GRADE 3 School CAMANSIHAN ELEMENTARY SCHOOL Grade Level III

DAILY LESSON LOG Teacher REMEDIOS D. DIMACULANGAN Learning Area MATH

Teaching Date and Time 8:50 – 9:40 Quarter
NOVEMBER 07-11 , 2016 3rd Quarter

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES Objectives must be met over the week and connected to the curriculum standards. To meet the objectives necessary procedures must be followed and if needed, additional lessons, exercises, and
remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment strategies. Valuing objectives support the learning of content
and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives shall be derived from the curriculum guides.

A. Content Standard DAY 1 DAY 2 DAY 3 DAY 4 DAY 5

NOVEMBER 07 NOVEMBER 08 NOVEMBER 09 NOVEMBER 10 NOVEMBER 11
The learner demonstrates The learner demonstrates
understanding of proper and The learner demonstrates understanding of proper and
improper, similar and dissimilar and understanding of proper and The learner demonstrates improper, similar and dissimilar and
equivalent fractions. improper, similar and dissimilar and understanding of proper and equivalent fractions.
equivalent fractions. improper, similar and dissimilar and
equivalent fractions.

B. Performance Standard The learner is able to recognize and The learner is able to recognize and The learner is able to recognize and The learner is able to recognize and
represent proper and improper, represent proper and improper, represent proper and improper, represent proper and improper,
similar and dissimilar and equivalent similar and dissimilar and equivalent similar and dissimilar and equivalent similar and dissimilar and equivalent
fractions in various forms and fractions in various forms and fractions in various forms and fractions in various forms and
contexts. contexts. contexts. contexts.

C. Learning Competency/Objectives M3NS-IIIa-63 M3NS-IIIa-63 M3NS-IIIA-72.4 M3NS-IIIA-72.4

Write the LC code for each. Identify odd and even numbers Identify odd and even numbers Visualize and represent fractions Visualize and represent fractions that
that are equal to one and greater are equal to one and greater than
than one one

III. CONTENT Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach in the CG, the content can be tackled in a week or two.
Lesson 55 Odd and Even Numbers Lesson 55 Odd and Even Numbers Lesson 56 Fractions Equal to One Lesson 56 Fractions Equal to One Summative Test
and Greater than One and Greater than One

V. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 215-217 215-217 218 - 222 218 - 222

2. Learner’s Materials pages 215-217 218 - 221

3. Textbook pages
 4. Additional Materials from Lesson Guide in Elem. Mathematics
Learning Resource Lesson Guide in Elem. Mathematics Grade 3
(LR)portal Grade 3
B. Other Learning Printed exercises, counters Printed exercises Illustration of fractions less than one, Fraction charts, coloring materials,
Resource/Materials cake model, cut-outs of figures, activity sheet
number lines

VI. PROCEDURES These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
A. Reviewing previous lesson or Have the children discuss any What do you call to the numbers end Let the pupils give the fractions for Observing illustrations and
presenting the new lesson pattern they see. in 0, 2, 4, 6 or 8? the shaded parts and unshaded identifying fractions equal to
Add: How about numbers end in 1, 3, 5, 7, parts. Write their answer on the one.
2+3= or 9? board. *Let the pupils identify which
2+4= fractions are equal to one by
3+4= encircling the fraction equal to
3+5= one.
Ask: How do we know that
fractions are equal to one?

B. Establishing a purpose for the Motivation: Motivation: Motivation Motivation:

lesson Let pupils play a game “Open the Acting out the problem. Present other figures. (Cut outs)
Basket.” The teacher calls on 2 pupils, then Ask:
Ask: What happens to pupils who asks another pupil to give the 4 How many fourths does Figure D
were not able to find an empty cupcakes equally to the 2 pupils. show?
basket? What should you do so you Ask: How many cupcakes does each Show a cake model. How many halves does Figure E
will not sit down? child get? On Ena’s birthday, her mother show?
How many makes a pair? Is there a leftover? baked her a How many thirds does Figure F
What division sentence can we make cake. Ena divided it into 8 equal show?
out of the 4 cupcakes divided equally parts to be Write the fraction for the shaded parts
among 2 pupils? shared among her friends. of D, E and F.
4÷2 = 2 Ask: How did Ena divide the cake? 5/4, 3/2, 5/3
Into how many equal parts was the
cake
divided?
What will Ena do with the cake?

C. Presenting examples/Instances Talk with pupils about things that Present a table .Write all the numbers Present the following regions with all 5/4, 3/2, 5/3
of the new lesson come in pairs. that can be divided exactly by 2 the parts shaded (cut-outs) Are these fractions equal to one?
Tell them that a number is even under column A., and those with More than one?
when all the objects come in pairs remainders under column B. What do you notice about the
and it is odd when there is an object Ask: What do you call the numbers in numerators and denominators of
without a pair. column A? column B? fractions more than one?
Let the pupils study the underlined Numbers in column A are called even
digits of the following numbers: numbers, those in column B are odd
 40, 56, 72, 174 and 7958. numbers.
What kind of numbers are they?
Why?
- Do the same procedure with these
odd numbers. 47, 23, 165, 821
and 6429.

D. Discussing new concepts and How did you find out whether a Refer to Activity 4 in LM. Ask the Ask: Into how many equal parts is Game – “Looking for a Partner”
practicing new skills # 1 number is odd or even? pupils to answer the questions in their figure A divided? Distribute cut outs of regions divided
notebooks. Figure B? Figure C? into equal parts.
Answer Key: 1) 16 2) 4 193 3) 9 + 8 What fractional parts are shaded? a. Let the pupils find their partners
=17 4) 210 What do you call the fractions 2/2 , by showing their cut outs to the
5) even numbers 6) even numbers 7) 4/4,and 8/ 8? others.
odd numbers b. Ask them to look for the regions
8) 1 009 or 1 011 9) 12 and 14 10) with shapes similar to their cut
975 outs.
c. When everybody has found his
partners, let them stand side by
side and show their regions and
say the fraction represented by
their cut outs.
3/2 7/4

E. Discussing new concepts and Even numbers end in 0, 2, 4, 6 or 8. Group the pupils into Learning Pose the problem story.
practicing new skills # 2 Odd numbers end in 1, 3, 5, 7, or 9. Barkadas. Copy the drawing and Mother came home with 2 egg pies. Match the drawing of fraction for
Since 24 ends in 4, it is an even color the even numbers blue and the She cut each into 4 equal these names.
number odd numbers red. Remind them to parts. She gave her five children 1. Five – halves
work cooperatively with each other. one piece each. What part of the 2. Six – thirds
After the activity, ask each group how pies did mother give? 3. Nine – eights
they did their activity. Is it good to Illustrate the problem models of 2 4. Five – fourths
cooperate with the group in doing an egg pies cut into 4 equal parts. 5. Twelve - tenths
activity? Why? Have the pupils act out the problem
situation and post the model
showing the given parts.
F. Developing mastery Repeat with several other number. Study the numbers inside the box Put a check mark (√) before fractions
(leads to Formative Assessment Always identify the numbers as then put a check mark if it is even Refer to Activity 1 in LM. Let the equal to one, and a cross mark (x)
3) even or odd. and a cross mark if odd numbers. pupils copy the activity on their after fractions more than one.
Refer to Activity 1 in LM. Ask the 8 18 7 14 paper. 1. 2/2
pupils to copy the numbers on their Ask them to encircle the fractions 2. 9/3
paper. Let them write whether the 27 65 47 52 that are equal to one in each set of 3. 12/10
number is odd or even. fractions. Box the fractions that are 4. 3/3
Answer Key: 60 53 55 69 more than one. 5. 5/4
1) even 2) even 3) odd 4) odd 5)
odd 6) odd 7) even 8) even 72 67 68 76
9) even 10) odd 11) odd 12) even
13) even 14) even 15) odd
G. Finding practical application of Refer to Activity 2 in LM. Have the Draw regions showing the following
concepts and skills in daily living The sum of even numbers is 30.What Can you think of the uses of odd and equal to one, FM > 1 before fractions.
are the two numbers? even numbers in our daily life? fractions more than one on their 1. 6 /4
Answer Key: papers. 2. 5/3
16+14 Answer Key: 1) FE = 1 2) FM > 1 3. 3/2
20+10 3) FM > 1 4) FM > 1 5) FE = 1 4. 7/6
22+8 6) FE = 1 7) FM > 1 8) FE = 1 9) 5. 8/5
24+6 FM > 1 10) FE = 1pupils write FE =
26+4 1 before fractions
28+2

H. Making generalizations and When is a number even? Differentiate odd from even numbers. When are fractions equal to one? How do we identify fractions more
abstractions about the lesson When is it odd? more than one? than one? Equal to one?
Even numbers are numbers that can Fractions are called “fractions equal
be divided exactly by 2. Even to one” when their numerators
numbers end in 0, 2, 4, 6 or 8. and denominators are the same.
Odd numbers are those numbers Fractions are called “fractions more
that cannot be exactly divided by 2. than one” when the numerators
Odd numbers end in 1, 3, 5, 7, or 9. are greater than the denominators.
I. Evaluating learning Refer to Activity 2 in LM. Have the Identify the numbers by writing E if it Refer to Activity 3 in the LM in Visualize fractions by circling them
pupils identify the number asked for is even and O if it is odd. answering “Who Am I?” activity. which are equal to one and boxing
on their paper. 1. 4 639 them which are greater than one.
Answer Key: 1) 79 2) 123 3) 599 4) 2. 307 + 283 =
1 398 5) 2 204 3. 5 634 2/3,4/4,6/6,7/5,3/5,8/9,9/8,8/8,7/7,4/3,
4. 278 3/4,2/7,7/9,9/7
5. 331
J. Additional activities for Refer to Activity 3 in LM. Have the Identify the numbers by classifying Refer to Activity 4 in LM. Ask the What kind of fractions are the
application or remediation pupils work on the puzzle on their them and writing in appropriate pupils to copy the exercise in their following:
paper. Ask them to color the odd column. notebooks. Let them fill up the table 1. 3/2, 5/3, 6/5, 9/7, 11/9
numbers red and the even numbers EVEN ODD with fractions. a. Equal to one
green. Answer Key: b. More than one
840 4 638 Fraction Less than One 2. 2/2, 3/3, 4/4, 5/5,
125 7 243 Fraction Equal to One 10/10
3 476 3 817 Fraction More than One a. Equal to one
b. More than one

REMARKS

VII. REFLECTION Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else needs to be done to help the students learn? Identify what help
your instructional supervisors can provide for you so when you meet them, you can ask them relevant questions.
A. No. of learners who earned 80% in -
the evaluation
B. No. of learners who require
 additional activities for remediation
who scored below 80%
C. Did the remedial lessons work? No.
of learners who have caught up with
the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these work?

F. What difficulties did I encounter

which my principal or supervisor can
help me solve?
G. What innovation or localized
materials did I use/discover which I
wish to share with other teachers?