MODULE 3

Table of Contents

Lesson 9: Estimating Quotient 2- 8

Lesson 10: Order of Operations 9-16

Lesson 11: Factors of a Number 17-22

Lesson 12: Multiples of a Number 23-28

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Mathematics 3- Module 3
 Module 3: Understanding Multiplication and
Division of Whole Numbers
Lesson 9: Estimating Quotient

Topic

 ESTIMATING QUOTIENT

Performance Standard
In this lesson, you are expected to:

 Round off numbers

 Estimate quotient

Materials

Answer sheets white board

pen and paper white board marker

References

Soaring 21st Century Mathematics 4 pages 129—134.

Definition of Terms

Dividend – the number to be divided

Divisor- the number by which another number is to be divided.
Quotient- the number that results after performing division
Estimate-to find something close to the correct answer

What do you already know?

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Mathematics 3- Module 3
 Find the quotient.

25 ÷ 5 = ________

49 ÷ 7 = ________

81 ÷ 4 = ________

What do you need to know?

To estimate the quotient:

 Round off the dividend and the divisor to their highest place values.
 Check whether the dividend can be exactly divided by the rounded-off divisor.
If not, think of the closest number that can be exactly divided by the divisor.
 Cancel as many zeroes in the dividend as there are in the divisor.

Lesson Proper

Example 1:

In a division sum, when the divisor is made up of 2 digits or more than 2 digits, it
helps if we first estimate the quotient and then try to find the actual number. 

Divide 84 by 21 

Round the number to the nearest ten

84 ÷ 21 → 80 ÷ 20 

Calculate mentally. 

8 ÷ 2 = 4 

Estimated quotient = 4 

To estimate the quotient:

 Round off the dividend and the divisor to their highest
place values.
 Check whether the dividend can be exactly divided
by the rounded-off divisor. If not think of the closest
number that can be exactly divided by the divisor.
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  Cancel as many zeroes in the dividend as there are in
the divisor.

Example 2:
Tom had 630 apples. He divides all apples evenly among 21 friends. About how many
apples did Tom give to each of his friends?
Estimate: 630 ÷ 21

630 600

21 20

600 ÷ 20 = 30

Estimated Quotient: 30

EXAMPLE 3

Mr. Fernan is a computer encoder of the MTG National

Office. He can type 5,862 words in 58 minutes. About how many
words can he type in a minute?

We can estimate the number of words typed in a minute by

rounding off the dividend and the divisor to their highest place values.

5, 862 6,000 -Round off the dividend and the divisor to their highest place value.

58 60

6,000 ÷ 60 = 100 -Cancel as many zeros in the dividend as there as in the divisor,
then divide.

Therefore, Mr. Fernan can type about 100 words in a minute.

Here are the other methods to get the estimated quotient:

Example 4:

Estimate the value of 467 ÷ 8.

467 ÷ 8 =N

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Mathematics 3- Module 3
480 ÷ 8 = 60
Therefore, the estimated quotient of 467 ÷ 8 is 60.

Example 5: Estimate the quotient of 8,432 and 39.

First, we estimate the number by rounding them off to their highest place value.

8, 432 8,000 (estimated value)

39 40 (estimated value)

8,000 6:
Example ÷ Estimate
4 0 = the
200quotient of 3, 773,
(estimated
and 84. quotient)

3,773 4,000 (estimated value)

84 80 (estimated value)

4,000 ÷ 8 0 = 50 (estimated quotient)

To estimate the quotient:

 Round off the dividend and the divisor to their highest place values.
 Check whether the dividend can be exactly divided by the rounded off divisor. If not,
think of the closest number that can be exactly dividend by the divisor.
 Cancel as many zeroes in the dividend as there are in the divisor.

How much have you learned?

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Seatwork #1
A. Which of the following can better estimate the quotient? Encircle your answer in the box. Then find
the estimated quotient.

1. 375 ÷ 42 380 ÷ 40= ________ 400 ÷ 40= ________

2. 492 ÷ 8 400÷ 8= ________ 480 ÷ 8= ________

3. 8,424 ÷ 9 8,000 ÷ 9 = ________ 8,000 ÷ 10= ________

4. 17,942 ÷ 32 18,000 ÷ 30= ________ 17,900 ÷ 30= ________

600÷ 50= ________ 650 ÷ 50= ________

5. 642 ÷ 52

39,000 ÷ 80= ________ 40,000 ÷ 80= ________

6. 39,108 ÷ 82

B. What is the number one food flavor in the world, beating vanilla and banana? To find out the
answer, match the letter of each estimated quotient.

____________1. 846 ÷ 24 O. 300

____________2. 9,846 ÷ 105 C. 80

____________3. 4,924 ÷ 11 L. 400

____________4. 7,249 ÷ 86 H. 100

____________5. 9354 ÷ 28 T. 150

____________6. 83,542 ÷ 165 A. 20

____________7. 846 ÷ 38 C. 40

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Mathematics 3- Module 3
 ____________8. 5,645 ÷ 36 E. 200

____________9. 6,346 ÷ 28 O. 800

What is the answer?

______ ______ ______ ______ ______ ______ ______ ______ ______

How well did you perform?

Evaluate yourself in terms of your understanding of the topic discussed.

Learner’s Evaluation:

Yes No
I can round off numbers to the highest place value.

I can estimate the quotient of two factors

I have the full understanding of the lesson

Teacher’s Evaluation: (do not answer this)

Yes No
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Mathematics 3- Module 3
 The learner can round off numbers to their highest place number.
The learner can estimate the quotient of two factors.
The learner has the full understanding of the lesson.

Lesson 10: Order Operations

Topic

ORDER OF OPERATIONS

Performance Standard

In this lesson, you are expected to:

 Follow the correct order of operations when solving number sentences having more than one operation.
 Solve word problem using the rules for order of operations

Materials
Answer sheets

pen and paper

References
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Mathematics 3- Module 3
Soaring 21st Century Mathematics 4 pages 141-147

www.mathisfun.com

Phoenix Math for the 21st Century Learners 4 pages 101-108

Definition of Terms

PEMDAS rule- the rule that gives the order in which operations must be performed in a series of operations.

P- Parentheses
E- Exponent
M- Multiplication
D- Division
A- Addition
S-Subtraction

What do you already know?

Addition is bringing two or more numbers (or things) together to make a new total.

Subtraction is an arithmetic operation that represents the operation of removing objects from
a collection. The result of subtraction is called a difference.

Multiplication, one of the four basic operations of arithmetic, gives the result of combining
groups of equal sizes. In other words, multiplication is repeated addition.

Division is splitting into equal parts or groups. It is the result of "fair sharing". 

What do you need to know?

We do mathematical operations in the following order:
Step 1: Operation enclosed by parentheses.
Step 2: Multiplication and division from left to right.
Step 3: Addition and subtraction from left to right.

Lesson Proper

Study the solutions and answers by Lance and Melody. Who answered correctly?

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Mathematics 3- Module 3
Let us study the correct order of operations to know which answer is correct.

First, solve the operations inside the parentheses. Since there are no parentheses, proceed to the second.

Second, Do multiplication or division first from left to right.

Third, Do addition or subtraction last from left to right.

We can say that 19 is the correct answer since multiplication is done first before addition
and subtraction.

More examples:

1. 5 x (6+7-8) Solve numbers inside the parenthesis.

= 5 x (13-8) Add then subtract.
=5x5 Then multiply.
= 25

2. 16 ÷ 2 -4 +7 x 3 Divide first then multiply.

=8–4+7x3
= 8 – 4 + 21 Subtract then add 21.
= 4 + 21
= 25

3. (6 + 2 – 5) x 4 Solve number inside the parenthesis.

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Mathematics 3- Module 3
 = 8-5
=3x4 then, multiply
=12

4. At a book warehouse sale, 4 books were sold for P300. If David bought 20 books, how much did he pay?

Let’s use the 4 steps to solve the problem.

1st: Read the problem carefully.

What do we know? What do we need to find out?

2nd: Decide what to do.

Find how many 4s are there in 300 since every 4 books cost P300.

3rd: Solve the problem. 300 ÷ 4 x 20 = N

300 ÷ 4 = 75 Divide 300 by 4, the answer is 75

₱ 75.00 each

75 x 20 = 1,500 Multiply 75 by 20, the answer is

1, 500

Answer: P1, 500 – is the amount of 20 books.

5. Jon is saving money to buy a gift for his mother’s birthday. He is planning to buy a pair of shoes that costs ₱2,
295. Presently, he has already saved ₱837. If he still has 6 months to save for the shoes, how
much should he save each month?

Let’s use the 4 steps to solve the problem.

1st: Read the problem carefully.

What do we know? What do we need to find out?

2nd: Decide what to do.

Subtract 837 from 2, 295, then divide the answer by 6.

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3rd: Solve the problem. (2, 295 – 837) ÷ 6 = N

2, 295 – 837 = 1, 458 Subract 837 from 2, 295 the answer is ₱1, 458

1, 458 ÷ 6 Divide 1, 458 by 6 months.

= ₱243

Therefore Jon should save ₱243 each month.

How much have you learned?

Seatwork # 1

Solve the following. Use the rules for the order of operations.

1. 3 x 5 + 6 =
2. (2 x 4 ) ÷ 4 =
3. 14 – 5 + 3 x 2 =
4. 50 – 5 x ( 27 ÷ 3 ) =
5. 11 – 3 x 2 + 6 =
6. 37 x (18 ÷ 6) =
7. 45 ÷ ( 3 + 2) + 12 =
8. 63 – (8+2 x 3)=
9. 24 +12-12 ÷ 4 =
10. 4+ 5 x ( 8-5) =

Perform the indicated operations and compare your answer by writing <,> or = inside the box to make
each statement true.

1. 3 x 7 + 7 ÷ 4 9+6+4x4

2. 20 - (5 x 3) + 2 5 x 5 -12 ÷ 4

3. 4 x 6 – 14 ÷ 7 + 8 24 – 5 x 3

4. 2 x 21 ÷ 3 – 4 12-2 +6

5. 63 – (8+2 x 3) 7 x 9-14

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Mathematics 3- Module 3
Seatwork #2

TAKE THE CHALLENGE

Solve the following problems. Show your solutions.

1. In the morning, there were 2, 300 balloons in the funfair. Of these balloons, 1 670
were given away at noontime. If 760 balloons were added to the remaining
balloons, how many balloons were thereafter noontime?

2. Mrs. Castillo bought 52 crates of apples for the outreach program. Each crate
contained 45 apples. 112 of the apples were rotten and had to be thrown away.
The remaining apples were packed into bags of 4 apples each. How many
bags of apples were there?

How well did you perform?

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Mathematics 3- Module 3
Evaluate yourself in terms of your understanding of the topic discussed.

Learner’s Evaluation:

Yes No I need another

explanation

I can follow the correct order of operations when solving

number sentences having more than one operation.

I can solve word problems following the rules for order of

operations.
I have a full understanding of the lesson.

Teacher’s Evaluation: (do not answer this)

Yes No

The learner can follow the correct order of operations when solving number
sentences having more than one operation.
The learner can solve word problems following the rules of order of
operations.
The learner has a full understanding of the lesson.

Name:__________________________________Grade&Section___________________

Summative Test

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Mathematics 3- Module 3
 I. Estimate the quotient. Show your solution.

1-2. 575 ÷ 52 = N 5-6. 1,201 ÷ 34 = N

3-4. 365 ÷ 24 = N 7-8. 5,715 ÷ 58 = N

II. Solve for N. Use the rules for the order of operations.

9. 587 x 6 + 684 ÷ 3 x 12 = N 10. 17 x (485 + 987) ÷(1,406 ÷ 37) = N

Module 3: Discovering Number Theory

Lesson 11: Factors of a Number

Topic
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Mathematics 3- Module 3
  Factors of a Number

Performance Standard
In this lesson, you are expected to:

 Identify factors of a given number up to 100

 Identify the multiples of a given number up to 100

Materials

Answer sheets white board

pen and paper white board marker

References

Soaring 21st Century Mathematics 4 pages 107-121

Definition of Terms

 The numbers that we multiply are the factors of the product.  

 A factor divides a number completely without leaving any remainder.

What do you already know?

Find the product of the following.

1. 12 x 4 =
2. 56 x 2 =
3. 14 x 5 =
4. 68 x 3 =
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Mathematics 3- Module 3
 5. 123 x 5 =

What do you need to know?

 The numbers we multiply to get a certain number or product are called factors.
 To find all the factors of a number, we simply group the number in all possible ways equally. We can
also divide the number leaving a zero remainder.

Lesson Proper

Identify the factors in the equation.

3x2=6
What is a Factor?
Multiplying two whole numbers gives a product. The numbers that we multiply are the
factors of the product.

This also means:

A factor divides a number completely without leaving any remainder.
 The number 1 is the smallest factor of every number.

 Every number will have a minimum of two factors.

 A number that has only two factors, 1 and the number itself, is called a prime number.

Example 1:

Jasmin is asked to group 16 cookies equally in different ways , in how many ways can she arrange them?

1st -

16 groups of 1 or16 x 1= 16

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2nd -

8 groups of 2 or 8 x 2 = 16

3rd - 4 groups of 4 or 4 x4 = 16

4th - 2 groups of 8 or 2 x 8 =16

5th - 1 group of 16 or 1x 16 = 16

As shown, the arrangements are by 1, 2, 3, 4, 8, and 16. So we can say that there are 5 ways
to arrange 16 cookies.

1, 2, 3, 4, 8, and 16 are called factors of 16.

Example 2:

Find the factors of 12 by using rectangular patterns.

1 x 12 = 12

2 x6 = 12

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3 x 4 = 12
List of factors of 12: 1, 2, 3,4 6 and 12

Example 3:

Find the factors of 24.

24 = 1 x 24

24 = 2 x 12

24 = 3 x 8
List of factors of 24: 1, 2,3,4,6,8,12 and 24.
24 = 4 x 6

Let us find the factors of some numbers:

Example 4:

32 = 1 x 32 Therefore, the factors of 32 are

2 x 16 1, 2, 4, 8, 16 and 32
4x8

Example 5:

24 = 1x 24 Therefore, the factors of 24 are

2 x 12 1, 2, 3, 4, 6, 8, 12 and 24
3x8
4x6
Example 6:

100 = 1 x 100 Therefore the factors of 100 are

2 x 50 1, 2, 4, 5, 10, 20, 25, 50 and 100
4 x 25
5 x 20
10 x 10

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 How much have you learned?

Seatwork #1

A. List down the factors of each number.

1. 88 2. 70 3. 90 4. 102 5. 64

B. Find the number.

__________1. Factor of 98 between 40 and 50.

__________2. Factor of 150 between 70 and 80.

__________3. Factor of 300 between 70 and 80.

__________4. Factor of 18 between 5 and 10.

Seatwork #2

A. Write the sentence is correct. Otherwise, write no.

___________1. 2 is a factor of 18.

___________2. 3 is a factor of 23.

___________3. 4 is a factor of 20.

___________4. 5 is a factor of 35.

___________5. 6 is a factor of 26.

___________6. 3 is a factor of 27.

B. Encircle the correct factors of each given number.

1. 24 = a. 3 x 6 b. 4 x 8 c. 2 x12
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 2. 30= a. 2 x 9 b. 3 x 10 c. 4 x16
3. 48 = a. 4 x 6 b. 3 x 8 c. 6 x18
4. 63 = a. 7 x 8 b. 7x 9 c. 7 x7
5. 72= a. 4 x 12 b. 5 x 12 c. 6 x12
6. 75 = a. 3 x 15 b. 5 x 15 c. 7 x15

How well did you perform?

Evaluate yourself in terms of your understanding of the topic discussed.

Learner’s Evaluation:
Yes No

1. I can factors of a given number up to 100

2. I can have a full understanding of the lesson.

Teacher’s Evaluation: (do not answer this)

Yes No

1. The learner can factor a given number up to 100.

2. The learner has a full understanding of the lesson.

Lesson 12: Multiples of a Number

Topic

 Multiples of a Number

Performance Standard
In this lesson, you are expected to:

 Identify factors of a given number up to 100

Materials

Answer sheets white board

pen and paper white board marker
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Mathematics 3- Module 3
 References

Soaring 21st Century Mathematics 4 pages 107-121

Definition of Terms

 Multiples are what we get after multiplying the number by an integer (not a fraction).

What do you already know?

Find the product of the following.

1. 12 x 4 = ` 4. 68 x 3 =
2. 56 x 2 = 5. 123 x 5 =
3. 14 x 5 =

What do you need to know?

Factors are multiplying of two whole numbers that gives a product. The numbers that we
multiply are the factors of the product.

Lesson Proper

MULTIPLES OF A NUMBER

What is a Multiple?
In math, the meaning of a multiple is the product result of one number multiplied by another
number.

Here, 56 is a multiple of the integer 7.

Example 1
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Mathematics 3- Module 3
 Fun Facts
 0 is a multiple of every number as the product of 0 multiplied by any number is 0.

Example 2

What are the multiples of 5?

5x1=5
5 x 2 = 10
5x 3 = 15
5 x 4 = 20
The multiples of 5 are 5, 10, 15, 20, 25, 30 …

Example 3:
Multiples of 13
13 x 1 = 13
13 x 2 = 26
13 x 3 = 39
The multiples of 13 are 13,26, 13 ……
Example 4:
Multiples of 24
24 x 1 = 24
24 x 2 = 48
24 x 3 = 72
24 x 4 = 96
The multiples of 24 are 24,48,72,96 ……

Mathematics 3- Module 3
How much have you learned? Page 23 of 26
A. Write the first 5 multiples of each number.
1. 7 – __________________________________________
2. 12 – __________________________________________
3. 21 – __________________________________________
4. 16 – __________________________________________
5. 100 – __________________________________________

B. Write the multiples of each question below.

1. What are the first 3 multiples of 9? _______, _______ , and _______
2. What are the first 3 multiples of 2? _______ , _______ , and _______
3. What are the first 3 multiples of 11? _______ , _______ , and _______
4. What are the first 3 multiples of 4? _______ , _______ , and _______
5. What are the first 3 multiples of 12? _______ , _______ , and _______
6. Circle the numbers that are multiples of 6.
Cross out the numbers that are not multiples of 6.

16 32 36 42 45 54 56

7. Circle the numbers that are multiples of 6.

Cross out the numbers that are not multiples of 6.

27 32 36 63 71 74 90

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Mathematics 3- Module 3
 How well did you perform?

Evaluate yourself in terms of your understanding of the topic discussed.

Learner’s Evaluation:

Yes No

1. I can identify the factors of a given number up to 100

2. I can fully understand the lesson

Teacher’s Evaluation: (do not answer this)

Yes No

1. The learner can identify the factors of a given number up to 100

2. The learner has a full understanding of the lesson.

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Mathematics 3- Module 3
 Summative Test

Name:_________________________________ Grade & Section: __________________

A. Fill in the table below.

Number 5 Multiples Factors

1. 15

2. 13

3. 6

4. 10

5. 4

Number 3 Multiples Factors

6. 150

7. 140

8. 200

9. 120

10. 210

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Mathematics 3- Module 3