Name: __________________________________________________________________________________

Grade/Section: Three – _______________ School: General Tinio Central School:105366

Learning Activity Sheet in Mathematics

Fourth Quarter
Module 4(A)- Visualizing, Representing, and Converting Common Units of Measure

I. Learning Competency
Visualizes, and represents, and converts common units of measure from larger to smaller unit and vice versa:
meter and centimeter, kilogram and gram, liter and milliliter. M3ME-IVb-39

II. Objective:
Visualizes, and represents, and converts common units of measure from larger to smaller unit and vice versa:
meter and centimeter, kilogram and gram, liter and milliliter

III. Key Concept

(Copy this part on your Mathematics Notebook )
To convert meter to centimeter, multiply the number of meters by 100.
To convert centimeter, multiply the answer of meters by 100.
IV. Activity
Convert the following into unit of measurement. Write your solution in the box.

1. 5 meters = _________________ centimeters

2. 300 centimeters = _______________ meters

3. ½ of a meter = __________________ centimeters

4. ¼ of a meter =__________________ centimeters

5. 800 centimeters = ______________ meters

B. Direction: Write >, <,= in the box to complete the statement.

1. 7m 300 cm+ 400 cm

2. 600cm – 200cm 10 m

3. 5m + 6m 20 000 cm
4. 1 100 cm – 900 cm 2m

5. 1 m +2 n 500 cm

V. Reflective Activity
Directions: Answer the following word problem. Write it on the blank before each number.

____________________1.How many meters are there in 23 000 centimeters?

____________________2.The school gate measures 3 meters in width. What is the width of the gate in
centimeters?

____________________3.The flagpole measures 600 centimeters long. What is the height of the flagpole in
meter?

____________________4.The school fence measures 5 meters long. What is the measurement school fence in
centimeter?

____________________5.Roy has 2 meter long wire. Can he cut it into 5 pieces that measure 25 centimeters
each? Why?

Module 4(B)- Visualizing, Representing, and Converting Common Units of Measure

I. Learning Competency
Visualizes, and represents, and solves routine and nonroutine problems involving conversions of common units
of measure. M3ME-IVc-40
II. Objective:
Visualizes, and represents, and solves routine and nonroutine problems involving conversions of common units
of measure

III. Key Concept

(Copy this part on your Mathematics Notebook )
To convert kilogram to gram, multiply the number of kilogram by 1000.
To convert gram to kilogram, divide the number of gram by 1000.

IV. Activity
Direction: Answer the following.
1.3000 grams=_________________kg
2. 11 kilograms=______________grams
3. My weight is 33 kilograms, how many grams I need to make it 35 kilograms? _________________
4. There are 500 grams of chicken, 1250 grams of beef, and 750 grams of fish inside the refrigerator. How
many kilograms of chicken and beef? The fish? _________________
5. How many grams are there in 100 kg? _________________
6.3000 grams = _________________ kilograms
7.11 kilograms = _________________ grams
8.24 000 grams = _________________kilolograms
9.85 kilogram =_________________grams
10.214 kilograms = ________________ grams

V. Reflective Activity
Directions: Answer the following word problem. Write it on the blank before each number.
____________________1. Mother bought ¾ kilogram of onions. How many grams of onions does Mother
bought?

____________________2. Nora needs 2 kilograms of rice to cook rice cake. Each pack contains 250 grams of
rice in the store. How many packs of rice will she buy? If each pack costs PHP 22, how much will she pay for 2
kilogram?

____________________3. The allowed baggage that can be carried by Elsa in an airplane is only 10 kilograms.
Her baggage is 11 500 grams. She has an excess baggage of ____________?

Module 4(C)- Visualizing, Representing, and Converting Common Units of Measure

I. Learning Competency
Visualizes, and represents, and solves routine and nonroutine problems involving conversions of common units
of measure. M3ME-IVc-40
II. Objective:
Visualizes, and represents, and solves routine and nonroutine problems involving conversions of common units
of measure

III. Key Concept

(Copy this part on your Mathematics Notebook )
To convert kilogram to gram, multiply the number of kilogram by 1000.
To convert gram to kilogram, divide the number of gram by 1000.

IV. Activity
Direction: Answer the following.
1.3000 grams=_________________kg
2. 11 kilograms=______________grams
3. My weight is 33 kilograms, how many grams I need to make it 35 kilograms? _________________
4. There are 500 grams of chicken, 1250 grams of beef, and 750 grams of fish inside the refrigerator. How
many kilograms of chicken and beef? The fish? _________________
5. How many grams are there in 100 kg? _________________
6.3000 grams = _________________ kilograms
7.11 kilograms = _________________ grams
8.24 000 grams = _________________kilolograms
9.85 kilogram =_________________grams
10.214 kilograms = ________________ grams

Module 5: Solving Routine and Non-routine Problems Involving Conversions

of Common Units of Measure

I. Learning Competency
Visualizes, and represents, and solves routine and nonroutine problems involving conversions of common units
of measure M3ME-IVc-40
II. Objective:
Visualizes, and represents, and solves routine and nonroutine problems involving conversions of common units
of measure
III. Key Concept
(Copy this part on your Mathematics Notebook )
To solve a one-step word problems involving conversion of common unit of measure, follow the 4-step plan in
problem solving.
Understand
What is given?
What is being asked?
Plan
How will you solve the problem?
Solve
Look back
is the answer correct?
What is the correct label/ unit?
State the complete answer.
 The units of measure for length are meters (m)and centimeters (cm)
 The units to measure for mass/ weight are grams (g) and kilograms (kg)
 The units of measure for capacity are liters(L)and milliliters (ml)

IV. Activity
Direction: Read and solve the problems. Use the 4-step in solving word problem.
1.It takes 2 liters of ice tea to fill Cary’s Thermos. How many milliliters does the Thermos hold.

Understand
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Plan
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Solve
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Look back
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2.Mark measure the length of teacher’s table. He found it to be 150 cm long. How long is her teacher’s table in meters?

Understand
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Plan
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Solve
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Look back
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3.Mark measure the length of teacher’s table. He found it to be 150 cm long. How long is her teacher’s table in meters?

Understand

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Plan
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Solve
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Look back
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V. Reflective Activity
Direction: Read and solve the problem. Use the 4-step in solving word problem.
Teresa bought 5 dozen sachets of 50 grams of powder juice. What is the total weight in grams? In kilograms?
Understand
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Plan
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Solve
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Look back
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