MATHEMATICS 123 - Q3W3 - DLP - Jaybecina - Larrymorandante - With Trial Version

Mathematics123/Q3/W3
Lesson Plans for Multigrade Classes

MATHEMATICS
Grades 1, 2 and 3
Quarter : THREE
Week : THREE
Grade Level Grade 1 Grade 2 Grade 3
Content Standard demonstrates understanding of two demonstrates understanding of unit demonstrates understanding of
The Learner... dimensional and three dimensional fractions line, symmetrical designs, and
figures tessellation using square,
triangle and other shapes that
can tessellate
Performance is able to describe compare and is able to recognize and represent is able to recognize and
Standard construct two dimensional and unit fractions in various forms and represent lines in real objects
The learner... three dimensional object contexts and designs or drawings,
complete symmetrical designs,
and create patterns of designs
using square, triangle and other
shapes that can tessellate
Competencies Identify names and describes the Visualize similar fractions (using Recognize and draw a point, line,
four basic shapes (square, group of objects and number line) line segment and ray
rectangle, triangle and circle) M2NS-IIIf-72.3 M3GE-III.e. 11
M1GE-IIIe-1
Read and write similar fraction Recognize and draw parallel,
Compare and classify 2D M2NS-IIIf-76.2 intersecting, and perpendicular
(flat/plane) and 3D (solid) figures lines
according to common attributes Compare similar fractions using M3GE-III.e. 12.1
M1GE-IIIe-2 relation symbol
M2NS-IIIf-77.3
Page 1 of 25
Arrange similar fractions in

increasing or decreasing order
M2NS-IIIf-78.3
Day 1
Lesson Objectives To identify and describe the four To visualize similar fractions (using To recognize and draw the
basic shapes group of objects and number line) points, line, line segment and ray
Subject Matter Basic shapes Similar fractions Points, line, line segment, and
ray
Learning Resources Grade 1 Math TG & LM, MG-BOW Grade 2 Math TG & LM, MG-BOW Grade 3 Math TG & LM, MG-
BOW
Procedure Grouping Structures (tick boxes):
Use these letter icons to
 Whole Class  Mixed Ability Groups  Friendship Groups
show methodology and
Describe the parts of the lesson (for  Ability Groups  Other (specify)
assessment activities.
example the introduction), where you  Grade Groups  Combination of Structures
T Direct Teaching may address all grade levels as one group.
G Group Work Teaching, Learning and Assessment Activities
I Independent Let the pupils sing the song “What’s Mang Tomas Made Of” (Tune of Bahay Kubo)
What’s Mang Tomas made of 3×
Learning
A Assessment
and and
that’s what Mang Tomas made of.

(Teacher can change the name Mang Tomas to any of the pupils’ name)
G G T
Ask: What are the shapes Group Activity Present a picture of dart
mentioned in the song “What Group the class into 5 group. shooting.
Mang Tomas made of? Provide 40 counters/popsicle sticks.
Do: Group the class into 2. Make2 Separate the counters into five
Page 2 of 25
sets of different cut outs to every groups. Draw bars to show

group. fractions. Write the fractional part
Group the 12 pieces of cutouts in of shaded part.
any way you want and paste it on
manila paper. Group1: take 2.
Group2: take 3. Ask:

What name did David and
Vincent give the space/place
Group3: take 4. where their darts landed?
Describe the figure where the
darts landed?
How many points are marked?
Group4: take 5. If you play darts, how would you
name your point?
How are points named?
Group 5: take 7.
Show or model how to draw a
Triangle Square Rectangle Circle point, line, line segment, and
ray. Maximize pupils
Guide Questions: participation by having them use
What is common among the air or body drawing.
fractions? Describe these fractions.
They are called similar fractions.
Page 3 of 25
T I G
Process the previous activity. Give the work sheet and do the Distribute task cards and
Let the groups explain their work. activity. graphing papers.
Focus the pupils’ attention on
classifying the cutouts according to Write the shaded fractions. Graph Me!
shapes
Ask: Task 1:
1. How are the cutouts classified? Each group will draw a point,
(The cutouts are classified 1. line, line segment, and ray on a
according to shape.) graphing paper.
2. What are the shapes of the
cutouts? (The shapes of the Task 2:
cutouts are triangle, square, 2. Complete the sentences.
rectangle, and circle.) 1. ________ is represented by a
dot.
Describe a triangle circle? square?
2. Line is a set of ________ that
rectangle?
extends in both direction
without end.
A triangle has 3 corners and 3 3.
sides. 3. A _______ segment has two
A square has 4 corners and 4 sides endpoints.
which are equal in lengths. 4. A line with one endpoint is
A rectangle has 4 corners and 4 called ______.
sides. Its two opposite sides have 4.
equal lengths.
A circle has no corners and sides. List 5 objects inside the
classroom associated to point,
Bring Me Shapes line, line segment, and ray.
Look for objects inside the 5.
classroom that have the shape of Example: blackboard
square, triangle, circle or rectangle.
(See Appendix 2.)
Page 4 of 25
Example:
Bring me an object that have a
shape of rectangle. Notebook
6.
(See Appendix 1.)
G T A
Teacher will give instructions Present this chart Choose the letter of the
first to the pupils. correct answer.
Teacher will provide different five 2
objects from the box (with circular, 8 1. A dot is a representation of a
triangular, square and rectangular _______.
faces) a. line c. point
a. Work in groups. 3 b. ray d. line
b. Each group will be given a set of 8 segment
5 objects (such as cans, shoe
boxes, shape toys, containers, 2. _______ extend without end in
triangular objects) cartolina or 4 opposite directions.
manila paper. Name the objects 8 a. Points c. Segments
given to your group. b. Lines d. Dots
Identify their different shapes.
5
c. Trace these shapes and cut 3. A ray is a part of the line
8
them. composed of an endpoint and
d. Put together the shapes that are _______.
alike. a. an arrowhead
f. Paste your work on a manila 2 b. a linesegment
paper. 4 c. a line
g. Distribute the materials to the d. a dot
pupils.
4. A line segment is also a part
Page 5 of 25
On what objects can you see a of a line defined by _______

rectangle? square? circle? triangle? 3 endpoints.
Pupils name objects where they see 4 a. 1 c. 3
the shapes b. 2 d. 4
5. This symbol
What is common among the represents a _______.
fractions? a. segment c. line
b. ray d. point
Tell the class that they are called
similar fractions.
Let them describe these fractions.
Have the pupils visualize the
following set of fractions.
A. Write check () before the

number that shows similar
fractions and an () mark if not.
352
___ 1.
797
1 4 5
___ 2.
10 10 10
325
___ 3.
886
B. Using number line
23
4.
44
Page 6 of 25
53
5.
88
C. Using group object
13
6.
66
32
7.
55
Remarks
Reflection
Day 2
Lesson Objectives To identify, name, and describe the To read and to write similar To recognize and to draw a point,
four basic shapes in two and three fractions line, line segment and ray
dimensional objects: square,
rectangle, triangle and circle
Subject Matter Two-dimensional or three- Reading and Writing Similar Point, Line, Line Segment and
dimensional objects; rectangular Fractions Ray
prism, cube, cylinder, pyramid
BOW
Procedure Teaching, Learning and Assessment Activities
G I T
Prepare 2 set of different cut outs Write the fraction of the following Instruct the pupils to draw three
for this activity. shaded and not shaded objects. points aligned. Connect these
Group 1 will make a robot using points with a line extending to
different cutouts of shapes. Shaded Not Shaded both directions. Name the points
Page 7 of 25
What shape was use for the head? as R, S, and T

hands? body legs? eyes? Appendix
3 for Rubrics
Ask:
What have you noticed from
point R to point T?
What can you see at both ends?
What do you call this figure?
Group 2 will make a house using

different cutouts of shapes.
How will you describe the figure?
How many rays there in line AD.
What can you say about this

part?
Page 8 of 25
Can you call this part as ray?

Why?
(See Appendix 2.)

G T G
Provides different real objects for Post these set of fractions on the Identify the following:
this activity. board and let the class read them. 1. the points
Pupils will make an object out of 2. the given line
real objects with different shapes. 12 3 3 4 2 3. the line segments
(ball, different sizes of shoe box,
1. (4,4 ,4) 2. (7 , 7 , 7) 4. the given rays
paper plates, cans, toy shapes, etc)
6 3 2 1 3 5 Group 1
Group 1 will make a man out of
3. , , 4. , ,
8 8 8 6 6 6
given sets of object.
Group 2 will make a toy.

Have your pupils get partners and Group 2
Gallery walk. make their own three similar
fractions.
Rubrics
145 Group 3
(See Appendix 3.) Ex.
888
Page 9 of 25
Write their fractions on cartolina

strips and read the fractions in
class by pair.
T I I
Process the above activity Read the following set of similar Name Me!
1and 2. fractions. A. Name the different rays in
For these activities you may call a the figure.
In making a robot what shapes was pupils one by one or assign a “little
use for the head? hands? body? teacher” to lead the class.
In house, what shapes was use in 3241

roof, windows, door, door knob? 1.
6666
What real objects was used in 4527 B. Name different the different
making of toys and man? 2.
9999 line segment.
4527
3.
9999
C. Name the lines.
A A A
Teacher will read the test orally Read the instructions. Fill in the blanks.
and pupils will answer with their Write two similar fractions from: 1. A _____ has two arrow heads.
activity sheets. 2. The geometric figure with one
Page 10 of 25
Ex. A group of four objects. endpoint and anarrowhead is

A. Match column A with column B called a ______.
3. A _____ has two endpoints.
4. _____ can be denoted by
letters.
2 1
, ,
4 4 Types of lines Drawing
1. A group of five objects Point
Line segment
2. A group of seven objects
Line
3. A set of six objects Ray
4. A set of three objects
B.
1. A. triangle
2. B. square
3. C. circle
4. D. rectangle
(See Appendix 4.)
Remarks
Reflection
Day 3
Page 11 of 25
Lesson Objectives To compare 2-D and 3-D To compare similar fractions using To recognize and draw parallel,
objects/figures according to relation symbols intersecting and perpendicular
common attributes line
Subject Matter Comparing according to common Comparing similar fractions Recognizing and drawing
attributes, faces, shape, size etc parallel, intersecting and
perpendicular lines
BOW
T G I
Show a set of objects to the pupils. Let the group copy the similar Let the pupils do the activity.
Let them name the objects. fractions in each set of fractions. Color all the triangle. Color all
Get the rectangular box. Show the Give each group a marker and the circles.
pupils the faces of the box. Get the manila paper where they will write
can. their answer.
Tell them that the circles at the top 32316262

and bottom of the can the one at 1.
45647484
the side is called faces.
Have the pupils describe the 3-D 37425563

shapes according to the following: 2.
69667684
1. number of faces/surfaces
32326241
2. shapes of faces 3.
55689355
3. height
56337485
4. color 4.
78868599
Page 12 of 25
5. size 62656473
5.
77768795
6. material used
How many faces does each figure

have?
Connect all the letter Bs

diagonally.
What lines are formed?
Guide Questions:
1. Describe the lines formed in
the 1st figure.
2. Relate the lines formed in the
2nd figure in your daily
living.
3. In what place does the letter
Page 13 of 25
Bs met?
(See Appendix 5.)
G I T
Have the pupils observe the objects Tell your pupils to do the activity Explicit Teaching
given to them. Have them decide on and give them a worksheet.
their basis for grouping the objects.
Tell the class that objects are A. Write similar fraction of the
grouped according to their shaded part.
attributes.
For objects having the shape of a

triangle, let the pupils name
familiar objects that are found in
their school. One set of objects may
include 2 rectangular boxes or What can you see in the picture?
blocks of wood, 1 can, 1 cylindrical How do you describe the fence?
container, 1 ball, and 1 cone. What can you say about the
arrangement of the fence?
Make use of objects available in the
locality. Have the pupils draw their
work on manila paper and write
their basis or the attribute they
used. When done, pupils think of
another way of how the objects may
be grouped and do the same
What do we call these
procedure.
lines? Compare them.
1. number of faces/surfaces How do you describe the
2. shapes of faces horizontal lines?
3. height
(See Appendix 6.)
4. color
5. size B. Compare the pair of similar
Page 14 of 25
6. material used fraction below.

Write =, <, or >in the blank.
objects faces objects shapes
2 3
ball no ball round 1. ___
4 4
5 6 How do we call these lines? Compare

2. ___
7 7 them. How do you describe the vertical
lines?
How will you describe the gap/space
4 6 between the horizontal lines? vertical
3. ___ lines?
6 6
If we are going to extend the horizontal
lines, do you think they will meet at a
2 4 certain point? Why?
4. ___
3 5
objects color objects size
ball orange ball big 2 1

5. ___
3 3 What is formed when the
horizontal and vertical lines
7 6 meet? (square corner)
6. ___
8 8
What do you call the lines
formed by the meeting at a point
of horizontal and vertical lines
forming a square? (perpendicular
lines)
(Provide another example of

parallel lines that differ in
directions and sizes.)
Page 15 of 25
What can you say about Lines A

and C?
What have you noticed at the

intersecting point of the two
lines? What does it form?
What if the lines are formed as

illustrated below? Do the lines form
perpendicular lines? Why?These lines
are called intersecting lines. Why do
you think are theycalled intersecting
lines?
Page 16 of 25
I T G
Determine how the objects are Solve. More Recognition!
grouped. 2
Richard eat part of chocolate Activity: “Lines Differ in Many
4
The first one has been done for you. 3 Ways”
while Ana eat of it. Who eats
4
more? Materials: bond paper,glue
match stick, paper clip,
2 stones, broom stick (any
4 materials available)
Directions: Using your chosen

materials, make your artwork
3 of parallel lines, intersecting,
4 lines and perpendicular lines.
2 3 2 3
< or >
4 4 4 4
Compare the lengths. Compare the

(See Appendix 7.) two fractions using relation symbol
as shown or you may ask the pupils
to use their previous knowledge to
compare the fractions.
Give more example.

A A A
In which group does the object Compare similar fractions using Determine whether the given
belong? Indicate the group by an >, <, = symbols. lines are parallel, intersecting or
arrow. perpendicular.
Page 17 of 25
2 3 6 4
1. __ 2. __
4 4 8 8
2.
3 3 8 5 1. 2.
3. __ 4. __
4 4 10 10
4 2
5. _
5 5
3. 4.
5.
(See Appendix 8.)

Remarks
Reflection
Day 4
Lesson Objectives To classify 2-D and 3-D objects/ To arrange similar fractions in To draw parallel, intersecting
figures according to common increasing or decreasing order and perpendicular lines
attributes
Subject Matter Compare and classify 2-D and Similar Fractions Parallel, Intersecting and
3-D objects/figures Perpendicular lines
BOW
Page 18 of 25

T G G
Present a picture and a real object Give a set of flashcard to the Think-Pair-Share
of 2-dimensional and 3-dimensional pupils.
object. Classify the objects Pupil will do the work by pair. Materials: ruler or card board,
according to common attributes. (Round robin) after a minute pass pencil, paper
the card to the next pair.
Compare similar fractions using the Directions: Follow the set of
relation symbols. <, >, =. instructions.
2 4 3 1 a. Use the ruler (card board)

__ __ and pencil in drawing.
6 6 4 4
b. Draw (Highlight) the upper
and lower lines of your pad
3 3 3 6 paper. (Identify and describe
__ __ the figure you had just
6 6 9 9
drawn.)
5 3 3 4
__ __ c. Draw vertical and horizontal
7 7 5 5
lines that meet at the
common point that will form
6 2 2 2 a square corner. (Discuss
__ __ these lines.)
7 7 4 4
d. Draw two diagonal lines that
meet at the common point.
(Describe these lines.)
Share your findings with other

the other group.
Page 19 of 25
I I T
Give them the worksheet. Little Teacher Processing the Activity
Color the 2D shapes yellow and 3D Prepare 10 number cards with Ask:
shapes green. numbers 1, 2, 3, 4, 5, 6, 7, 8, 9, 10 1. How did you form or
written on them. construct parallel,
perpendicular and
Play Guess the Correct Order intersecting lines?
2. How do you identify and
Five pupils will pick and hold each describe them?
of the number cards. Make sure
that the cards are not facing the
class. Call one classmate to arrange
the five classmate in correct order
either in ascending or descending
order. Call at least five pupils to
(See Appendix 9.) guess the correct arrangement of
the numbers. Then reveal the
correct order.
G T I
Group the pupils into two groups. Have pupils prepare 11 pieces It’s time to separate!
Let them draw the 2D and 3D 1
shapes of of a one whole piece of paper.
6
Group 1 Connect 2 pieces of paper.

Connect 5 pieces of paper.
Connect 4 pieces of paper.
Then arrange the connected pieces Using the given figure, identify
of paper from the longest to the the following:
shortest. a. intersecting lines
b. perpendicular lines
c. parallel lines
Page 20 of 25
Group 2 Draw the line on a graphing

paper.
(See Appendix 10.)
Ask: Which is the longest? shortest?
Tell the pupils to arrange the

fractions in ascending order.
2 4 5
, ,
6 6 6
Tell them to arrange the fractions

in descending order.
5 4 2
, ,
6 6 6
A A A
Trace the figure in second column, A. Arrange the fractions in Real-Life Connections
draw in the third, and write the ascending order.
name in the fourth. 26154 Draw three objects associated or
1. similar with parallel,
77777
intersecting, and perpendicular
53712 lines. (Give examples if
2. necessary.)
88888
Page 21 of 25
B. Arrange the fractions in

descending order.
52614
1.
99999
2134
2.
5555
3 5 4 7 1
3.
10 10 10 10 10
(See Appendix 11.)

Remarks
Reflection
Day 5
Lesson Objectives To recall the concepts learned; To recall the concepts learned; To recall the concepts learned;
Identifies names and describes the Visualizes similar fractions (using Recognize and draw a point, line,
four basic shapes (square, group of objects and number line) line segment, ray, parallel,
rectangle, triangle and circle) intersecting and perpendicular
Reads and writes similar fraction lines
Compares and classifies 2D Compares similar fractions using
(flat/plane) and 3D (solid) figures relation symbol
according to common attributes Arrange similar fractions in
increasing or decreasing order
Page 22 of 25
Subject Matter Assessment Assessment Assessment

Learning Resources Grade 1 Math TG & LM, MG-BOW Grade 2 Math TG & LM, MG-BOW Grade 3 Math TG & LM, MG-BOW

I I T
Give your pupils a worksheet and Write the similar fractions of the Guess what is in the Box
do the activity. encircled part.
Provide pictures and definitions
Identify and color the correct of the concepts learned and put
shape. them inside a box.
Have each pupil pick a card and
answer the question.
You may use music and a ball for

this activity. Have the pupils
pass the ball until the music
stopped. The pupil who has the
ball at the time the music stops
will take his or her turn.
(See Appendix 12.)
(See Appendix 13.)
Page 23 of 25
T I G
Divide the class into two groups. Compare similar fractions using Game: Draw Me a Picture
“Human shapes” relation symbol. <, >, =.
1. Make a circle Divide the class into three
2. Rectangle 3 2 5 7 groups with at least 4-6
1. ___ 2. ___ members.
3. Square 4 4 9 9
5 5 3 2 Instruction: The game is simple.
4. Triangle 3 ____ 6 4. ___ Just need to ask the pupils to
5. Oblong 6 7 7
form the following figures with
respect to time. The first to
make it will get the score.
1 2 2 7 1. Point
5. ____ 6. ___ 2. Line
3 3 10 10
3. Ray
6 2 4. Line Segment
7. ____ 8 5. Parallel Lines
8
6. Intersecting Lines
7. Perpendicular Lines
A A A
Show me Board “Art in Math”
Draw the next Ring the
shape in the last shapes that Arrange similar fractions in Materials: oslo paper, ruler,
column. will formed. increasing or decreasing order pencil, and crayon
using “Show me board” teacher will
Directions: Draw your village,
post the following similar fractions.
community, or neighborhood
with details of the concepts
A. Increasing
learned such as point, line,
line segment, ray, parallel,
5321
1. intersecting, and
8888 perpendicular lines.
(See Appendix 16.)
Page 24 of 25
2 7 6
2.
10 10 10
3214
3.
5555
B. Decreasing
3152
4.
6666
4215
5.
9999
(See Appendices 14 and 15.)

Remarks
Reflection
Page 25 of 25

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Mathematics123/Q3/W3

Lesson Plans for Multigrade Classes

Arrange similar fractions in

G Group Work Teaching, Learning and Assessment Activities

that’s what Mang Tomas made of.

sets of different cut outs to every groups. Draw bars to show

Group2: take 3. Ask:

They are called similar fractions.

(See Appendix 1.)

On what objects can you see a of a line defined by _______

A. Write check () before the

B. Using number line

C. Using group object

What shape was use for the head? as R, S, and T

What can you see at both ends?

What do you call this figure?

Group 2 will make a house using

What can you say about this

Can you call this part as ray?

(See Appendix 2.)

Group 2 will make a toy.

Write their fractions on cartolina

In house, what shapes was use in 3241

C. Name the lines.

Ex. A group of four objects. endpoint and anarrowhead is

(See Appendix 4.)

Tell them that the circles at the top 32316262

Have the pupils describe the 3-D 37425563

How many faces does each figure

Connect all the letter Bs

What lines are formed?

For objects having the shape of a

6. material used fraction below.

5 6 How do we call these lines? Compare

ball orange ball big 2 1

(Provide another example of

What can you say about Lines A

What have you noticed at the

What if the lines are formed as

Directions: Using your chosen

Compare the lengths. Compare the

Give more example.

(See Appendix 8.)

Procedure Teaching, Learning and Assessment Activities

2 4 3 1 a. Use the ruler (card board)

Share your findings with other

Group 1 Connect 2 pieces of paper.

Group 2 Draw the line on a graphing

(See Appendix 10.)

Ask: Which is the longest? shortest?

Tell the pupils to arrange the

Tell them to arrange the fractions

B. Arrange the fractions in

(See Appendix 11.)

Subject Matter Assessment Assessment Assessment

Procedure Teaching, Learning and Assessment Activities

You may use music and a ball for

(See Appendix 12.)

(See Appendix 13.)

(See Appendix 16.)

(See Appendices 14 and 15.)

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