CURRICULUM MAP GRADE 3

Key Stage Standards

At the end of Grade 3, the learner demonstrates understanding and appreciation of key concepts and skills involving
numbers and number sense (whole numbers up to 10,000 and the four fundamental operations including money, ordinal
numbers up to 100th, basic concepts of fractions); measurement (time, length, mass capacity, area of square and rectangle);
geometry (2-dimensional and 3-dimensional objects, lines, symmetry, and tessellation); patterns and algebra (continuous and
repeating patterns and number sentences); statistics and probability (data collection and representation in tables, pictographs
and bar graphs and outcomes) as applied using appropriate technology in critical thinking, problem solving, reasoning,
communicating and making connections, representations, and decisions in real life.
Grade Level Standards
The learners demonstrates understanding and appreciation of key concepts and skills involving numbers and number
sense (whole numbers up to 10 000; ordinal numbers up to 100 th; money up to 1000 the four fundamental operations of whole
numbers; proper and improper fractions; and similar, dissimilar, and equivalent fractions); geometry (liens, symmetry, and
tessellations); patterns and algebra (continuous and repeating patterns and number sentences); measurement (conversion of
time, length, mass and capacity, area of square and rectangle); and statistics and probability (tables, bar graphs, and outcomes)
as applied using appropriate technology in critical thinking, problem solving, reasoning, communicating, making connections,
representations, and decisions in real life.
Unit Number: Unit I (First Quarter)
Unit Title: Numbers and Number Sense Understanding Whole Numbers
Number of days: 24 days
Content Standards:
Performance Standards:
The learners demonstrate understanding of:
The learner should be able:
The learner demonstrates understanding of whole numbers up to 10 000,

Recognize, represent, compare, and order whole numbers up to 10 000,

ordinal numbers up to 100th, and money up to Php 1000.
and money up to 1000 in various forms and contexts.

Recognize and represent, ordinal numbers up to 100th in various forms

and contexts
Instructional
Learning Content/
Value/s
Learning
Evaluation/Learni
Time Frame/Time
Reference/Instruc
Objectives
Lesson Title
Activities
ng outcome
Budget
tional Materials
First Quarter
Key Understandings
3 days
Visualizes numbers
1. Opportunities for
up to 10 000 with Goal 1 Place Value
of Numbers Through
counting, ordering
emphasis on
Ten Thousands (3
objects, and using
numbers 1001
days)
money occur daily
10000
in real life.
Gives the place
2. Comparing and
value and value
ordering allow us
of a digit in fourto describe the
to five-digit
relationship
numbers
between groups
Goal 2 Reading
3 days

Reads and
of objects or
and
Writing
writes numbers
things around us.
Numbers through
up to 10000 in
3.
Using rounding is
Ten Thousands
symbols and in
an appropriate
words

Rounds
numbers to the
nearest ten,
hundreds, and
thousand
Compares
numbers up to
10 000 using
the relation
symbols
Orders four- to
five-digits
numbers in
increasing or
decreasing
order
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
Recognizes
coins and bills
up to 1000
Reads and
writes money in
symbols and in
words through
1000 in pesos
and centavos
Compares
values of the
different
denominations
of coins and
bills through
1000 using the
relation symbols
Communicates
his/her
understanding
of whole
number
concepts
through
recitation, class

Goal 3 Rounding
Numbers Within
Tens, Hundreds, and
Thousands

strategy for
solving problems
involving
estimation.

3 days

Goal 4 Comparing
numbers Within
Hundreds, and
Thousands

3 days

Goal 5 Ordering
Numbers Within
Hundreds Through
Ten Thousands

3 days

Goal 6
Understanding
Ordinal Numbers

3 days

Goal 9 Philippine
Coins and Bills

3 days

Goal 10
Comparing Money
Values Through
Thousands

3 days

Goals 1 to 6,9,10

discussion, pair
work, and group
work
Reflects and
monitors his/her
own thinking
about the
activities and
lessons in the
mathematics
classroom
Indentifies
monetary
resources and
distribution
options for
those resources
Uses the
appropriate
tools,
techniques, and
strategies that
will help him/her
understand the
concepts

Unit Number: Unit II (First Quarter)

Unit Title: Numbers and Number Sense Addition and Subtraction of Whole Numbers
Number of days: 24 days
Content Standards:
Performance Standards:
The learners demonstrate understanding of:
The learner should be able:
The learner demonstrates understanding of addition and subtraction of whole
The learner is able to apply addition and subtraction of whole numbers
numbers including money.
including money in mathematical problems and real-life situations.
Instructional
Learning Content/
Value/s
Learning
Evaluation/Learni
Time Frame/Time
Reference/Instruc
Objectives
Lesson Title
Activities
ng outcome
Budget
tional Materials
First Quarter:
Key Understandings: 3 days
Illustrates and the
Goal 7
1. Opportunities for
properties of
Understanding the
adding and
addition (Order,
Properties of
subtracting
Grouping,
Addition
numbers occur daily
Identity)
in real life
Goal 8 Adding
3 days
Adds three- to four2. The use of
more than Two
digit numbers up
appropriate
Addends through
to three addends
mathematical tools,
Ten Thousands
with sums up to
techniques, and
10 000 without
strategies will help
regrouping
in solving problems
Goal
11

Adding
3 days
Adds three- to fourinvolving addition
with Regrouping
digit numbers up
and subtraction.
Through Ten
to three addends
Thousands
(3
days)
with sums up to
10 000 with
regrouping
Goal 12 Mentally
2 days
Adds mentally twoAdding Two-digit
digit and oneand One-digit
digit numbers
Addends
without
regrouping using
appropriate
strategies
Goal 13 Mentally
2 days
Adds mentally twoAdding Ones, Tens,
digit and oneand Hundreds
digit numbers
Without or with
with regrouping
using appropriate Regrouping
strategies
Goal 14
3 days
Subtract three- to
Subtracting Without
four-digit
regrouping within
numbers from
three-to four-digit Hundreds Through
Ten Thousands
numbers without
regrouping
Subtract three-to
four-digit
numbers from
three-to four

Goal 15
Subtracting Within
Thousands with
Regrouping

3 days

digit numbers
with regrouping

Subtract mentally
one-to two- digits
numbers without
and with
regrouping using
appropriate
strategies
Adds mentally
three-to fourdigits numbers
with multiples of
hundreds with
regrouping using
appropriate
strategies
Estimates the sum
of three-to fourdigits addends
with reasonable
results
Estimates the
difference of two
numbers with
three to four
digits with
reasonable
results
Subtracts mentally
two-to threedigits numbers
with multiples of
hundreds without
and with
regrouping using
appropriate
strategies
Solves routine and
non-routine
problems
involving
subtraction
without or with
addition of whole
numbers
including money

Goal 16 Mentally
Subtracting Ones
from tens and tens
form hundreds
without or with
regrouping

2 days

Goal 17 Mentally
Adding Three-to
Four-digit Numbers

2 days

Goal 18 Estimating
Sum and
Differences Within
Hundreds and
Thousands

3 days

Goal 19 Mentally
Subtracting Two-to
Three digit Numbers

2 days

Goal 20 Solving
two-step Problems

3 days

using appropriate
problem solving
strategies and
tools
Create problems
involving
addition and /or
subtraction of
whole numbers
including money
Communicates
his/her
understanding of
addition
concepts through
recitation, class
discussion, pair
work, and group
work
Reflects and
monitors his/her
own thinking
about the
activities and
lessons in the
mathematics
classroom
Identifies monetary
resources and
distribution
options for those
resources
Uses the
appropriate
tools,
techniques, and
strategies that
will help him/her
understand the
concepts
Communicates
his/her
understanding of
subtraction
concepts through
recitation, class
discussion, pair
work and group
work
Reflects and monitors

Goals 7,8,11-20

Goals 1 to 10

his/ her own

thinking about the
activities and
lessons in the
mathematics
classroom
Identifies monetary
resources and
distribution options
for those resources
Uses the appropriate
tools, techniques,
and strategies that
will help him/her
understand the
concepts

Unit Number: Unit III (Second Quarter)

Unit Title: Number and Number Sense Multiplication of Whole Numbers
Number of
days: 36 days
Content Standards:
Performance Standards:
The learners demonstrate understanding of:
The learner should be able:
The learner demonstrates understanding of multiplication of whole numbers
The learner is able to apply multiplication of whole numbers including money
including money
in mathematical problems and real-life situations
Instructional
Learning
Value/s
Learning
Evaluation/Learni
Time Frame/Time
Reference/Instruc
Objectives
Content/ Lesson
Activities
ng outcome
Budget
tional Materials
Title
Second Quarter
Key Understandings: 3 days

Visualizes
Goal 1
1. Opportunities for
multiplication of
Multiplying
multiplying occur
numbers 1 to 10
Numbers Using
daily in real life.
by 6, 7, 8 and 9
Factors
5
through
2. The use of

Visualizes and
9
appropriate
states basic
mathematical
multiplication
techniques and
facts for numbers
strategies will help
up to 10
in solving problems
Goal 2
3 days

Multiplies three
involving
one-digit numbers Multiplying Three
multiplication
One-digit
using the
Numbers
associative
property of
multiplication
Goal 3
3 days

Multiplies twoMultiplying Twodigit by one-digit

digit by one-digit
numbers without
numbers without
regrouping
regrouping

Multiplies twodigit by one-digit

numbers by
adding equal
sets*

Multiplies two
digit by one-digit
numbers using
the distributive
property of
multiplication
Goal 4
3 days

Multiplies twoMultiplying Twodigit by one digit

digit by one-digit
numbers with
Numbers with
regrouping
Regrouping

Multiplies twodigit by one-digit

numbers using

the distributive
property of
multiplication
Multiplies twodigit numbers by
two-digit numbers
without
regrouping

Multiplies threedigit numbers by

one-digit numbers
with regrouping

Multiplies twodigit numbers by

two-digit numbers
with regrouping
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
Creates problems
involving
multiplication or
with addition or
subtraction of
whole numbers
including money
Multiplies
mentally two-digit
by one-digit
numbers with
regrouping
Visualizes and
states the
multiples of twodigit numbers

Goal 5
Multiplying Twodigit Numbers
Without
Regrouping

3 days

Goal 6
Multiplying Threedigit by One-digit
Numbers with
regrouping
Goal 7
Multiplying Twodigit Factors with
Regrouping
Goal 8 Solving
problems
involving
Multiplication with
Addition and
Subtraction

3 days

Goal 9 Mentally
Multiply Tens and
Ones with
Regrouping

2 days

Goal 10
Multiplying by
Multiples of 10

2 days

3 days

3 days

Multiplies
Multiples of 10
Estimates the
product of two-to
three-digit
numbers and oneto two digit
numbers with
reasonable results

Multiplies
mentally
two-digit by onedigit numbers
without
regrouping with
products of up to
100
Visualizes and
states the
multiples of oneto two-digit
numbers
Communicates
his/her
understanding of
multiplication
through recitation,
class discussion,
pair work, and
group work
Reflects and
monitors his/her
own thinking
about the
activities and
lessons in the
mathematics
classroom
Solving routine
and non-routine
problems

Goal 11
Estimating
Products Within
Thousands
Without Regrouping

3 days

Goal 12 Mentally
Multiplying Within
Hundreds

2 days

Goal 13
Multiples of Ones
and Tens Numbers

3 days

Goals 1-13

involving
multiplication
without or with
addition and
subtraction of
whole numbers
including money
using appropriate
problem solving
strategies and
tools
Creating problems
involving
multiplication or
with addition or
subtraction of
whole numbers
including money.
Using the
appropriate tools,
techniques, and
strategies that will
help him/her
understand the
concepts

Unit Number: Unit IV (Second Quarter)

Unit Title: Numbers and Number Sense Division of Whole Number
Number of days: 30 days
Content Standards:
Performance Standards:
The learners demonstrate understanding of:
The learner should be able:
The learner demonstrates understanding of division of whole numbers
The learner is able to apply division of whole numbers including money in
including money
mathematical problems and real-life situations
Instructional
Learning Content/
Value/s
Learning
Evaluation/Learni
Time Frame/Time
Reference/Instruc
Objectives
Lesson Title
Activities
ng outcome
Budget
tional Materials
Key Understandings:
Visualizes division of Second Quarter
Goal 14 Dividing
1. Opportunities for
numbers up to
Within Tens Without
dividing occur daily
100 by 2,3,4, up
remainder
in real life.
to 9
2. The use of
Visualizes and
appropriate
states basic
mathematical tools,
division facts of
techniques, and
numbers up to
strategies will help
10
in solving problems
Goal
15

Dividing
3 days
Divides three-digit
involving division
Three-digit Numbers
numbers by oneWithout Remainder
digit numbers
without
remainder
Goal 16 Dividing
3 days
Divides two-digit
two-digit Dividend
numbers by twoby two-digit Divisor
digit numbers
without Remainder
without
remainder
Goal 17 Dividing
3 days
Dividing two-to
Numbers by
three-digit
Multiples of 10 and
numbers by
100s
multiples of 10
and 100 without
remainder
Goal 18 Estimating
3 days
Estimates the
Products and
product of threeQuotients
digit numbers by
two-digit
numbers
Estimates the
quotient of twoto three-digit
numbers by twoto three-digit
numbers
Goal 19 Mentally
2 days
Divides mentally
Dividing Two-digit
two-digit
by One-digit
numbers by oneNumber Without
digit numbers
Remainder
without
remainder using

multiplication
concepts
Divides mentally
two-digit
numbers by onedigit numbers
without
remainder using
regrouping

Solve routine
and non-routine
problems
involving
division of twoto four-digit
numbers by
one-to two-digit
numbers
without or with
any of the other
operations of
whole numbers
including money
using
appropriate
problems
solving
strategies and
tools
Creates problems
involving division
or with any of the
other operations
of whole
numbers
including money
Communicates
his/her
understanding of
fractions and
division concepts
through
recitation, class
discussion, pair
work, and group
work
Reflects and
monitors his/her
own thinking

Goal 20 Mentally
Dividing Tens by
Ones

2 days

Goal 21 Solving
Multi-step Problems
involving Division

3 days

Goal 14-21

about the
activities and
lessons in the
mathematical
classroom
Uses the
appropriate
tools,
techniques, and
strategies that
will help him/her
understand the
division
concepts.

Unit Number: Unit V (Third Quarter)

Unit Title: Numbers and Number Sense Fractions
Number of days: 30 days
Content Standards:
Performance Standards:
The learners demonstrate understanding of:
The learner should be able:
The learner demonstrates understanding of proper and improper, similar and
The learner is able to recognize and represent proper and improper, similar
dissimilar and equivalent fractions.
and dissimilar and equivalent fractions.
Instructional
Learning Content/
Value/s
Learning
Evaluation/Learni
Time Frame/Time
Reference/Instruc
Objectives
Lesson Title
Activities
ng outcome
Budget
tional Materials
Third Quarter:
Key Understandings:
Identifies odd and
Goal 1 Odd and
even numbers
Even Numbers
1. Opportunities for
solving problem
Goal 2
3 days
Visualizes and
involving fractions
Understanding
represents
occur daily in real
Improper Fractions
improper
life
and Mixed Numbers
fractions and
2. The use of
mixed numbers
appropriate
Visualizes and
mathematical tools,
represents
techniques, and
fractions that are
strategies will help
equal to one and
us solve problems
greater than one
involving fractions.
Reads and write
fractions that are
equal to one and
greater than one
in symbols and in
words
3 days
Represents fractions Goal 3 Using
Regions, Sets, and
using regions,
the Number Line to
sets, and the
Show Fractions
number line
Goal 4
3 days
Visualizes and
Understanding
represents
Similar and
similar and
dissimilar fractions
dissimilar
fractions
Goal 5 Comparing
3 days
Compares similar
Fractions
and dissimilar
fractions
Visualizes,
represents, and
arranges
dissimilar
fractions in
increasing or
decreasing order
Goal 6
4 days
Visualizes and
Understanding
generates
Equivalent Fractions
equivalent
fractions

Changes fractions to
lowest terms
Communicates
his/her
understanding of
fractions through
recitation, class
discussion, pair
work, and group
work
Reflects and
monitors his/her
own thinking
about the
activities and
lessons in the
mathematical
classroom
Use the appropriate
tools,
techniques, and
strategies that
will help him/her
understand the
concepts

Goal 7 Changing
Fractions to Lowest
Terms
Goals 1-7

3 days

Unit Number: Unit VI (Third Quarter)

Unit Title: Numbers and Number Sense Patterns, Geometry, and Algebra
Number of
days: 12 days
Content Standards:
Performance Standards:
The learners demonstrate understanding of:
The learner should be able:
The learner demonstrates understanding of

Recognize and represent lines in real objects and designs or drawings,

Lines, symmetrical designs, and tessellation using square, triangle and

complete symmetrical designs, and create patters of design using
other shapes that can tessellate
square, triangle and other shapes that can tessellate

Continuous and repeating patterns and mathematical sentences involving

Is able to apply knowledge of continuous and repeating patterns and

multiplication and division of whole numbers
mathematical sentences involving multiplication and division of whole
numbers
Instructional
Learning Content/
Value/s
Learning
Evaluation/Learni
Time Frame/Time
Reference/Instruc
Objectives
Lesson Title
Activities
ng outcome
Budget
tional Materials
Third Quarter:
Key Understanding
2 days

Recognizes and
Goal 8 Point, line,
1. Opportunities for
draws a point,
Line segment, and
appreciating and
line, line
Ray
using patterns and
segment and
geometric figures
ray
occur daily in real

Recognizes and
life
draw parallel,
2. The use of
intersecting and
appropriate
perpendicular
measuring tools,
lines
mathematical

Visualize,
techniques, and
identifies, and
strategies will help
draws
in solving problems
congruent line
involving patterns
segments
and geometric
Goal 9
3 days

Identifies and
figures.
Understanding Line
visualizes
symmetry in the of Symmetry
environment
and in design

Identifies and
draws the line of
symmetry in a
given
symmetrical
figure

Completes a
symmetrical
figure with
respect to a
given line of
symmetry
Goal 10
2 days

Tessellating the
Understanding
plane using
Tessellation
triangle,
squares, and
other shapes

that can
tessellate
Determines the
missing term/s
in a given
combination of
continuous and
repeating
pattern
Finding the
missing value in
a number
sentence
involving
multiplication or
division of
whole numbers
Communicates
his/her
understanding
of patterns,
geometry, and
algebra
concepts
through
recitation, class
discussion, pair
work, and group
work
Reflects and
monitors his/her
own thinking
about the
activities and
lessons in the
mathematics
classroom
Uses the
appropriate
tools,
techniques, and
strategies that
will help him/her
understand the
division
concepts

Goal 11
Understanding
Patterns

3 days

Goal 12 Finding
the Missing Value in
a Number Sentence

2 days

Goal 8-12

Unit Number: Unit VII (Fourth Quarter)

Unit Title: Numbers and Number Sense Patterns, Geometry, and Algebra
Number of
days: 19 days
Content Standards:
Performance Standards:
The learners demonstrate understanding of:
The learner should be able:
The learner demonstrates understanding of conversion of time, linear, mass
The learner is able to apply knowledge of conversion of time, linear, mass
and capacity measures and area of square and rectangle.
and capacity measures and area of rectangle and square in mathematical
problems and real-life situations
Instructional
Learning Content/
Value/s
Learning
Evaluation/Learni
Time Frame/Time
Reference/Instruc
Objectives
Lesson Title
Activities
ng outcome
Budget
tional Materials
Fourth Quarter:
Key Understandings: 3 days

Visualizes,
Goal 1
1. Opportunities for
represents, and
Understanding and
measuring occur
converts time
Using Time Measure
daily in real life.
measure from
The use of
seconds to
appropriate tools,
minutes,
mathematical
minutes to
techniques and
hours, and
strategies will help
hours to a day
in solving problems
and vice versa
involving

Visualizes,
measurement
represents, and
converts time
measure from
Days to
week,
month and
year and
vice versa
Weeks to
months and
year and
vice versa
Months to
year and
vice versa

Visualizing, and
representing,
and solving
problems
involving
conversion of
time measure
Goal 2 Finding
3 days

Finds the
Elapsed Time
elapsed time in
Between Dates
days, months
and years

Solves problems
involving
elapsed time

Visualizes,
represents, and
converts
common units
of measure form
larger to smaller
unit and vice
versa: meter
and centimeter
Visualizes,
represents, and
solves routine
and non-routine
problems
involving
conversions of
common units
of measure
Visualizes,
represents, and
converts
common units
of measure from
larger to smaller
unit and vice
versa: kilogram
and gram
Visualizes,
represents, and
solves routine
and non-routine
problems
involving
conversion of
common units
of measure
Derives the
formula for the
perimeter and
area of a
rectangle and a
square
Visualizes,
represents, and
finds the area of
a rectangle and
square in sq cm
and sq m
Solves routine
and non-routine

Goal 3
Understanding
Metric Length
Measure

3 days

Goal 4
Understanding
Metric Mass
Measure

3 days

Goal 5
Understanding
Perimeter and Area
of Plane Figures

4 days

problems
involving areas
of squares and
rectangles
Creates
problems
involving area of
rectangle and
square
Visualizes,
represents, and
converts
common units
of measure from
larger to smaller
unit and vice
versa: milliliter
and liter
Visualizes,
represents, and
solves routine
and non-routine
problems
involving
capacity
measure
Visualizes,
represents, and
finds the
capacity of a
container using
milliliter and
liter
Communicates
his/her
understanding
of measurement
through
recitation, class
discussion, pair
work, and group
work
Reflects and
monitors his/her
own thinking
about the
activities and
lessons in the
mathematics
classroom

Goal 6
Understanding
Metric Capacity
Measure

Goals 1-6

3 days

Uses the
appropriate
tools,
techniques, and
strategies that
will help him/her
understand the
concept

Unit Number: Unit VIII (Fourth Quarter)

Unit Title: Numbers and Number Sense Statistics and Probability
Number of days: 10 days
Content Standards:
Performance Standards:
The learners demonstrate understanding of:
The learner should be able:
The learner demonstrates understanding of bar graphs and outcomes of an
The learner is able to create and interpret simple representations of data
event using the terms sure, likely, equally, likely, unlikely and impossible to
(tables and single bar graphs) and describe the outcomes of familiar events
happen.
using the terms sure, likely, equally, likely, unlikely and impossible to happen.
Instructional
Learning Content/
Value/s
Learning
Evaluation/Learni
Time Frame/Time
Reference/Instruc
Objectives
Lesson Title
Activities
ng outcome
Budget
tional Materials
Fourth Quarter:
Key Understandings: 3 days

Collects data on
Goal 7 Collecting
1. Opportunities for
one variable
Data and Tally Chart
using statistics and
using existing
probability occur in
record
real life.
2. Describe patterns
and relationships
can best be
described,
represented, and
organized by the
use of tables and
graphs
Goal 8
4 days

Sorts, classifies,
Understanding
and organizes
Pictograph and Bar
data in tabular
Graph
form and
presents this
into a vertical or
horizontal bar
graph

Sorts, classifies,
and organizes
data into a
pictograph

Infers and
interprets data
presented in
different kinds
of bar graphs
(vertical/horizon
tal)
3 days

Tells whether an Goal 9

Understanding
event is sure,
Probability
likely, unlikely,
and impossible
to happen

Describe events
in real-life
situations using
the phrases

sure to
happen, likely
to happen,
unlikely to
happen, and
impossible to
happen

Communicates
his/her
understanding
of concepts in
statistics and
probability
through
recitation, class
discussion, pair
work, and group
work
Reflects and
monitors his/her
own thinking
about the
activities and
lessons in the
mathematical
classroom
Uses the
appropriate
tools,
techniques, and
strategies that
will help him/her
understand the
concepts

Goals 7 to 9