NLC Math 3 Consolidation WS v.1

3
Mathematics
Consolidation Camp
Learner’s Workbook
Consolidation Learning Camp
Learner’s Workbook
(English Version)
Mathematics Grade 3
i
Table of Contents
Day 1: Lesson 1 ........................................................................................ 1

Identifying Odd and Even Numbers
Day 2: Lesson 2 ........................................................................................ 6

Represents, compares and arranges dissimilar fractions in
increasing or decreasing order
Day 3: Lesson 3 ...................................................................................... 11

Visualizing and representing fractions that are equal to one and
greater than one using regions, sets and number line
Day 4: Lesson 4 ...................................................................................... 18

Reading and Writing Fractions Equal to One and Greater than One
in Symbols and in Words
Day 5: Lesson 5 ...................................................................................... 23

Determines the missing term/s in each combination of continuous
and repeating pattern
Day 6: Lesson 6 ...................................................................................... 27

Adds 3 - to 4 -digit numbers up to three addends with sums up to 10
000 without and with regrouping
Day 7: Lesson 7 ...................................................................................... 33

Visualizes, Represents, and Subtracts 3-digit to 4-digit numbers
without and with regrouping
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.
Day 9: Lesson 9 ...................................................................................... 39

Multiplies Numbers:
a. 2- to 3-digit numbers by 1-digit numbers without or with
regrouping
b. 2-digit number by 2-digit numbers without or with regrouping
2- to 3-digit numbers by multiples of 10 and 100
Day 10: Lesson 10 .................................................................................. 42

Solves Routine and Non-routine Problems Involving Multiplication
without or with Addition and Subtraction of Whole numbers
including money using appropriate problem-solving strategies and
tools.
Day 11: Lesson 11 .................................................................................. 45
Visualizes division of numbers up to 100 by 6, 7, 8, and 9
(multiplication table of 6, 7, 8, and 9).
Day 12: Lesson 12 .................................................................................. 48

Visualizes division of numbers up to 100 by 6, 7, 8, and 9
(multiplication table of 6, 7, 8, and 9
Day 13: Lesson 13 .................................................................................. 52
Divides numbers without or with remainder:

a. 2- to 3-digit numbers by 1- to 2- digit numbers
b. 2- to 3-digit numbers by 10 and 100
iii
Day 14: Lesson 14 .................................................................................. 55
Recognizes and Draws a Point, Line, Line Segment, and Ray
Day 15: Lesson 15 .................................................................................. 59

Recognizes and Draws Parallel, Intersecting, and Perpendicular
Lines
Day 16: Lesson 16 .................................................................................. 64

Visualizes, Identifies, and Draws Congruent Line Segments
iv
Mathematics Grade 3 Worksheet 1
Identifying Odd and Even Numbers
Component 1: Lesson Short Review

Time: 5 mins
Let the learners sing the song using the tune of Twinkle Twinkle Little
Star.
Numbers dancing, big and Zero's special, stands alone,

small, Neither even, nor its own.
Some stand tall, some stand Count by twos, they skip and
short and fall. hop,
Which are even, which are odd, even numbers, never stop!
Let's sing a song and learn the
code! (Chorus)
If the last one ends in two, four,
(Chorus) six, or eight, even number,
If the last one ends in two, four, celebrate!
six, or eight, even number, If it ends in one, three, five, or
celebrate! seven, nine,
-What do you call the numbers that end with 0, 2, 4, 6, and 8?

-Can you give me a number that ends with 0? 2? 4? 6? 8?
-If we are going to divide it into 2, what do we get?
-What do you call the numbers that end with 1,3,5,7, and 9?
-Can you give me a number that ends with 1? 3? 5? 7? 9?
-If we are going to divide it into 2, what do we get?
1
Component 2: Lesson Purpose
Time: 5 mins.
Analyze the pattern and write the missing numbers.
1. 12, 16, 20, _____, _____

2. 20, 26, _____, 38, _____
3. 10, 20, 30, _____, _____
4. 51, 53, 55, _____, _____
5. 23, _____, 27, _____
Component 3: Lesson Language Practice

Time: 5 mins.
Supply a number that corresponds to what each item is asking for.
Write your answer on the blanks provided for each item.
Example: odd + even = _____
3 + 2 = 5 odd
1. odd + even = _____ example: ______

2. odd + odd = _____ example: ______
3. even + even = _____ example: ______
Component 4: Lesson Activity

Time: 25 mins.
Activity 4A:
Carefully read the situation below. Answer the following questions.
Rio and his brother Bill have 7 chores that mother gave to
share equally while she is at work. Can you split them evenly
without anyone doing half a chore?
- 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?
Try these out!

Directions: Based on the teacher’s class groupings, identify, and
classify the given numbers as ODD or EVEN.
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.
▪ Answer the following questions. Write your answer on the answer

sheet.
Q1. What is an even number? Odd number?
Q2. When can we say that a number is odd or even?
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
Represents, compares and arranges dissimilar fractions in increasing
or decreasing order

Time: 5 mins.
Compare the following fractions using <, > or =.

3 1
1. ___
3 3
1 2
2. ___
2 10
2 2
3. __
2 8
5 4
4. __
7 9
4 6
5. __
7 9

Time: 5 mins.
Slice a pizza, and we get fractions:
1 1 3
2 4 8
The top number says how many slices we have.

The bottom number says how many equal slices the whole pizza was
cut into.
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
Which recipe calls for the greatest amount of sugar?

___________________

Time: 5 mins.
1. Write these fractions in ascending order:
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

Time: 25 mins.
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
2-3. Arrange the given terms in ascending and descending order by

13 15 9 21 16 32
using the like fraction method.
4 6 8 9 5 3
Ascending order = ______________________
Descending order = ______________________
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
B. How do you arrange the fractions in ascending order:

3 4 5 1
?
4 9 8 5
How do we arrange a set of fractions in increasing or decreasing

order?
10
Visualizing and representing fractions that are equal to one and
greater than one using regions, sets and number line.

Time: 5 mins.
Give the equivalent fraction of each figure.
Figure Equivalent fraction
1.
2.
3.
4.
5.

Time: 5 mins.
Look at the picture.
Do you know what fruit is in the picture? Do you eat it?
11
Why do we like eating watermelon during hot days? What are the
health benefits we can get from eating watermelon?

Time: 5 mins.
Encircle the letter of the correct answer to each question.
For number 1-2, refer to the figure on the right.
1. The numerator is the part of a fraction being considered or

shaded. What number is the numerator in the given figure
above?
A. 3
B. 7
C. 10
2. Denominator refers to the portion of the fraction that names or

defines the whole. What number is the denominator in the given
figure above?
A. 3
B. 7
C. 10
3. A fraction equal to one is a fraction where its numerator is equal

to its denominator. Which illustration shows fraction equal to
one?
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.

Time: 25 mins.
Activity 4A: Reading the Text
Listen to your teacher as the story problem is read to the class.

Afterwards, you are going to read it.
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.
1. Who had an outing last Sunday?

2. What did they buy on their way to the resort?
3. How many whole watermelons did they buy?
4. What did mother do to the watermelons?
5. How many equal parts did mother slice on each
watermelon?
6. Who took 6 slices of the watermelons and shared them with
his sisters?
7. What is asked in the story problem?
Activity 4C
Activity 1: Identify the fraction of each illustration. Circle the letter of

the correct answer. Write on the blank before each number if it is a
fraction equal to one or fraction greater than one.
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
Activity 2: Read and answer each question.
1. What is the fraction name of the shaded parts? Explain.
2. Is the given figure below a fraction equal to one or fraction

greater than one? Why did you say so?
3. What is the fraction shown in the illustration below? Explain.
15
4. Which of the following shows fraction equal to one?
A.
B.
C.
5. What fraction is shown in the number line below?
0 1 2
1 5 5
A. B. C.
2 10 5
Activity 3: Guess what and draw.
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
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.
Group 1 and 4 – illustrate using regions.

Group 2 and 5 – illustrate using set.
Group 3 and 6 – illustrate using number line.
17
Reading and Writing Fractions Equal to One and Greater than One in
Symbols and in Words

Time: 5 mins
Who am I?
1) I am a fraction equal to one. My denominator is 5.
2) I am a fraction that shows 9 of 8 equal parts.
3) I am a fraction whose denominator is 4 and whose
numerator is 9.
4) I am a fraction which is neither less than 1 nor greater
than 1.
5) I am a fraction equal to one and my numerator is 10

Time: 5 mins
Look at the picture.
Rico cut a bibingka into 6 equal parts. He

gave 2 pieces to each of his 3 brothers.
What part did each one get?
1. Who cut a whole bibingka?

2. Into how many parts did he cut the bibingka?
3. What do you call each part?
4. How do you write the fraction in words? in symbols?
5. What parts were eaten by his brothers?
6. Write the fraction in symbol and in words.
18
Time: 5 mins.
Give the meaning of the underlined words. Encircle the letter of

the correct definition.
7
1. The shaded fraction above is , and the fraction is greater than
4
one.
A. The numerator is less than the denominator.

B. The numerator is equal to the denominator.
C. The numerator is greater than the denominator.
2. The figure on the below shows fraction equal to one.
A. The numerator is less than the denominator.

B. The numerator is equal to the denominator.
C. The numerator is greater than the denominator.
16
3. The fraction is written in symbol.
10
A. figure/number
B. word
C. drawing
19
Time: 25 mins.
Component 4A: Reading the Text

• Read and understand the problem.
Some pupils of Mrs. Santos have colored the set of hearts

during Valentine’s Day. How many hearts did the pupils color?
We see:
𝟕
We read:
𝟔
We write: seven- sixths.
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.
1. What is the symbol fraction of eight-fifths?
10 9 8 7
A. B. C. D.
5 5 5 5
2. Which fraction shows five- fourths?
A. C.
B. D.
3. Which fraction shows one whole or fraction equal to one?
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
5. What is twelve-twelfths in symbol?
12
A.
12
11
B.
12
9
C.
12
13
D.
12

Time: 5 mins
• Can fractions equal to one and greater than one be read
and written in symbols and in words? How are they read?
Written?
What is the relationship between the numerator and the
denominator of a fraction that is equal or greater than 1?
• Work in pairs with your classmates. Give examples of
fractions equal to one and fraction greater than one and
write them in words and in symbols.
▪ Show your outputs on the board.
22
Determines the missing term/s in each combination of continuous and
repeating pattern.
(M3AL-IIIi-4)

Time: 5 mins.
ACTIVITY #1:
DIRECTIONS: Complete the equation below by supplying the correct number.
1.) ___, ___, ___, 40, 50, ___, ___, 80, 90, 100
2.) 3, 6, 9, ___, ___, 18, 21, 24, 27, ___, ___, ___
3.) 5, ___, 15, ___, ___, 30, ___, ___, ___, 50
4.) ___, ___, 12, 16, 20, ___, 28, 32, ___, ___
5.) 7, ___, 21, ___, 35, 42, ___, 56, ___, 70
Component 2: Lesson Purpose / Intention

Time: 5 mins.
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 _____
4. 10 20 30 _____ _____ _____
5. 100 _____ 300 _____ 500 600
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.

Time 25 mins.
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.

Time: 5 mins.
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
3. What is the missing term in the pattern: 7, 14, 21, __, 35

A. 24
B. 28
C. 30
D. 42
25
4. What comes next in the pattern: January, February, March, __?
A. April
B. May
C. June
D. July
5. Fill in the blank: Cat, Dog, Cat, Dog, __

A. Rabbit
B. Fish
C. Cat
D. Dog
26
Adds 3 - to 4 -digit numbers up to three addends with sums up to 10
000 without and with regrouping
Activity 1: Lesson Short Review
Arrange in column and add.
1) 53 + 14 =
2) 44 + 12 =
3) 23 + 16 =
4) 19 + 21 =
5) 28 + 10 =
Activity 2: Lesson Purpose
Directions: Solve each addition equation below. Match the equation

with the puzzle piece that has the correct sum and find out the
inspiring message for you.
27
Activity 3: Lesson Language Practice
Directions: Look for some terms associated with addition.
28
Activity 4: Lesson Activity
Activity 4A: Reading the Text
Read and understand the problem.
On a weekend before Holy Week, people flocked by the thousands in

bus terminals in going home to their provinces. The table shows the
number of passengers who left on each day.
Days Number of
Passengers
Friday 3 205
Saturday 3 142
Palm Sunday 2 122
Activity 4B
Answer the following questions. Encircle the correct answer.
1. How many passengers left on a Friday before Holy Week?
A) 3 205
B) 3 142
C) 2 122
2. How many passengers left on a Saturday before Holy Week?
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
5. On which day did the greatest number of passengers leave

before Holy Week?
A) Friday
B) Saturday
C) Palm Sunday
6. What is the total number of passengers who left during the

weekend before Holy Week?
A) 8 469
B) 8 459
C) 8 449
7. If there’s an additional 826 passengers left on a Friday, how many

passengers left from Friday to Palm Sunday?
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
▪ If we change the order or groupings of the addends, can we get

a different sum?”
▪ What strategies should be followed when adding 3 - to 4 -digit

numbers up to three addends?
▪ What is the key skill required when adding 3 - to 4 -digit numbers

up to three addends?
▪ Why is it important to align numbers properly when adding 3 - to

4 -digit numbers up to three addends?
32
LEARNING ACTIVITY SHEET 7
Learning Area: Mathematics Quarter:

Week: Day:
Lesson Title/ Visualizes, Represents, and Subtracts 3-digit to 4-digit numbers without
and with regrouping.
Topic:
Name: Grade & Section: 3
Activity 1: Mind Check

Objective: To recall subtracting 1- to 2-digit numbers with or
without regrouping.
(Upang maalala ang
Materials: Learning Activity Sheets
Duration: 7 minutes
Directions: Perform the indicated operation using concrete objects.

1) 89 – 85 = _____
2) 98 – 63 = _____
3) 11 – 4 = _____
4) 13 – 8 = _____
5) 15 – 9 = _____
Reflection: How did this activity help you reinforce your

understanding of subtracting 1- to 2-digit numbers with or
without regrouping
33
Activity 2: Let’s Dig Deeper
Objective: To develop a deep understanding of subtracting
3- to 4-digit numbers with or without regrouping.
Duration: 10 minutes
Instructions: Try to answer the following by using/applying

the things or skills you already know.
Task 1: Angelo is tasked to find the difference between the

numbers below.
a) 987 − 356 b) 364 − 51
He is also asking you to do the same so that he can compare
his answers with your answers.
Task 2: Veronica is tasked to find the difference between the

numbers below.
a) 85 − 67 b) 1120 – 978 c) 1,000 −
785
She is also asking you to do the same so that she can compare
her answer with your answer.
Reflection: Do you think your previous knowledge can be
applied to this new one?
Activity 3: Test time!

Objective: To subtract 3- to 4-digit numbers with or without
regrouping
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 = _____
Reflection: What did you discover about your

understanding of subtracting 3- to 4-digit numbers with or
without regrouping?
35

Week: Day:
Solves Routine and Non-routine Problems Involving Subtraction of Whole
Lesson Title/
Numbers Including Money using Appropriate Problem-Solving Strategies
Topic: and Tools.

Objective: To recall subtracting numbers with or without
regrouping
Duration: 7 minutes
Directions: Perform the indicated operation.

1) 85 – 72 = _____
2) 307 – 165 = _____
3) 198 – 76 = _____
4) 254 – 178 = _____
5) 500 – 385 = _____

understanding of subtracting numbers with or without
regrouping

Objective: To develop a deep understanding of solving
problems involving subtraction.
36
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?


Objective: To solve problems involving subtraction.
Directions: Answer the problems below.

1) Lance bought a pair of shoes worth ₱ 3,999 and a pair of socks
worth ₱ 345. He hands in ₱ 5000 to the cashier.
a. What is the total amount of items he bought?
b. How much change will he 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?

understanding of solving problems involving subtracting
numbers?
38

Week: Day:
Multiplies Numbers:
Lesson Title/
a. 2- to 3-digit numbers by 1-digit numbers without or with regrouping
Topic: b. 2-digit number by 2-digit numbers without or with regrouping
c. 2- to 3-digit numbers by multiples of 10 and 100

Objective: To recall multiplying 1-digit numbers by 1-digit
numbers.
Duration: 7 minutes

1) 8 × 7 = _____
2) 3 × 3 = _____
3) 7 × 7 = _____
4) 6 × 9 = _____
5) 8 × 7 = _____

understanding of subtracting numbers with or without
regrouping
39
Objective: To develop a deep understanding of solving
problems involving subtraction.

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

Directions: Without using a calculator, give the product of each of

the following as fast as you can.
1) 378 × 100
2) 56 × 700
3) 469 × 2
4) 89 × 81
5) 95 × 95

understanding of solving problems involving subtracting
numbers?
41
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.

Objective: To recall multiplying 1-digit numbers by 1-digit
numbers.
Duration: 7 minutes

1) 37 × 100
2) 74 × 5
3) 87 × 83
4) 8 × (9 − 5)
5) 6 × 3 + 5 × 4

understanding of multiplying, adding, and subtracting
numbers with or without regrouping
42
Objective: To develop a deep understanding of multiplying
numbers with or without addition and subtraction.

Task 1: MJ bought 5 apples which cost ₱ 26 each and 4 oranges
which cost ₱ 24.
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?


Directions: Solve the problems below.

1) JM sold 8 apples which cost ₱ 25 each and 10 oranges which cost
₱ 22.
a. How much revenue did JM get for the apples he sold?
b. How much revenue did JM get for the oranges he sold?
c. How much revenue did JM get in all?
2) On a farm, there are roosters and rabbits. Each rooster has 2 feet,
and each rabbit has 4 feet.
a. Count the total number of feet in the farm if there are 5 roosters
and 8 rabbits.
b. The total number of roosters and rabbits on the farm is 10, and the
total number of feet of roosters and rabbits is 34. How many
roosters are there?

understanding of solving problems involving multiplying,
with or without adding and subtracting numbers?
44

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:

Objective: To recall multiplying 1-digit numbers (6 to 9) by 1-
digit numbers (6 to 9).
Duration: 7 minutes
Directions: Complete the portion of the multiplication table shown

below.
Table 6 Table 7 Table 8 Table 9
6 × 6 = ______ 7 × 6 = ______ 8 × 6 = ______ 9 × 6 = ______
6 × 7 = ______ 7 × 7 = ______ 8 × 7 = ______ 9 × 7 = ______
6 × 8 = ______ 7 × 8 = ______ 8 × 8 = ______ 9 × 8 = ______
6 × 9 = ______ 7 × 9 = ______ 8 × 9 = ______ 9 × 9 = ______

understanding of multiplying numbers with or without
regrouping?
45
Objective: To deeply understand dividing numbers up to
100 by 6, 7, 8, or 9.

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?
Task 2: Alyssa was given a multiplication table and asked to answer

the following.
a) 72 ÷ 8 d) 90 ÷ 9
b) 56 ÷ 7 e) 54 ÷ 6
c) 48 ÷ 8
Question:
Can you answer the same questions so that we can compare
our answers with Alyssa?
Reflection: Do you think your previous knowledge can be applied to

this new one?
46
Objective: To divide numbers up to 100 by 6, 7, 8, or 9.
Directions: Answer the following.

1) Give the quotient of each of the following.
a. 54 ÷ 6
b. 48 ÷ 8
c. 63 ÷ 7
d. 45 ÷ 9
2) Richie bought 90 donuts to give to his 9 friends. If all his friends get
an equal number of donuts, how many donuts will each one
have?

understanding of dividing numbers?
47
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:

Objective: To recall multiplying 1-digit numbers (6 to 9) by 1-
digit numbers (6 to 9).
Duration: 7 minutes
Directions: Divide each of the following.

1) If 5 × 6 = 30, what is 30 ÷ 5?
2) 12 ÷ 1
3) 0 ÷ 7
4) 8 ÷ 8
5) How many times can you subtract 4 from 20 until it reaches zero?

48
Objective: To deeply understand basic division facts.

Task 1: Study and understand the table below.

Dividing any number Zero Divided by Any Dividing a Nonzero
by one Nonzero Number Number by Itself
8÷1 = 0÷7 = 7÷7 =
15 ÷ 1 = 0÷8 = 12 ÷ 12 =
37 ÷ 1 = 0÷9 = 35 ÷ 35 =
175 ÷ 1 = 0 ÷ 10 = 123 ÷ 123 =
1,765 ÷ 1 = 0 ÷ 25 = 3,124 ÷ 3,124 =
Questions
1. What do you observe in column 1?
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
Because I subtracted 7 five times before the number gets 0 (or

less than 7), then 35 ÷ 7 = 5.
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.
Directions: Answer the following.

1. Give the quotient of each of the following.
a. 54 ÷ 1 e. 76 ÷ 76
b. 438 ÷ 1 f. 578 ÷ 578
c. 0 ÷ 3 g. If 9 × 8 = 72, what is 72 ÷ 9?
d. 0 ÷ 9,999 h. If 13 × 12 = 156, what is 156 ÷ 12?
2. How many 12’s should you subtract from 60 until you reach zero?

understanding of basic division facts?
51

Week: Day:
Divides numbers without or with remainder:
Lesson Title/
Topic: b. 2- to 3-digit numbers by 10 and 100

Objective: To recall dividing numbers by 1-digit numbers.
Duration: 7 minutes

1) 64 ÷ 8 =
2) 32 ÷ 4 =
3) 54 ÷ 9 =
4) 45 ÷ 5 =
5) 42 ÷ 6 =

52
Objective: To deeply understand dividing numbers.

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

Objective: To divide numbers without or with remainder:
b. 2- to 3-digit numbers by 10 and 100
Directions: Divide each of the following.

1. 96 ÷ 8
2. 54 ÷ 13
3. 312 ÷ 12
4. 890 ÷ 10
5. 907 ÷ 100

54
Recognizes and Draws a Point, Line, Line Segment, and Ray
Bahagi ng Araling 1: (Maikling Pagsusuri sa Aralin)
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
________ 1: Alin sa mga sumusunod na larawan ang point?
________ 2: Alin sa mga sumusunod na larawan ang ray?
________ 3: Alin sa mga sumusunod na larawan ang line segment?
________ 4 Alin sa mga sumusunod na larawan ang line?
Repleksyon: Paanong ang gawaing ito ay nakatulong upang

maunawaan mo ang pagkilala at pagguhit ng point, line, line
segment at ray
55
Bahagi ng Araling 3: (Pagsasanay sa Wika ng Aralin)
ACTIVITY 3: FILL ME CHALLENGE

Layunin: Matukoy ang mga salitang may kaugnayan upang
makilala at maiguhit ang mga points, line, line segment at rays.

Oras: 10 minuto
Panuto: Punan ang mga patlang. Isulat ang point, line, line
segment, o ray upang makumpleto ang pangungusap.
1. Ang ___________ ay may dalawang endpoints.
2. Ang isang tuldok ay kumakatawan sa __________.
3. Ang __________ ay may dalawang arrowheads.
4. Ang __________ ay may isang endpoint at arrowhead
Mga Tanong sa Pagpoproseso:

1. Anong mga pamamaraan ang ginamit mo upang matukoy
ang mga konseptong geometric sa Fill Me Challenge?
2. Aling mga konseptong geometric ang pinakamahirap

unawain? Bakit?
Repleksyon: Paano nauugnay ang mga konseptong geometric na

ito sa pangangasiwa ng mga hugis at paggawa ng mga desisyong
may kaugnayan sa geometry?
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.

Oras: 10 minuto
Panuto: Pangalanan ang bawat point, line, ray, at line segment.

Isulat ang iyong sagot sa loob ng kahon.
1. 2. 3. 4. 5.
R Y A S
L
E
M X A
Repleksyon: Paano mo magagamit ang iyong kaalaman sa

geometric concepts sa paglikha ng mga larawan o eksena sa
totoong buhay?
Bahagi ng Aralin 4C: Gawain sa Aralin

GAWAIN 4C
Objective: Pag visualize, pagtukoy, at pagguhit ng congruent line
segments.
Oras: 10 minuto
Panuto: A. Iguhit at lagyan ng label ang bawat sumusunod. Isulat

ang iyong sagot sa loob ng kahon.
1. ̅̅̅̅
𝐹𝐺 2. ⃗⃗⃗⃗⃗⃗
3. 𝑀𝐺 4. •G 5. ̅̅̅̅̅
𝑈𝑉
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
Repleksyon: Ano ang pinakamahalagang konsepto na natutuhan

mo ngayon? At paano mo magagamit ang aral ito sa mga
sitwasyon sa totoong buhay?
58
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.
Oras: 7 minuto
STATEMENTS TRUE FALSE

1. 𝐴𝐵
⃗⃗⃗⃗⃗ is a ray.
2. ⃡⃗⃗⃗
𝐼𝐻 is a line segment.
3. •A is a point.
4. 𝐽𝐸
̅̅̅ is a ray.
5. 𝐴𝐼
⃗⃗⃗⃗ is a point.
Repleksyon: Paano nakatulong ang gawain na ito sa iyo na mapalakas

ang iyong pag-unawa sa aralin?
59
Gawain 3: FILL ME CHALLENGE

Layunin: Matukoy ang mga salitang may kaugnayan upang makilala at
maiguhit ang mga parallel, intersecting, at perpendicular lines.
Oras: 10 minuto
Panuto: Tukuyin kung ang mga ibinigay na pares ng mga linya ay parallel,
intersecting, o perpendicular sa pamamagitan ng muling pagguhit sa
kanila sa ilalim ng tamang kategorya.
Parallel Lines Intersecting Lines Parallel Lines
1. Anong mga pamamaraan ang ginamit mo upang matukoy ang

mga konseptong geometric sa “Place Me There”?
2. Aling mga konseptong geometric ang pinakamahirap unawain?
Bakit?
Repleksyon: Paano nauugnay ang mga konseptong geometric na ito sa

pag-manage ng mga hugis at paggawa ng mga desisyong may
kaugnayan sa geometry?
60
Bahagi ng Araling 4A&B: Gawain sa Aralin
Layunin: Upang makapagbigay ng kaalaman at pag unawa sa mga
mahahalagang konsepto hinggil sa pagkilala at pagguhit ng mga
parallel, intersecting, and perpendicular lines.
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.
Repleksyon: Paano mo magagamit ang iyong kaalaman sa geometric

concepts sa paglikha ng mga larawan o eksena sa totoong buhay?
Bahagi ng Araling 4C: Gawain sa Aralin
61
Gawain 4C
Layunin: Makilala at maiguhit ang mga parallel, intersecting, at
perpendicular lines.
Duration: 10 minuto
Panuto: A. Pagmasdan ang larawan sa ibaba. Punan ang mga patlang

ng parallel, intersecting, o perpendicular para maging tama ang
pahayag.
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
2. Line LO is perpendicular to line VE. L E
F
I
C T
3. Line FI is intersecting to line NE.
U E
4. Line CA is perpendicular to RE. F E
N
I
C
5. Line LI is intersecting to line FE.
R E
Repleksyon: Ano ang pinakamahalagang konsepto na natutuhan mo

ngayon? At paano mo magagamit ang aral ito sa mga sitwasyon sa
totoong buhay?
63
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.
Oras: 7 minuto
Repleksyon: Paano nakatulong ang gawain na ito sa iyo na mapalakas

ang iyong pag-unawa sa pagkilala at pagguhit ng Parallel, Intersecting
at Perpendicular lines?
64
Gawain 3: CRYPTOGRAM PUZZLE: GUESS WHAT?

Layunin: Matukoy ang mga salitang may kaugnayan upang matukoy at
maiguhit ang congruent line segments.
Oras: 5 minuto
Panuto: Alamin kung congruent ang mga line segments sa
pamamagitan ng pag-decode ng mga simbolo sa ibaba.

1. Anong mga pamamaraan ang ginamit mo upang matukoy ang
mga konseptong geometric sa Cryptogram Puzzle: Guess What?
2. Aling mga konseptong geometric ang pinakamahirap

unawain? Bakit?
Repleksyon: Paano nauugnay ang mga konseptong geometric na ito sa

pag-manage ng mga hugis at paggawa ng mga desisyong may
kaugnayan sa geometry?
65
Bahagi ng Araling 4A&B: Gawain sa Aralin

Layunin: Upang makapagbigay ng kaalaman at pag unawa sa mga
mahahalagang konsepto hinggil sa pag visualize, pagtukoy at pagguhit
ng mga congruent line segments.
Oras: 10 minuto
Panuto: Gamit ang larawan sa ibaba, pangalanan ang tatlong pares
ng congruent line segments.
1. _______________________________________
2. _______________________________________
3. _______________________________________

66
Bahagi ng Araling 4C: Gawain sa Aralin
ACTIVITY 4C
Layunin: Makilala at maiguhit ang congruent line segments.
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
B. Gamit ang number line sa ibaba. Ilista ang 5 pares ng

magkaparehong mga line segments. Ilagay ang sagot sa loob ng
kahon.

67

NLC Math 3 Consolidation WS v.1

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3

Day 1: Lesson 1 ........................................................................................ 1

Day 2: Lesson 2 ........................................................................................ 6

Day 3: Lesson 3 ...................................................................................... 11

Day 4: Lesson 4 ...................................................................................... 18

Day 5: Lesson 5 ...................................................................................... 23

Day 6: Lesson 6 ...................................................................................... 27

Day 7: Lesson 7 ...................................................................................... 33

Day 9: Lesson 9 ...................................................................................... 39

Day 10: Lesson 10 .................................................................................. 42

Day 12: Lesson 12 .................................................................................. 48

Day 13: Lesson 13 .................................................................................. 52

Divides numbers without or with remainder:

Day 15: Lesson 15 .................................................................................. 59

Day 16: Lesson 16 .................................................................................. 64

Component 1: Lesson Short Review

Numbers dancing, big and Zero's special, stands alone,

-What do you call the numbers that end with 0, 2, 4, 6, and 8?

Analyze the pattern and write the missing numbers.

1. 12, 16, 20, _____, _____

Component 3: Lesson Language Practice

1. odd + even = _____ example: ______

Component 4: Lesson Activity

Try these out!

▪ Answer the following questions. Write your answer on the answer

Q1. What is an even number? Odd number?

Q2. When can we say that a number is odd or even?

Component 1: Lesson Short Review

Compare the following fractions using <, > or =.

Component 2: Lesson Purpose

Slice a pizza, and we get fractions:

The top number says how many slices we have.

Which recipe calls for the greatest amount of sugar?

Component 3: Lesson Language Practice

1. Write these fractions in ascending order:

Component 4: Lesson Activity

2-3. Arrange the given terms in ascending and descending order by

Ascending order = ______________________

Descending order = ______________________

B. How do you arrange the fractions in ascending order:

Component 5: Lesson Conclusion

How do we arrange a set of fractions in increasing or decreasing

Component 1: Lesson Short Review

Give the equivalent fraction of each figure.

Figure Equivalent fraction

Component 2: Lesson Purpose

Do you know what fruit is in the picture? Do you eat it?

Component 3: Lesson Language Practice

Encircle the letter of the correct answer to each question.

For number 1-2, refer to the figure on the right.

1. The numerator is the part of a fraction being considered or

2. Denominator refers to the portion of the fraction that names or

3. A fraction equal to one is a fraction where its numerator is equal

Component 4: Lesson Activity

Activity 4A: Reading the Text

Listen to your teacher as the story problem is read to the class.

1. Who had an outing last Sunday?

Activity 1: Identify the fraction of each illustration. Circle the letter of

Activity 2: Read and answer each question.

1. What is the fraction name of the shaded parts? Explain.

1. 12, 16, 20, _, _

1. odd + even = _ example: __

3.) 5, _, 15, _, _, 30, _, _, _, 50

5.) 7, _, 21, _, 35, 42, _, 56, _, 70

4. 10 20 30 ___ _ ___

5. 100 _ 300 _ 500 600