei, the eldest son took 6 slices of the watermelon
and together with his two sisters they all eat the 6 slices. Since it was a
hot day, he went back to the refrigerator and ate two more slices.
After a while, their cousins arrived, and 6 slices were served and were
all eaten by them.
What portion of the watermelon was eaten by the siblings? What
portion of the watermelon were taken from the refrigerator?
13
Activity 4B
Answer the following questions. Write your answer on the answer
sheet.
Activity 4C
5 5 5
_____________ 1. A. B. C.
6 2 1
1 8 8
_____________ 2. A. B. C.
8 8 1
5 2 1
_____________3. A. B. C.
5 10 5
14
1 5 5
_____________4. A. B. C.
6 6 3
12 12 12
_____________5. A. B. C.
2 6 12
15
4. Which of the following shows fraction equal to one?
A.
B.
C.
0 1 2
1 5 5
A. B. C.
2 10 5
With your partner, identify the fraction being described then illustrate
using any of the following: regions, set or number line.
1. It is a fraction equal to one. Its denominator is 7, what is it?
2. It is a fraction greater than one. Its denominator is 6 and its
numerator is 7, what is it?
3. It is a fraction that shows 9 of 5 equal parts, what is it?
4. It is a fraction equal to one. Its numerator is 9, what is it?
5. It is a fraction that shows 10 of 7 equal parts, what is it?
16
Component 5: Lesson Conclusion
Time: 5 mins.
▪ How can you show fraction that is equal to one and fraction
greater than one using regions, set and number line?
▪ Work with your group and give examples of fractions equal to one
and fraction greater than one and illustrate using regions, set and
number line.
17
Mathematics Grade 3 Worksheet 4
Reading and Writing Fractions Equal to One and Greater than One in
Symbols and in Words
18
Component 3: Lesson Language Practice
Time: 5 mins.
7
1. The shaded fraction above is , and the fraction is greater than
4
one.
16
3. The fraction is written in symbol.
10
A. figure/number
B. word
C. drawing
19
Component 4: Lesson Activity
Time: 25 mins.
We see:
𝟕
We read:
𝟔
Component 4B
▪ After reading, answer the questions below.
1. How many hearts did they color?
2. What do you call the number above the bar line?
3. How about the number below the bar line?
4. How do you write a fraction in symbol? in words?
5. What can you say about the numerator and the denominator
of a fraction equal to one and greater than one?
Component 4C
Activity 1: Game
1. Shuffle the cards and place them on the pocket chart or tape it
on the board facing down.
2. Divide the class into two groups. At the teacher’s signal, a player
from each group chooses 2 cards and match them, the player
keeps the matched cards. Otherwise, the player puts back the
cards into their original position. The group with the greatest
number of matched cards wins.
20
Example:
𝟕
𝟐 Seven-halves
𝟏𝟐
Twelve-twelfths
𝟏𝟐
Activity 2
Directions: Encircle the letter of the correct answer.
10 9 8 7
A. B. C. D.
5 5 5 5
A. C.
B. D.
9 7 9 6
A. B. C. D.
4 4 9 4
21
9
4. How is written in words?
4
A. Four-fourths
B. Five-fourths
C. Seven-fourths
D. Nine-fourths
12
A.
12
11
B.
12
9
C.
12
13
D.
12
22
Mathematics Grade 3 Worksheet 5
Determines the missing term/s in each combination of continuous and
repeating pattern.
(M3AL-IIIi-4)
1.) ___, ___, ___, 40, 50, ___, ___, 80, 90, 100
2.) 3, 6, 9, ___, ___, 18, 21, 24, 27, ___, ___, ___
4.) ___, ___, 12, 16, 20, ___, 28, 32, ___, ___
ACTIVITY #2:
DIRECTIONS: Identify the missing term in every pattern. Write or draw your
answer on the blank.
1. 1 4 7 _____ 13 _____
2. 2 _____ 6 _____ 10
3. 5 10 _____ 25 _____
23
Component 3: Lesson Practice
Time: 5 mins
ACTIVITY #3:
DIRECTIONS: Write on the blank the missing figure to form the pattern.
1.
____________
2.
____________
3. _____________
4.
5.
ACTIVITY #4
DIRECTIONS: Write the missing term to complete the pattern.
1. AA BB _____ DD EE
2. 33 66 _____ 1212 1515
3. 9 7 5 _____ 7 _____
4. CAT DOG CAT _____ _____
5. 1A 2B _____ 4D 5E
24
ACTIVITY #5:
DIRECTIONS: Create a pattern using the given condition below.
1. The number is 1 then increase the next numbers by 5.
2. The number is 100 then decrease the next numbers by 10.
3. The number is 50 then increase by 5 until it reaches 80.
ACTIVITY #6:
DIRECTIONS: Read each item carefully. Choose the letter of the
correct answer.
1. Fill in the blank: 5, 10, 15, __, 25
A. 18
B. 20
C. 21
D. 25
2. What comes next in the pattern: Sun, Moon, Sun, Moon, __?
A. Stars
B. Planets
C. Sun
D. Moon
25
4. What comes next in the pattern: January, February, March, __?
A. April
B. May
C. June
D. July
26
Mathematics Grade 3 Worksheet 6
Adds 3 - to 4 -digit numbers up to three addends with sums up to 10
000 without and with regrouping
1) 53 + 14 =
2) 44 + 12 =
3) 23 + 16 =
4) 19 + 21 =
5) 28 + 10 =
27
Activity 3: Lesson Language Practice
28
Activity 4: Lesson Activity
Activity 4A: Reading the Text
Days Number of
Passengers
Friday 3 205
Saturday 3 142
Palm Sunday 2 122
Activity 4B
A) 3 205
B) 3 142
C) 2 122
A) 2 122
B) 3 205
C) 3 142
29
3. How many passengers left on a Palm Sunday before Holy
Week?
A) 3 142
B) 2 122
C) 2 205
4.On which day did the least number of passengers leave before
Holy Week?
A) Friday
B) Saturday
C) Palm Sunday
A) Friday
B) Saturday
C) Palm Sunday
A) 8 469
B) 8 459
C) 8 449
A) 9 295
B) 9 395
C) 9 495
30
Activity 4C
Directions: Complete the puzzle. Solve for the sum and write your
answers in the corresponding boxes.
7 5
31
Activity 5: Lesson Conclusion
Time: 5 mins
32
LEARNING ACTIVITY SHEET 7
33
Activity 2: Let’s Dig Deeper
Objective: To develop a deep understanding of subtracting
3- to 4-digit numbers with or without regrouping.
Materials: Learning Activity Sheets
Duration: 10 minutes
34
Directions: Perform the indicated operation using concrete objects.
1) 989 – 857 = _____
2) 7,589 –3,457 = _____
3) 245 – 169 = _____
4) 9,002 – 7,681 = _____
5) 1,000 – 893 = _____
35
LEARNING ACTIVITY SHEET 8
36
Instructions: Try to answer the following by using/applying
the things or skills you already know.
Task 1: Mariel has 320 cm of ribbon, and she used 185 cm of it for
her first project. She will use the remaining ribbon for her second
project.
Questions
1. How long was Mariel’s ribbon before she used it?
2. What is the length of the ribbon she used for her first project?
3. How long is left for her second project?
Task 2: Belle bought a pair of socks worth ₱ 169 and a set of
handkerchiefs worth ₱ 245. She hands in ₱ 500 to the cashier.
Questions
1. What is the total amount of items she bought?
2. How much change will she receive from the cashier?
37
2) Leila has 480 cm of ribbon, and she used 265 cm of it in the first
table. She will use the remaining ribbon for the second table.
a. How long was Leila’s ribbon before she used it?
b. What is the length of the ribbon she used for the first table?
c. How long is left for the second table?
38
LEARNING ACTIVITY SHEET 9
39
Activity 2: Let’s Dig Deeper
Objective: To develop a deep understanding of solving
problems involving subtraction.
Materials: Learning Activity Sheets
Duration: 10 minutes
Task 1: Teacher Vina told her pupils to give the product using any
method they had learned in the previous grade level.
a) 234 × 2 c) 43 × 22
b) 234 × 6 d) 85 × 67
Questions
1) Give the product of each item using the method that you have
learned in the previous year.
2) Which method among the methods that you used can give you
the answer faster/est?
Task 2: Teacher Rhea told her pupils to multiply these numbers with
or without using scratch paper.
I. a) 584 × 10 b) 584 × 100 c) 584 × 1000
II. a) 42 × 20 b) 42 × 200 c) 42 × 2000
III. a) 458 × 30 b) 458 × 300 c) 458 × 3000
Questions/Instructions
1. Give the product of each item?
2. What pattern have you observed in multiplying a number by 1, 10,
100, and 1000?
3. What pattern have you observed in multiplying a number by 2, 20,
200, and 2000?
4. What if the number of zeroes will increase? What do you think will
happen to the product?
40
Reflection: Do you think your previous knowledge can be
applied to this new one?
41
LEARNING ACTIVITY SHEET 10
Learning Area: Mathematics Quarter:
Week: Day:
Solves Routine and Non-routine Problems Involving Multiplication without
Lesson Title/
or with Addition and Subtraction of Whole numbers including money
Topic: using appropriate problem-solving strategies and tools.
Name: Grade & Section: 3
42
Activity 2: Let’s Dig Deeper
Objective: To develop a deep understanding of multiplying
numbers with or without addition and subtraction.
Materials: Learning Activity Sheets
Duration: 10 minutes
Questions
1. How much should MJ pay for 5 apples?
2. How much should MJ pay for 4 oranges?
3. How much should MJ pay for all the fruits he bought?
4. If you buy 15 apples, how much would you pay?
5. If you buy 20 oranges, how much would you pay?
Task 2: On a farm, there are cows and hens. Each cow has 4 feet,
and each hen has 2 feet.
Questions
1. What is the total number of cow’s feet if there are 8 cows?
2. What is the total number of hen’s feet if there are 12 hens?
3. Count the total number of feet in the farm if there are 8 cows and
12 hens
43
4. The total number of cows and hens on the farm is 15, and the total
number of feet of cows and hens is 42. How many cows and hens
are there?
44
LEARNING ACTIVITY SHEET 11
45
Activity 2: Let’s Dig Deeper
Objective: To deeply understand dividing numbers up to
100 by 6, 7, 8, or 9.
Materials: Learning Activity Sheets
Duration: 10 minutes
Task 1: Jboy will share 18 marbles and 6 of his friends want to have
it.
Questions
1. Using 18 real marbles, show the number of marbles that each of
his friends will get if all of them will get an equal number of
marbles.
2. Using the multiplication table, how many marbles will each of
his friends get if all of them will equal number of marbles?
Question:
Can you answer the same questions so that we can compare
our answers with Alyssa?
46
Activity 3: Test time!
Objective: To divide numbers up to 100 by 6, 7, 8, or 9.
Materials: Learning Activity Sheets
Duration: 10 minutes
47
LEARNING ACTIVITY SHEET 12
Learning Area: Mathematics Quarter:
Week: Day:
Visualizes division of numbers up to 100 by 6, 7, 8, and 9 (multiplication
Lesson Title/
table of 6, 7, 8, and 9).
Topic:
Name: Grade & Section: 3
48
Activity 2: Let’s Dig Deeper
Objective: To deeply understand basic division facts.
Materials: Learning Activity Sheets
Duration: 10 minutes
15 ÷ 1 = 0÷8 = 12 ÷ 12 =
37 ÷ 1 = 0÷9 = 35 ÷ 35 =
Questions
1. What do you observe in column 1?
2. What do you observe in column 2?
3. What do you observe in column 3?
4. Using your observation, answer the following.
a. 0 ÷ 859 =____ b. 10,235 ÷ 10,235 = ____ c.98 ÷ 1 =____
49
Task 2: Nick and Vince were tasked to answer 35 ÷ 7 and to show
their solutions on the board.
Nick’s solution: Since, 7 × 5 = 35, then 35 ÷ 7 = 5.
Vince’s solution: Using repeated subtraction,
35 – 7 = 28
28 – 7 = 21
21 – 7 = 14
14 – 7 = 7
7–7=0
Questions:
1. What can you say about Nick’s solution?
2. What can you say about Vince’s solution?
3. Can you compare their solutions? Which one is easier? Which
one is faster?
50
Activity 3: Test Time!
Objective: To divide numbers up to 100 by 6, 7, 8, or 9.
Materials: Learning Activity Sheets
Duration: 10 minutes
2. How many 12’s should you subtract from 60 until you reach zero?
51
LEARNING ACTIVITY SHEET 13
52
Activity 2: Let’s Dig Deeper
Objective: To deeply understand dividing numbers.
Materials: Learning Activity Sheets
Duration: 10 minutes
Task 1: Teacher Tin told her pupils to divide each of the following
using any method they had learned in the previous lessons.
a) 86 ÷ 2 c) 72 ÷ 6 e) 21 ÷ 8 g) 296 ÷ 8
b) 396 ÷ 3 d) 84 ÷ 12 f) 38 ÷ 12 h) 545 ÷
15
Questions
1) If you are a pupil of teacher Tin, what will be your answer to
each of the given item?
2) Are there any items having remainders? What are they?
3) Is it possible to have a remainder that is greater than the
divisor?
Task 2: Teacher Flor told her pupils to divide these numbers with or
without using scratch paper.
a) 580 ÷ 10
b) 900 ÷ 100
c) 673 ÷ 10
d) 759 ÷ 100
Questions:
1) Can you give the answer mentally?
2) If you were able to do it, how did you do it?
53
Reflection: Do you think your previous knowledge can be
applied to this new one?
54
Mathematics Grade 3 Worksheet 14
Recognizes and Draws a Point, Line, Line Segment, and Ray
PAUNANG PAGSUSULIT
Panuto: Gamitin ang mga ibinigay na larawan sa ibaba upang
sagutin ang mga sumusunod na tanong. Isulat ang titik ng tamang
sagot sa patlang.
Kagamitan: Learning Activity Sheets
Oras: 7 minuto
G
a. c.
R
Larawan 1 Larawan 3
G
G
b. d.
R R
Larawan 2 Larawan 4
55
Bahagi ng Araling 3: (Pagsasanay sa Wika ng Aralin)
Panuto: Punan ang mga patlang. Isulat ang point, line, line
segment, o ray upang makumpleto ang pangungusap.
56
Bahagi ng Araling 4: (Gawain sa Aralin)
ACTIVITY 4A&B: NAME IT, SAY IT
Layunin: Upang makapagbigay ng kaalaman at pag-unawa sa
mga mahahalagang konsepto ukol sa pagkilala at pagguhit ng
points, line, line segment, at ray.
1. 2. 3. 4. 5.
R Y A S
L
E
M X A
57
B. Pangalanan ang hinihingi sa bawat larawan.
A
1. Pangalanan ang iba’t ibang points at rays sa larawan. T
Points: __________________________
Rays: ___________________________ H
M
A R
2. Pangalanan ang iba’t ibang line segments
sa larawan.
Line Segments: __________________ C E
L
E
3. Pangalanan ang iba’t ibang lines sa larawan.
Lines: ___________________________
V
O
58
Mathematics Grade 3 Worksheet 15
Recognizes and Draws Parallel, Intersecting, and Perpendicular Lines
BALIK-ARAL
Panuto: Pagmasdan ang larawan sa ibaba. Sagutin sa pamamagitan
ng paglalagay ng tsek sa angkop na kahon kung ang mga sumusunod
na pahayag ay TAMA o MALI.
Kagamitan: Learning Activity Sheets
Oras: 7 minuto
2. ⃡⃗⃗⃗
𝐼𝐻 is a line segment.
3. •A is a point.
4. 𝐽𝐸
̅̅̅ is a ray.
5. 𝐴𝐼
⃗⃗⃗⃗ is a point.
59
Bahagi ng Araling 3: (Pagsasanay sa Wika ng Aralin)
60
Bahagi ng Araling 4A&B: Gawain sa Aralin
ACTIVITY 4A&B: NAME IT, SAY IT
Layunin: Upang makapagbigay ng kaalaman at pag unawa sa mga
mahahalagang konsepto hinggil sa pagkilala at pagguhit ng mga
parallel, intersecting, and perpendicular lines.
Kagamitan: Learning Activity Sheets
Oras: 10 minuto
Panuto: Tukuyin kung ang mga ibinigay na bagay ay kumakatawan sa
isang parallel, intersecting, o perpendicular line. Isulat ang iyong sagot
sa loob ng kahon.
61
Gawain 4C
Layunin: Makilala at maiguhit ang mga parallel, intersecting, at
perpendicular lines.
Kagamitan: Learning Activity Sheets
Duration: 10 minuto
1. 𝐻𝑇
⃡⃗⃗⃗⃗ and 𝐴𝑇
⃡⃗⃗⃗⃗ are ____________________ lines.
2. 𝑀𝐻
⃡⃗⃗⃗⃗⃗ and 𝐴𝑇
⃡⃗⃗⃗⃗ are ____________________ lines.
3. 𝑀𝐻
⃡⃗⃗⃗⃗⃗ and 𝐻𝐴
⃡⃗⃗⃗⃗ are ____________________ lines.
4. 𝐻𝐴
⃡⃗⃗⃗⃗ and 𝐴𝑇
⃡⃗⃗⃗⃗ are ____________________ lines.
5. 𝑀𝐻
⃡⃗⃗⃗⃗⃗ and 𝐻𝑇
⃡⃗⃗⃗⃗ are ____________________ lines.
62
B. Itugma ang ibinigay na pahayag sa Hanay A sa larawan na
kinakatawan nito sa Hanay B.
COLUMN A COLUMN B
L
1. Line CU is parallel to line TE.
V E
F
I
C T
3. Line FI is intersecting to line NE.
U E
N
I
C
5. Line LI is intersecting to line FE.
R E
63
Mathematics Grade 3 Worksheet 16
Visualizes, Identifies, and Draws Congruent Line Segments
BALIK-ARAL
Panuto: Tukuyin kung ang mga ibinigay na pares ng mga linya ay
parallel, intersecting, o perpendicular. Isulat ang iyong sagot sa loob ng
kahon.
Kagamitan: Learning Activity Sheets
Oras: 7 minuto
64
Bahagi ng Araling 3: (Pagsasanay sa Wika ng Aralin)
65
Bahagi ng Araling 4A&B: Gawain sa Aralin
1. _______________________________________
2. _______________________________________
3. _______________________________________
66
Bahagi ng Araling 4C: Gawain sa Aralin
ACTIVITY 4C
Layunin: Makilala at maiguhit ang congruent line segments.
Kagamitan: Learning Activity Sheets
Oras: 10 minuto
Directions:
Panuto: A. Gamitin ang figure sa ibaba. Isulat ang YES kung
magkatugma ang mga segment ng linya at NO kung hindi.
__________ 1. 𝐿𝐼
̅ ≅ ̅̅̅̅
𝐸𝑁 __________ 4. 𝑁𝐼
̅̅̅̅ ≅ 𝐸𝐿
̅̅̅̅
__________ 2. 𝐿𝐸
̅̅̅̅ ≅ ̅
𝐿𝐼 __________ 5. 𝐼𝐿
̅ ≅ 𝐼𝐸 ̅̅̅
__________ 3. ̅̅̅
𝐼𝐸 ≅ ̅̅̅̅
𝐿𝑁
67