Math3 Q1 Week3 Day1-5

MATHEMATICS RESOURCE PACKAGE
QUARTER I
Week 3 – Day 1
Subject: MATH Grade Level: 3

Date:
Session: Day 1
__________________
Content Standard Demonstrates understanding of whole numbers up to 10 000.
Is able to recognize, represent, compare ,and order whole

Performance Standard numbers up to 10 000.
Round numbers to the nearest tens, hundreds and thousands.
Competency M3NS –Ib-15.1
I. OBJECTIVES
Knowledge: Round numbers to the nearest thousand.
Skills: Write the rounded form of numbers
Affective: Keep oneself physically fit

II. CONTENT Rounding Numbers to the Nearest Thousands
III. LEARNING RESOURCES
A. References
1.Teacher’s Guide Math. 3 TG. pp16-20
Pages
2. Learner’s Materials Math 3,LM. pp. 18-23
Pages
3. Additional Materials Laptop, activity cards, charts
4. Learning Resources Activity 1 p. 21 LM Math 3, Rounding Numbers to the
(LR) portal Nearest Thousands
B. Other Learning Lesson Guide in Elementary Math. Grade III. Deped. 2005
Resources
IV. PROCEDURES
A. Reviewing or A. Preliminary Activities
presenting the new
lesson 1. Drill
Identifying the place value of of the given numbers.
The teacher flashes some number cards with underlined digit.
The pupils write the place value occupied by the underlined
digit in their show-me-board and show the answer to the
Prepared by: Mrs. Marie Cresh V. Sanjero

teacher.
a.) 820 b.) 778 c.) 691
2.Review
Rounds to the nearest hundreds.
1. 121=______ (100)
2. 389=______ (400)
3. 512=______ (500)
4. 678=______ (700)
5. 803=______ (800)
B. Establishing a
purpose for the Have you gone to a gymnasium? Does your school have a
lesson gymnasium? Describe a gymnasium? What is the use of the
gymnasium? Who among you know how to play some sports?
Do you know that playing these sports keep a person physically
fit?
Last night, there was a basketball game played by Barangay
Maligaya and Pag-asa. The total attendance of the people was
975. When the Barangay Captain was asked about the said the
number of people in the gymnasium, he said “about a thousand
witnessed the game”.
Ask: why did the barangay Captain say,” about a thousand
witnessed the game”? What happens to 975? (It was rounded up
to the nearest hundreds.)
C. Presenting examples The teacher presents a problem.
of the new lesson
A. A certain number of people are in a gymnasium
watching a volleyball tournament. If the number of
people is rounded to 2 000, is it more likely to be 2
400 or 2 600?
B. Use of number line to represent the number.
1.Thousands Place
2000 2500 3000

Look for 2 400 and 2 600 on the number line.
Which number is nearer to
2 000?
Ask : What is our lesson all about? (Rounding numbers to the
nearest tens, hundreds, and thousands.)
D. Discussing new In the previous lessons, we learned about rounding numbers in
concepts and the nearest tens and hundreds places.
Each group will be given exercises to work on. Round off the
practicing new skills numbers to the place indicated.
#1
1. 4 329 2. 9 125 3. 8 149 4. 9 749 5. 1 592
Check the answers and discuss each.

E. Discussing new Match the numbers with their round form by using a line. Work
concepts and by two’s.
A B
practicing new skills 1)8 241 a. 5 000
#2 2) 71 592 b.70 000
3) 69 125 c. 90 000
4) 3 378 d. 8 000
F. Developing Mastery Encircle the correct answer.
1. Which is the smallest four-digit number that can be rounded

off to 1 000? (d )
a,.1 634 b. 1 310 c.1 536 d. 1 258
2. Which is the largest five-digit number that can be rounded off
to 10 000? ( c )
a. 9 195 b. 10 795 c. 11 681 d. 12 831
3. Which is the smallest five-digit number that can be rounded
off to 20 000? ( a )
a. 19 653 b. 19 867 c.20 100 d. 19 938
Check and discuss each answer.
G. Finding practical Give a problem.

Applications of concepts Round to the nearest thousands.
and skills in daily living
Mang Jose went to his farm. He harvested 969 pieces of okras,
1200 peppers and 890 string beans. About how many okras,
peppers, and string beans were harvested by Mang Jose?
969 okras=_____ ( 1,000 )

1200 peppers=_______ ( 1,000 )
890 string beans=_____ ( 900 )
What will happen to our plants if there is a typhoon?

(Show a picture about typhoon preparedness. Let the
children tell about the pictures.)
H. Making How do we round off numbers to the nearest thousands?

Generalizations and
abstractions about To round off numbers ….
the lesson 1. Look for the place of the digit to be rounded.
2.Check the digit to its right. If it is 4 0r below, round it down.
3. If it is 5 or above , round it up.
4.Change to zeros all the digits to the right.
I. Evaluating learning Round off the numbers to the nearest thousands. Write the
correct answer.
1: 4,760 is rounded to _________ ( 5,000 )

2: 6,090 is rounded to _______ ( 6,000 )
3. 9,902 is rounded to _______ ( 10,000 )
4.3 561 is rounded to ________ ( 4,000 )
5: 8,451 is rounded to _______ ( 8,000 )
J. Additional Activities
for application or Round off each number to the place indicated. Write the letter of
remediation the correct answer.
_________1. 5 419
a.3 000 b. 4 000 c.5 000 d. 6 000
_________ 2. 2 937
a. 3 000 b. 4 000 c. 5 000 d. 6 000
_________ 3 . 7 324
a. 7 000 b. 10 000 c. 60 000 d. 70 000
_________4. 6 263
a. 4 000 b. 6 000 c. 7 000 d. 8 000
______ 5. 5 890
a.3 000 b.500 0 c.7 000 d.6 000
V. REMARKS
VI. REFLECTION
A. No. of learners who ___ Learners earned 80% above
earned 80% in the
evaluation
B. No. of learners who __ Learners require additional activities for
require additional remediation
activities for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of ___Learners have caught up the lesson
learners who have
caught up the lesson
D. No. of learners who __ Learners continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:

strategies worked well? ___ Group collaboration

Why did these work? ___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I ___ Bullying among pupils
encounter which my ___ Pupils’ behavior/attitude
principal and supervisor ___ Colorful IMs
help me solve? ___ Unavailable Technology Equipment (AVR/LCD)
___ Science/ Computer/Internet Lab
___ Additional Clerical works
___Reading Readiness
___Lack of Interest of pupils
G. What innovation or Planned Innovations:
localized I used/discover __ Localized Videos
which I wish to share __ Making use big books from
with other teacher? views of the locality
__ Recycling of plastics to be used as Instructional
Materials
__ local poetical composition
__Flashcards
__Pictures

Session: Week 3 day1
Content: Rounding numbers to the nearest thousands.
DISCUSSIONS:
Round numbers tothe nearest thousands.
Given Number Rounded Number

1.) 2 674= 3000
2.) 6 805= 7000
3.) 1 392 = 1000
4.) 8 270= 8000
5.) 5 526= 6000
How do we round numbers to the nearest thousands?
When rounding off a number to the nearest thousands,

look at the hundreds digits:
● If the hundreds digit is less than 5, change the

hundreds, tens, and ones digits to 0.
The number is rounded down.
● If the hundreds digit is 5 or greater, add 1 to the

thousands digit. Then, change the hundreds, tens,
and ones digits to 0.
The number is rounded down.

SUPPLEMENTARY ACTIVITIES
Note: The activities included here will be used only when needed.
ACTIVITY 01
Direction: Round the numbers to the nearest thousands.
1.) 976 =_______

2.) 1 209 =_______
3.) 3 872 =_______
4.) 4 566 =_______
5.) 6 370 = ______
ACTIVITY 02
1.) 15 123 =_______

2.) 20 451 =_______
3.) 39 683 =_______
4.) 84 719 =_______
5.) 72 506 =_______
ACTIVITY 03
Direction: Round off the following to the nearest thousands:
1) 2 345 _______ 3) 3 894 _______
2) 1 789 _______ 4) 5 452 _______

REFERENCES
A. DepEd INSTRUCTIONAL MATERIALS:
Canilao, A. & et.al. (2003) Learning Guide in Elem. Math. Grade III, Philippines,
Deped-Ateneo de Manila University
Chingcuangco, O. & et.al. (2015) Mathematics Teacher’s Guide , Grade III, Pasig City,
Philippines, DepEd-BLR
B. BOOKS AND OTHER REFERENCES

De Lara, R. (2011) Discovering Mathematics Today 3, Mandaluyong City, Philippines:
Merryland Publishing Corporation
Chingcuangco, O. & et.al. (2015) Mathematics Teacher’s Guide , Grade III, Quezon
City, Philippines, Book Media Press, Inc.& Mandaluyong City, Printwell, Inc.
.
C. INTERNET SOURCES:
Typhoon Preparedness. Retrieved on November 16, 2018 from

https://mobile.twitter.com/loren_legarda/status/628480382334164992

ANSWER KEY
ACTIVITY 01
6.) 976 = 1 000

7.) 1 209 = 1 000
8.) 3 872 = 4 000
9.) 4 566 = 5 000
10.) 6 370 = 6 000
ACTIVITY 02
6.) 15 123 = 15 000

7.) 20 451 = 20 000
8.) 39 683 = 40 000
9.) 84 719 = 85 000
10.) 72 506 = 73 000
ACTIVITY 03
Direction: Round off the following to the nearest thousands:
1) 2 345 2 000 3) 3 894 4 000
2) 1 789 2 000 4) 5 452 5 000

QUARTER I
Week 3 – Day 2


Date: __________________ Session: Day 2

Compares numbers up to 10 000 using relation symbols
Competency M3NS-Ib -12.3
I. OBJECTIVES
Knowledge: Compares numbers up to
10 000 using relation symbols
Skills: Show hand gestures for “less than”, for “greater than” and for
“equal”.
Affective: Say thank you after receiving gifts.
II. CONTENT Comparing Numbers Up to 10 000.
A. References
1.Teacher’s Guide Math. 3, TG. pp.21-24
Pages
2. Learner’s Materials Math. 3, pp. 23-27
Pages
3. Additional Materials Laptop, activity cards,
4. Learning Resources Activity 1 p. 26 LM Math 3, Comparing Numbers up to
(LR) portal 10 000
Resources
IV. PROCEDURES
presenting the new
lesson 1.Drill
Show sets of rubber bands and popsicle sticks to pupils. Have
them count the number of objects and tell which of the sets has
more or less number.
Rounding off the numbers.
2.Review
Rounds to the nearest thousands.

1. 1 121 ( 1,000 )
2. 4 389 ( 4,000 )
3. 5 592 ( 6,000 )
4. 3 678 ( 4,000 )
5. 8 803 ( 9,000 )
B. Establishing a
purpose for the Lead the pupils in playing a game. Have them group themselves
lesson according to the following:
a. Color of their bags.
b. First letter of their names.
Ask: What is the color of your bag? Which has the most
number? the least? Did you say , “Thank you.” to your parents
when you received your gift at the beginning of the school year?
What first letter of names has the most number? The least?
Compare the numbers.
Compare using sentences then let them use he relation symbols.
C. Presenting examples Post on the board.

of the new lesson 1. Have the pupils read the text about Jane and Jamie. Show the
chart to pupils and explain the data.
Best Friends Number of
rubber
bands
collected
Jane 1 637
Jamie 1 259
Ask: How many rubber bands does Jane collect? (1,637) What
about Jamie? ( 1,259 )
Who collected more rubber bands? (Jane)
Let the pupils compare the two numbers by their digits.
Ask: What can you say about their digits in the thousands place?
(They are equal)
In the hundreds place? (They are not the same in number.)
Ask: Which hundred is more? (6 hundred is greater than 2
hundred.)
So, 1637 is greater than 1259.
Introduce the symbols > for “greater than”, < for “less than”,
and = for“equal”.
Say: 1637 is greater than 1259.
In symbol, it is written as: 1637 > 1259
Give an example illustrating the concept of equality.
Present another way of comparing numbers by using a number
line.
Ask: What is our lesson for today?
D. Discussing new Post a chart.

concepts and Give the children some numbers to answer. Ask the pupils to
use the following hand gestures for “less than”, for “greater
practicing new skills than” and for “equal”.
#1

less than greater than equal
a.416____8 516 (<)

b.5 345___5 234 (>) c. 4 789____4785 (>)
d. 2 141____1 211 (>) e. 7464_____7 644 (<)
Check the children’s answer by number.
E. Discussing new Answer the following numbers. Use the relation symbols.
concepts and <- less than
> - greater than
practicing new skills = - equal
#2
1) 3 345 _____ 5 263 (<)
2) 6 232 _____ 6 348 (<)
3) 6 476 ______ 7 568 (<)
4) 8 315 ______ 9 806 (<)
5) 8 925 ______ 9 438 (<)
F. Developing Mastery Do Activity 3, A. p. 26. (1-10)
( See attachment 01)
G. Finding practical San Mateo has a school population of 3620 while San Miguel has
Applications of concepts 20 more than the population of San Mateo.
Compare using the relation symbol.
and skills in daily living Let us continue about Typhoon Preparedness on picture
number 1 and 2. Let the children share their experiences.
H. Making How do we compare numbers? What symbols do we use?

Generalizations and
abstractions about To compare numbers, we use the following symbols:
> for “greater than”; < for “less than”, and
the lesson = for “equal to”.

I. Evaluating learning Compare the numbers. Write >, <, or = in the blank.
1) 4 860 _____ 7 487 (<)
2) 1 863 _____ 6 634 (<)
3) 5 737 ______ 1 321 (>)
4) 6 876 _____ 3 787 (>)
5) 2 346 _____ 2 346 (=)
6) 1 678 _____ 1 785 (<)
7) 7 341 ______ 7 314 (>)
8) 3 413 _____ 3 712 (<)
9) 8 978 _____ 8 786 (>)
10) 4 891 ______ 4 891 (=)
J. Additional Activities Which has more thousands?

for application or Encircle the correct answer.
remediation
1) 9 879 or 7 894 = (9,879)
2) 4 800 or 8 400 = (8.400)
3) 7 643 or 6 437 = (7,643(
4) 6 897 or 1 689 = (6,897)
5) 7 342 or 3 742 = (7,342)
VII. REMARKS
VIII. REFLECTION
earned 80% in the
evaluation
learners who have
continue to require
remediation
___ Discussion

___ Case Method

___ Lecture Method
Why?
___ Complete IMs
Materials
__Flashcards
__Pictures
ATTACHMENT
Session: Week 3 Day 2

Content: Comparing Numbers Up to 10 000.
ATTACHMENT 01
Do Activity 3, A. p. 26. (1-10)
Direction: Compare the numbers. Write >, <, or = in the blank.
1.) 3 860 ____5 487

2) 5 863 _____ 7634
3) 2 737 ______ 7 321
4) 7 876 _____ 6 787
5) 2 346 _____ 2 346
6.) 1 678 ____ 1 785
7.) 7 341 _____7 341
8.) 3 413 _____ 3712
9.) 8 678 _____ 8786
10.) 7891 ____7891
DISCUSSIONS:
In barangay Mabuhay there are 4 575 men and 4 755 women.

Which is greater, the number of men or women?
Step 1 Compare the digits in the thousands place.

The 4 in 4 575 is equal to 4 in 4 755.
Step 2 Compare at the hundreds place.

The 5 in 4 575 is lesser than 4 755.
Step 3 Compare the tens place.

7 in 4 575 is greater than 5 in 4 755.
Step 4 Compare at the ones place.

5 in 4 575 is equal to the 5 in 4 755.
Therefore, 4 755 is greater than 4 575.

4 755 > 4 575

When comparing numbers with the same number of digits, always compare
digits in the same place. Start comparing from the leftmost place to the rightmost
place.
We can compare numbers using the expressions “ is greater than” (>), “
is less than “ (<), and “ is equal to”. (=).
ACTIVITY 01
Direction: Choose the correct expression. Write “is equal to”, “is greater than”, or
“is less than” on your paper.
1.) 2 098______ 2 078

2.) 8 124______ 8 125
3.) 7 245 ______5 998
4.) 1 245______ 1 643
5.) 9 245______9000+200+40+5
ACTIVITY 02
Direction: Write the correct symbol ( >, <, = ) to fill the blanks . Write your answer
on your paper.
1.) 2 098 _____ 2 078

2.) 2 345 _____ 2 345
3.) 5 999 _____ 6 000
4.) P 1 348 _____ P 1 556
5.) P 15 645____ P 11 643
References


.

ANSWER KEY
ATTACHMENT

Content: Comparing Numbers Up to 10 000.
ATTACHMENT 01
Do Activity 3, A. p. 26. (1-10)
Direction: Compare the numbers. Write >, <, or = in the blank.
1.) 3 860 < 5 487

2) 5 863 < 7634
3) 2 737 < 7 321
4) 7 876 > 6 787
5) 2 346 = 2 346
6.) 1 678 < 1 785
7.) 7 341 = 7 341
8.) 3 413 < 3712
9.) 8 678 < 8786
10.) 7891 = 7891
ACTIVITY 01
Dircction:Choose the correct expression. Write “is equal to”, “is greater than”, or “
is less than” on your paper.
6.) 2 098______ 2 078 – “is greater than”

7.) 8 124______ 8 125 – “is lesser than”
8.) 7 245 ______5 998 – “is greater than”
9.) 1 245______ 1 643 – “is lesser than”
10.) 9 245______9000+200+40+5 – “is equal to”
ACTIVITY 02
Direction: Write the correct symbol ( >, <, = ) to fill the blanks . Write your answer
on your paper.

6.) 2 098 > 2 078

7.) 2 345 = 2 345
8.) 5 999 < 6 000
9.) P 1 348 > P 1 556
10.) P 15 645> P 1
QUARTER I
Week 3 – Day 3

Date: __________________ Day: 3

Demonstrates understanding of whole numbers up to 10
Content Standard
000.
Is able to recognize, represent, compare , and order
Performance Standard
whole numbers up to 10 000.
- Orders 4 -5 –digit numbers in increasing and
decreasing order.
Competency
M3NS – Ib – 13.3
I. OBJECTIVES
Knowledge: Orders 4 -5 –digit numbers in increasing and decreasing
order.
Skills: Arrange numbers up to 10 000 in increasing or
decreasing order.
Affective: Explain how to arrange numbers in increasing and

decreasing order.
II. CONTENT Ordering Numbers up to 10 000.
A. References
1.Teacher’s Guide Math 3 TG. pp. 24-27
Pages
2. Learner’s Materials Math 3, LM. pp. 27-31
Pages
3. Additional Materials Laptop, activity cards, charts
4. Learning Resources Activity 2 p. 30 LM Math 3, Ordering Numbers up to 10
(LR) portal 000
B. Other Learning Lesson Guide in Elementary Math. Grade III. Deped.
Resources 2005
IV. PROCEDURES
presenting the new
lesson 1.Checking of Assignment
2..Drill:
Using a flash cards let the pupils give the place of
a digit in the number.
a.) 7 634 (six) b.) 4 351 (four)
3. Review

What digit or will you write in the blank to make the

number greater than the number on the right?
1) 4 __37 4 794
2) __143 1 268
3) 7 8__ 9 7 861
B. Establishing a
purpose for the Call on pupil volunteers to stand in front and arrange
lesson them from tallest to shortest.
Ask: How many pupils are there?
What do you notice about their arrangement? How are
they arranged?
Who comes first? Next? And last?

What if we will change the order?
Teacher must emphasize the arrangement as increasing
or decreasing order .
C. Presenting examples
of the new lesson 1. Show a clothesline with two numbers ( 6 392 and 4
259 )pinned on it. Let the pupils read the number.
2. Say: What if there is another number like 5 253?
Where should it be placed so that the numbers are
arranged from greatest to least? (Answer:
between 6 392 and 4 354)
3. Ask: Why should it be placed in that position?
(because 5 253 is less than 6 392, but greater than 4 354
and we are following the decreasing order)
What if there is another number like 2 998? Where
should it be placed? (Answer: after 4 354)
Why? (to arrange the numbers in order from greatest to
least)
4. Remember that you are arranging the numbers from
greatest to least.
5. Remind pupils that when the numbers are arranged in
decreasing order, the arrangement starts with the greatest
number and ends with the least number.
6. Ask: If the numbers were arranged from least to
greatest or in increasing order, how will the arrangement
be done? Which number should come first? second?
third? last?
7. Tell pupils that when the numbers are arranged in
increasing order, the arrangement starts with the least
number and ends with the greatest number.
8. Give more numbers and let the pupils arrange them in
increasing and decreasing order.

D. Discussing new
concepts and Divide the class into 4 groups. Give 2 sets of number
practicing new skills cards to the groups. Instruct one group to write numbers
#1 after, before, and between a given number in increasing
order and second in decreasing order. Tell them that
this is a timed activity (5 minutes).
2 453, 1453
Set 1 : 5 421, 4 163, 3 154 ______, ________
8 765, 9 876
Set 2 : 6 789, 7790, _______, ______10 993
Let the children explain the order of the numbers.

( Continue discussing about typhoon preparedness.)
What have we learned about typhoon ?
Discuss pictures 3 and 4.
E. Discussing new Arrange in increasing and decreasing order.

concepts and 1.Arrange in increasing order.
practicing new skills
#2 These are the number of the children per grade at
Santo Niño ES.
8 134 8 621 8431
8 364 8 554
Ans: (8 134, 8 321, 8 31, 8 564, 8 654)
_______, ________, _______,

_______, ________
2. Write the numbers in decreasing order.

These are the number of people in five

barangays.
4 745 6 983 9 357 7 450

________ , _______, ________ ,
_______,
________
F. Developing Mastery Do Activity 4, p.29.
( Pls. see attachment 01)
G. Finding practical Order the numbers.
Applications of concepts These are the school population of four elementary
and skills in daily living schools.
1. Arrange them in increasing order.
3 427 2 564 1 976 2 839

________ ________
________ ________
Ans. (1 976, 2 564, 2 839, 3 427)
2. Arrange them in increasing order.

________, _________
________, _________
H. Making How do we arrange numbers in decreasing order?

Generalizations and How do we arrange numbers in increasing order?
abstractions about To arrange numbers in increasing or decreasing order,
the lesson compare two numbers at a time, starting from left to
right. Find out which is greater or lesser, then put them
in the right order.
I. Evaluating learning A. Arrange the following numbers in increasing order.
1.) 2 786 2 790 2 788 2 787 2 789 = (2 786, 2

787, 2 788, 2 789, 2 790)
2) 5 860 5 980 5 000 5 880 5 780 = (5 000, 5 780, 5
860, 5 880, 5 980 )
3) 9 904 9 832 10 000 8 461 9 742 = (8 461, 9 742,

9 832, 9 904, 10 000 )
B. Arrange the following numbers in decreasing order.
1.)4 989 4 986 4 985 4987 4 988 = ( 4 989,

4 988, 4 987, 4 986, 4 985 )
2) 9 399 9 299 9 400 8 299 8 999 = ( 9 400,

9 399, 9 299, 8 999, 8 299 )
3) 6 090 5 610 6 000 9 967 8 374 = (9 967,

8 374, 6 090, 6 000, 5 610 )
for application or 1) These are the population of junior high school in our
remediation school. Arrange them in increasing order.
3 427 879 3 321 6 534 = ( 879, 3 321,

3 427, 6 534 )
________ ________ ________ ________
These are the number of male pupils from grade II - VI

at San Antonio .
Write the numbers in decreasing order.
4 745 6 983 9 357 7 450 = ( 9 357, 7 450,

6 983, 4 745 )
________ ________ ________ _______
IX. REMARKS
X. REFLECTION
earned 80% in the
evaluation
learners who have
continue to require
remediation


___ Discussion
___ Case Method
___ Lecture Method
Why?
___ Complete IMs
Materials
__Flashcards
__Pictures
ATTACHMENT
Content: Ordering Numbers up to 10 000.
DISCUSSIONS:

Arrange the numbers in increasing and decreasing order.
4 378, 4 379, 4 381, 4 380, 4 382
_______, _______, ________, ________ ________

( increasing order)
_________, _______, ________, ________, ________

( decreasing order)
How do we arrange numbers in increasing order?

How do we arrange numbers in decreasing order?
To arrange numbers in increasing order or decreasing order,

compare two numbers at a time, starting from the left to the
right. Find out which is greater or lesser, then put them in the
right order.
ATTACHMENT 01
Read the numbers.

1. Arrange the numbers on the ladder in increasing order.
6 327, 4 327, 8543, 3 258, 1 765
________
________
________
________
________
2. Arrange the numbers on the ladder in decreasing order
6 327, 4 327, 8 543, 3 258, 1 765

______
_______
_______
_______
_______

Read the numbers.
5 328, 5 327, 5 329, 5 331, 5 330
________, __________, ___________, _____________, __________
4 327, 5 327, 2 327 6 327, 3 327, 2 327
________, __________, ___________, ____________, _________
REFERENCES


.

ANSWER KEY
ATTACHMENT 01
Read the numbers.

6 327, 4 327, 8 543, 3 258, 1 765
8 543
6 327
4 327
3 258
1 765
2. Arrange the numbers on the ladder in deccreasing order
6 327, 4 327, 8 543, 3 258 1 765
1 765
3 258
4 327_
6 327
8 543

Read the numbers.
5 328, 5 327, 5 329, 5 331, 5 330
5 327, 5 328, 5 329, 5 330, 5 331
4 327, 5 327, 2 327 6 327, 3 327, 2 327
6 327, 5 327, 4 327, 3 327, 2 327
QUARTER I
Week 3 – Day 4

Date: __________________ Day 4


Orders 4 -5 –digit numbers in increasing and decreasing order.
Competency M3NS – Ib – 13.3
I. OBJECTIVES
Knowledge: - Orders 4 -5 –digit numbers in increasing and decreasing order.
Skills: Arrange numbers up to 10 000 in increasing or decreasing

order.
Affective: work well with others
II. CONTENT Ordering Numbers up to 10 000.
A. References
Pages
2. Learner’s Materials LM. pp. 23-27
Pages
3. Additional Materials Activity cards, flashcards, charts
4. Learning Resources Activity 4 p. 31 LM Math 3, Ordering Numbers up to 10
(LR) portal 000
Resources
IV. PROCEDURES
presenting the new
lesson 1.Checking of Assignment
2.Drill:
Call on pupils to answer each question.
Which numeral has more tens?
68 or 58, 122 or 133
Which numeral has more hundreds?
893 Or 900, 600 or 423
3.Review
Mrs. Marie Cresh V. Santero, Sta. Catalina 2 District

Oder the numbers in increasing and decreasing order.
4 237 1 794 3143

7 879 2 861
B. Establishing a
purpose for the Call on 5 pupils to give a pencil each. Order the pencils
lesson according to its length . Arrange them from longest to
shortest and vice versa.
Ask: How many pencils are there?
What do you notice about the arrangement? How are
they arranged?
C. Presenting examples Oder the numbers in increasing and decreasing order.
of the new lesson
5 137 2 794 4343
3 879 1 861
_______ (5 137)
________ (4 343)
________ (3 879)
________ (2 794)
________ (1 861)
______ (5 137)
_______ (4 343)
______ (3 879)
_______ (2 794)
_________ (1 861)
Ask: What is the lesson all about? (The lesson is all

about Orders 4-5 –digit numbers in increasing and
decreasing order.)
D. Discussing new
concepts and These are the populations of the 4 barangays. Order the
practicing new skills population in increasing and decreasing order.
#1
4 745 6983 9357 7 450
Arrange in increasing order.

_______, ____, ______, _____ = (4 745, 6
983, 7 450, 9 357)

E. Discussing new
concepts and ( Please see attachment 01)
#2
F. Developing Mastery Read the numbers.
1. Arrange the numbers on the ladder in increasing order
4452 9778 7675 4231 5189
_______ (9 778)
________ (7 675)
________ (5 189)
________ (4 452)
________ (4 231)
Arrange the numbers on the ladder in decreasing order.

________ (9 778)
________ (7 675)
________ (5 189)
________ (4 452)
________ (4 231)
G. Finding practical Activity.

Applications of concepts Use the following digits, 4, 5, 7, 6 and 1 in making digit
and skills in daily living numbers. Arrange in increasing and decreasing order.
What other things we need to prepare when there is a

typhoon?
Discuss pictures 5 and 6.
H. Making How do we arrange numbers in decreasing order?

Generalizations and How do we arrange numbers in increasing order?

abstractions about To arrange numbers in increasing or decreasing order,

the lesson compare two numbers at a time, starting from left to
right. Find out which is greater or lesser, then put them
in the right order.
I. Evaluating learning A. Arrange the following numbers in increasing order.

1) 7 786 5 790 3 788 7 787 2 789 = (2 789,
3 788, 5 790, 7 786, 7 787)
2) 9 820 5 980 2 000 3 880 1 780 = (1 780,
2 000, 3 880, 5 980, 9 820)
3) 6 104 4 332 8 008 2114 8 742 = (2 114,
4 332, 6 104, 8 008, 8 742)

1) 7 899 9 123 2 127 4 979 3 344 = (9 123,
7 899, 4 979, 3 344, 2 123)
2) 5 231 1 294 7 400 8 299 8 999 = (8 999,
8 299, 7 400, 5 231, 1 294)
3) 4 567 4 321 8 007 4 367 6 316 = (8 007,
6 316, 4 567, 4 367, 4 321)
for application or 1) These are the population of women in five clubs.
remediation Arrange them in increasing order.
3 427 2 564 4 657 1 976 5 839 = ( 1 976, 2 564,
3 427, 4 657, 5 839)
_____ _____ ______ _____ ______
2) These are the 4 p’s members in five barangays.

Write the numbers in decreasing order.
2 586 3 783 9 34 8 569 4 477 = (8 569,
4 477, 3 783, 2 586, 934)
_____ _____ _____ ______ _____
XI. REMARKS
XII. REFLECTION
earned 80% in the
evaluation


learners who have
continue to require
remediation
___ Discussion
___ Case Method
___ Lecture Method
Why?
___ Complete IMs
Materials
__Flashcards
__Pictures

ATTACHMENT
ATTACHMENT 01
Direction: Arrange the numbers in increasing or decreasing order.
These are the total female population of the 5 schools in our place. Arrange in increasing and
decreasing order.
3427, 2 564 5 123 1976, 3 839
Arrange in decreasing order.

_____,_____, _____, ____ , ______

_____,_____, _____, ____ , ______
ACTIVITY 01
Arrange the numbers on the ladder in increasing order.
5 327, 3 327, 7 543, 2 258 , 1 560
________
________
________
________
________
2. Arrange the numbers on the ladder in decreasing order.

8 327, 7 327, 6 543, 4 258 , 5 765
______
_______
_______
_______
ACTIVITY 02
Direction: Arrange the following numbers in increasing or decreasing order.
Arrange the following numbers in increasing order.
4 989, 4 986, 4 985, 4 987, 4 988
________, ________, _________, _________, _________
Arrange the numbers in decreasing order.
10 990, 17 610, 14 000, 17 967, 18 374
________, ________, _________, _________, _________

REFERENCES

.


ANSWER KEY
ATTACHMENT
ATTACHMENT 01
These are the total female population of the 5 schools in our place. Arrange in increasing and
decreasing order.
3427, 2 564 5 123 1976, 3 839

Arrange in decreasing order.

5 123, 3 839, 3 427, 2 564, 1 976

1 976, 2 564, 3 427, 3 839, 3427
ACTIVITY 01
Arrange the numbers on the ladder in increasing order.
5 327, 3 327, 7 543, 2 258 , 1 560
7 543
5 327
3 327
2 258
1 560
2. Arrange the numbers on the ladder in decreasing order.
8 327, 7 327, 6 543, 4 258 , 5 765
8 327
7 327
6 543
5 765
4 258
ACTIVITY 02
Direction: Arrange the following numbers in increasing or decreasing order.
Arrange the following numbers in increasing order.

4 989, 4 986, 4 985, 4 987, 4 988
4 985, 4 986, 4 987, 4 988, 4 989
Arrange the numbers in decreasing order.
10 990, 17 610, 14 000, 17 967, 18 374
18 374, 17 967, 17 610, 14 000, 10 990
QUARTER I
Week 3 – Day 5

Date: __________________ Day 5
Is able to recognize, represent, compare , and order

Performance Standard
whole numbers up to 10 000.
Competency Round numbers to the nearest tens, hundreds and
thousands
M#NS-lb-15.1
M3NS-lb-12.3
Orders 4-5-digit numbers in increasing and decreasing

orders.
M3NS-lb-13.3
I. OBJECTIVES
Knowledge: Round numbers to the nearest tens, hundreds and
thousands
M#NS-lb-15.1
M3NS-lb-12.3
Orders 4-5-digit numbers in increasing and decreasing
orders.
M3NS-lb-13.3
Skills: Answer the test correctly
Affective: Being honest
II. CONTENT Summative Test
C. References
Pages
5. Learner’s Materials LM. pp. 18-27
Pages
6. Additional Materials
7. Learning Resources
(LR) portal
D. Other Learning
Resources
IV. PROCEDURES
A. Reviewing or
presenting the new
lesson
B. Establishing a
purpose for the
lesson
C. Presenting examples
of the new lesson
D. Discussing new
concepts and
#1
E. Discussing new

concepts and
#2
F. Developing Mastery
G. Finding practical
Applications of concepts and
skills in daily living
H. Making
Generalizations and
abstractions about
the lesson
I. Evaluating learning I. Round off the numbers to the nearest thousands. Write the
correct answer.
1: 4,260 is rounded to _________ (4 000)

2: 6,090 is rounded to _______ (6 000)
3. 9,902 is rounded to _______ (10 000)
4.3 561 is rounded to ________ (4 000)
5: 8,251 is rounded to _______ (8 000)
II. Compare the numbers. Write >, <, or = in the blank.

1) 4 860 _____ 7 487 (<)
2) 1 863 _____ 6 634 (<)
3) 5 737 ______ 1 321 (>)
4) 6 876 _____ 3 787 (>)
5) 2 346 _____ 2 346 (=)
6) 1 678 _____ 1000+ 600+70+8 (=)
7) 7 341 ______ 7 314 (>)
8) 3 413 _____ 3 712 (<)
9) 8 978 _____ 8 786 (>)
10) 4 891 ______ 4000+800+ 90+1 (=)
III. A. Arrange the following numbers in increasing order.
1.) 2 786 1 790 4 788 3 787 5 789

________ _________ ________ _________ ________
2.) 5 860 5 980 5 680 5 580 5 780
_______ ________ ________ _________ _______
3.) 7 904 9 832 10 000 8 461 6 742
_______ _________ ________ ________ ________
1) 7 899 9 123 2 127 4 979 3 344

_______ _________ ________ ________ ________

2) 5 231 1 294 7 400 8 299 8 999
_______ _________ ________ ________ ________
3) 4 567 4 321 8 007 4 367 6 316

_______ _________ ________ ________ ________
for application or
remediation
XIII. REMARKS
XIV. REFLECTION
earned 80% in the
evaluation
learners who have caught
up the lesson
continue to require
remediation
___ Discussion
___ Case Method

___ Lecture Method

Why?
___ Complete Ims
principal and supervisor ___ Colorful Ims
Materials
__Flashcards
__Pictures
Answer key
I. Round off the numbers to the nearest thousands. Write the correct answer.
1.) 4 000
2.) 6 000
3.) 10 000
4.) 4 000
5.) 8 000
II. Compare the numbers. Write >, <, or = in the blank.
1) <
2) <
3) >
4) >
5) =
6) =

7) >
8) <
9) >
10) =
III. A. Arrange the following numbers in increasing order
1. 1 790, 2 786, 3 787, 4 788, 5 789

2. 5 580, 5 680, 5 780, 5 860, 5980
3. 6 742, 7 904. 8 461, 9 832, 10 000
B. Arrange the following numbers in decreasing order

1. 9 123, 7 899, 4 979, 3 344, 2 127
2. 8 999, 8 299, 7 400, 5 231, 1 294
3. 8 007, 6 316, 4 567, 4 367, 4 321

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MATHEMATICS RESOURCE PACKAGE

Subject: MATH Grade Level: 3

Content Standard Demonstrates understanding of whole numbers up to 10 000.

Is able to recognize, represent, compare ,and order whole

Skills: Write the rounded form of numbers

Affective: Keep oneself physically fit

III. LEARNING RESOURCES

Prepared by: Mrs. Marie Cresh V. Sanjero

a.) 820 b.) 778 c.) 691

B. Use of number line to represent the number.

2000 2500 3000

Check the answers and discuss each.

Prepared by: Mrs. Marie Cresh V. Sanjero

F. Developing Mastery Encircle the correct answer.

1. Which is the smallest four-digit number that can be rounded

G. Finding practical Give a problem.

969 okras=_____ ( 1,000 )

What will happen to our plants if there is a typhoon?

H. Making How do we round off numbers to the nearest thousands?

Prepared by: Mrs. Marie Cresh V. Sanjero

1: 4,760 is rounded to _________ ( 5,000 )

Prepared by: Mrs. Marie Cresh V. Sanjero

strategies worked well? ___ Group collaboration

Prepared by: Mrs. Marie Cresh V. Sanjero

Session: Week 3 day1

Content: Rounding numbers to the nearest thousands.

Given Number Rounded Number

How do we round numbers to the nearest thousands?

When rounding off a number to the nearest thousands,

● If the hundreds digit is less than 5, change the

● If the hundreds digit is 5 or greater, add 1 to the

Prepared by: Mrs. Marie Cresh V. Sanjero

Direction: Round the numbers to the nearest thousands.

1.) 976 =_______

Direction: Round the numbers to the nearest thousands.

1.) 15 123 =_______

Direction: Round off the following to the nearest thousands:

1) 2 345 _______ 3) 3 894 _______

2) 1 789 _______ 4) 5 452 _______

Prepared by: Mrs. Marie Cresh V. Sanjero

A. DepEd INSTRUCTIONAL MATERIALS:

B. BOOKS AND OTHER REFERENCES

Typhoon Preparedness. Retrieved on November 16, 2018 from

Prepared by: Mrs. Marie Cresh V. Sanjero

Direction: Round the numbers to the nearest thousands.

6.) 976 = 1 000

Direction: Round the numbers to the nearest thousands.

6.) 15 123 = 15 000

Direction: Round off the following to the nearest thousands:

1) 2 345 2 000 3) 3 894 4 000

2) 1 789 2 000 4) 5 452 5 000

Prepared by: Mrs. Marie Cresh V. Sanjero

Prepared by: Mrs. Marie Cresh V. Sanjero

Subject: MATH Grade Level: 3

Content Standard Demonstrates understanding of whole numbers up to 10 000.

Is able to recognize, represent, compare ,and order whole

Affective: Say thank you after receiving gifts.

1) 2 345 _ 3) 3 894 _

2) 1 789 _ 4) 5 452 _

Set 1 : 5 421, 4 163, 3 154 , __

Set 2 : 6 789, 7790, _, 10 993

_, , _,