Department of Education

BUREAU OF ALTERNATIVE EDUCATION

Curriculum Guide for Basic Literacy Program (BLP)
Learning Strand 3 Mathematical and Problem-Solving Skills

Learning Strand Standard The learning strand 3 is intended to help learners acquire mathematical and problem-solving skills that are essential in their meaningful
participation in improving the quality of life of the people, community, and the country as a whole in the 21 st century and develop functional
competencies on critical thinking, communicating, making connection, spatial intelligence, logical reasoning, and future orientation.

Key Stage Standard BLP: By the end of the Basic Literacy Program (BLP), learners demonstrate knowledge, skills, and understanding in Number and Algebra;
Measurement and Geometry; and Data and Probability. Critical thinking, problem solving, communicating, reasoning, and making
connections between topic areas within Mathematics are all processes in which these knowledge, skills, and understanding are applied with
the use of technology.

Content Domain Number and Algebra

Content Standard The learners will gain proficiency in whole numbers up to 100 and 10,000, including addition, subtraction, multiplication, and division.
They will also recognize and work with fractions such as ½ and ¼, as well as identify and classify proper, improper, similar, dissimilar, and
equivalent fractions. The emphasis will be on applying these concepts to solve problems and deepening their understanding of both whole
numbers and fractions

Performance Standard The learners will be able to count, recognize, and represent whole numbers up to 10,000; can compare, order, and decompose (into tens
and ones) up to 10,000; perform the addition of numbers with sums up to 10,000; subtract numbers where both numbers are less than
1,000 with or without regrouping using concrete objects and number stories including money; perform multiplication of 2 to 4-digit whole
number by a one-digit number with the use of concrete objects and pictorial model perform division of numbers up to 4-digit numbers by
up to 2-digit numbers including money; illustrate and compare ½ and ¼ as parts of a whole; use concrete objects and pictorial models to
represent, interpret, and compare unit fractions and similar fractions; and represent, identify, and order fractions using concrete objects
and pictorial models.

Learning Competencies Examples of Unpacked Competencies Examples of How to Contextualize the Competencies at the Point of
(based on Bloom’s Taxonomy) Instruction (Applications, Activities, Situations. Contexts that will make
Beginning Developing the Competencies Relevant to and easier to understand by ALS learners.
Level 6: Create Level 5: Evaluate
The learners will be able to… The learners will be able Level 4: Analyze Level 3: Apply Level
to… 2: Understand Level 1: Remember

1. count whole numbers up 1. count whole numbers Beginning:

to 100. up to 10,000.
Suggested Activities:

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 1. Go on a counting walk. Find things in nature or on the playground,
or within the Community Learning Centers (CLCs) to count as you go
by.

2. Playing “Around the World” using numbers is a fast and easy game
that gets everyone involved and pay attention. Start with a certain
number and continue to count orally as you go around the big drawn or
cut-out circle.

3. Popsicle Sticks on Me. You can always use small items (such as
popsicle sticks) for learners to hold in their hands and manipulate while
counting easily. It’s handy to have plenty of small items like mini-
erasers, marbles, shells, and stones or polished rocks. Learners can use
them to practice counting.

4. Count me in! Counting on a number line is helpful to see the

progression of numbers. Place a number line on a classroom wall. and
use a pointer to count along the line.

2. read and write numbers 2. read and write L2: read and write numbers up to Beginning
up to 100 in figures and numbers up to 10,000 10,000 in figures and in words
in words . in figures and in Suggested Activities:
words L1: recognize and represent
numbers up to 10,000 using 1. Incorporate interactive games like “Number Quest Adventure.
pictorial models.
2. Create personalized worksheets, charts, or flashcards during lessons
to aid learners in identifying whole numbers up to 100 visually
and effortlessly.

Real-life examples:

In reading and writing whole numbers in figures and in words

Count the following objects and write on your notebook or paper the
correct number.

Recall: When we count, we can use objects like blocks to count numbers
more than ten (10).

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 Developing

Introduce this activity (Market Day)

1. Set up a mini-market with goods priced between 1,000 and 10,000.

2. Give learners play money and a shopping list with prices written in
words (e.g., "Three thousand five hundred").

3. Learners will read the price in words, write it in figures, and count
the play money to buy the item.

4. Sellers will check if the numbers match the price tag.

5. After shopping, learners will draw a pictorial representation of the

price of one purchased item.

6. Finally, learners will share their purchases and explain how they
represented the number.

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 3. recognize and represent 3. recognize and represent
whole numbers up to 100 whole numbers up to
using a variety of concrete 10,000 using variety of
and pictorial models. concrete and pictorial
models.

4. compare two whole 4. compare two whole L2. compare two whole numbers up Beginning:
numbers up to 100 using numbers up to 10,000, to 10,000, using symbols =, >, and
symbols =, >, and <. using symbols =, >, and <. <. You will explain the steps for comparing numbers and when to use =, >
and <.
L1. Describe the following symbols
=, >, and < . Step 1: The learner should compare the number of digits in a whole
number. If there are more digits, it means the number is greater.

Step 2: If the number of digits is the same in both numbers then they
should compare the highest place values or the digit to the extreme left
of the numbers.

Step 3: If the digits at the highest place value are the same, they should
compare the digits in the next digits to the right or the second highest
place value.

Step 4: They will keep comparing digits with the same place value until
they will find digits that are different. The number with the greater face
value is the greater number.

*Note: only count the significant figures

SUGGESTED ACTIVITY:

Write the correct symbol (<, > or =) for each item.

a) 16 28 b) 84 72

c) 16 16 d) 99 11

e) 23 28

Developing

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 L3: You will explain when to use =, > and <

a. = Indicates that the two quantities or expressions on either side are

exactly the same.

b. > Indicates that the quantity on the left is larger than the quantity on
the right c.
< Indicates that the quantity on the left is smaller than the quantity on
the right.
L4: Steps for Comparing Numbers

Step 1: The learners should compare the number of digits. The greater
number is the one with more digits. Keep in mind that a zero at the start
of a number is insignificant.

Example: 284 < 8472, 3456 > 734

Step 2: If the number of digits is the same, the learners start by

comparing the highest place values.

Example: In the following example,

8521 < 8712 since 5 < 7 at the hundreds place.

749 > 715 since 4 > 1 at the tens place.
Step 3: Compare the numbers, if the numbers are equal put an equal
sign.

Example: 7=7, 284 = 284, 8521 = 8521

5. order whole numbers up to 5. order whole numbers L2: order whole numbers up to Beginning:
100 from smallest to up to 10,000 from smallest 10,000 from smallest to highest, and
highest, and vice versa. to highest, and vice versa. vice versa. SUGGESTED ACTIVITIES:

HANDS-ON ACTIVITY:

Present number cards to learners (numbered 1 to 100). Ask them to

arrange the cards in ascending (smallest to largest) and descending
(largest to smallest) order.

GROUP ACTIVITY:

Divide the class into small groups and provide each group with number
cards. Instruct the groups to work together by arranging the cards in
the correct order.

INDEPENDENT LEARNING:

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 Provide learners with numbered worksheets for independent learning.
Have them identify which among the worksheets contain numbers in
ascending or descending order.

REAL-LIFE APPLICATION:

Allow learners to arrange their ages, birthdays, heights, or weights in

ascending or descending orders.

Developing:

• Write what comes before and after in sequence order of a number line.
• learners will find the missing number in a series simply by drawing a
figure that is equivalent to a missing number

6. decompose any 2-digit In this math worksheet, the learners are given a 2-digit number
number into tens and ones. represented by a rod (set of 10 blocks) and individual blocks.
Understanding “tens" and "ones" and how they are represented in our
notation is a critical mathematical skill.

Real-life
examples:

7. add whole numbers, with 7. add whole numbers L2. add whole numbers, with sums a. Add whole numbers with regrouping (Use the legend)
sums up to 100 without with sums up to 10,000, up to 100 without regrouping.
regrouping. with and without
regrouping using a variety L2. add whole numbers with sums
of concrete materials and up to 10,000, with and without
pictorial models regrouping using a variety of
concrete materials and pictorial
models including money.

L1. Identify the parts of addition. 1) 435 + 646 =

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 +

2) 546 + 455 =

3. 6,547 + 3,464 =

b. Add whole numbers without regrouping

Add the following numbers.

2,242

+ 1,345 +

8. subtract whole numbers 8. subtract whole L2. subtract whole numbers where Beginning:
where both are less than numbers where both are both are less than 100 without
100 without regrouping, less than 10,000 with and regrouping, including money These are the sample activities:
including money. without regrouping,
L2. Subtract whole numbers with L1.
including money.
regroupings where both are less
Activity 1: Use flashcards with subtraction problems to practice and
than 10000 including money.
recall basic subtraction facts.
L1. Identify the parts of subtraction Activity 2: Use a birthday party scenario where learners subtract guests
or items.

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 Example: "You invited 50 friends to your birthday party. Thirty-two
friends could come. How many friends couldn’t come?"

L2.

Activity 1. Use the harvest on the farm to practice subtraction.

Example: " After the harvest, Mang Ramon earned a total of ₱2,457 in
sales. If his capital was ₱568, how much profit did he make?"

L3. Example Activity: Real-Life Scenario

Grocery Shopping:

Scenario: Organize a mock grocery shopping activity in class.

Example:

Setup: Create a grocery store set up with various items priced under
Php100.

Task: Each learner has Php100 to spend. They choose items to buy and
subtract the cost of each item from their total.

Problem: "You have Php100. You buy mango for Php25, a small loaf of
bread for Php25, and a carton of milk for Php35. How much money do
you have left?"

Solution: Use play money or a chart to keep track of spending and

remaining money.

Developing:

Real life examples:

Find the difference of harvested eggs in week 1 and week 2.

e.g. Subtraction of whole numbers with regrouping

Week 1 9,201

Week 2 - 6,405

How much do you earn in a week if you buy corn to feed chicken for P
300.00 and you sell eggs for 750.00?

e.g. Sold eggs P 750

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 corn P 300

9. represent and solve L3. represent and solve routine and Real-life examples:
routine and non-routine non-routine problems involving
problems involving addition and subtraction with and Mr. Santos owns a small store. In the morning, 25 packs of biscuits
addition and subtraction without regrouping. were delivered to his store. He sold 18 packs to customers during the
with and without L2. illustrate the steps in solving day. Later, another 12 packs of biscuits were delivered to his store.
regrouping. routine and non-routine problems
Let the learner solve the following problems:
involving addition and subtraction
with and without regrouping. 1. How many packs of biscuits were delivered to Mr. Santos today?

L1 recall the steps in solving routine 2. After selling 18 packs, how many packs of biscuits were left from the
and non-routine problems involving first delivery?
addition and subtraction with and
without regrouping. 3. How many packs of biscuits does Mr. Santos have now (after both
deliveries and the sales)?

10. illustrate multiplication 10. write number sentence L3. write number sentence in Beginning:
concepts using a variety of in multiplication using a multiplication using a variety of
concrete and pictorial variety of concrete and concrete and pictorial models and Discuss this topic by giving examples of variety of concrete and pictorial
models and numerals as pictorial models and numerals as repeated addition models and numerals such as:
repeated addition using: numerals as repeated using; a. groups of equal quantities; A- Group of equal quantities. This involves grouping objects into equal
addition using: b. arrays; c. counting by multiples;
a. groups of equal quantities and then counting how many groups there are. For example,
and d. equal jumps on a number if we have 3 groups of 4 apples each, we can illustrate multiplication by
quantities; a. groups of equal line.
quantities; counting the apples together. This gives us (3x4=12 apples)
b. arrays; b. arrays; L2. illustrate multiplication
B- Arrays. An array is a rectangular arrangement of objects, where each
c. counting by multiples; concepts using a variety of concrete row and column have the same number of objects. For example, if we
c. counting by multiples; and pictorial models and numerals.
and have a 2x2 array of apples, we can illustrate multiplication by counting
d. equal jumps on a number all the apples together. This gives us (2x2=4 apples)
d. equal jumps on a L1 Recall the concepts of
line; and
number line multiplication by its representations C- Counting by multiples. This involves adding the same number
e. money. and applications
repeatedly. For example, if we want to multiply 3 by 4, we can add 3
four times; (3+3+3+3=12)
D- Equal jumps on a number line. This involves making equal jumps on
a number line. For example, if we want to multiply 3 by 4, we can make
3 equal jumps of 4 units on a number line, landing on 12.

E- Money. This involves using money as a concrete model for

multiplication. For example, if we want to multiply 3 by 4, we can
imagine having 3 groups of 4 Pesos each, which gives us (3x4=12 Pesos).
*** These models help learners to easily understand the concepts of
multiplication in a tangible and visual way.

Developing:

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 L1:

Remember that Multiplication can also be shown using standard

notation to help us write it clearly. For example: If you have 6 boxes, and
each box has 4 toys, you can write this as: 6 × 4 = 24. This means "6
groups of 4 make 24." You can also show it in a number sentence using
the multiplication symbol (×), so it looks like this: 6 × 4 = 24 This way,
we use the standard notation to understand multiplication.

L2:

As stated above understand that multiplication can be demonstrated

through groups "6 groups of 4 make 24."This represents 6 × 4., arrays
(e.g. Arrange the boxes in a grid with 6 rows and 4 columns, making it
easier to see the total number of boxes.), counting by multiples (e.g.
Count by fours: 4, 8, 12, 16, 20, 24. This helps you quickly determine
that 6 × 4 = 24.), and jumps on a number line (e.g. Start at 0 on a number
line and make 6 jumps of 4 units each, landing on 24. )
L3:

Apply multiplication by creating number sentences with groups of equal

quantities, arrays, counting by multiples, and equal jumps on a number
line.
Sample activity: (Let the learners use the different methods to
demonstrate multiplication for this problem.) Ben is saving money to
buy a gift for his friend. He earns 500 pesos each day for doing
household chores. If he works for 7 days, how much many will Ben earn
in total?

11. identify word clues 11. multiply a 2 to 4-digit L3: calculate the product of a given Beginning: Use familiar, inclusive, and culturally relevant experiences
involving multiplication e.g. whole number by a one- multi-digit number and a one-digit (e.g., food, games, or family traditions) that reflect the learners’
product, times, doubled, digit number. number. environment.
tripled, times as much.
L2: explain the process of Frame questions in a playful and accessible way, ensuring language and
multiplying a multi-digit number by examples resonate with all learners.
a one-digit number.
“Sharing Fruits at the Picnic”
L1: identify the parts of
multiplication At a picnic, 3 friends each bring 4 mangoes to share. How many mangoes
do they have altogether?

Highlight or enumerate word clues that can be found in the given

question.

Developing:

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 Spin and Solve (Teacher will use spinner with numbers 1 to 9 and
Flashcards with multi-digit numbers)

1. The learner spin the spinner to get a one-digit number.

2. Draw a flashcard with a multi-digit number.

3. Multiply the two numbers and write the solution.

4. Use larger multi-digit numbers and solve

12. solve problems within L3: solve problems within the Before introducing the lesson, start with a short drill using
the multiplication table of multiplication table of 2, 3, 4, 5, and multiplication flashcards. After the pre-activity, ask the learners what
2, 3, 4, 5, and 10 involving 10 involving money. their source of income is (from selling fruits/vegetables, wages from their
money. job, support from parents, etc.) and what they usually buy.
L2: Demonstrate skip counting by Question: Suppose you buy 5 pieces of onion. Each piece costs 3 pesos.
2,3,4,5 and 10 involving money How much would you spend? Present more
L1: recall the basic concepts of problems related to their life activities involving money:
Before coming up with the solution, ask the learners.
multiplication and identify word
clues involving multiplication e.g. a. What is asked?
product, times, doubled, tripled,
times as much. b. What are the given?

c. What is the operation to be used?

d. What is the number sentence

e. Solution

After presenting examples, allow the learners to work independently

using worksheets.

13. illustrate division 13. illustrate and write L3: illustrate and write division Beginning:
concepts as reverse division expressions using expressions using a variety of
multiplication using a a variety of concrete and concrete and pictorial models and Division is a mathematical operation that involves the sharing of an
variety of concrete and pictorial models and numerals, in modelling division as: amount into equal-sized groups. For example: "15 divided by 5" means
pictorial models and numerals, in modelling a. equal sharing or formation of "15 is shared into 5 equal groups". It can be illustrated by using concrete
numerals (e.g. equal division as: equal group of objects, and b. objects such as candies, money, blocks, etc.
distribution of money, repeated subtraction.
candies, pasalubong.) a. equal sharing or
formation of equal group of L2: demonstrate the method of
Show how division is related to multiplication by using known
objects, and repeated subtraction.
multiplication facts. For example, if you know that 5x3=15, it can also
b. repeated subtraction. L1: identify the important terms be expressed as 15÷5=3 or 15÷3=5.
used in division operation (e.g.
dividend, divisor, quotient,
remainder) and the division symbol.)

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 Let try this:

Start with 15 objects (e.g., blocks or counters).

Ask, "How many times can we subtract 5 from 15?"

Subtract repeatedly:

15 - 5 = 10

10 - 5 = 5

5-5=0

Count the number of subtractions: 3 times.

So, "15 ÷ 5 = 3."

Developing:

Before introducing the lesson, make drills using flashcards (division).

After the pre-activity, ask the learners what their source of income is
(from selling fruits/vegetables, wages from their job, support from
parents, etc.) and what they usually buy. Ask: Suppose you spent ₱250
to buy 5 kilos of rice. How much does each kilo of rice cost? Present
more problems related to their life activities involving money: Example:
1. A construction worker receives a weekly salary of ₱2,350. If he works
five (5) days a week, how much does he earn per day? Before coming up
with the solution, recall the steps in answering word problems.

a. What is asked?

b. What are the given?

c. What is the operation to be used?

d. What is the number sentence

e. Solution

After presenting examples, allow the learners to work independently

using worksheets.

14. identify word clues 14. divide 2 to 3-digit Beginning:

involving division, (e.g.: numbers by a 1-digit
each, divides, quotient). number with and without Introduce the concept of division and its basic principles to the learners.
remainder.

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 • Explain that division can be indicated by certain words in a sentence,
and these word clues help them recognize when division is being used
in a context.

• Distribute the worksheet containing sentences with division-related

word clues to each learner.

• Instruct learners to highlight or underline the word clues that they

will encounter with the given problem.

• After completing the worksheet individually, learners can pair up or

work in small groups to discuss their answers and reasoning.

• Finally, go through the sentences as a class, allowing learners to share

their answers and explain why they identified a particular word clue to
indicate division.

• Reinforce the importance of recognizing these word clues in real-world

contexts to understand when division is being used.

Try this:

Pedro harvested 360 bananas and wants to pack them equally into 12
baskets to sell at the market. How many bananas will go into each
basket? What word clues in the problem indicate that division is
needed?

Developing:

Real Life examples:

Ask learners how they apply division in their daily lives.

Example1. Tony harvested 50 sacks of rice. he wants to share his

harvest with his 4 siblings.

1. How many sacks of rice each of them received including Tony?

2. How many sacks of Rice will each of them receive if the total number
of sacks is 54?

15. solve routine and non- L3: solve routine and non-routine Real-life examples:
routine division problems division problems with 2-3 digits
using 2 to 3-digit numbers divisible by 1 digit, including L1:
divided by 1-digit problems involving money (e.g. Solve the given problem and present complete solution.
numbers, including salary, sales, expenses) 1. What is your daily income if you received P 960.00 within 3 days?
problems involving money.

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 L2: illustrate steps on how to solve 2. During the store's anniversary sale, you bought detergent soap for
problem-solving involving money 3packs for P180.00. How much it cost per piece?

L1: recall the steps on how to solve 3. You sell 5 kilos of mangoes for P780.00. How much does it cost per
problem-solving involving money. kilo?
Discuss problems involving salary, sales, expenses and other related
daily routine involving money.

4. Nora is a sales lady from a grocery store. She received P900.00 pesos
weekly as her salary from Monday to Friday 5:00 PM to 8:00 PM. How
much is her salary per hour?

L3:
Solve word problems related to the learner's daily life encounter, work
environment, market or within their household. They need to solve
problems involving money in their daily life experiences.

1. Mr. Santos has 7 native chickens. He went to the market to sell his
native chickens per piece. He sells the following chicken at P120.00,
P90.00, P110.00, P100.00, P90.00, P100.00, and P90.00. What is the
average price of Mr. Santos’ native chicken?

16. determine the next 16. create repeating L3 create repeating patterns using Beginning:
term/s in a repeating patterns using objects, objects, images, or numbers
pattern using objects, images, or numbers. You can take the class outside the classroom to observe their
images, or numbers. L2: determine the next term/s in a surroundings and identify the different objects they have seen that show
repeating pattern repeating patterns. For example, the trees on the ground, small trees,
big trees, the spot on the ladybug, the phases of the moon, and the fish
L2 describes the characteristics of scales. and You will ask which pattern was used in those examples. The
repeating patterns. learners could also give samples seen inside the classroom such as the
L1: identify repeating patterns. striped tablecloth inside the classroom, the arrangement of picture
frames, installation of lights inside the classroom. This could also be
applied to the seating arrangement inside the classroom. For these
exercises, you may produce an exercise on repeating patterns. You may
place a box on the last part of the paper for learners to write the answer.

Developing:

Begin by explaining what a repeating pattern is: “A repeating pattern is

a sequence that follows a certain order and repeats itself.” Use examples
like: 1) numbers - 1, 2, 1, 2) objects - circle, square, circle, square 3)
images - flower, tree, flower, tree.

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 Use the materials to demonstrate a simple pattern. For instance, arrange
colored blocks in a red, blue, red, blue pattern. Ask learners to observe
the sequence and explain what they see repeating.

Divide learners into small groups or pairs. Give each group a set of
objects (colored blocks, number cards, images). Ask them to create a
simple repeating pattern. Examples: 1) numbers - 1, 2, 1, 2) objects -
star, circle, star, circle 3) images - tree, house, tree, house. Let them
physically arrange the items or draw them.

Identify the Pattern.

Instructions: Once patterns are created, groups will rotate around the
room to observe other groups’ patterns. Each group must identify and
describe the repeating pattern they see (e.g., “This is a number pattern
that repeats 1, 2, 1, 2”).

After the hands-on activity, gather the class for a discussion. Ask
questions like: “What did you notice about the patterns?” “How were the
different types of patterns similar or different?” Allow students to explain
their understanding of how repeating patterns work.

Give each learner a blank worksheet with a few incomplete patterns and
ask them to complete the sequences.

17. illustrate 1/2 and 1/4 Activity: Provide learners with pre-drawn shapes (e.g., circles and
as part of a whole. rectangles) divided into halves and quarters. Ask them to color in one-
half of a shape and one-quarter of another shape. This activity helps
learners recall and recognize the visual representation of fractions.

Activity: Ask learners to draw their own shapes and divide them into
halves and quarters. Then, have them explain in their own words why
each section represents 1/2 or 1/4 of the whole shape. This
demonstrates their understanding of how fractions are parts of a whole
and how to create those parts themselves.

18. compare 1/2 and 1/4 Activity: Show the learners visual models (such as fraction bars or
using models. circles) of 1/2 and 1/4 and ask them to identify which fraction is larger.

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 Question: Which fraction is greater? 1/2 or 1/4? Use the models to help
you.

Activity: Ask learners to draw regular figures like square, circles,

rectangle, etc. Ask them to color or shade 1/2 and 1/4 to see which
takes up more space.

Question: Can you explain why 1/2 is greater than 1/4 using the models
you created?

Try this problem:

Juan is buying meat. One butcher offers ½ kilogram, and another offers
¼ kilogram for a lower price.

Questions:

1. Which is more, ½ kilogram or ¼ kilogram?

2. Use a model (like fraction bars) to show the difference.

19. represent different L2: represent different kinds of L1: Learners will be able to explain the value represented by concrete
kinds of fractions using fractions: using concrete objects and objects and pictorial models.
concrete objects and pictorial models, etc.
pictorial models, etc.
L1: illustrate different types of
fractions. Activity:

a. proper fraction •Description: Show learners a set of concrete objects (e.g., blocks,
counters) and a corresponding pictorial representation (e.g., a drawing
b. improper fraction of the objects). Ask them to describe what they see and explain the value
represented by the objects and the picture.
c. mixed fraction
L2: Learners will be able to use the value of concrete objects and pictorial
L1: illustrate different forms of models to solve simple mathematical problems.
fractions:
Activity:
a. similar
•Description: Represent the given concrete objects and pictorial models
b. dissimilar in fractional form

20. read and write L2: read and write different kinds of Allow the learners to identify the following fractions:
different kinds of fractions fractions. L2: Show different kinds of fractions like similar dissimilar fractions
in symbols and in words. (proper & improper fractions), then show them how to read fractions
L1: identify different kinds of properly.
21. read and write similar fractions
fractions in fraction
notation.

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 22. order fraction from L3: order fractions from smallest to real-life examples:
smallest to largest, and largest and vice versa.
vice versa Introduce fractions by relating them to familiar scenarios, such as cutting
L2: compare fractions according to fruits and vegetables into parts. Three learners will each be given with
its value equal-sized ripe banana. The learners will cut their bananas into 4 equal
parts. Learner A gets 1 part of his/her banana. Learner B will get 2 parts
L1: Find the value of a given set of of his/her banana while Learner C will take 3 parts of his/her banana.
fractions. From the activity, who got the smallest part of banana? The largest?
Explain that these parts can be represented as fractions. Discuss which
parts are larger or smaller and how they can be compared.” (You may
also use a stick, scrambled or boiled eggs, farm produce such as
watermelons, pumpkins, or any materials available in the community as
examples.

Same example can also be used in dissimilar fractions to show order of

fractions in real objects. Visual aids and fraction cards may also be
used.)

Suggested Performance Tasks: Learners solve real-life math problems using whole numbers (up to 100 and 10,000) and basic fractions (½ and ¼) with the help of
concrete objects like play money, counters, and fraction manipulatives. In small groups, they will complete tasks such as calculating total costs in a store using addition,
determining remaining money after purchases using subtraction, distributing items like candies or eggs evenly using division, and solving multiplication problems such
as finding the total earnings from selling multiple items. For fractions, learners will use fraction circles or bars to compare and visualize ½ and ¼, such as determining
which fraction represents a larger portion of a pizza. Role-playing activities will make the tasks relatable, like acting as storekeepers calculating customer bills or chefs
doubling a recipe that uses fractions. By the end, learners will present their solutions, explaining their process and how the use of concrete objects helped them solve the
problems.

Content Domain Measurement and Geometry

17 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 Content Standard The learners will understand 2D shapes and their features, including points, lines, symmetry, and translations. They will develop skills in
linear measurement, indigenous systems, measuring mass, weight, time, and calendar, along with estimation. Practical application will
include calculating perimeter and area in real-world contexts.

Performance Standard The learners will be able to identify and distinguish simple 2-dimensional shapes; use concrete objects and pictorial models to represent,
interpret, and compare 2-dimensional shapes; recognize and draw points, lines, segments, rays, parallel and perpendicular lines; identify
symmetrically and draw the line of symmetry; and to use standard and non-standard units to compare and measure length and distance;
represent, interpret, and solve simple word problems involving linear measurement, non-standard measurement, measuring mass/weight,
time and calendar, and estimation of measurement using concrete objects and pictorial models, perimeter, and area of squares and
rectangles.

Learning Competencies Examples of Unpacked Competencies Examples of How to Contextualize the Competencies at the
(based on Bloom’s Taxonomy) Point of Instruction (Applications, Activities, Situations.
Contexts that will make the Competencies Relevant to and
Beginning Developing Level 6: Create Level 5: Evaluate Level easier to understand by ALS learners.
4: Analyze Level 3: Apply Level 2:
The learners will be able to… The learners will be able to…
Understand Level 1: Remember

23. illustrate simple 2- 23. recognize and draw a point, Developing: Beginning:
dimensional shapes based on line, line segment and ray.
its common attributes as a. describes a point, line, line Explain to the learners that a 2-dimensional shape is a
found within the community segment, and a ray. plane figure that can be drawn on a flat surface with two
(triangles, squares, b. draws a point, line, line segment, dimension-length and width.
rectangles, and circle). and a ray. Activity: The teacher shows pictures or drawing of triangles,
squares, rectangle, and circle with label name. Ask the
learners to give names of objects found at home or in the
community with common attributes under each 2-
dimensional shape.

Developing:

Real Life examples:

Begin with a discussion about the layout of the community.
Talk about key features like the Landmarks, CLC, School,
houses, roads, and fields. Explain that they will create a
simple map that includes these features and uses geometric
concepts such as points, lines, line segments, and rays.
Explain that a point represents a specific location on the
map. For example, the location of the CLC can be a point. A

18 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 line can represent a road that extends in both directions
without end.
A line segment can represent a path or a fence that has a
definite start and end point while a ray can represent a road
that starts at the community and extends outward in one
direction.

Provide students with blank paper and ruler to draw their

own illustrations of the community. Make sure to include,
draw, and label points, lines, line segments, and rays.
Encourage the learners to present their outputs to the class.

24. identify different types of lines L2: illustrate different types of lines Developing:
such as perpendicular, parallel, such as perpendicular, parallel, and
and intersecting lines in a intersecting lines in a particular Real-life example Activity:
particular figures/ figures/ illustrations/structures. Identify whether the pair of lines are parallel, perpendicular
illustrations/structures. and intersecting (activity sheet)
L1: define perpendicular, parallel, Activity: Pictures (road, stair, crossing, scissors, etc.) will be
and intersecting lines. presented to the learners and they will identify what kind of
line is represented in each picture.

25. describe and draw the effect of L2: describe and draw the effect of a Developing:
a two-direction multi-step slide (or two-direction multi-step slide (or
translation) in basic shapes and translation) in basic shapes and Real-life examples:
figures. figures.
L1:
L1: recognize the movement or effect Step 1: Start by drawing a rectangle, which represents the
of a two-direction multi-step slide in basic shape. The rectangle can be any size, depending on the
basic shapes and figures. scale of your drawing.
Step 2: Draw a diagonal line from the upper left corner of the
rectangle to the opposite corner. This line represents the
direction of the first step of the slide, then draw a vertical
line from the upper right corner and from the vertical line
draw a horizontal line.
Step 3: Imagine the rectangle sliding along this diagonal line.
As it moves, it will change its position. The distance it moves
along the diagonal line can be any length, depending on the
desired effect of the slide.
Step 4: After the rectangle has slid along the diagonal line,
it will be in a new position. This new position represents the
effect of the slide. You can draw the new position of the
rectangle to show how it has changed as a result of the slide.
*By following these steps, learners can effectively describe
and draw the effect of a two-direction multi-step slide using
basic shapes.
L2:

19 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 Explain that a two-direction multi-step slide, also known as
a translation, involves moving a shape or figure in two
directions. This can be visualized as sliding the shape or
figure along a straight line in two directions. The effect of a
two-direction multi-step slide on basic shapes and figures is
that it changes their position without altering their size,
shape, or orientation.

26. identify shapes or figures that Developing: Developing:

show line symmetry by drawing the
line of symmetry. recall that line of symmetry is the line * Show a triangular piece of paper to the class.
which divides a figure into identical * Fold it in half, then ask the class to discuss something they
halves. see about the paper. Once the learners have determined that
the folded halves match exactly and are mirror images of
each other, introduce the word symmetry.
The two types of line symmetry are * Explain further. Unfold the paper and show the crease line
vertical line of symmetry it refers to created. Explain that this crease line is the line of symmetry.
one which runs down an image and Emphasize that symmetry involves visual balance and
thus divides it into two identical harmony, which can be seen in many shapes and objects
halves. And the horizontal line of around us
symmetry is a line which runs across
the image thus it divides it into two
identical halves. Then provide learners with different paper shapes (squares,
rectangles, circles, etc.). Ask them to fold each shape to find
all the lines of symmetry. Let them share their findings with
the class. Sharing what shapes or figures can be found
around us that show line of symmetry.

27. measure the length and 27. solve problems involving length Developing: Beginning:
the distance between two and distance using standard and
objects using standard and non-standard unit. L3: solve problems involving length Ask the learners the questions, “What are the Standard
non-standard units. and distance using standard and Units and Non-Standard Units?”
non-standard unit Explain that the Standard Unit of measurement is a value
L2: describe different measure of that is fixed and cannot be changed. The measurement is
length and distance using non- measured by feet, inches, meters and centimeters.
standard unit of measurement. The Non- Standard Units do not have any fixed
measurement. The non- standard is practical, personal and
L1: identify standard and non- familiar and is used in real- life situations.
standard units for length and Examples:
distance.
The learners will;
1.1 Get the length of the long table and blackboard in the
classroom using the following standard units: inches, feet
and meter.
1.2 Get the distance of the floor from West to East direction
by using the Following standard units: feet and meter.

20 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 2.1 Get the length of the small table and bulletin board by
using the following non-standard units: handspan and rope.
2.2 Get the distance of the floor from North to South
direction by using the following non-standard units: foot-
span and rope.

Developing:

Learners will be able to solve problems using standard and

non-standard units.

*Ask the learners to measure the length of a certain object

using standard and non-standard measurement. Ask them
to compare the result and evaluate which is more accurate.

*Let the learners solve the word problems using standard

and non-standard units.
1. Maria's pencil is 15 centimeters long. She cuts it into three
(3) equal pieces. How long is each piece?
2. Juan's wallet is 8 Lego bricks long. If each Lego brick is
two (2) inches, how long is Juan's wallet in total?
3. A car travels at a speed of sixty (60) kilometers per hour.
How far will it travel in 2 hours?
4. Juanito walks five (5) dog leash lengths daily. If the leash
is two (2) meters long, how far does he walk each day?

28. compare lengths and . Beginning:

distances using standard and
non-standard units. Suggested Activities:
1. You explain to the learners the meaning of length and
distance. Discuss that
length refers to the measurement of something from one end
to end.
Distance is how far one thing is from another thing. It is also
a measure of the space between two things.
2. You will demonstrate the concept of length and distance
by using standard (inches, feet, meters, etc. ) and non-
standard (finger width, handspan, foot span) units of
measurement to measure the length of different objects,
such as a book, a table, or the amount of space from one
side of a book to the other side, and how far the table is from
the blackboard.
e.g.
Standard unit non-standard units:

21 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 1. The length of the book is ten inches or one and one half
handspans.

2. The table measures five feet or ten handspan in length.

3. The distance from the table to the blackboard is seven feet

or ten- and one-half foot spans.
Through this, learners will learn the length of the table is 5
ft and its distance from one side (width) of a table to the other
side (another width) is 10 handspans also.

Understanding how to compare length and distance using

both standard (e.g., meters, kilometers, inches, feet) and
non-standard units (e.g., hand spans, paper clips, steps)
provides flexibility in measurement. In real-world scenarios,
not all objects or distances can be easily measured using
standard units, so being able to use non-standard units
allows for more versatile measurement.

Ask these questions:

1. How does using a standard unit of measure (e.g., meters

or feet) compare to using a non-standard unit of measure
(e.g., hand spans or steps) when measuring the same object
or distance?

2. Which method do you think is more accurate, and why?

3. What challenges did you face when using non-standard

units, and how could this affect the reliability of your
measurement?

29. read and record measures 29. solve everyday problems using Developing: Beginning:
of mass/weight of objects knowledge and skills on
using standard and non- weight/mass. L3: solve everyday problems using Explain to the learners what weight or mass are, followed by
standard measuring devices. knowledge and skills on weight/ the standard and non-standard units of measurement.
mass. Discuss that “mass” is typically measured using
instruments such as balances and scales and it is measured
L2: explain the concept of by kilograms.
weight/mass and how it is applied in WEIGHT determines how heavy an object or quantity of a
everyday situations. substance is.
STANDARD UNITS are common units of measurement such
L1: identify the different tools used to
measure weight or mass as grams, liters etc.
NON-STANDARD units of measurement for weight might
include cups, cubes etc. SUGGESTED ACTIVITIES

22 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 Activity 1: Let the learners weigh themselves using the
weighing scales and assign a leader to keep track or record
the weights of their classmates.

Activity 2: Using Paper Clips to Measure Weight

Materials needed:
1. Let the learners use paper clips (all the same size and
type)
2. Objects of various weights (such as books, fruits, or toys)
3. A balance scale or a homemade balance (you can use a
ruler or a stick as a balance beam and a pivot point, like a
pencil eraser)
Steps:

Let the learners

1. gather your materials and set up your balance scale.
2. choose an object whose weight you want to measure. Let's
say it's a small book.
3. place the object on one side of the balance scale.
4. start adding paper clips, one at a time, to the other side
of the balance scale until it balances.
5. once the scale balances, count the number of paper clips
it took to balance the scale.
6. record the number of paper clips needed to balance the
scale with the object.
7. repeat the process with different objects and record the
number of paper clips needed for each.
You might find that it takes 12 paper clips to balance the
scale with the small book. You can then say that the weight
of the book is approximately "12 paper clips."

This activity helps learners in understanding the concept of

weight measurement using a non-standard unit (paper clips)
and allows for hands-on exploration and learning.

Developing:

Learners can solve everyday problems using knowledge and

skills on weight or mass.
Real-life situations:
1 Let the learners list the grocery items needed for a week
and let them estimate the weight or mass for each item.
[Link] the learners which grocery item has the lightest
weight, and the heaviest weight
3. Let the learners solve the problem presented: "Toto wants

23 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 to buy some sweet corn. He has P 100.00 and sweet corn
costs P50.00 per kilogram. How many kilograms of sweet
corn can Toto buy with his money?

30. solve problems involving L3: Solve problems involving elapsed Developing:
elapsed time (minutes in an hour, time and timetables
hours in a day, days in a week), Start the class with a review on the basics
including timetables. L2: Explain the relationships between Example: There are 60 seconds in a minute, 60 minutes in
different units of time one hour, 24 hours in a day, 7 days in a week, etc.

L1: Recall basic time concepts, such

as minutes in an hour, hours in a day, Give scenarios where ALS learners calculate or solve the
and days in a week. elapsed time:
1. You start walking in going to your CLC at 6:15 AM and
you arrive at 7:25 AM. How long did you spend walking in
going to your CLC?"

2. Our LS3 (Math) class will take 2 hours and 30 minutes, if

our class ends at 11:20 AM, what time do we need to start?

31. use appropriate units of Beginning:

measurement of weight.
L1: Provide learners with a list of different items and ask
them to match each item with its appropriate unit of weight
measurement.
L2: Have learners group items into categories based on the
most appropriate unit of measurement (e.g., small objects
with grams, larger objects with kilograms).
L3: Set up a series of stations with different scales and
objects. Learners will measure each object's weight and
record their findings, ensuring they use the correct units for
each measurement.

32. use the appropriate units of L3: Use the appropriate units of Developing:
measurement in measuring measurement in measuring perimeter
perimeter and area. and area. Learners will be able to identify the units used in measuring
perimeter and area in conducting the following activities:
L2: Explain the difference between
perimeter and area and how the units 1. Allow the learners to identify the units on a meter stick,
differ. tape measure and ruler.

L1: Identify and recall basic units of

measurement for perimeter and area.

24 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 2. Allow the learners to measure the tables inside the
community learning center using the perimeter and area
units after discussing the units of measurement.

33. measure capacity in liters L5: measure capacity in liters and Beginning:
and milliliters using milliliters using appropriate tool
appropriate tool. Learners will measure capacity in liters (L) and milliliters
L4: Differentiate between tools and (mL) using appropriate tools.
methods for measuring small and
large quantities of liquid. · Review the units: liters (L) and milliliters (mL).

L3: Use a measuring tool to measure · Discuss the relationship: 1 liter = 1000 milliliters.
and record the capacity of different
· Show tools (measuring cup, graduated cylinder) and their
liquids.
uses.
L2: Explain the relationship between
L1: Let the learners identify the appropriate tool to measure
liters and milliliters.
capacity in liters (L) and milliliters (mL) (e.g. measuring
L1: State the non-standard unit7 of cups, measuring jars, spoons, etc.)
measurement to measure liquids. L2: Explain the concept of capacity help them how to
measure water using the appropriate tool (e.g. measuring
cups). Show the learners how to measure capacity in liters
(L) and milliliters (mL) and emphasize the difference between
the two units of measurement.
L3: Divide the learners into small groups and provide each
group with a set of containers and let them fill each
container with water and let the learners measure the
capacity in both liters (L) and milliliters (mL).

34. find the perimeter of triangles, L3: Find the perimeter of triangles, Developing:
squares and rectangles. squares and rectangles.
L2: Describe the formula in finding Learners will be able to find the perimeter of triangles,
the perimeter of a triangle, square and squares and rectangles.
rectangle.
Assignment:
L2: Illustrate perimeter and area of The learners will bring any measuring tool for distance like
square, rectangle and triangle. a ruler, meter stick, measuring tape, etc.
L1: State what is perimeter. L1:
1. The learners will identify anything that forms a triangle
inside the learning center.

25 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 2. After which, the learners will select an object and use their
measuring tool to measure each side of the triangle.
3. Introduce the definition of perimeter, which means the
total distance around the outside of a shape.

L2: Show the steps on how to compute the perimeter of the

triangle.

Perimeter = measurement of side A + side B + side C

P = (A+B+C)
P = 9 inches + 9 inches + 6 inches
P = 24 inches
L3:
The perimeter of the triangle can be calculated using the
provided formula, or it can be calculated by adding the
measurements of the sides.

Note: The same process could be used to solve the perimeter

of the square or rectangle.
P = 4 x measurement of one side
P = 4s or P = side A + side B + side C + side D P = 2 x
measurement of length + 2 x measurement of width P = 2L
+ 2W or P = side A + side B + side C + side D

What can you observe about the length of sides of different

2D figures?

35. solve problems involving areas Developing: Developing:

of squares and rectangles.
L3: Solve problems involving areas of L1: Divide the learners into small groups. Provide each group
squares and rectangles with a measuring tape, a notebook, and a pen. Instruct the
L2: Explain why the formula for area groups to go on a walk around the school or nearby area.
is used for each shape Ask them to identify different surfaces or objects that they
can measure the area of, such as the floor of a classroom, a
L1: Recall the formula for the area of basketball court, or a bulletin board. Have the groups
square and rectangle. measure the length and width of each surface or object using
the measuring tape. Guide them to calculate the area of each
surface or object by multiplying the length by the width.
Encourage the groups to discuss among themselves what
they understand by "area" based on their observations and
calculations. After the exploration, gather the learners
together and have each group share their findings and their
definition of area.

L2: Show ALS learners different-sized squares and

rectangles cut out of paper. Discuss with them how the area

26 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 represents the space inside the shape and guide them in
understanding how to measure it.

L3: Present ALS learners with real-life scenarios involving

squares and rectangles, such as calculating the area of a rug
or a picture frame. Have them use the formula to find the
area in each situation.

36. apply estimation when working L3: Apply estimation when working Developing:
with quantities, measurement, and with
computation. quantities, measurement, and L1: 1. Use or draw a place value chart to visually represent
computation. numbers. For example, write the number 7,284 on the chart.

L2: Estimate the quantities when 2. Label each position (ones, tens, hundreds, thousands, ten
combining and separating groups of thousand) and place the digits accordingly.
quantities, measurement, and 3. Explain the value of each digit based on its position. In
computation. this case, the "7" in the given example is in the ten thousand
place and it represents 7000.
L1 Recall basic concepts of
estimation, measurement, and L2: Example of Rounding Off
computation. Round 5,985 to the nearest thousand.
1. First, isolate the desired place value. The number in the
L1 the steps on how to round off thousands place is 5.
numbers. 2. Looking to the right of it, we see the number 9.
3. Since 9 is equal to 5 or higher, we add 1 to the thousands'
L1: Recall place values. place. 1 + 5 = 6.
4. Changing all the values to the right to zero gives us an
answer of 6,000.

L3: You will provide solving problems related in applying

estimation on the following example given:

1. estimate the cost of items to be purchased at the grocery

store before paying at the cashier
2. estimate the number of people who will attend a public
meeting to plan for the purchase of snacks/drinks
3. estimate the weight and number of fish in a fishing boat’s
daily catch.

Why is estimating quantities, measurements, and

computations important in real-life situations, such as
planning a trip, budgeting money, or preparing food? How
does estimation help you make quick and practical decisions
when exact numbers are not immediately available?

27 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 37. read and write time by the Beginning:
hour, half-hour, and quarter-
hour using an analog clock. Activity 1: Post an improvise clock on the board let the
learner pick time put correct time on the clock. Activity
2:

Represent the accurate time being presented by the

improvised clock.

38. read and record the time Beginning:

of the day.
Real-life examples:
1. Instruct learners to record time of sun shine, sun set, high
tide, low tide and other activities in their daily routine that
use their time.
2. Read the record time using analog clock.
e.g Read and log the time of arrival in their CLC.

39. use a calendar to L3 Use a calendar to determine days, Beginning:

determine days, weeks, weeks, months, and years
months, and years (including Instruct the leaners to compute their age according to:
number of days in a week, L2. Describe the basic units of time a. days;
weeks in a month, months in on a calendar: days, weeks, months, b. weeks;
a year, weeks in a year, days and years c. months;
in a year, years in a d. years;
L1 Recognize the basic units of time e. decades
decade/century, etc.) on a calendar: days, weeks, months,
and years. 1 day=24 hours

1 week=7 days

1 month=30 days

1 year=365 days

1 decade=10 years

1 century= 100 years

Calendar Exploration

Step 1: Give each learner or group a printed calendar.

28 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 Step 2: Use flashcards to guide their exploration. Example
tasks:

➢ Circle all the Fridays in this month.

➢ Mark the first day of the month with a star.
➢ How many weeks are in this month?
➢ Find the day of the week for the 15th of this month.
➢ How many days are in this month?

Suggested Performance Tasks:

1. Identify and classify objects in their environment based on basic 2D shapes (circle, square, rectangle, triangle) and describe their properties (e.g., sides and corners).
2. Measure the length of objects using both non-standard (e.g., hand spans, paperclips) and standard units (e.g., centimeters, inches).
3. Use a calendar to identify, record, and calculate durations between dates (e.g., days, weeks, months).
4. Measure and compare the weight and mass of everyday objects using a balance or scale.
5. Measure and estimate distances using non-standard units (steps) and standard units (meters or feet).
6. Demonstrate an understanding of time by recording start and end times for tasks and calculating durations..

Content Domain Data and Probability

Content Standard The learners will develop skills in data collection and representation by organizing and displaying data using pictographs, tables, and simple
bar graphs. They will learn to interpret and analyze these data presentations to understand outcomes in real-life situations, applying their
knowledge to make informed decisions based on the visual and numerical information provided.

Performance Standard The learners will be able to demonstrate understanding and skills in data collection, representation, and interpretation of data in a pictograph;
present and interpret data in tables and simple bar graphs; and describe and compare outcomes of events.

Learning Competencies Examples of Unpacked Examples of How to Contextualize Competencies at the Point of
Competencies (based on Bloom’s Instruction (Application s, Activities, Situations. Contexts that will make
Beginning Developing Taxonomy) the Competencies Relevant to and easier to understand by ALS learners.

The learners will be able The learners will be able to… Level 6: Create Level 5: Evaluate
to… Level 4: Analyze Level 3: Apply
Level 2: Understand Level 1:
Remember

40. collect and record L3: Conduct a simple interview to Beginning

data in one variable collect data on a single variable.
through a simple Instruct the learners to conduct a simple interview to gather
interview. information.

29 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 L2: Explain the process of
collecting and recording data Real-Life examples:
through a simple interview.
• Using pen and paper, learners will interview adults in the community
L1: Recall basic concepts of data for possible feeding program inclusion for 4Ps, etc.
collection and interviewing.

41. collect data from experiment L3: Collect data from an Developing
with a small number of possible experiment with a small number
outcomes. of possible outcomes. Instruct the learners to collect data from experiments with a small
number of possible outcomes.
L3: Construct tables and bar
graphs using collected data. Example 1:

L2: Describe the procedure for Ask the learners to recognize the different weather conditions (sunny,
carrying out a basic experiment cloudy, rainy) and keep a daily log for more than a week. The learner
and the process of converting will record their weather observations using a tally chart.
data from a table to a bar graph.
Example 2.
L1: State simple experiment with
Instruct the learners to gather and document information about the
small possible outcomes.
results of selecting colored balls from a bag that has an equal quantity
of red, blue, green, and yellow balls in it. Twenty balls will be selected
by each learner (or couple) from the bag; a new ball will be chosen after
each selection. They will use tally marks to note the outcome (color)
after each pick. Then they will write the total number for each hue after
tallying the tallies using the tally sheet.

42. present and interpret 42. present and interpret data in L2: Present and interpret data in Beginning
data in a pictograph. tables and single bar graphs tables and single bar graphs
(horizontal and vertical.) (horizontal and vertical) Real-life situation:

L1: Draw a single bar graph Present a pictograph in the class

(horizontal and vertical)
What does the pictograph show, and how can you use the symbols to
identify which category has the most and least values?

In a mathematics learning session, learners are learning about data

representation and interpretation. As part of their activity, learners are
tasked with creating and interpreting pictographs using data collected
(e.g., from the result of the conducted barangay election).

Developing

Present a bar graph in the class

30 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 Draw a single-bar graph
The single bar graph can be illustrated as the graphical
representation of a given data set in the form of bars. e.g.,
1. Paul is 10-year-old
2. Marl is 8 years old
3. Aila is 5 years old.
If the learner is older than the other learner, the bar graph is higher
and according to the graph Paul is the oldest. Marl is older than Aila,
so Aila is the youngest.

How can you use the given data to draw a single bar graph that shows
the ages of Paul, Marl, and Aila, and who is the oldest and youngest
based on the graph?

43. describe and compare L4: Describe and compare Developing

outcomes in real-life situations outcomes in real-life situations
using the following terms: equally using the following terms: equally 1. Who are the candidates equally likely to occur in ranks 3 and 4
likely, less/least likely, likely, less/ least likely, more/ because they need to break their score?
more/most likely, certain & most likely, certain & impossible. 2. Who got less votes than John Bambalan?
impossible. 3. Who is least likely to lose a chance among the nine candidates?
L3: Construct examples of real [Link] got more votes than Paulo Aquino?
situations by using the following [Link] is most likely to win rank number 2 as barangay kagawad?
terms: equally likely, less/least 6. Is it certain that Jigz Soriano will join the top 7 elected barangay
likely, more /most likely, certain kagawad? 7.
& impossible Is it possible for Rose Meneses and John Bambalan to join the top 7
elected barangay kagawad?
L2: Explain how "certain" events
differ from "impossible" events

L1: Define what "equally likely,"

"less likely," "more likely,"
"certain," and "impossible" mean

31 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program

 Suggested Performance Tasks:

● Collect and organize data based on a given scenario.

● Create a single-bar graph to represent the data visually.
● Explore basic probability by analyzing the data.
● Evaluate the results of their bar graph and probability analysis.

32 | LS3- Mathematical and Problem-Solving Skills-Basic Literacy Program