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Mathematics
Quarter 3 – Module 1:
Identifying Odd and Even Numbers
Mathematics – Grade 3
Alternative Delivery Mode
Quarter 3 – Module 1: Identifying Odd and Even Numbers
First Edition, 2020

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Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Juland A. Olay
Editors: Arnel S. Zaragosa, Jeremias C. Ceniza, Gina F. Silvestre, Ph.D., Elma C.
Prudente, Annie Fel Lingatong
Reviewers: Edgardo Dondon S. Lorenzo, Ailyn V. Ponce, Emily A Paller, Eduardo Eroy
Illustrators: Dennis Macaubos, Alfie Valenteros, Christian Loyd Alfuerto, Pit Ybanez
Layout Artist:
Management Team: Evelyn R. Fetalvero Alona C. Uy
Janette G. Veloso Maria Gina F. Flores
Analiza C. Almazan Arnel S. Zaragosa
Ma. Cielo D. Estrada Jeremias C. Ceniza
Renato N. Pacpakin Illuminado T. Boiser

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Mathematics
Quarter 3 – Module 1:
Identifying Odd and Even Numbers
Introductory Message
For the facilitator:
Welcome to the Mathematics-Grade 3 Alternative Delivery Mode
(ADM) Module on Odd and Even Numbers!
This module was collaboratively designed, developed and
reviewed by educators both from public and private institutions to
assist you, the teacher or facilitator in helping the learners meet
the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into guided
and independent learning activities at their own pace and time.
Furthermore, this also aims to help learners acquire the needed
21st century skills while taking into consideration their needs and
circumstances.
In addition to the material in the main text, you will also see this
box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the
learners.

As a facilitator, you are expected to orient the learners on how to

use this module. You also need to keep track of the learners'
progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the
learners as they do the tasks included in the module.

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For the learner:
Welcome to the Mathematics-Grade 3 Alternative Delivery Mode
(ADM) Module on Odd and Even Numbers!
This module is made with you in mind. Please be diligent in
answering every bit of question given to make this module
interactive. Take note that this contains instructions on how to use
the module and the structure as well as the procedure of working
through the module are explained here. This also gives an
overview of the content of the module. It would be nice if you will
answer the activities and exercises first before looking up to the
answer key. Should you have questions regarding the exercises,
please approach your facilitator for better understanding.
At the end of this module you will also find:

References This is a list of all sources used

in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on
any part of the module. Use a separate sheet of paper in
answering the exercises.
2. Don’t forget to answer What I Know before moving on to the
other activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and
checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
through with it.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Always bear in mind that you are not alone.

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We hope that through this material, you will experience
meaningful learning and gain deep understanding of the
relevant competencies. You can do it.

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 What I Need to Know

This module was designed and written with you in mind. It is made
to help you comprehend and easily identify “Odd and Even
Numbers”. The scope of this module permits it to be used in many
different learning situations. The language used recognizes your
diverse vocabulary backgrounds. The lessons are arranged to
follow the standard sequence of the course but the order in which
you read them can be changed to correspond with the
Mathematics Grade 3 learning materials you are using.

After going through this module, you are expected to:

• Identify odd and even numbers.

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 What I Know

Activity 1
Copy the numbers in your paper. Determine whether the number is
odd or even.

_____ 1.) 26 _____ 9.) 500

_____ 2.) 18 _____ 10.) 873

_____ 3.) 79 _____ 11.) 1 457

_____ 4.) 15 _____ 12.) 2 536

_____ 5.) 89 _____ 13.) 3 210

_____ 6.) 101 _____ 14.) 5 012

_____ 7.) 238 _____ 15.) 9 113

_____8.) 454

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 Identifying Odd and Even
Lesson Numbers

Numbers can be categorized into 2 unique identities. No

matter how small or great the value of a certain number is it can still
be identified as either an odd or an even number.
This module will help you how to identify odd and even numbers.

What’s In

Activity 2

A. Identifying Proper and Improper Fractions

Write P if the fraction is a proper fraction and M if it is an
improper fraction.

1.) 1 3.) 4 5.) 7

7 3 2

2.) 2 4.) 9
9 11

B. Identifying Similar and Dissimilar Fractions

Write S if the set of fractions is a similar fractions and D if it is
dissimilar fractions.

6.) 21 and 3 8.) 1 and 2 10.) 3 and 5

7 7 2 4 5 3

7.) 10 and 20 9.) 15 and 15

11 21 20 25

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 What’s New

Mrs. Chin’s class will join a program. She told her learners to fall
in line in pair. If she has 24 learners in her class, will each learner find
a partner? How about if she has 23 learners, would everyone have
a pair?
Among the given numbers above, which one is an odd
number or which is an even number?

What is It

No matter how small or large a number is it can still be

classified as either an odd number or even number.
The best and seemingly 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.

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 What’s More

Activity 3
A. 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. 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

What I Have Learned

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.

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 What I Can Do

Activity 4

Name me!
What number am I? Write your answer on the paper.
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 2 205 but greater than 2 202, what even
number am I?

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 Assessment

Activity 5
Determine whether the number is odd or even.

_____ 1.) 22 _____ 9.) 900

_____ 2.) 58 _____ 10.) 773

_____ 3.) 59 _____ 11.) 7 407

_____ 4.) 5 _____ 12.) 6 586

_____ 5.) 99 _____ 13.) 1 290

_____ 6.) 701 _____ 14.) 7 052

_____ 7.) 838 _____ 15.) 1 813

_____8.) 454

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 Additional Activities

Activity 6
A. Name Game!

Identify what number is being described.

Write your answer on your paper.

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.

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What I Can Do Additional Assessment
1. 79
Activities 16. even
1. 17 17. even
18. odd
2. 123 19. odd
2. 210 20. odd
3. 599 21. odd
3. 1 011 22. even
4. 1 398 23. even
4. 12 and 14 24. even
5. 2 204 25. odd
5. 579 26. odd
27. even
28. even
29. even
30. odd
What’s More What’s In What I Know
1.) 21, 25, 29 1. P 1. even
2.) 105, 115, 2. P 2. even
3. odd
125, 135 3. M 4. odd
3.) 15, 21, 27 4. P 5. odd
4.) 1 192, 1 5. M 6. odd
194, 1 196 6. S 7. even
5.) 110, 116, 7. D 8. even
9. even
122 8. D 10. odd
6.) 20, 30, 40, 9. D 11. odd
50 10. D 12. even
13. even
14. even
15. odd
Answer Key
References
Curriculum Guide: 46-M3NS-IIIa63
Learner’s Guide: Mathematics 3
(Sinugbuanong Binisaya)
pages 194 – 196.

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