SCHOOL ARANDA ELEM.

SCHOOL GRADE LEVEL GRADE 3

ROSEMARIE S GABRIDO
TEACHER LEARNING AREA MATH
TEACHING DATES & TIME AUG. 6-10-2018 QUARTER FIRST
DAILY LESSON LOG WEEK 10
WEEK 10 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Create problems involving Create problems involving
The pupils are expected to get addition and/or subtraction of addition and/or subtraction of The pupils are expected to get The pupils are expected to get
75% mastery level in the whole numbers including whole numbers including 75% mastery level in the 1st 75% mastery level in the 1st
weekly tests. money with reasonable money with reasonable Periodical Tests. Periodical Tests.
answers answers

A. CONTENT STANDARDS
• demonstrates understanding of addition and
subtraction of whole numbers including money.

B. PERFORMANCE STANDARDS • apply addition and subtraction of whole numbers including

money in mathematical problems and real-life situations.

C. LEARNING COMPETENCIES/OBJECTIVES Solve routine and non-routineproblems involving

subtractionwithout or with addition of whole numbers
including moneyusing appropriate problem solving strategies
and tools.

II.CONTENT Numbers and Number Sense

III.LEARNING RESOURCES
A. REFERNCES
1. TEACHER'S GUIDE pp. 116-118
2. LEARNER'S MATERIALS PAGE pp. 115-120
3. TEXTBOOK PAGE
4. ADDITIONAL MATERIALS FROM LEARNING
RESOURCE(LR) PORTAL

B. OTHER LEARNING RESOURCES

IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR Use strips of paper with given
PRESENTING THE NEW LESSON
data, number sentence and
opeation to be used. Then
have pupils plot this on the
chart. Refer to TG 116

B. ESTABLISHING A PURPOSE FOR THE LESSON Look at the picture in activity

1 LM pp. 116.
C. PRESENTING EXAMPLES/INSTANCES OF THE Tell pupils to perform the
NEW LESSON
activity individually.

D. DISCUSSING NEW CONCEPTS AND Form pupils into four groups.

PRACTICING NEW SKILLS #1
Create addition and
subtraction word problem.

E. DISCUSSING NEW CONCEPTS AND How did you ceate one step
PRACTICING NEW SKILLS # 2
word problems involving
addition and involving
subtraction.

F. DEVELOPING MASTERY(LEADS TO Have pupils answer activity 2

FORMATIVE ASSESSMENT)
LM pp 117
G. FINDING PRACTICAL APPLICATIONS OF Have pupils answer activity 3
CONCEPTS AND SKILLS AND DAILY LIVING
LM pp 118
H. MAKING GENERALIZATIONS AND What are the important things
ABSTRACTIONS ABOUT THE LESSON
to remember in creating word
problems.

I. EVALUATING LEARNING Let the pupils answer activity

4 LM pp 119
J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to acivity 5 LM pp. 120
OR REMEDIATION

V. REMARKS
VI. REFLECTION
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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?

H. WHAT INNOVATION OR LOCALIZED

MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
 SCHOOL ARANDA ELEM. SCHOOL GRADE LEVEL GRADE 3
ROSEMARIE S GABRIDO
TEACHER LEARNING AREA MATH
TEACHING DATES & TIME WEEK 9 QUARTER FIRST
DAILY LESSON LOG JULY 30-31,AUG. 1-3
Week 9 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Create problems involving
Solve two-step problems Solve two-step problems Solve two-step problems
Solve one-step word problems addition and/or subtraction of
involving addition and involving addition and involving addition and
involving subtraction of whole whole numbers including
subtraction of whole numbers subtraction of whole numbers subtraction of whole numbers
numbers including money money with reasonable
including money including money including money
answers

A. CONTENT STANDARDS • demonstrates understanding of addition and subtraction of whole numbers including money.
B. PERFORMANCE STANDARDS • apply addition and subtraction of whole numbers including money in mathematical problems and real-life situations.
C. LEARNING COMPETENCIES/OBJECTIVES Solve routine and non-routineproblems involving subtractionwithout or with addition of whole numbers including moneyusing appropriate problem solving
strategies and tools.

II.CONTENT Numbers and Number Sense

III.LEARNING RESOURCES
A. REFERNCES
1. TEACHER'S GUIDE pp. 108-110 pp 111-115 pp 111-115 pp. 116-118
2. LEARNER'S MATERIALS PAGE pp. 109-111 pp. 112-115 pp. 112-115 pp. 115-120
3. TEXTBOOK PAGE
4. ADDITIONAL MATERIALS FROM LEARNING
RESOURCE(LR) PORTAL

B. OTHER LEARNING RESOURCES

IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR Review the steps in problem Have the pupils read the Have the pupils read the Use strips of paper with given
PRESENTING THE NEW LESSON
solving. Then give sample problem. Refer to TG pp. 111. problem. Refer to TG pp. 111. data, number sentence and
problems to solve. opeation to be used. Then
have pupils plot this on the
chart. Refer to TG 116
B. ESTABLISHING A PURPOSE FOR THE LESSON Play " Give Me" Game. Give Have the pupils form a three Have the pupils form a three Look at the picture in activity
each pupil a number card. pat puzzle such as the one pat puzzle such as the one 1 LM pp. 116.
Show a number then below. Provide them colored below. Provide them colored
announce:Give me two cut-outs to be pasted on had cut-outs to be pasted on had
numbers that would give this paper. Commend pupils who paper. Commend pupils who
sum. formed the puzzle first. What formed the puzzle first. What
do you want to know about do you want to know about
this picture? this picture?

C. PRESENTING EXAMPLES/INSTANCES OF THE What do you know about Usethe parts of puzzle in Usethe parts of puzzle in Tell pupils to perform the
NEW LESSON
piggy bank? presenting the lesson. presenting the lesson. activity individually.

D. DISCUSSING NEW CONCEPTS AND Discuss the steps in problem Group pupils. Have them Group pupils. Have them Form pupils into four groups.
PRACTICING NEW SKILLS #1
solving with pupils.Refer to solve the problems in activity solve the problems in activity Create addition and
TG pp. 109. 1 in the LM pp. 112. 1 in the LM pp. 112. subtraction word problem.

E. DISCUSSING NEW CONCEPTS AND Form pupils into groups. What operation did you use in What operation did you use in How did you ceate one step
PRACTICING NEW SKILLS # 2
Guide pupils in solving the solving problem? solving problem? word problems involving
word problem. addition and involving
subtraction.

F. DEVELOPING MASTERY(LEADS TO What doid you do to solve the Call on pupils to do exercises Call on pupils to do exercises Have pupils answer activity 2
FORMATIVE ASSESSMENT)
first word problem? in activity 2,1- 2of the LM pp. in activity 2,1- 2of the LM pp. LM pp 117
113. 113.
G. FINDING PRACTICAL APPLICATIONS OF Tell pupils to answer the word Answer activity 2, no. 3, LM Answer activity 2, no. 3, LM Have pupils answer activity 3
CONCEPTS AND SKILLS AND DAILY LIVING
problems individually. pp 113 pp 113 LM pp 118

H. MAKING GENERALIZATIONS AND What did you do to solve the How do we solve twe-step How do we solve twe-step What are the important things
ABSTRACTIONS ABOUT THE LESSON
word problem? What are the word problems involving word problems involving to remember in creating word
steps to solve the problem? addition and subtraction of addition and subtraction of problems.
whole numbers? whole numbers?
I. EVALUATING LEARNING Tell the pupils to answer the word Have pupils answer activity 3 Have pupils answer activity 4 Let the pupils answer activity
problems in activity 3 LM pp. 110.
LM pp. 114. p 115. 4 LM pp 119

J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to activity 4 LM pp. Refer to activity 4 LM pp 115 Refer to acivity 5 LM pp. 120
OR REMEDIATION
111.
V. REMARKS
VI. REFLECTION
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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?

H. WHAT INNOVATION OR LOCALIZED

MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
 SCHOOL ARANDA ELEM. SCHOOL GRADE LEVEL GRADE 3
ROSEMARIE S GABRIDO
TEACHER LEARNING AREA MATH
TEACHING DATES & TIME january 8-12,2024 QUARTER FIRST
DAILY LESSON LOG WEEK 8
Week 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Subtract mentally 2-to 3-digit
Subtract mentally 1-to 2-digit
Estimate the difference of two numbers with multiples of Solve one-step word problems The pupils are expected to get
numbers without and with
numbers with three to four hundreds without and with involving subtraction of whole 75% mastery level in the
regrouping using appropriate
digits. regrouping using appropriate numbers including money weekly tests.
strategies
strategies

A. CONTENT STANDARDS • demonstrates understanding of addition and subtraction of whole numbers including money.
B. PERFORMANCE STANDARDS • apply addition and subtraction of whole numbers including money in mathematical problems and real-life situations.
C. LEARNING COMPETENCIES/OBJECTIVES • subtracts 2-to 3- digit numbers without and with regrouping. Subtract mentally 2-to 3-digit Solve routine and non-
M3NS-Ig-32.6 numbers with multiples of routineproblems involving
hundreds without and with subtractionwithout or with
regrouping using appropriate addition of whole numbers
strategies M3NS-Ii-33.6 including moneyusing
appropriate problem solving
strategies and tools.

II.CONTENT Numbers and Number Sense

III.LEARNING RESOURCES
A. REFERNCES
1. TEACHER'S GUIDE pp. 97-101 pp. 102-107
2. LEARNER'S MATERIALS PAGE pp. 101-104 pp.105-108 pp. 108-110
3. TEXTBOOK PAGE 109-111
4. ADDITIONAL MATERIALS FROM LEARNING
RESOURCE(LR) PORTAL

B. OTHER LEARNING RESOURCES

IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR Post two strips of number Flash some cards with Recall the concept of Review the steps in problem
PRESENTING THE NEW LESSON
lines on the board. One will be subtraction. subtracting mentally 1-to-2 solving. Then give sample
on the left side and the other in digit numbers without and problems to solve.
the rigth side. Refer to TG pp. with regrouping.
92

B. ESTABLISHING A PURPOSE FOR THE LESSON Show the pupils a set of Your father brought 15 pieces Have the pupils a game. Give Play " Give Me" Game. Give
marbles, shell, paper clips, of oranges and them two sets of number each pupil a number card.
colored pebbles, button and gave each of his five children cards. The first set of numbers Show a number then
other similar objects. Which of one each. Can you cards is numbers written in announce:Give me two
these small things do you like immediately count the number standart form. The second set numbers that would give this
to collect? Why? of oranges left? How? of cards is the expanded form sum.
of the numbers in the first sets.

C. PRESENTING EXAMPLES/INSTANCES OF THE Guessing game, Refer to TG Present the problem: Refer to Presenting the lesson: Refer to What do you know about
NEW LESSON
pp. 92. TG pp. 98. TG pp. 109. piggy bank?
D. DISCUSSING NEW CONCEPTS AND Let us plan on how we can Do you think we can solve the Present the following Discuss the steps in problem
PRACTICING NEW SKILLS #1
solve the problem. Ask: What prolem mentally without the strategies: Refer to TG pp 103 solving with pupils.Refer to
will be the number sentence using longs, and square? TG pp. 109.
for the problem? How?

E. DISCUSSING NEW CONCEPTS AND How do we subtract mentally When do we use mental How do we subtract mentally Form pupils into groups.
PRACTICING NEW SKILLS # 2
without regrouping? subtraction? without regrouping? With Guide pupils in solving the
regrouping? word problem.

F. DEVELOPING MASTERY(LEADS TO Group activity-Telephone Write the following Group activity: What' the What doid you do to solve the
FORMATIVE ASSESSMENT)
Game. Mechanics: Refer to subtraction sentences on a End? Divide the class into first word problem?
TG pp. 100. strip of paper in as many as groups. Give each group an
the numberof group formed. activity card to work on.

G. FINDING PRACTICAL APPLICATIONS OF Have pupils answer activity 1 Have pupils answer activity Have pupils answer activity 1 Tell pupils to answer the word
CONCEPTS AND SKILLS AND DAILY LIVING
LM pp. 101 Perform the 4A LM pp. 103 Arrange thr LM pp.105. Perform the problems individually.
indicate operation. Give the number in column. Then find indicate subtraction mentally.
answer orally. the difference mentally. Write your answer in your
notebook.
H. MAKING GENERALIZATIONS AND How do we subtract mentally 1-to 2 digit numbers without How do we subtract mentally What did you do to solve the
ABSTRACTIONS ABOUT THE LESSON
and with regrouping? 2-to-3 digit numbers with word problem? What are the
multiples of hundreds without steps to solve the problem?
and with regroup using
appropriate strategies?

I. EVALUATING LEARNING Let the pupils answer activity 3, LM Let the pupils answer activity Let the pupils answer activity Tell the pupils to answer the
pp. 98.Gamita ang table sa idalum sa
pagsabat sang mga pamangkot. 5 LM pp 104 2 LM pp. 106. word problems in activity 3
Isulat ang sabat sa inyo kwaderno.1) LM pp. 110.
Banta-a kon pila ang sobra nga
nabenta sang English Club kaysa sa
Filipino Club?
2) Banta-a ang difference sa nabenta
sang Math Club kag sang Science
Club.

3) Banta-a kon pila ang sobra nga

nabenta sang Math Club kaysa sa
English Club?
J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to activity 3 LM pp 102 Refer to activity 4B LM pp Refer to activity 3 LM pp. Refer to activity 4 LM pp.
OR REMEDIATION
103. 106. 111.
V. REMARKS
VI. REFLECTION
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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?

H. WHAT INNOVATION OR LOCALIZED

MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
 SCHOOL ARANDA ELEM. SCHOOL GRADE LEVEL GRADE 3
TEACHER ROSEMARIE S GABRIDO LEARNING AREA MATH
TEACHING DATES & TIME WEEK 7 QUARTER FIRST
DAILY LESSON LOG JULY16-20
WEEK 7 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Subtract 3-to 4-digit numbers Subtract 3- to 4-digit numbers The pupils are expected to get Estimate the difference of two Estimate the difference of two
from 3- to 4-digit numbers from 3- to 4-digit numbers with 75% mastery level in the numbers with three to four numbers with three to four
with regrouping. regrouping weekly tests. digits. digits.

A. CONTENT STANDARDS • demonstrates understanding of addition and subtraction of whole numbers including money.
B. PERFORMANCE STANDARDS • apply addition and subtraction of whole numbers including money in mathematical problems and real-life situations.
C. LEARNING COMPETENCIES/OBJECTIVES • subtracts 3-to 4-digit numbers from 3- to 4-digit numbers
without and with regrouping. M3NS-Ig-32.6

II.CONTENT Numbers and Number Sense

III.LEARNING RESOURCES
A. REFERNCES
1. TEACHER'S GUIDE pp 84-90 pp. 91-96
2. LEARNER'S MATERIALS PAGE pp. 92-95 pp. 96-100
3. TEXTBOOK PAGE
4. ADDITIONAL MATERIALS FROM LEARNING
RESOURCE(LR) PORTAL

B. OTHER LEARNING RESOURCES

IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR The pupils recall the concept Write the following numbers in Post two strips of number Round off the following
PRESENTING THE NEW LESSON
of subtraction of 2-digit expanded form. lines on the board. One will be numbers to the nearest
numbers with regrouping. on the left side and the other in thousand.
the rigth side. Refer to TG pp.
92

B. ESTABLISHING A PURPOSE FOR THE LESSON Ask the pupils who among Who among you them have Show the pupils a set of Talk about the value of things
them are boy scouts or girl experience planting trees? marbles, shell, paper clips, do you like to collect? Why?
scouts. Have them tell the Discuss briefly the importance colored pebbles, button and
activities they do in scouting. of trees in the environment. other similar objects. Which of
these small things do you like
to collect? Why?
C. PRESENTING EXAMPLES/INSTANCES OF THE Present the problem on a Present the problem on a chart. Guessing game, Refer to TG Present the story. Refer to TG
NEW LESSON
chart. Refer to TG pp. 86. pp. 92. p. 92.

D. DISCUSSING NEW CONCEPTS AND Let us represent the number Let us represent the number of Let us plan on how we can Give more exercises for pupils
PRACTICING NEW SKILLS #1
of scouters through flats, long, scouters through flats, long and solve the problem. Ask: What to solve. Round each number
and squares. squares. will be the number sentence tyhen estimate the difference.
for the problem?

E. DISCUSSING NEW CONCEPTS AND Why it is important in Why it is important in When do you say that a What did we do first before
PRACTICING NEW SKILLS # 2
subtraction to know which subtraction to know which number should be estimated we made an estimate??
number is the minuend and number is the minuend and using its highest place value or
subtrahend? subtrahend? the next lower place value?

F. DEVELOPING MASTERY(LEADS TO Group activity, Divide the Divide the class into 3 groups. Group activity. Provide each Estimate the difference by
FORMATIVE ASSESSMENT)
class into 3 groups. Provide Provide activity cards. group with an activity card rounding first the numbers to
activity cards . bearing the table and question the highest place value. Refer
below. Have the pupils answer to TG p 96 activity card no 2.
activity 1 LM pp 96.

G. FINDING PRACTICAL APPLICATIONS OF Complete the table by Do as indicated. Show your Have the pupils answer Group work, Divide the class
CONCEPTS AND SKILLS AND DAILY LIVING
subtracting numbers on the solution on your paper. Activity activity 2, LM pp. 97 into three groups then give the
left from the numbers on the 4 p. 94 activity cards to work on
top row. Act 1 p. 92

H. MAKING GENERALIZATIONS AND How do we subtract 3-to-4 digit numbers from 3-to-4 numbers How do we estimate the difference of two numbers with three
ABSTRACTIONS ABOUT THE LESSON
with regrouping? to four digits?
I. EVALUATING LEARNING Himua suno s gina sulat. Ipakita Let the pupils answer activity 3, LM Let the pupils answer activity
pp. 98.Gamita ang table sa idalum sa
ang proseso sa inyo papel kag pagsabat sang mga pamangkot. 5 LM pp. 100
bilugi ang final nga sabat. Isulat ang sabat sa inyo kwaderno.1)
Banta-a kon pila ang sobra nga
1. Ibuhin ang 193 sa 345 nabenta sang English Club kaysa sa
2. Ibuhin ang 317sa 652. 3. Filipino Club?
Ano ang 5325 buhinan sang 2) Banta-a ang difference sa nabenta
sang Math Club kag sang Science
810? 4. Ano Club.
kadamuon ang 7658 kayswa
2385? 5. Ano kadamo ang 3) Banta-a kon pila ang sobra nga
nabenta sang Math Club kaysa sa
1437 kaysa sa 1274? English Club?

4) Banta-a ang difference sa nabenta

sang English club kag Science Club.

5) Banta-a ang difference sa nabenta

sang Math Club kag sang Filipino Club.

J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to activity 2B, LM pp. Refer to activity 5, LM pp 95 Refer to activity 4, LM pp. 99
OR REMEDIATION
93
V. REMARKS

VI. REFLECTION
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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?
H. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
 SCHOOL ARANDA ELEM. SCHOOL GRADE LEVEL GRADE 3
TEACHER ROSEMARIE S GABRIDO LEARNING AREA MATH
TEACHING DATES & TIME JULY 9-13-2018 QUARTER FIRST
DAILY LESSON LOG WEEK 6
WEEK 6 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

Solve non- routine problems

involving addition of whole Create problems involving Create problems involving
Subtract 3- to 4- digit numbers Subtract 3-to 4-digit numbers
numbers with sums of 10 000 addition of whole numbers addition of whole numbers
from 3- to 4-digit numbers from 3- to 4-digit numbers
including money using including money with including money with
without regrouping. without regrouping.
appropriate problem solving reasonable answers. reasonable answers.
strategies and tools

A. CONTENT STANDARDS
• demonstrates understanding of addition and subtraction of whole numbers including money.
B. PERFORMANCE STANDARDS • apply addition and subtraction of whole numbers including money in mathematical problems and real-life situations.
C. LEARNING COMPETENCIES/OBJECTIVES • solves routine and non- • creates problems involving addition of whole numbers • subtracts 3-to 4-digit numbers from 3- to 4-digit numbers
routine problems involving including money with reasonable answers.M3NS-If-30.3 without and with regrouping. M3NS-Ig-32.6
addition of whole numbers
with sums up to 10 000
including money M3NS-If-

II.CONTENT Numbers and Number Sense

III.LEARNING RESOURCES
A. REFERNCES
1. TEACHER'S GUIDE pp. 70-73 pp. 73-78 pp. 79-84
2. LEARNER'S MATERIALS PAGE pp.78-81 pp. 82-87 pp. 88-91
3. TEXTBOOK PAGE
4. ADDITIONAL MATERIALS FROM LEARNING Word problems printed on a Word problems printed on a
RESOURCE(LR) PORTAL
chart chart, flashcard
B. OTHER LEARNING RESOURCES
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR Read and analyze the problem. Have a review on how to analyze Let them recall different ways Name the place value of Write the following numbers
PRESENTING THE NEW LESSON
Refer to TG p 70. and solve word problems. Ask of solving a word problems. underlined digit. in expand form.
the pupils the steps in analyzing
and solving problems.

B. ESTABLISHING A PURPOSE FOR THE LESSON Let the pupils read the Divide the class into three divide the class into three Ask the pupils their favorite Why do you love reading
dialogue Refer to TG pp. 71. groups. Distribute puzzels to groups. Have a question and story books. Have volunteers book?
What kind of boy is he? Why each group. answer in analyzing word tell how many of these books
do you say so? problem. they have finished reading.

C. PRESENTING EXAMPLES/INSTANCES OF THE Present a table of menu TG Present the following illustration, Present the illustration. Give Ask a good reader to read the Present the story.
NEW LESSON
pp. 71. refer to TG pp 74, Can you make ample time for the pupils to problem situation. Refer to TG
a short story out of the pictures? collect their thoughts anf form pp. 80
a short story.

D. DISCUSSING NEW CONCEPTS AND Have the pupils work in Give an example of a word Give thepupils set of data for Ask thefollowing How many flats, longs, and
PRACTICING NEW SKILLS #1
group. Problem refer to tg pp. problem. them to create a word comprehension question: ones will represen 253?
72. problem. Refer to TG pp. 80.

E. DISCUSSING NEW CONCEPTS AND How did you solve the What things/ data are needed so Study the data given below. Why is it important in In which place value did you
PRACTICING NEW SKILLS # 2
problem? that you can create a word Create a problem using subtraction to know which start subtracting? Next? Last?
problem? thegiven data. Then solve the number is the minuend and
problem.1) Given: 27 tomato subtrahend?
seedlings38 eggplant seedlings
Asked: total number of
seedlings
F. DEVELOPING MASTERY(LEADS TO Ask pupils to find out if the Group activity. Divide the class Divide the class into 2 groups. Group work activity. Provide Arrange the numbers in a
FORMATIVE ASSESSMENT)
sum of the numbers in any into three groups. Let them Give each group some data for each group with a stes of column. Then find the
row, column or diagonal is choose a leader and a secretary. them to numbe cards. difference. Check your answer
always the same. Let them do Give each group an activity card make a problem. Let each using addition.1) 892 – 570
Activity 1 LM pp 78. with data, Refer to TG pp. 76. group write their answer on a 2) 999 – 536
1/2 manila 3) 7 892 – 461
paper and post their answer on 4) 8 994 – 3 980
the board. Have one pupil 5) 5 345 – 1 232
from each group report on
their work.

G. FINDING PRACTICAL APPLICATIONS OF Arrange the scrambled digits Use the data on the box to Create a problem using the Choose two numbers on the Using the digits 2, 3, 5, 6, 7
CONCEPTS AND SKILLS AND DAILY LIVING
in the circles to make an complete the problems below. given data. Then solve the right whose difference is and 9, form a subtraction
addition sentence. Let the Refer to Activity 1 Lm. P 82. problem.1) Given: 223 rattan the number in the box on the sentence that gives a
given sums guide you. Work chairs left. Write the two numbers on difference of 741.2. How can
on your paper. 247 wooden chairs your paper. the digits 1, 2, 3, 5, 6, 7, 8 and
Asked: total number of chairs 9 be arranged
in the social hall in the boxes to form a number
sentence that gives adifference
of 8 641?

H. MAKING GENERALIZATIONS AND How did you solve the How do we craete word How do we craete word How do we subtract 3-to-4 How do we subtract 3-to-4
ABSTRACTIONS ABOUT THE LESSON
problem? What helped you problems? What are the things problems? What are the things digit numbers from 3-to-4 digit numbers from 3-to-4
solve it? needed to formulate a problem? needed to formulate a digit numbers without digit numbers without
problem? regrouping? regrouping?
I. EVALUATING LEARNING Sabti ang masunod nga Tun-i ang mga palaligban nga ginhatag sa Mag-obra sang palaligban Pangita-a ang difference. Itsek Tadlunga ang mga numero sa
pamangkot. Isulat ang sabat sa idalum. Kumpletuha anpalaligban paagi
sa pag-obra sang mga pamangkot.
gamit ang ginhatag nga datos. kon insakto ang inyo sabat column kag pangita-a ang
papel. 1. Ano ang duha ka Pagkatapos, lubara ang palaligban.1) Ang Lubara ang palaligban. paagi sa pagdugang. difference. Itsek ang sabat
naga pasunod nga numero nga Peace Parade ginhiwat sa eskwelahan. 1. 679-409 gamit ang pagdugang.
sobra sa 20 kag may kabilugan Tatlo ka 2. 978-642 1) 892 – 570
gatos apat ka napulo kag lima ka mga
nga 51? 2. Ano ang tatlo ka bumulutho sa Ikatatlo nga Halintang kag
3. 4567-260 2) 999 – 536
nagapasunod nga numero nga 412 ka mga bumulutho 4. 7794- 3082 5. 3) 7 892 – 461
sobra sa 30 nga may kabilugan sa Ikaapat nga Halintang ang nag-entra 8967-5302 4) 8 994 – 3 980
nga 96? sa 5) 5 345 – 1 232
kahiwatan. 2) Si Tiyay Arlene
nagbaligya sang ulutanon sa merkado.
Nagbaligya sia sang mga masunod: 32 ka
kilo sang patatas, 25 ka kilo sang
kamatis, 28 ka kilo sang sibuyas kag 38
ka kilo sang repolyo.3) Si Shari may 120
ka star apple. Ang iya abyan nga si
Melanie may 203 ka star apple.4) Si Kris
nagbasa sang 123 ka pahina sang
pocketbook
sang Lunes kag 118 ka pahina sang
Miyerkules.

J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to Activity 4 LM pp 81 Refer to activity 3 LM pp. 85 Rerfer to TG pp. 78. Refer to activity 2 LM pp. 89 Refer to activity 5 LM pp. 91
OR REMEDIATION

V. REMARKS
VI. REFLECTION
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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?
H. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
 SCHOOL ARANDA ELEM. SCHOOL GRADE LEVEL GRADE 3
ROSEMARIE S GABRIDO
TEACHER LEARNING AREA ENGLISH
TEACHING DATES & TIME JULY 2-6-2018 QUARTER FIRST
DAILY LESSON LOG WEEK 5
WEEK 5 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

Solve routine problems

Add mentally 1-to 2-digit Add mentally 2- to 3-digit involving addition of whole
Estimates the sum of 3- to 4- The pupils are expected to get
numbers without or with numbers with multiples of numbers with sums of 10 000
digit addends using 75% mastery level in the
regrouping using appropriate hundreds using appropriate including money using
appropriate strategies. weekly tests.
strategies. strategies. appropriate problem solving
strategies and tools

A. CONTENT STANDARDS
• demonstrates understanding of addition and subtraction of whole numbers including money.
B. PERFORMANCE STANDARDS • apply addition and subtraction of whole numbers including money in mathematical problems and real-life situations.

C. LEARNING COMPETENCIES/OBJECTIVES • estimates the sum of 3- to • adds mentally 2-digit and • adds mentally 2- to 3-digit • solves routine and non-
4-digit addends using 1-digit numbers without or numbers with multiples of routine problems involving
appropriate with regrouping using hundreds using appropriate addition of whole numbers
strategies.M3NS-Ie-31 appropriate strategies.M3NS-Ie-28.8 with sums up to 10 000
strategies.M3NS-Ie-28.7 including money M3NS-If-

II.CONTENT Numbers and Number Sense

III.LEARNING RESOURCES
A. REFERNCES
1. TEACHER'S GUIDE TG pp 55-58 TG pp. 58-62 TG pp 63-66 TG pp. 66-70
2. LEARNER'S MATERIALS PAGE LM pp 67-69 LM pp 70-72 LM pp. 73 LM pp. 74-77
3. TEXTBOOK PAGE
4. ADDITIONAL MATERIALS FROM LEARNING Printed materials,exercises, 2- digit numbers and story on the chart, numbers Illustration, problems
RESOURCE(LR) PORTAL
chalkboard, and number exercises printed in cards, on the chart, and number printed on a chart,
wheels boxes of toys/ playing things, cards of 2-and-3 digit flashcards on addition of 2-
and 2 boxes of marbles numbers. and3-digit numbers with or
without regrouping

B. OTHER LEARNING RESOURCES

IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR Let a pupil pick a card in the Have the pupils solve and Flash the sets of numbers Present these problems on a
PRESENTING THE NEW LESSON
box and answer the written write the answer to these cards. Have pupils identify chart. Ask pupils what they
exercises on it orally. exercises using chalk board. the digits in the tens place. should do to find the answer.
Refer to TG pp. 67

B. ESTABLISHING A PURPOSE FOR THE LESSON Distribute Show me board to Show a box of toys. Ask Ask the pupils their Ask the pupils what plants
the pupils. Show the pupils to pick some toys they birthdays. Talk about their or tress they have in their
number wheels. Spin the like most from the box. Have ways of celebrating their school garden.
wheels and lets pupils see tell them the class their birthdays.
where the pointer stops. reason for choosing the toy.
Instruct them to round the
number where the pointer
stop.

C. PRESENTING EXAMPLES/INSTANCES OF THE Show the pupils these Tell pupils this story about Present this story problem. Present the problem to the
NEW LESSON
segments of the number line. two brothers. Refer to TG p Refer to TG. Pp 64. class. Refer to TG pp 67-68.
Refer to TG p 56. 59.

D. DISCUSSING NEW CONCEPTS AND Perform the activity in pair. Have pupils work in pairs. Introduce a game for this Draw pictures to represent
PRACTICING NEW SKILLS #1
Ask them to work with their activity. Group pupils. the problem, then write a
partners in giving the Provide each group with number sentence for it and
answer to the exercises in the activity cards. Refer to TG solve.
table. Refer to TG p. 61. p. 65.

E. DISCUSSING NEW CONCEPTS AND Have pupils answer activity Refer pupils to activity 1 pp What steps was done first in How will you solve a
PRACTICING NEW SKILLS # 2
1 pp. 67. 70. adding multiples of tens and problem? What should you
hundreds? find out?

F. DEVELOPING MASTERY(LEADS TO Ask pupils answer activity 2 Have pupils answer activity Ask the pupils to work on Divide the class in groups.
FORMATIVE ASSESSMENT)
pp. 67. 2 pp. 71 activity 1, 1-5 LM pp 73. Let them solve the problem
activity 1 LM pp 74.

G. FINDING PRACTICAL APPLICATIONS OF Refer to activity 4 pp 69. Refer to activity 3. pp 71 Ask the pupils to work on Have pupils answer activity
CONCEPTS AND SKILLS AND DAILY LIVING
activity 1, 6-10 LM pp 73. 2. pp 75

H. MAKING GENERALIZATIONS AND What steps do we follow in How do we add mentally? How do we add 2-digit and How can you solve a
ABSTRACTIONS ABOUT THE LESSON
estimating the sum of 3-to-4 3- digit numbers with problem?
digit addends? multiples of tens and
hundreds mentally.
I. EVALUATING LEARNING Ask pupils answer activity 3 Ask pupils to answer activity Ask pupils answer activity Ask pupils to answer activity
pp. 68. 4 pp 72. activity 2, 1-5, pp 73. 3 pp. 75

J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to activity 4 pp 69. Refer to TG pp 62. Home Ask pupils answer activity Refer to activity 4 pp. 76.
OR REMEDIATION
Activity. activity 2, 6-10, pp 73.

V. REMARKS
VI. REFLECTION
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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?

H. WHAT INNOVATION OR LOCALIZED

MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
 SCHOOL ARANDA ELEM. SCHOOL GRADE LEVEL GRADE 3
ROSEMARIE S GABRIDO
TEACHER LEARNING AREA MATH
TEACHING DATES & TIME JUNE 25-29-2018 QUARTER FIRST
DAILY LESSON LOG WEEK 4
WEEK 4 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Compare values of the Compare values of the
The pupils are expected to get different denominations of different denominations of Add 3- to 4-digit numbers up Adds 3- to 4-digit numbers up
75% mastery level in the coins and bills through coins and bills through to three addends with sums up to three addends with sums up
weekly tests. PhP500 using relation PhP1000 using relation to 10 000 without regrouping. to 10 000 with regrouping.
symbols. symbols.

A. CONTENT STANDARDS
• demonstrates understanding of addition and subtraction of whole numbers including money.

B. PERFORMANCE STANDARDS • apply addition and subtraction of whole numbers including money in mathematical problems and real-life
situations.
C. LEARNING COMPETENCIES/OBJECTIVES • compares values of the different denominations of coins • adds 3- to 4-digit numbers up to three addends with
and bills through PhP1000 using relation symbols.M3NS- sums up to 10 000 without and with regrouping.M3NS-Id-
Id-22.2 27.6

II.CONTENT Numbers and Number Sense

III.LEARNING RESOURCES
A. REFERNCES
1. TEACHER'S GUIDE TG pp. 39-43 TG pp. 43-47 TG pp 47-50 TG pp 51-54
2. LEARNER'S MATERIALS PAGE LM pp.51-56 LM pp. 57-59 LM pp 60-62 LM pp 63-66
3. TEXTBOOK PAGE
4. ADDITIONAL MATERIALS FROM LEARNING pictures of items with tag price, show me board, flash flashcards nunber cards 0-9, printed exercises, and story
RESOURCE(LR) PORTAL
cards problem, and place value chart

B. OTHER LEARNING RESOURCES

IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR Using your show me board, Use different denominations Write the letter of the Answer the following
PRESENTING THE NEW LESSON
write the money in symbol of money, to have an equal correct answer to the question. Refer to TG pp 51.
as shown in each strip of value with the money in the addition problem on the
paper. Then, read the table. Paste them in the chalk board.
amount of money you wrote. space provide.
B. ESTABLISHING A PURPOSE FOR THE LESSON Call on one boy or one girl Ask yhe pupils to fruit Show picture or similar Who among you reads
in front while the rest of the bearing trees they have in picture to the class. What is newspapers? What does
class observe. Show real their backyard. the picture about? your family do with the news
money of different papaers? Why do you need
denominations. to recycle them? What is the
value of the recycle at home?

C. PRESENTING EXAMPLES/INSTANCES OF THE In the first situation above, Present this situation on a Present this problem. Refer Story problem. Refer to TG
NEW LESSON
who received more chart. How much is in to TG p. 49. pp. 52.
allowance, the boy or the mother's wallet? What
girl? How much did the boy combination of bills and
receive? What about the coins are there?
girl?

D. DISCUSSING NEW CONCEPTS AND Have pupils work in groups. Have the pupils work in Write addends in column Work in pairs? Arrange the
PRACTICING NEW SKILLS #1
Give each group two sets of pair. form with the digits properly numbers in each box in
paper bills and/or coins. You aligned. Then find the sum. column then add and check.
may use play money. Write your answer in your
notebook.

E. DISCUSSING NEW CONCEPTS AND Have a pupils answer Divide the class into two What steps do we follow in How did you add the
PRACTICING NEW SKILLS # 2
activity 1 pp 51. groups and work on these adding numbers? Explain numbers in each box? How
activity. the steps in adding numbers. did you arrange them?
Remind pupils to always Where did you start adding?
align numbers in their
proper columns.

F. DEVELOPING MASTERY(LEADS TO Refer to activity 2 pp. 52 Refer to activity 2 pp 57. Refer to acitivity 1 pp. 60. Refer to activity 1 pp. 63.
FORMATIVE ASSESSMENT)

G. FINDING PRACTICAL APPLICATIONS OF Refer to activity 3 pp. 53 Have a pupils answer Have pupils answer activity Have pupils answer activity
CONCEPTS AND SKILLS AND DAILY LIVING
activity 3 pp. 58 2. pp 60. 2 pp 64.

H. MAKING GENERALIZATIONS AND What symbols do we use to How do we compare values What should be done fisrt How do we add 3-to-4 digit
ABSTRACTIONS ABOUT THE LESSON
show the relation of the of different denomination of before adding 3-to-4 digits numbers with three addends
value of money? bills and coins? numbers? with regrouping?

I. EVALUATING LEARNING Have pupils answer activity Ask pupils to answer activity Ask pupils to answer activity Have pupils answer activity
4 pp. 55-56. 5 pp. 59 3 pp. 61. 3 pp. 65.
J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to activity 5 pp 56 Refer to activity 4 pp 59. Refer to activity 4 pp. 62 Refer to activity 4 pp 65.
OR REMEDIATION

V. REMARKS
VI. REFLECTION
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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?

H. WHAT INNOVATION OR LOCALIZED

MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
 SCHOOL ARANDA ELEM. SCHOOL GRADE LEVEL GRADE 3
ROSEMARIE S GABRIDO
TEACHER LEARNING AREA MATH
TEACHING DATES & TIME JUNE 18-22 QUARTER FIRST
DAILY LESSON LOG
WEEK 3 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Read and write money in
Compare numbers up to 10 Order numbers up to 10 000 in Identify ordinal numbers from Recognize coins and bills up symbols and in words through
000 using relation symbols. increasing or decreasing order 1st to 100th to PhP1000. PhP1000 in pesos and
centavos.

A. CONTENT STANDARDS

• demonstrates understanding of addition and subtraction of whole numbers including money.

B. PERFORMANCE STANDARDS • apply addition and subtraction of whole numbers including money in mathematical problems and real-life situations.

C. LEARNING COMPETENCIES/OBJECTIVES • compares numbers up to • orders 4- to 5-digit • identifies ordinal numbers • recognizes coins and bills • reads and writes money in
10 000 using relation numbers in increasing or from 1st to 100th with up to PhP1000.M3NS-Ic- symbols and in words
symbols.M3NS-Ib-12.3 decreasing order. emphasis on the 21st to 19.2 through PhP1000 in pesos
100th object in a given set and centavos.M3NS-Ic-20.2
from a given point of
reference.M3NS-Ic-16.3

II.CONTENT Numbers and Number Sense

III.LEARNING RESOURCES
A. REFERNCES
1. TEACHER'S GUIDE TG pp. 21-24 TG pp. 24-27 TG pp. 27-31 TG pp. 32-35 TG pp. 35-39
2. LEARNER'S MATERIALS PAGE LM pp.26-30 LM pp 31-35 LM pp. 36-41 LM pp. 42-46 LM pp. 47-50
3. TEXTBOOK PAGE
4. ADDITIONAL MATERIALS FROM LEARNING flats, longs and squares, pictures/ illustrations, charts/ calendar, pictured of Philippine money, play money (bills and coins, flashcards
RESOURCE(LR) PORTAL
table, activity cards, and number line children lined up, number
cut-outs, and fruits (real
B. OTHER LEARNING RESOURCES objects)
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR Show two sets of pictures or Provide each pair of pupils a Show a picture of children Lay the play money or real Use real money to review
PRESENTING THE NEW LESSON
real objects to pupils. small circle of a cardboard lined one after one another. money of different pupils in recognizing the
with the word " more" on Have them read the name of denominations on the table. different values of the
one side and the word " each child below the picture. Using flashcards, let pupils different denominations of
less" on the other side. Also read the following and pick Philippine coins and bills
give them a set og numbers the correct bill or coin that through Php 1 000.
cards with 4-to-5 digits corresponds to each.
number written on them.

B. ESTABLISHING A PURPOSE FOR THE LESSON What subject is the favorite Call a pupils volunteers to Have you experienced falling Let the pupil name the coins Play the relay game, "Super
of most pupils? The least? stand in front and arrange in line during recess or meal and bills that Nilo has. Sale"
Compares numbers. themselves from tallest to time in the school canteen?
shortest. What should you observe
when falling in line?

C. PRESENTING EXAMPLES/INSTANCES OF THE How many rubbers bands Show a clothesline with two Posting the problem. Show Show the following Give this situation.
NEW LESSON
did Sally collect ? What numbers (6392 and 4345) the Filipino alphabet from Philippine coins and bills
about Carmy? pinned on it. Let the pupils the first letter up to the last. one at a time. Call on pupils
read the numbers. How many letters does the to give the value of these
Filipino alphabet have? coins and bills.

D. DISCUSSING NEW CONCEPTS AND Let the pupils compare the Divide the pupils into two Have a pupils answer Tell pupils to describe each What paper bills and coins
PRACTICING NEW SKILLS #1
two numbers by their digits. groups and let them activity 1B, pp 37 paper bill. ( Let the pupils werw included in the change
continue "hanging" all yhe recognize the paper bills by counted by Amanda?
numbers in the clothesline. its marking, face and color.

E. DISCUSSING NEW CONCEPTS AND Refer to activity 2A, pp. 28 Call in each group to post What do we call numbers Have a pupils answer How many paper bills did
PRACTICING NEW SKILLS # 2
their work on the board. like 1st, 2nd, 3rd? What do activity 1A pp. 42. mother receive? How many
Have the pupils focus on ordinal numbers show? coins
what had been posted.

F. DEVELOPING MASTERY(LEADS TO Refer to activity 4 pp. 29 Have a pupils answer Have a pupils answer Have a pupils answer Have a pupils answer
FORMATIVE ASSESSMENT)
activity 1 pp. 31. activity 2, pp 37 activity 1B pp. 43 activity 1 pp 47
G. FINDING PRACTICAL APPLICATIONS OF Have a pupils answer Have a pupils answer Have a pupils answer Have a pupils answer Have a pupils answer
CONCEPTS AND SKILLS AND DAILY LIVING
activity 3B pp 29 activity 2A pp. 32. activity 3B pp. 38 activity 2 pp. 44 activity 2 pp 48
H. MAKING GENERALIZATIONS AND How do we compare How do we arrange in What are ordinal numbers? What features of the paper How do we read and write
ABSTRACTIONS ABOUT THE LESSON
numbers? What symbols do decreasing order? How do What do they tell? bill will help you identify or money in symbols through
we use? we arrange numbers in recognize it? Php 1000.
increasing order.

I. EVALUATING LEARNING Have a pupils answer Have a pupils answer Have a pupils answer Have a pupils answer Have pupils answer activity
activity 3A 1-5, pp 29 activity 4 pp. 33 activity 4 pp 39 activity 4 pp. 45 3B pp. 49
J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to Activity 3A 6-10, Refer to activity 3, pp 32. Refer to activity 5, pp. 40. Refer to activity 5 pp. 46 Refer to activity 4A pp 50.
OR REMEDIATION
pp. 29
V. REMARKS
VI. REFLECTION
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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?

H. WHAT INNOVATION OR LOCALIZED

MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
 SCHOOL ARANDA ELEM. SCHOOL GRADE LEVEL GRADE 3
ROSEMARIE S GABRIDO
TEACHER LEARNING AREA MATH
TEACHING DATES & TIME JUNE 11- 15 QUARTER FIRST
DAILY LESSON LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES
Read and write numbers up to Round off numbers to the Round off numbers to the The pupils are expected to get
Compare numbers up to 10
10 000 in symbols and in nearest tens, hundreds and nearest tens, hundreds and 75% mastery level in the
000 using relation symbols.
words. thousands thousands weekly tests.

A. CONTENT STANDARDS

• demonstrates
understanding of whole · demonstrates
numbers up to 10 000, • demonstrates understanding of addition and understanding of addition
and subtraction of whole
ordinal numbers up to subtraction of whole numbers including money. numbers including
100th, and money up to money.
PhP1000.

B. PERFORMANCE STANDARDS • recognize and represent • apply addition and subtraction of whole numbers • apply addition and
whole numbers up to 10 000, including money in mathematical problems and real-life subtraction of whole
ordinal numbers up to situations. numbers including money in
100th, and money up to mathematical problems and
PhP1000 in various forms real-life situations.
and contexts.

C. LEARNING COMPETENCIES/OBJECTIVES • reads and writes numbers • rounds numbers to the nearest ten, hundred and • compares numbers up to
up to 10 000 in symbols and thousand..M3NS-Ib-15.1 10 000 using relation
in words.M3NS-Ia-9.3 symbols.

II.CONTENT Numbers and Number Sense

III.LEARNING RESOURCES
A. REFERNCES
1. TEACHER'S GUIDE TG pp. 14-16 TG pp. 16-20 TG pp. 21-24
2. LEARNER'S MATERIALS PAGE LM pp. 16-18 LM pp. 19-25 LM pp. 26-30
3. TEXTBOOK PAGE
4. ADDITIONAL MATERIALS FROM LEARNING flats, longs, and flash numbers cards, bottle full of beads, and pictures flats, longs and squares,
RESOURCE(LR) PORTAL
cards/chart, and place value pictures/ illustration,
chart charts/tables activity card,
and number line

B. OTHER LEARNING RESOURCES

IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR Write the missing number in Write your answer in your show me board. Give the place Have a pupils tell the
PRESENTING THE NEW LESSON
the shape below value of the underlined number. missing number in the
blank.

B. ESTABLISHING A PURPOSE FOR THE LESSON Distribute a set of cards with Can we tell the exact Show a picture of a big Lead pupils in playing a
numbers written in symbols numbers of beads at a crowd of people such as in a game. Have them group
and another set of cards glace? About how many basketball game. Ask pupils themselves according colors:
with their equivalent beads do you think? to describe what they see in What color of dress has the
numbers in words. Tell the the picture. most number? The least?
pupils to find their match. Compare the numbers.
The first pairs to find the
match wins.

C. PRESENTING EXAMPLES/INSTANCES OF THE Post the problem on the You can make an estimate Let us number line. Label it Have pupils look at the
NEW LESSON
board. Ask Is she correct when you need to know with numbers from 10 to 30. picture. Have them text
written the numbers? Why? about haw many or about about Sall and Carmy. Refer
how much? Rounding off to LM pp. 26
numbers os one way of
making estimates.

D. DISCUSSING NEW CONCEPTS AND Divide the class into groups. Guide pupils in doing Guide pupils in doing Let pupils work in pairs.
PRACTICING NEW SKILLS #1
Assign each group a task. activity 1A pp. 19 activity 1E pp. 21 Tell them to make poster
Ask them to prepare the that show the meaning of
hundreds chart. <,>,=. Tell them to use
numbers, words, pictures
and symbols.

E. DISCUSSING NEW CONCEPTS AND Have a pupils answer Have a pupils answer Have a pupils answer In the activity, what symbols
PRACTICING NEW SKILLS # 2
acitivity 1A pp. 16 activity 1B pp. 20 1-3. activity 1F pp. 21 did you use to show the
comparison between
numbers?
F. DEVELOPING MASTERY(LEADS TO Have a pupils answer Have a pupils answer Have a pupils answer Have a pupils answer
FORMATIVE ASSESSMENT)
acitivity 1 pp. 17 activity 1C pp. 21. activity 1G pp. 21 activity 1. 1-5 pp. 27.
G. FINDING PRACTICAL APPLICATIONS OF Have a pupils answer Have a pupils answer Have a pupils answer Have a pupils answer
CONCEPTS AND SKILLS AND DAILY LIVING
acitivity 2 pp. 17 activity 1D pp. 21 activity 2 pp. 22 activity 2A pp. 28
H. MAKING GENERALIZATIONS AND How do we read and write How do we round off How do we round off How do we compare
ABSTRACTIONS ABOUT THE LESSON
numbers from 1001 to ten numbers? numbers? numbers? What symbols do
thousand in symbols and in we use?
words
I. EVALUATING LEARNING Have a pupils answer Have a pupils answer Haver a pupils answer Have a pupils answer
activity 3A, 1-3 pp 17, activity 3A pp. 23. activity 5C, pp. 25 activity 4, pp. 30
acivity 3B, 1-2 pp. 18
J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to activity 4 pp. 18. Refer to activity 3B pp. 23 Refer to activity 5A, pp. 25 Refer to activity 3C, pp. 30
OR REMEDIATION

V. REMARKS
VI. REFLECTION
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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?

H. WHAT INNOVATION OR LOCALIZED

MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
 SCHOOL ARANDA ELEM. SCHOOL GRADE LEVEL GRADE 3
ROSEMARIE S GABRIDO
TEACHER LEARNING AREA MATH
TEACHING DATES & TIME JUNE4-8,2018 QUARTER FIRST
DAILY LESSON LOG
WEEK 1 MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
I. OBJECTIVES

Give the place value and

Visualize numbers 1001 up Visualize numbers 5001 up
value of a digit in a number
to 5000 to 10 000
up to 10 000

A. CONTENT STANDARDS

ORIENTATION AND
ORGANIZATION OF · demonstrates understanding of whole numbers up to 10 000, ordinal numbers up
CLASSES, WEIGHING, SURVEY TEST, MATH to 100th, and money up to PhP1000.
ELECTION OF INVENTORY
OFFICERS, DIAGNOSTIC
TEST
B. PERFORMANCE STANDARDS

· recognize and represent whole numbers up to 10 000, ordinal numbers up to

100th, and money up to PhP1000 in various forms and contexts.

C. LEARNING COMPETENCIES/OBJECTIVES
visualizes numbers up to visualizes numbers up to gives the place value and
10 000 with emphasis on 10 000 with emphasis on value of a digit in 4- to 5-
numbers 1001 - numbers 1001 - digit numbers.M3NS-Ia-
10000.M3NS-Ia-1.3 10000.M3NS-Ia-1.3 10.3
II.CONTENT Numbers and Number Sense
III.LEARNING RESOURCES
A. REFERNCES
1. TEACHER'S GUIDE
CG: M3NS-Ia-1.3;T.G.p. CG: M3NS-Ia-1.3 , T.G.p. CG: M3NS-Ia-10.3, T.G.p.
1-6 7-12 12-16
2. LEARNER'S MATERIALS PAGE p. 1-5 p. 6-9 p. 10-15
3. TEXTBOOK PAGE
4. ADDITIONAL MATERIALS FROM LEARNING flats, longs and squares, Flats, longs and squares, Flash cards, counters, place
RESOURCE(LR) PORTAL
flash cards, and grid papers/ flash cards, grid value chart, grid papers
hundreds chart papers/hundreds chart

B. OTHER LEARNING RESOURCES

IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR Give pupils exercises on Let the pupils answer the Give Activity 1-B in the LM
PRESENTING THE NEW LESSON
writing numberss in words exercise. pp. 11
and in symbols
B. ESTABLISHING A PURPOSE FOR THE LESSON Play a puzzle game. Provide “Give Me” game. Form four groups of three
each group of pupils with Say: Give me: pupils each. Give each group
sets of numerals 1. The smallest 4-digit two sets of number cards
0,1,2,3,4,5,6,7,8, and 9. The number that you can form. ( numbers 0 through 9). Give
puzzels is a numbers these directions: A. Each
( ranging from 101 to 1000) member of the group takes a
written in bold figures. Ask number. As a number is
pupilsto answer the called, group members line
questions that you will read. to form that number:
What is the smallest 3- digit Exam: 654, 982.
number that can be formed?

C. PRESENTING EXAMPLES/INSTANCES OF THE How are these numbers Post all numbers formed. Present This place values
NEW LESSON
similar? Which of these numbers has chart and refer to the LM.
the smallest digit in the Pp 10
thousands place?

D. DISCUSSING NEW CONCEPTS AND Have the pupils use flats, Refer to activity 1 pp. 6 Refer to activity 1 LM pp 10
PRACTICING NEW SKILLS #1
longs, and squares to
illustrate/visualize each
number.
E. DISCUSSING NEW CONCEPTS AND Using blocks, flats, longs and Have a pupils answer Refer to activity 2 LM pp
PRACTICING NEW SKILLS # 2
squares, 1 000 has how many activity 2 pp. 7 12.
loose
squares? How many longs?
flats? blocks?
How many is 1 000 in
hundreds? tens? ones?

F. DEVELOPING MASTERY(LEADS TO Have a pupils answer Have a pupils answer Have a pupils answer
FORMATIVE ASSESSMENT)
activity 2 pp. 3. activity 3 pp 8 activity 3A LM pp. 13
G. FINDING PRACTICAL APPLICATIONS OF Have a pupils answer Have a pupils answer Have a pupils answer
CONCEPTS AND SKILLS AND DAILY LIVING
activity 4 pp. 4. activity 4A pp. 9 activity 3B LM pp. 13
H. MAKING GENERALIZATIONS AND How could we visualize How do we visualize What are the place values of
ABSTRACTIONS ABOUT THE LESSON
numbers from 1 001 – 5 000? numbers 5 001 to10 000? 4-digit number?
What could help us visualize
numbers

I. EVALUATING LEARNING Refer to LM. pp. 4 Refer to LM. Pp 9 activity Refer to LM pp. 14 activity
4B 5.
J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to LM. pp. 5 Refer to LM. pp. 9 activity 5. Refer to LM pp. 14 activity
OR REMEDIATION
4B.
V. REMARKS
VI. REFLECTION
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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?
H. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?