2020-KAL-CID-LR-118

Rounds Numbers to the

Nearest Tens, Hundreds and
Thousands
(Nearest Tens)
Module in Mathematics 3
First Quarter

Antonio, Marilou L.., Rounding Numbers.

MARILOU L. ANTONIO
Developer

Department of Education • Cordillera Administrative Region

Schools Division of Kalinga
Rizal District
 Rep ublic of the Philippines
Department of Education
Cordillera Administrative Region
SCHOOLS DIVISION OF
KALINGA
Bulanao, Tabuk City, Kalinga

Published by the
Learning Resource Management and Development System

COPYRIGHT NOTICE
2020

Section 9 of Presidential Decree No. 49 provides:

“No copyright shall subsist in any work of the Government of the Philippines.
However, prior approval of the government agency of office wherein the work
is created shall be necessary for exploitation of such work for profit.”

This material has been developed for the implementation of K-12 Curriculum
through the Curriculum Implementation Division (CID)—Learning Resource
Management and Development System (LRMDS). It can be reproduced for
educational purposes and the source must be acknowledged. Derivatives of the work
including creating an edited version, an enhancement or a supplementary work are
permitted provided all original work is acknowledged and the copyright is attributed.
No work may be derived from this material for commercial purposes and profit.

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 PREFACE

This Learning Resource is a project of the Learning Resource Management

and Development Unit, Curriculum Implementation Division, Schools Division of
Kalinga. This material is in response to the implementation of the K to 12 Curriculum.

Date of Development : April 2020

Resource Location : Schools Division of Kalinga
Rizal District
Calaocan Elementary School
Learning Area : Mathematics
Grade Level : 3
LR Type : ADM Module
Quarter/Week : First Quarter/ Week 2
Competencies : Rounds numbers to the nearest tens,
hundreds and thousands. (Reading
numbers to the nearest tens) M3NS-Ib- 15.1
(MELC)
----Round numbers to the nearest tens.
--- Identify the numbers to be rounded up or
rounded down
--- Write the rounded form of numbers
correctly.

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 ACKNOWLEDGEMENT
The developer wishes to express her gratitude to those who help in the
development of this learning material. The fulfilment of this material would not be
possible without these people who gave their support, helping hand and cooperation.
Foremost to our Almighty God who sustained my strength and patience to
finish this material.
To my family that inspires me and understands constantly with all my
undertakings;
My School Head, Mr. Joey N. Patinglag, co teachers and friends for their
encouragements;
I would like also to extend my heartfelt gratitude to Mr. Silverio Tawatao, EPS-
Mathematics for checking and editing and to all others who have supported and
contributed ideas and views during the development of this material and;
To the Division LRMDS Staff who in one way or the other gave inspiration,
guidance and assistance in developing instructional materials.

DIVISION LRMDS STAFF:

MARILOU A. BALINSAT SHARON ROSE S. BOGUEN

Librarian II PDO II

EVELYN C. GANOTICE
EPS/LR Manager

CONSULTANTS:

ROMULO A. GALNAWAN
Chief, Curriculum Implementation Division

AMADOR D. GARCIA SR., Ph. D

OIC, Schools Division Superintendent

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 TABLE OF CONTENTS

Copyright Notice .......................................................................................................ii

Preface.............................................................................................................................iii
Acknowledgement ....................................................................................................iv
Table of Contents ......................................................................................................v
Introduction ................................................................................................................ 2
What I Need To Know…………………………………………………………….….…..……2
What I Know………………………………………………………………………….…………… 4
What’s In…………………………………………………………………………………………..... 4
What’s New…………………………………………………………………………………….….. 5
What Is It……………………………………………………………………………………….….... 5
What’s More…………………………………………………………………………………….…. 6
Activity 1………………………………………………………………………..……..….6
Assessment 1…………………………………………………………………….....….6
Activity 2…………………………………………………………………………...…..…7
Assessment 2…………………………………………………………………..……....7
Activity 3…………………………………………………………………………..………7
Assessment 3…………………………………………………………………..……….8
What I Have Learned……………………………………………….……………………….… 8
What I Can Do…………………………………………………………………….……………… 8
Assessment………………………………………………………………………………………… 9
Additional Activities……………………………………………………………................... 9
Post-test……………………………………………………………………………………..………10
Answer Key…………………………………………………………………………………...….. 11
References………………………………………………………………………….…………….. 11

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 Rounds Numbers to the
Nearest Tens, Hundreds and
Thousands
(Nearest Tens)
Module in Mathematics 3
First Quarter

Antonio, Marilou L.., Rounding Numbers.

MARILOU L. ANTONIO
Developer
 Introduction
For the facilitator:

This module contains information and suggested learning activities in

rounding numbers to the nearest tens. It consists only one learning outcome
with different activities to accomplish.
Please use separate sheet in answering the pre-test, activity exercises,
and post-test.
For the learner:

Upon completing this module, it is expected that you already possess

the knowledge and about the rounding numbers to the nearest tens. Report
to your teacher for an assessment to check your achievement of knowledge
and skills required in this module. You have to ensure that you
accomplished the given activities before reporting to your teacher for an
actual assessment. If you pass the assessment, you can proceed to the next
module.

What I Need to
Know

This module was designed for Grade 3 learners to help you master
how to round numbers to the nearest tens.
The scope of this module permits it to be used in many different
learning situations. The language used recognizes the diverse vocabulary
level of learners. The lessons are arranged to follow the standard sequence
of the course. But the order in which you read them can be changed to
correspond with the textbook you are now using.
The following icons will serve as your guide in the different parts of the
lesson that you need to understand as you continue reading, analyzing and
answering.

ICON LABEL DETAIL

What I Need to (This contains the learning objectives which
Know you need to accomplish.)
Dito napaloob ang mga layunin na
kailangang tapusin.
What I Know (This assesses what you know about the
lesson you are to tackle.)
Maikling pagsusulit bago umpisahan ang
aralin

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 What’s In (This connects the current lessons with the
previous lessons.)
Idinudugtong nito ang kasalukuyang aralin
sa nakaraang paksa.
What’s New (This introduces the lesson through an
activity.)
Ipinapakilala ang aralin sa pamamagitan
ng isang gawain
What is It (This contains a brief discussion of the
lessons.)
Maikling talakayan sa paksa
What’s More (These are activities to check your
understanding of the lesson.)
Mga gawaing pagtataya ng pag-unawa
What I Have (This summarizes the important ideas
Learned presented in the lesson.)
Kabuuan ng mga mahalagang kaisipan ng
aralin
What I Can Do (This is a real life application of what you
have learned.)
Pagsasabuhay sa mga natutunan
Assessment (This is a post assessment of what you have
learned.)
Maikling pagsusulit sa katapusan ng aralin

Additional This is an activity that will strengthen your

Activities knowledge about the lesson.
Pagninilay

After going through this module, you are expected to:

Learning Objectives:
LESSON 1. Round numbers to the nearest tens.
CONTENT STANDARDS: Demonstrates understanding of whole numbers
up to 10 000, ordinal numbers up to 100th, and money up to PhP1000.
PERFORMANCE STANDARDS: Recognize, represent, compare, and order
whole numbers up to 10 000, and money up to PhP1000 in various forms
and contexts
LEARNING COMPETENCY: Rounds numbers to the nearest tens, hundreds
and thousands. (Rounding numbers to the nearest tens) M3NS-Ib-
15.1(MELC)

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 What I
Know

PRE-TEST

Round the following numbers to the nearest tens.

1.) 19
2.) 73
3.) 35
4.) 55
5.) 761

Lesson Rounding numbers to the nearest

tens
This lesson contains information and suggested learning activities in
rounding numbers to the nearest tens.

What’s In

Do you know how to give the place value and value of a digit. Try this
activity.

Write the place value and value of the underlined digit in each
number.

Place Value Value

1.) 4 567 ____________ ___________

2.) 12 987 ____________ ___________
3.) 4 921 ____________ ___________
4.) 9 087 ____________ ___________
5.) 4 678 ____________ ___________

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 What’s New

Use the number line

8 11 17

1 10 20

Find the point for 8. It is closer to 10. So 8 is rounded to 10

Find the point for 11. Is it closer to 10 or to 20? It is closer to 10.

So 11 is rounded to the nearest tens is 10.

Find 17. To what number is closer? 20 0r 10?

Since it is closer to 20 we round it up.
So 17 rounded to the nearest tens is 20.

Another example: Pedro gathered 86 mangoes. If we round the

number to the nearest tens, it will become 90 because it is round up.

But if he gathered 81 mangoes. It will become 80

because we rounded down.

What is
it

Study the table showing numbers rounded to the nearest tens.

Given Number Rounded Number

5 10
9 10
91 90
24 20
175 180
729 730
213 210
578 580
22 20

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 What’s More

Activity 1. Round up or round down

Round the following numbers to the nearest tens then write round
down or round up after the number.
Example: 252 = 250 round down
258 = 260 round up
1.) 84 = ______________ _____________
2.) 261 = _____________ _____________
3.) 167 = _____________ ____________
4.) 288 = _____________ ____________
5.) 253 = _____________ ____________

Assessment 1. Find Me

Look for the answers to the following questions in the box.

468 69
186
55 81

1.)
What is the smallest 3-digit that can be rounded to 190?
2.) What is the highest 3-digit that can be rounded to 470?
3.) What number can be rounded down to 80?
4.) What number can be rounded up to 70?
5.) What number can be rounded to 60?

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Activity 2. Write Me

Round each number in the box to the nearest tens. Write it in the correct
column.

Rounded to
56 72 68
40 50 60 70 80

64 32

Assessment 2. Choose Me

Round the numbers to the nearest tens. Choose the rounded value of the
numbers in the box.

1.) 67 = ____________
2.) 41 = ____________ 70 10 40
3.) 75 = ____________
80 20
4.) 23 = ____________
5.) 11 = ____________

Activity 3. Complete Me

Complete the following sentences by filling in the blanks.

1.) If 25 is rounded up to 30, 35 is rounded up to ______________.

2.) Numbers 0, 1, 2, 3, 4 is rounded _______________.
3.) Numbers 5, 6, 7, 8, 9 is rounded _______________.
4.) 123 if rounded to nearest tens _____________.
5.) 8 765 if rounded up to the nearest tens ____________.

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Assessment 3. Go! Go!

Look for the numbers to be rounded up and rounded down to the nearest
tens. Fill in the box. Rounded up Rounded down

1.) 345
2.) 7 862
3.) 1 234
4.) 5 687
5.) 12 723

What I Have Learned

When rounding a number to the nearest tens, look at the

ones digit.
 If the ones digit is less than 5, change it to 0. The
number is rounded down.
 If the ones digit is 5 or greater, add 1 to the tens digit
and change the ones digit to 0. The number is rounded
up.

What I Can
Do

Round each number to the nearest tens. Match the numbers with
their rounded form.
Column A Column B

1.) 11 a.) 480

2.) 73 b.) 10
3.) 185 c.) 40
4.) 42 d.) 190
5.) 476 e.) 70

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 Assessment

Round the numbers to the nearest place value indicated.

1.) 392
2.) 91
3.) 645
4.) 763
5.) 85

Additional
Activities

Ring the hidden number.

1.) Find the smallest two-digit that can be rounded off to 90.

89 91 87 85 93

2.) Find the largest three-digit number with even digits that are all
different and can be rounded off to 270.

269 268 270 271 274

3.) If you round 356 to the nearest tens. What would it be?

357 360 370 260 380

4.) Round up the digits 45.

40 50 60 70 80

5.) Round down 782.

780 783 785 790 784

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 POST-TEST

Choose the letter of the correct answer.

1.) Which of the following number can be rounded to 50?

a.) 40 b.) 49 c.) 25 d.) 37

2.) Round up 26 to the highest place value?

a.) 20 b.) 30 c.) 50 d.) 60

3.) Round down 234 to the nearest tens.

a.) 320 b.) 240 c.) 230 d.) 420

4.) Which of the following number is rounded to 560?

a.) 556 b.) 525 c.) 534 d.) 654

5.) What number can be rounded to 720?

a.) 702 b.) 719 c.) 714 d.) 712

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 Answer
Key

What’s in What’s More

Activity
Activity 1 2
Place Value Assessment
1.)
1.) 80 round B
value
down 2.)1 E
Hundreds 500 1.) D186
3.)
2.) 260 round
Thousands 2 000 2.) 468
down 4.) C
Ones 1 3.)
5.) 81
A
Tens 80 3.)170 round
4.) 69
thousands 4 000 up 5.) 55
4.) 290 round

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Assessment 3 Do
What I Can
WhatActivity
I Know Rounded 1.)
Rounded B
Assessment 32
2.) up E
down
Assessment 1.)
1.)70 20
1.)40 3.) D
7 862 4.)345 C
2.) 2.)
2,) 70
40 down
3.) 40
3.) 3.)
80 up 1 234 5.)
5 687A
1.) 390 4.) 120
4.) 20 12 723
2.) 90 4.)
5.) 60
5.) 10 8770
3.) 650 5.) 760
4.) 760
5.) 90

Additional
Post-test
Activities

1.) 1.)b
85
2.) 2.)
274b
3.) 3.)
360c
4.) 4.)
50a
5.) 5.)
780b

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 References

Canilao, Agnes V., et al. Lesson Guide in Mathematics 3, Book Media Press,
Inc., 2003

Sangalang, Yolita M., et. al. Math and Me 3, Quezon City, Bookman Inc.,
2002

De lara, Ruth G., Discovering Mathematics Today 3, Mandaluyong City,

Merryland Publishing Corporation, 2011

Gue, Aida Y. et. al, 21st Century Mathematics 3, Quezon City, Phoenix
Publishing House, 1999

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For inquiries or feedback, please write or call:

Department of Education - Schools Division of Kalinga

Bulanao, Tabuk City, Kalinga

Telefax/Website: [Link]

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