Grade 3 English — Budget of Work

Grade Level Standard: "The learners demonstrate basic literacy in English, with L1 as a literacy resource; expand their vocabulary for conversational use and content learning, using high frequency and content-specific words; use simple and compound sentences to get and express meaning; and comprehend, analyze, create, and compose developmentally-appropriate and content-specific texts."

Note: MATATAG runs on 3 terms, not 4 quarters — this row previously split Term 3 across a spurious "Term 4" that the app's term engine (which only recognizes term 1/2/3) can never reach. Merged into a single Term 3 below, 2026-08-26.

Term 1 — Regional Themes and Content-Specific Topics

Content Standard: The learners demonstrate expanding vocabulary and understanding of high frequency words and content-specific vocabulary; understand and create simple and compound sentences for comprehending, analyzing, creating, and composing texts about regional themes and content-specific topics.

Performance Standard: The learners use their expanding vocabulary of high-frequency and content-specific words, and simple and compound sentences to comprehend, create, and compose narrative and informational texts about regional themes and content-specific topics; and read grade level texts with appropriate speed, accuracy, and expression.

Phonics and Word Study (EN3PWS): Identify Grade 3 level-appropriate sight words; read words accurately and automatically according to word patterns — CVCC words, CCVC words (clusters and diphthongs), VCV words, VCCV words.

Vocabulary and Word Knowledge (EN3VWK): Identify high-frequency words accurately; use vocabulary referring to regional themes and content-specific topics; use content-specific words in Mathematics (basic symbols and terminologies) and Science (basic terminologies); identify words with different functions — words that label actions (doing words/verbs), words that describe (adjectives), words that replace (interrogative pronouns, possessive pronouns, demonstrative pronouns); identify synonyms and antonyms; read words correctly for meaning; write words legibly and correctly based on word patterns; identify roots of high-frequency words (nouns, verbs, adjectives).

Grammar Awareness and Grammatical Structures (EN3GAGS): Identify sentences and non-sentences; use simple sentences to express ideas about regional themes; use simple sentences with proper intonation (pitch, juncture, rhythm); sequence words to represent meaning in simple sentences — telling (declarative), asking (interrogative), commanding/requesting (imperative), and exclamatory sentences; identify parts of simple sentences (who/what, what are they doing, when/where/how) for all four sentence types; use correct capitalization and punctuation for simple sentences; identify discourse markers for given text types — time order and procedural, description, explanation.

Comprehending and Analyzing Text (EN3CAT): Read grade-level sentences with appropriate speed, accuracy, and expression; comprehend stories — note important elements (characters, setting, events), sequence at least four to five events, identify problem and solution, infer the character's feelings and traits, relate story events to one's experience, identify cause and effect of events, predict possible ending, give a summary; comprehend informational texts — note at least four to five significant details, identify problem and solution, identify text types (time order and procedural; description; explanation), draw conclusions.

Creating and Composing Text (EN3CCT): Use common expressions and polite greetings appropriate to a given situation; use own words in retelling myths, legends, fables, and narrative poems; express ideas about one's experiences (regional themes; content-specific topics); use basic sight words, high-frequency, and content-specific words; compose texts to react to the character, setting, or events in a story; compose texts to react to a topic; make a summary of narrative text; express ideas using text types — time order and procedural, description, explanation.

Special Science enrichment: Reading and analyzing informational texts about regional science topics (local ecosystems, regional geology, water resources) using the same comprehension competencies — multi-step details, problem-solution, text-type identification — applied to investigatory SSES-level nonfiction; compositions express evidence-based observations, not just personal reactions.

Term 2 — Regional Themes, Compound Sentences

Content Standard: (same as Term 1) Expanding vocabulary and understanding of high frequency words and content-specific vocabulary; understand and create simple and compound sentences for comprehending, analyzing, creating, and composing texts about regional themes and content-specific topics.

Performance Standard: (same as Term 1) Use expanding vocabulary and simple and compound sentences to comprehend, create, and compose narrative and informational texts about regional themes and content-specific topics; read grade level texts with appropriate speed, accuracy, and expression.

Phonics and Word Study (EN3PWS): Identify Grade 3 level-appropriate sight words; read words accurately and automatically — VCV words, VCCV words (continued mastery from Term 1).

Vocabulary and Word Knowledge (EN3VWK): Same framework as Term 1 — identify high-frequency words; vocabulary for regional themes and content-specific topics; content-specific words in Mathematics and Science; words with different functions — verbs, adjectives, possessive pronouns, demonstrative pronouns; synonyms and antonyms; read and write words based on word patterns; identify roots of high-frequency words.

Grammar Awareness and Grammatical Structures (EN3GAGS): Extends Term 1 by adding compound sentence competencies — identify sentences and non-sentences; use simple sentences to express ideas about regional themes; simple sentences with proper intonation; sequence words in declarative, interrogative, imperative, exclamatory sentences; identify parts of simple sentences; correct capitalization and punctuation for simple sentences; identify in a compound sentence: the two independent clauses, the joining word (coordinating conjunction), the doers and actions in the two clauses; use correct capitalization and punctuation in compound sentences; identify discourse markers — time order and procedural, description, explanation.

Comprehending and Analyzing Text (EN3CAT): Same structure as Term 1 — read with speed/accuracy/expression; comprehend stories (elements, sequence 4-5 events, problem/solution, feelings/traits, relate experience, cause/effect, predict ending, summary); comprehend informational texts (5 significant details, problem/solution, text types, draw conclusions).

Creating and Composing Text (EN3CCT): Same as Term 1 — polite expressions, retelling, expressing ideas about regional/content-specific topics, using sight/high-frequency/content words, reacting to stories and topics, summarizing, expressing ideas using text types.

Special Science enrichment: Informational texts in Mathematics (number patterns, measurement applications) and Science (local ecosystems, simple experiments) read and analyzed at Term 2 depth; compound sentence structure used to connect two related scientific observations or facts in writing.

Term 3 — National Themes, Culminating Competencies

Content Standard: The learners demonstrate expanding vocabulary and understanding of high frequency words and content-specific vocabulary; understand and create simple and compound sentences for comprehending, analyzing, creating, and composing texts about national themes and content-specific topics.

Performance Standard: The learners use their expanding vocabulary and simple and compound sentences to comprehend, create, and compose narrative and informational texts about national themes and content-specific topics; and read grade level texts with appropriate speed, accuracy, and expression.

Phonics and Word Study (EN3PWS): Identify Grade 3 level-appropriate sight words (continued mastery across all word patterns learned this year).

Vocabulary and Word Knowledge (EN3VWK): High-frequency words; vocabulary for national themes and content-specific topics; content-specific words in Mathematics and Science; words with different functions — verbs, adjectives, demonstrative pronouns; synonyms and antonyms; read and write words based on word patterns; identify roots of high-frequency words.

Grammar Awareness and Grammatical Structures (EN3GAGS): Full repertoire now covers national-theme contexts — use simple sentences to express ideas about national themes; simple sentences with proper intonation; sequence words in declarative/interrogative/imperative/exclamatory sentences; parts of simple sentences; correct capitalization and punctuation for all simple sentence types; identify in a compound sentence: two independent clauses, coordinating conjunction, doers and actions in the two clauses; correct capitalization/punctuation in compound sentences; identify discourse markers — time order and procedural, description, explanation.

Comprehending and Analyzing Text (EN3CAT): Read with speed/accuracy/expression; comprehend stories (elements, sequence at least five events, problem/solution, character feelings/traits, relate experience, cause/effect, predict ending, summary); comprehend informational texts about national topics (at least five significant details, problem/solution, text types [time order/procedural, description, explanation], draw conclusions).

Creating and Composing Text (EN3CCT): Common expressions and polite greetings; retelling myths, legends, fables, narrative poems; express ideas about national themes and content-specific topics; use basic sight/high-frequency/content-specific words; compose texts reacting to character/setting/events; react to topic; summarize narrative text; express ideas using text types — time order and procedural, description, explanation.

Special Science enrichment: National-level Science and Math contexts — reading informational texts about Philippine biodiversity, natural resources, or national science discoveries; compositions apply compound sentence structure to connect cause-effect relationships or evidence-based claims.

Baitang 3 Filipino — Budget of Work

Pamantayan para sa Ikatlong Baitang: "Pagkatapos ng Ikatlong Baitang, inaasahang naipamamalas ng mga mag-aaral ang pagkakaroon ng katatasan sa pagpapahayag, pagsusuri at pagbuo ng tekstong naratibo at impormatibo gamit ang mga salitang natutuhan sa wikang Filipino nang may wastong gramatika at diskurso tungkol sa sarili at bansa."

Paalala: 3 termino lamang ang MATATAG, hindi 4 na quarter — ang row na ito dating hinati sa isang huwad na "Ikaapat na Termino" na hindi kailanman maa-access ng term engine ng app (1/2/3 lamang ang kinikilala nito). Pinagsama sa isang Ikatlong Termino sa ibaba, 2026-08-26.

Unang Termino

Pamantayang Pangnilalaman: Naipamamalas ng mag-aaral ang kahusayan sa pagbigkas at pag-aaral ng mga tunog at salita tungo sa papaunlad na kasanayang panggramatika, pag-unawa at pagsusuri ng tekstong naratibo at impormatibo na magiging daan sa pagbuo ng mga tambalang pangungusap at teksto tungkol sa sarili at bansa na ginagamit sa pang-araw-araw na paksa at sitwasyon.

Pamantayan sa Pagganap: Nagagamit ng mag-aaral ang pagkakaroon ng kahusayan sa pagbigkas ng mga salita, pagbasa ng mga pangungusap nang may kawastuhan, katatasan at tamang ekspresyon tungkol sa sarili at bansa na ginagamit sa pang-araw-araw na paksa at sitwasyon. Nagiging daan din ito sa pagbuo ng tekstong naratibo at impormatibo sa pagpapahayag ng ideya at karanasan gamit ang mga natutuhan sa gramatika.

Palabigkasan at Pag-aaral ng Salita (tunog-salita): Natutukoy ang sight words na kabilang sa Filipino.

Paglinang ng Talasalitaan (salita): Natutukoy nang wasto ang mga salitang madalas gamitin o high frequency words; nagagamit ang mga salitang high frequency tungkol sa sarili at bansa, at tiyak na paksang may tuon sa nilalaman (hal. sitwasyong pambansa); nagagamit ang mga salitang may tiyak na tuong pangnilalaman (GMRC at MAKABANSA); natutukoy ang kahulugan ng mga salita ayon sa konteksto — salitang tumutukoy sa ngalan ng tao, bagay, hayop, lugar, at pangyayari (salitang dinaglat); salitang pamalit sa ngalan (pamatlig); salitang naglalarawan (ngalan ng tao, bagay, hayop, lugar, at pangyayari); salitang kilos; salitang pangkayarian (pangatnig, pang-angkop); nababasa nang wasto ang mga natutuhang salita; naisusulat nang maayos at wasto ang mga natutuhang salita; natutukoy ang salitang-ugat ng mga natutuhang salita na high frequency; nakikilala ang kahulugan ng mga salita — magkasingkahulugan at magkasalungat.

Gramatika (pangungusap): Natutukoy ang mga bahagi ng payak na pangungusap — simuno at panaguri; natutukoy ang mga pananda sa teksto — hudyat ng pag-iisa-isa/paglalarawan at hudyat ng pagsusunod-sunod.

Pag-unawa at Pagsusuri ng Teksto (diskurso): Nababasa nang may tatas (may damdamin at tamang bilis) ang mga pangungusap; nauunawaan ang pinakinggan o binasang tekstong naratibo (kuwentong pambata, kuwentong-bayan, pabula, alamat, at parabula mula sa Banal na Aklat) — naibibigay ang elemento ng teksto, natutukoy ang damdamin ng tauhan, nakikilala ang katangian ng tauhan, naibibigay ang suliranin at solusyon, naisasaayos ang pagkasusunod-sunod ng limang pangyayari, naibibigay ang sanhi at bunga, naibibigay ang posibleng wakas, nakabubuod ng teksto, naiuugnay ang sariling karanasan sa kuwento, natutukoy ang nagsasalaysay sa teksto; nauunawaan ang pinakinggan o binasang tekstong impormatibo (patalastas, babala, balita, ulat-panahon/pangyayaring pangkalikasan sa bansa) — naibibigay ang limang mahahalagang detalye, natutukoy ang suliranin at solusyon, natutukoy ang naglalahad, naibibigay ang nais ipabatid ng awtor, naibibigay ang mahahalagang impormasyon (paksa, pangunahing ideya, sumusuportang detalye), natutukoy ang huwaran ng organisasyon (pag-iisa-isa/paglalarawan, pagsusunod-sunod), naibibigay ang kongklusyon, naibibigay ang mensahe ng teksto.

Pagbuo ng Teksto (diskurso): Nagagamit ang magagalang na pananalita sa pagbati at ekspresyon sa iba't ibang sitwasyon (wikang ginagamit sa pakikipag-usap sa paaralan — academic language); nagagamit ang mga salitang high frequency at may tiyak na tuong pangnilalaman (GMRC at MAKABANSA) sa pagbuo ng maikling talata; nakabubuo ng maikling talata na naglalarawan ng karanasan tungkol sa sarili at bansa, at tiyak na paksang may tuon sa nilalaman; nakabubuo ng maikling talata gamit ang payak at tambalang pangungusap sa pagpapahayag ng reaksiyon sa mga pangyayari sa teksto; nakabubuo ng maikling talata sa pagpapahayag ng reaksiyon sa paksa, pangunahing ideya, at sumusuportang detalye; nakabubuod ng tekstong naratibo; nakapagpapahayag ng ideya batay sa huwaran ng organisasyon ng tekstong impormatibo — pag-iisa-isa/paglalarawan at pagsusunod-sunod.

Ikalawang Termino

Pamantayang Pangnilalaman: (Katulad ng Unang Termino) Naipamamalas ng mag-aaral ang kahusayan sa pagbigkas at pag-aaral ng mga tunog at salita tungo sa papaunlad na kasanayang panggramatika, pag-unawa at pagsusuri ng tekstong naratibo at impormatibo na magiging daan sa pagbuo ng mga tambalang pangungusap at teksto tungkol sa sarili at bansa na ginagamit sa pang-araw-araw na paksa at sitwasyon.

Pamantayan sa Pagganap: (Katulad ng Unang Termino) Nagagamit ng mag-aaral ang pagkakaroon ng kahusayan sa pagbigkas ng mga salita, pagbasa ng mga pangungusap nang may kawastuhan, katatasan at tamang ekspresyon. Nagiging daan din ito sa pagbuo ng tekstong naratibo at impormatibo.

Palabigkasan at Pag-aaral ng Salita: Natutukoy ang sight words na kabilang sa Filipino.

Paglinang ng Talasalitaan: Natutukoy nang wasto ang mga salitang madalas gamitin; nagagamit ang mga high frequency words tungkol sa tiyak na paksang may tuon sa nilalaman (hal. sitwasyong pambansa); nagagamit ang mga salitang may tiyak na tuong pangnilalaman (GMRC at MAKABANSA); natutukoy ang kahulugan ng mga salita — salitang tumutukoy sa ngalan (salitang dinaglat); salitang naglalarawan (sa paraan, panahon, at pinangyarihan ng kilos); salitang pangkayarian (pangatnig, pang-angkop, pang-ukol); nababasa nang wasto at naisusulat nang maayos ang mga natutuhang salita; natutukoy ang salitang-ugat; nakikilala ang magkasingkahulugan at magkasalungat.

Gramatika: Natutukoy ang sugnay na nakapag-iisa sa tambalang pangungusap; natutukoy ang mga pananda sa teksto — hudyat ng pag-iisa-isa/paglalarawan at hudyat ng pagsusunod-sunod.

Pag-unawa at Pagsusuri ng Teksto: Nababasa nang may tatas ang mga pangungusap; nauunawaan ang tekstong naratibo (kuwentong pambata, kuwentong-bayan, pabula, alamat, at parabula mula sa Banal na Aklat) — elemento ng teksto, damdamin ng tauhan, katangian ng tauhan, suliranin at solusyon, pagkakasunod-sunod ng limang pangyayari, sanhi at bunga, posibleng wakas, buod, sariling karanasan, nagsasalaysay, mensahe ng teksto; nauunawaan ang tekstong impormatibo (patalastas, babala, balita, ulat-panahon/pangyayaring pangkalikasan sa bansa) — limang mahahalagang detalye, suliranin at solusyon, naglalahad, nais ipabatid ng awtor, mahahalagang impormasyon, huwaran ng organisasyon (pag-iisa-isa/paglalarawan, pagsusunod-sunod), kongklusyon.

Pagbuo ng Teksto: Nagagamit ang magagalang na pananalita (wikang ginagamit sa iba't ibang asignatura — academic language); nagagamit ang mga high frequency at content-specific words sa pagbuo ng maikling talata; nakabubuo ng maikling talata gamit ang tambalang pangungusap na naglalarawan ng karanasan tungkol sa sarili at bansa, at tiyak na paksa; nakabubuo ng maikling talata sa pagpapahayag ng reaksiyon sa mga suliranin sa teksto; nakabubuo ng maikling talata sa reaksiyon sa paksa, pangunahing ideya, sumusuportang detalye, at suliranin; nakabubuod ng tekstong naratibo; nakapagpapahayag ng ideya batay sa huwaran ng organisasyon ng tekstong impormatibo — pag-iisa-isa/paglalarawan at pagsusunod-sunod.

Ikatlong Termino

Pamantayang Pangnilalaman: (Katulad ng nakaraang mga termino) Naipamamalas ng mag-aaral ang kahusayan sa pagbigkas at pag-aaral ng mga tunog at salita tungo sa papaunlad na kasanayang panggramatika, pag-unawa at pagsusuri ng tekstong naratibo at impormatibo na magiging daan sa pagbuo ng mga tambalang pangungusap at teksto tungkol sa sarili at bansa na ginagamit sa pang-araw-araw na paksa at sitwasyon.

Pamantayan sa Pagganap: (Katulad ng nakaraang mga termino).

Palabigkasan at Pag-aaral ng Salita: Natutukoy ang sight words na kabilang sa Filipino.

Paglinang ng Talasalitaan: Natutukoy nang wasto ang mga salitang madalas gamitin; nagagamit ang mga high frequency words tungkol sa sarili at bansa, at tiyak na paksang may tuon sa nilalaman; nagagamit ang mga salitang may tiyak na tuong pangnilalaman (GMRC at MAKABANSA); natutukoy ang kahulugan ng mga salita — salitang pangkayarian (pangatnig, pang-angkop, pang-ukol); nababasa nang wasto at naisusulat nang maayos ang mga natutuhang salita; natutukoy ang salitang-ugat; nakikilala ang kahulugan ng mga salita — denotasyon at konotasyon, magkasingkahulugan at magkasalungat.

Gramatika: Natutukoy ang tambalang pangungusap batay sa mga pananda na nag-uugnay sa sugnay na nakapag-iisa; natutukoy ang mga pananda sa teksto — hudyat ng pag-iisa-isa/paglalarawan, hudyat ng pagsusunod-sunod, at pagpapaliwanag.

Pag-unawa at Pagsusuri ng Teksto: Nababasa nang may tatas ang mga pangungusap; nauunawaan ang tekstong naratibo (kuwentong pambata, kuwentong-bayan, pabula, alamat, at parabula mula sa Banal na Aklat) — elemento ng teksto, damdamin ng tauhan, katangian ng tauhan, suliranin at solusyon, pagkasunod-sunod ng anim hanggang pitong pangyayari, sanhi at bunga, posibleng wakas, buod, sariling karanasan, nagsasalaysay, mensahe ng teksto; nauunawaan ang tekstong impormatibo (balita, ulat-panahon/pangyayaring pangkalikasan, grap, at mapa na ginagamit sa bansa) — anim hanggang pitong mahahalagang detalye, suliranin at solusyon, naglalahad, nais ipabatid ng awtor, mahahalagang impormasyon, huwaran ng organisasyon (pag-iisa-isa/paglalarawan, pagsusunod-sunod, pagpapaliwanag), kongklusyon, mensahe ng teksto.

Pagbuo ng Teksto: Nagagamit ang magagalang na pananalita (academic language); nagagamit ang mga high frequency at content-specific words sa pagbuo ng maikling talata; nakabubuo ng maikling talata gamit ang hugnayang pangungusap na naglalarawan ng karanasan tungkol sa sarili at bansa, at tiyak na paksa; nakabubuo ng maikling talata sa reaksiyon sa mga tema at suliranin sa teksto; nakabubuo ng maikling talata sa reaksiyon sa paksa, pangunahing ideya, at sumusuportang detalye; nakabubuod ng tekstong naratibo; nakapagpapahayag ng ideya batay sa huwaran ng organisasyon ng tekstong impormatibo — pag-iisa-isa/paglalarawan, pagsusunod-sunod, at pagpapaliwanag.

Grade 3 Mathematics — Budget of Work

Term 1

• Wk1-2: Representing numbers up to 10,000 using pictorial models and numerals; reading and writing numbers up to 10,000 in numerals and in words
• Wk2-3: Determining the place value of a digit in a 4-digit number, the value of a digit, and the digit given its place value; rounding numbers to the nearest ten, hundred, or thousand
• Wk4: Comparing numbers up to 10,000 using =, >, and <; ordering numbers up to 10,000 from smallest to largest and vice versa; describing the position of objects using ordinal numbers up to 100th
• Wk5-6: Illustrating and estimating the area of a square or rectangle using square tile units; exploring inductively the derivation of the area formulas for a square and a rectangle
• Wk7: Finding the areas of squares and rectangles in sq. cm and sq. m; solving problems involving areas of squares and rectangles
• Wk8-9: Recognizing and drawing a point, line, line segment, and ray using models; recognizing and drawing parallel, intersecting, and perpendicular lines
• Wk10: Identifying and drawing line segments of equal length using a ruler; term review integrating number, area, and line-and-angle skills

Special Science enrichment: Combine skills from the term into one non-routine, multi-step problem (e.g. designing a rectangular garden plot with a given area that also uses parallel and perpendicular fence lines), rather than practicing each skill in isolation.

Term 2

• Wk11: Measuring mass in grams, kilograms, and/or milligrams using appropriate tools; estimating and comparing masses of objects, including using a balance scale
• Wk12: Measuring capacity in liters and/or milliliters using appropriate tools; estimating and comparing capacities of two containers
• Wk13: Reading and writing money in words and using Philippine currency symbols (₱ and PhP) up to ₱10,000, and the centavo sign
• Wk14-15: Adding numbers with sums up to 10,000, with and without regrouping; estimating the sum of addends with up to 4 digits; solving addition word problems up to 10,000, including problems involving money
• Wk15-16: Subtracting numbers where both numbers are less than 10,000, with and without regrouping; estimating the difference of two numbers of up to 4 digits; performing addition and subtraction of 3 to 4 numbers of up to 2 digits, observing correct order of operations, including problems involving money
• Wk17: Collecting data from experiments with a small number of possible outcomes (e.g. rolling a die, tossing a coin); presenting data in tables and single bar graphs (horizontal and vertical)
• Wk18: Interpreting data in tables and single bar graphs; solving problems using data presented in a bar graph; describing and comparing outcomes in real-life situations using equally likely, less/least likely, more/most likely, certain, and impossible
• Wk19-20: Multiplying using the 6, 7, 8, and 9 multiplication tables; illustrating and applying properties of multiplication (identity, zero, commutative, associative, distributive); multiplying 2- to 4-digit numbers with and without regrouping; estimating products by rounding factors to the nearest multiple of 10; solving multiplication word problems, including problems involving money

Special Science enrichment: Have the learner pose their own data question, collect or simulate real data for it (e.g. a small class survey), and justify in writing why a bar graph is the appropriate way to represent it, rather than only interpreting a bar graph that is given.

Term 3

• Wk21: Determining the missing term(s) in, and generating, patterns with repeating and increasing or repeating and decreasing components
• Wk22: Illustrating division through equal jumps on the number line and as the inverse of multiplication; dividing numbers using the 6, 7, 8, and 9 multiplication tables; finding the missing number in a multiplication or division number sentence
• Wk23-24: Dividing 2- to 4-digit numbers with and without remainder (2- to 3-digit numbers by a 1-digit number without remainder; 2-digit numbers by a 1-digit number with remainder; 2- to 4-digit numbers by 10, 100, and 1000); estimating quotients by first rounding the divisor and dividend to the nearest multiple of 10
• Wk25: Solving 1- to 2-step division problems involving 2- to 3-digit numbers by a 1-digit number, including problems involving money
• Wk26: Representing fractions that are equal to one and greater than one using models; adding and subtracting similar fractions using models
• Wk27: Describing and drawing the effect of a two-direction multi-step slide (translation) in basic shapes and figures
• Wk28: Identifying shapes or figures that show line symmetry and drawing the line of symmetry; completing a figure that is symmetric with respect to a line
• Wk29-30: Term review and integration — combining division, fraction, and symmetry skills in extended problems

Special Science enrichment: Extend the Wk26 fraction work to a real, non-routine scenario (e.g. sharing a recipe or a strip of land fairly among a small group) that requires the learner to add or subtract similar fractions and justify why the model they drew correctly represents the situation.

Grade 3 Science — Budget of Work

Term 1

• Wk1: Science in our daily life — identifying objects, activities, or natural events in the local environment that can be explained by science
• Wk2: Science processes — participating in guided science activities by asking questions and tinkering with materials; describing the uses of science equipment and materials (ruler, hand lens, scissors, balloons, modeling clay, cardboard)
• Wk3: Describing science process skills used in simple activities — observing, predicting, and measuring using units such as millimeter, centimeter, and meter
• Wk4-5: Describing the physical properties of solid materials (hard, shiny, or stretchable)
• Wk6: Explaining that changes in materials can be harmful to living and non-living things in the environment (e.g. trash disposal, burning household materials)
• Wk7: Demonstrating proper handling and disposal of materials according to their properties (reusing objects, disposing of excess oil into garbage, recycling paper, plastic, or glass)
• Wk8: Describing how changes in solid materials make them useful — shaped, pressed, hammered, joined, or cut
• Wk9-10: Identifying the properties and uses of metals used by the local community (iron, gold, silver, copper); term integration — designing a useful product out of recyclable materials

Special Science enrichment: Have the learner design their own small test of a solid material's physical properties — pick 2-3 household objects, sort them by a property they choose (hard/soft, shiny/dull, stretchable/not), and explain in their own words which single property decided each answer.

Term 2

• Wk11: Using the skills of observing, predicting, and measuring in performing simple guided science activities
• Wk12: Observing and describing the difference between living and non-living things, giving examples of each found in the local environment
• Wk13: Describing the characteristics of living things — they grow, respond, and reproduce
• Wk14: Observing and describing the outer body parts of animals (head, legs, wings) and identifying their role in moving and gathering food
• Wk15: Observing the outer parts of plants (leaves, roots, stems) and identifying their role in getting water and nutrients from the soil
• Wk16: Identifying the basic needs of all living things (air, food, water, shelter); explaining how living things depend on one another and the environment to meet these needs; recognizing the need to protect and conserve the environment
• Wk17: Exploring and demonstrating different ways to make objects move by natural causes (wind, water) or by people (pushing, pulling, rolling, carrying); exploring what affects the movement of objects (size, shape, heaviness, material, surface texture)
• Wk18: Measuring and describing changes in the position of people or objects relative to their original position (closer, farther, left, right)
• Wk19: Exploring and describing how sound is made and transferred in everyday situations; describing sources of light and their use in everyday situations
• Wk20: Explaining how light and sound can be harmful and suggesting ways to protect oneself; exploring ways to use movement, sound, and light to send information between two people

Special Science enrichment: For the Wk17 movement unit, have the learner change only one factor at a time (e.g. surface texture, keeping the push the same) across three or more trial objects, and describe in writing which factor made the biggest difference and why, rather than only naming factors that affect movement in general.

Term 3

• Wk21-22: Participating in guided activities to locate and describe different types of non-living things found in and around the school (rocks, soil, water, air, metals, clouds, rain, sunlight)
• Wk23: Identifying useful things people have made from non-living materials and the natural materials used to make them; recognizing that non-living materials making up the environment are called "earth materials"
• Wk24-25: Observing and recording changes in the weather during a day or over several days; describing the different types and patterns of weather that occur in the local area
• Wk26: Describing how changes in the weather can affect daily activities and explaining how some types of weather can be dangerous for people
• Wk27-28: Participating in guided activities to carefully observe and describe the natural objects commonly seen in the sky during daytime and nighttime, including the Sun, the Moon, planets, and stars
• Wk29: Exploring and recording how and when the Sun, the Moon, planets, and stars can be seen moving across the sky
• Wk30: Explaining how natural objects in the sky affect the activities of people; describing safety measures to avoid the harmful effects of the Sun's light

Special Science enrichment: During Wk24-25, have the learner keep a real multi-day weather log with dates, using their own simple notation for sunny/rainy/cloudy/windy conditions, and then identify which day showed the sharpest change and propose one possible reason for it, rather than only reading about weather types from a table.

Grade 3 MAKABANSA — Budget of Work

Term 1: Ang Ating Komunidad sa Paglipas ng Panahon (Our Community Through Time)

• Wk1-5: Mahahalagang tao, lugar, at pangyayari sa kasaysayan ng pook. Pagtukoy sa mga makabuluhang tao, lugar, at pangyayari na bahagi ng kasaysayan ng kinabibilangang pook (barangay, bayan, lungsod, lalawigan, rehiyon); paggamit ng visual tool tulad ng clothesline timeline upang ipakita ang pagkakasunod-sunod ng mga makasaysayang pangyayari; pagkuwento o pag-aral ng kuwentong-bayan tungkol sa pinagmulan ng sariling pook.
• Wk6-8: Pagbabagong naganap sa komunidad. Paghahambing ng dating hitsura, gamit, at paraan ng pamumuhay sa kasalukuyang komunidad; pagtukoy sa mga dahilan ng pagbabago (paglago ng populasyon, pag-unlad ng imprastraktura, pagpasok ng bagong teknolohiya); pagsusuri ng larawan o dokumentong nagpapakita ng pagbabago sa paglipas ng panahon.
• Wk9-10: Pagpapahalaga sa kasaysayan at pagbabago ng komunidad. Paglikha ng likhang-sining (hal. drawing/painting ng makasaysayang tanawin na ginawang jigsaw puzzle, o maikling cityscape) na nagpapakita ng pagpapahalaga sa kasaysayan at sa mga pagbabagong naganap sa sariling pook.

Term 2: Ang Sining at Kultura ng Ating Mas Malawak na Komunidad (Art and Culture of Our Wider Community)

• Wk11-12: Ugnayan ng kapaligiran at kultura. Pagpapaliwanag kung paano hinuhubog ng likas na yaman, klima, at heograpiya ng isang lugar ang uri ng sining, kabuhayan, at kaugaliang pangkultura nito; paghahambing ng kultura ng iba't ibang bahagi ng mas malawak na komunidad (bayan, lungsod, lalawigan, rehiyon).
• Wk13-15: Pagkakakilanlan at sagisag ng komunidad. Pagtalakay sa kahulugan ng pagkakakilanlan at mga sagisag ng kinabibilangang komunidad tulad ng himno, coat of arms, at bayaning lokal; pagkilala sa kahalagahan ng mga simbolong ito sa pagbuo ng pagkakakilanlan ng bayan, lungsod, lalawigan, o rehiyon.
• Wk16-18: Kultura at sariling pagkakakilanlan. Pag-uugnay ng sining, kasanayan, produkto, pagkain, at kasuotang natatangi sa lokalidad sa sariling pagkakakilanlan; paglikha ng likhang-sining gamit ang katutubong materyales na available sa sariling komunidad.
• Wk19-20: Pagpapahalaga sa sining at kultura ng mas malawak na komunidad. Paglahok sa mga gawaing nagpapakita ng pagpapahalaga sa kultura ng bayan, lungsod, lalawigan, o rehiyon (hal. festival dance, cultural decoration, o paggamit ng katutubong materyales sa proyekto) bilang pagpapamalas ng pagmamalaki sa pamana.

Term 3: Tayo Bilang Aktibong Pilipino (We Are Active Filipinos)

• Wk21: Konsepto ng pagka-Pilipino. Pagpapaliwanag sa konsepto at mga kaugnay na kaisipan ng pagka-Pilipino — mga katangiang karaniwang nakikita sa mga Pilipino (bayanihan, malasakit, paggalang sa nakatatanda); pag-unawa na magkakaiba man ang rehiyon, iisa ang pagkakakilanlan bilang bansa.
• Wk22-23: Sariling katangian at pagka-Pilipino. Pag-uugnay ng sariling katangian, kakayahan, at ugali sa pagiging isang Pilipino; pagkilala kung paano naipapakita ang katangiang Pilipino sa pang-araw-araw na pag-uugali sa tahanan, paaralan, at komunidad.
• Wk24: Pagpapahalaga sa pagkakakilanlan bilang Pilipino. Paglikha ng likhang-sining (hal. 3D artwork o maikling soundtrack/awit) na nagpapakita ng pagmamalaki sa pagiging Pilipino.
• Wk25-26: Papel ng pagiging aktibong Pilipino. Pagtukoy sa papel ng pagiging aktibo at responsableng Pilipino sa tahanan, paaralan, at komunidad.
• Wk27-28: Pagpapahalaga sa papel ng pagiging aktibong Pilipino. Paglahok sa Laro ng Lahi at iba pang tradisyunal na gawaing pangkultura bilang konkretong paraan ng pagpapakita ng malasakit at pakikilahok bilang miyembro ng bansa.
• Wk29-30: Pagpapamalas ng pagiging aktibo at responsableng batang Pilipino. Pagsasakatuparan ng Panatang Makabayan bilang gabay sa pang-araw-araw na kilos at pag-uugali, bilang patunay ng responsableng pagkamamamayan at pagsasabuhay ng mga natutuhang kasanayan sa buong taon.

Grade 3 GMRC — Budget of Work

Term 1

• Wk1-2: Sariling hilig at kakayahan — self-confidence. Identifying and naming one's own interests and abilities; understanding that knowing one's hilig/kakayahan is part of self-identity as a child; applying this self-knowledge to strengthen self-confidence.
• Wk3-4: Pag-iimpok/pagtitipid kasama ang pamilya — compassion. Recognizing family habits and practices for saving and being thrifty with money or belongings; understanding that building these habits with the family develops the ability to manage larger amounts of money/resources in the future; practicing these habits.
• Wk5-6: Gampanin sa tahanan at paaralan — responsibility. Identifying a child's tasks/roles at home and school as guided by parents/elders; understanding that fulfilling these roles builds responsibility; sharing experiences of carrying out one's roles at home and school.
• Wk7-8: Pagkilos nang may paggalang sa Diyos — faith in God. Recognizing one's own actions that show respect for God; understanding that such actions are a sign of recognizing and loving Him and lead to good character; applying actions that show respect for God.
• Wk9-10: Pansariling gawain na nakabubuti sa kapaligiran — discipline. Identifying personal actions that benefit the environment; understanding that these actions lead to a safe, orderly, and clean community; carrying out identified good actions for the environment.
• Wk11: Pansariling karapatan na kinikilala sa pamayanan — respect. Listing the personal rights a child enjoys in the community; understanding that recognized rights ensure the safety and peaceful life of every child; carrying out activities that give value to children's rights.
• Wk12-13: Sariling paraan ng pakikilahok sa pamilya — cooperation. Identifying one's own ways of taking part in household tasks; understanding that participating in family tasks strengthens family bonds; carrying out household tasks according to one's own ability.

Term 2

• Wk14-15: Ugnayan ng sarili sa kapuwa — patience. Describing one's relationships with others; understanding that these relationships help develop interpersonal skills; applying actions that show proper treatment of others through appropriate words and responses.
• Wk16-17: Impormasyon tungkol sa sariling barangay — prudence. Identifying information about one's own barangay; understanding that barangay information plays an important role in maintaining order, safety, and peace among residents; sharing information about one's own barangay carefully and responsibly.
• Wk18: Pakikipag-ugnayan sa bawat kasapi ng pamilya — sincerity. Describing one's interactions with each family member; reasoning that proper interaction with family members builds mutual love and understanding; applying one's own ways of properly relating to each family member.
• Wk19: Pagtupad sa gampanin at inaasahang kilos sa tahanan/paaralan — initiative. Identifying tasks that show fulfillment of one's roles and expected behavior at home and school; understanding that fulfilling roles and expected behavior develops habits that improve one's skills and relationships with others; applying expected behavior with initiative at home and school.
• Wk20-21: Pakikibahagi sa gawaing panrelihiyon o paniniwala ng pamilya — cooperation. Describing one's own ways of taking part in the family's religious activities or beliefs; understanding that participating in these activities builds the habit of relating with God; actively taking part in the family's religious activities or beliefs.
• Wk22-23: Gawi ng pamilya sa pangangalaga sa kalikasan — compassion. Listing family habits for caring for nature; understanding that family habits affect one's own thinking and actions toward caring for nature; applying personal actions that reflect the family's nature-care habits.
• Wk24: Mabuting kaugalian ng pamilyang Pilipino sa rehiyong kinabibilangan — obedience. Recognizing the good customs of Filipino families in one's own region; reasoning that these good customs need to be preserved; carrying out ways of following the good customs of Filipino families in one's region (e.g. close family ties, respect for elders, helping one another).
• Wk25: Sariling kakayahan para sa kapuwa — compassion. Identifying one's own abilities that can help others; reasoning that readiness to offer and give appropriate help according to one's ability builds compassion for others; applying one's own ways of helping others in different situations (e.g. sharing belongings/food, assisting someone who is sick or hurt).
• Wk26: Pagkilala sa mga taong may kapansanan (PWD) o natatanging kondisyon — respect. Listing proper ways of relating to persons with disability (PWD) or other special conditions; understanding that recognizing PWDs promotes respect and acceptance toward peaceful coexistence; suggesting proper ways of relating based on a person's condition.

Term 3

• Wk27: Panalangin para sa kapuwa — prayerful. Describing different ways of praying for others; understanding that offering prayers for others develops one's faith; expressing prayers for different people based on their needs or situation.
• Wk28: Pamamahala sa mga bagay na hindi na nagagamit sa tulong ng kapuwa — prudence. Identifying ways of managing no-longer-usable items with the help of others; understanding that this is a simple way of being thrifty with nature's blessings; taking part in home/school activities that promote the 4Rs (Refuse, Reduce, Reuse, Recycle) with the help of others.
• Wk29-30: Paghikayat sa kapuwa na igalang ang mga sagisag ng bansa — love of country. Identifying ways to encourage others to respect national symbols; reasoning that this encouragement recognizes national aspirations, tradition, and unity among Filipinos; expressing encouragement to others to respect national symbols in a way that promotes love of country.
• Wk31: Mga alituntunin sa sariling barangay — cooperation. Identifying the rules/guidelines of one's own barangay; understanding that these rules are important to follow to maintain the safety, order, and peace of residents; choosing specific barangay rules to personally promote.
• Wk32-33: Mga tungkulin ng mga taong nakatira sa barangay — responsibility. Listing the duties of people living in the barangay; understanding that these duties must be fulfilled by everyone to promote the common good; encouraging fellow children to fulfill their duties as members of the barangay.
• Wk34-35: Pakikibahagi sa gawain ng relihiyon o paniniwala sa pamayanan — faith. Recognizing religious or faith-based activities in one's own community; analyzing how participating in these activities strengthens one's relationship with God; choosing ways to take part in community religious/faith activities according to one's ability.
• Wk36-37: Pakikiisa sa pamayanan sa pagpapanatili ng malinis na hangin — compassion. Recognizing ways to cooperate with the community to keep the air clean; reasoning that this is a duty of every citizen; carrying out ways to help keep the air clean (e.g. planting trees/plants, proper waste disposal).
• Wk38-39: Kontribusyon ng mga makabagong bayani (Modern Day Heroes) sa bayan — gratitude. Connecting the importance of modern-day heroes' contributions to the present time; understanding that these contributions deserve recognition as a tribute to their good deeds worth emulating; creating an activity that highlights the heroism of modern-day heroes (e.g. skit, role play).

Grade 3 Computer — Budget of Work

Bonus/enrichment subject — confirmed intentional (2026-08-26, per the same decision made for Grade 2). Not part of official MATATAG Grade 3, which has 6 subjects: English, Filipino, Mathematics, Science, GMRC, Makabansa. Keep this subject; do not remove or fold it into Makabansa without a product decision to do so.

Term 1: Parts, Care, and Basic Control of a Computer

• Wk1-2: Identifying the computer and its parts. Naming the main parts of a desktop or laptop (monitor, keyboard, mouse/trackpad, CPU/system unit, speakers) and describing the job of each in simple terms; distinguishing input devices (keyboard, mouse) from output devices (monitor, speakers, printer).
• Wk3-4: Proper care, posture, and safety. Practicing correct sitting posture, screen distance, and break habits to protect the eyes and body during computer use; handling hardware gently (no food/drinks near the keyboard, clean hands, no pulling cables); powering a computer on and off using the correct steps, including logging in and out safely.
• Wk5-7: Mouse and keyboard control. Practicing accurate single-click, double-click, right-click, and click-and-drag with the mouse to open, move, and resize windows and icons; identifying and correctly using letter keys, number keys, spacebar, enter, backspace, delete, shift, and arrow keys; opening and closing a simple application using an icon or menu.
• Wk8-10: Building basic typing accuracy. Practicing correct finger placement on the home row keys; typing one's own name, short words, and simple sentences with increasing accuracy; term project — following a short set of on-screen instructions from opening a program to closing it correctly.

Term 2: Creating Simple Digital Work

• Wk11-13: Introduction to a word-processing or drawing program. Opening a word-processing or drawing application; typing and editing short text (own name, a sentence, a short list) — using backspace/delete to correct mistakes; using the toolbar to change font size, font color, and to bold or underline text.
• Wk14-16: Drawing and simple formatting. Using basic drawing tools (pencil/brush, shapes, fill color, eraser) to create a simple labeled picture (e.g., a picture of one's family or favorite animal with a caption); adding a short typed caption or title to a drawing.
• Wk17-18: Saving and opening files, with adult guidance. Saving a file with a sensible file name into a designated folder, with help; reopening a previously saved file to continue or review work; understanding why saving work regularly is important.
• Wk19-20: Combining skills into a small project. Creating one labeled drawing or one short typed paragraph (about a topic of choice, e.g., "My Family" or "My Favorite Animal") that combines typing, formatting, and saving skills learned this term; presenting the finished work to a partner or the class.

Term 3: Introduction to the Internet and Staying Safe Online

• Wk21-22: What is the internet? Describing, in simple terms, what the internet is used for (finding information, watching videos, talking to family) and how a device connects to it; recognizing common icons for a web browser and a search engine.
• Wk23-25: Staying safe online. Identifying the difference between a safe, kid-friendly website (visited with an adult) and content that is not appropriate; understanding the rule of never sharing personal information (full name, address, school, password) online without a trusted adult's permission; recognizing that not everything seen online is true, and asking a trusted adult when unsure.
• Wk26-27: Simple keyboard shortcuts and habits. Learning a small set of useful shortcuts (e.g., using arrow keys to move a cursor, using backspace to fix typing) that speed up basic computer use; practicing closing a program and shutting down a computer correctly and safely.
• Wk28-30: Term and year-end integration project. Planning and creating a simple multimedia output that combines a labeled drawing and a short typed paragraph on a topic of the learner's choice (e.g., a favorite place or hobby), following safe-use habits practiced throughout the year, and presenting it to the class.