Name: _______________________________________________________________________________

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

Learning Activity Sheets in Mathematics 3

Second Quarter: Module 1 – Visualizing Multiplication of Numbers 1 to 10
by 6, 7, 8, and 9

I. Learning Competency
 Visualize Multiplication of numbers 1 to 10 by 6, 7, 8, and 9
(M3NS-IIa41.2).
II. Objective
 Visualize Multiplication of numbers 1 to 10 by 6, 7, 8, and 9
III. Key Concepts (Copy this part on your Math Notebook)
1. Multiplication is a repeated addition
2. To get the product in multiplication, visualize the multiplicand and the multiplier.
3. Multiplier tells the number of groups while the Multiplicand is the number of elements in a group.
4. After visualizing the multiplier and the multiplicand, apply the repeated addition by adding the number of
elements according to the number of groups.
5. The sum of the repeated addition is the product of the multiplication sentence.
IV. Activities
A. Direction: Find the product by writing the corresponding repeated addition sentence.
Repeated Addition Sentence
1. 6 x 4 = ____ _____________________
2. 7 x 4 = ____ _____________________
3. 8 x 6 = ____ _____________________
4. 9 x 5 = ____ _____________________
5. 7 x 7 = ____ _____________________
B. Direction: Visualize multiplication of numbers using sticks or discs then write the product in the
blank.

V. Reflective Activity
Direction: Draw groupings of sticks or discs to find the value of n.

1. 8 x 2 = n

2. 6 x 5 = n
3. 9 x 3 = n

4. 7 x 3 = n

5. 4 x 7 = n

ETHEL M. AGUILAR _______________________________

Adviser Parent’s Signature

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

Learning Activity Sheets in Mathematics 3

Second Quarter: Module 2 – Visualizing and Stating Basic Multiplication Facts

I. Learning Competency
  Visualize and state basic multiplication facts for numbers up to 10 (M3NS-IIa-41.3)
II. Objective
 Visualize and state basic multiplication facts for numbers up to 10
III. Key Concepts (Copy this part on your Math Notebook)
Multiplication is one of the four elementary mathematical operations. The multiplication of whole numbers may
be thought as a repeated addition.
Multiplier tells the number of times a number is to be added or the number of groups.
Multiplicand is the number to be added or the number of elements in a set.
Product is the result of multiplication.
Multiplication sentence:

3 × 6 = 18 is also called a multiplication fact.

This process 3 x 6 = 18 is the multiplication process.
The symbol or sign ‘x’ is the sign of multiplication.
In this module, you will learn the basic multiplication facts:

A. Zero Property of Multiplication. Any number multiplied by zero is zero.

Example:
3 x 0 = 0 10 x 0 = 0 0 x 1 = 0

B. Identity Property of Multiplication. Any number multiplied by one is the number itself.
Example:
5 x 1 = 5 1 x 1 = 1 10 x 1 = 10

C. Multiplication is a repeated addition.

Example:
6 x 4 =?
To get the product of 6 x 4, follow the steps:
Step 1. Interpret the phrase 6 x 4 into groupings.
6 x 4 means “4 groups of 6”.
Step 2. Visualize the groupings.

Step 3. Interpret the visualization into a repeated addition.

6 + 6 + 6 + 6 = 24
Step 4. State the multiplication fact.
6 x 4 = 24
D. Commutative Property of Multiplication states that when multiplicand and multiplier is interchanged,
there will be the same product.
Example:
➢ 6 x 7 = 42 can also be written as 7 x 6 = 42
➢ 5 x 9 = 9 x 5 = 45
➢ “3 groups of 8” is equal to “8 groups of 3”

E. When a number is multiplied by 10, the product is found by writing a zero after the number.
Example:
➢ 2 x 10 = 20
➢ 10 x 7 = 70
➢ 10 x 10 = 100

The basic multiplication facts:

1. Any number multiplied by zero is zero.
2. Any number multiplied by one is the number itself.
3. When a number is multiplied by 10, the product is found by writing a zero after the number.
4. When multiplicand and multiplier is interchanged, the product is the same.
5. Multiplication is a repeated addition.

How to multiply numbers?

Step 1. Interpret the multiplication phrase into groupings.
Step 2. Visualize the groupings.
Step 3. Interpret the visualization into a repeated addition.
Step 4. State the multiplication fact.
IV. Activities
A. Direction: Give the product.
1. 1 x 6 = ___ 2. 0 x 9 = ___ 3. 3 x 10 = ___
B. Direction: Visualize and use repeated addition to find the product.
4. 6 x 6 = _____
Visualize here:
Addition Equation: ____________________________________________________________________
5. 4 x 8 = _____
Visualize here:
Addition Equation: ____________________________________________________________________
C. Direction: Visualize using sticks and complete the basic multiplication fact.
1. 8 x 5 = ____ 2. 4 x 9 = ____ 3. 2 x 7 = ____ 4. 10 x 3 = ____ 5. 9 x 1 = ____
V. Reflective Activity
Direction: Supply the missing numbers.
1. 5 x ______ = 5 2. 6 x ______ = 0
3. ______ x 4 = 40 4. 3 x 2 = ______ x 3 = 6
5. 4 x 8 = 4 + 4 + 4 + 4 + 4 + 4 + 4 + ______ 6. 9 x 6 means “______ groups of 9”
7. 10 x ______ = 100 8. ______ x 10 = 60
9. ______ x 7 = 7 10. 5 x 6 means “add 5 repeatedly for ______ times”

ETHEL M. AGUILAR _______________________________

Adviser Parent’s Signature

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

Learning Activity Sheets in Mathematics 3

Second Quarter: Module 3 – Properties of Multiplication

I. Learning Competency
 Illustrate the properties of multiplication in relevant situations (commutative property, distributive
property or associative property).
II. Objective
 Illustrate the properties of multiplication in relevant situations (commutative property, distributive
property or associative property).
III. Key Concepts (Copy this part on your Math Notebook)
Three Properties of Multiplication:
A. Commutative Property
This property indicates that changing the order of factors does not change or affect the product.
Example: 5 x 6 = 6 x 5
B. Distributive Property
Multiplying the sum of two or more addends by a number will give the same result as multiplying each addend
individually by the number and then adding the products together.
Distributive property is helpful in multiplying numbers especially if one of the factors is a 2-digit number.
Example: 13 x 2 =?
Step 1. Write the 2-digit number in expanded form.
13 x 2 = (10 + 3) x 2
Step 2. Distribute the multiplier over addition.

Step 3. Add the partial products to get the final answer.

(10 x 2) + (3 x 2) = 20 + 6 = 26
Another Example: 17 x 4 =?
Solution: 17 x 4 = (10 + 7) x 4 Expanded form
= (10 x 4) + (7 x 4) Distributive property
= 40 + 28 Adding partial products
= 68 Product
C. Associative Property
This property states that when three numbers are multiplied, the product is the same regardless of the grouping
of the factors.
Example: (2 x 4) x 6 = 2 x (4 x 6)
To multiply three 1-digit numbers using associative property.
a. Multiply first the factors enclosed in parentheses.
b. Multiply the remaining factors.
Example: Apply the associative property to multiply 2 x 4 x 6.
Solution:
Step 1. Enclose the two factors to be multiplied first.
(2 x 4) x 6 or 2 x (4 x 6)
Step 2. Multiply first the factors enclosed in parentheses.
(2 x 4) x 6 = 8 x 6 2 x (4 x 6) = 2 x 24
Step 3. Multiply the remaining factors.
8 x 6 = 48 2 x 24 = 48

What I Have Learned

Three Properties of Multiplication:
1. Commutative Property:
axb=bxa
This property indicates that changing the order of factors does not change or affect the product.
2. Distributive Property:
(a + b) x c = (a x c) + (b x c)
Multiplying the sum of two or more addends by a number will give the same result as multiplying each addend
individually by the number and then adding the products together.
3. Associative Property:
a x (b x c) = (a x b) x c
This property states that when three numbers are multiplied, the product is the same regardless of the grouping
of the factors.
IV. Activities
A. Direction: Complete each multiplication sentence to illustrate the given Property of Multiplication.
1. 8 x 9 = _____________ (commutative)
2. ____________ = 3 x (4 x 9) (associative)
3. (7 + 8) x 9 = _____________ (distributive)
4. (4 x 5) x 8 = _____________ (associative)
5. ____________ = (3 x 6) + (3 x 2) (distributive)
B. Direction: Choose the letter of the correct answer. Write your answer on the blank before each
number.

1. Using Commutative Property, complete the equation:

9 x 10 = ______?
a. 10 + 9 c. 9 x (9 + 1) b. 9 + 10 d. 10 x 9

2. What property of multiplication is illustrated in 9 x 7 = 7 x 9?

a. Identity Property b. Commutative Property
c. Distributive Property d. Associative Property

3. Using Distributive Property, which of the following completes the multiplication sentence: 2 x (10 + 8) =
_____________?
a. (2 x 10) + (10 x 8) c. (2 x 10) + (2 x 8)
b. (2 x 10) + (10 x 2) d. (2 + 10) x (2 + 8)

4. What property of multiplication is being illustrated:

3 x (9 x 2) = (3 x 9) x 2?
a. Identity Property c. Distributive Property
b. Commutative Property d. Associative Property

5. Which of the following illustrates Distributive Property?

a. 6 x (7 + 8) = (6 x 7) + (6 x 8) b. 2 x 4 = 4 x 2
c. (5 x 4) x 7 = 5 x (4 x 7) d. 3 x (4 + 7) = 3 + (4 x 7)

V. Reflective Activity
Write the possible factors of the given product applying the properties of multiplication then state the property
applied.
a. 20 = ______ x ____ = _____ x _____
Property Used: ___________________________

b. 25 = (_____ + _____) x ____

= (_____ x _____) + (_____ x _____)
= ______ + ______
= ______
Property Used: ___________________________
c. 50 = _____ x _____ x _____
= (_____x _____)x _____
= _____ x ______
= _____
Property Used: ___________________________

ETHEL M. AGUILAR _______________________________

Adviser Parent’s Signature
Name: _______________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheets in Mathematics 3

Second Quarter: Module 4 – Multiplying 2- to 3- Digit Numbers
by 1-digit Numbers

I. Learning Competency
Multiply 2-3 Digit Numbers by 1-Digit Numbers without or with Regrouping (M3NS-IIc-43.1)

II. Objective
Multiply 2-3 Digit Numbers by 1-Digit Numbers without or with Regrouping

III. Key Concepts (Copy this part on your Math Notebook)

Multiplicand – the number that is to be multiplied by another
Multiplier – one that multiplies
Product – the answer or result of multiplication process

Multiplying Without Regrouping

Just like addition and subtraction, it would be easy to multiply large numbers by aligning them in vertical
column. When you observe that as you multiply the 1-digit number to each digit on the right of the leftmost
digit of the multiplicand and its result is less than 10 then the process of multiplication needs no regrouping.
Here are the steps in multiplying 2- to 3-digit numbers by 1-digit number without regrouping:
Example: 341 x 2 = ?
Multiplying with Regrouping
In cases that as you multiply the 1-digit number to each digit on the right of the leftmost digit of the
multiplicand and its result is greater than 10 then the process of multiplication needs regrouping.
Here are the steps in multiplying 2-digit number by 1-digit number with regrouping:
Example: 45 x 3 = ?
Here is an example of multiplying 3-digit number by 1-digit number with regrouping:
Example: 746 x 8 = ?

What I Have Learned

How do we multiply 2-to 3-digit numbers by 1-digit numbers without or with regrouping?
In multiplying 2- to 3-digit numbers by 1-digit number without or with regrouping:
Step 1. Arrange the two numbers vertically with the multiplicand place above the multiplier.
Step 2. Multiply the 1-digit multiplier to each digit of the multiplicand from right to left starting from ones place
then to the tens place and extend up to the hundreds place if exist.
When the product upon multiplying each pair of digits is a 2-digit number, apply regrouping. To regroup follow
these steps,
a. bring down the digit in the ones place of the product and carry over its digit in the tens place
b. multiply again the multiplier to the next digit of the multiplicand then add the regrouped digit

IV. Activities
A. Direction: Solve the following problems.
1. Tagbinonga Elementary School Pupils received 48 boxes of toys from the DTI - Konsumo Mati during their
outreach program. Each box had 4 assorted toys. How many toys were there in all?

2. A wall clock costs ₱128. How much is the cost of 3 clocks?

3. Nico sells 402 puto maya in the market. How much will Nico earns if his sales are sold out at ₱4 each?

4. Liza has 3 baskets of grapes. There are 476 grapes on each basket. How many grapes does Liza have
altogether?

5. John bought two boxes of books at a yard sale. If each box had twenty-four books how many books did he
buy?

B. Direction: Find the product.

V. Reflective Activity
Direction: Write the numbers for X and Y that when multiplied are equal to the given product. Choose
the pair of numbers from the boxes X and Y.

ETHEL M. AGUILAR _______________________________

Adviser Parent’s Signature
Name: _______________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheets in Mathematics 3

Second Quarter: Module 4b – Multiplying 2 Digit Numbers
by 2 digit Numbers

I. Learning Competency
Multiply 2-digit numbers by 2-digit numbers without or with regrouping.

II. Objective
Multiply 2-digit numbers by 2-digit numbers without or with regrouping.

III. Key Concepts (Copy this part on your Math Notebook)

In solving the problem, you may find the answer using the three methods; Repeated Addition, Distributive
Property of Multiplication and Short Cut Method of Multiplication.

Method 1: Repeated Addition Using Number Line

• Based from the problem, into how many equal parts should we divide the number line to show 12 boxes?
• How many mangoes were there in each box?
• Draw a number line and try to divide the number line into 12 equal parts.

• Count the total number of mangoes using repeated addition.

33+33+33+33+33+33+33+33+33+33+33+33= 396
Therefore, there are three hundred ninety-six (396) mangoes.

Method 2: Distributive Property of Multiplication Over Addition

Another way in finding the answer of the problem is using the Distributive Property of Multiplication.
Follow the steps shown below.
Method 3: Multiplication using the short method.
IV. Activities
A.Direction: Choose the letter of the correct answer and write it on the blank before each number.
_____1. What is the product of 18 and 22?
a. 306 b. 396 c. 420 d. 329
_____2. Mika makes 30 packs of lemon. If each pack contains 13 pieces of lemon, how many pieces of lemon
does Mika need in all?
a. 390 b. 380 c. 340 d. 320
_____3. In Mati City, 12 mango seedlings are packed in a box for delivery to Davao City. How many seedlings
are in 44 boxes?
a. 528 b. 628 c. 728 d. 428
_____4. If 93 is multiplied by 72 we get __.
a. 6 969 b. 6 796 c. 6 876 d. 6 696
_____5-6. Find the product using Short Cut Method. Show your solution.
Write your final product on the blank.
B. Direction: Write the missing number.

V. Reflective Activity
Direction: Give the product using the three methods of solving 2-digit numbers by 2-digit numbers
without or with regrouping.
ETHEL M. AGUILAR _______________________________
Adviser Parent’s Signature
Name: _______________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheets in Mathematics 3

Second Quarter: Module 4c – Multiply 2-to-3 Digit Numbers
with Multiples of 10 and 100
I. Learning Competency
Multiply 2-to-3 digits number with multiples of 10 and 100.(M3NS-IId43.4)

II. Objective
Multiply 2-to-3 digits number with multiples of 10 and 100.

III. Key Concepts (Copy this part on your Math Notebook)

In multiplying numbers with multiples of 10 and 100, follow these simple steps:
Step 1. Take the number in multiples of 10 as the multiplier
Step 2. Multiply only the nonzero digit of the multiplier to the multiplicand
Step 3. Add the number of zeros of the multiplier to the partial product in step 2
Example1:
Let us solve the problem in Activity 1.
To get the total number of biscuits, multiply 146 and 30.
Solution:

Example 2:
Multiply 30 and 28.
Solution:
Step 1: take multiples of 10 as the multiplier → 30

Example 3:
Multiply 484 and 500.
Solution:
Step 1: take multiples of 10 as the multiplier → 500

IV. Activities
A.Direction: Multiply.
1.) 33 x 80 = ______________
2.) 148 x 400 = ______________
3.) 90 x 125 = ______________
4.) 700 x 65 = ______________
5.) 200 x 543 =______________
B.Direction: Read the problem carefully. Find the product. Encircle our answer.

1. What is the product of 35 multiplied by 40?

a. 1 400 b. 1 500 c. 2 300 d. 2 543
2. If you multiply 367 by 80, what is the product?
a. 29 360 b. 28 745 c. 27 767 d. 27 452
3. What is the product, if you multiply 333 to 40?
a. 10 925 b. 11 254 c. 14 567 d. 13 320
4. 421 5. 321
X 300 X 400

V. Reflective Activity
Direction: Read and solve the problem carefully. Write your answer on the blank before each number.
__________1. Finding shells on the seashore is the favorite hobby of Recil. She was able to collect 30 kinds of
shell with 30 pieces each kind. How many shells did she collected all in all?

__________2. Jiezel`s mom bought crayons with different designs for her. Is she was given 12 colors with 40
pieces each, how many crayons does she has all in all?

__________3. Mrs. Lingayngay loves flowers. She has 200 plots in her garden. For each plot she planted 24
flower plants. How many flowers she planted in all?

__________4. Carlos wanted to surprise his classmates on his upcoming birthday. His parents prepared 27 party
bags for his classmates with 100 various chocolate candies in it. How many chocolate candies are there in all?

__________5.Cader has to deliver 14 baskets of eggs. Each basket has 30 eggs in it. How many eggs will he
deliver in all?

ETHEL M. AGUILAR _______________________________

Adviser Parent’s Signature
Name: _______________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810
 Learning Activity Sheets in Mathematics 3
Second Quarter: Module 4d – Multiplying 1-to2-Digit Number by 1000

I. Learning Competency
Multiplies 1- to 2- digit numbers by 1000

II. Objective
Multiplies 1- to 2- digit numbers by 1000

III. Key Concepts (Copy this part on your Math Notebook)

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.

IV. Activities
Direction: Solve the following exercises. Use the Long Method.
Direction: A. Find the product. Write the answer on the blank. Use the Short Method.

V. Reflective Activity
Question: Where does a Genie came from?
A.Direction: 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.

B.Direction: 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?
________3. 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?
________4. 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?
________5. If there are 24 bottles in a case of coke, how many bottles will there be in 1000 cases? __________

ETHEL M. AGUILAR _______________________________

Adviser Parent’s Signature
Name: _______________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheets in Mathematics 3

Second Quarter: Module 5 – Estimating Products
I. Learning Competency
Estimates the product of 2- to 3-digit numbers and 1- to 2-digit numbers with reasonable results (M3NS-IId-
44.1)
II. Objective
Estimates the product of 2- to 3-digit numbers and 1- to 2-digit numbers with reasonable results
III. Key Concepts (Copy this part on your Math Notebook)
When estimating products, round off each factor to its highest place value, then multiply.
Remember: Do not round off 1-digit factors
➢ Round off the factors to their highest place value.
➢ Multiply the resulting factors.

IV. Activity
Direction: Estimate each product.

V. Reflective Activity
Direction: Estimate and solve the problem. (5 points each)
1. Jeff’s marbles are about three times as many as John’s. John’s marbles are as many as Nathaniel’s marbles.
Nathaniel has 126 marbles. About how many marbles does Jeff have?

2.Nithan has 13 pencils in his pencil case. About how many pencils are there in all if Nithan has 26 pencil
cases?

ETHEL M. AGUILAR _______________________________

Adviser Parent’s Signature
Name: _______________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheets in Mathematics 3

Second Quarter: Module 6 – Solving Problems Involving Multiplication

I. Learning Competency
Solve Problems Involving Multiplication with Addition and/or Subtraction of Whole Numbers (M3NS-IIe-45.3)
II. Objective
Solve Problems Involving Multiplication with Addition and/or Subtraction of Whole Numbers
III. Key Concepts (Copy this part on your Math Notebook)
In solving word problems involving multiplication, use the following questions as guide:

Mother bought 15 boxes of marbles. Each box has 12 pieces of marbles. How many pieces of
marbles she bought in all?

1.What is asked?
How many pieces of marbles she bought in all? or
Total number of marbles mother bought in all.
2. What are the given?
15 boxes of marbles and 12 pieces of marbles
3. What operation should be used?
Multiplication
4. What is the number sentence?
15 X 12 = N
5. What is the answer?
180 pieces of marbles Mother bought in all

In solving routine problem involving multiplication, follow these steps:

 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. Is the answer reasonable?

IV. Activity
Direction: Read and solve the problems carefully.

A.Linda gathered 110 guavas from one tree and twice as many guavas from another tree. How many
guavas did she gather in all?

1. What is asked?
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What are the given?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What operation should be used?
__________________________________________________________________________________________
4. What is the number sentence?
__________________________________________________________________________________________
5. What is the answer?
__________________________________________________________________________________________
__________________________________________________________________________________________
B. Roy bought 5 kilograms of rambutan at ₱40 per kilogram. How much change did she get from a ₱500
bill?
1. What is asked?
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What are the given?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What operation should be used?
__________________________________________________________________________________________
4. What is the number sentence?
__________________________________________________________________________________________
5. What is the answer?
__________________________________________________________________________________________
__________________________________________________________________________________________

V. Reflective Activity
Direction: Read and solve the problems carefully.

A. Linda gathered 110 guavas from one tree and twice as many guavas from another tree. How many guavas
did she gather in all?

1. What is asked?
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What are the given?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What operation should be used?
__________________________________________________________________________________________
4. What is the number sentence?
__________________________________________________________________________________________
5. What is the answer?
__________________________________________________________________________________________
__________________________________________________________________________________________

B. Roy bought 5 kilograms of rambutan at ₱40 per kilogram. How much change did she get from a ₱500 bill?

1. What is asked?
__________________________________________________________________________________________
__________________________________________________________________________________________
2. What are the given?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What operation should be used?
__________________________________________________________________________________________
4. What is the number sentence?
__________________________________________________________________________________________
5. What is the answer?
__________________________________________________________________________________________
__________________________________________________________________________________________

ETHEL M. AGUILAR _______________________________

Adviser Parent’s Signature

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

Learning Activity Sheets in Mathematics 3

Second Quarter: Module 7 – Multiples of 1- to 2- Digit Numbers

I. Learning Competency
Visualizes and states the multiples of 1- to 2-digit numbers (M3NS-IIf-47)
II. Objective
Visualizes and states the multiples of 1- to 2-digit numbers
III. Key Concepts (Copy this part on your Math Notebook)
To get the next number in the sequence in our previous activity, simply get the common difference in
the sequence then add the difference to the last number of the sequence and so on.
Example. Complete the sequence:

The first number of the sequence is 2 and its common difference is 2. This is an example of a sequence of
multiples of 2.
To get the multiples of 2, start at 2 then add 2 to every number in the sequence.
 To help you understand multiples better, here is a visualization you can picture in your head when you
are asked to find the multiples of a number.
First, picture a group of something. This group of something will represent our whole number. Say we are using
the number 3. We can picture 3 yummy cheeseburgers.
Now, to find the multiples of our number 3, we will begin by counting our first group. We have 3. This
is our first multiple. To find our next number, we create an exact copy of our first group. Now we have two
groups of 3 cheeseburgers. How many total cheeseburgers do we have now? We have 6 yummy cheeseburgers.
So 6 is our next multiple.
To find our next multiple, we again make another exact copy of our group of 3 yummy cheeseburgers.
How many cheeseburgers do we have now? We have 9 yummy cheeseburgers. So 9 is our next multiple of 3.
Writing our list, we have 3, 6, 9, etc. We can keep going by making more copies of our original group and then
adding up the total number of items to find even more multiples.
Example: Visualize multiples of 3.

However, if we are to involve large number like finding the multiples of a 2-digit number, it would be difficult
to visualize.
In this case, we have another way in finding the multiples of a number, that is to multiply the number by 1, 2, 3,
4 and so on to determine the next multiple of the number.
Example: State the multiples of 3.
Solution:
3x1=3
3x2=6
3x3=9
3 x 4 = 12
3 x 5 = 15 so on and so forth.
Answer: 3, 6, 9, 12, 15, …

What I Have Learned

How to visualize the multiples of a number?
1. Picture out a group of something. This group of something will represent our whole number. The given
number will be our first multiple.
2. To find our next number, we create an exact copy of our first group to have two groups. The total number of
members of the two sets would be our second multiple.
3. To find our next multiple, we again make another exact copy of the last multiple added by another copy of
the first group. The total number of members of the three sets would be our third multiple.
4. Keep on repeating step 3.

How to find the multiples of a number?

Multiplication Method:
Multiplying the number by 1,2,3,4,5, and so on will determine the multiples of the number
Addition Method:
To get the multiples of a number, start with the given number then add the number to the previous multiple and
so forth will produce the multiples of the number.

IV. Activities
A.Direction: Write the first 3 multiples of the given number.
B.Direction: Visualize the first three multiples of the given number using sticks.

V. Reflective Activity
A.Direction: Visualize the first three multiples of the given number using sticks.

B.Direction: Write the first 3 multiples of the given number.

ETHEL M. AGUILAR _______________________________

Adviser Parent’s Signature
Name: _______________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheets in Mathematics 3

Second Quarter: Module 8 – Visualizing Division of Whole Number

I. Learning Competency
Visualizes and states the multiples of 1- to 2-digit numbers (M3NS-IIf-47)
II. Objective
Visualizes and states the multiples of 1- to 2-digit numbers
III. Key Concepts (Copy this part on your Math Notebook)
Division is splitting into equal parts or groups. It is the result of "fair sharing". It is one of the four basic
operations in Mathematics and as mentioned, it is an inverse operation of multiplication.

The solution of the problem can be written in a number sentence:

24/4=6 24 ÷ 4 = 6 read as 24 divided by 4 equals 6
where 24 is the Dividend
÷ is the Division Sign
4 is the Divisor and
6 is the Quotient

To visualize division of whole numbers up to 100 by 6, 7, 8 and 9 just follow these simple steps:
1. Draw the objects that will represent the dividend.
2. Group the objects equally according to the given divisor.
Use multiplication to help you find the grouping easily.
3. Count the number of objects in each group to get the quotient.

Example:
If 28 books are divided by 7 sections, how many books will each section has?
Solution:
Step 1. Picture out the dividend: 28 books
Step 2. Use the divisor in the grouping of objects: 7 sections

Step 3. Count the objects in each set: 4

This can be written in a division sentence: 24 ÷ 4 = 6
Notice that when you multiply the quotient and the divisor, it will give you the product equal to the value of the
dividend. This illustrates that the division is an inverse operation of multiplication where,
24 ÷ 4 = 6 is the inverse of 6 x 4 = 24.
Thus, finding the quotient under division operation is the same as looking at the other factor under
multiplication of the given value of the dividend as the product. If you have mastered the multiplication table
then it would be easy to find the quotient which is very useful in visualizing the groupings.

Example:
Visualize 81 ÷ 9 to find the quotient.
Solution:
Let us use stick to visualize the given operation.
Step 1. Picture out the dividend

Step 2. Use multiplication to find a multiplier of 9 to get 81. Consider this number in grouping the sticks.

Step 3. The objects in each set is 9.

Answer: 81 ÷ 9 = 9

IV. Activities
A. Direction: Fill in the blank.

1. 6 x 3 = 18 18 ÷ 3 = ___

2. 7 x 5 = 35 35 ÷ 7 = ___

3. 56 ÷ 8 = ___ 8 x ___ = 56
4. 27 ÷ 3 = ___ 3 x ___ = 27

5. 42 ÷ 6 = ___ ___ x 6 = 42

B.Direction: Find the product and write a division sentence for each item.

1. 8 x 5 = ____

2. 6 x 9 = ____

3. 8 x 9 = ____

4. 7 x 9 = ____

5. 6 x 8 = ____

C. Direction: Visualize the following division sentence in the problem by encircling sets of objects to find
the quotients. Write the answer on the blank.

1. There are 63 pupils in Grade 3. They will be equally distributed to the seven Mathematics and Science
teachers as their class advisers. How many pupils will be under the advisory of each teacher? _____________

2. Mrs. Umpad have 2 dozen of glasses to be distributed in 6 Girls Scout. How many glasses does each Girl
Scout receive? _________

3. There were 81 eggplants to be distributed equally in 9 cartons. How many eggplants will be in each carton?
__________________

4. Toyota sold 80 cars in 8 months. How many cars did it sell in a month? ______________
5. On her birthday, Ana distributed 72 candies among her 8 friends. How many candies did each of her friends
receive? _____________

V. Reflective Activity
Direction: Use sticks to visualize the following division sentence and find the quotient.

1. 36 ÷ 9 = ____

2. 30 ÷ 6 = ____

3. 72 ÷ 8 = ____

4. 42 ÷ 7 = ____

5. 90 ÷ 9 = ____

ETHEL M. AGUILAR _______________________________

Adviser Parent’s Signature
Name: _______________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810

Learning Activity Sheets in Mathematics 3

Second Quarter: Module 9 – Visualizing and Stating Basic Division Facts

I. Learning Competency
Visualize division facts and
State basic division facts up to 10. (M3NS-IIg51.3)
II. Objective
Visualize division facts and
State basic division facts up to 10.
III. Key Concepts (Copy this part on your Math Notebook)
Division as Repeated Subtraction
You have learned that division is an inverse operation of multiplication. Since multiplication is a repeated
addition then we can say that division is a repeated subtraction.
Previous lesson taught you to solve division by grouping equally the dividend according to the number of the
divisor. The number of members of each group is the quotient.
This time, you can solve divisions by "subtracting" or crossing out equal-size groups from the total in the visual
model, until there is nothing left. Example below shows how division can be solved by repeatedly subtracting
the same number (the divisor).
Example: Visualize and state the division fact 35 ÷ 5.
Solution:
How to visualize and state the division facts?
Step 1. Visualize the value of the dividend using sticks.
Step 2. Repeatedly subtract the divisor by crossing out the sticks until nothing left.
Step 3. Count the number of crossed outs
Step 4. Write the division sentence making the number of crossed outs as your quotient.

IV. Activities
A.Direction: Visualize and state the division fact using repeated subtraction. Write your answer on the
blank.
1. There were 81 eggplants to be distributed equally in 9 cartons. How many eggplants will be in each carton?

2. Toyota sold 80 cars in 8 months. How many cars did it sell in a month?
B.Direction: Visualize and state the basic division fact of each problem. Write your answer in the box.
1. There are 63 pupils in Grade 3. They will be equally distributed to the seven Mathematics and Science
teachers as their class advisers. How many pupils will be under the advisory of each teacher?

2. On her birthday, Ana distributed 72 candies among her 8 friends. How many candies did each of her friends
receive?

3. Mother bought 24 toy cars from the ER Super Mall. She divided the toy cars to her four children Jazztin,
Jayvie, Gerald and Jerald Pol. How many toy cars did each of them receive?

V. Reflective Activity
Direction: Visualize using sticks and state the basic division facts. Write your answer in the box.

1. 15 ÷ 3 = ____

2. 20 ÷ 10 = ____

3. 54 ÷ 6 = ____
4. 63 ÷ 7 = ____

5. 8 ÷ 8 = ____

ETHEL M. AGUILAR _______________________________

Adviser Parent’s Signature

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

Learning Activity Sheets in Mathematics 3

Second Quarter: Module 10 – Dividing 2- to 3-Digit Numbers by 1-Digit Numbers

I. Learning Competency
Divide 2- to 3-digit numbers by 1-digit numbers without or with remainder

II. Objective
Divide 2- to 3-digit numbers by 1-digit numbers without or with remainder

III. Key Concepts (Copy this part on your Math Notebook)

The steps in dividing 2-to-3- digit numbers by 1-digit numbers using long division method are the following:
Step 1: Divide the digit/s by the divisor. Write the partial quotient right above the dividend.
Step 2: Multiply the partial quotient and the divisor and write the answer right below the digit.
Step 3: Subtract
Step 4: Bring down the next or last digit.
Repeat the previous steps (divide – multiply – subtract – bring down) until all the digits in the dividend are used
up.
The quotient is the number above the long division symbol and the remainder is the last value in step 4.
IV. Activities
A.Direction : Answer the following. Show your solution in the box.
1. Divide: 92 ÷ 4 2. 96 divided by 7 is what?

3. 258 ÷ 6 = __________ 4. Find the quotient: 708 ÷ 8

5. Eight hundred sixty-three divided by nine is equal to ____________.

B.Fill in the table with correct information in each column. Solve your solution in your paper using Long
Division.

1. 83 ÷ 5 2. 133 ÷ 4 3. 670 divided by 9 4. 632 ÷ 4 5. 58 ÷ 2

Dividend Divisor Quotient Remainder

V. Reflective Activity
Direction: Use any of the digits: 0, 3, 6 or 7 to come up with 2-digit numbers and two 3-digit numbers.
Divide the number using the given divisor.

ETHEL M. AGUILAR _______________________________

Adviser Parent’s Signature