NLC Math 3 Enhancement WB v.1

3
Mathematics
Enhancement Camp
Learner's Workbook
Enhancement Camp
Learner's Workbook
Mathematics Grade 3
i
Table of Contents
Day 1: Lesson 1............................................................................................................................................ 2

Idenditying Odd and Even Numbers
Day 2: Lesson 2............................................................................................................................................ 8
Visualizes, represents, and arranges dissimilar fractions in increasing order or decreasing order.
Day 3: Lesson 3.......................................................................................................................................... 12
Visualizing and representing fractions that are equal to one and
greater than one using regions, sets, and number lines.
Day 4: Lesson 4.......................................................................................................................................... 19
Reading and Writing fractions that are Equal to One and Greater than One in Symbols and in Words.
Day 5: Lesson 5.......................................................................................................................................... 25
Determines the missing term/s in a given combination of continuous and repeating pattern.
Day 6: Lesson 6.......................................................................................................................................... 29
adds 3- to 4-digit numbers up to three addends with sums up to 10 000 without and with regrouping
Day 7: Lesson 7.......................................................................................................................................... 36
Visualizes, Represents, and Subtracts 3-Digit to 4-Digit numbers with and without regrouping.
Day 8: Lesson 8.......................................................................................................................................... 38
Solves Routine and Non-routine Problems Involving Subtraction of Whole Numbers Including Money using
Appropriate Problem-Solving Strategies and Tools.
Day 9: Lesson 9.......................................................................................................................................... 40
Multiplication
Day 10: Lesson 10...................................................................................................................................... 43
Solves Routine and Non-routine Problems Involving Multiplication without or with Addition and Subtraction
of Whole numbers including money using appropriate problem-solving strategies and tools.
Day 11: Lesson 11...................................................................................................................................... 46
Visualizes division of numbers up to 100 by 6, 7, 8, and 9
Day 12: Lesson 12...................................................................................................................................... 49
Visualizes and States Basic Division Facts of Numbers up to 10.
Day 13: Lesson 13...................................................................................................................................... 52
Divides numbers without or with remainder
Day 14: Lesson 14...................................................................................................................................... 55
Point, Line, Line segment and Ray
Day 15: Lesson 15...................................................................................................................................... 63
Perpendicular, Parallel and Intersecting Lines
Day 16: Lesson 16...................................................................................................................................... 68
Congruent Line Segment
ii
NATIONAL LEARNING
CAMP 2024
ENHANCEMENT CAMP
Learner's Workbook
Mathematics Grade 3
1
Mathematics Grade 3 Worksheet #1
Identifying Odd and Even Numbers.
Component 1: Lesson Short Review

Time: 5 mins.
Remember when you skip counted by 2?
1. List down the numbers that you got when you skip counted
by 2 starting from 0 until 30.
All the numbers you listed above and all the numbers you will
get after 30 when you skip count by 2 can all be divided
exactly by 2.
2. Choose any three of the number you listed above, then

divide that number by 2. What did you find out?
2
3. Now, list down all the numbers from 1 to 30 that you did not
list above.
4. Choose any three of the numbers you listed then divide that
number by 2. Why did you find out?
Component 2: Lesson Purpose

Time: 5 mins.
Read the story problem. Then answer the following questions.

Write the answer in your answer sheet.
Ms. Sanes class is going to join the school program, so the

pupils are lining up in pairs. Today she has 35 pupils in class. Does
each pupil have a partner? Why? What if there are only 30 pupils,
will all the pupils have a partner? Why?
What are the given numbers?
Which number is an even number?
Which number is an odd number?
3
Study the numbers below. Color the box of the correct answer.
Component 3: Lesson Language Practice

Time: 5 mins
Read the question carefully. Write the answer on the answer sheet
provided.
1. What is an Even Number?
1a. Write 2 examples of 2-digit even number
1b. Write 2 examples of 3-digit even number
1c. Write 2 examples of 4-digit even number
2. What is an Odd Number?
2a. Write 2 examples of 2-digit even number

2b. Write 2 examples of 3-digit even number
2c. Write 2 examples 4-digit even number
4
Component 4: Lesson Activity
Activity 4A: Reading the Text
Time: 25 mins.
Here are the two groups of numbers:
Set A Set B
Odd Numbers Even Numbers
1, 3, 5, 7, 9, 11, 15, 0, 2, 4, 6, 8, 10, 12, 14
17, 19, 21, 23, 25, 27, 29 16, 18, 20, 22, 24, 26, 28
Numbers in set B can be divided exactly by 2 without any

remainder. These are even numbers.
Even numbers end in 0, 2, 4, 6, 8 in the ones place,
Examples: 14, 156, 202, 500, 1 498
Numbers in set A give a remainder of 1 when divided by 2,

These are odd numbers.
Odd numbers end in either 1, 3, 5, 7, and 9 in the ones place.
Examples: 11, 253, 495, 5 187, 9 999
Activity 4B: Try These!

A. Read carefully, then answer the following questions.
1. Is the number 8 231 odd or even? Why?
2. Is the number 2 818 odd or even? Why?
3. What kind of sum (odd or even) do you get when you add
two even numbers? Give examples to prove it.
4. What kind of sum (odd or even) do you get when you add
two odd numbers? Give examples to prove it.
5
5. What kind of sum (odd or even) do you get when you add an
Even number and an odd number? Give examples to prove it.
6. What pattern do you notice when you get in the sums of
numbers?
B. Roll, Add and Swift Game
This game not only reinforces the concept but also adds an
element of excitement and challenge to learning.
Directions:
-The class will be divided into three groups.
-Members take turns rolling the dice twice and add the
numbers together.
-They will determine if the sum is odd or even.
-The group that will get the highest correct answer wins the
game.
Activity 4C: Group Activity
A. Identify the numbers being asked below. Write the answer on

your answer sheet.
1. Write the even numbers between 11 and 20.
2. Write the even numbers between ng 20 at 30.
3. Write 2 consecutive even numbers whose sum is 28.
6
4. Write the 5 smallest three-digit odd numbers.
5. Write the 5 largest two-digit even numbers.
Try to learn more!
Tell whether each expression gives out an even or an odd

number. Write your answer in the space provided.
1. Number of years in a decade __________
2. Number of months in a year __________
3. Number of objects in 2 dozen __________
4. Number of days in a week __________
5. Number of days in February when it is a leap year
Component 5: Lesson Conclusion

Time: 5 mins.
Read the following questions carefully. Write the answer on the

answer sheet provided.
1. What is an even number?

2. What is an odd number?
3. Can you explain when do we say that a number is an odd
or even?
4. What new concepts or skills do you learn about during this
lesson?
5. If numbers are grouped according to qualities, should
people be grouped based on qualities too? Why or why
not?
7
Visualizes, represents, and arranges dissimilar fractions in
increasing order or decreasing order.

Time: 3 mins.
Compare the following fractions using <, > or =.

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

Time: 7 mins.
Slice a pizza, and we get fractions:
1 1 3
2 4 8
The top number says how many slices we have.

The bottom number says how many equal slices the whole pizza
was cut into.
8
A. Now, arrange the following.
1 1 3
1. , , __________________ ascending order.
2 4 8
1 1 3
2. , , __________________ descending order
2 4 8
5 9 8 7
B. Arrange the fractions , , and in ascending order.
16 16 16 16
C. Linda is measuring sugar for the three kinds of pastries she will
bake.
2
cups for the eggpie
3
3
cups for the chocolate cake
4
1
cups for the banana cake
2
Which recipe calls for the greatest amount of sugar?

Time: 5 mins.
1. Write these fractions in ascending order:
¾ ½ 5/8 ¼
3 1 5 1 3
4 2 8 4 8
3 2 4
2. Arrange the fractions , , in descending order.
5 3 7
9
3. Arrange the following fractions in descending order of
magnitude.
3 5 4 2
4 8 6 9

Time: 25 mins.
Activity 4A
1. Arrange the following fractions in ascending order: 3 , 11, 9 , 15.
17 17 17 17
17 17 17 17
a) 15 11 9 3
17 17 17 17
b) 11 15 19 3
17 17 17 17
c) 15 11 9 3
17 17 17 17
d) 3 11 9 15
2-3. Arrange the given terms in ascending and descending order
13 15 9 21 16 32
4 6 8 9 5 3
Ascending order =
Descending order =
Activity 4B
3 5 1 2
1. There are four different fractions: 4 6 3 5.
Arrange these fractions in descending order.
5 1 2 3 5 2 3 1
a) 6 3 5 4
c) 6 5 4 3
5 3 1 2 5 3 2 1
b) 6 4 3 5
d) 6 4 5 3
10
Order the following fractions from least to greatest.
10 4 4
2.
4 6 8
9 9 9
3.
14 10 16
4 4 4
4.
12 9 10
3 1 2
5.
7 14 6
Activity 4C
A. Arrange the group of fractions in descending order:
5 4 3 1
1. 6 8 4
. 5
2 3 1 3
2. 8 10 2 5
1 1 1 1
3. 5 10 2 7
3 15 9 5
4. 11 11 11
. 1
B. How do you arrange the fractions in ascending order:

3 4 5 1
? Answer: _________________________________
4 9 8 5

Time: 5 mins.
How do we arrange a set of fractions in increasing or

decreasing order?
11
Visualizing and representing fractions that are equal to one and
greater than one using regions, sets and number line.

Time: 5 mins
Give the fractions for shaded parts and unshaded parts.
Figure Shaded parts Unshaded parts
1.
2.
3.
4.
5.

Time: 5 mins.
Look at the picture.
Do you eat pizza? What is your favorite flavor?

What are the benefits of eating pizza?
Why do we cut pizza into slices equally?
12
Time: 5 mins.
Give the meaning of the underline words. Encircle the letter of the
correct definition.
For number 1-2, refer to the figure on the right.
4
1. The shaded fraction above is , and 4 represents the numerator.
9
A. the part being considered.
B. the number below the line in a fraction.
C. the total number of parts which the whole is divided.
4
2. In the fraction , 9 represents the denominator.
9
A. the part being shaded.

B. the part being unshaded.
C. the total number of parts which the whole is divided.
3. The figure on the right shows fraction equal to one.
A. The numerator is less than the denominator.

B. The numerator is equal to the denominator.
C. The numerator is greater than the denominator.
16
4. The set of fractions below shows , this means that it is a
10
fraction greater than one.

13
Component 4A: Reading the Text
Time: 25 mins.
Listen to your teacher as the story problem is read to the class.

Afterwards, you are going to read it.
It’s Maxine 7th Birthday and her parents organized a birthday

party for her. They invited some family and friends to come to
celebrate, eat and have fun.
The first ones who came were her cousins from Baguio City.
They brought 1 huge box of Hawaiian pizza. Afterwards, her
classmates arrived. They brought 2 boxes of ham and cheese pizza.
When everything was all set, they started the party by singing “Happy
Birthday”. Everybody was having fun joining parlor games and eating
delicious food.
The Hawaiian pizza was equally shared among her 12 friends.
While the 2 boxes of ham and cheese pizza were divided into 12 slices
per box and 21 guests got an equal piece each and the remaining
slices were eaten by her cousins. What part of fraction was shared by
her friends? What part of fraction was shared by her other guests?
Component 4B
Answer the following questions. Write your answer in the answer sheet.
1. Who celebrated her birthday?

2. Who organized her birthday party?
3. How old is Maxine on her birthday?
4. Who is her guest?
5. What did they bring?
6. How did they share each box of pizza equally?
7. What is asked in the story problem? ___________________________
14
Component 4C
Activity 1: Match the fraction in column A to its correct figure in Column
B. Then, identify if the given fraction is fraction equal to one or
fraction greater than one.
Write your answer in the space provided.
fraction equal to
one or
Column A Column B
fraction greater
than one
5
____ 1) A.
3
7
____ 2) B.
6
9
____ 3) C.
2 0 1 2
12
____ 4) D.
12
6
____ 5) E.
4
7
____ 6) F.
2
5
____ 7) G.
5 0 1 2
5
____ 8)
2 H.
15
a
8
____ 9) I.
8
9
____ 10) J.
6
Activity 2: Read and answer each question, then explain. Write your
answer on the answer sheet.
1. What is the fraction name of the whole figure below?

How do you know?
2. What is the fraction name of the shaded parts? Why?
3. Which of the following shows fraction equal to one?
A. B. C. D.
4. What fraction is shown in the set and number line below?
4 5 6 7
A. B. C. D.
4 4 4 4
5. What is the fraction shown in the number line below?

How do you know?
0 1 2
16
Activity 3: Who am I?
Identify the fraction being described then illustrate using
regions, set, or number lines.
1. I am a fraction equal to one. My denominator is 9.

2. I am a fraction whose denominator is 5 and whose numerator is 8.
3. I am a fraction that shows 10 of 7 equal parts.
4. I am a fraction equal to one and my numerator is 6.
5. I am a fraction that shows 12 of 9 equal parts.
Activity 4: Card Game: “Fraction I have, who has?”
Each pupil will be given fraction cards. The teacher starts by

reading his or her "Who has" question. All pupils look at their cards. The
pupil with the correct answer responds with their "I have" answer,
followed by their "Who has" question. Play continues until the sequence
returns to the teacher.
I have ___. I am a I have ___. I am a

I have ___. I am a
frac�on equal to frac�on equal to
frac�on equal to one. 4 5
2 one. Who has 4 ? one. Who has 5 ?
Who has 2 ?
I have ___. I am a I have ___. I am a

I have ___. I am a
frac�on equal to frac�on greater
frac�on equal to
12 5 than one. Who has
one. Who has 12 ? one. Who has 3 ? 9
6
?
17
I have ___. I am a I have ___. I am a I have ___. I am a
frac�on greater frac�on greater frac�on greater
than one. Who has than one. Who has than one. Who has
7 21
? 12
? 6
?
2 6

Time: 5 mins.
 How can you show fraction equal to one and fraction greater than
one using regions, set and number line?
 With your pair, give examples of fractions equal to one and fraction
greater than one and illustrate using regions, set and number line.
18
Reading and Writing Fractions Equal to One and Greater than
One in Symbols and in Words

Time: 5 mins.
A fraction is equal to one if the numerator and denominator are

the same.
A fraction is greater than one if the numerator is bigger than the
denominator.
In reading and writing fractions equal to one and greater than one,
read and write the numerator first before the denominator.
Example of fractions written in words are: twelve-twelfths and six-
eighths
𝟏𝟏𝟏𝟏 𝟔𝟔
Example of fractions in symbols are: and
𝟏𝟏𝟏𝟏 𝟖𝟖
Write A if the fraction is equal to one and B if the fraction is more than
one.
9
1. __________
9
7
2. __________
5
6
3. __________
6
15
4. __________
12
15
5. __________
12
19
Time: 5 mins.
Look at the picture.
Maria cut a cartolina into 10 equal parts.

He gave 2 pieces to each of her 4
classmates and she used the rest. What
part did each one get?
1. Who cut the cartolina?

2. Into how many parts did she cut the cartolina?
3. What part did each one get?
4. How do you write the fraction in words? in symbols?
5. What parts were used by Maria and her classmates?
6. Write the fraction in symbol and in words.

Time: 5 mins.
Give the meaning of the underline words. Encircle the letter of the
correct definition.
7
1. The shaded fraction above is , and the fraction is greater than
4
one.
2. The figure on the right shows fraction equal to one.

C. The numerator is greater than the denominator
20
16
3. The fraction is written in symbol.
10
A. figure/number
B. word
C. drawin

Component 4A: Reading the Text
Time: 25 mins.
• Read and understand the problem.
Some pupils of Mrs. Molina’s class colored game-squares. How

many game-squares did the pupils color?
We see:
𝟕𝟕
We read:
𝟔𝟔
We write: seven- sixths.
Component 4B
 After reading, answer the questions below.

 How many parts did they color?
 What do you call the number above the bar line?
 How about the number below the bar line?
 How do you write a fraction in symbol? in words?
 What can you say about the numerator and the denominator of a
fraction equal to one and greater than one?
21
Component 4C
Activity 1:
Copy the fraction written in words and write its corresponding

numerical symbol on your paper. Then, write the letter of its correct
figure.
1 . Se v e n – f o u r t h s_ _ _ A.
2 . T h r e e - ha l v e s _ _ _
3. Four-fourths____ B.
4. Four – halves ___ C.
5 . S ix t e e n - t e nt h s_ _ _ _ _
D.
E.
Activity 2
Directions: Write the letter of the correct answer on your answer sheet.
1. What is the symbol fraction of seven-fifths?
10 9 8 7
A. B. C. D.
5 5 5 5
2. Which fraction shows nine-sixths?
A. C.
.
B. D.
22
3. Which fraction shows one whole or fraction equal to one?
9 7 9 6
A. B. C. D.
4 4 9 4
9
4. How is written in words?
4
A. Four-fourths
B. Five-fourths
C. Seven-fourths
D. Nine-fourths
5. Nora bought 2 boxes of bibingka. She divided each box into 10

equal parts. Her brothers and sisters ate 13 parts. Which of the
following fraction shows the parts eaten by her brothers and
sisters?
13 12
A. C.
10 13
13 10
B. D.
15 10
Activity 3
Match the fractions in words in column A with their symbols in column B.
Write the letter of the correct answer before the number.
Column A Column B
6
_______1. Seven-fifths A.
4
10
_______2. Twelve- fifths B.
8
3
_______3. Six- fourths C.
3
7
______ 4. Ten -eighths D.
5
12
_______5. Three-thirds E.
5
23
Time: 5 mins.
• Can fractions equal to one and greater than one be read and
written in symbols and in words? How are they read? Written?
What is the relationship between the numerator and the
denominator of a fraction that is equal or greater than 1?
• Work in pairs with their classmates. Give examples of fractions

equal to one and fraction greater than one and write them in
words and in symbols.
 Show your outputs on the board.
24
Determines the missing term/s in a given combination of continuous
and repeating pattern.
(M3AL-IIIi-4)
ACTIVITY #1:
Time: 5 mins
DIRECTIONS: Complete the equation below by supplying the correct

number.
1. 2 + _____ = 6
2. _____ + 7 = 17
3. 15 – 9 = _____
4. 4 x _____ = 24
5. _____ ÷ 7 = 6
ACTIVITY #2:
Time: 5 mins.
DIRECTIONS: Identify the missing term in every pattern. Write or draw
your answer on the blank.
1.
2.
3.
25
4.
5.
ACTIVITY #3:
Time: 25 mins.
DIRECTIONS: Write on the blank the missing number to form the pattern.
1. 1, 3, 5, 7, ___, ___, ___, 15
2. 14, ___, 24, ___, 34, ___,
3. 24, , 34, 39, 44, 49,
4. 50, ___, ___, 35, ___, 25
5. 1500, ___, 100, ___, 500, ___
ACTIVITY #4
DIRECTIONS: Make a pattern using the given condition.
1. The number is 22 and add 8 to next numbers

_____, _____, _____, _____, _____,
2. The number is 250 and subtract 25 to the next numbers.

_____, _____, _____, _____, _____,
3. Give a number then increase by 10 the next numbers.
26
_____, _____, _____, _____, _____,
4. Give a number then decrease by 4 the next four numbers.

_____, _____, _____, _____, _____,
5. Give a number then multiply by 2 the next numbers

_____, _____, _____, _____, _____,
ACTIVITY #5:
Time: 5 mins
DIRECTIONS: Read each item carefully. Choose the letter of the correct
answer.
1. What is the next term in the pattern: AABBAABBAABB…
A. AABB
B. ABAB
C. AABBAA
D. ABA
2. Which pattern follows the rule of repeating colors?
A. red-blue-red-blue-red
B. green-red-green-red-green
C. blue-red-red-blue-blue
D. red-green-blue-red-green
3. Fill in the missing term: dog, cat, bird, dog, cat?
A. bird
B. dog
C. fish
D. cat
27
4. Which pattern follows the rule of alternating shapes?
A. square-circle-square-square-circle
B. triangle-circle-circle-triangle-square
C. circle-triangle-square-circle-triangle
D. square-triangle-square-circle-square
5. Which pattern follows the rule of repeating numbers?
A. 4, 6, 8, 9, 4
B. 2, 4, 6, 8, 10
C. 3, 6, 9, 12, 15
D. 5, 10, 15, 20, 5
ACTIVITY #6:
DIRECTIONS: Read and answer the word problem using pattern. Write
your answer on the answer sheet provided.
1. Andy is organizing his shoes and putting them on shelves. He put 2

books on the first shelf, 4 books on the second shelf, 8 books on the
third shelf and 16 books on the fourth shelf. If this pattern continues,
how many books will Andy put on the fifth shelf?
2. Kian is 12 years old. 5 years from now he is 17 years old. How old is
he after 20 years?
3. Renan bakes 80 boxes of cookies on Sunday. Everyday, he delivers

8 boxes to Dave. How many boxes of cookies will be left to Renan
in 4 days?
28
Adding 3- to 4-digit numbers up to three addends with sums up to
10 000 without and with regrouping
.
Lesson Short Review

Time: 5 mins.
 Let’s Play Matching 10’s.
Materials: Deck of cards numbered 1 through 10
Directions:
1. Shuffle the deck thoroughly.
2. Lay out the cards face down in a grid pattern on the flat surface.
3. Players take turns flipping over two cards at a time.
4. If the two flipped cards up to 10 ( 3 and 7)the player keeps the
pair and earns a point.
5. If the two cards don’t add up to 10, the player flips them back
over and it’s the next player turn.
6. Play continues in turns until all pairs that up to 10 are matched.
7. The game ends when all pairs that add up to 10 have been
matched.
29
Activity 1
 Have learners read the following questions and answer on their

worksheet.
Q1. Bea and Dominic are trying to answer 2178 + 1193 + 624
Bea adds 2180 + 1195 + 624
Dominic adds 2171 + 1200 + 624
Whose result is equal to 2178 + 1193 + 624?
Q2. Ara and Mar want to add 1855 + 152 + 200.

Ara adds 1850 +150+5+2+200
Mar adds 1800 +150+50+5 +2+200
Whose result is equal to 1855 + 152 + 200?
Q3. Shiny wants to solve 3158 + 4 565 + 1200.

So, she adds 3000 +4000 +1000 +200 +550+150 +15 + 8
Is Shiny ‘s result equal to 3158 +4565+1 200?
Q4. Add 4112 +3521+2323
Q5. Add 132 + 521+ 523
30
Activity 2: “Sum Words”
Directions:
For this activity, you will need activity bond paper, cut- out of
letters ATRVEC
● The numbers 1224, 315, 443, 471 ,2816, and 227

are assigned t o t he lett ers A , T, R, V, E , C
● Form a 3-letter word using these letters. Each letter can be

used once.
● The score of the word is the sum of the numbers of its letters.
● Write your answer in the activity sheet.
WORD NUMBERS SUM OF SCORE

Ex. CAR 227 +1 224 + 443 1 894
1.
2
3
4
5
6
7
8
31
Activity 3 : “Mix and Match Addends”
Directions:
1. Read each sum carefully.
2. Examine the provided addends.
3. Choose 3 addends that make up the given sum.
4. Write the numbers of the chosen addends in the spaces provided.
5. Check your answer and repeat for each sum.
SUM ADDENDS ANSWER
1. 507 219 236 132 156
2. 9598 1228 7132 5154 3216
3. 9762 3255 4344 2163 6132
4. 1112 101 312 573 438
5. 8136 4387 2273 6354 1476
32
Activity 4 : “Shade Smart”
Directions:
1. Do the exercises below and find your answers in the
rectangle.
2. Shade or color in each area containing the correct
answer.
3. Discover what dentists hate.
Dentists Hate It!
33
3. 5 123 4. 2 416 5. 6 234
1. 3 145 2. 2 356
+ 2 314 + 3 423 + 1 352
+ 2 233 + 1 212
2 432 4 130 2 412
3 221 3 211
8. 4 678 9. 4 364 10. 2 165

6. 2 367 7. 2 245
+ 1 347 + 2 435 + 2 132
+ 3 374 + 3 215
2 154 3 174 3 121
2 759 1 745
11. 2 153 12 . 324 13. 476 14. 432 15. 894

+ 3 214 + 275 + 458 + 546 + 965
4 313 547 243 752 853
16. 654 17. 310 18. 223 19. 211 20. 234
+ 763 + 231 + 171 + 451 + 221
819 304 205 123 133
21. 432 22. 354

+ 253 + 113
114 211
34
Activity 5 : “Block Addition Challenge”
Materials Needed:
Base -10 blocks (units, rods, flat and cubes)
Addition problem cards
Directions:
1. Divide into small groups of 3-4 learners.
2. Each group gets base 10 blocks and addition problem cards
3. Use the blocks to represent the numbers in the addition problem.
3-digit numbers use units, rods and flats. 4-dgit numbers use units
rods, flats and cubes
4. Work together to add the numbers using the blocks. Decide if you
need to regroup.
5. The recorder writes down the addition problem and the solution.
6. Share and discuss your strategy and how you use the blocks.
2. 2 245 3. 4 678
1. 2 367
+ 3 215 + 1 347
+ 3 374
1 745 2 154
2 759
4. 4 364 5. 2 165
+ 2 435 + 2 132
3 174 3 121
35
LEARNING ACTIVITY SHEET #7
Learning Area: Mathematics Quarter:

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

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

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

understanding of subtracting 1- to 2-digit numbers with or without
regrouping
Activity 2: Let’s Dig Deeper

Objective: To develop a deep understanding of subtracting 3- to
4-digit numbers with or without regrouping.
Duration: 10 minutes
36
Instructions: Try to answer the following by using/applying the
things or skills you already know.
Task 1: Angelo is tasked to find the difference between the numbers
below.
a) 987 − 356 b) 364 – 51
He is also asking you to do the same so that he can compare his
answers with your answers.
Task 2: Veronica is tasked to find the difference between the numbers

below.
a) 85 − 67 b) 1120 – 978 c) 1 000 − 785
She is also asking you to do the same so that she can compare
her answer with your answer.
Reflection: Do you think your previous knowledge can be

applied to this new one?
Activity 3: Test time!
Objective: To subtract 3- to 4-digit numbers with or without
regrouping

1) 989 – 857 = _____
2) 7,589 – 3,457 = _____
3) 245 – 169 = _____
4) 9,002 – 7,681 = _____
5) 1,000 – 893 = _____
Reflection: What did you discover about your understanding of

subtracting 3- to 4-digit numbers with or without regrouping?
37

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

Objective: To recall subtracting numbers with or without regrouping
Duration: 7 minutes
Directions: Perform the indicated operation.
1) 85 – 72 = _____
2) 307 –165 = _____
3) 198 – 76 = _____
4) 254 – 178 = _____
5) 500 – 385 = _____

understanding of subtracting numbers with or without regrouping

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

Task 1: Mariel has 320 cm of ribbon, and she used 185 cm of it for her first
project. She will use the remaining ribbon for her second project.
38
Questions
1. How long was Mariel’s ribbon before she used it?
2. What is the length of the ribbon she used for her first project?
3. How long is left for her second project?
Task 2: Belle bought a pair of socks worth ₱ 169 and a set of
handkerchiefs worth ₱ 245. She hands in ₱ 500 to the cashier.
Questions
1. What is the total amount of items she bought?
2. How much change will she receive from the cashier?


Objective: To solve problems involving subtraction.
Directions: Answer the problems below.
1) Lance bought a pair of shoes worth ₱ 3,999 and a pair of socks worth
₱ 345. He hands in ₱ 5000 to the cashier.
a. What is the total amount of items he bought?
b. How much change will he receive from the cashier?
2) Leila has 480 cm of ribbon, and she used 265 cm of it in the first table.
She will use the remaining ribbon for the second table.
a. How long was Leila’s ribbon before she used it?
b. What is the length of the ribbon she used for the first table?
c. How long is left for the second table?

solving problems involving subtracting numbers?
39

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

Objective: To recall multiplying 1-digit numbers by 1-digit numbers.
Duration: 7 minutes
1) 8 × 7 = _____
2) 3 × 3 = _____
3) 7 × 7 = _____
4) 6 × 9 = _____
5) 8 × 7 = _____

understanding of subtracting numbers with or without regrouping?

Objective: To develop a deep understanding of solving problems
involving subtraction.
40
Task 1: Teacher Vina told her pupils to give the product using any method
they had learned in the previous grade level.
a) 234 × 2 c) 43 × 22
b) 234 × 6 d) 85 × 67
Questions
1) Give the product of each item using the method that you have learned
in the previous year.
2) Which method among the methods that you used can give you the
answer faster/est?
Task 2: Teacher Rhea told her pupils to multiply these numbers with or
without using scratch paper.
I. a) 584 × 10 b) 584 × 100 c) 584 × 1000
II. a) 42 × 20 b) 42 × 200 c) 42 × 2000
III. a) 458 × 30 b) 458 × 300 c) 458 × 3000
Questions/Instructions
1. Give the product of each item?
2. What pattern have you observed in multiplying a number by 1, 10, 100,
and 1000?
3. What pattern have you observed in multiplying a number by 2, 20, 200,
and 2000?
4. What if the number of zeroes will increase? What do you think will
happen to the product?

41
Directions: Without using a calculator, give the product of each of the

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

solving problems involving subtracting numbers?
42

Week: Day:
Lesson Title/ Solves Routine and Non-routine Problems Involving
Topic: Multiplication without or with Addition and Subtraction of
Whole numbers including money using appropriate
problem-solving strategies and tools.

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

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

understanding of multiplying, adding, and subtracting numbers
with or without regrouping

Objective: To develop a deep understanding of multiplying
numbers with or without addition and subtraction.
43
Task 1: MJ bought 5 apples which cost ₱ 26 each and 4 oranges which
cost ₱ 24.
Questions
1. How much should MJ pay for 5 apples?
2. How much should MJ pay for 4 oranges?
3. How much should MJ pay for all the fruits he bought?
4. If you buy 15 apples, how much would you pay?
5. If you buy 20 oranges, how much would you pay?
Task 2: On a farm, there are cows and hens. Each cow has 4 feet, and
each hen has 2 feet.
Questions
1. What is the total number of cow’s feet if there are 8 cows?
2. What is the total number of hen’s feet if there are 12 hens?
3. Count the total number of feet in the farm if there are 8 cows and 12
hens.
4. The total number of cows and hens on the farm is 15, and the total
number of feet of cows and hens is 42. How many cows and hens are
there?

44
Directions: Solve the problems below.

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

solving problems involving multiplying, with or without adding
and subtracting numbers?
45

Week: Day:
Lesson Title/ Visualizes division of numbers up to 100 by 6, 7, 8, and 9
Topic: (multiplication table of 6, 7, 8, and 9).

Objective: To recall multiplying 1-digit numbers (6 to 9) by 1-digit
numbers (6 to 9).
Duration: 7 minutes
Directions: Complete the portion of the multiplication table shown below.
Table 6 Table 7 Table 8 Table 9
6 × 6 = ______ 7 × 6 = ______ 8 × 6 = ______ 9 × 6 = ______
6 × 7 = ______ 7 × 7 = ______ 8 × 7 = ______ 9 × 7 = ______
6 × 8 = ______ 7 × 8 = ______ 8 × 8 = ______ 9 × 8 = ______
6 × 9 = ______ 7 × 9 = ______ 8 × 9 = ______ 9 × 9 = ______

understanding of multiplying numbers with or without regrouping?

Objective: To deeply understand dividing numbers up to 100 by
6, 7, 8, or 9.
46
Task 1: Jboy will share 18 marbles and 6 of his friends want to have it.
Questions
1. Using 18 real marbles, show the number of marbles that each of his
friends will get if all of them will get an equal number of marbles.
2. Using the multiplication table, how many marbles will each of his
friends get if all of them will equal number of marbles?
Task 2: Alyssa was given a multiplication table and asked to answer the
following.
a) 72 ÷ 8
b) 56 ÷ 7
c) 48 ÷ 8
d) 90 ÷ 9
e) 54 ÷ 6
Question:
Can you answer the same questions so that we can compare our
answers with Alyssa?

47
Objective: To divide numbers up to 100 by 6, 7, 8, or 9.
Directions: Answer the following.

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

dividing numbers?
48

Week: Day:
Lesson Title/ Visualizes division of numbers up to 100 by 6, 7, 8, and 9
Topic: (multiplication table of 6, 7, 8, and 9).

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

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

understanding of dividing numbers?

Objective: To deeply understand basic division facts.
49
Task 1: Study and understand the table below.

Dividing any number Zero Divided by Any Dividing a Nonzero
by one Nonzero Number Number by Itself
8÷1 = 0÷7 = 7÷7 =
15 ÷ 1 = 0÷8 = 12 ÷ 12 =
37 ÷ 1 = 0÷9 = 35 ÷ 35 =
175 ÷ 1 = 0 ÷ 10 = 123 ÷ 123 =
1,765 ÷ 1 = 0 ÷ 25 = 3,124 ÷ 3,124 =
Questions
1. What do you observe in column 1?
4. Using your observation, answer the following.
a. 0 ÷ 859 = ____ b. 10,235 ÷ 10,235 = ____ c. 98 ÷ 1 = ____
Task 2: Nick and Vince were tasked to answer 35 ÷ 7 and to show their
solutions on the board.
Nick’s solution: Since, 7 × 5 = 35, then 35 ÷ 7 = 5.
Vince’s solution: Using repeated subtraction,
35 – 7 = 28
28 – 7 = 21
21 – 7 = 14
14 – 7 = 7
7–7=0
Because I subtracted 7 five times before the number gets 0

(or less than 7), then 35 ÷ 7 = 5.
50
Questions:
1. What can you say about Nick’s solution?
2. What can you say about Vince’s solution?
3. Can you compare their solutions? Which one is easier? Which one is
faster?


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

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

basic division facts?
51

Week: Day:
Lesson Title/ divides numbers without or with remainder:
Topic: a. 2- to 3-digit numbers by 1- to 2- digit numbers
b. 2- to 3-digit numbers by 10 and 100

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

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

understanding of dividing numbers?

Objective: To deeply understand dividing numbers.
52
Task 1: Teacher Tin told her pupils to divide each of the following using
any method they had learned in the previous lessons.
a) 86 ÷ 2 c) 72 ÷ 6 e) 21 ÷ 8 g) 296 ÷ 8
b) 396 ÷ 3 d) 84 ÷ 12 f) 38 ÷ 12 h) 545 ÷ 15
Questions
1) If you are a pupil of teacher Tin, what will be your answer to each of
the given item?
2) Are there any items having remainders? What are they?
3) Is it possible to have a remainder that is greater than the divisor?
Task 2: Teacher Flor told her pupils to divide these numbers with or without
using scratch paper.
I. 580 ÷ 10
II. 900 ÷ 100
III. 673 ÷ 10
IV. 759 ÷ 100
Questions:
1) Can you give the answer mentally?
2) If you were able to do it, how did you do it?

53
Objective: To divide numbers without or with remainder:
a. 2- to 3-digit numbers by 1- to 2- digit numbers
b. 2- to 3-digit numbers by 10 and 100
Directions: Divide each of the following.

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

dividing numbers?
54

Week: Day:
Recognizes and draws a point, line, line segment and
Lesson Title/ Topic:
ray.
Lesson Component 1: (Lesson Short Review)

PRE-TEST
Directions: Observe the image below. Identify the point, line, line
segment, and ray.
Duration: 7 minutes
Question 1: Which term describes figure 1?
A. Ray
B. Line
C. Point
D. Line Segment
55
A. Ray
B. Line
C. Point
D. Line Segment
A. Ray
B. Line
C. Point
D. Line Segment
56
A. Ray
B. Line
C. Point
D. Line Segment

understanding o n Recognizes and draws a point, line, line segment
and ray.
Lesson Component 3: (Lesson Language Practice)
Activity 3: Rebus Puzzle: Geometry Challenge
Objective: To identify/unlock terms related to recognizes and draws a
point, line, line segment and ray.
Instructions: Decode the following Rebus puzzles to reveal terms

related to Geometry Challenge. Each puzzle represents a single
term.
1.
57
2.
3.
4.
Processing Questions:
1. What strategies did you use to decode the geometric
concepts in the Rebus puzzles?
2. Which geometric concepts were the most challenging to

understand? Why?
Reflection: How do these geometric concepts relate to managing

shapes and making decisions related to geometry?
58
Activity 4A&B: EXPLORING GEOMETRY IN THE PARK: A GRADE 3
ADVENTURE"
Objective: To provide knowledge and understanding of the key
concepts regarding recognizing and drawing a point, line, line
segment and ray.
Directions: Read the scenario titled: ‘Exploring Geometry in the Park: A

Grade 3 Adventure’. The learner’s task is to identify and recognize points,
lines, line segments, and rays. After you have completed the activity, explain
your answers in a few sentences, providing reasoning for your identification
of each geometric element.
In their mathematics class, Grade 3 students are

learning about basic geometric shapes and their
properties. Ms. Reyes, their teacher, wants to
engage them in a fun activity to reinforce their
understanding of points, lines, line segments, and
rays.
Ms. Reyes begins by showing the students a

picture of a park. She points to various elements
in the picture, such as trees, benches, and
pathways, and explains how these elements can
be represented using geometric concepts.
She draws attention to a tree and asks the students to

identify the point where the tree trunk meets the ground.
She explains that this point is called the base of the tree,
which can be represented as a point in geometry.
Next, she points to a pathway in the park and asks the students to imagine
extending the pathway indefinitely in both directions. She explains that this
represents a line, which is a straight path that goes on forever in both
directions.
59
Ms. Reyes then focuses on a bench along the pathway and asks the students
to identify the part of the bench that forms a straight path. She explains that
this is a line segment, which is a part of a line with two endpoints.
Lastly, she points to the sunlight shining through the trees and asks the
students to imagine the rays of sunlight extending from the sun to the ground.
She explains that these are rays, which start at a point and go on forever in
one direction.
Guide Questions:
Question 1. Based on the above scenario, what are the things used to
represent or symbolize the point, line, line segment, and ray?
Question 2. Aside from the mentioned items representing point, line, line
segment, and ray, do you have any other examples based on the above
scenario/picture? If not, can you provide other examples that you can see
in the environment?
Reflections: How can you apply your knowledge of geometric concepts in

creating pictures or scenes in real life?
Lesson Component 4C: (Lesson Activity)
Objective: Visualizing, identifying, and drawing congruent line

segments.
60
Directions:
A. Refer to the figure on the right. Identify and write the rays visible in it.
Write your answer on the answer sheet provided.
1. _____________________________
2. _____________________________
3. _____________________________
B. Identify the line segments in the figure

and write your answer on the answer
sheet provided.
4. _____________________________
5. _____________________________
6. _____________________________
7. _____________________________
C. Identify and name the lines in the

figure.
1. _____________________________
2. _____________________________
61
D. Draw a street intersection using letters D, E F, G and H and name the
following:
Points: ______________________________
Line Segments: ______________________
Reflection: What was the most important concept you learned

today? and how can you apply today's lesson in real-life
situations?
62

Week: Day:
Recognizes and draws parallel, intersecting, and
perpendicular lines.

Activity 1: Geometry Detectives: Exploring Line Segments, Rays,
and Points
Objective: To recall the previous lesson about point, line, line
segment and ray.
Duration: 7 minutes
Directions: Observe the image below. Identify the point, line, line segment,
and ray. Write the answer on the answer sheet provided.
Points: ________________________________________________
Line segments: ________________________________________
63
Rays: ______________________________________________
Line: _______________________________________________
understanding on recognizing and drawing parallel, intersecting,
and perpendicular lines.

Activity 3: Line Puzzlers: Crack the Rebus Code!
Objective: To identify/unlock terms related to recognizing and
drawing parallel, intersecting, and perpendicular lines.
Instructions: Decode the following Rebus puzzles to reveal terms
related to Geometry Challenge. Each puzzle represents a single
term.
1.
2.
3.
4.
64
Reflection: What strategies did you use to decode the activity?
Which term in the in the activity was the most challenging to
understand? Why?
Lesson Component 4A & B: (Lesson Activity)

Activity 4: Exploring Geometry in The Park: A Grade 3
Adventure
concepts regarding recognizing and drawing parallel, intersecting,

As Elmo walks through his neighborhood on the way to school, he

notices many interesting things around him. He stops to admire a
house with windows and doors
neatly aligned in straight lines,
resembling the ruled lines on his
notebook paper. Continuing his
journey, Elmo observes rows of
buildings where the windows
intersect, creating patterns akin
to a game of tic-tac-toe. His
attention then turns to an electric
post adorned with wires
crisscrossing in various directions,
forming an intriguing pattern against the sky. Across the street,
Elmo spots a pedestrian lane with evenly spaced lines on the
ground, guiding pedestrians safely along their path.
65
Arriving at school, Elmo reflects on the geometric wonders he
encountered and eagerly anticipates sharing his discoveries with
classmates during their geometry lesson.
Guide Questions: Given the above scenario, learners can recognize

and draw parallel, intersecting, and perpendicular lines:
Question 1. What shapes and objects did Elmo see while walking
to school, and how were they different from each other?
Question 2. Can you find examples of lines that look like they go
straight together, cross each other, or meet at right angles? How
do you know if they are parallel, intersecting, or perpendicular?
Reflection: How do the lines you saw on houses, buildings, electric
posts, and pedestrian lanes help people stay safe or understand
where to go?

Activity 4: Exploring Geometry in The Park: A Grade 3
Adventure
Objective: Recognizes and draws parallel, intersecting, and
perpendicular lines.
Directions: A. Identify parallel, perpendicular, and intersecting

lines in the given pictures.
66
B. Determine whether the given lines are parallel, intersecting, or
perpendicular.
C. Draw or create a line that satisfies the given statements.
1. Line AB is parallel to line CD.

2. Line MN is perpendicular to line OP.
3. Line ST is intersecting to XY.

today?" and "How can you apply today's lesson in real-life
situations?
67

Week: Day:
Visualizes, identifies, and draws congruent line
segments.

Activity 1: Geometry Detectives: Exploring Line Segments, Rays,
and Points
Objective: To recall the previous lesson about parallel, intersecting,
Duration: 7 minutes
Activity 1:
Instructions: Give each pupil cut-outs of squares, circles, and triangles.
Form perpendicular, parallel, and intersecting lines by pasting the cut-outs
on manila paper.
68
Directions: Study the drawing and tell whether the statements are true or
false.
1. Line AB is perpendicular to line BG.
2. Line BD is perpendicular to line AB.
3. Line CH intersect line AB and FG.
4. Line AF is perpendicular to line EG.
5. Line DB is perpendicular to line EG.

understanding o n Visualizes, identifies, and draws congruent line
segments.
Activity 3: Line Segment Puzzle: Geometric Search!

Objective: To identify/unlock terms related to Visualizes, identifies, and
draws congruent line segments.

69
Instructions: Find and encircle the important words in this lesson
listed below. These may be arranged horizontally, vertically, or
diagonally.
R D R C K C H G U L A L M S
P Q J O W A Z T I G M A G S
B D U N W P C N G Y M A K I
T Z Q G I W E L B N M N K B
Y A U R O O O O T X E Z Z B
F A N U G E L N G N S L W U
Y R O E B B E W K S I X Q Y
J K R N D M I N E P W I A C
G U O T G C O C N F I H A D
Q Q O E T A T P I R H F F F
X I S P V H B E L E Q U A L
Z C T W E R U S A E M M B H
• Congruent
• Line
• Measure
• Length
• Line Segment
• Equal
Reflection: What strategies did you use to find the word in the
activity?
Which term in the activity was the most challenging to find?

Why?
70
Lesson Component 4B: (Lesson Activity)
Activity 4:
concepts regarding visualizing, identifying, and drawing congruent
line segments.
Directions: Answer the following. (Pair Share)
A. Name all the line segments you can find in the figure.
Name of Line Segment: ___________________
How many line segments can you see in the figure?
Number of Line Segment: ___________________
Reflection: How do you find the activity?
71
Activity 4:
Objective: Visualizing, identifying, and drawing congruent line
segments.
Directions: A. Connect all points from A to S then back to A. Be sure not to

make curve lines. List down at least 10 combinations of congruent
line segments.
1. __________
2. __________
3. __________
4. __________
5. __________
6. __________
7. __________
8. __________
9. __________
10. __________
72
B. Bring your ruler and pencil. Draw congruent line segments with the
following measurements.
1. 10 cm
2. 15 cm
3. 20 cm
4. 25 cm
5. 30 cm
C. Look at the line. List down 10 pairs of congruent line segments

today? and How can you apply today's lesson in real-life
situations?
73

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3

Day 1: Lesson 1............................................................................................................................................ 2

Component 1: Lesson Short Review

Remember when you skip counted by 2?

2. Choose any three of the number you listed above, then

Component 2: Lesson Purpose

Read the story problem. Then answer the following questions.

Ms. Sanes class is going to join the school program, so the

What are the given numbers?

Which number is an even number?

Which number is an odd number?

Component 3: Lesson Language Practice

1a. Write 2 examples of 2-digit even number

1b. Write 2 examples of 3-digit even number

1c. Write 2 examples of 4-digit even number

2. What is an Odd Number?

2a. Write 2 examples of 2-digit even number

2c. Write 2 examples 4-digit even number

Numbers in set B can be divided exactly by 2 without any

Examples: 14, 156, 202, 500, 1 498

Numbers in set A give a remainder of 1 when divided by 2,

Examples: 11, 253, 495, 5 187, 9 999

Activity 4B: Try These!

2. Is the number 2 818 odd or even? Why?

two even numbers? Give examples to prove it.

two odd numbers? Give examples to prove it.

B. Roll, Add and Swift Game

Activity 4C: Group Activity

A. Identify the numbers being asked below. Write the answer on

1. Write the even numbers between 11 and 20.

2. Write the even numbers between ng 20 at 30.

3. Write 2 consecutive even numbers whose sum is 28.

5. Write the 5 largest two-digit even numbers.

Try to learn more!

Tell whether each expression gives out an even or an odd

1. Number of years in a decade __________

2. Number of months in a year __________

3. Number of objects in 2 dozen __________

4. Number of days in a week __________

5. Number of days in February when it is a leap year

Component 5: Lesson Conclusion

Read the following questions carefully. Write the answer on the

1. What is an even number?

Component 1: Lesson Short Review

Compare the following fractions using <, > or =.

Component 2: Lesson Purpose

Slice a pizza, and we get fractions:

The top number says how many slices we have.

Which recipe calls for the greatest amount of sugar?

Component 3: Lesson Language Practice

1. Write these fractions in ascending order:

Component 4: Lesson Activity

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

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

Component 5: Lesson Conclusion

How do we arrange a set of fractions in increasing or

Component 1: Lesson Short Review

Give the fractions for shaded parts and unshaded parts.

Figure Shaded parts Unshaded parts

I have _. I am a I have _. I am a

I have _. I am a I have _. I am a

1. 1, 3, 5, 7, _, _, ___, 15

2. 14, _, 24, _, 34, ___,

4. 50, _, _, 35, ___, 25

5. 1500, _, 100, _, 500, ___