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Math 3_Q1_LC1_Illustrate and estimate the area of sqaure and rectangle using square unit tiles.pdfILLUSTRATING AND ESTIMATING THE AREA OF A SQUARE AND A RECTANGLE USING SQUARE TILE UNITS
ILLUSTRATING AND ESTIMATING THE AREA OF A SQUARE AND A RECTANGLE USING SQUARE TILE UNITS
Learning Competency 1: Illustrate and estimate the area of a square or rectangle using square tile units
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Learning-Activity-Sheet-Math3_Q1_Competency2.pdfEXPLORING INDUCTIVELY THE DERIVATION OF THE FORMULAS FOR THE AREAS OF A SQUARE AND A RECTANGLE USING SQUARE TILES
EXPLORING INDUCTIVELY THE DERIVATION OF THE FORMULAS FOR THE AREAS OF A SQUARE AND A RECTANGLE USING SQUARE TILES
Learning Competency 2: Explore inductively the derivation of the formulas for the areas of a square and a rectangle using square tile units
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Learning-Activity-Sheet-Math3_Q1_Competency3.pdfFINDING THE AREAS OF SQUARES AND RECTANGLES IN SQ. CM AND SQ. M
FINDING THE AREAS OF SQUARES AND RECTANGLES IN SQ. CM AND SQ. M
Learning Competency 3: Find the areas of squares and rectangles in sq. cm and sq. m.
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MATH3_Q1_LC4.Solve Problems Involving Areas of Squares and Rectangles.pdf SOLVING PROBLEMS INVOLVING AREAS OF SQUARES AND REACTANGLES
SOLVING PROBLEMS INVOLVING AREAS OF SQUARES AND REACTANGLES
Learning Competency 4: Solve problems involving areas of squares and rectangles.
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Math3- Q1- C5- Recognize, using models and draws a point, line, line segment, and ray.pdfRECOGNIZING, USING MODELS, AND DRAWING A POINT, LINE, LINE SEGMENT, AND RAY
RECOGNIZING, USING MODELS, AND DRAWING A POINT, LINE, LINE SEGMENT, AND RAY
Learning Competency 5: Recognize, using models, and draws a point, line, line segment, and ray
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MATH3_Q1_LC6_Recognize and draw parallel, intersecting, and perpendicular lines.pdfRECOGNIZING AND DRAWING PARALLEL, INTERSECTING, AND PERPENDICULAR LINES (v.1)
RECOGNIZING AND DRAWING PARALLEL, INTERSECTING, AND PERPENDICULAR LINES (v.1)
Learning Competency 6 (Version 1): Recognize and draw parallel, intersecting, and perpendicular lines.
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Math3- Q1- C6- Recognize and draw parallel, intersecting and perpendicular lines.pdfRECOGNIZING AND DRAWING PARALLEL, INTERSECTING, AND PERPENDICULAR LINES (v.2)
RECOGNIZING AND DRAWING PARALLEL, INTERSECTING, AND PERPENDICULAR LINES (v.2)
Learning Competency 6 (Version 2): Recognize and draw parallel, intersecting, and perpendicular lines.
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LEARNING ACTIVITY Math 3 Q1 COM 7.pdfIDENTIFYING AND DRAWING LINE SEGMENTS OF EQUAL LENGTH USING A RULER
IDENTIFYING AND DRAWING LINE SEGMENTS OF EQUAL LENGTH USING A RULER
Learning Competency 7: Identify and draw line segments of equal length using a ruler.
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MATHEMATICS 3 quarter 1 competency 8.1.pdfREPRESENTING NUMBERS UP TO 10 000 USING PICTORIAL MODELS
REPRESENTING NUMBERS UP TO 10 000 USING PICTORIAL MODELS
Learning Competency 8.1: Represent numbers up to 10 000 using pictorial models
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MATHEMATICS 3 quarter 1 competency 8.2.pdfWRITING THE NUMERALS REPRESENTED BY PICTORIAL MODELS
WRITING THE NUMERALS REPRESENTED BY PICTORIAL MODELS
Learning Competency 8.2: Represent numbers up to 10 000 using pictorial models and numerals
Write the numerals represented by the pictorial models
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MATHEMATICS 3 quarter 1 competency 9(V1).pdfREADING AND WRITING NUMBERS UP TO 10 000 IN NUMERALS AND IN WORDS (v.1)
READING AND WRITING NUMBERS UP TO 10 000 IN NUMERALS AND IN WORDS (v.1)
Learning Competency 9: read and write numbers up to 10 000 in numerals and in words.
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MATH3_Q1_LC9_Read and write numbers up to 10 000 in numerals and in words.pdfREADING AND WRITING NUMBERS UP TO 10 000 IN NUMERALS AND IN WORDS (v.2)
READING AND WRITING NUMBERS UP TO 10 000 IN NUMERALS AND IN WORDS (v.2)
Learning Competency 9: read and write numbers up to 10 000 in numerals and in words.
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MATH3_Q1_LC10_Describe the position of objects using ordinal numbers up to 100th version 1.pdfDESCRIBING THE POSITION OF OBJECTS USING ORDINAL NUMBERS UP 100TH (v.1)
DESCRIBING THE POSITION OF OBJECTS USING ORDINAL NUMBERS UP 100TH (v.1)
Learning Competency 10: describe the position of objects using ordinal numbers up to 100th
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Math3- Q1- C10- Describe the position of objects using ordinal numbers up tp 100th.pdfDESCRIBING THE POSITION OF OBJECTS USING ORDINAL NUMBERS UP 100TH (v.2)
DESCRIBING THE POSITION OF OBJECTS USING ORDINAL NUMBERS UP 100TH (v.2)
Learning Competency 10: describe the position of objects using ordinal numbers up to 100th
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MATH3_Q1_LC11_Determine the place value of a digit in a 4-digit number.pdfDETERMINING THE PLACE VALUE OF A DIGIT IN A 4-DIGIT NUMBER (v.1)
Learning Competency 11a: Determine the place value of a digit in a 4-digit number
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MATHEMATICS 3 quarter 1 competency 11b&c.pdfDETERMINING THE VALUE OF A DIGIT AND THE DIGIT OF NUMBER, GIVEN ITS PLACE VALUE (v.1)
DETERMINING THE VALUE OF A DIGIT AND THE DIGIT OF NUMBER, GIVEN ITS PLACE VALUE (v.1)
Learning Competency 11b and c: Determine the value of a digit, and the digit of number, given its place value.
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MATH3_Q1_LC11.Determining the Place Value of 4-Digit Number.pdfDETERMINING THE PLACE VALUE OF A DIGIT IN A 4-DIGIT NUMBER (v.2)
Learning Competency 11a, b and c: Determine the place value of a digit in a 4-digit number
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MATHEMATICS 3 quarter 1 competency 12.pdfROUNDING NUMBBERS TO THE NEAREST TENS, HUNDREDS OR THOUSANDS
ROUNDING NUMBBERS TO THE NEAREST TENS, HUNDREDS OR THOUSANDS
Learning Competency 12: Round numbers to the nearest ten, hundred, or thousand
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LEARNING ACTIVITY MATH 3 Q1COMP13.pdfCOMPARING NUMBERS UP TO 10 000 USING THE SYMBOLS =, >, AND <
COMPARING NUMBERS UP TO 10 000 USING THE SYMBOLS =, >, AND <
Learning Competency 13: Compare numbers up to 10 000 using the symbols =, >, and <
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MATHEMATICS 3 quarter 1 competency 14 (v1).pdfORDERING NUMBERS UP TO 10 000 FROM SMALLEST TO LARGEST, AND VICE VERSA
ORDERING NUMBERS UP TO 10 000 FROM SMALLEST TO LARGEST, AND VICE VERSA
Learning Competency 14: Order numbers up to 10 000 from smallest to largest, and vice versa.
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