3

Mathematics
Quarter 1 – Module 1:
Visualizing Numbers up to 10 000
Mathematics – Grade 3
Alternative Delivery Mode
Quarter 1 – Module 1: Visualizing Numbers up to 10 000
First Edition, 2020

Republic Act 8293, section 176 states that: No copyright shall subsist in any work
of the Government of the Philippines. However, prior approval of the government agency or
office wherein the work is created shall be necessary for exploitation of such work for profit.
Such agency or office may, among other things, impose as a condition the payment of
royalties.

Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this module are owned by their respective copyright holders.
Every effort has been exerted to locate and seek permission to use these materials from
their respective copyright owners. The publisher and authors do not represent nor claim
ownership over them.

Published by the Department of Education

Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio

Development Team of the Module

Author: Aida Batonon De Vera
Editors: Arnel S. Zaragosa, Jeremias C. Ceniza, Gina F. Silvestre, Ph.D., Elma C.
Prudente, Annie Fel Lingatong, Edgardo Dondon S. Lorenzo, Ailyn V. Ponce
Reviewers: Emily A Paller, Eduardo Eroy, Helen C. Ugay
Illustrators: Dennis Macaubos, Alfie Valenteros, Christian Loyd Alfuerto, Pit Ybanez
Layout Artist:
Management Team: Evelyn R. Fetalvero Alona C. Uy
Janette G. Veloso Maria Gina F. Flores
Analiza C. Almazan Arnel S. Zaragosa
Ma. Cielo D. Estrada Jeremias C. Ceniza
Renato N. Packpakin Illuminado T. Boiser

Printed in the Philippines by ________________________

Department of Education – Region XI

Office Address: F. Torres St., Davao City

Telefax: (082) 291-1665; (082) 221-6147

E-mail Address: [email protected] * [email protected]

 3

Mathematics
Quarter 1 – Module 1:
Visualizing Numbers up to 10 000
Introductory Message
For the facilitator:
Welcome to the Mathematics Alternative Delivery Mode
(ADM) Module on Visualizing Numbers up to 10 000!
This module was collaboratively designed, developed and
reviewed by educators both from public and private institutions to
assist you, the teacher or facilitator in helping the learners meet
the standards set by the K to 12 Curriculum while overcoming their
personal, social, and economic constraints in schooling.
This learning resource hopes to engage the learners into
guided and independent learning activities at their own pace
and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their
needs and circumstances.
In addition to the material in the main text, you will also see
this box in the body of the module:

Notes to the Teacher

This contains helpful tips or strategies
that will help you in guiding the
learners.

As a facilitator, you are expected to orient the learners on

how to use this module. You also need to keep track of the
learners' progress while allowing them to manage their own
learning. Furthermore, you are expected to encourage and assist
the learners as they do the tasks included in the module.

ii
For the learner:
Welcome to the Mathematics Alternative Delivery Mode
(ADM) Module on Visualizing Numbers up to 10 000!
This module was designed to provide you with fun and
meaningful opportunities for guided and independent learning at
your own pace and time. It was made easy for you to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:

What I Need to Know This will give you an idea of

the skills or competencies you
are expected to learn in the
module.

What I Know This part includes an activity

that aims to check what you
already know about the
lesson to take. If you get all
the answers correct (100%),
you may decide to skip this
module.

What’s In This is a brief drill or review to

help you link the current
lesson with the previous one.

What’s New In this portion, the new lesson

will be introduced to you in
various ways such as a story, a
song, a poem, a problem
opener, an activity or a
situation.

iii
What is It This section provides a brief
discussion of the lesson. This
aims to help you discover and
understand new concepts
and skills.

What’s More This comprises activities for

independent practice to
solidify your understanding
and skills of the topic. You
may check the answers to the
exercises using the Answer
Key at the end of the module.

What I Have Learned This includes questions or

blank sentence/paragraph to
be filled in to process what
you learned from the lesson.
What I Can Do This section provides an
activity which will help you
transfer your new knowledge
or skill into real life situations or
concerns.
Assessment This is a task which aims to
evaluate your level of mastery
in achieving the learning
competency.
Additional Activities In this portion, another activity
will be given to you to enrich
your knowledge or skill of the
lesson learned.
Answer Key This contains answers to all
activities in the module.

iv
At the end of this module you will also find:

References This is a list of all sources used

in developing this module.

The following are some reminders in using this module:

1. Use the module with care. Do not put unnecessary mark/s on
any part of the module. Use a separate sheet of paper in
answering the exercises.
2. Don’t forget to answer What I Know before moving on to the
other activities included in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and
checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are
through with it.
If you encounter any difficulty in answering the tasks in this
module, do not hesitate to consult your teacher or facilitator.
Always bear in mind that you are not alone.
We hope that through this material, you will experience
meaningful learning and gain deep understanding of the
relevant competencies. You can do this.

v
 What I Need to Know

This module helps you comprehend whole numbers which

can be applied to different learning situations. The language used
recognizes your diverse vocabulary backgrounds. The lessons then
are organized according to the sequence standards which can
be found also in the Mathematics Grade 3 learning materials.

After going through this module, you are expected to:

1. Visualize numbers from 1 001 to 10 000.

Enjoy your journey. Good luck!

1
 What I Know

Read each question carefully. Encircle the letter of the correct

answer.
Please consider putting a comma i.e. 7,020
1. Which number is correctly represented by the set of number
With figures of four or more digits, use commas. Count three spaces to the left
discs? to place the first comma. Continue placing commas after every three digits.
1000 1000 1000 1000 1000 1000 1000
1 1

a. 5 200 b. 6 202 c. 7 002 d. 7 020

2. Which number is correctly represented by the set of number

discs?
1000 1000 1000 1000 1000
100 100
1 1 1

a. 4 223 b. 4 302 c. 5 103 d. 5 203

3. Which set of number discs represents 4 500? Please put a comma- 4,500

1000 1000 1000 1000

100

a.

1000 1000 1000

b.
100

1000 1000 1000 1000

c.
100 100 100 100 100

1000 1000 1000 1000 1000 100 100 100

100
d.

2
 Please put a comma- 2,464
4. Which set of blocks, flats, longs and squares shows 2 564?

a.

b.

c.

d.

5. Which set of blocks, flats, longs and squares is equal to six

thousand, three hundred seventy-three?

a.

b.

c.

d.

3
 Visualizes numbers from 1 001 to 10 000
Lesson
Please put a comma 1,001 and
10,000

Typhoon Pablo hit the Province of Davao Oriental on

December 4, 2012. Groups of volunteers came to distribute relief
goods to the victims. They donated a total of 4 ,372 sacks of rice. Place a comma
The recipients were grateful for the help extended.
Have you seen a mountain of sacks of rice? Can you
imagine how plenty 4 ,372 sacks of rice is? Place a comma

4
 What’s In

Let us read the numbers below.

Think about this!
Two-digit numbers:
Can you tell the
67 sixty-seven digits in ones and
tens place?
34 thirty-four
86 eighty-six
59 fifty-nine
25 twenty-five

Three-digit numbers:
549 five hundred forty-nine
297 two hundred ninety-seven Think about this!
653 six hundred fifty-three Can you tell the
digits in thousands
784 seven hundred eighty-four and hundreds
place?
962 nine hundred sixty-two

Four-digit numbers:
Six thousand, two hundred sixty 6, 260 Place a comma

One thousand, five hundred twenty-eight 1, 528

Two thousand, three hundred fifty-nine 2, 359
Nine thousand, six hundred forty-two 9 ,642
Eight thousand, nine hundred thirty-five 8, 935

5
 Notes to the Teacher
Review the learner on symbols that represent the
numbers from ones, tens, hundreds and thousands.

What’s New

Let us go back to the situation presented previously. How

many sacks of rice were distributed to the victims of Typhoon
Pablo?
Answer: There were 4 ,372 sacks of rice being distributed to the Place a comma
victims.

How many digits are there? What is the biggest place value
of the given number?
Representation using number discs is one way to visualize
numbers.
1
= one (1)
10
= ten (10)

100
= hundred (100)

1000 = thousand (1, 000) place a comma

6
 Observe how the number discs represented the number of
sacks of rice distributed to the victims of Typhoon Pablo.

100 10 10 1
1000 1000

10 10
1
100

1000 1000
10 10

100
10

Four 1, 000 Three 100 Seven 10 Two 1

Total value: Total value: Total value: Total value:
4 ,000 300 70 2
4 ,372

Representation using blocks and grids is another way to

visualize 4 372.

1 square = one (1)

10 squares = 1 long (1 ten)

10 longs (10 tens) = 1 flat (1 hundred)

10 flats (10 hundreds) = 1 block (1 thousand)

7
 Using blocks, flats, longs and squares to represent the
number of sacks of rice distributed to the victims during the
Typhoon Pablo is shown below.

Four 1 000 Three 100 Seven 10 Two 1

Total value: 4 Total value: Total value: 70 Total value: 2
000 300
4, 372

Visualizing other numbers using blocks, flats, longs and squares:

1. 2 ,453
2 000 + 400 + 50 + 3
2 blocks + 4 flats + 5 longs + 3 squares

+ + + +

2. 4 ,664
4 000 + 600 + 60 + 4
4 blocks + 6 flats + 6 longs + 4 squares

+ + +

8
 What is It

We visualize numbers by using representations. In this lesson,

we use number discs, blocks, flats, longs and squares to represent
numbers. We can also use tables, charts and other things in
visualizing numbers.
Arealen used 6 pieces of 1, 000 discs, 2 pieces of 100 discs, 4
pieces of 10 discs and 5 pieces of 1 disc to represent the number.
What number is shown by Arealen’s number discs?

100 10 10 1 1
1000 1000

1 1
10 10
100
1000 1000

1000 1000

6 000 + 200 + 40 + 5 = 6 ,245

Given the visualization of numbers, to get the value being

visualized, simply collect all the same number disc by 1 000, by
100, by 10 and by 1.
In the given example above, we have
1 000 disc – 6 (thousands place) = 6 ,000
100 disc – 2 (hundreds place) = 200
10 discs – 4 (tens place) = 40
1 disc – 5 (ones place) = 5
The number being shown is: 6 ,245

9
 What’s More

Activity 1

What number is represented by these number discs? Write

your answer in your paper.

1000 1000 100 100 10 10

1

10 10 1
1000 1000 100 100

10 10 1

1000 1000 100

10 10

1000 1000

There are __ There are __ There are ___ There are ___
1000 100 10 1
Total value: Total value: Total value: Total value:
___________ __________ __________ _________
Answer: _____________

10
Activity 2

Write the number represented by each set of numbers discs,

blocks, flats, longs and squares.

1.

2.

3.

1000 1000 1000 1000 1000

1000

4. 1 1

5.
1000 1000 1000 100 100
10 10
1

11
 What I Have Learned

In visualizing numbers 1 001 up to 5 000, we can use the

following representation:

blocks (thousands) , flats (hundreds),

longs (tens) and square (ones).

Number discs is another way of visualizing numbers.

1000
for thousands,

100
for hundreds,

for tens and

10

for ones.
1

12
 What I Can Do

Activity 3
Use blocks, flats, longs and squares to illustrate the following
numbers. Please revise. Consider the difficulty of a Grade 3 pupil in drawing the thousands
and hundreds block.

1. 9,215

2. 3 ,428

3. 4, 614

Use number disc to illustrate the following numbers.

4. 1,709

5. 10 ,000

13
 Assessment

Directions: Multiple Choice. Read each question carefully. Select

the letter of the correct answer.
1. Which number is correctly represented by the set of number
discs below?
1000 1000 1000 1000 1000 1000 100 100
1 1

a. 8 ,200 b. 6 ,202 c. 6, 002 d. 8, 002

2. Which number is correctly represented by the set of number

discs below?

1000 1000 1000 100 100

10 10 1 1
1 1

a. 3, 223 b. 2 ,342 c. 4, 204 d. 3 ,224

3. Which set of number discs represents 4 500?

a. 1000 1000 1000 1000

1 1 1 1 1

b. 1000 1000 1000 1000

10 10 10 10 10

1000 1000 1000 1000 100

c.
100 100 100 100

d. 1000 1000 1000 1000 1000 100 100 100 100

14
4. Which set of blocks, flats, longs and squares shows 9 044?

a.

b.

c.

d.

5. Which set of blocks, flats, longs and squares is equal to four

thousand, three hundred seventy-three?

a.

b.

c.

d.

15
 Additional Activities

A. Write the number represented by each set of blocks, flats,

longs and squares.

1.

2.

3.

4.

5.

B. Read the following items. Then, write your answer to each

item in your notebook. Please consider revising the instruction. Please provide a
space in this module for the pupil's answer.
1. There were 9, 843 avid fans who were watching the SEA May
Games at the Philippine Arena in Bulacan. Draw number consider
discs to show the given number. deleting the
adjective.
2. How will you show the number 8 ,534 using blocks and The word is
grids? Drawing the thousands and hundreds block might be not easily
difficult for the Grade 3 pupil. understood
by a Grade
3 learner
16 and might
cause
confusion.
 17
What I Know What's In What’s More
Activity 1
1. C
8 000, 500, 80 and 3
2. D
3. C 8 583
4. B
5. C Activity 2
1. 3 365
2. 8 139
3. 4 373
4. 6 002
5. 3 221
Additional Activity
What I Can Do Assessment
A.
Activity 1. B
2. D 1. 3 433
1. 9 blocks, 2 flats, 1 3. C 2. 2 354
long and 5 squares 4. B 3. 4 373
5. C 4. 3 532
2. 3 blocks, 4 flats, 2
5. 4 334
longs and 8 squares
B.
3. 4 blocks, 6 flats, 1
long and 4 squares 1. 9 thousands discs, 8
hundreds discs, 4 tens discs
4. 1 1000-disc and 3 ones discs.
7 100-disc
9 1-disc 2. 8 blocks, 5 flats, 3 longs
and 4 squares
5. 10 1000-disc
Answer Key
References
Department of Education.Mathematics-Grade 3: Teacher’ Guide
1st ed.2015, 1-10.

Department of Education. Mathematics-Ikatlong Baitang:

Kagamitan ng Mag-aaral sa Sinugbuanong Binisaya 1st ed, 1-10.

Visualizing Numbers up to 10 000, Math for Grade 3.

BEAM LG Gr. 3 Module 1/Whole
Numbers.https://www.youtube.com/watch?v=cy5t7ctg9Lprg&fea
ture=share. https://lrmds.deped.gov.ph/com.
https://www.youtube.com/watch?v=1tq5ZHjRL98&feature=share,
Visualizing Numbers.

18
For inquiries or feedback, please write or call:

Department of Education - Bureau of Learning Resources (DepEd-BLR)

Ground Floor, Bonifacio Bldg., DepEd Complex

Meralco Avenue, Pasig City, Philippines 1600

Telefax: (632) 8634-1072; 8634-1054; 8631-4985

Email Address: [email protected] * [email protected]