GRADE 3 School CAMANSIHAN ELEMENTARY SCHOOL Grade Level III

DAILY LESSON LOG Teacher REMEDIOS D. DIMACULANGAN Learning Area MATH

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

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

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

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

NOVEMBER 07
The learner demonstrates
understanding of proper and
improper, similar and dissimilar and
equivalent fractions.
NOVEMBER 08
The learner demonstrates
understanding of proper and
improper, similar and dissimilar and
equivalent fractions.
NOVEMBER 09
The learner demonstrates
understanding of proper and
improper, similar and dissimilar and
equivalent fractions.
NOVEMBER 10 NOVEMBER 11
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.
The learner is able to recognize and
represent proper and improper,
similar and dissimilar and equivalent
fractions in various forms and
contexts.
The learner is able to recognize and
represent proper and improper,
similar and dissimilar and equivalent
fractions in various forms and
contexts.
The learner is able to recognize and
represent proper and improper,
similar and dissimilar and equivalent
fractions in various forms and
contexts.

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

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

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

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

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

3. Textbook pages
 4. Additional Materials from
Learning Resource
(LR)portal
B. Other Learning
Resource/Materials
VI. 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
Printed exercises, counters
These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by the students which you can
infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things, practice their learning, question their learning processes, and
draw conclusions about what they learned in relation to their life experiences and previous knowledge. Indicate the time allotment for each step.
Have the children discuss any
pattern they see.
Add:
2+3=
2+4=
3+4=
3+5=
Motivation:
Let pupils play a game “Open the
Basket.”
Ask: What happens to pupils who
were not able to find an empty
basket? What should you do so you
will not sit down?
How many makes a pair?
Talk with pupils about things that
come in pairs.
Tell them that a number is even
when all the objects come in pairs
and it is odd when there is an object
without a pair.
Let the pupils study the underlined
digits of the following numbers:
Lesson Guide in Elem. Mathematics
Grade 3
Printed exercises
What do you call to the numbers end Let the pupils give the fractions for
in 0, 2, 4, 6 or 8?
How about numbers end in 1, 3, 5, 7, parts. Write their answer on the
or 9?
Motivation:
Acting out the problem.
The teacher calls on 2 pupils, then
asks another pupil to give the 4
cupcakes equally to the 2 pupils.
Ask: How many cupcakes does each
child get?
Is there a leftover?
What division sentence can we make
out of the 4 cupcakes divided equally
among 2 pupils?
4÷2 = 2
Present a table .Write all the numbers
that can be divided exactly by 2
under column A., and those with
remainders under column B.
Ask: What do you call the numbers in
column A? column B?
Numbers in column A are called even
numbers, those in column B are odd
Illustration of fractions less than one,
cake model, cut-outs of figures,
number lines
the shaded parts and unshaded
board.
Motivation
Show a cake model.
On Ena’s birthday, her mother
baked her a
cake. Ena divided it into 8 equal
parts to be
shared among her friends.
Ask: How did Ena divide the cake?
Into how many equal parts was the
cake
divided?
What will Ena do with the cake?
Present the following regions with all
the parts shaded (cut-outs)
Lesson Guide in Elem. Mathematics
Grade 3
Fraction charts, coloring materials,
activity sheet
Observing illustrations and
identifying fractions equal to
one.
*Let the pupils identify which
fractions are equal to one by
encircling the fraction equal to
one.
Ask: How do we know that
fractions are equal to one?
Motivation:
Present other figures. (Cut outs)
Ask:
How many fourths does Figure D
show?
How many halves does Figure E
show?
How many thirds does Figure F
show?
Write the fraction for the shaded parts
of D, E and F.
5/4, 3/2, 5/3
5/4, 3/2, 5/3
Are these fractions equal to one?
More than one?
What do you notice about the
numerators and denominators of
fractions more than one?
 40, 56, 72, 174 and 7958. numbers.
What kind of numbers are they?
Why?
- Do the same procedure with these
odd numbers. 47, 23, 165, 821
and 6429.

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

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

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

REMARKS

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

F. What difficulties did I encounter

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