This study intended to improve the worded problem-solving skills of Grade Three pupils by using the developed Mathematical Learning Package utilizing Survey Question Read Question Compute Question (SQRQCQ) strategy. Specifically, it determined the significant difference on the level of performance of the respondents before and after utilizing SQRQCQ strategy and evaluated the level of acceptability of the learning package as to content, accuracy and usability. It employed quantitative-correlational method and one-group pretest-posttest design. Thirty-four (34) pupils served as the respondents of the study. The gathered data revealed that the pupils' level of competence in solving worded problems got a mean score of 13.15 classified as beginning while their reading comprehension obtained a mean score of 12.06 which fell on "frustration level" description. A significant relationship between the level of competence in solving worded problems and reading comprehension skills was also determined as indicated in pearson-r value of 0.772 which is higher than the critical value of 0.339. Further, a significant difference on the level of performance in solving worded problems was evident upon the analysis of pretest/posttest as revealed in the t-test value of 13.103 at 0.05 significance level. Likewise, a significant difference on the level of performance in reading comprehension was also proved as it gained a computed t-test value of 11.453 at 0.05 significance level. Certainly, utilization of SQRQCQ strategy fosters improvement in worded problem-solving skills. Thus, the Mathematical Learning Package has been "strongly accepted" among experts. It is advisable for use of Mathematics teachers in Grade 3.