Mathematics 3 — Course Syllabus

MATATAG Curriculum · Key Stage 1 · School Year 2026–2027

This is the English copy of a Filipino document. Grade 3 is taught in the mother tongue under MTB-MLE — this is the last year of it — so syllabus.md is the version a Grade 3 teacher actually uses and the one to treat as authoritative. This copy exists for school heads, division supervisors, and anyone checking the curriculum mapping who does not read Filipino. The learner-facing materials — slides, game, worksheet, wall chart — are Filipino only.

The three-term school year

From SY 2026–2027 the school year is divided into three terms, not four quarters.

The curriculum guide is still organised into four quarters. §4 keeps the CG quarter visible in every row; §5 shows how the four were distributed across the three.

1. Course Description

Grade 3 is the last year of MTB-MLE — from Grade 4 onward, Mathematics is taught in English. So this year is not only content teaching but preparation: a child who is secure in an idea in their first language has something to stand on when the language changes.

Numbers reach 10 000, and that size brings a new demand: reading them accurately is no longer enough. They have to be estimated. Which is nearer to 149 — 100 or 200? That is not a question about a digit; it is a question about distance. The whole of Week 7 is about this, because rounding answers a question unlike any that came before it: not what is correct, but what is close enough.

The multiplication tables are completed. The 6, 7, 8 and 9 tables are what remain, and after Quarter 3 there is no new multiplication table in the whole of schooling.

Area appears. Not as a formula but as covering — how many square tiles will reach across the surface? The formula is derived from that, not handed over.

Probability begins, in its simplest form: certain, impossible, more likely. No numbers, only words — and that is the right starting point.

Examples are local: the number of learners in the whole school, the price of rice per sack, the mass of a bag of tomatoes, the capacity of a water bottle, the area of a yard.

2. Grade Level Standard

Quoted from the MATATAG Mathematics Curriculum Guide (DepEd, August 2023), page 21.

GRADE 3 — The learner demonstrates knowledge, skills, and understanding in relation to the curriculum content domains Number and Algebra (whole numbers up to 10 000; ordinal numbers up to 100th; addition and subtraction of numbers of up to 4 digits, and money up to ₱10 000; multiplication using 6, 7, 8 and 9 multiplication tables; estimation of products of two numbers by first rounding to the nearest multiple of 10; determination of missing terms contained in repeating and increasing patterns and repeating and decreasing patterns; generation of repeating and increasing patterns, and repeating and decreasing patterns; division using the 6, 7, 8 and 9 multiplication tables; division of 2- to 4-digit numbers; estimation of quotients by first rounding the divisor and dividend to the nearest multiple of 10, addition and subtraction of similar fractions); Measurement and Geometry (areas of squares and rectangles; points, lines, line segments, and rays; parallel, perpendicular and intersecting lines; measures of mass and capacity; line symmetry; resulting figure after a translation); and Data and Probability (data presented in tables and single bar graphs; outcomes from experiments and real-life situations). This knowledge, skills, and understanding is applied, with the use of technology, to the processes within Mathematics of critical thinking, problem solving, communicating, reasoning, and making connections between topic areas.

3. Content Domains

What Grade 3 does not cover: whole numbers beyond 10 000 (Grade 4), dissimilar fractions (Grade 4), decimals (Grade 4), and numerical probability — this year uses words only, no fractions and no percentages.

4. Content Map

Quoted from the official curriculum guide (DepEd, August 2023, pages 34–38), held in docs/research/source/. Competency numbering is the guide's own. Performance tasks are suggestions, not guide content.

CG Quarter 1 — Area, Lines, and Numbers to 10 000

Taught in Term 1, weeks 1–9

CG Quarter 2 — Mass, Capacity, Addition and Subtraction

Opens in Term 1 (weeks 10–11); finishes in Term 2 (weeks 12–18)

CG Quarter 3 — Data, Outcomes, and Multiplication

Opens in Term 2 (weeks 19–22); finishes in Term 3 (weeks 23–26)

CG Quarter 4 — Division, Fractions, and Symmetry

Taught in Term 3, weeks 27–33

The competency easiest to skip past is Quarter 3 number 5 — describe and compare outcomes. There is no calculation in it, so it is easy to leave out. It is the first probability in a child's whole schooling, and it is the road that leads to Grade 9. Teach it with real coins and dice, not pictures.

5. Scope and Sequence by Term

Thirty-three teaching weeks, eleven per term — an even split this syllabus chose.

⚠️ The real terms are not even. DO No. 009, s. 2026 is reported to give 54 / 55 / 61 teaching days out of 201 class days — roughly 34 weeks split 11 / 11 / 12. The Budget of Work should decide this, and it has not been obtained.

Each of the 51 competencies appears exactly once. Seventeen weeks pair two adjacent competencies — marked ⊕.

The table below is this repository's suggestion. The Grade 3 Budget of Work is not held (source-catalogue.md). Change it freely.

Term 1 — June to September

End-of-term block — performance task, tests, remediation, reporting.

Term 2 — September to December

End-of-term block — performance task, tests, remediation, reporting.

Term 3 — January to April

End-of-term block — performance task, tests, culminating activities, reporting.

Coverage check

All 51 competencies are placed. Nothing is repeated and nothing is left hanging.

Two things about the sequence above should be said plainly.

Week 1 carries three competencies, and it is the only week in Quarter 1 that does. That is because all three are recognize and draw — no calculation, and they sit next to one another. If the class is weak with a ruler, split it across two weeks and merge Weeks 8 and 9.

Week 7 is deliberately placed after Week 6. You cannot round a number whose places you cannot see, so place value comes first. Comparing and ordering are deliberately in Weeks 8 and 9 as well: rounding is a question about which is nearer, and nearer is a comparison. Reverse the order and the connection is lost.

6. Assessment and Grading

Grade 3 is still numerically graded in SY 2026–2027 and in SY 2027–2028. It is the last grade to move to descriptive grading, in SY 2028–2029.

The weights — and what we do not know

❌ This repository does not hold the weights for Grade 3, and it will not invent them.

The 20% / 50% / 30% reported in DO No. 015, s. 2026 is attributed to Key Stages 2 and 3 — Grades 4 to 10. Grade 3 is Key Stage 1.

An Electronic Class Record was published for Grades 2 and 3 only within Key Stage 1 — itself evidence that they are numerically graded — but it was not obtained. See source-catalogue.md.

So the teacher enters the three percentages in class-record.html, and it refuses to produce a grade until the three add to 100.

Written Work, Performance Task and Exam remain as the sources of evidence. Formal written testing at Key Stage 1 should be limited and developmentally appropriate — the papers in assessment.md are 20 items, not 40.

7. Verification Record

Part of the E-turo MATATAG artifact set. Companion files: lesson-plan.md · lesson-plan-ilaw.md · assessment.md · offline-activities.md · class-record.html · worksheet.html