Name of School

School Address
Grade School

Course Outline: [Math 3]

Subject Title School Year

Grade Level Contact Hours

Name of Teacher Class Schedule

Core Learning Areas of the Program:

The learner demonstrates understanding and appreciation of key concepts and principles of mathematics as applied - using
appropriate technology - in problem solving, critical thinking, communicating, reasoning, making connections, representations, and
decisions in real life.

Grade Level Standard:

The learner demonstrates understanding and appreciation of key concepts and skills involving numbers and number sense (whole
numbers up to 10 000; ordinal numbers up to 100th; money up to PhP1 000;the four fundamental operations of whole numbers;
proper and improper fractions; and similar, dissimilar, and equivalent fractions); geometry (lines, symmetry, and tessellations);
patterns and algebra (continuous and repeating patterns and number sentences); measurement (conversion of time, length, mass
and capacity, area of square and rectangle); and statistics and probability (tables, bar graphs, and outcomes) as applied - using
appropriate technology - in critical thinking, problem solving, reasoning, communicating, making connections, representations, and
decisions in real life.
 FIRST QUARTER
Content Standard:
The learner demonstrates
 Understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to PhP1000.
 Understanding of addition and subtraction of whole numbers including money
Performance Standard:
The learner is able to:
 recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in various forms and contexts.
 recognize and represent, ordinal numbers up to 100th in various forms and contexts.
 apply addition and subtraction of whole numbers including money in mathematical problems and real-life situations.
Timefram Learning Content Learning Outcome Cross-Linked Assessment Learning References
e (Competency) Success Indicators Concepts/ Strategies/ Episodes
At the end of the lesson, Values Evidences of
the learners can Integrated Students (Teaching
Performance Strategies)
Week 1 Numbers and Brainstorming
Day 1 Number 1. Visualizes numbers up 1.1. Counting numbers Counting numbers (Each student will Quiming, R. (2017)
Sense to 10 000 with emphasis from 1,001 to 5,000 using orally (The brainstorm on Our World of Math.
on numbers 1001 - 10000. Base-10 Blocks students will what number is 1253 G. Araneta
count individually) given based on the Ave., Quezon City:
Counting numbers blocks) Vibal Group, Inc.
Day 2 1.2. Counting numbers orally (The Practice counting
from 5,001 to 10 000 using students will (Pass the ball)
Base-10 Blocks count individually)

Place Value
Worksheet
 Day 3 2. Gives the place value 2.1. Identifying the (The students will Think-Pair-Share Quiming, R. (2017)
and value of a digit in 4- to different place identify the place (The students will Our World of Math.
5-digit numbers values (Ones, Tens, value and value of share what they 1253 G. Araneta
etc.) a number given.) think the place Ave., Quezon City:
2.2. Identifying the place value of a number Vibal Group, Inc.
value of a number in is.)
4-digit numbers
2.3. Identifying the value
of a digit in 4-digit
numbers Place Value
Worksheet
Day 4 2.4. Identifying the place (The students will
value of a number in identify the place
5-digit numbers value and value of
2.5. Identifying the value a number given.)
of a digit in 5-digit
numbers
Day 5 SUMMATIVE
ASSESSMENT

Week 2
Day 1 3. Reads and writes 3.1. Identifying the Updated notes/ Updating Notes Quiming, R. (2017)
numbers up to 10 000 in different place values Journal (The students will Our World of Math.
symbols and in words. 3.2. Reading and writing (The notes that they write numbers 1253 G. Araneta
got from the class
numbers from words to from symbols to Ave., Quezon City:
together with the
symbols answers on some words and vice Vibal Group, Inc.
exercises given.) versa on their
Day 2 3.3. Reading and writing notes and then
numbers from symbols to they will compare
 words with their
seatmates)
Day 3 4. Rounds numbers to the 4.1. Defining place value K-W-L Chart Quiming, R. (2017)
Rounding numbers
nearest ten, hundred and (tens, hundreds, (The students will Our World of Math.
Worksheet
thousand thousands) (The students will fill up a K-W-L 1253 G. Araneta
4.2. Identifying the place round off the given chart to check Ave., Quezon City:
value of a number (tens, number in the their Vibal Group, Inc.
hundreds, thousands) worksheet.) understanding
4.3. Describing the process about the topic)
of rounding off
4.4. Demonstrating
rounding off of numbers to
its nearest tens, hundreds
or thousands
Day 4

5. Compares numbers up 5.1. Determining which BINGO Quiming, R. (2017)

to 10 000 using relation number is bigger from Comparing (Supply the Our World of Math.
symbols. another Numbers missing symbol for 1253 G. Araneta
5.2. Describing the concept Worksheet each box) Ave., Quezon City:
(The students will
of less than, more than and Vibal Group, Inc.
compare the
equal to (<, =, >) numbers and put
5.3. Comparing numbers the appropriate
using the relation symbols relation symbol.)
5.4. Supplying the
appropriate relation
symbol to compare
numbers
 Day 5

SUMMATIVE
ASSESSMENT
Week 3
Day 1 6. Orders 4- to 5-digit 6.1. Identifying the place Worksheet Share and Arrange Quiming, R. (2017)
numbers in increasing or value of the numbers. (The students will (Triad) Each Our World of Math.
decreasing order. 6.2. Arranging 4-digit rewrite the student will give a 1253 G. Araneta
numbers in increasing and numbers in number then they Ave., Quezon City:
decreasing order. increasing and will help each Vibal Group, Inc.
decreasing order.) other arrange the
6.3. Arranging 5-digit numbers.
Day 2 numbers in increasing and
decreasing order.

Day 3 7. Identifies ordinal 7.1. identifying ordinal Worksheet Puzzle Quiming, R. (2017)
numbers from 1st to numbers from the others (The students will (Form the puzzle Our World of Math.
100th with emphasis on 7.2. pointing out an ordinal label the ordinal by arranging the 1253 G. Araneta
the 21st to 100th object in number numbers given.) ordinal numbers) Ave., Quezon City:
a given set from a given Vibal Group, Inc.
point of reference.

Day 4 8. Recognizes coins and 8.1. Identifying coins from Oral Recitation Name the money Quiming, R. (2017)
bills up to PhP1000. bills (The students will (There will be Our World of Math.
8.2. Identifying different name the amount groups of five and 1253 G. Araneta
amount of coins and bills of bills and coins each member will Ave., Quezon City:
they will pick have to name Vibal Group, Inc.
 individually.) either a bill or a
Day 5 SUMMATIVE coin depending on
ASSESSMENT what they will
pick.)
Week 4
Day 1 9. Reads and Writes 9.1. Recognizing the Read and Write One-Minute Quiming, R. (2017)
Money in Symbols and in different values of the Worksheet Papers (Writing Our World of Math.
Words different denominations of (The students will Money in Symbols 1253 G. Araneta
Philippine coins and bills write the money in and Words) Ave., Quezon City:
through PhP1 000. symbols and read Vibal Group, Inc.
9.2. Reading and writing them aloud.)
money in Symbols

Day 2 9.3. Reading and writing Read and Write

money in words. Worksheet
(The students will
write the money in
words and read
them aloud.)

Day 3 10. Compares Money up to 10.1. identifying if the given Fill in the Blanks Hot Potato (A ball Quiming, R. (2017)
Php1000 using relation numbers are the same or (The students will will be passed Our World of Math.
symbols not; write the correct around and 1253 G. Araneta
10.2. identifying the relation symbol on whoever gets the Ave., Quezon City:
different relation symbols the blank.) ball when the Vibal Group, Inc.
to be used in comparing music stops will
numbers answer.)
 Day 4 10.3. applying the correct Fill in the Blanks
relation symbol in a given (The students will
set of numbers. write the correct
relation symbol on
the blank.)
Day 5 SUMMATIVE
ASSESSMENT

Week 5
Day 1 11. Adds 3- to 4-digit 11.1. Describing the Puzzle Quiming, R. (2017)
numbers up to three process of addition (The students will Our World of Math.
addends with sums up to 11.2. Adding 3-digit Addition arrange the 1253 G. Araneta
10 00 without regrouping numbers with and without worksheet numbers such that Ave., Quezon City:
and with regrouping regrouping (The students will it will make a right Vibal Group, Inc.
be given a statement. Ex: 7 +
worksheet 1 = 8)
11.3. Adding 4-digit wherein they will
Day 2 numbers with and without solve and find the
regrouping sum.)

12. Estimates Sums of 3- 12.1. Recognizing the Numbered Heads Quiming, R. (2017)
to 4-Digit Addends with different place values in a Together Our World of Math.
Day 3 reasonable results number Addition 1253 G. Araneta
12.2. Adding 3-digit worksheet Ave., Quezon City:
addends (The students will Vibal Group, Inc.
12.3. Rounding off the sum be given a
 to the highest place value. worksheet
wherein they will
Day 4 solve and find the
12.2. Adding 4-digit sum.)
addends
12.3. Rounding off the sum
to the highest place value.
Day 5 SUMMATIVE
ASSESSMENT
Week 6
Day 1 13. Adds 1- to 2-Digit 13.1. Recalling the process Oral Recitation Numbered Heads Quiming, R. (2017)
Numbers Mentally without of addition. (The students will Together Our World of Math.
and with Regrouping 13.2. Adding 1- to 2- digit add mentally the (Everyone in the 1253 G. Araneta
numbers mentally without numbers given to group will think of Ave., Quezon City:
regrouping using proper them) the answer then Vibal Group, Inc.
strategies and tools the number called
will give the
Day 2 13.3. Adding 1- to 2- digit Oral Recitation answer.)
numbers mentally with (The students will
regrouping using proper add mentally the
strategies and tools numbers given to
them)

Day 3 14. Adds Mentally 2- to 3- Quiming, R. (2017)

Digit Numbers with 14.1. Identify the value of Oral Recitation Jeopardy Our World of Math.
Multiples of Hundreds the hundreds in a 2- to 3- (The students will (The students will 1253 G. Araneta
digit number add mentally the play a Jeopardy Ave., Quezon City:
14.2. Recalling the process numbers given to game in which Vibal Group, Inc.
of addition them) they will be given
 14.3. Adding mentally 2- a set of numbers
digit numbers to be added
Day 4 mentally.)
14.4. Adding mentally 3- Oral Recitation
digit numbers (The students will
SUMMATIVE add mentally the
ASSESSMENT numbers given to
Day 5 them)

Week 7
Day 1 15. Solves routine and 15.1. Recalling the process Problem Solving Triad Thinking Quiming, R. (2017)
nonroutine problems of solving problems Worksheet (Each triad will Our World of Math.
involving addition of involving addition (The students will pick a problem in 1253 G. Araneta
whole numbers with sums 15.2. Solving routine be given a problem the Mystery Box Ave., Quezon City:
up to 10 000 including problems using which they will then they will Vibal Group, Inc.
money using appropriate appropriate strategies and answer.) solve it together.)
problem solving tools
Day 2 strategies and tools
15.3. Solving nonroutine
problems using
appropriate strategies and
tools
 Day 3 16. Creates Problems 16.1. Recalling the concept Own Word Think-Pair-Share Quiming, R. (2017)
Involving Addition of of addition Problem (Each pair will Our World of Math.
whole numbers including 16.2. Recalling the step by (Rubric) brainstorm and 1253 G. Araneta
money. step process in adding create their own Ave., Quezon City:
numbers problem) Vibal Group, Inc.
16.3. Composing their own
given or set involving
addition
16.4. Creating an example
of problem involving
addition
Day 4
16.5. Creating a problem Own Word
involving addition of whole Problem
numbers including money (Rubric)

Day 5
SUMMATIVE
ASSESSMENT
Week 8
Day 1 17. Subtracts 3-to 4-digit 17.1. Describing the Subtraction Puzzle Quiming, R. (2017)
numbers from 3- to 4-digit process of subtraction Worksheet (The students will Our World of Math.
numbers with and without 17.2. Subtracting 3- to 4- (The students will arrange the 1253 G. Araneta
regrouping digit numbers without subtract the numbers such that Ave., Quezon City:
regrouping numbers and it will make a right Vibal Group, Inc.
write their answer statement. Ex: 7 -
 Day 2 17.2. Subtracting 3- to 4- on the worksheet.) 1 = 6)
digit numbers with
regrouping

Day 3 18. Subtracts mentally 1- 18.1. Recalling the process Oral Recitation Think-Pair-Share Quiming, R. (2017)
to 2 – digits numbers of subtraction (The students will (The students will Our World of Math.
without and with 18.2. Identifying different subtract mentally be paired then 1253 G. Araneta
regrouping using strategies used in the numbers given each will solve Ave., Quezon City:
appropriate strategies. subtracting mentally to them) mentally the Vibal Group, Inc.
18.3. Subtracting 1- to 2-
problem then one
digit numbers mentally
will answer.)
without regrouping

18.4. Subtracting 1- to 2-
Day 4 digit numbers mentally Oral Recitation
without regrouping (The students will
subtract mentally
the numbers given
to them)

SUMMATIVE
Day 5 ASSESSMENT
Week 9
Numbered Heads
Day 1 19. Subtracts mentally 2- 19.1. Identifying the value Oral Recitation Together Quiming, R. (2017)
to 3 – digits numbers with of the hundreds in a 2- to 3- (The students will (Everyone in the Our World of Math.
multiples of hundreds digit number subtract mentally group will think of 1253 G. Araneta
without and with 19.2. Subtracting 2- to 3- the numbers given the answer then Ave., Quezon City:
regrouping using digit numbers mentally. to them) the number called Vibal Group, Inc.
 appropriate strategies. will give the
answer.)

Day 2 20. Solves routine and 20.1. Recalling the process Subtraction Paper Gallery Walk Quiming, R. (2017)
nonroutine problems of solving problems. (The students will (The students will Our World of Math.
involving subtraction 20.1. Solving routine and solve one problem solve one problem 1253 G. Araneta
without or with addition nonroutine problems (routine/nonrouti (routine/nonrouti Ave., Quezon City:
of whole numbers involving subtraction ne) per corner of ne) per corner of Vibal Group, Inc.
including money using 20.1. Solving routine and the room. They the room. They
appropriate problem nonroutine problems will write it on the will write it on the
solving strategies and involving subtraction Subtraction Paper Subtraction Paper
tools. including money provided.) provided.)

Day 3 20.1. Solving routine and Subtraction Paper Gallery Walk

nonroutine problems (The students will (The students will
involving subtraction with solve one problem solve one problem
addition (routine/nonrouti (routine/nonrouti
20.1. Solving routine and ne) per corner of ne) per corner of
nonroutine problems the room. They the room. They
involving subtraction with will write it on the will write it on the
addition including money Subtraction Paper Subtraction Paper
provided.) provided.)

Day 4 21. Creates problems 21.1. Describing the Created Problem Brainstorming Quiming, R. (2017)
involving addition and/or process of solving from the (Rubric) (The students will Our World of Math.
subtraction of whole problems involving be grouped and 1253 G. Araneta
numbers including money. addition and subtraction together will Ave., Quezon City:
 21.2. Recalling the things brainstorm in Vibal Group, Inc.
included in a word problem order to create a
21.3. Creating problems problem.)
involving addition and/or
subtraction of whole
numbers including money.

Day 5 SUMMATIVE
ASSESSMENT
Week 10

Day 1 PERFORMANCE TASK PROBLEM-SOLVING

WORKSHEETS

Day 2 REVIEW FOR THE EXAMS

Day 3 EXAMS
Day 4 EXAMS
Day 5 EXAMS

SECOND QUARTER
Content Standard:
The learner demonstrates understanding of multiplication and division of whole numbers including money.
Performance Standard:
The learner is able to apply multiplication and division of whole numbers including money in mathematical problems and real-life situations

Timefram Learning Content Learning Outcome References

 e (Competency) Success Indicators
At the end of the lesson,
the learner can
Week 1 Numbers and
Day 1 Number Sense 1. Visualizes 1.1. Illustrating the process Multiplication Board Race Quiming, R. (2017)
multiplication of numbers of multiplication Worksheet (The students will Our World of Math.
1 to 10 by 6,7,8 and 9. 1.2. Writing multiplication (The students will be grouped and 1253 G. Araneta
of numbers 1 to 10 by 6 multiply the one representative Ave., Quezon City:
and 7 numbers given on will answer the Vibal Group, Inc.
Day 2 the worksheet.) given on the
1.3. Writing multiplication board.)
of numbers 1 to 10 by 8
and 9

Day 3 2. Visualizes and states 2.1. Illustrating Oral Recitation Count Off Quiming, R. (2017)
basic multiplication facts multiplication facts for (The students will (Each student will Our World of Math.
for numbers up to 10. numbers up to 10 recite by twos the have a number 1253 G. Araneta
2.2. Reciting basic numbers given to then the teacher Ave., Quezon City:
multiplication facts for them) will choose Vibal Group, Inc.
numbers 1 to 5 random numbers
who will recite
Day 4 2.3. Reciting basic Oral Recitation multiplication
multiplication facts for (The students will facts.)
numbers 6 to 10 recite individually
the numbers given
to them)
Day 5 SUMMATIVE
ASSESSMENT
Week 2
Day 1 3. Applies the 3.1. Identifying Commutative Odd-One-Out
commutative property of commutative property of Property (The students will Quiming, R. (2017)
multiplication. multiplication from a given Worksheet choose which Our World of Math.
set (The students will among the given 1253 G. Araneta
3.2. Demonstrating the write examples of does not shows Ave., Quezon City:
commutative property of commutative commutative Vibal Group, Inc.
multiplication property on the property of
Day 2 worksheet.) Multiplication)
4. Multiplies 2-digit by 1- 4.1. Describing the concept Distributive Word Wall
digit numbers using the of distributive property Property (The students will
distributive property of 4.2. Solving 2-digit by 1- Worksheet write their
multiplication. digit numbers using the (The students will understanding
distributive property of encircle examples about distributive
multiplication. of distributive property then put
property on the in on the Word
worksheet.) Wall)
Day 3
5. Multiplies three 1-digit 5.1. Describing the concept Associative Numbered Heads Quiming, R. (2017)
numbers using the of associative property Property Together Our World of Math.
associative property of 5.2. Identifying associative Worksheet (Everyone in the 1253 G. Araneta
multiplication. property from a given set (The students will group will think of Ave., Quezon City:
Day 4 write examples of the answer then Vibal Group, Inc.
5.2. Multiplying three 1- associative the number called
digit numbers using the property on the will give the
associative property of worksheet.) answer.)
multiplication.
 Day 5
SUMMATIVE
ASSESSMENT
Week 3
Day 1 6. Multiplies 2- to 3-digit 6.1. Multiplying 2- to 3- Multiplication Think-Pair-Share Quiming, R. (2017)
numbers by 1-digit digit numbers by 1-digit Worksheet (The students will Our World of Math.
numbers without or with numbers without (The students will be paired then 1253 G. Araneta
regrouping regrouping multiply the together they will Ave., Quezon City:
Day 2 numbers given on answer the given Vibal Group, Inc.
6.2. Multiplying 2- to 3- the worksheet.) problem.)
digit numbers by 1-digit
numbers with regrouping

Day 3 7. Multiplies 2-digit 7.1. Recalling the process of Multiplication Pair Check
numbers by 2-digit multiplication Worksheet (The students will Quiming, R. (2017)
numbers without 7.2. Demonstrating the (The students will take turns Our World of Math.
regrouping. process of multiplying 2- multiply the answering the 1253 G. Araneta
digit numbers by 2-digit numbers given on problem and Ave., Quezon City:
numbers without the worksheet.) explaining to their Vibal Group, Inc.
regrouping. pair how they
solved it.)
Day 4 8. Multiplies 2-digit 8.1. Recalling the process of Multiplication Pair Check
number by 2-digit multiplication with Worksheet (The students will
numbers with regrouping. regrouping (The students will take turns
8.2. Demonstrating the multiply the answering the
process of multiplying 2- numbers given on problem and
digit numbers by 2-digit the worksheet.) explaining to their
numbers with regrouping. pair how they
 solved it.)

Day 5 SUMMATIVE
ASSESSMENT
Week 4
Day 1 9. Multiplies 2- to 3-digit 9.1. Describing the concept Multiplication Three-Stay, One- Quiming, R. (2017)
numbers by multiples of of multiples Worksheet Stray Our World of Math.
10 and 100. 9.2. Listing the possible (The students will (The students will 1253 G. Araneta
multiples of 10 and 100 multiply the be given different Ave., Quezon City:
9.3. Identifying numbers numbers given on problems where Vibal Group, Inc.
multiple of 10 and 100 the worksheet.) they will answer it
9.4. Multiplying 2- to 3- on their
digit numbers by multiples homegroup and
of 10 and 100. one student will
hop around to
other groups to let
them solve the
problem then
share their
answers after.)

Day 2 10. Multiplies 1- to 2- digit 10.1. Describing the Board work Think-Pair-Share Quiming, R. (2017)
Numbers by 1000 process of multiplication (The students will (Each pair will Our World of Math.
10.2. Multiplying 1- to 2- be called to solve work on the given 1253 G. Araneta
digit Numbers by 1000 an item on the problem) Ave., Quezon City:
board.) Vibal Group, Inc.

Day 3 11. Estimates the product 11.1. Listing the steps used Board work Triad Sharing Quiming, R. (2017)
 of 2- to 3-digit numbers in estimating products or in (The students will (Each triad will be Our World of Math.
and 1- to 2-digit numbers rounding off be called to solve given three 1253 G. Araneta
with reasonable results. 11.2. Multiplying 2- digit an item on the problems to solve. Ave., Quezon City:
numbers and 1- to 2-digit board.) After answering, Vibal Group, Inc.
numbers they will share
11.3. Rounding off numbers what they
to estimate products of answered among
numbers themselves.)

Day 4 11.3. Multiplying 3-digit Multiplication Triad Sharing

numbers and 1- to 2-digit Worksheet (The students will
numbers (The students will think and share
11.3. Rounding off numbers multiply the about the problem
to estimate products of numbers given on then one student
numbers the worksheet.) will share their
answer to the
Day 5 PRODUCT BASED class.)
SUMMATIVE ASSESSMENT
ASSESSMENT
Week 5
Day 1 12. Multiplying mentally 12.1. Recalling the process Oral Recitation Number Heads Quiming, R. (2017)
2- digit Numbers by 1 of multiplication (The students will Together Our World of Math.
Digit Numbers without 12.2. Using the process of multiply mentally (The number who 1253 G. Araneta
regrouping with Product multiplication in the numbers given will be called will Ave., Quezon City:
up to 100 multiplying ones to ones to them) be the one to Vibal Group, Inc.
and tens to tens answer the given
12.3. Computing 1 to 2- problem.)
digit numbers mentally
with product up to 50
Day 2
12.4. Computing 1 to 2-
digit numbers mentally
with product from 51-100

Day 3 13. Solves routine and 13.1. Recalling the concept Four Corner Four Corners Quiming, R. (2017)
nonroutine problems of multiplication facts Answer Sheet (Each corner has Our World of Math.
involving multiplication 13.2. Listing the steps in (Each corner has either routine or 1253 G. Araneta
without or with addition solving word problems either routine or nonroutine Ave., Quezon City:
and subtraction of whole 13.3. Solving problems nonroutine problems. The Vibal Group, Inc.
numbers including money involving multiplication of problems. The students will
using appropriate whole numbers without students will choose which
problem-solving strategies addition and subtraction choose which corner they want
and tools. using appropriate problem- corner they want to solve. The
solving strategies and tools to solve. The students will be
students will be given a piece of
Day 4 13.4. Recalling the basic given a piece of paper wherein
addition, subtraction and paper wherein they will put their
multiplication facts they will put their answers. )
13.5. Solving problems answers. )
involving multiplication of
whole numbers with
addition and subtraction
using appropriate problem-
solving strategies and tools

Day 5 PROCESSBASED
ASSESSMENT
 SUMMATIVE
ASSESSMENT
Week 6
Day 1 14. Creates problems 14.1. Identifying the steps Created Problem Three-Stay One Quiming, R. (2017)
involving multiplication or in problem solving (Rubric) Stray Our World of Math.
with addition or 14.2. Creating simple (The students will 1253 G. Araneta
subtraction of whole problems involving work on creating a Ave., Quezon City:
numbers including money. multiplication without problem then the Vibal Group, Inc.
addition and subtraction Stray will let other
groups solve their
Day 2 14.3. Creating simple Answer Sheet problem.)
problems involving containing their
multiplication with answer of each
addition and subtraction group’s problem.

Day 3 15. visualizes and states 15.1. Matching numbers Oral Recitation Think-Pair-Share Quiming, R. (2017)
the multiples of 1- to 2- with its correct multiples (The students will (The students will Our World of Math.
digit numbers. 15.2. Determining the multiply mentally discuss with their 1253 G. Araneta
multiples of a 1- digit the numbers given pair then one of Ave., Quezon City:
number to them) them will share Vibal Group, Inc.
15.2. Determining the their answer.)
multiples of a 2- digit
number

Day 4 16. Visualizes division of 16.1. Describing the Division Number Heads Quiming, R. (2017)
numbers up to 100 by process of division Worksheet Together Our World of Math.
6,7,8,and 9 (multiplication 16.2. Dividing numbers by (The students will (The number who 1253 G. Araneta
 table of 6, 7, 8, and 9). 6, 7, 8, and 9 divide the will be called will Ave., Quezon City:
numbers given on be the one to Vibal Group, Inc.
the worksheet.) answer the given
problem.)
SUMMATIVE
Day 5 ASSESSMENT
Week 7
Day 1 17. Visualizes and states 17.1. Illustrating the Oral Recitation Think-Pair-Share Quiming, R. (2017)
basic division facts of division facts of numbers (The students will (The students will Our World of Math.
numbers up to 10. up to 10 recite the division discuss with their 1253 G. Araneta
17.2. Stating the division facts of numbers pair then one of Ave., Quezon City:
facts of numbers up to 10 up to 10.) them will share Vibal Group, Inc.
17.3. Writing division facts their answer.)
of a given illustration

Day 2 18. Divides 2- to 3-digit 18.1. Recalling the steps in Division Number Heads Quiming, R. (2017)
numbers by 1- to 2- digit division Worksheet Together Our World of Math.
numbers without and with 18.2. Dividing 2- to 3- digit (The students will (The number who 1253 G. Araneta
remainder. numbers by 1- digit divide the will be called will Ave., Quezon City:
number numbers given on be the one to Vibal Group, Inc.
the worksheet.) answer the given
problem.)
Day 3 19. Divides 2- to 3- digit 19.1. Recalling the basic Four Corners Four Corners
numbers by 10 and 100 division facts and the Answer Sheet (Each corner has
without or with concept of repeated division problems
remainder. subtraction with or without
19.2. Dividing 2 to 3 Digit remainder. The
Numbers by 2 Digit students will
Numbers without choose which
 Remainder corner they want
19.3. Dividing 2 to 3 Digit to solve. The
Numbers by 2 Digit students will be
Numbers with Remainder given a piece of
paper wherein
they will put their
answers. )

Day 4 20. Estimates the quotient 20.1. Describing the Division Number Heads Quiming, R. (2017)
of 2- to 3- digit numbers process in estimating Worksheet Together Our World of Math.
by 1- to 2- digit numbers. quotient and rounding off (The students will (The number who 1253 G. Araneta
of numbers divide the will be called will Ave., Quezon City:
20.2. Dividing a given set of numbers given on be the one to Vibal Group, Inc.
numbers the worksheet.) answer the given
20.3. Rounding off of problem.)
numbers to estimate
quotient of numbers

SUMMATIVE
Day 5 ASSESSMENT
Week 8
Day 1 21. Divides mentally 2- 21.1. Recalling the process Oral Recitation Triad Sharing Quiming, R. (2017)
digit numbers by 1-digit of mental division (The students will (The students will Our World of Math.
numbers without 21.2. Identifying strategies divide mentally think and share 1253 G. Araneta
remainder using for easy mental division the numbers about the problem Ave., Quezon City:
appropriate strategies. 21.3. Dividing numbers given.) then one student Vibal Group, Inc.
without remainder will share their
mentally answer to the
 class.)
Day 2 22. Solves routine and 22.1. Recalling the basic Round Robin Round Robin Quiming, R. (2017)
nonroutine problems concept of division facts Answer Sheet Brainstorming Our World of Math.
involving division of 2- to 22.2. Listing the steps in (The students will 1253 G. Araneta
4-digit numbers by 1- to 2- solving word problems take turns on Ave., Quezon City:
digit numbers without or 22.3. Solving problems answering the Vibal Group, Inc.
with any of the other involving division of 2- to given problem.)
operations of whole 4-digit numbers by 1- to 2-
numbers including money digit numbers without
using appropriate problem addition and subtraction
solving strategies and without any of the other
tools. operations of whole
numbers including money
using appropriate problem
solving strategies and tools.

Day 3 22.4. Solving problems Round Robin Round Robin

involving division of 2- to Answer Sheet Brainstorming
4-digit numbers by 1- to 2- (The students will
digit numbers with take turns on
addition and subtraction answering the
with any of the other given problem.)
operations of whole
numbers including money
using appropriate problem
solving strategies and tools.
 Day 4 23. Creates problems 23.1. Identifying the steps Created Problem Three-Stay One Quiming, R. (2017)
involving division or with in problem solving (Rubric) Stray Our World of Math.
any of the other 23.2. Creating simple (The students will 1253 G. Araneta
operations of whole problems involving division work on creating a Ave., Quezon City:
numbers including money. with/without other problem then the Vibal Group, Inc.
operations of whole Stray will let other
numbers groups solve their
problem.)
Day 5 SUMMATIVE
ASSESSMENT
Week 10

Day 1 PERFORMANCE TASK PROBLEM-SOLVING

WORKSHEETS

Day 2 REVIEW FOR THE EXAMS

Day 3 EXAMS
Day 4 EXAMS
Day 5 EXAMS

THIRD QUARTER
Content Standard:
The learner demonstrates understanding of:
 proper and improper, similar and dissimilar and equivalent fractions.
  continuous and repeating patterns and mathematical sentences involving multiplication and division of whole numbers.
Performance Standard:
The learner is able to:
 recognize and represent proper and improper, similar and dissimilar and equivalent fractions in various forms and contexts.
 apply knowledge of continuous and repeating patterns and number sentences involving multiplication or division of whole numbers in various situations.
Timeframe Learning Content Learning Outcome References
Learning Content Learning Objective
Week 1 Numbers and
Day 1 Number Sense 1. Identifies Odd and Even 1.1. Defining odd numbers Four-Square Four-Square Quiming, R. (2017)
Numbers 1.2. Identifying odd Graphic Organizer Graphic Organizer Our World of Math.
numbers (The students give 1253 G. Araneta
1.3. Listing odd numbers an example of odd Ave., Quezon City:
and even numbers.) Vibal Group, Inc.
Day 2 1.4. Defining even numbers
1.5. Identifying even
numbers
1.6. Listing even numbers

Day 3 2. Visualizes and represents 2.1. Illustrate different Fraction Worksheet Continuum Scale Quiming, R. (2017)
fractions that are equal to fractions (The students will (The students will Our World of Math.
one and greater than one. 2.2. Draw fractions that are draw and label the be grouped, and 1253 G. Araneta
equal to one fractions given on each member will Ave., Quezon City:
2.4. Write fractions that are the worksheet.) be given a fraction Vibal Group, Inc.
equal to one which they will
draw and label.)
Day 4 2.5. Draw fractions that are
greater than one
2.6. Write fractions that are
 equal to one

Day 5 SUMMATIVE ASSESSMENT

Week 2
Day 1 3. Reads and writes 3.1. Reading fractions that Read and Write One-Minute Papers Quiming, R. (2017)
fractions that are equal to are equal to one in symbols Worksheet (Writing Fraction in Our World of Math.
one and greater than one in and in words (The students will Symbols and 1253 G. Araneta
symbols and in words. write the fraction in Words) Ave., Quezon City:
Day 2 3.2. Writing fractions that words then read it Vibal Group, Inc.
are equal to one in symbols aloud.)
and in words

Day 3 4. Represents fractions 4.1. Describing regions, Think-Pair-Share

using regions, sets, and the sets, and number line. Worksheet (The students will Quiming, R. (2017)
number line. 4.2. Shading fractions in (The students will discuss with their Our World of Math.
regions draw and label the pair then one of 1253 G. Araneta
fractions using sets them will share Ave., Quezon City:
4.2. Drawing fractions using and number line their answer.) Vibal Group, Inc.
Day 4 sets given on the
4.2. Writing fractions using worksheet.)
number line
Day 5 SUMMATIVE ASSESSMENT

Week 3
Day 1 5. Visualizes and represents 5.1. Identifying dissimilar Fraction Worksheet Think-Pair-Share Quiming, R. (2017)
dissimilar fractions. fractions (The students will (The students will Our World of Math.
5.2. Drawing dissimilar draw and label the discuss with their 1253 G. Araneta
fractions fractions given on pair then one of Ave., Quezon City:
the worksheet.) them will share Vibal Group, Inc.
their answer.)
Quiming, R. (2017)
Day 2 6. Visualizes, represents, 6.1. Identifying similar and Fraction Worksheet Triad Sharing Our World of Math.
and compares dissimilar dissimilar fractions (The students will (The students will 1253 G. Araneta
and similar fractions 6.2. Recalling the meaning draw and label the think and share Ave., Quezon City:
of relation symbols fractions given on about the problem Vibal Group, Inc.
6.3. Comparing similar and the worksheet.) then one student
dissimilar fraction will share their Quiming, R. (2017)
answer to the Our World of Math.
class.) 1253 G. Araneta
Ave., Quezon City:
Day 3 7. Visualizes, represents, 7.1. Recalling the concept of Fraction Worksheet Think-Pair-Share Vibal Group, Inc.
and arranges dissimilar dissimilar fractions (The students will (The students will
fractions in increasing or 7.2. Drawing figures to draw and label the discuss with their
decreasing order. represent fractions fractions given on pair then one of
7.3. Listing fractions in the worksheet.) them will share
increasing and decreasing their answer.) Quiming, R. (2017)
order Our World of Math.
1253 G. Araneta
Ave., Quezon City:
Day 4
8. Visualizes and generates 8.1. Defining equivalent Four Square Four-Square Vibal Group, Inc.
equivalent fractions. fractions Graphic Organizer Graphic Organizer
8.2. Drawing equivalent (The students will
 fractions define and give an
example of
equivalent
Day 5 fractions.)
SUMMATIVE ASSESSMENT
Week 4
Day 1 Geometry 9. Recognizes and draws a 9.1. Describing point, line, Identification Jigsaw Quiming, R. (2017)
point, line, line segment and line segment and ray Worksheet (Each member in Our World of Math.
ray 9.2. Labeling a point, line, (The students will the home group will 1253 G. Araneta
line segment and ray point out which be given a topic Ave., Quezon City:
9.3. Recognizing point, line, among the given are then they will go to Vibal Group, Inc.
line segment and ray point, line, line their expert group
9.4. Drawing or illustrating segment, and ray.) to share more about
point, line, line segment and their topic then go
ray back to their home
group to share what
they got from their Quiming, R. (2017)
expert group.) Our World of Math.
1253 G. Araneta
Day 2 10. Recognizes and draws 10.1. Describing Drawing Worksheet Triad Sharing Ave., Quezon City:
parallel, intersecting and perpendicular, parallel and (The students will (The students will Vibal Group, Inc.
perpendicular lines. intersecting lines draw the different think and share
10.2. Identifying or naming kinds of lines on the about the problem
lines in figure worksheet.) then one student
10.3. Drawing will share their
perpendicular, parallel and answer to the Quiming, R. (2017)
intersecting lines. class.) Our World of Math.
1253 G. Araneta
Day 3 11. Visualizes, identifies 11.1. Recalling the Four Square Four-Square Ave., Quezon City:
and draws congruent line definition of a line segment Graphic Organizer Graphic Organizer Vibal Group, Inc.
segments. 11.2. Describing congruent (The students will
line segments define and give an
11.3. Identifying which example off line
among the given sets are segment.)
congruent line segments
11.4. Drawing congruent
line segments

Day 4 11.5. Drawing a line Drawing Worksheet Think-Pair-Share

segment that is congruent (The students will (The students will
to a given line segment draw a line segment discuss with their
that is congruent to pair then one of
a given line them will share
Day 5 segment) their answer.)
SUMMATIVE ASSESSMENT
Week 5
Day 1 12. Identifies and visualizes 12.1. Defining Symmetry Worksheet Number Heads Quiming, R. (2017)
symmetry in the 12.2. Constructing the basic (The students will Together Our World of Math.
environment and in design. shapes such as square, color which among (The number who 1253 G. Araneta
rectangle and triangle the given are will be called will Ave., Quezon City:
12.3. Determining if an symmetrical) be the one to Vibal Group, Inc.
object is symmetrical or not answer the given
symmetrical problem.)
Worksheet
Day 2 12.4. Identifying (The students will Think-Pair-Share
symmetrical objects in the color which among (The students will
 environment the given are discuss with their
symmetrical) pair then one of
them will share
their answer.) Quiming, R. (2017)
Our World of Math.
Day 3 13. Identifies and draws the 13.1. Identifying basic Symmetry Pair Check 1253 G. Araneta
line of symmetry in a given shapes Worksheet (The students will Ave., Quezon City:
symmetrical figure. 13.2. Identifying (The students will take turns drawing Vibal Group, Inc.
symmetrical objects draw symmetrical an object and
13.3. Drawing symmetrical triangles, squares, drawing a
triangles, squares and and rectangles) symmetrical
rectangles object.)

Day 4 13.4. Drawing the line of Symmetry Pair Check

symmetry in a given Worksheet (The students will
symmetrical figure. (The students will take turns drawing
draw the line of an object and
symmetry in a given drawing a
figure.) symmetrical
object.)
Day 5 SUMMATIVE ASSESSMENT
Week 6
Day 1 14. Completes a symmetric 14.1. Determining objects Worksheet Triad Sharing Quiming, R. (2017)
figure with respect to a that can be divided equally (The students will (The students will Our World of Math.
given line of symmetry. 14.2. Matching two pictures match two pictures think and share 1253 G. Araneta
to form symmetrical figures to form about the problem Ave., Quezon City:
symmetrical then one student Vibal Group, Inc.
figures) will share their
Day 2 14.3. Completing a Worksheet answer to the
symmetric figure with (The students will class.)
respect to a given line of complete a
symmetry symmetric figure
with respect to a Quiming, R. (2017)
given line of Our World of Math.
symmetry) 1253 G. Araneta
Ave., Quezon City:
Day 3 15. Tessellates the plane 15.1. Describing shapes Worksheet Think-Pair-Share Vibal Group, Inc.
using triangles, squares and according to numbers of (The students will (The students will
other shapes that can sides and corners tessellate the object discuss with their
tessellate. 15.2. Tessellating a surface given using pair then one of
using triangles and squares different shapes them will share
then write their their answer.)
Day 4 15.3. Counting the number answers on the
of triangles and squares answer sheet.)
used to cover a certain
space without overlapping
them.
Day 5 SUMMATIVE ASSESMENT
Week 7
Day 1 Patterns and Algebra 16. Determines the missing 16.1. Describing the Fill-in-the-blank Number Heads Quiming, R. (2017)
term/s in a given concept of patterns and Worksheet Together Our World of Math.
combination of continuous finding the missing terms (The students will (The number who 1253 G. Araneta
and repeating pattern. 16.2. Identifying missing supply the missing will be called will Ave., Quezon City:
e.g. terms in a pattern terms in the be the one to Vibal Group, Inc.
4A,5B, 6A,7B,__ pattern.) answer the given
Day 2 16.3. Supplying missing problem.)
 1 2 3 4 ___ terms in a pattern

Day 3 17. Finds the missing value 17.1. Recalling the basic Worksheet Numbered Heads Quiming, R. (2017)
in a number sentence concept multiplication and (The students will Together Our World of Math.
involving multiplication or division write on the blank (Everyone in the 1253 G. Araneta
division of whole numbers. 17.2. Identifying missing the correct number group will think of Ave., Quezon City:
e.g. numbers in a set in order to make the answer then the Vibal Group, Inc.
n x 7 = 56 the given correct.) number called will
Day 4 56 ÷ n = 8 17.2. Supplying missing give the answer.)
numbers in a set

Day 5 SUMMATIVE ASSESSMENT

Week 10

Day 1 PERFORMANCE TASK

Day 2 REVIEW FOR THE EXAMS

Day 3 EXAMS
Day 4 EXAMS
Day 5 EXAMS
 Fourth Quarter
Content Standard:
The learner demonstrates understanding of:
 conversion of time, linear, mass and capacity measures and area of square and rectangle.
 bar graphs and outcomes of an event using the terms sure, likely, equally likely, unlikely, and impossible to happen.
Performance Standard:
The learner is able to:
 apply knowledge of conversion of time, linear, mass and capacity measures and area of rectangle and square in mathematical problems and real-life
situations
 create and interpret simple representations of data (tables and single bar graphs) and describe outcomes of familiar events using the terms sure,
likely, equally likely, unlikely, and impossible to happen.
Timeframe Learning Content Learning Outcome References
(Competency) Success Indicators
Week 1
Day 1 1. Visualizes, and 1.1. Identifying the different Oral Recitation Triad Sharing Quiming, R. (2017)
represents, and hands of clock (The students will (The students will Our World of Math.
converts time 1.2. Reading proper time in one by one read think and share 1253 G. Araneta
measure from clock the clock.) about the problem Ave., Quezon City:
seconds to minutes, 1.3. Identifying how many then one student Vibal Group, Inc.
minutes to hours, seconds are there in a will share their
and hours to a day minute, minutes in an hour, answer to the
and vice versa. hours in a day class.)
1.4. Convert time from
 seconds to minutes,
minutes to hours, and hours
to a day
Worksheet
Day 2 1.5. Convert time from day (The students will Think-Pair-Share
to hours, hour to minutes, convert day to (The students will
minute to seconds. hours, hour to discuss with their
minutes, minute to pair then one of
seconds on the them will share
worksheet.) their answer.) Quiming, R. (2017)
Our World of Math.
Day 3 2. Visualizes, and 2.1. Tabulating number of Table Worksheet Graphic Organizer 1253 G. Araneta
represents, and days per week, week per (The students will (The students will Ave., Quezon City:
converts time month and month per year fill up a table make a graphic Vibal Group, Inc.
measure 2.2. Converting time from according to how organizer showing
 days to week, days to week, month and many days are the conversion of
month and year and vice versa there in a week time measure.)
year and vice and so on.)
versa
Day 4  weeks to 2.3. Converting time from Graphic Organizer Graphic Organizer
months and weeks to months and year (The students will (The students will
year and vice and vice versa make a graphic make a graphic
versa 2.4. Converting time from organizer showing organizer showing
 months to months to year and vice the conversion of the conversion of
year and vice versa. time measure.) time measure.)
versa.

SUMMATIVE
 ASSESSMENT
Day 5
Week 2
Day 1 3. Visualizes, and 3.1. Recalling formulas for Problem Solving Think-Pair-Share Quiming, R. (2017)
represents, and time conversion Worksheet (The students will Our World of Math.
solves problems 3.2. Listing of the formulas (The students will discuss with their 1253 G. Araneta
involving conversion for proper time conversion be given a problem pair then one of Ave., Quezon City:
of time measure. 3.3. Solving a problem which they will them will share Vibal Group, Inc.
involving time conversion solve individually.) their answer.)

Day 2 4. Visualizes, and 4.1. Listing common units Conversion Think-Pair-Share

represents, and of measure Worksheet (The students will Quiming, R. (2017)
converts common 4.2. Identifying how many (The students will discuss with their Our World of Math.
units of measure centimeters are there in a convert the given pair then one of 1253 G. Araneta
from larger to meter, grams in a kilogram, units of measure to them will share Ave., Quezon City:
smaller unit and vice milliliters in a liter. another unit of their answer.) Vibal Group, Inc.
versa: meter and 4.3. Converting common measure.)
centimeter, kilogram units of linear measure
and gram, liter and from larger unit to smaller
milliliter. unit and vice versa

Day 3 5. Visualizes, and 5.1. Recalling the process of Gallery Walk Gallery Walk
represents, and conversion of common Answer Sheet (The students will
solves routine and units of measure. solve one problem Quiming, R. (2017)
nonroutine 5.2. Identify the steps in (routine/nonroutin Our World of Math.
problems involving problem solving e) per corner of the 1253 G. Araneta
conversions of 5.3. Solving routine and room. They will Ave., Quezon City:
 common units of nonroutine problems write it on the Vibal Group, Inc.
measure. involving conversions of Conversion
common units of measure. Worksheet
provided.)
Day 4
6. Visualizes, and 6.1. Defining capacity Worksheet Think-Pair-Share
represents, and finds measure (The students will (The students will
the capacity of a 6.2. Providing samples of write the different discuss with their Quiming, R. (2017)
container using capacity measure common units of pair then one of Our World of Math.
milliliter and liter. 6.3. Listing common units mass measure.) them will share 1253 G. Araneta
of mass measure their answer.) Ave., Quezon City:
6.4. Describing the capacity Vibal Group, Inc.
of a container using
milliliter and liter
Day 5
SUMMATIVE
ASSESSMENT
Week 3
Day 1 7. Visualizes, and 7.1. Recalling the process of Problem Solving Gallery Walk Quiming, R. (2017)
represents, and conversion of measures Worksheet (The students will Our World of Math.
solves routine and 7.2. Recalling the steps in (The students will solve one problem 1253 G. Araneta
nonroutine solving the problem be given a problem (routine/nonroutin Ave., Quezon City:
problems involving involving conversion of unit which they will e) per corner of the Vibal Group, Inc.
capacity measure. measurement solve individually.) room. They will
7.3. Solving routine write it on the
problems involving capacity Worksheet
measures Problem Solving provided.)
Worksheet
 Day 2 7.4. Solving nonroutine (The students will
problems involving capacity be given a problem
measures which they will
solve individually.)

Day 3 8. Visualizes, and 8.1. Describing Area Round Robin Round Robin
represents, and 8.2. Describing the process Worksheet Brainstorming Quiming, R. (2017)
measures area using on how to measure the (The students will Our World of Math.
appropriate unit. length of a shape take turns on 1253 G. Araneta
8.3. Recalling the different answering the given Ave., Quezon City:
Area Formulas problem.) Vibal Group, Inc.
Day 4 8.4. Using the formulas in
order to get the correct area
of the figures

SUMMATIVE
Day 5 ASSESSMENT
Week 4
Day 1 9. Derives the 9.1. Recognizing square Tabulated Think-Pair-Share Quiming, R. (2017)
formula for the area from rectangles Conversion (The students will Our World of Math.
of a rectangle and a 9.2. Tabulating the formulas (The students will discuss with their 1253 G. Araneta
square. for conversion convert formulas pair then one of Ave., Quezon City:
then they will them will share Vibal Group, Inc.
make a table from their answer.)
it.)

Day2 9.3. Measuring the length Worksheet Think-Pair-Share

 and width of the objects (The students will (The students will
provided and list the data in measure length discuss with their
a table and with of an pair then one of
9.4. Recalling the formula object then write them will share
for area of each object their answers on their answer.)
the paper.)
Day 3 9.5. Deriving formula for Think-Pair-Share
the area of rectangle Derived Formula (The students will
(The students will discuss with their
Day 4 9.6. Deriving formula for convert formulas pair then one of
area of square then they will them will share
SUMMATIVE make a table from their answer.)
Day 5 ASSESSMENT it.)

Week 5
Day 1 10. Visualizes, and 10.1. Recalling the formulas Solving Board Numbered Heads Quiming, R. (2017)
represents, and finds for the area of rectangle and work Together Our World of Math.
the area of a square (The students will (Everyone in the 1253 G. Araneta
rectangle and square 10.2. Solving for the area of go to the board and group will think of Ave., Quezon City:
in sq.cm and sq. m. a rectangle in sq. cm and sq. solve the area of the answer then the Vibal Group, Inc.
m. the given.) number called will
give the answer.)
Day 2 10.3. Solving for the area of
a square in sq.cm and sq. m.

Day 3 11. Solves routine 11.1. Recall the formulas for Gallery Walk Gallery Walk
and nonroutine the area of rectangle and Answer Sheet (The students will Quiming, R. (2017)
problems involving square solve one problem Our World of Math.
 areas of squares and 11.2. Recall the steps in (routine/nonroutin 1253 G. Araneta
rectangles. solving problems e) per corner of the Ave., Quezon City:
11.3. Solve routine room. They will Vibal Group, Inc.
problems involving areas of write it on the
squares and rectangles Worksheet
provided.)
Day 4 11.4. Solve nonroutine
problems involving areas of
squares and rectangles
SUMMATIVE
Day 5 ASSESSMENT
Week 6
Day 1 12. Creates problems 12.1. Recalling the formulas Own word Think-Pair-Share Quiming, R. (2017)
involving area of for the area of rectangle and problem (Each pair will Our World of Math.
rectangle and square (Rubric) brainstorm and 1253 G. Araneta
square. 12.2. Recall the steps in create their own Ave., Quezon City:
solving problems problem) Vibal Group, Inc.
12.3. List down the things
needed in a word problem
12.4. Create problems Triad Sharing
involving area of rectangle (The students will
Own word think and create a
Day 2 12.5. Create problems problem problem then one
involving area of square (Rubric) student will share
their problem to the
class.)

Day 3 13. Collects data on 13.1. Tallying the data as Graph of organized Triad Sharing Quiming, R. (2017)
 one variable using order that can be seen in data (The students will Our World of Math.
existing records. the table think and share 1253 G. Araneta
13.2. Completing the table about the data and Ave., Quezon City:
and use the information they will organize Vibal Group, Inc.
gathered the data into
13.3. Organizing data in the graphs.)
table

Day 4 14. Sorts, classifies, 14.1. Describing Bar graphs Worksheet Numbered Heads
and organizes data 14.2. Labeling correctly the (The students will Together
in tabular form and vertical and horizontal axis be given a data and (Everyone in the Quiming, R. (2017)
presents this into a 14.3. Organizing data in they will create a group will think of Our World of Math.
vertical or horizontal tabular form graph out of the the answer then the 1253 G. Araneta
bar graph. 14.4. Differentiating data.) number called will Ave., Quezon City:
horizontal from vertical bar give the answer.) Vibal Group, Inc.
graphs
14.5. Creating a vertical or
horizontal bar graph to
present data

Day 5 SUMMATIVE
ASSESSMENT
Week 7
Day 1 15. Infers and 15.1. Identifying the Brainstorming Brainstorming Quiming, R. (2017)
interprets data different data presented in Interpretation (The students will Our World of Math.
presented in the bar graphs (The students will brainstorm about 1253 G. Araneta
different kinds of bar 15.2. Analyzing what the brainstorm about the given data and Ave., Quezon City:
graphs (vertical/ graph means the given data and one representative Vibal Group, Inc.
 horizontal). 15.3. Interpreting they will write will share their
information from the graph their interpretation.)
through writing interpretation.)

Day 2 16. Solves routine 16.1. Recalling the process Gallery Walk Gallery Walk
and nonroutine of interpreting a bar graph Answer Sheet (The students will Quiming, R. (2017)
problems using data 16.2. Recalling the steps in solve one problem Our World of Math.
presented in a solving problems (routine/nonroutin 1253 G. Araneta
single-bar graph. 16.3. Solving routine e) per corner of the Ave., Quezon City:
problems using data room. They will Vibal Group, Inc.
presented in a single-bar write it on the
graph. Worksheet
16.4. Solving nonroutine provided.)
problems using data
presented in a single-bar
graph.

Day 3 17. Tells whether an 17.1. Telling the difference Fill in the blank Number Heads
event is sure, likely, between the terms sure, worksheet Together
equally likely, likely, equally likely, (The students will (The number who Quiming, R. (2017)
unlikely, and unlikely, and impossible to identify whether will be called will Our World of Math.
impossible to happen. an event is sure, be the one to 1253 G. Araneta
happen. 17.2. Describing an event as likely, equally answer the given Ave., Quezon City:
sure, likely, equally likely, likely, unlikely, and problem.) Vibal Group, Inc.
unlikely, and impossible to impossible to
happen. happen. They will
write their before
the number.)
Day 4 18. Describes events 18.1. Choosing different Pair Check Pair Check
in real-life situations real-life situations Answers (The students will
using the phrases 18.2. Describe the events be paired and they Quiming, R. (2017)
“sure to happen,“ using the phrases “sure to will write different Our World of Math.
likely to happen”, happen,“ likely to happen”, situations or events 1253 G. Araneta
“equally likely to “equally likely to happen”, then they will Ave., Quezon City:
happen”, “unlikely to “unlikely to happen”, and exchange events. Vibal Group, Inc.
happen”, and “impossible to happen”. They will write
“impossible to whether the events
happen”. of their pair are
“sure to happen,“
Day 5 SUMMATIVE likely to happen”,
ASSESSMENT “equally likely to
happen”, “unlikely
to happen”, and
“impossible to
happen”.)

Jezreel Mae S. Alcalde

BEED IV
PED412 A
February 14, 2019