Third Quarter Mathematics 314

Name: __________________________________________________________________________________
Grade/Section: Three – Science School: Bantug Elementary School:105810
Learning Activity Sheet in Mathematics

Third Quarter
Module 1 : Identifying Odd and Even Numbers
I. Learning Competency
Identifies odd and even numbers. M3NS-IIIa-63
II. Objective:
Identifies odd and even numbers.
III. Key Concept (Copy this part on your Mathematics Notebook )

The easiest way to identify whether a number is an odd number or an even number is to look at the end number
or the number in its ones place value (if the number has two or more digits). Numbers with 1, 3, 5, 7 and 9 in
the end or in their ones place value are called odd numbers. While those with 0, 2, 4, 6, and 8 are called even
numbers.
IV. Activities
A. Direction: Supply each blank with a correct odd number to complete the sequence.
1.) 20, _____, 22, 23, 24, _____, 26, 27, 28, _____, 30
2.) 100, _____, 110, _____, 120, _____, 130, _____, 140
3.) 3, 6, 9, 12, ___, 18, ___, 24, ___, 30
B. Direction: Supply each blank with a correct even number to complete the sequence.
4.) 1 191, _____, 1 193, _____, 1 195, _____, 1 197
5.) 101, 104, 107, _____, 113, _____, 119, _____, 125
6.) 5, 10, 15, _____, 25, _____, 35, _____, 45, _____, 55
C.Direction: Determine whether the number is odd or even.
_____ 7.) 22 _____ 8.) 900 _____ 9.) 58 _____ 10.) 773
D. Direction: Identify what number is being described. Write your answer on the blank.
__________1.) I am the sum of the largest 1-digit odd number and the largest 1-digit even number.
__________2.) What is the sum of all even numbers that are less than 30?
__________3.) I am an odd number that is exactly in the middle between 1 008 and 1 013.
__________4.) 26 is the sum of 2 consecutive even numbers. What are the two even numbers?
__________5.) I am a 3-digit odd number. The sum of my digits is 21. Each digit is different from
each other.
V. Reflective Activity
Name me!
What number am I? Write your answer on the blank before each number.
__________1.) I am an odd number that is less than 80 but greater than 77.
__________2.) I am greater than 122 but less than 125, what odd number am I?
__________3.) I am the greatest odd number that is less than 600.
__________4.) I am an even number that is less than 1 400 but greater than 1 396.
__________5.) I am less than 2
Prepared by:
ETHEL M. AGUILAR
__________________________
Teacher III Parent’s Signature
Name: __________________________________________________________________________________

Third Quarter
Module 2a : Visualizing Fractions Equal to One and Greater than One
Visualize the fractions equal to one and greater than one;
II. Objective:
Visualize the fractions equal to one and greater than one;
III. Key Concept (Copy this part on your Mathematics Notebook )

Before we discuss about fractions equal to one and greater than one in this module, it is important to
understand the following terms used in the course of the lesson.
• Numerator - is the number above the line in a common fraction. It tells how many parts indicated by the
denominator are taken.
• Denominator - is the number below the line in a common fraction. It tells how many times the whole is being
divided.
How to visualize fractions that are equal to one and greater than one?
A. Determine whether the fraction is equal or greater than one.
1. Fractions are called “fractions equal to one” when their numerators and denominators are the same.
2. Fractions are called “fractions more than one” when their numerators are greater than their denominators.
B. Divide the whole according to the number of the given
denominator.
Shade the parts following the number of its numerator.
If the fraction is equal to one, just divide the whole into equal parts according to the value of the numerator and
denominator then shade all the parts.
In visualizing fraction greater than one, since the numerator is greater than the denominator just add another
whole with the same number of divided parts until the total number of shaded parts is attained.
A. Let us visualize fractions equal to one.

It is easy to determine that a given fraction is equal to one.
These are fractions that have the same numerator and denominator.
Examples are shown below.
Notice that each fraction above visualized a whole.

Each whole is divided according to the number of the given denominator.
All parts are shaded because the number of its numerator is equal to its denominator.
B. Let us visualize fractions greater than one.

A fraction is said to be greater than one if its numerator is greater than the denominator.
Examples are shown below.
Notice that each fraction above visualized more than one whole.
Each whole is divided according to the number of the given denominator.
The total number of the shaded parts follows the number of its numerator.
In visualizing fraction greater than one, since the numerator is greater than the denominator just add another
whole with the same number of divided parts until the total number of shaded parts is attained.
IV. Activity
Direction: Fill in the table by writing the fractions in the boxes as visualized by the figures below. Color
the boxes in green for fractions equal to one and color yellow for fractions greater than one.
Direction: In a fruit basket, there are 5 red apples and 5 green apples. You are task to give the same
number of apples to five children. What fraction is being formed? Draw the number of apples per plate
to visualize your fraction.
The fraction is: ______________

Draw here:
Prepared by:
ETHEL M. AGUILAR
__________________________
Name: __________________________________________________________________________________

Third Quarter
Module 2b : Representing Fractions using Regions, Sets, and the Number Lines
Represent fractions using regions, sets, and number lines.
II. Objective:
Represent fractions using regions, sets, and number lines.
III. Key Concept

(Copy this part on your Mathematics Notebook )
Remember this:
Fractions can be represented by the use of regions, sets and segments.
Fractions represent equal parts of a whole or a collection. It has “numerator” and “denominator”. Numerator is
the number of equal parts shaded. Denominator is the number of equal parts in a whole or collection.
IV. Activities
A.Direction: Name the fraction of the shaded part. Write your answer on the blank.
1 __________ 2__________ 3__________ 4__________ 5__________
B.Write the fraction of each set.
C.Write the fraction as represented by the number line segment.
A. Direction: It is now your turn to show a representation of the given fractions. You may use
regions, set or number line.
B. Direction: Choose the correct fraction of the representation. Encircle the letter of your answer .
Prepared by:
ETHEL M. AGUILAR
__________________________
Name: __________________________________________________________________________________
Third Quarter
Module 3 : Reading and Writing Fractions in Symbols and in Words
Reads and writes fractions that are equal to one and greater than one in symbols and in words. M3NS-IIIb-76.3
II. Objective:
Reads and writes fractions that are equal to one and greater than one in symbols and in words.
III. Key Concept

How to read and write fractions?
Step 1. Read and write the numerator of a fraction spelled out in words exactly as it appears as a numeral.
Step 2. Add a hyphen and then spell out the denominator as you would write the rankings of a race or contest
(with “s” if the numerator is not equal to one) such as thirds, fourths, fifths, sixths, sevenths, so on and so forth.
Except for numeral 2 where we used halves instead of seconds.
In words, it would be read and written as nine – halves.
In words, it would be read and written as five – fifths.
Remember, if the denominator of the fraction is one, use the singular form of the terms such as half, third,
fourth, fifth, sixth, seventh, so on and so forth.
IV.Activities
A.Direction: Read the following fractions and write it in symbols and in words.
Fraction Symbol Word
1. fifteen – elevenths
2. sixteen – tenths
3. two - halves
4. 9
9
5. 12
10
B.Direction: Read the following fractions and write it in symbols. Write your answer on the blank.
1. ten – tenths = _______________
2. twenty – ninths = _______________
3. nine – halves = _______________
C.Read the following fractions and write it in words. Write your answer on the blank.
4. 19 = _______________________________________
8
5. 15 = _______________________________________
15
Direction: Read the following fractions and write it in symbols. Write your answer on the blank.
1. seven – thirds = _______________
2. ten – fifths = _______________
3. four – ninths = _______________
Read the following fractions and write it in words. Write your answer on the blank.
4. 10 = _______________________________________
9
5. 13 = _______________________________________
13
Prepared by:
ETHEL M. AGUILAR
__________________________
Name: __________________________________________________________________________________

Third Quarter
Module 4 : Representing, Comparing and Arranging Dissimilar Fractions
Represent, compare and arrange dissimilar fractions in increasing or decreasing order.
II. Objective:
Represent, compare and arrange dissimilar fractions in increasing or decreasing order
III. Key Concept
Modelling is one way to present fractions. When there is a visual representation you can easily determine the
value of each fraction. Thus, arranging the fractions in increasing (least to greatest) or decreasing order
(greatest to least) will be easier for you.
Fraction
Tree
Remember these:
To arrange dissimilar fractions through visualization, we can use fraction models or fractions strips for
representation of each fraction.
To arrange dissimilar fractions, follow the following step.
1. Find the Least Common Denominator (LCD) of the given fractions.
2. Find the equivalent fractions of the given fraction using the LCD as the new denominators.
3. Compare the numerators of the new formed fractions. The lesser the numerator, the lesser the value of the
fraction. The greater the numerator, the greater the value of the fraction.
A. Representing Dissimilar Fractions

We can represent dissimilar fractions through visualization as shown below.
As shown, the three rectangles are of the same size divided into different number of parts. The first rectangle is
divided into two equal parts with one shaded portion the second one is divided into four equal parts with
three shaded portions and the third one is divided into three equal parts, with two portions shaded
You will see that when a whole is divided into several equal parts, each part becomes smaller. Notice that the
divided parts of each figure are dissimilar in sizes compared to the divided parts of the other two figures.
The three different ways of dividing the parts of a rectangle above demonstrate dissimilar fractions.
B. Comparing Dissimilar Fractions

We can compare dissimilar fractions using the symbols “>” greater than or “<” less than.
It is easy to compare dissimilar fractions when fractions are illustrated in figures. See example below.
Compare the following fractions:
Look at the fractions. You may say that each of them has a numerator of 1 while their denominators are
different. From the illustration, we can clearly say that,
We can also use the Cross Product Method when comparing dissimilar fractions especially dealing with
greater number.
Steps of the Cross Product Method

Step 1. Write the fractions vertically, next to each other with an ‘X’ between the two fractions. This helps
remind you which numbers to multiply with each other.
Step 2. Multiply the numerator and denominator that each line of the ‘X’ connects. Write the product above the
numerator you multiplied.
Step 3. Compare the products. The fraction in line with the greater product is the greatest among the two
fractions.
In our example, the product of 1 and 5 which is 5 is greater than 3 which is the product of 1 and 3. Therefore,
C. Ordering Dissimilar Fractions

In ordering dissimilar fractions without models, find the equivalent fraction using the Least Common
Denominator (LCD)of the set of fractions.
IV.Activities
A.Direction: Order the fractions in increasing order.
B.Direction: Order the fractions in decreasing order.

C. Write the fraction of the shaded parts of each figure and arrange them in increasing order.
D.Arrange the fraction of each models in decreasing order.
E. Put a check (√ ) mark on the box provided in each set of fractions that are arranged properly. If it is
arranged properly, identify if it is in increasing or decreasing order.
V. Reflective Activities
Direction: Choose the letter of the best answer and write it on the blank before each number.
B.Direction: Solve for the following problems. Write your answer inside the box.
4.) It takes Chen four-fifths of an hour to complete his math homework, one-sixth of an hour to complete his
reading homework, and two-thirds of an hour to complete his science homework. Arrange the time spent to
complete Chen's homework by subject in decreasing order.
5.) Sehun jogged for one-third of a mile, Luhan jogged for one-half of a mile, and Kai jogged for one-fifth of a
mile. Arrange these distances in increasing order.
Prepared by:
ETHEL M. AGUILAR
__________________________
Name: __________________________________________________________________________________
Third Quarter
Module 5 : Visualizing and Generating Equivalent Fractions
Visualize and generate equivalent fractions. (M3NS-IIIe-72.7)
II. Objective:
Visualize and generate equivalent fractions.
III. Key Concept
Equivalent Fractions are fractions whose values are equal. They show the same fractional part.
To obtain the fraction equivalent to a given fraction, multiply or divide both the numerator and the denominator
of the given fraction by the same nonzero number.
Example:
To simplify a fraction, divide the numerator and denominator by their GCF.

Example:
When both the numerator and denominator of a fraction are multiplied by

the same number, we get a fraction equivalent to the given fraction.
When both the numerator and denominator of a fraction are divided by the
same number, we get a fraction equivalent to the given fraction.
IV.Activities
Direction: Choose the image that shows a fraction equivalent to a given fraction. Write the
letter of the correct answer on the blank.
Direction: Choose from the following shaded parts of fraction equal to the given one.
Write the letter of the correct answer the blank.
Prepared by:
ETHEL M. AGUILAR
__________________________
Name: __________________________________________________________________________________

Third Quarter
Module 6: Recognizing and Drawing Point, Line, Line Segment and Ray
Recognize and draws a point, line, line segment and ray (M3GE-IIIe-11)
II. Objective:
Recognize and draws a point, line, line segment and ray
III. Key Concept

IV.Activities
A. Direction: Choose the letter of the correct answer. Write your answer on the blank before each
number.
1. Dot is a symbol for _____________.

a. line b. ray c. angle d. line segment
2. A ________________ can be longer, through its arrows showing no ending.
a. point b. lines c. segments d. dots
3. part of the line is a ray which is compose of endpoint and a/an ____________.
a. arrowhead b. endpoint c. line d. dot
4. Line segment is part of a line that has _______ endpoints.
a. 1 b. 2 c. 3 d. 4
5. This represents a ____________.
a. segments b. ray c. line d. point
B. Direction: Choose the correct answer in the box to complete the sentence below. Write your answer on
the blank.
line point line segment ray
1. A ________ has two arrow head.

2. A geometric figure that has one endpoint and arrowhead is called________________.
3. A ________________ has two endpoints.
4. A ________________ can be named through a letter.
A. Direction: Answer the following items using the drawing below. Write your answer inside the box.
1. Name all the points.
2. Identify all the line that is shown
3. Name all the line segments in the drawing
4. Identify all the rays that is shown.
Prepared by:
ETHEL M. AGUILAR
__________________________
Name: __________________________________________________________________________________

Third Quarter
Module 7: Recognizing and Drawing Parallel, Intersecting and Perpendicular Lines
Recognize and draw parallel, intersecting and perpendicular lines
II. Objective:
Recognize and draw parallel, intersecting and perpendicular lines
III. Key Concept

Lines that meet or intersect at common point are called intersecting lines.
Intersecting lines that form square corners are called perpendicular lines.
Two lines that do not meet at a point are called parallel lines.
Line A
Line B
Line A and Line B are horizontal lines. As you notice, the two lines are the same distance apart. If we will
extend the two lines in each set, they will never meet at a certain point. These lines are called parallel lines.
Parallel lines composed of two lines that will never meet no matter how far we will extend them.
What have you noticed at the intersecting point of the two lines? What does it form? Lines A and C intersect at
point O and form a corner. These lines are called perpendicular lines. Perpendicular lines form square
corners. Perpendicular lines intersect and form four right angles.
Look at the illustration.

What have you noticed? These lines intersect at a certain point but the point of intersection does not form right
angles. These lines are called intersecting lines. Lines that meet or intersect at a common point are called
intersecting lines.
IV.Activities
A.Direction: Answer the questions. Write the correct answers on the blank.
____________________1. What kind of lines intersects and forms four right angles?
____________________2. When two lines do not meet at a point, the two lines are called?
____________________3. Use a ruler to draw intersecting lines.
____________________4. Use a ruler to draw perpendicular lines.
____________________5. Use a ruler to draw parallel lines.
B.Direction: Identify if the figures shown are parallel, intersecting, or perpendicular lines.
V.Reflective Activity
Direction: Draw an example for each kind of lines.
Parallel Lines Intersecting Lines Perpendicular Lines
Prepared by:
ETHEL M. AGUILAR
__________________________
Name: __________________________________________________________________________________

Third Quarter
Module 8: Visualizing Identifying and Drawing Congruent Line Segment
Visualizes, identifies and draws congruent line segment
II. Objective:
Visualizes, identifies and draws congruent line segment
III. Key Concept

In identifying the congruent line segment we need to use ruler to measure the length of each side line segment if
they have they same measurement to assure that the line segment are congruent.
The symbol for congruency is:
We write AD BE
We say: Line segment AD is congruent to line segment BE
We write AE BD
We say: Line segment AE is congruent to line segment BD
We write AB ED
We say: Line segment AB is congruent to line segment ED
IV.Activities
Direction: Which of them are congruent? Encircle your answer and write the Line Segment.
1.Line segment __________ is congruent to line segment __________

B. Direction: Which of them have the same length? Encircle the number of your anser.
Direction: Which pair of segments are congruent? Measure and compare.Write your anser on the blank.
Prepared by:
ETHEL M. AGUILAR
__________________________
Name: __________________________________________________________________________________

Third Quarter
Module 9: Identifying and Visualizing Symmetry
Identifies and visualizes symmetry in the environment and in design. (M3GE-IIIg-7.3)
II. Objective:
Identifies and visualizes symmetry in the environment and in design.
III. Key Concept

It is important to study and learn symmetrical figures and designs because these are very necessary in
our daily life activities. Observe the shapes below. What do you notice about them? Study the shape on the left
side and the right side.
Is the shape on the left side of the broken line similar to the shape on the right side? The broken line is
called the line of symmetry. The shapes are called symmetrical shapes or symmetrical designs. In a
symmetrical design, the shape on one side of the line of symmetry is a mirror reflection of the shape on the
opposite side of the line of symmetry. We can form simple symmetrical designs out of a given shape.
IV.Activities
A. Direction: Draw a line of symmetry on the following illustrations. Tell whether the design is
symmetrical or not. Write YES if the design is symmetrical and NO if it is not.
B. Direction: Choose the figure symmetrical to the given design on the left. Encircle your answer.
A. Direction: Draw a line of symmetry on the following illustrations. Tell whether the design is
symmetrical or not. Put a / on the blank for symmetrical designs and x for not.
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
Prepared by:
ETHEL M. AGUILAR
__________________________
Name: __________________________________________________________________________________

Third Quarter
Module 10: Identifying and Drawing the Line of Symmetry
Identify and draws the line of symmetrical figure.
II. Objective:
Identify and draws the line of symmetrical figure.
III. Key Concept

How do we complete a symmetrical figure?
* To complete a symmetrical figure, draw the other half exactly the same, a mirror-image of the other half with
respect to its line of symmetry.
The broken line is called the line of symmetry.
When a figure or object is folded along a line of symmetry, the two sides lie exactly on top of each other, then
one side is exactly the mirror of the other.
IV.Activities
Direction: In each figure below, a dotted line is drawn. Write Yes if it is a line of symmetry of the figure
and No if it is not.
1 2 3 4 5
6 7 8 9
Direction: Draw a line in each object to show symmetrical figure.
5
1
Prepared by:
ETHEL M. AGUILAR
__________________________
Name: __________________________________________________________________________________

Third Quarter
Module 11: Symmetric Figure with Respect to Line of Symmetry
Complete a symmetric figure with respect to a given line of symmetry
II. Objective
Complete a symmetric figure with respect to a given line of symmetry
III. Key Concept

Symmetry is when one shape becomes mirror image of the other half. It is even present in our daily activities,
for example: cutting pizza, cake, apple, watermelon etc.
Symmetry is when a figure has two sides that are mirror images of one another. Then, we can draw a line
through a picture of the object and along either side the image would look exactly the same. This line is called
“line of symmetry.”
The “line of symmetry” is the imaginary line where you could fold the image and have both halves matched
exactly.
IV.Activity
Direction: Draw the other half of the objects below to make it symmetrical.
1 4
6 9
2 5 7 10
3
8
Direction: Draw the other half of the objects below to make it symmetrical.
Prepared by:
ETHEL M. AGUILAR
__________________________
Name: __________________________________________________________________________________
Third Quarter
Module 12: Determining the Missing Term or Terms in a Pattern
Determine the missing term/s in a given combination of continuous and repeating pattern
II. Objective
Determine the missing term/s in a given combination of continuous and repeating pattern
III. Key Concept

In identifying the missing term/s in a given pattern or sequence, look how the figures or shapes are arranged
and identify the order of the repeated figures.
• Look how the figures or shapes are arranged and identify which shapes repeat over and over.
• Identify the order of the repeated figures.
• Determine if the numbers are arranged increasing or decreasing order.
• Explore the relationship between the numbers by finding the difference between numbers are next to each
other.
• Use the difference between numbers to find the missing number.
IV.Activity
A. Direction: Determine the missing term of the pattern in Column A. Encircle your answer in column B.
B. Direction: Look at the sets of pattern. Write the missing terms of each pattern.
B.Direction: Write the missing letters/numbers to complete the sequence.
1. ___, B, C, ___, ___, F, ___ 2. M, ___, O, ___, Q, ___, S 3. 3, ___, ___, 12, 15, ___, 21
4. 4, 8, 12, ___, 20, ___, 28 5. ___, 2, ___, 4, 5, 6, ___
Prepared by:
ETHEL M. AGUILAR
__________________________
Name: __________________________________________________________________________________
Third Quarter
Module 13: Finding the Missing Value in a Number Sentence Numbers
Find the missing value in number sentence involving multiplication or division of whole numbers including
money.
II. Objective
Find the missing value in number sentence involving multiplication or division of whole numbers including
money.
III. Key Concept

Division and multiplication are inverse operations, finding the quotient in division is the same as
finding the missing factor in multiplication.
Equation : 3 x 6 = 18
Solution : 8 ÷6 = 3
Knowing the relationship between and among the four basic operations is helpful in finding the
unknown in a mathematical equation.
IV.Activity
Direction: Find the missing value in the following number sentence.
1. 15 x n = 60 , n = _____
2. 117 ÷ n = 13 , n = _____
3. If you multiply the number N by 19, the product is 95. What is the number? ______
4. What number when divided by 14 gives a quotient of 48? ____
5. When the product of 16 and 24 is divided by this number, it gives a quotient of 64. What is the number?
________
Direction: Answer the problems given by finding the missing value in a number sentence involving
multiplication or division of whole numbers. Write your answer on the blank before each number.
__________ 1. What is the product of 13 and 25?

__________ 2. The product of a number and 31 is 558, what is the number?
__________ 3. What number when divided by 16 gives a quotient of 120?
__________ What number when divided by the product of 4 and 2 gives a quotient of 96?
__________ 5. When the product of 19 and 35 is divided by this number, it gives a quotient of 133.
Prepared by:
ETHEL M. AGUILAR
__________________________

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

Learning Activity Sheet in Mathematics

III. Key Concept (Copy this part on your Mathematics Notebook )

3.) 3, 6, 9, 12, ___, 18, ___, 24, ___, 30

4.) 1 191, _____, 1 193, _____, 1 195, _____, 1 197

C.Direction: Determine whether the number is odd or even.

__________3.) I am the greatest odd number that is less than 600.

__________5.) I am less than 2

Learning Activity Sheet in Mathematics

III. Key Concept (Copy this part on your Mathematics Notebook )

A. Let us visualize fractions equal to one.

Notice that each fraction above visualized a whole.

B. Let us visualize fractions greater than one.

The fraction is: ______________

Learning Activity Sheet in Mathematics

III. Key Concept

1 __________ 2__________ 3__________ 4__________ 5__________

B.Write the fraction of each set.

C.Write the fraction as represented by the number line segment.

III. Key Concept

In words, it would be read and written as nine – halves.

In words, it would be read and written as five – fifths.

Learning Activity Sheet in Mathematics

A. Representing Dissimilar Fractions

B. Comparing Dissimilar Fractions

Steps of the Cross Product Method

C. Ordering Dissimilar Fractions

B.Direction: Order the fractions in decreasing order.

D.Arrange the fraction of each models in decreasing order.

To simplify a fraction, divide the numerator and denominator by their GCF.

When both the numerator and denominator of a fraction are multiplied by

Learning Activity Sheet in Mathematics

III. Key Concept

1. Dot is a symbol for _____________.

line point line segment ray

1. A ________ has two arrow head.

1. Name all the points.

2. Identify all the line that is shown

3. Name all the line segments in the drawing

4. Identify all the rays that is shown.

Learning Activity Sheet in Mathematics

III. Key Concept

Look at the illustration.

Learning Activity Sheet in Mathematics

III. Key Concept

1.Line segment __________ is congruent to line segment __________

2.Line segment __________ is congruent to line segment __________

2.Line segment __________ is congruent to line segment __________

3.Line segment __________ is congruent to line segment __________

Learning Activity Sheet in Mathematics

III. Key Concept

Learning Activity Sheet in Mathematics

III. Key Concept

Learning Activity Sheet in Mathematics

III. Key Concept

III. Key Concept

III. Key Concept

3.) 3, 6, 9, 12, _, 18, _, 24, ___, 30

4.) 1 191, ___, 1 193, _, 1 195, ___, 1 197

1 2 3 4 5__

1.Line segment is congruent to line segment

2.Line segment is congruent to line segment

2.Line segment is congruent to line segment

3.Line segment is congruent to line segment