School Ramon U. Cojuangco E.S.

Grade Three
Grades 1-12 Teacher Juvy D. Calip Learning Area: Mathematics
Daily Lesson Log Week/Teaching Date Quarter: Third
Time

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES

A. Content Standards Demonstrates understanding of Weekly Test

proper and improper, similar and
dissimilar and equivalent fractions.

B. Performance Standards Is able to recognize and represent

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

C. Learning Competencies/ Objectives Represents fractions using regions, Visualizes and represents visualizes, represents, and
( Write the LC code for each) sets, and the number line. dissimilar fractions. compares dissimilar fractions
M3NS-IIIb-72.5 M3NS-IIIc-72.6 M3NS-IIId-77.3

CONTENT
( Subject Matter)
II. LEARNINGRESOURCES
A. References
1. Teachers Guide pages
2. Learners Material Pages
B. Other Learning Resources
III. PROCEDURES
A. Reviewing past lesson or
Presenting the new lesson
B. Establishing a purpose of the
new lesson
C. Presenting Examples/
instances of the new lesson
Representing Fractions using Visualizing Dissimilar Fractions Comparing Dissimilar Fractions Comparing Dissimilar Fractions
Regions, Sets and Number Lines
225-228 228-232 233-237 233-237
225-229 230-234 233-237 233-237
Name the fractional part with an X What does mean 1 in ½ ? What are similar fractions? Checking of assignment.
in each given figure. What does 1 mean in 1/3? What are dissimilar fractions?
X What does 2 mean in 2/4? Recall the meaning of relation
X symbols.
X
Show cut out shapes divided into Name the fraction represented Using flashcards engage pupils in How do we compare dissimilar
two. by the shaded part. race by telling if the fraction is fractions?
1.1/2 similar or dissimilar.
2.1/3
3.2/4
Pair Activity. Group Activity. Yesterday, these children had To compare fractions we use the
Give each pair one square card. Ask Each group will be given a shape these snacks: symbols of relation such as:
one pair to divide their squares into and they will shade it to 1, 2, 3 Angela- 1/8 of pie > Read as “ is greater than “
three and shade a part to show one parts of it. Angelu- ¼ of pie < Read as “less than “
third. Another will divide their Renz – 1/5 of pie = read as equals

D. Discussing new concepts and
practicing new skills no.1.
E. Discussing new concepts and
practicing new skills no.2
F. Developing Mastery
(Leads to Formative Assessment 3.)
G. Finding practical application of
concepts and skills in daily
living
H. Making Generalization and
abstraction about the lesson
I. Evaluating learning
J. Additional activities for
application and remediation
IV. REMARKS
V. REFLECTION
squares into four to show one
fourth.
Present the lesson.
a.using graphing paper
b.using sets
c.number lines
Activity by pair.
Let pupils find two different ways to
divide the squares into 4 equal parts
and darw parts that illustrate the
ways they found.
Answer Activity 1 on LMp.226.
Equality
Fractions can be represented by the
use of regions, sets and segments of
number lines.
Answer Activity 2 on LMp.227.
Answer Activity 3 on LMp.228.
Present the Lesson.
Ask each group to post their work
on the board.
Discuss what similar and
dissimilar fractions are.
Answer Activity 1 on LMp.230.
Cooperation
Fractions with the same
denominators are called similar
fractions.
Fractions with different
denominators are called
dissimilar fractions.
Answer Activity 2 on LMp.231.
Answer Activity 5 on LMp.234.
Present the Lesson
Show ½ , 1/3, ¼, and 1/5.
What do you call this kind of
fraction?
What do you notice with the
fractions as their denominator
gets bigger?
How will you compare ½ and 1/5?
Discuss the process on comparing
fractions.
Answer Activity 1 on LM p.235.
Equality
For fractions with the same
numerators look at the
denominators, the fraction with
smaller denominator is the larger
fraction.
For fractions with unlike
denominators, the fraction with
smaller denominator is greater.
Answer Activity 2 on LMp.236
Answer Activity 3 on LMp.238
Discuss the process on comparing
fractions.
For fractions with the same
numerators look at the
denominators, the fraction with
smaller denominator is the larger
fraction.
For fractions with unlike
denominators, the fraction with
smaller denominator is greater.
Answer activity 4 on LMp.239.
Discuss and explain the
comparison of fractions in Activity
4.
Equality
For fractions with the same
numerators look at the
denominators, the fraction with
smaller denominator is the larger
fraction.
For fractions with unlike
denominators, the fraction with
smaller denominator is greater.
Answer Activity 5 on Lmp240.
Review previous lessons.
A. No. of learner who earned 80%

B .No. of learner who scored below 80%

( needs remediation)

C. No. of learners who have caught up

with the lesson

D. No of learner who continue to require

remediation

E. Which of my teaching strategies work

well? Why?

F. What difficulties did I encounter which

my principal /supervisor can help me
sove?

G. What innovation or localized

materials did I use/discover which I wish
to share w/other teacher?