MATHEMATICS 3

Quarter 3 Week 1 Day 1

I. Objectives
A. Content Standard
The learner demonstrates understanding of proper and
improper, similar and dissimilar and equivalent fractions.

B. Performance The learner is able to recognize and represent proper

Standard and improper, similar and dissimilar and equivalent
fractions in various forms and contexts.

C. Learning The learner identifies odd and even numbers.

Competencies / M3NS-IIIa-63 p. 84
Objectives Write Identify Even Numbers
the LC code for
each
II. Content Identifying Even Numbers
III. Learning
Resources
A. References
1. Teacher’s Mathematics TG p. 215-217
Guide page
2. Learners Learners Materials p.208-210
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
(LR) portal
B. Other Learning Pictures, Envelop, Strips of cartolina/manila paper,
Resources/ Counters
Material s
IV. Procedures
A. Reviewing Supply me!
previous Supply the missing numbers.
lesson or
presenting the 2 6 1
new lesson

4 12 20

Ask:

What can you say about these numbers?

1
B. Establishing a Advanced Learners
purpose for the Say:
lesson Today you are going to learn
about even numbers.
I want you to be attentive,
participate actively specially
during discussion and during
the activities.
Before we begin, what do
you want to know about our
topic for today? Do you have
question(s) in mind?
Average Learners
Say:
Today you are going to
learn about even
numbers. I want you to
be attentive, participate
actively specially during
discussion and during
the activities.
(The teacher will
post/write the topic on
the board)

Even Numbers
Question: Even Numbers

(Every group will formulate

their own questions for one
minute before the lesson
starts and will write it on the
meta cards. Let them post it
on the board)

They will answer the

questions at the end of the
lesson.
C. Presenting Today, I will read to you a story about Even numbers
examples/
instances of Ask: Find out what happened to 2 in the Even City
the new lesson
Setting the standard
What are the things that you should bear in
mind when listening to a story?

Reading the story

(While reading the story the teacher will use a stick
number puppet/pictures)

Even City

It was a tiring day for 2, so he decided to take

a nap. While he was asleep, he dreamt that he was
walking in the Even City. As he strolled, he saw 4
walking toward his direction. He shook the hand of 4
and 4 was divided into 2.
2 was shocked and ran away to ask for help.
Then, he saw 6 and told what happened to 4. He

2
 grabbed the hand of 6 and suddenly 6 was also divided
into three.
2 was running away to hide when he saw the
house of 8. He entered into the house and 2 couldn’t
believe that eight was also divided into 4. As he left the
house, he saw that all numbers in Even City were
divided. He continued running. Then suddenly, he
bumped into 0. 2 wondered that nothing happened to 0.
He asked why nothing happened to him. 0 explained
that he is the only number in Even City that cannot be
divided into 2 or any numbers and remains to be
himself. Then 2 heard a loud bell that wake him up. He
realized that it was just a dream.

Comprehension check:

1. Who are the characters in the story?

 The characters in the story were
0,2,4,6,and 8.

2. Where did the story happen?

 The story took place in the Even City.

3. What happened to 2 in the Even City?

 2 divided all the numbers he met in the
Even City

D. Discussing The teacher will illustrate the answer of the pupils for
new concepts the given questions.
and practicing
new skills #1 Ask:
1. What happened to 4 when 2 shook his hands?
 When 2 shook his hands, 4 was divided into
2.

÷ =
4 ÷ 2 = 2
2. What happened to 6 when 2 grabbed his hands
?
 When 2 grabbed the hand of 6, 6 was
divided into 3.

÷ =
6 ÷ 2 = 3

3
 3. What happened to 8 when he saw number 2?
 When 8 saw number 2, 8 was divided into 4.

÷ =

8 ÷ 2 = 4
4. What are the given numbers in the story?
 The given numbers in the story were 0, 2, 4,
6 and 8.

5. What do you call these numbers?

 These numbers are called even numbers.

Tell the pupils that all numbers end with 0, 2, 4, 6, 8 are

even numbers and come into pairs.

What are the even numbers between 10 and 20?

 The even numbers between 10 and 20 are
12,14,16 and 18.

What are the even numbers greater than 20 but less

than 30?
 The even numbers that are greater than 20
but less than 30 are 22,24,26 and 28.

E. Discussing Pose the problem on the Pose the problem on the

new concepts board.
and practicing
new skills #2 Robert, being the SPG
president, conducted
various activities for the
Science month celebration.
One of which was the
planting of 2,500 fruit-
bearing trees which
became successful with
the help of their
schoolmates, PTA officers,
barangay officials, parents
and other stakeholders
within their community.
Below is the list of fruit-
bearing trees that were
planted:
board.
Robert, being the SPG
president, conducted
various activities for the
Science month
celebration. One of which
was the planting of 2,500
fruit-bearing trees which
became successful with
the help of their
schoolmates, PTA
officers, barangay
officials, parents and
other stakeholders within
their community. Below is
the list of fruit-bearing
trees that were planted:

4
 No. of Fruit- No. of Fruit-
Fruit- bearing Fruit- bearing
bearing Trees bearing Trees
Trees Trees
452 Guyabano 452 Guyabano
Trees Trees
784 Chico 784 Chico
Trees Trees
1006 Mango 1006 Mango
Trees Trees
258 Santol 258 Santol
Trees Trees
Let the pupils study the Let the pupils study the
numbers in the problem numbers in the problem

How do these numbers How do these numbers

end? end?
What kind of numbers are What kind of numbers are
they? Why? they? Why?

F. Developing Group Activity

Mastery
(Leads to Message in the Bottle
formative Instructions:
Assessment) 1. Divide the pupils into 3 groups.
2. Ask the pupils to give the standards in doing the
group activity.
3. Each group will answer the activity message that
they will get in the bottle. They will answer the
activity written on the paper.

Message 1- Color it Right!

Message 2- Magic Square
Message 3- Envelope

4. The pupils will perform the given task for 10

minutes.
5. The teacher checks the answer together with the
class.
6. The presentation of each group must meet the
following standards.

Criteria Group
1 2 3
Group Participation (2pts.)
2- All members of the group
participated

5
 1- Some members did not
participate.
Presentation (2pts.)
2-The activity was well presented
and correctly answered all the items.
1- Some members waited for the
cues from other members
Discipline (2pts.)
2- All members were well disciplined
1- Some members showed
unnecessary behaviors.
Timeliness (2pts.)
2- Finished the activity on time.
1- Did not finish the activity.
Total:

(Grouping is based on the skills and the interests of the

learners to address learner diversity)

Advanced Learners Average Learners

(Use appendix A-1) (Use appendix A-2)

Message 1: Message 1:

Color it Right! Color it Right!

Direction: Using your Direction: Using your

crayons. Color the even crayons. Color the even
numbers. numbers.

6 802 689 671 865

23 10 96 345 209 6 80 379 453
2005 11 437 1008 1 23 10 96 345
555 95 66 999 877
201 333 18 21
687 700 3339 17 25
9011 454 88 2006 100 555 95 1 100

Message 2: Magic Square Message 2: Magic

Square
Direction:
Cross out the even number Direction:
inside the square. Cross out the even
number inside the
122 98 200 80 square.
46 17 671 246
182 357 333 88 28 16 36 20
12 101 57 14
150 12 252 86 34 87 13 54
26 18 44 12
Message 3:
Message 3:

6
 Envelope
Envelope
Direction: Solve the
following problems inside the Direction: Solve the
envelope. problem inside the
envelope.

1. How many even

numbers are
there from 12 to
20?

2. What is the sum

of all even Find the largest of the
numbers from 5 four even whole
to 9? numbers whose sum is
3. What is the 100.
difference
between the
highest even
number and
lowest even
number from 10
to 27?

-Processing -Processing
How did you find the How did you find
activity? the activity?
Why is it important to Why is it important
follow instructions for every to follow instructions for
activity? every activity?

G. Finding
Practical Ask the learners to look for Ask the learners to look
applications of objects / things inside the for objects / things inside
concepts and room showing even the room showing even
skills in daily numbers. numbers.
living.

7
H. Making Ask: Ask:
generalizations What are even numbers? What are even
and numbers?
abstractions Even numbers are
about the numbers that can be divided Even numbers
lessons exactly by 2. Even numbers are numbers that can be
end in 0, 2, 4, 6, or 8. divided exactly by 2.
Even numbers end in 0,
The class will also answer 2, 4, 6, or 8.
the questions formulated
before the start of the
lesson.

I. Evaluating
learning Study the different numbers Study the different
inside the box. Copy the even numbers inside the box.
numbers on the blank. Copy the even numbers
on the blank.
333 4501 6070
22 341 100
5884 878 65
677 12 845
6992 2003 146
44 456 55

1. ____________ 1. ____________
2. ____________ 2. ____________
3. ____________ 3. ____________
4. ____________ 4. ____________
5. ____________ 5. ____________

Answer the following

questions:

1. The sum of two even

numbers is always

2. How many even

numbers are there
from 90 to 100?

3. What is the smallest

even number?

4. Find the sum of two

consecutive even
numbers after 2.

8
 5. What is the largest 3
digit even number?

J. Additional Put a check ( / ) before each Put a check ( / ) before

activities for item if the given number is each item if the given
application or even. Mark it with a cross number is even. Mark it
remediation ( X ), if it is not. with a cross
( X ), if it is not.

________1. 7321 ________1. 73

________2. 6365 ________2. 61
________3. 342 ________3. 178
________4. 3218 ________4. 288
________5. 3425 ________5. 1346

V. Remarks
VI. Reflection
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies
worked well?
Why did these
work?
F. What difficulties
did I encounter

9
 which my
principal or
supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/ discover
which I wish to
share with other
teachers?

10
Appendix A-1

Message 1:

Color it Right!

Direction: Using your crayons. Color the even numbers.

6 802 689 671 865

23 10 96 345 209

2005 11 437 1008 1

555 95 66 999 877

687 700 3339 17 25

9011 454 88 2006 100

11
Message 2:

Magic Square

Direction:

Cross out the even number inside the square.

122 98 200 80

46 17 671 246

182 357 333 88

150 12 252 86

12
Message 3:

Envelope

Direction: Solve the following problems inside the envelope.

1. How many even numbers are there from 12 to 20?

2. What is the sum of all even numbers from 5 to 9?

3. What is the difference between the highest even number and

lowest even number from 10 to 27?

13
Appendix A-2

Message 1:

Color it Right!

Direction: Using your crayons. Color the even numbers.

6 80 379 453

23 10 96 345

201 333 18 21

555 95 1 100

14
Message 2

Magic Square

Direction:

Cross out the even number inside the square.

28 16 36 20
12 101 57 14
34 87 13 54
26 18 44 12

15
Message 3:

Envelope

Direction: Solve the problem inside the envelope.

Find the largest of the four even whole numbers whose sum is 100.

16
 MATHEMATICS 3
Quarter 3 Week 1 Day 2

I. Objectives
A. Content Standard
The learner demonstrates understanding of
proper and improper, similar and dissimilar and
equivalent fractions.

B. Performance The learner is able to recognize and represent

Standard proper and improper, similar and dissimilar and
equivalent fractions in various forms and
contexts.

C. Learning The learner identifies odd and even numbers.

Competencies / M3NS-IIIa-63 p. 84
Objectives Write Identify odd numbers
the LC code for
each
II. Content Identifying Odd Numbers
III. Learning
Resources
A. References
1. Teacher’s Mathematics TG p. 215-217
Guide page
2. Learners Learners Materials p.208-210
Materials
Pages
3. Textbook
Pages
4. Additional
Materials from
Learning
Resources
(LR) portal
B. Other Learning Flash Cards, Counters/Manipulatives, Marker,
Resources/ White board, bell
Material s
IV. Procedures
A. Reviewing Take a Stand!
previous The teacher will show a flash card with numbers. If
lesson or the numbers are even numbers, the pupils will stand.
presenting the If not, they will remain seated.
new lesson 346 2875 753 89 8544

Ask:
What are even numbers?

17
B. Establishing a Advanced Learners Average Learners
purpose for the
lesson Say: Say:
Today you are going to Today you are going
learn about odd to learn about odd
numbers. numbers. I want you
I want you to be to be attentive,
attentive, participate participate actively
actively specially specially during
during discussion and discussion and during
during the activities. the activities.
Before we begin, what
do you want to know (The teacher will
about our topic for post/write the topic on
today? Do you have the board)
question(s) in mind?

Odd Numbers
Odd Numbers
Question:

(Every group will

formulate their own
questions for one
minute before the
lesson starts and will
write it on the meta
cards Let them post it
on the board)

They will answer the

questions at the end of
the lesson.

C. Presenting
examples/ “The Boat is Sinking”
instances of
the new lesson The pupils will play the game the boat is sinking.
The pupils will group themselves according to
what the teacher will say. The pupil(s) who will
not be able to join a group for a given time will
be out. The last 3 pupils will be the winner.

Example:
Group yourselves into 9

Group yourselves into 7

18
 Group yourselves into 5

Group yourselves into 3

D. Discussing Ask:
new concepts How did you find the game?
and practicing
new skills #1 How did you group yourselves?

What are the numbers given in the game?

What do you call these numbers?

What are odd numbers?

What will happen if you will divide the odd

numbers by 2?

The teacher will illustrate the answer of the

pupils for the given question.

Example:

3 ÷ 2 = 1 r. 1 5 ÷ 2 = 2 r. 1

7 ÷ 2 = 3 r. 1 9 ÷ 2 = 4 r. 1

E. Discussing Romeo’s mother owns Romeo’s mother owns

new concepts a small store. They sell a small store. They sell
and practicing Abaca slippers as their Abaca slippers as their
new skills #2 main product. During main product. During
his free time, Romeo his free time, Romeo
helps his mother in helps his mother in
packing the slippers by packing the slippers by
pair. At first he was pair. At first he was
given only 2 slippers to given only 2 slippers to
be packed, followed by be packed, followed by
3, 4, 5 and the pattern 3, 4, 5 and the pattern
continues. As he was continues. As he was
packing the slippers, packing the slippers, he
he noticed that there noticed that there are
are instances that there instances that there is a
is a slipper with no pair slipper with no pair so
so he decided to make he decided to make a
a list. list.

19
 3 ÷ 2 = 1 r. 1 3 ÷ 2 = 1 r. 1
5 ÷ 2 = 2 r. 1 5 ÷ 2 = 2 r. 1
7 ÷ 2 = 3 r. 1 7 ÷ 2 = 3 r. 1
99 ÷ 2 = 49 r. 1 49 ÷ 2 = 24 r. 1
101÷ 2 = 50 r.1 51 ÷ 2 = 25 r. 1
103 ÷ 2 = 51 r. 1 53 ÷ 2 = 26 r. 1
105 ÷ 2 = 52 r. 1 55 ÷ 2 = 27 r. 1
107 ÷ 2 = 53 r. 1 57 ÷ 2 = 28 r. 1
109 ÷ 2 = 54 r. 1 59 ÷ 2 = 29 r. 1
111 ÷ 2 = 55 r. 1 61 ÷ 2 = 30 r. 1
113 ÷ 2 = 56 r. 1 63 ÷ 2 = 31 r. 1
115 ÷ 2 = 57 r. 1 65 ÷ 2 = 32 r. 1
117 ÷ 2 = 58 r. 1 67 ÷ 2 = 33 r. 1
119 ÷ 2 = 59 r. 1 69 ÷ 2 = 34 r. 1

Ask: Ask:

What local product did What local product did

Romeo pack? Romeo pack?

How do these numbers How do these numbers

end? end?

What do you call these What do you call these

numbers? Why? numbers? Why?

20
F. Developing GAME GAME
Mastery
(Leads to Divide the class into 5- Divide the class into 5-
formative 8 groups. 8 groups.
Assessment)
Ask the pupils to give Ask the pupils to give
standards in doing the standards in doing the
group activity. group activity.

“Numbered Heads “ “Numbered Heads”

Give each group the Give each group the

materials (white board, materials (white board,
marker) marker)

MECHANICS: MECHANICS:
1. Assign a number to 1. Assign a number to
every member. Post every member. Post
the number on their the number on their
forehead. forehead.

2.The teacher calls a 2.The teacher calls a

number. number.

3.The pupil with the 3.The pupil with the

given number will hold given number will hold
the white board and the the white board and the
marker and he/she marker and he/she
leads in answering the leads in answering the
question that the question that the
teacher will post. The teacher will post. The
other members can other members can
help. help.

4.The teacher will give 4.The teacher will give

them 15 seconds to them 15 seconds to
answer the question. answer the question.

5.After the given time, 5.After the given time,

the teacher rings the the teacher rings the
bell and the pupil in- bell and the pupil in-
charge will stand and charge will stand and
show the answer. show the answer.
6.The group with the 6.The group with the
correct answer correct answer
receives a point. receives a point.
7.After discussing the 7.After discussing the
answer, the teacher answer, the teacher
calls another number. calls another number.
(Repeat steps 3-7) (Repeat steps 3-7)

21
8.The group with the 8.The group with the
highest number of highest number of
points after the game points after the game
will be declared winner will be declared winner
and will receive a and will receive a
reward. reward.

Problem: Problem:

Easy Easy
Direction: Write (/) if it Direction: Write (/) if it
is odd number and (X) is odd number and (X)
if it is not. if it is not.

1. 1451 1. 41
2. 205 2. 205
3. 456 3. 456
4. 80697 4. 809
5. 1006 5. 1705

Average Average

Direction: Answer the Direction: Answer the

situations properly. situations properly.
6. Rolly has 19
6. Rolly has 87 guavas. Does
guavas. Does he have an odd
he have an odd number of
number of guavas?
guavas?
7. Is the sum of 23
7. Is the sum of + 35, odd?
1021 + 363,
odd? 8. When you buy 5
coconuts, are
8. When you buy you getting odd
13 coconuts, number of
are you getting coconuts?
odd number of
coconuts? 9. Do you usually
buy an odd
9. Do you usually number of
buy an odd slippers?
number of
slippers? 10. The basket has
35 fish in it. Are
10. The basket has there odd
65 fish in it. Are numbers of fish
there odd in the basket?

22
 numbers of fish
in the basket? Difficult:

Difficult: Direction: Answer the

following questions.
Direction: Answer the
following questions. 11. How many odd
numbers are
11. How many odd there from 11-
numbers are 19?
there from 13-
49? 12. The sum of two
odd numbers is
12. The sum of two always
odd numbers is _______.
always
_______. 13. What is the
smallest odd
13. What is the number?
smallest odd
number? 14. What is the
smallest 2- digit
14. What is the odd number?
smallest 3- digit
odd number? 15. What odd
number comes
15. Which odd before 31, 33,
number comes 35 ?
before 99?
G. Finding
Practical Ask the learners to Ask the learners to
applications of look for objects / things look for objects / things
concepts and inside the room inside the room
skills in daily showing odd numbers. showing odd numbers.
living.
H. Making Ask: Ask:
generalizations What are odd What are odd
and numbers? numbers?
abstractions
about the
lessons Odd numbers are Odd numbers are
numbers with a numbers with a
remainder of 1 when remainder of 1 when
divided by 2. They end divided by 2.They end
in 1,3, 5, 7 and 9. in 1,3, 5, 7 and 9.

The class will also

answer the questions
formulated before the
start of the lesson.

23
 I. Evaluating Advanced Learners Average Learners
learning Direction: Direction:
Study the different Study the different
numbers for each box. numbers for each box.
Circle the number that Circle the number that
is odd. is odd.

1. 7658 1006 1. 58 16

6743 1002 43 12

2. 854 540 2. 854 540

321 786 321 786

3. 42 787 3. 2 787

55 686 5 686

76 780 6 780

67 904 7 904

4. 4 326 879 4. 26 879

7 555 764 55 764

8 676 888 76 888

1 334 946 34 946

5. 5. 4 940
344 940

834 114 4 114

234 945 4 945

J. Additional Do the activity

904in006
your LM-Mathematics4 3006
activities for Gibuhun 4 page 210
application or
remediation
V. Remarks
VI. Reflection
A. No. of learners
who earned 80%
in the evaluation

24
B. No. of learners
who require
additional
activities for
remediation
C. Did the remedial
lessons work?
No. of learners
who have caught
up with the
lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my
principal or
supervisor can
help me solve?
G. What
innovation or
localized
materials did I
use/ discover
which I wish to
share with
other
teachers?

25
 MATHEMATICS 3
Quarter 3 Week 1 Day 3

I. Objectives
A. Content Standard The learner demonstrates understanding of proper
and improper, similar and dissimilar and equivalent
fractions

B. Performance Standard The learner is able to recognize and represent

proper and improper, similar and dissimilar and
equivalent fractions in various forms and contexts.

C. Learning Competencies / The learner visualizes and represents fractions that

Objectives Write the LC are equal to one and greater than one. (M3NS-IIIa-
code for each 72.4)
Visualizes and represents fractions that are
equal to one
II. Content Visualizing and Representing Fractions that
are Equal to One
III. Learning Resources
A. References K-12 Mathematics CG Grade 3 -May 2016, page
68.
1. Teacher’s Guide page Mathematics Grade 3, page 218 – 222.
2. Learners Materials Mathematics Grade 3, page 211 – 215.
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR) portal
B. Other Learning Chart, Pictures, Rubric and Task Cards
Resources/ Material s
IV. Procedures
A. Reviewing previous Drill: Look and study the different figures on the
lesson or presenting board.
the new lesson
a. c.

b. d.

Review:
Ask the following questions:

26
 - What are the different figures do you see on
the board? Can you name them?
- How many parts is each figure divided?
- the heart?
- the rectangle?
- the circle?
- the triangle
- What is the fractional part of the colored
parts in each figure?
- What fraction will represent each figure?

B. Establishing a Presentation:
purpose for the lesson Tell the topic of the lesson to the class. And
post it on the board.

Visualizing and Representing

Fractions that are Equal to One

C. Presenting examples/ Group Activity:

instances of the new - Divide the class into groups.
lesson - Recall the standards in doing a group
work.
- Distribute the task cards (see the task
cards below) and materials to each group.
- Allow each group to accomplish the task
card/s for 10 minutes.
- Let each group present their output to the
class.
- Assess the group performance using rubric
(see the attached rubric)

D. Discussing new Advanced Learners Average Learners

concepts and
practicing new skills Task Card No. 1 Task Card No. 1
#1 What to do: What to do:
a. Identify the fraction a. Visualize and
equal to 1 in each set. encircle the figure with
4231 a fractional part/s equal
1. to 1.
3333 10
1.
10
1467
2.
4444

3 6 10 9
3.
99 9 9

56 7 4 4
4. 2.
55 5 5 4

27
 5 25 15 10
5.
15 15 15 15 1
3.
b. Answer the following 2
questions:
1. What can you
say about the
fractions you put 2
4.
inside a box? 2

2. Which of the
fractions is 7
equal to one? 5.
7
3. What do you
notice about the
fraction/s equal b. Answer the following
to 1, particularly questions:
their 1. What are the
numerator/s and common thing/s
denominator/s? you observed
from the 4 and
4. Now, look at the fractions
fractions that figures?
are not equal to 2. Which of the
1, what can you fractions is
say about their equal to one?
numerator/s and 3. What can you
denominator/s? say about the
numerator/s and
denominator/s
of figures 1, 2,
5. When is a 4, and 5?
fraction equal to 4. What do you
1? notice about
figure 3, is it
equal or less
than 1?
5. When can we
say that a
fraction is equal
to 1?

E. Discussing new Presentation of group output to the class by

concepts & practicing the selected group speaker.
new skills #2
F. Developing Mastery Analysis and Discussion:
(Leads to formative - Did you enjoy your group activity?
Assessment) - What can you say about the task given to your
group and how did you accomplish it?
- Who can give the meaning of fraction?
- What is a numerator and a denominator?

28
 - Base from your activity, what can you say
about the numerator and denominator of a
certain fraction if it is equal to 1?
- Then, what do you notice from the numerator
and denominator of a certain fraction if it is not
equal to 1?

G. Finding Practical Activity:

applications of Look and identify 5 different things or objects
concepts and skills in that represent fractions equal to one.
daily living.
H. Making Generalization:
generalizations and - In a fraction, what do you call the number
abstractions about the above and below the bar line?
lessons - When is a fraction equal to 1?

I. Evaluating learning Advanced Learners Average Learners

Put a check ( / ) in Give the fraction for the
the blank if the shaded part in each
fraction is equal to 1 number. Then, box the
and cross ( x ) if not. fraction that is equal to 1.
1.
14
1. - ____
14

7
2. - ____
7
2.

3
3. - ____
2 3.

5
4. - ____
5

4.
8
5. - _____
9

5.

J. Additional activities for Homework:

application or Do the activity in your LM – Mathematics 3,
remediation Gibohon 1, page 212.
V. Remarks

29
VI. Reflection
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked
well? Why did these
work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did
I use/ discover which I
wish to share with
other teachers?

30
RUBRIC FOR GROUP ACTIVITY

Direction: Put a check () on the level your group reached in each condition.
Check 3 if the best; 2 for better; and 1 for good.

LEVEL
CONDITION 1 2 3 Remarks
1. Correctly answered all the items in the task card
2. Accomplished the given task – 100%
3. Clean and organize group’s output
4. Delivered comprehensive presentation of output
5. Manifested high level of cooperation

TOTAL SCORE
Score Range Equivalent
13 - 15 100%
10 - 12 95%
5-9 85%

31
 MATHEMATICS 3
Quarter 3 Week 1 Day 4

I. Objectives
A. Content Standard The learner demonstrates understanding of
proper and improper, similar and dissimilar and
equivalent fractions
B. Performance The learner is able to recognize and represent
Standard proper and improper, similar and dissimilar and
equivalent fractions in various forms and
contexts.
C. Learning The learner visualizes and represents fractions
Competencies / that are equal to one and greater than one.
Objectives Write the (M3NS-IIIa-72.4)
LC code for each
II. Content Visualizing and Representing Fractions that
are Equal to One and Greater than One
III. Learning
Resources
A. References K-12 Mathematics CG Grade 3 -May 2016, page
68.
1. Teacher’s Guide Mathematics Grade 3, page 218 – 222.
page
2. Learners Materials Mathematics Grade 3, page 211 – 215.
Pages
3. Textbook Pages
4. Additional Materials
from Learning
Resources (LR)
portal
B. Other Learning Chart, Pictures, Rubric and Task Cards
Resources/ Material
s
IV. Procedures
A. Reviewing Drill: Look at the different figures inside the box
previous lesson or and then, encircle the fractions.
presenting the
new lesson 4 1
15 11.2 26
4 2
5 6 3
10% 200
3 6 2

Review:
Ask the following questions:
- What are the different fractions inside the
box?
- What is a fraction?

32
 - In a fraction, what do you call that number
above the line/ bar line?
- What do you mean by numerator?
- How about the number below the bar line,
what do you call it?
- Then, what does it mean?
- Now, can you give other sample of
fractions? Write it on the chalk board

B. Establishing a Presentation:
purpose for the Tell the topic of the lesson to the class.
lesson And post it on the board.
Visualizing and Representing
Fractions that are Equal to One and
Greater than One

C. Presenting Group Activity:

examples/ - Divide the class into two groups
instances of the (Advance and Average Group).
new lesson - Recall the standards in doing a group
work.
- Distribute the task cards (see the task
cards below) and materials to each
group.
- Allow each group to accomplish the task
card/s for 10 minutes.
- Let each group present their output to the
class.
- Assess the group performance using
rubric (see the attached rubric).
D. Discussing new Advanced Learners Average Learners
concepts and
practicing new Task Card No. 1
skills #1 What to do:
a. Illustrate the given Task Card No. 1
fractions below. What to do:
a. Visualize and shade
4 the given illustrations to
1. show the fractional
3
part.
5
6 1.
2. 5
4
6
3 2.
4
3.
3

7
4.
5 3
3.
2
5
5.
5

33
 b. Answer the 2
following questions: 4.
2
6. Which of the
fractions is
equal to one? 7
7. Which of the 5.
fractions is 7
greater than
one?
8. What do you
notice about
the fraction/s b. Answer the following
equal to 1, questions:
particularly 6. Which of the
their fractions is equal
numerator/s to one?
and 7. Which of the
denominator/s? fractions is greater
9. Now, look at than one?
the fractions 8. What do you
greater than 1, notice about the
what can you fraction/s equal to
say about their 1, particularly their
numerator/s numerator/s and
and denominator/s?
denominator/s? 9. Now, look at the
10. When is a fractions greater
fraction equal than 1, what can
to 1 or greater you say about their
than 1? numerator/s and
denominator/s?
10. When is a fraction
equal to 1 or
greater than 1?
E. Discussing new Presentation of group output to the class by the
concepts and practicing selected group speaker.
new skills #2
F. Developing Mastery Analysis and Discussion:
(Leads to formative - Did you enjoy your group activity?
Assessment) - What can you say about the task given to
your group and how did you accomplish it?
- Who can give the meaning of fraction?
- What is a numerator and a denominator?
- Base from your activity, what can you say
about the numerator and denominator of a
certain fraction if it is equal to 1?
- Then, what do you notice from the
numerator and denominator of a certain
fraction if it is more than 1?
G. Finding Practical Activity:
applications of Study the different figures below. Compare if it is
concepts and equal or greater than 1. Write the proper
comparing symbol in the blank. ( = , > )

34
 skills in daily 1.
living.
____ 1

𝟏𝟕
2. ____ 1
𝟏𝟓

3. _____ 1

4.

____ 1
𝟏𝟏
5. ____ 1
𝟏𝟏
H. Making Generalization:
generalizations - When is a fraction equal to 1 ?
and abstractions - When is a fraction greater than 1?
about the lessons
I. Evaluating Advanced Learners Average Learners
learning a. Visualize and a. Give the fraction for
shade the the shaded part in each
given number. Write the
illustrations to fraction only. Then,
show the draw one star ( ) if
fractional part. the fraction is equal to
Then, box the 1 and two
fraction that is stars ( ) the
equal to 1 and fraction is greater than
encircle the 1.
fraction that is
greater than 1. 1. ___
b.

7
1.
4
2. ___
10
2.
10
3. ___

3
3. 4. ___
2

35
 4 5. ___
4.
3
2
5.
2

J. Additional Do the activity in your LM – Mathematics 3,

activities for Gibohon 2, page 213 and Gibohon 4, page 215.
application 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
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson.
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/ discover
which I wish to
share with other
teachers?

36
RUBRIC FOR GROUP ACTIVITY
Direction: Put a check () on the level your group reached in each condition.
Check 3 if the best; 2 for better; and 1 for good.
LEVEL
CONDITION 1 2 3 Remarks
1. Correctly answered all the items in the task card
2. Accomplished the given task – 100%
3. Clean and organize group’s output
4. Delivered comprehensive presentation of output
5. Manifested high level of cooperation
TOTAL SCORE
Score Range Equivalent
13 - 15 100%
10 - 12 95%
5-9 85%

37
 MATHEMATICS 3
Quarter 3 Week 1 Day 5

I. Objectives
A. Content Standard The learner demonstrates
understanding of proper and
improper, similar and dissimilar and
equivalent fractions.

B. Performance Standard The learner is able to recognize and

represent proper and improper,
similar and dissimilar and equivalent
fractions in various forms and
contexts.

C. Learning Competencies / The learner identifies odd and even

Objectives Write the LC code numbers.
for each M3NS-IIIa-63
Visualizes and represents fractions
that are equal to one and greater
than one.
M3NS-IIIa72.4
II. Content Identifying odd and even number
Visualizing and representing
fractions that are equal to one and
greater than one
III. Learning Resources
A. References
1. Teacher’s Guide page
2. Learners Materials Pages
3. Textbook Pages
4. Additional Materials from
Learning Resources (LR)
portal
B. Other Learning Resources/
Material s
IV. Procedures
A. Reviewing previous lesson or
presenting the new lesson
B. Establishing a purpose for
the lesson
C. Presenting examples/
instances of the new lesson

D. Discussing new concepts

and practicing new skills #1

38
 E. Discussing new concepts
and practicing new skills #2

F. Developing Mastery
(Leads to formative
Assessment)

G. Finding Practical
applications of concepts
and skills in daily living.

H. Making generalizations
and abstractions about the
lessons
I. Evaluating learning Summative Test
(Please see Appendix 1)
J. Additional activities for
application 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
C. Did the remedial lessons
work? No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor can
help me solve?
G. What innovation or
localized materials did I
use/ discover which I wish
to share with other
teachers?

39
Q3-W1-D5- Appendix 1

Table of Specification in Mathematic 3

Q3 – Week 1

Objectives Percentage Item No. of

Placement Items

1. Identifies odd and even 50% 1-5,6-10,26- 15

numbers 30

2. Visualizing and 50%

Representing Fractions that 11-15, 16-25 15
are Equal to One and
Greater than One

Total: 100% 30

40
 Summative Test in Mathematics 3

Name: ________________________________ Date: ______ Score: ___

I. Direction: Study the different numbers inside the box. Group them into
add or even numbers.

27 0 89 73 58 91

102 1 1 46 1715 4
2 91

Odd Even

1. 6.
2. 7.
3. 8.
4. 9.
5. 10.

II. Direction: Study the fractions in the circle. Box the fraction equal to
1 and encircle the fraction greater than 1.

13 8
13 8

8 5 18
3 4 12

7 21
7 21

III. Direction: Look at the varied figures below, determine if it is equal or

greater than 1. Put the proper comparing symbol on the blank.

16.

________ 1

17. 7
7 ______ 1

41
 18.

______ 1

19. 9
6 ______ 1

20.

______ 1

21.

______ 1

22.

______ 1

23. 13
12 ______ 1

24. 27
27 ______ 1

25. 30
10 ______ 1
IV. Direction: Solve the following problems.

26. What are the even numbers greater than 10 but less than 20?

27. What is the sum of all odd numbers from 10 to 15?

28. What is the smallest even number?

29. What is the smallest odd number?

30. How many odd numbers from 20 to 30?

42