Module

Mathematics Grade 3

INTRODUCTION
Reading and writing numbers through the hundred thousand are skills
that you should have. You will learn and develop these skills in this
module.
You will learn to identify the place value of digits in numbers with up to
six digits, write numbers in expanded form, compare and order numbers,
and round off numbers up to the ten thousand places. It also includes
lessons about money values.
Whether dealing with big or small numbers, a person’s skills in addition
involving four – to – five digits numbers with and without regrouping.
You will also learn to estimate the sums of three – to four – digit
numbers. You will learn to add mentally, solve word problems and
create your own problems.
When finding out how much or how many more you need of something,
you use subtraction.
In this module, you will learn more digits to subtract with or without
regrouping. You will learn to subtract from minuends having a zero or
zeros, estimate the difference between two numbers, and how to subtract
numbers mentally. Apply these skills in solving word problems or
creating your own problem involving these operations.

How to use this Module

Before starting the module, I want you to set aside other tasks that will
you disturb you while enjoying the lessons. Read the simple instructions
below to successfully enjoy the objectives of this kit. Have fun.
1. Follow carefully all the contents and instructions indicated in every
page of this module.
2. Write on your notebook the concepts about the lessons. Writing
enhances learning that is important to develop and keep in mind.
3. Perform all the provided activities in the module
4. Let your facilitator/ guardian assess your answers using the answer
card.
5. Analyze conceptually the posttest and apply what you have
learned.
6. Enjoy studying.

Content Standard

 Demonstrates understanding of whole numbers up to 10 000,

ordinal numbers up to 100th, and money up to PhP1000.
 Demonstrates understanding of addition and subtraction of whole
numbers including money.
 Performance Standard

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

up to 10 000, and money up to PhP1000 in various forms and
contexts.
 Is able to recognize and represent, ordinal numbers up to 100th in
various forms and contexts.
 Is able to apply addition and subtraction of whole numbers
including money in mathematical problems and real-life situations.

Lesson 1
Reading and Writing of numbers through
the hundreds thousands
OBJECTIVE:
 Visualizes numbers up to 10 000 with emphasis on numbers 1001 -
10000.
 Reads and writes numbers up to 10 000 in symbols and in words.

PRE - TEST

Read each number orally.

 1. 12 734 4. 567 876
2. 63 342 5. 982 108
3. 100 003

BRIEF
INTRODUCTION

The population of Benguet based on the

2010 census of the National Statistics Office
was 403944. How do you read and write
numbers in the hundred thousand?

LET US DISCOVER

Study the place value chart that shows the number 403944
Hundred Ten Thousands Hundreds Tens Ones
thousands Thousands
4 0 3 9 4 4

In the place value chart, the digits are grouped into periods. Each period
is composed of three digits, namely, hundreds, tens, and ones. In four –
to six – digit numbers there are two periods: the thousands and the
units’ period.
The number 403944 is read as “403 thousand, 944”
In words, it is written as four hundred three thousand, nine hundred
forty – four.
In symbols, it is written as 403944.
A number written in symbols is said to be in its standard form. A space
separates the periods when the number is written in symbols.
When reading numbers, follow these steps. Use the number 403944 as
an example.
Step 1 Read the digits in the first 403
period on the left.

Step 2 Say the period where the thousand

digits are.

Say only the digits in the units

Step 3 period. 944

Another example is the number 8902.

 It is read as “ 8 thousand, 902
 In words, it is written as eight, nine hundred two.
 In standard form, it is written as 8902.

LET’S ANSWER
Activity 1
Match each number in word in column A with its correct symbol in
column B. Write the letter of your answer in the blank. A
B
______ 1. Eight hundred four a. 7005
______ 2. Three hundred ninety – nine b. 4202
Thousand, nine hundred three
______ 3. Four thousand, two hundred two c. 804
______ 4. Seven hundred twenty – one d. 721
______ 5. Seven thousand, five e. 309903
Activity 2
Write each number in standard form on the line.
1. Seven hundred thousand, two _____________
2. Six hundred three _____________
3. Three hundred eight _____________
4. One thousand, one hundred twenty – one_____________
5. LET
Ten US REMEMBER
thousand _____________
 Numbers may be written in symbols or in words.
 A number in standard form is the number written in
symbols.
 The digits in a number are grouped by threes, called
periods, starting from the right.
 Periods are separated by spaces when written in
symbols. When written in words, they are separated
by commas.
 To write numbers in words, write them as they are
read or said.
 When reading numbers, you start reading in the
first period at the left. Say the period where the
digits are. You do not say the units’ period, but it’s
only.
 Zero (0) is used as a placeholder in writing numbers.
 CHECK YOUR UNDERSTANDING

 How are numbers written? How are digits grouped in a number?

 What separates the periods when written in symbols? How about
when written in words?
 How are numbers written in words?
 When reading numbers, where do you start reading?
 What period is not mentioned when reading or saying a number?
 What is the standard form of a number?
 Place value through hundred thousands

OBJECTIVES:
 Gives the place value and value of a digit in 4- to 5-digit numbers.

PRE – TEST

Write the digit of each number in the correct column.

Number Hundred Ten Thousand Hundreds Tens ones
Thousand Thousand
937 614

LOOKING BACK TO YOUR LESSON

Write these numbers in words.

1. 234 567 _____________________________________________
2. 56 782 _____________________________________________
3. 3489 _____________________________________________
4. 543 234 _____________________________________________
 5. 23 564 _____________________________________________

BRIEF INTRODUCTION

The Book Publishing House

distributed 368 145 mathematics
books to the different school
during the opening of classes.
Do you know many the number
368 145 is?

LET US
DISCOVER

Place the number 368 145 in a place value chart.

Hundred Ten Thousands Hundreds Tens Ones

thousands thousands
3 6 8 1 4 5

usands Unit
s
In the chart, digits were written below the place values. Beginning from
the right of the place value chart, you can see that each digit stands for
the following place values:
 Ones place where the digit 5 is
 Tens place where the digit 4 is
 Hundreds place where the digit 1 is
 Thousands place where the digit 8 is
 Ten thousands place where the digit 6 is
 Hundred thousand where the digit 3 is
In 368 145, there are 3 hundred thousands, 6 ten thousands, 8 one
thousands, 1 hundred, 4 tens, and 5 ones.

LET’S ANSWER

Activity 3
Write on the line place value of the underlined digit.
1. 2005 ___________________________
2. 34145 ___________________________
3. 99662 ___________________________
4. 120364 ___________________________
5. 58934 ___________________________
6. 78432 ___________________________
7. 1234 ___________________________
8. 98053 ___________________________
9. 32014 ___________________________
10. 32456 ___________________________

LET US REMEMBER
 The place value is the position occupied by a digit
in a number.
 Starting from the right , the place values of a six
– digit number are ones, tens, hundreds,
thousands, ten thousands, and hundred thousand.
 The value of a digit in a number depends on the
place it occupies.
 To get the value of a digit in a number, multiply
the digit by its place value.

CHECK YOUR UNDERSTANDING

 What are the names of the place values in a six – digit number?
 What is the difference between the place value and the value of a
digit?
 How do you get the value of a digit in a number?
 POST TEST
Read each number. Write each missing word on the line.
1. 1638 = one _________, six hundred ___________
2. 2432 = two _________ four hundred thirty - two
3. 158092 = one ________, fifty – eight thousand, ninety - two
Write on the line the place value of the underlined digit.
1. 124534 ____________ 6. 345678 ___________
2. 10394 ____________ 7. 987659 ___________
3. 87256 ____________
4. 4569 ____________
5. 20946 ____________

REFLECTION

Knowing the number of a set and its value is like knowing each family
member. How will you value each member of your family?
______________________________________________
If you are going to help the poor children, to how many children will
you send your help? Why do you want to help them?
___________________________________________________

Lesson 2
 Rounding off numbers to the Nearest
Tens, Hundreds, and Thousands
OBJECTIVE:
 Rounds numbers to the nearest ten, hundred and thousand.

PRE – TEST

Round off each number to the nearest tens or hundreds as indicated.

1. 42 ____________ 4. 962 ____________
2. 211 ____________ 5. 738 ____________
3. 73 ____________

LOOKING BACK TO YOUR LESSON

Write each number word in symbol.

1. Thirty – one
2. Five hundred seventy – one
3. One thousand, two hundred one

Study the numbers below and write on the blanks the number
corresponding to its place value.

809165
1. Ones ___ 4. Thousands ___
 2. Tens ___ 5. Ten thousands ___
3. Hundreds ___ 6. Hundred thousands ___

BRIEF INTRODUCTION

Last summer, Zach and Trixie

gathered 87 shells in the beach.
Did they gather about 80 or 90
shells?

LET US
DISCOVER
Study how to go about rounding off numbers. Look at the number line
below.

So, in the problem above Zach and Trixie gathered about 90 shells. The
numbers 86, 88, and 89 are also closer to 90 than to 80, while 81, 83,
and 84 are closer to 80 than 90.
 LET’S ANSWER
Activity 1
Round off each number to the given place value. Write your answer on
the line.
1. 785 (hundreds) __________
2. 1245 (tens) __________
3. 12886 (hundreds) __________
4. 846746 (ten thousands) __________
5. 13451 (thousands) __________

LET US REMEMBER
 When rounding off to the nearest tens, look at the
ones digit. If the digit is 0, 1, 2, 3, or 4, round
down. If the digit is 5, 6, 7, 8, or 9 round up.
 When rounding off to the nearest hundreds, look
at the tens digit. Then round down or round up
depending on the digit in the tens place. Change
all digits to the right of the hundreds place to
zeros.

CHECK YOUR UNDERSTANDING

 When rounding off to the nearest hundreds, what digit do you

look? How about when rounding off to the nearest tens?
  When do you round up? When do you round down?

Comparing and Ordering of number

OBJECTIVE:
 Compares using relation symbols and orders in increasing or
decreasing order 4- to 5-digit numbers up to 10 000.

PRE – TEST

Compare the following numbers using this symbols >, < or =.

1. 452 ______ 542 2. 895 ______ 859 3. 776 ______ 767
Arrange the following numbers from least to greatest or greatest to least.
Least to Greatest
1. 257 725 527 _______ _______ ________
2. 1997 1799 1999 _______ _______ ________
Greatest to Least
3. 10 945 10 354 10 656 _______ _______ ________
4. 2556 2565 2655 _______ _______ ________

BRIEF INTRODUCTION

For their fund raising project, the

two sections from grade 3 planned to
sell the empty bottles that they
collected. Each class collected the
number of bottles given in the table
 Section Number of bottles
A 738
B 709

Which section collected more bottles? Which section collected fewer

bottles?

LET US DISCOVER!

Compare the given numbers to find out which one is greater and which
one is less. Look at the following chart.

Hundreds Tens ones

7 3 8
7 0 9
To compare the numbers 738 and 709, follow these steps:
Step 1. Compare the digits in the hundreds place.
They are the same
7 3 8 7 0 9
same
Step 2. Compare the digits in the tens place.
 7 3 8 7 0 9

3 tens is greater than 0 tens

So, 738 is greater than 79. In symbols, this is written as

738 > 709.

You can also say that 709 is less than 738. You can write this in symbols
as
709 < 738.

LET’S ANSWER

Activity 2

Compare the numbers. Write >, <, or = in the star.

1. 78 87

2. 145 154
3. 298 478

4. 3562 2683

5. 3768 2147

LET US REMEMBER
 To compare numbers, begin with the digits in
the greatest place value. If they are the same,
compare the digits in the next place value, then
in the next, up to the last place value until you
find a digit smaller or bigger than the other
digit having the same place value.
 The symbol used to compare numbers are
> ( greater than), < (less than), and =
(equal to).
 Numbers in a series may be arranged in
increasing order (from the least to the greatest)
or decreasing order (greatest to least).
 CHECK YOUR UNDERSTANDING

 How do you compare numbers?

 What symbols are used to compare numbers?
 How are numbers arranged in series?

POST TEST

Fill in each box with the correct value. Some spaces have already
been filled for you.
Number Nearest tens Nearest Nearest
hundreds thousands
234789
154562 155000
184632 184630
856254 856300

Read the problem. Then write the answer to each question on the line.
Angel’s scores in her mathematics quizzes are as follows.

Quiz 1 Quiz 2 Quiz 3 Quiz 4 Quiz 4

87 93 95 86 88

1. How do you write these sores in descending order?

2. In which quiz did she get the highest score?
3. In which quiz did she get the lowest score?
4. When the quiz scores are arranged in increasing order, what
would be the last?

REFLECTION

The Philippines is very rich in natural resources, especially in bodies of

water. What are the ways we can conserve these bodies of water? What
are the benefits we can receive from these resources? Now look at the
pictures, can you compare? Which gives benefit? Which is not?
 Lesson 3
Ordinal numbers
OBJECTIVES:
 Identifies ordinal numbers from 1st to 100th with emphasis on the
21st to 100th object in a given set from a given point of reference.

PRE – TEST

Look carefully at the objects below. Answer each question about them.

1. What is the fourth object from the left? _______________

2. What is the second object from the right? ____________
3. What is the fifth object from the left? _________________
4. What is the third object from the right? _______________
5. What is the first object from the left? _________________

LOOKING BACK TO YOUR LESSON

Compare the following numbers using this symbols >, < or =.

762 ______ 534 813 ______ 807 788 ______ 790
Arrange the following numbers from least to greatest or greatest to least.
Least to Greatest
857 825 827 _______ _______ ________
2997 2799 2899 _______ _______ ________
Greatest to Least
10 934 10 543 10 112 _______ _______ ________
2346 2765 2125 _______ _______ ________

BRIEF INTRODUCTION

Trixie celebrates her

birthday on the ninth
month of the year. In
what month was Trixie
born?
Trixie celebrates her birthday on the ninth month of the year. In what
month was Trixie born?
LET US DISCOVER!

Here are the 12 months of the year in their correct order.

January - first - 1st
February - second - 2nd
March - third - 3rd
April - fourth - 4th
May - fifth - 5th
June - sixth - 6th
July - seventh - 7th
August - eighth - 7th
September - ninth - 9th
October - tenth - 10th
November - eleventh - 11th
December - twelfth - 12th

January is the first month. December is the twelfth. The ninth month is
September.
So, Trixie was born in September.
The numbers first, second, third, and so on up to the twelfth are called
ordinal numbers or ordinals. These numbers can be written in symbols
or in words.
Notice how most ordinal numbers are written in symbols with – th after
the number. Here are some of them.
Thirteenth - 13th thirtieth - 30th
Fourteenth - 14th fortieth - 40th
Fifteenth - 15th fiftieth - 50th
Sixteenth - 16th sixtieth - 60th
Seventeenth - 17th seventieth - 70th
Eighteenth - 18th eightieth - 80th
Nineteenth - 19th ninetieth - 90th
Twentieth - 20th one hundredth - 100th

Ordinals beyond 20 p to 99 are named and written as follows:

21st - twenty – first 67th - sixty - seventh
22nd - twenty - second 78th - seventy - eighth
33rd - thirty - third 89th - eighty - ninth
45th - forty - fifth 96th - ninety - sixth
54th - fifty - fourth 99th - ninety – ninth
Notice the names of the tens followed by first, second, and up to the
ninth.
 LET’S ANSWER

Activity 1
Write on the line each ordinal number in words.
1. 12th ___________________
th
2. 20 ___________________
th
3. 34 ___________________
th
4. 56 ___________________
th
5. 68 ___________________
th
6. 79 ___________________
th
7. 90 ___________________
th
8. 11 ___________________
9. 21st ___________________
10. 13th ___________________

ACTIVITY 2
Write on the line the next ordinal number.
1. 18th, 19th, 20th ___________

2. 27th, 28th, 29th ___________

3. 35th, 36th, 37th ___________

4. 41st, 42nd, 43rd ___________

5. 49th, 50th, 51st ___________

LET US REMEMBER
 Ordinal numbers or ordinals tell the order or
position of an object in a series.
 CHECK YOUR UNDERSTANDING

 What are ordinal numbers?

 How are ordinal numbers written?

Money as Pesos and Centavos

OBJECTIVES:
 Recognizes, reads and writes money in symbols and in words
through PhP1 000 in pesos and centavos.

PRE – TEST

Express the given amounts in words.

1. ₱345.35 = ___________________________________________
2. ₱820.55 = ___________________________________________
3. ₱975.60 = ___________________________________________
4. ₱1, 105.15 = __________________________________________
5. ₱564.25 = ___________________________________________

BRIEF INTRODUCTION

Mateo had ₱500. 00. He

bought a box of crayons for
₱25.75. He now has ₱474.25.

LET US DISCOVER

See how the amounts are written in symbols.

Study the coins and the paper notes and how they are written in symbols.

5 centavos 10 centavos 25 centavos 1 peso

5¢ 10¢ 25¢ ₱ 1.00

5 pesos 10 pesos 20 pesos

₱ 5.00 ₱ 10.00 ₱ 20.00

50 pesos 100 pesos

₱ 50.00 ₱ 100.00

200 pesos 500 pesos

₱ 200.00 ₱ 500.00

1000 pesos
 ₱ 1000.00

LET’S ANSWER

Activity 3
A. Choose the right symbols for each amount.

1. 300 pesos and twelve centavos

a. ₱300.12 b. ₱312.00 c. 300.12¢
2. 415 pesos and thirty centavos
a. ₱415.30 b. ₱430.15 c. ₱415.30¢
3. Six hundred eighty one pesos and nine centavos
a. ₱618.09 b. ₱681.09 c. ₱681.90
4. Seventy hundred two pesos and eighty-four centavos
a. ₱720.84 b. ₱702.84 c. ₱784.02
5. Five hundred ninety pesos and fifty-five centavos
a. ₱590.55 b. ₱509.55 c. ₱599.55

LET US REMEMBER
 There are 100 centavos in one peso.
 When writing money in symbols, you use the peso
sign (₱) and a decimal point.
Money is written with two decimal places.
 CHECK YOUR UNDERSTANDING

 How many centavos are there in one peso?

 How is money written in symbols?
 When writing money in symbols, how many decimal places should be
there?

POST TEST

Observe the objects below, complete each statement that follows. The
first number has been done for you.
 REFLECTION

 The children in a family have also their positions according to the

date of birth. Who is the first? The second? The third? In your
family? Does this position increase your duties and responsibilities
as a member of the family?
 List down the important features of Philippine bills and coins that
make them unique.

Lesson 4
Comparing Money Values
OBJECTIVES:
 Compares values of the different denominations of coins and bills
through PhP1000 using relation symbols.

PRE – TEST

Conduct a drill on reading money values written as pesos or centavos.

545¢ 4000¢ 35,000¢
 ₱70.85 ₱489.10

LOOKING BACK TO YOUR LESSON

Show the pupils the different peso bills and coins. Have them identify
these and gave their values.

BRIEF INTRODUCTION

Robby and Annie bought

souvenir items during a family
outing. Robby paid ₱55.00
while Annie paid two ₱20 notes
and six ₱1 coins. Who spent
more, Robby or Annie?

LET US
DISCOVER!
To find the answer, you compare the amounts spent by Robby and
Annie. First you have to get the total amount Annie paid.
You have two ₱20 notes (or ₱40) and six ₱ 1 (or ₱ 6).
Robby paid ₱ 55. Annie paid ₱ 46 in all.
₱ 55 is greater than ₱ 46. In symbols: ₱ 55 > ₱46
₱46 is less than ₱ 55. In symbols: ₱ 46 < ₱ 55
Complete answer: Robby spent more than Annie.

LET’S ANSWER
Activity 1
Choose the correct answer.
1. ₱27.50 ____ ₱29.60 a. > b. < c. =
2. ₱35.45 ____ ₱34.67 a. > b. < c. =
3. ₱558.57 ____ ₱568.57 a. > b. < c. =
4. ₱71.78 ____ ₱73.27 a. > b. < c. =
5. ₱580 ____ ₱580 a. > b. < c. =
6. ₱90.89 ____ 96¢ a. > b. < c. =
7. 68¢ ____ 65¢ a. > b. < c. =
8. ₱59 ____ 60¢ a. > b. < c. =
9. ₱75.73 ____ ₱73.75 a. > b. < c. =
10. ₱93.67 ____ ₱98.00 a. > b. < c. =

LET US REMEMBER
 Comparing money values is the same as
comparing any two numbers.
 You use symbols >, <, or = in comparing
 CHECK YOUR UNDERSTANDING

 How do you compare money values?

 What symbols are used in comparing money values?
Addition without Regrouping

OBJECTIVES:
 Adds 3- to 4-digit numbers up to three addends with sums up to 10
000 without and with regrouping.

PRE – TEST

Add the following numbers.

1. 43 + 25 = ______ 4. 74 + 15 = ______
2. 37 + 61 = ______ 5. 21 + 47 = ______
3. 56 + 33 = ______
 BRIEF INTRODUCTION

Some 1354 pupils from St. Albert

school and 1032 pupils from St. Ann
Academy watched the baseball
games at the provincial sports field.
How many pupils from the two
schools watched the games?

LET US
DISCOVER!

Add the numbers to find the answer.

1354 + 1032 =

See how addition is done.

Step 1 step 2 step 3
Add the ones add the tens add the
hundreds
1354 1354 1354
+ 1032 + 1032 + 1032
6 86 386
Step 4 checking:
Add upward to check
1354 2386
+ 1032 1354
2386 + 1032
Complete answer: there were 2386 pupils who watched the games.

LET’S ANSWER

Activity 2
Choose the correct answer. Complete the sentence.
1. The sum of 3514, 1240, and 4135 is _______________.
a. 8889 b. 8899 c. 8879
2. The sum of 14620, 12247 and 20032 is ____________.
a. 46879 b. 46899 c. 48699
3. The sum of 23513, 24344, and 11042 is ___________.
a. 58899 b. 58989 c. 59989
4. The sum of 61406, 2350, 12012, and 11010 is ______.
a. 86778 b. 87668 c. 86788
5. The sum of 4230, 1524, 2032, and 1103 is _________.
a. 8889 b. 8899 c. 8998

LET US REMEMBER
To add four – to five –digit numbers without
regrouping. Follow these steps:
 Write the addends in column.
 Begin adding the ones then the tens, the
hundreds, the thousands, and so on, up to the
greatest place value.
 Check the sum by adding up.
 CHECK YOUR UNDERSTANDING

 When adding numbers, how do you write the addends?

 Where do you begin adding?
 How do you check if the sum is correct?

POST TEST

Choose the the >, <, or = to compare the amounts.

1. 350 centavos _____ ₱35.00
a. > b. < c. =
2. 2560 centavos _____ ₱25.60
a. > b. < c. =
3. 15720 centavos ______ ₱15.72
a. > b. < c. =
4. ₱712.05 _____ seven hundred twelve pesos
a. > b. < c. =
5. ₱850.00 _____ one ₱500 bill and four ₱100 bills
a. > b. < c. =
Find the sum.
6. 4230 + 1524 + 2032 + 1103 = ______
a. 8899 b. 8889 c. 8999
7. 4321 + 2230 + 11203 + 42113 = _____
a. 59867 b. 59767 c. 59667
8. 13650 + 4213 + 1036 + 30100 = _____
a. 48999 b. 48889 c. 48799
9. 5143 + 2614 + 1230 + 1012 = ______
a. 9999 b. 9989 c. 9979
10. 36421 + 20534 + 13042 = _____
a. 69997 b. 68887 c. 67777

REFLECTION

There will be a school fair in your school. You are one of the facilitator
of an activity where the parents should be involve in the event. How will
you gather and group the guest/parents in different grade levels?
 Lesson 5
Estimation of sums
OBJECTIVES:
 Estimates the sum of 3- to 4-digit addends with reasonable results.

PRE – TEST

Estimate the sum of the given numbers, and then compute for the actual
value.
Actual value estimated value
39 = ______________
+ 23 = ______________

LOOKING BACK TO YOUR LESSON

Write the sum in the box.
21 152 + 12 403 + 10 211 =
2143 + 3502 + 2120 =
25 643 + 32 132 + 42 014 =
 BRIEF INTRODUCTION

Mang Federico delivers

vegetables twice a week to a
school. In the first delivery last
week, he delivered143 baskets
of potatoes. In the second
delivery, he had 452 baskets of
cauliflowers. About how many
baskets of vegetables did he
deliver in a week?

LET US DISCOVER!

When you say” about how many” it means you are not giving an exact
number but just an estimate.
To solve the problem above, find the estimated sum. Here is how you do
it.
143 rounded off to 100
+ 452 rounded off to + 500
595 actual sum 600
estimated sum
You can see that the estimated sum is close to the actual sum. So, Mang
Federico delivered about 600 baskets in a week.
Here is another example.
 6785 rounded off to 7000
+ 9213 rounded off to + 9000
15999 actual sum 16 000
estimated sum
LET’S ANSWER
Activity 1
Choose the correct answer.
Round off each number to its greatest place value. Choose the correct
answer.
1. 125 a. 100 b. 200
2. 167 a. 100 b. 200
3. 520 a. 500 b. 600
4. 1528 a. 1000 b. 2000
5. 43703 a. 40000 b. 50000

Activity 2
Write on the line the estimated and actual sum of each item.
Actual Sum Estimated Sum
6. 149 + 485 = ___________ ______________
7. 223 + 780 = ___________ ______________
8. 243 + 785 = ___________ ______________
9. 685 + 409 = ___________ ______________
10. 2864 + 1965 = ___________ ______________
11. 7835 + 3465 = ___________ ______________
12. 2756 + 8346 = ___________ ______________
13. 1254 + 5926 = ___________ ______________
 14. 2345 + 6734 = ___________ ______________
15. 1359 + 5478 = ___________ ______________

LET US REMEMBER
To estimate the sum, follow these steps.
 Round off the addends to their greatest place
value.
 Add the rounded – off values.

CHECK YOUR UNDERSTANDING

 How do you estimate the sum of two or more numbers?

 What do you do with the addends when you are asked to find the
estimated sum?
 What do you do with the rounded - off numbers?

Mental Addition

OBJECTIVES:
 Adds mentally the following numbers using appropriate strategies:
o a. 2-digit and 1-digit numbers without or with regrouping
 o b. 2- to 3-digit numbers with multiples of hundreds

PRE – TEST

Add the numbers mentally.

1. 36 + 100 = _______ 4. 48 + 500 = ________
2. 300 + 75 = _______ 5. 27 + 9 = _______
3. 93 + 200 = _______

BRIEF INTRODUCTION

One Saturday, Trixie made 26

cutouts for her puzzle. The next day,
she made 8 more cutouts. How many
cutouts did she make in all?

LET US DISCOVER!

You can find the answer to the problem by adding the numbers mentally.
Adding mentally means adding the numbers in your head.
Here is how you do it.
26 + 8 =
Make a ten.
Think: 26 + 4 makes 30. (Get 4 from 8 and add to 26.)
From 8, there is 4 left over. Add it to 30.
30 + 4 = 34
So, 26 + 8 = 34
Complete answer: Trixie made 34 cutouts in all
Here are other examples.
1. Making a hundred
Example
93 + 9 =

Think: 93 + 7 makes 100. (Get 7 from 9 and add to 93.)

From 9, there is 2 left over. Add it to 100.
100 + 2 = 102
Answer: 93 + 9 = 102

2. Adding 2 – digit numbers

Example.
34 + 23 =

Add the tens. 30 + 20 = 50

Add the ones. 4 + 3 = 7
Add the sums of the tens and the ones. 50 + 7 = 57
Answer: 34 + 23 = 57
3. Adding 2 – digit numbers and 3- digit multiples of hundreds
 Examples
a. 29 + 100 =
Add 20 to 100 to get 120. Then add 9 to 120
Answer: 29 + 100 = 129
b. 300 + 85 =
Adding 300 and 80 gives you 380. Then adding 5 to 380 give you
385.
Answer: 300 + 85 = 385
4. Adding 3- digit numbers with regrouping
124 + 138 =
Add the hundreds. 100 + 100 = 200
Add the tens. 20 + 30 = 50
Add the ones. 4 + 8 = 12
Add the sums of the hundred s, the tens, and the ones.
Answer: 200 + 50 + 12 = 262

LET’S ANSWER
Activity 3
AddLET US REMEMBER
the numbers mentally. Write your answer on the line.
1.  +Adding
24 mentally mean adding
41 = _______ 6. 244the numbers
+ 133 in
= ________
2. 35 +your
34 = head.
_______ 7. 127 + 322 = ________
3.  +To
46 33add
= _______
two – digit numbers8. mentally,
300 + 246 =add
________
the
4. 51 +tens,
28 = then
_______
the ones in your9.head.
243 +Then
454 =add
________
the
5. 90 +sums
16 = of
_______ 10. 564 + 175 = ________
the tens and the ones.
 To add three – digit numbers mentally, add the
hundreds, then the tens, and then the ones in your
head. Then add the sums of these.
 You can also add mentally by making a ten or a
hundred.
 CHECK YOUR UNDERSTANDING

 What does adding mentally mean?

 How do you add two – or three- digit numbers mentally
What do you do with the hundreds, the tens, and the ones?
 What is another way of adding mentally?

POST TEST

A. Solve for the estimated sum using rounding off method.

1. 45 623
 1 712

2. 77 213
18 315

3. 60 512
15 670

4. 11 510
24 630

5. 45 423
81 215

B. Solve each problem by adding the numbers mentally. Write the

answer on the blank.
1. At the pet store, Joey counted 16 birds and 12 dogs. How many
pets were at the pet store?
__________________________________________________
2. Maria bought an apple for ₱15 and a slice of cake for ₱23. How
much money did she need to pay for her food?
__________________________________________________
 REFLECTION

 Every day we spend an amount of money for our daily needs.

What are the ways that you can help your parents to save money?
Can you estimate your allowances mentally?
 What keeps in mind alert and healthy? Feed your mind and good
thoughts.

Lesson 6
Creating Problems Involving Addition
OBJECTIVES:
 Solves routine and non-routine problems involving addition of
whole numbers with sums up to 10 000 including money using
appropriate problem solving strategies and tools.

PRE – TEST
Write a situation using facts below.
1. Bananas for ₱55 a kilogram; oranges for ₱90.
__________________________________________________________

LOOKING BACK TO YOUR LESSON

Estimate the sum.

1. 125 + 12 = _______ 4. 1534 + 234 = _______
2. 167 + 25 = _______ 5. 43703 + 234 = _______
 3. 520 + 56 = _______
Add the numbers mentally.
28 + 6 = ______ 35 + 34 = _______ 51 + 38 = _______

BRIEF INTRODUCTION

During a program all 250 seats of the

auditorium were occupied. Thirty –
five boys and 20 girls stood along the
aisles. Can you give a good question
to ask about his situation?

LET US
DISCOVER!

The situation above requires you to give a good question to ask so that
you will have a word problem to solve. In short, you are asked to crate
or make a word problem based on the situation.
To do this, follow these pointers:
 Study the situation and the given facts or information.
 See how the facts or information are related to one another. Is
there a fact or facts that are not needed in solving the problem? Is
there a missing fact that must be derived from the given facts?
 Write a good question based on the given facts.
Looking at the situation and information given on the previous page,
here are some good questions to ask.
 How many children had no seats?
 How many more boys than girls are not seated?
 How many children in all watched the program?
You may now write a word problem about the situation based on the
given facts.
Here is an example.
During a program all 250 seats of the auditorium were occupied. Thirty
– five boys and 20 girls stood along the aisles. How many children had
no seats?
Now, to solve the problem, follow the four steps in problem solving.
Step 1. Understand the problem.
 Answer these questions about the problem.
a. How many seats were occupied?
b. Were all the children seated?
 Answer these questions to analyze the problem..
a. What is being asked?
The number of children with no seats
b. What are the given facts?
250 seats, 35 boys, 20 girls
c. Is there a fact that you will not use?
Yes, 250 seats
d. What clue words can help you?
Stood along the aisle
Step 2. Plan what to do.
 Decide what operation to use.
Addition
  Write the number sentence.
35 + 20 =
Step 3. Solve the problem.
Show the solution.
35
+ 20
55
Complete answer: Fifty – five children had no seats.
Step 4. Look back. Check your answer.
55 - 20 = 35
Number of children number of boys
with no seats
number of girls
The answer is correct.
Here are some given facts. Try to make a problem out of them.

Sandwich for ₱ 28; juice for ₱ 18

You can think of the given facts as money spent on snacks. A good
question to ask is: how much was spent in all?
You can write a word problem such as this:
Ester bought a sandwich for ₱ 28 and juice for ₱ 18. How much did she
spend in all?

LET’S ANSWER
 Activity 1
Write a situation using the facts below. Write it in your Math notebook.
1. 2675 grade 3 pupils; 4578 grade 2 pupils
2. 576 marbles; 785 marbles more
3. Drove 58 km this week; 82 km last week
4. 415 athletes from Mindanao; 394 athletes from Visayas; 508
athletes from Luzon
5. 285 “capiz” shells; 310 “capiz” shells more

Activity 2
Read the problem carefully. Answer each questions about it. Write your
answer on the lines.
1. Mr. Cabrera drives to his office 3518m back and forth each day.
How many meters will he drive for 5 days?
a. Asked: __________________________________
b. Given: __________________________________
c. Solution: _________________________________
_________________________________
2. Beverly saves ₱45.00 each day. How much will she save for 4
days?
a. Asked: __________________________________
b. Given: __________________________________
c. Solution: _________________________________
_________________________________
3. Mary ann went to the grocery store. She bought a box of milk that
costs ₱215.00, a pack of bacon for ₱128.00, and a bar of soap for
₱18.00. How much did she spend in all?
a. Asked: __________________________________
 b. Given: __________________________________
c. Solution: _________________________________
_________________________________

LET US REMEMBER
 To write or create a word problem. Do the
following:
o Study the given situation.
o Try to see how the facts are related to one
another.
o Think of a good question to ask.
 You can solve a word problems following the four
steps in problem solving.

CHECK YOUR UNDERSTANDING

 How do you write or create a word problem?

 How do you solve a word problem?

POST TEST

Read each set of given facts below. Write an addition word problem
about it. Write it in your Math Notebook.
 1. Science class; 25 guava leaves; 18 avocado leaves; 30 banaba
leaves.
2. 60 pieces of firewood for campfire; 48 pieces for cooking.
3. 21 kilograms of sweet potato; 30 kilograms of ampalaya; 25
kilograms of eggplants; 40 kilograms of potatoes; 45 kilograms of
cabbage.

REFLECTION

In solving problem, you need to plan it very carefully. How will you
show the importance of planning a strategy of your problem?

Lesson 7
Subtraction without Regrouping
OBJECTIVES:
 Subtracts 3-to 4-digit numbers from 3- to 4-digit numbers without
and with regrouping.
 Estimates the sum of 3- to 4-digit addends with reasonable results.

PRE – TEST
Find the difference.
1458 – 237 = _____ 7954 – 423 = _____ 4589 – 234 = _____

LOOKING BACK TO YOUR LESSON

Write a situation using facts below.

1. Bananas for ₱55 a kilogram; oranges for ₱90.
__________________________________________________________

BRIEF
INTRODUCTION

There are 2453 pupils in a certain school. If

321 of them are grade 3 pupils, how many are
from the other grade levels?

LET US DISCOVER!

You subtract 321 from 2453 to find the answer to the problem.
2453 – 321 =

Write the numbers in columns.

Step 1. Step 2. Step 3.
Minuend 2453 2453 2453
Subtrahend -321 - 321 - 321
2 32 2132
Difference
 Subtract the ones.
 Subtract the tens.
 Subtract the hundreds. Bring down the thousands
To check your answer, add the subtrahend and the difference to see if
they sum up to the minuend.
321 subtrahend
+ 2132 difference
2453 minuend

LET’S ANSWER
Activity 1
Write the numbers in columns in your notebook. Then subtract and write
the answer in the lines.
1. 7321 – 201 = _______ 6. 6947 – 523 = _______
2. 9846 – 315 = _______ 7. 2764 – 532 = _______
3. 4718 – 506 = _______ 8. 9483 – 4320 = _______
4. 8375 – 244 = _______ 9. 6573 – 2432 = _______
5. 5678 – 642 = _______ 10. 4865 – 1534 = ______
 Activity 2
Subtract. Then draw a line to connect each subtraction sentence to
correct box.
1. 1939 – 627 = ________ 1312
2210
2. 5832 – 720 = ________
3. 6549 – 3309 = _______
5112
4. 2970 – 760 = _______ 3240
5. 8549 – 4426 = ______ 4123

LET US REMEMBER
 When subtracting numbers, write the numbers
in columns.
 To subtract numbers, begin subtracting from
the ones, then the tens, the hundreds, and so on
up to the leftmost place value.
 The minuend is the number from which you
subtract.
 The subtrahend is the number that you
subtract.
 The difference is the answer in subtraction.
 To check the answer in subtraction, add the
difference and the subtrahend. If you get the
minuend, the answer is correct.
 To find the subtrahend when the minuend and
the difference are given, subtract the difference
from the minuend. The answer is the
subtrahend.
 CHECK YOUR UNDERSTANDING

 When subtracting numbers, how do you write numbers?

 Where do you begin in subtracting?
 What do you call the number from which you subtract? What do
you call the number that you subtract? How about the answer in
subtraction?
 How do you check your answer in subtraction?
 How do you find the subtrahend given the minuend and the
difference?

Subtraction with Regrouping

BRIEF INTRODUCTION
There were 2534 books on the shelves in the library. The grade 3 pupils
borrowed a total of 621 books. How many books were left on the
shelves?

LET US DISCOVER!

Subtract 621 from 2534 to find the answer to the problem.

2534 – 621 =
The digit in the hundreds place of the minuend is smaller than that in the
subtrahend so you rename and regroup.

Thousands Hundreds Tens Ones

1 15 By renaming minuend
2 5 3 4

1 By subtrahend
6 2

1 9 1 3 Difference

Step 1. Subtract the ones. 4 ones – 1 one = 3 ones

Step 2. Subtract the tens. 3 tens – 2 tens = 1 ten
Step 3. Subtract the hundreds 6 hundreds cannot be
subtracted from 5 hundreds.
Look at the digit in the thousand place.
Rename 2 thousands as 1 thousand + 1 thousand.
Regroup 1 thousand with 5 hundreds = 15 hundreds
Subtract the regroup hundreds.
15 hundreds – 6 hundreds = 9 hundreds

Step 4. Subtract the thousands.

1 thousand – 0 thousand = 1 thousand
Complete answer: There were 1913 books left on the shelves.

Here is the shorter form of the solution.

To check:
2 5 3 4 1913
-___6 2 1 subtrahend + 621
1 9 1 3 difference 2534
Minuend

LET’S ANSWER

Activity 3
Do what is asked for in each number. Write your answer on the line.
1. Subtract 285 from 4132. __________________
2. Subtract 3467 from 5289. __________________
3. From 8542, subtract 5631. __________________
4. From 6275, subtract 3431. __________________
5. From 28 638, subtract 7823. __________________
 LET US REMEMBER
 In subtraction, you regroup when a digit in the
given place value in the minuend is smaller than
the digit in the same place value in the
subtrahend.
 To subtract numbers with regrouping , follow
these steps:
o Begin subtracting from the ones, then the
tens, the hundreds, and so on up to the left
most place value.
o Regroup whenever necessary.
 You can check if the answer is correct by
adding the difference and the subtrahend to see
if you get the minuend.

LET US TALK ABOUT IT

 In subtraction, when do you regroup?

 How do you subtract numbers with regrouping?
 In subtraction, how do you check if your answer is correct?

Estimation of Difference
 BRIEF INTRODUCTION

Vanessa collects shells for her project. She

needs 265 shells to make a recycled bag. She
already has 176. About how many more
shells does she need?
LET US DISCOVER!

Since the problem asks for “about how

many,” you just need to estimate the answer,
and not give the actual value. Here is how to do it.
265 rounded off to 300
- 176 rounded off to - 200
89 actual difference 100
estimated difference
Complete answer: Vanessa needs about 100 shells more.
Here is another example.
3296 rounded off to 3000
- 1134 rounded off to - 1000
2162 actual difference 2000
estimated difference
Here is an example where the largest place values of the two numbers
are not the same. Round off to its greatest
place value (hundreds)

Round off to the greatest

2746 rounded off to 2700 place value of the
subtrahend (hundreds)
 - 568 rounded off to - 600
2178 actual difference 2100 estimated difference

LET’S ANSWER
Activity 4
Estimate the difference. Encircle the correct answer.
1. 452 – 187 = _______
a. 200 c. 300 c. 400
2. 3665 – 785 = ______
a. 2900 b. 2800 c. 2700
3. 6372 – 593 = _______
a. 5800 b. 6000 c. 5000
4. 9286 – 3914 = ______
a. 5000 b. 6000 d. 6500
5. 7532 – 2715 = _____
a. 6000 b. 5000 d. 5500

LET US REMEMBER
 The phrase “about how many” or “about how
much” tells that you are to estimate the
difference.
 To estimate the difference, round off the
minuend and the subtrahend to their greatest
place value, then subtract.
 When the minuend and the subtrahend do not
have the same number of digits, round off both
 CHECK YOUR UNDERSTANDING

 What phrase in problem tells you that you are to estimate the
difference?
 When estimating the difference, what do you do to the minuend?
How about to the subtrahend?
 How do you estimate the difference if the number of digits in the
minuend and that in the subtrahend are not the same?
 How do you check whether the estimated difference is correct or
not?

POST TEST
Subtract. Write the actual difference and estimated difference on the
lines.
Actual Difference Estimated Difference
 1. 246 – 143 = _______________ ________________

2. 365 – 210 = _______________ ________________

3. 734 – 526 = _______________ ________________
4. 834 – 463 = _______________ ________________
5. 3788 – 547 = _______________ ________________
6. 4586 – 598 = _______________ ________________
7. 6510 – 2789 = _______________ ________________
8. 9999 – 7777 = _______________ ________________
9. 8643 – 4922 = _______________ ________________
10. 6342 – 3458 = _______________ ________________

REFLECTION

Your parents always give you allowances. They wanted you to learn
how to budget and be responsible of holding money. How will you
estimate your budget in a way that you can also help your parents?

Lesson 8
Mental subtraction
OBJECTIVES:
 Subtracts mentally the following numbers using appropriate
strategies:
o 1- to 2-digit numbers without and with regrouping
o 2- to 3-digit numbers with multiples of hundreds without and
with regrouping
 PRE – TEST

Subtract mentally.
1. 14 – 8 = _____ 4. 55 – 6 = _____
2. 56 – 7 = _____ 5. 89 – 5 = _____
3. 78 – 9 = _____

LOOKING BACK TO YOUR LESSON

Subtract the following problems. Choose your correct answer.

Without Regrouping
7321 – 201 = _______.
a. 7120 b. 7102 c. 7210

9846 – 315 = _______.

a. 9531 b. 9521 c. 9511
With Regrouping
1467 – 543 = ______.
a. 924 b. 934 c. 914
1782 – 860 = ______.
b. 992 b. 922 c. 912
Estimate the difference.
452 – 187 = _______
a. 200 c. 300 c. 400
 3665 – 785 = ______
b. 2900 b. 2800 c. 2700

BRIEF INTRODUCTION

Perla has 36 garlands of sampaguita to

sell. After selling in the morning, she
had 7 garlands left. How many garlands
did she sell?

LET US DISCOVER!

Subtract the given numbers to find the answer

36 – 7 =
You can do subtraction mentally. To subtract mentally is to answer the
problem in our head without using a piece of paper and a pencil.
You can do it by adding the same number to both the subtrahend and the
minuend before subtracting. This gives the same answer as the original
problem and makes mental subtraction easier.
Think.
Make a sum of 10 by adding 3 to 7. 7 + 3 = 10
Add 3 also to the minuend. 36 + 3 = 39
Subtract. 39 – 10 = 29
Complete answer: Perla sold 29 garlands
Here is an example with multiples of hundreds as minuend.
100 – 52 =
Think:
Make a sum of 60 by adding 8 to 52. 52 + 8 = 60
Add 8 also to the minuend. 100 + 8 = 108
Subtract. 108 – 60 = 48
Answer: 100 – 52 = 48
Here is another example.
200 – 136 =
Think:
Make a sum of 140 by adding 4 to 136. 136 + 4 = 140
Add 4 to 200. 200 + 4 = 204
Subtract. 204 – 140 = 64
Answer: 200 – 136 = 64

LET’S ANSWER

Activity 1
A. Subtract mentally by adding the same number to the subtrahend
and the minuend before subtracting.
1. 23 – 8 = ____ 4. 25 – 7 = ____
2. 36 – 9 = ____ 5. 51 – 5 = ____
3. 42 – 6 = ____

B. Subtract mentally by expressing the numbers in expanded form.

6. 45 – 23 = ____ 9. 84 – 22 = ____
7. 67 – 45 = ____ 10. 86 – 35 = ____
8. 79 – 53 = ____

C. Subtract mentally by looking for a pattern.

11. 4 – 2 = _____ 14. 34 – 2 = _____
12. 14 – 2 = _____ 15. 44 – 2 = _____
13. 24 – 2 = _____

LET US REMEMBER
 Subtracting mentally means that you subtract the
numbers in your head without using a piece of
paper and a pencil.
 To subtract mentally, you can add the same
number to both subtrahend and the minuend
before subtracting.
 Another way is by expressing the numbers in
expanded form.
o For two- digit numbers, express them as tens
and ones.
o Subtract the tens, then the ones.
o Add the differences of the tens and ones.
 For three – digit numbers, express them as
hundreds, tens, and ones. Then add the differences
 CHECK YOUR UNDERSTANDING

 What do you mean by subtracting mentally?

 What do you do with the numbers when subtracting mentally?
 How do you start two – or three – digit numbers mentally?
 Is there another way of subtracting mentally?

POST TEST

Read and solve each problem mentally. Write your complete answer on
your notebook.
1. Kenneth’s allowance for the day was 75 pesos. He spent 62
pesos and saved the rest in his coin bank. How much did he
save?
 2. Janine had 200 pesos. She bought a handkerchief and a
hairbrush for 73 pesos. How much money did she left?
3. There are 135 grade pupils and 104 kindergarten pupils in a
school. How many more pupils are there in grade 1 than in
kindergarten?
4. Chloe’s group made 165 flowers to decorate their float while
Ella’s group made 98. How many less flowers did Ella’s group
make than that of Chloe’s group?
5. Arman and his father planted 65 patola seeds. Seventeen of
them did not grow. How many seeds grew?

REFLECTION

When buying things in store, there’s always a reminder that before

leaving the premises you should always count your change. In this kind
of situation, how will you show your subtracting mental ability?
 Lesson 9
Word Problems on Subtraction
OBJECTIVES:
 Solves routine and non-routine problems involving subtraction
without or with addition of whole numbers including money using
appropriate problem solving strategies and tools.

PRE – TEST

Read the problem carefully and solve.

Agnes bought pair of shoes for ₱525 and a blouse for ₱350. How much
change did she receive from a ₱1000 bill?
__________________________________________________________
__________________________________________________________
__________________________________________________________

LOOKING BACK TO YOUR LESSON

Subtract mentally.
1. 22 – 8 = _____ 4. 23 – 6 = _____
2. 45 – 7 = _____ 5. 54 – 5 = _____
 3. 74 – 9 = _____

BRIEF INTRODUCTION

Last Christmas, Amanda received ₱

1000 from her parents. She spent ₱
575 to buy her favorite book. How
much money did she have left?

LET US
DISCOVER!

Given above is a one- step problem in which only one operation is

needed to solve it. Solve the problem following the four steps in problem
solving.
Step 1. Understand the problem.
Read the problem carefully. Answer these questions to see if you
understand the problem.
o How much did Amanda receive from her parents last Christmas?
o What did she do with the money?
o Did she spend all her money?
Step 2. Plan what to do.
o What does the problem ask? Amount of money left
o What are the given facts? ₱ 1000, amount received from
Amanda’s parents; ₱ 575, amount spent for a book
o What is the clue word? Left
o What operation will be used? Subtraction
o What is the number sentence? 1000 – 575 = ?
Step 3. Solve the problem. ₱ 1000
- 575
₱ 425
Complete answer: Amanda had ₱ 425 left.

Step 4. Look back. Check your answer.

You can check by adding the difference and the subtrahend. The
answer should be the minuend.
₱ 425 difference
+ 575 subtrahend
₱ 1000 minuend

LET’S ANSWER
 Activity 1
Read the problem carefully. Answer each question that follows.

Mrs. Nacario wants to buy color television (TV) set that costs ₱16, 240.
She has already saved ₱13, 420. How much more does she need?

1. Understand the problem

a. What does Mrs. Nacario want to buy?
b. Does she have enough money to buy it?
2. Plan what to do
a. What is asked for the problem?
b. What are the given facts?
c. What clue words were used?
d. What operation will be used to solve the problem?
3. Solve the problem
a. What is the number sentence?
b. What is the complete answer?
4. Look back. Check your answer.
a. How did you check if your answer is correct?

Activity 2
Read and solve each problem. (2 points each)
1. Samar has a land area of 13080 square kilometers, while Panay
measures 11515 square kilometers. How much bigger is the land
area of Samar than Panay?
a. Asked: ____________________________________
b. Given Facts: _______________________________
c. Clue Word: ________________________________
d. Number Sentence: _________________________
e. Complete Answer: _________________________

2. Of the 525 pupils who joined the school’s field trip, 310 bought
only snacks while 112 bought only souvenir items. The remaining
pupils did not buy anything. How many pupils did not buy
anything?
a. Asked: ____________________________________
b. Given Facts: _______________________________
c. Clue Word: ________________________________
d. Number Sentence: _________________________
e. Complete Answer: _________________________

3. The total number of pupils enrolled in a certain school is 946.

LET
There US REMEMBER
are 573 girls. How many boys are there?
To a. Asked:
solve one____________________________________
– step word problems follow these steps:
b. Given Facts: _______________________________
1.
c. Understand the problem.
Clue Word: ________________________________
d. Read
Number theSentence:
problem_________________________
carefully; be sure you
e. understand every _________________________
Complete Answer: word in the problem.
2. Plan what to do.
o Know what is asked.
o Know the given facts.
o Find the clue word or words.
o Decide what operation to use.
o Write the number sentence.
3. Solve the problem.
Solve the number sentence.
4. Look back. Check your answer.
Write the complete answer.
 CHECK YOUR UNDERSTANDING

 What are the steps in solving word problems?

 How do you make sure you understand the problem?
 How do you write the answer to the problem?
 How do you check the answer in subtraction?
 What is another strategy that you can use to solve a non-routine
problem?

POST TEST
Read and solve each problem. Write the complete answer on the line.
1. The grade 4 pupils of a certain school collected 328 plastic bottles
for a fund drive. The grade 3 pupils collected 249 plastic bottles.
How many more bottles were collected by the grade 4 pupils than
by the grade 3 pupils?
______________________________________________________
______________________________________________________
______________________________________________________
______________________________________________________

2. The sum of the two numbers is 496. If one of the numbers is 351,
what is the other number?
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REFLECTION

Reflect on the things you have done today. Name some experiences that
you have been happy and name another experience where you want to
change in what happened. In our life we can’t just add or subtract the
things that happened to us. We need to solve problems to be a better
person.

REFERENCE
Real – life Mathematics
Herminia C. Creag
Aviba Publishing House, Inc.
Copyright 2018
Pages 2 -109