School: Grade Level: III

GRADES 1 to 12 Teacher: File Created by DepEd Click Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: OCTOBER 10-14, 2022 (WEEK 8) Quarter: 1ST QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
A. Content Standard Demonstrates understanding of whole numbers up to 10 000.
B. Performance Learners are able to apply addition and subtraction of whole numbers including money in mathematical problems and reallife situations.
Standard
C. Learning subtracts mentally the following numbers using appropriate strategies
Competency/s: a. 1- to 2-digit numbers without and with regrouping
b. 2- to 3-digit numbers with multiples of hundreds without and with regrouping
II CONTENT Subtracting Mentally 1 to 2-Digit Subtracting Mentally 1 to 2-Digit Numbers Subtracting Mentally 2 to 3 Digit Numbers
Numbers
1. Subtract mentally 1 to 2-digit numbers 1. Subtract mentally 2 to 3– digit numbers with multiples of
1. Subtract mentally 1 to 2-digit without and with regrouping using appropriate hundreds without and with regrouping
numbers without and with regrouping strategies
using appropriate strategies
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide Math 3, Module 12
Pages
2. Learner’s Materials
pages
3. Text book pages
4. Additional Materials Laptop, activity cards Activity cards, flashcards Activity cards, flashcards
from Learning
Resources
B. Other Learning
Resources
IV. PROCEDURES
What I Know What Is It What I Know Weekly Test

Subtract the following numbers Subtract the following mentally. You are not allowed to use pen and
mentally without using pen and paper. paper for your solution. Write the final answer directly.

1. 300 – 88 = ?
2. 500 – 135 = ?
3. 62 – 19 = ?
4. 800 – 500 = ?
5. 753 – 100 = ?

What’s In

In your previous lesson you learned to subtract 1 to 2-digit numbers

mentally. That lesson is very important to master so that it would
be easier for you to subtract 2 to 3-digit numbers mentally. The
strategy used in the previous lesson will still be used in this lesson.
Only that this time, we will be dealing with larger numbers.
Let us practice what you learned previously.

Activity 1

Subtract mentally the numbers below.

What’s New

Activity 2

Can you help Anne and Pedro solve their tasks? Answer the
problem mentally.

A. Anne bought shoes and bags which cost a total of 300 pesos. She
paid 500 pesos. How much change should she expect to receive?

B. Pedro sells eggs for a living. His egg tray can hold 36 eggs. How
many more eggs are needed to fill a tray that already has 18 eggs?

What is It

There are instances in real life where mental computation comes in

handy. You will face experiences that need you to add or subtract
without using a pen and paper. The strategies that will be
introduced in this module can be used to subtract mentally, and
with constant practice, you will learn to do mental computation
with ease.

Strategy 1. Subtract by digit. This works well when we subtract

without regrouping. This method is also called the basic rule of
subtraction. Simply align the digits under the column of ones, tens,
hundreds and thousands then subtract digit by digit.
What’s In
A. Directions: Round off the following
numbers to the nearest tens.
1. 42 - ______ 4. 59 - ______
2. 25 - ______ 5. 18 - ______
3. 36 - ______
B. Directions: Perform the following
operations:
What’s More What I Can Do
Mentally subtract the following subtraction problems then write the
strategy being used.
A) 700 – 530 = ________ Strategy: ___________________
B) 96 – 43 = __________ Strategy: ___________________
C) 85– 27 = ___________ Strategy: ___________________
D) 300 – 96 = _________ Strategy: ___________________
E) 100 – 76 = __________ Strategy: ___________________
What’s New What I Have Learned ASSESSMENT

Activity 1 1. We can directly subtract mentally and even Find the difference using mental computation.
start with the highest value if there is no 1. 300 – 88 =
Rizzi and Tony harvested tomatoes in regrouping to be done. 2. 350 – 95 =
their backyard garden. Rizzi harvested 3. 62 – 19 =
35 green tomatoes and 17 orange 2. We can use the compensation method in 4. 100 – 55 =
tomatoes, while Tony reaped 13 green subtracting mentally the numbers that need to 5. 700 – 516 =
tomatoes and 9 orange tomatoes. be regrouped. 6. 200 – 120 =
Question 1: What is the difference 7. 500 – 270 =
between the harvested green tomatoes 8. 65 – 45 =
of Rizzi and Tony? WHAT I CAN DO
9. You have 70 marbles. You gave away 28 marbles to your friends.
Activity 4 How many marbles do you have left?

Read the problem below. Then without using 10. You need to save 250 pesos to buy your mother a birthday
pen and paper, solve the problem by mentally present. You already have 120 pesos. How much more do you need
subtracting the given numbers. to save?

1. Mother bought 52 eggs to be used in baking a

cake for RJ’s birthday. If she fried 8 eggs for
breakfast, how many eggs were left?

2. Rey gathered 38 seashells while the family is

having a picnic on the beach. He gave 15 shells
to her daughter. How many shells were left?

ASSESSMENT

Without using pen and paper, subtract mentally

the numbers below.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
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?