Republic of the Philippines

Department of Education
Region III
SCHOOLS DIVISION OF PAMPANGA

TABLE OF SPECIFICATIONS IN MATHEMATICS 3

SY 2021-2022

Level of Behavior, Format, No., &

No. of
No. of % of Placement of Items and the
Competencies Weeks
Item Item Dimension of Knowledge
Taught
R U Ap An E C
QUARTER I
Visualizes numbers up to 10 000
with emphasis on numbers 1001-
10000
#1
Gives the place value and value of a 2 1 5%
F
digit in 4-to 5-digit numbers
Reads and writes numbers up to 10
000 in symbols and in words
Rounds numbers to the nearest ten,
hundred and thousand
Compares using relation symbols #2
2 1 5%
and orders in increasing or C
decreasing order 4-to 5-digit
numbers up to 10 000
Identifies ordinal numbers from 1st
to 100th with emphasis on the 21st
to 100th object in a given set from a
given point of
#3
reference 1 1 2.5%
F
Recognizes, reads and writes money
in symbols and in words through
PhP1 000 in
pesos and centavos
Compares values of the different
denominations of coins and bills #2
through PhP1 000 using relation C
symbols
Adds 3- to 4-digit numbers up to
three addends with sums up to 10
000 without and with regrouping.
estimates the sum of 3- to 4
-digit addends with reasonable
results.
#4
adds mentally the following 2 1 5%
F
numbers using
appropriate strategies:
a. 2-digit and 1-digit numbers
without or with regrouping
b. 2- to 3-digit numbers with
multiples of hundreds
solves routine and non-routine 1 1 2.5% #5
problems involving addition of P
whole numbers with sums up to 10
000 including money using
appropriate problem solving
strategies and tools.
subtracts 3-to 4-digit numbers from
3- to 4-digit numbers without and
with regrouping.
estimates the difference of two
numbers with three to four digits
with reasonable results.
subtracts mentally the following #6
2 1 5%
numbers using appropriate F
strategies:
a. 1- to 2-digit numbers without and
with regrouping
b. 2-to 3-digit numbers with
multiples of hundreds without and
with regrouping
solves routine and non-routine
problems involving subtraction
without or with addition of whole #7
1 1 2.5%
numbers including money using M
appropriate problem-solving
strategies and tools.
QUARTER II
Visualizes multiplication of numbers
1 to 10 by 6,7,8 and 9
#8
Visualizes and states basic 1 1 2.5%
F
multiplication facts for numbers up
to 10.
Illustrates the properties of
multiplication in relevant situations #9
2 1 5%
(commutative property, distributive C
property or associative property)
Estimates the product of 2- to 3-digit #10
numbers and 1- to 2 digit numbers C
with reasonable results
Multiplies mentally 2-digit by 1
-digit numbers without regrouping
with products of up to 100.
Solves routine and non-routine
2 2 5%
problems involving multiplication
without or with
addition and subtraction of whole
numbers including money using
appropriate problem solving
strategies and #11
tools. P
QUARTER III
Visualizes and states the multiples
of 1- to 2-digit numbers.
Visualizes division of numbers up to
100 by 6,7,8, and 9 (multiplication
#12
table of 6, 7, 8, 2 1 5%
F
and 9).
visualizes and states basic division
facts of
numbers up to 10.
divides numbers without or with 2 1 5% #13
remainder:
a. 2- to 3-digit numbers by 1
- to 2-digit numbers
b. 2-3 digit numbers by 10 and 100
estimates the quotient of 2- to 3-
digit numbers by 1 C
- to 2- digit numbers.
divides mentally 2-digit numbers by
1-digit
numbers without remainder using
appropriate strategies.
solves routine and non-routine
problems involving division of 2- to
4-digit numbers by 1
- to 2-digit numbers without or with
#14
any of the other operations of whole 1 1 2.5%
M
numbers including money using
appropriate problem solving
strategies and
tools.
QUARTER IV
Identifies odd and even numbers. #15
1 1 2.5%
C
Visualizes and represents fractions
that are equal to one and greater than
one
#16
using regions, sets and number line. 2 1 5%
F
Reads and writes fractions that are
equal to one and greater than one in
symbols and in words.
Represents, compares and arranges
#17
dissimilar fractions in increasing or 1 1 2.5%
F
decreasing order.
Visualizes and generates equivalent #18
1 1 2.5%
fractions. C
Recognizes and draws a point, line,
line segment and ray. #19
1 1 2.5%
Recognizes and draws parallel, F
intersecting and perpendicular lines.
Visualizes, identifies and draws
congruent line segments. #20
1 1 2.5%
Identifies and visualizes symmetry F
in the environment and in design.
Identifies and draws the line of
symmetry in a given symmetrical
#21
figure. 1 1 2.5%
F
Completes a symmetric figure with
respect to a given line of symmetry.
Determines the missing term/s in a
given combination of continuous
and repeating #22
1 1 2.5%
pattern. P
e.g. 4A,5B, 6A,7B,__
1 2 3 4 ___
Finds the missing value in a number
sentence involving multiplication or #23
1 1 2.5%
division of whole numbers. F
e.g. n x 7 = 56 56 ÷ n = 8
visualizes, represents, and converts 2 1 5% #24
time measure:
a. from seconds to minutes, minutes
to hours, and hours to a day and vice
versa
b. days to week, month and year and
vice versa C
c. weeks to months and year and
vice versa
d. months to year and vice versa.
solves problems involving
conversion of time measure.
visualizes, and represents, and
converts common units of measure
from larger to
smaller unit and vice versa: meter
and centimeter, kilogram and gram,
#25
liter and
C
milliliter.
2 2 5%
visualizes, and represents, and
solves routine and non-routine
problems involving conversions of
common units of measure.
solves routine and non-routine
#26
problems involving capacity
P
measure.
visualizes, and represents, and
measures area using appropriate
unit. #27
1 1 2.5%
solves routine and non-routine F
problems involving areas of squares
and rectangles.
collects data on one variable using
existing records
#28
sorts, classifies, and organizes data 1 1 2.5%
C
in tabular form and presents this into
a vertical or horizontal bar graph.
infers and interprets data presented
in different kinds of bar graphs
(vertical/
#29
horizontal). 2 1 5%
C
solves routine and non-routine
problems using data presented in a
single-bar graph.
tells whether an event is sure, likely,
equally likely, unlikely, and
impossible to happen.
describes events in real-life
#30
situations using the phrases “sure to 1 1 2.5%
F
happen, “likely to happen”, “equally
likely to happen”, “unlikely to
happen”, and “impossible to
happen”.
TOTAL 40 30 100% 12 8 4 2 2 2