Republic of the Philippines
Department of Education
Region VI – Western Visayas
Schools Division of Iloilo
Schools District of Estancia
ESTANCIA CENTRAL ELEMENTARY SCHOOL
Estancia, Iloilo
DETAILED LESSON PLAN IN MATH III
Most Essential Learning Competencies (MELCS)-Based
Name of Student
PEARL B. DIANSON Section SSES
Teacher
Leaning Area MATH Time 2:40-3:30 PM
Grade Level THREE Date February 21, 2023
I. OBJECTIVES
A. Content Standards Demonstrates understanding of proper and improper,
similar and dissimilar and equivalent fractions.
B. Performance Standards Recognize and represent proper and improper, similar and
dissimilar and equivalent fractions in various forms and
contexts.
C. Learning Identifies odd and even numbers.
Competencies/Objectives
Write for the LC code for
each
II. CONTENT
III. LEARNING
RESOURCES
A. References
1. Learner’s Guide: Mathematics 3
2. Curriculum Guide: 46-M3NS-IIIa63
3. Teacher’s Guide pages
4. Additional Materials from Internet
B. Other Learning PowerPoint presentation
Resources
IV. PROCEDURES
Teacher’s Activities Pupils’ Activities
Before the Lesson
A. Review previous lesson or Good morning, class! Good morning,
presenting the new lesson ma’am.
Last week the topic you’ve tackled
about is multiplying Two-to-three-
digit numbers by one-digit
numbers and multiplying Two-digit
Numbers by Two-digit Numbers.
Now that we are already in the 3rd
quarter we will going to tackle a
new topic.
Are you ready class? Yes, ma’am.
Alright!
Have you heard about the word Yes, ma’am.
division?
What is division? Division is
breaking a
number up into
an equal
number of
Okay, very good! parts.
Division is breaking a number up
into an equal number of parts.
For example:
4 ÷ 2= 2
16÷ 2= 8
30 ÷ 2= 15
1 ÷ 2= 0
7 ÷ 2= 3 and 1/2
Do you understand?
Yes, ma’am.
Okay, who can solve these following
division problems?
Student 1: 3
6 ÷2 = 3 Student 2: 2
5 ÷ 2 = 2 and ½ and ½
22 ÷ 2= 11 Student 3: 11
Very good!
B. Establishing a purpose Now, divide each number in each box by
for the lesson 2. If the answer turns out without a
remainder, color the box yellow.
Yes, ma’am.
The 3, 5, 7, 9
and so on… has
no color.
Have you discovered a pattern? What is
it?
Okay, there’s a skip in color.
Those who has no color are what we
called odd numbers, and those who has a
color are the even numbers. And that is
our lesson topic for today identifying odd
and even numbers.
C. Presenting Okay who can tell if which of these
examples/instances of the numbers is even?
new lesson 3,6,7 6 ma’am.
Very good!
Next which of these numbers is odd? 9 ma’am.
8, 9, 10
Very good!
During the Lesson What is odd and even numbers?
D. Discussing new concepts
and practicing new skills #1 Numbers that can be divided exactly by 2
are called even.
While numbers that cannot be divided
exactly by 2 are called odd.
The easiest way to identify whether a
number is an odd number or an even
number is to look at the end number or
the number in its ones place value (if the
number has two or more digits). Numbers
with 1, 3, 5, 7 and 9 in the end or in their
ones place value are called odd numbers.
While those with 0, 2, 4, 6, and 8 are
called even numbers.
Remember that no matter how small or
large a number is it can still be classified
as either an odd number or even number.
Example:
Even numbers
124
260
16
2 532
48
Odd numbers
79
101
15
1457
873
Do you understand class?
Yes, ma’am.
Okay, who can give me examples of odd
and even numbers?
Student 1: 79
Where does 79 belong? Even or Odd? ma’am.
Very good! Odd ma’am.
Student 2: 60
Where does 60 belong? Even or Odd? ma’am.
Very good! Even ma’am.
E. Discussing new concepts
and practicing new skills #2
F. Developing Mastery A. Supply each blank with a correct odd
number to complete the sequence. Write
your answer on your paper.
Example: 90, 91, 92, 93, 94, 95, 96, 97,
98
1.) 20, _____, 22, 23, 24, _____, 26, 27,
28, _____, 30
2.) 100, _____, 110, _____, 120, _____,
130, _____, 140
3.) 3, 6, 9, 12, ___, 18, ___, 24, ___, 30
B. Supply each blank with a correct even
number to complete the sequence.
Example: 1 181, 1 182, 1 183, 1 184, 1
185, 1 186, 1 187
4.) 1 191, _____, 1 193, _____, 1 195,
_____, 1 197
5.) 101, 104, 107, _____, 113, _____, 119,
_____, 125
6.) 5, 10, 15, _____, 25, _____, 35, _____,
45, _____, 55
G. Finding practical Mrs. Chin’s class will join a program. She
applications of concepts and told her learners to fall in line in pair. If
skills in daily living she has 24 learners in her class, will
each learner find a partner? How about if
she has 23 learners, would everyone have
a pair?
Among the given numbers above, which The odd
one is an odd number or which is an number is 23,
even number? while the even
number is 24,
Very good! ma’am.
After the Lesson Ask: Again what is odd and even Even numbers
H. Making generalizations number? are number
and abstractions about the that can be
lesson Very good! divided exactly
by 2.
While odd
numbers, are
number that
cannot be
divided exactly
by 2.
What is the easiest way to identify Look at the end
whether a number is an odd number or number.
an even number?
Very good! If you look at the end of the
number, you can easily identify whether
the number is odd or even.
2,4,6,8 ma’am.
What are these numbers that we should
always remember in order to identify if
the numbers are even numbers?
Correct!
1,3,5,7,9
How about the numbers that we should ma’am.
always remember in order to identify if
the numbers are even numbers?
Very good!
I. Evaluating learning Instruction: Determine whether the
number is odd or even.
_____ 1.) 22
_____2.) 900
_____ 3.) 58
_____ 4.) 773
_____ 5.) 59
_____ 6.) 7 407
_____ 7.) 5
_____ 8.) 6 586
_____ 9.) 99
_____ 10.) 1 290
J. Additional activities for A. Name Game! Identify what number is
application or remediation being described. Write your answer on
your paper.
1.) I am the sum of the largest 1-digit odd
number and the largest 1-digit even
number.
2.) What is the sum of all even numbers
that are less than 30?
3.) I am an odd number that is exactly in
the middle between 1 008 and 1 013.
4.) 26 is the sum of 2 consecutive even
numbers. What are the two even
numbers?
5.) I am a 3-digit odd number. The sum
of my digits is 21. Each digit is different
from each other
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional activities
for remediation who scored
below 80%.
Prepared by:
PEARL B, DIANSON
Student Teacher
Noted:
MICHELLE M. ABONADO
Master Teacher 1
