MELC Based School KAYLAWAY ELEMENTARY SCHOOL Grade Level & Section III - EVERLASTING

DAILY LESSON LOG

Teacher LOURDES S. AVENANTE Principal TERESA M. SECONDEZ
Teaching Dates and Time -September 5-8, 2022 Quarter FIRST QUARTER – WEEK 3
(Monday-Thursday)

I. OBJECTIVES ENGLISH MATH MTB-MLE SCIENCE

Content Standards
Performance Standards
Learning Competencies/
Objectives
Write the LC code for each
II. CONTENT
III. LEARNING
RESOURCES
References
1. Teacher’s Guide
pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
Other Learning Resources
The learners demonstrates understanding The learner demonstrates the ability to formulate ideas The learner demonstrate
of grammatical structures of English to be The learner demonstrates understanding of whole following the conventional format/patterns of written understanding of ways of sorting
able to communicate effectively in oral numbers up to 10,000, ordinal numbers up to 100th and language. materials and describing them as
and written forms. money up to Php 1,000. solid, liquid, or gas based on their
observable properties.
The learner shows proficiency in The learner uses expanding knowledge and skills to write The learner should be able to group
The learner is able to recognize, represent, compare and
constructing grammatically correct clear coherent sentences, paragraphs, short stories, letters common objects found at home and
order whole numbers up to 000 and money up to Php
sentences in varied theme-based oral and and poems from a variety of stimulus materials.. in school according to solids, liquids
1,000 in various forms and contexts.
written activities. and gas.
Identifies ordinal numbers Recognizes, reads and Differentiates count from Uses the correct counters
from 1st to 100th with write money in symbols mass nouns. for mass nouns
Write a short paragraph providing another Describe changes in materials based
emphasis on the 21st to 100th and in words through
ending for a story listened to. on the effect of temperature
object in a given set from a Php 1000 in pesos and
EN3-wc-Ia-j-9 S3MT-Ih-j-4
given point of reference. in centavos. MT3G-Ia-c-4.2 MT3G-Ia-c-1.2.1
M3NS-Ic-16.3 M3NS-Ic-20.2
Writing short paragraph providing another
Recognizing Coins and Count Noun and Mass Correct use of Counters for
ending for a story listened to Ordinal Numbers Solid, Liquid and Gas
Bills Noun Mass Noun
Literature: Stone Soup
TG pp. 29-32, MELC p.132 TG pp. 28-31, MELC TG pp. 29-32, MELC TG pp20-22. , MELC p.373 TG pp35-39. , MELC p.373 TG pp. 13-14, MELC p.376
p.206 p.206
LM pp.30-44 LM pp.35-39 LM pp.40-48 LM pp.10-14 LM pp.27-30 LM pp.30-44

IV. PROCEDURES

A. Reviewing previous
lesson or presenting the new
lesson
Let us recall the story of “Belling the Drill:
Cat” and “The Crow and the Pitcher”. Fill a. Using flashcards, have
out the table posted on the board. the pupils give the place
value of a digit in the
number.
Give practice on reading Identifying Nouns. Unlocking Difficulties Show pictures of objects.
money in symbols 1. Father brought home a Unlock the underlined Call pupils to get a picture and post
through P500. kite for Marlon. words in the sentence using it under the correct column.
Use flashcards as context clues. SOLID-LIQUID-GAS
snappily as possible.

b. Establishing a purpose for
the lesson
C. Presenting
examples/instances of the
new lesson
D. Discussing new concepts
and practicing new skills #1
E. Discussing new concepts
and practicing new skills #2
F. Developing mastery
(leads to Formative
Assessment 3)
b. Using another set of
flashcards, have the pupils
give the number that comes
before or after the number
that is flashed.
Unlock Vocabulary Call a pupil volunteer to
(traveler, village, ingredient, pot, soup) stand in front and arrange
Divide the class into groups based on the themselves from tallest to
word STONE. Group S, Group T. Group shortest.
O, Group N and Group E. Ask:
Tell the pupils they will play the game How many pupils are there?
Think-Ask-Up to guess the meaning of six What do you notice about
terms. their arrangement? How are
Refer to LM – Activity 22 for the they arranged?
Vocabulary review Exercise.
Ask: What is your favorite soup? Why do a. Show a clothesline with
you like it? two numbers pinned on it.
Show the PREDICTION CHART before Let the pupils read the
reading the story to the class. numbers.
Read the story Stone Soup and stop at Ask:
certain points to have pupils predict what Why should it be placed in
might happen next in the story. that position?
What if there is another
number ?
Where should it be placed?
Use Prediction Chart as guide for Why do we need to arrange
discussion questions. the numbers from least to
1. Who went to the village? greatest (increasing order)?
2. Why did he ask help from the villagers? Greatest to least (decreasing
3. Did some villagers help him at once? order)?
Why did they not help him?
4. How did the traveller feel when he
could not get anything from the villagers?
What did he do then?
Have a role play. Assign pupils to play Ask the pupils to answer the
roles of some characters in some parts of exercises under Activity 1
the story; where the traveler is cooking the in the LM.
1. Father and I stroll at the
park every afternoon.
a. run
b. take a walk
c. play
Using your show me What can you buy in the Have the class sing “The Show pictures of different liquids.
boards, write the money supermarket? More We Get Together” Say: Here are example of different
symbol as shown in liquids.
each strip of paper. Study each picture. Can you name
Then, read the amount them?
of money you wrote.
Call on one boy and one Show pictures of Show pictures of a family Refer to LM Activity 1: Liquid
girl in front while the supermarket/ grocery eating together, strolling in Around Us
rest of the class observe. stores where different the park and working Show the pupils the materials and
Show the money. Give together. Show also a group explain briefly what is expected of
things are sold.
the boy and the girl of friends playing together. them to accomplish in doing the
money. Ask how much Ask: activity.
did they receive? Boy? What do you see in each Divide the class into small groups.
Girl ? picture? Materials are divided into sets for
What do they do in each each group.
picture? Let the pupils do the activity.
How do the people in each Ste precautionary measures in
picture feel? handling the materials and
parameters of group work.
Tell how the boy and Reading the dialog. During Reading Ask:
the girl got their answer. Say: As I read aloud the Name the materials for activity.
Let them compute their - Who is going to the story, think about what will Determine whether they are solid or
own money by the use happen in the beginning, liquids.
market?
of their play money. middle and end.
- What is she going to Then, ask a good reader to
buy? read aloud the story again
as the rest of the class
follow, reading silently.
Give another situation. Comparison and Post reading Discussion Ask:
Let’s the children Abstraction Ask: Can you name the materials for the
analyze and answer the - Which items can be 1. What occasion was held activity? What are they?
questions that follows. at the park? Which are solids? Liquids?
counted one by one?
2. Why didn’t father and How were you able to tell that
- Which items cannot be Mother see Teddy at once? liquids are in the containers?
counted by piece? 3. What did Teddy’s parent
feel when he was
announced the winner?
4. what are the counter
nouns used in the story?
Have pupils work in Group the pupils to Group Activity What are other solid/ liquids around
groups. Give each group identify count from mass Group 1: It’s Late us? In school? At home? In the
two sets of paper bills nouns. Group 2: Looking for community?

G. Finding practical
applications of concepts and
skills in daily living
H. Making generalizations
and abstractions about the
lesson
I. Evaluating learning
J. Additional activities for
application or remediation
soup, when a passing villager asks, etc. and coins. Have them Teddy Ask the pupils to describe the
tell the value of each Group 3: My True Friends liquids.
set. Then ask which Group 4: Start and End
among each set has
bigger value.
This part should be done through a role Ask the pupils to answer the Group the class into 4. Answer the activity. Retell the story to the class Answer the Activity on LM.
play by the pupils assigned with prompts exercises under Activity 2 Give each group 3 pairs Look at the pictures. using the events (pictures).
like: in the LM. of envelope containing Write below each picture List the counter nouns used
Who came first? bills and coins. in retelling the story.
if it is a mass noun or a
Who came next? Use the play money.
Who came last?
count noun.
What ingredients did the villagers give for
the stone soup?
What kind of soup was cooked in the end?
Do you think it was a very delicious soup?
Why?
Was the traveler smart? Resourceful?
Why?
What have you learned on today’s lesson? How do we arrange How will you compare Nouns that can be What are counters? Can you find solids/liquids around
numbers in decreasing money values of coins counted are the COUNT us? In school? In the community?
number? and bills? NOUNS
How do we arrange Nouns that cannot be
numbers in increasing
order?
counted are the MASS
NOUNS.
Refer Group S and T to LM – Activity 23. Guide pupils in working on Ask the pupils to Write C if the word is a Answer Activity 7 on LM Answer the Activity on LM.
Refer Group O and n to Lm – Activity 24. Activity 4 in the LM. compare the count noun .Write M if
Refer Group E to LM – Activity 25. denominations of bills the word is a mass
and coins in Activity 4 nouns.
in the LM.
1. dust
2. marbles
3. meat
4. paper
5. classmates
Write another ending for the story Stone Ask the pupils to study the Ask the pupils to work Complete the statement Cut out five pictures of At home, find different solid
Soup. word problem then answer on the Activity 5 on with a count noun or a mass nouns using correct materials and liquids in a container.
the exercises under activity LM. mass noun with a counters. Fill out the chart.
5 A and B in the LM. Tell pupils to ask for the
counter. For example:
help of their parents.
Check pupil’s answers.
I am going to the mall
and I’ll buy a book, a pad
of paper, a bottle of glue
and a box of crayons.
1. At the supermarket,
Mother bought
__________________.
2. On my birthday, I
received _______.
3-5.etc.
V. REMARKS

VI. REFLECTION

No. of learners who earned

80% in the evaluation

No. of learners who require

additional activities for
remediation
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

MONDAY TUESDAY WEDNESDAY THURSDAY

5- 5- 5- 5-
4- 4- 4- 4-
3- 3- 3- 3-
2- 2- 2- 2-
1- 1- 1- 1-
0 0 0 0
 MELC Based School KAYLAWAY ELEMENTARY SCHOOL Grade Level & Section III - EVERLASTING
DAILY LESSON LOG
Teacher LOURDES S. AVENANTE Principal TERESA M. SECONDEZ
Teaching Dates and Time September 9,2022 (FRIDAY) Quarter FIRST QUARTER – WEEK 3

LAYUNIN FILIPINO EDUKASYON SA AP

PAGPAPAKATAO
Pamantayang Inaasahang nasasabi na ng mga mag-aaral ang Naippamalas ang pag-unawa sa kahalagahan ng sariling kakayahan, pagkakaroon ng Ang mag-aaral aynaipapamalas ang pang-uanwa sa
Pangnilalaman pangunahing diwa ng tekstong binasa o napakinggan at tiwala, pangangalaga at pag-iingat sa sarili tungo sa kabutihan at kaayusan ng pamilya kahalagahan ng mga lalawiagn sa rehiyong
nakapagbibigay ng kaugnayan o katumbas ng teksto, at pamayanan.. kinabibilangan ayon sa katanginag heograpikal nito
nagagamit ang mga kaalaman sa wika, nakababasa
nang may wastong palipon ng mga salita.
Pamantayan sa Pagganap Nakakaya ng mga mag-aaral na ipakita ang kasanayan Naipapakita ang natatanging kakayahan sa iba’t-ibang pammaraan nang may tiwala, Ang mag-aaral ay nakapaglalarawan ng pisikal na
sa pag-unawa at pag-iisip sa mga narinig at nabasang katapatan at katatagan ng loob. kapaligiran ng mga lalawigan sa rehiyong
teksto at ipahayag nang mabisa ang mga ibig sabihin at kinabibilangan gamit ang mga batayang direksyon ,
nadarama lokasyon, populasyon at paggamit ng mapa.
Mga Kasanayan sa
Pagkatuto Nakagagawa ng wastong kilos at gawi Nasususri ang katangian ng populasyon ng iba’t-ibang
Nagagamit ang iba’t-ibang bahagi ng aklat sa pagkalap Nakasusunod sa mga
Isulat ang code ng bawat sa pangangalaga ng sariling kalusugan pamayanan sa sariling laalwigan batay sa edad,
kasanayan.
ng impormasyon pamantayan/tuntunin ng mag-anak kasarian, etnisidad at rehiyon.
F3EP-Ib-h-5 at kaligtasan.
EsPPKP-If-22 AP3LAR-Id-6
EsP3PKP-Ie-18
NILALAMAN
Pamilyang Nagkakaisa, Tahanang
Mga bahagi ng aklat Mabuting Kalusugan Populasyon ng mga Lalawigan sa Rehiyon
Masaya

III. KAGAMITANG
PANTURO
Sanggunian
Mga pahina sa Gabay ng TG pp. 12-13, MELC p.152 TG pp. 22-24, MELC p.70 TG pp. , MELC p.70 TG pp.23-27
Guro
Mga pahina sa Kagamitang LM pp. 8-11 LM pp.32-35 LM pp.48-53 LM pp.50-62
Pang-mag-aaral
Mga pahina sa Teksbuk
Karagdagang Kagamitan
mula sa portal ng Learning
Resource
Internet Info Sites
Iba pang Kagamitang
Panturo
PAMAMARAAN
Balik-Aral sa nakaraang
aralin at/o pagsisimula ng
bagong aralin.
Paghahabi sa layunin ng
aralin
Pag-uugnay ng mga
halimbawa sa bagong aralin.
Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #1
Pagtalakay ng bagong
konsepto at paglalahad ng
bagong kasanayan #2
Learning Activity Sheets
Paano ka tinutulungan ng iyong pamilya sa mga Ano ang dapat gawin upang maging
gawain mo sa paaralan? malusog ang ating katawan?
Magpakita ng bidyu o powerpoint tungkol sa iba’t “Enerjam”
ibang bahgi ng aklat.
Paano mo pangangalagaan ang bawat bahgi ng Sino-sino ang masiglang naisagawa
aklat? ang ehersisyo? At sinu-sino naman
ang hindi?
Suriin ang dalawang larawan at piliin
ang dapat na sumali sa paligsahan sa
A-1 child sa paaralan
Itanong: Sino sa kanila ang pipiliin mong
Ano ang pamagat ng tula? sumali sa paligsahan?
Ano-ano ang bahagi ng aklat? - Bakit siya ang pinili mo?Kung
Ano ang tungkulin ng bawat bahagi ng aklat? ikaw naman ang mapipiling
kandidato sa A-1 Child,
ano ang iyong mararamdaman?
Bakit?
Pag-usapan at ipakumpleto ang pangungusap sa Magbigay ng mga reaksyon sa mga
TANDAAN NATIN sa p.10 palabas na nakita - Piliin natin ang
mga mahuhusay na gumanap sa
bawat pangkat.
.Pagbalik-aralan ang natapos na
aralin noong isang linggo tungkol sa
dapat gawin upang manatiling
malusog at ligtas ang
pangangatawan.
Simulan ang pagbibigay pansin sa
magagandang kasabihan hinggil sa
pamilya.
Ipakita ang kahalagahan ng mga
magulang at mga ibang kasapi ng
pamilya. Pagsumikapang maipakita
sa mga mag-aaral ang kahalagahan
ng pamilya (kahit na ang iba ay
galing sa mga di-magandang
pamilya).
Talakayin ang kahalagahan ng mga
magulang at ibang kasapi ng
pamilya.
Gawain 1
Maghanda ng pitong puzzle ng mga lalawigang
makikita sa inyong rehiyon.
Ipabuo ito sa mga bata. Ipatukoy ang pangalan ng
bawat rehiyon.
Pangkatin ang klase sa apat.
Magpalaro tungkol sa populasyon ng tao sa San
Narciso gamit ang bar grap na pinamagatang
Number Beads.
Ipakita ang bar grap tungkol sa populasyon ng
iba’t-ibang barangay sa San Narciso.
Itanong:
- Aling bayan sa San Narciso ang
pinakamalaki ang populasyon?
- Alin ang pinakamaliit?
- Kapag pinagsamasama ang mga
populasyon ng mga poblacion, gaano
karaming tao lahat?
- Saan barangay kaya ang
pinakamaraming pamilihan? Bakit mo
nasabi?
Ipakita ang mapa ng isang bar grap gamit ang
sariling likhang datos ng mga bata. Itanong:
- tama ba ang pagkalagay nila ng mga
datos sa bawat lalawigan?
- Ano ang inyong pinagbasehan sa
paglagay ng mga datos sa lalawigan sa
mapa?
Paglinang sa Kabihasaan
(Tungo sa Formative
Assessment)
Paglalapat ng aralin sa
pang-araw-araw na buhay
Paglalahat ng Aralin
Pagtataya ng Aralin
Karagdagang Gawain para
sa takdang-aralin at
remediation
MGA TALA
PAGNINILAY
Bilang ng mag-aaral na
nakakuha ng 80% sa pagtataya.
Bilang ng mag-aaral na
nangangailangan ng iba pang
gawain para sa remediation.
Nakatulong ba ang remedial?
Bilang ng mag-aaral na
nakaunawa sa aralin.
Bilang ng mga mag-aaral
namagpapatuloy sa emediation.
Ipasulat ang mga bahagi ng aklat.
Ano ang natutuhan mo sa aralin?
Ipagawa ang “Pagyamanin Natin” ph. 10
Paggawa ng dummy ng bawat aklat..
Ipagawa ang pagsasanay sa LINANGIN NATIN sa p.9
Ipagawa ang PAGYAMANIN NATIN sa LM p.10.
Ipakuha ang gamit ng mga bata sa ART.
Bakit mo sila hinihikayat?
I- Magpanggap na reporter .
II- Iguhit ang mga bagay na
nagpapanatili ng kalusugan.
Linagin ang sariling kakayahan.
Word Search Gawain 2 Txt page 46
Ano ang iyong talento?
Paano mo ito lilinangin?
Ipakita ito sa pamamagitan ng pagsulat ng pangako o pag-video ng
pagsasanay na iyong ginagawa upang mapahusay pa ang iyong talento.
Ipasagot ang Isapuso NAtin sa LM.
.Mahalaga ba ang magkaroon ng
pamilya? Paano mo mapapanatiling
buo at maayos ang inyong pamilya?
Ano ang natutunan mo sa aralin?
Ipabasa ang tulang “Tuloy Po Kayo”
at pasagutan ang mga tanong tungkol
dito. (Tingnan ang LM pp. 55-56)
Ipabasa ang TUKLASIN MO sa LM.
PANGKATANG GAWAIN: Differentiated
Activities
Grupo A.
Ipagawa ang Gawain A sa LM. Sabihin ang
batayan ng pagsagot ay ang mga datos na
makikita sa naturang Gawain.
Grupo B.
Ipagawa ang Gawain B sa LM. Ipabigay ang mga
aktuwal na datos ng sariling lalawigan o rehiyon
at magsagawa ng pagtalakay.
Grupo C.
Ipagawa ang Gawain C sa LM.
Sumangguni sa rubric para sa pamantayan sa
pagpupuntos ng Gawain.
Ano ang natutuhan sa aralin?
Ano ang kahalagan sa iyo ng aralin?
Pasagutan ang NATUTUHAN KO sa LM.
Ipaliwanag na nag ginamit na datos ay sa isang
rehiyon. Ang guro ay inaasahang gumawa ng
parallel na mga tanong gamit ang aktwal na datos
ng sariling lalawigan o rehiyon.
Alalahanin ang ilang tuntunin sa tahanan at pag-
uusapan kinabukasan.
 MONDAY TUESDAY WEDNESDAY THURSDAY

5- 5- 5- 5-
4- 4- 4- 4-
3- 3- 3- 3-
2- 2- 2- 2-
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0 0 0 0

MELC Based School KAYLAWAY ELEMENTARY SCHOOL Grade Level & Section III - EVERLASTING
DAILY LESSON
LOG

Teacher LOURDES S. AVENANTE Principal TERESA M. SECONDEZ

Teaching Dates and Time September 9,2022 (FRIDAY) Quarter FIRST QUARTER – WEEK 3

I. OBJECTIVES ARTS PHYSICAL EDUCATION HEALTH

The learner demonstrates understanding of the importance of

Content Standards The learner demonstrates understanding of lines, texture, shapes
and depth, contrast through drawing.
The learner creates an artwork of people in the province/region.
The learner demonstrates understanding of body shapes and body
actions in preparation for various movement activities
The learner performs body movement shapes and actions properly.
nutritional guidelines and balanced diet in good nutrition and
health
The learner consistently demonstrates good decision making
Performance Standards
Learning Competencies/
Objectives
Write the LC code for each
skills in making food choices
Explains that artist create visual texture by using a variety of
Performs body shapes and actions. Identifies nutritional problems
lines and colors.
PE3BM-Ic-d-15 H3N-Icd-13
A3-PL-Ic

II. CONTENT Visual Texture Let’s walk and sing Vitamins for Life

III. LEARNING
RESOURCES

References
1. Teacher’s Guide TG pp. 137-139 TG pp. 223-227 TG pp. 358-360
pages
2. Learner’s Materials pages LM pp. 144-146 LM pp. 265-273 LM pp. 448-450
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
Other Learning Resources

IV. PROCEDURES

Reviewing previous lesson Ask: Warm up activitie Read the BACKGROUND INFORMATION with the class
or presenting the new lesson How illusion of space is shown in a drawing? Daily exercise
If a child lacks vitamins, he/she will suffer from the following
nutrition deficiencies

Establishing a purpose for
the lesson
Presenting
examples/instances of the
new lesson
Discussing new concepts
and practicing new skills #1
Distribute sets of jigsaw puzzles to groups of pupils. Let each
group assemble the puzzle.
What picture was formed by the puzzle?
Does it show texture, lines and colors? Identify them.
Tell the pupils that visual texture is defined as the texture
perceived without touching it.
Look at the picture. What have you observed in picture A? in
picture B?
Discuss further the use of cross hatch lines and dots (Pointillism)
to create visual texture in a Still Life drawing. Show illustrations
showing “crosshatching” of a pencil stroke.
Ask the pupils to perform any movement based on the Song: Tong,
Tong, Tong Pakitongkitong”
Ask: What animal can you think of in the song?
Can you create actions for the song?
Do the following activities.
Activity 1: Spot the Difference
Let pupils bring out the food assigned to them.
Show pictures.
Ask who has experienced any of these nutritional deficiencies.
Activity 1
Group the pupils. Let them brainstorm and discuss the different
vitamin deficiencies by showing pictures of children with
specific vitamin deficiencies on LM.

Discussing new concepts Refer to THINK ABOUT THIS on LM. Activity 2: Walking All the Way
and practicing new skills #2
Let pupils answer Activity 2 on L,.
Developing mastery (leads Ask: Do the activity on LM. Answer Activity 3 on LM.
to Formative Assessment 3) How will you value your artwork and of others? Wring the Dishrag

Finding practical
applications of concepts and
skills in daily living
Making generalizations and
abstractions about the lesson
Art Activity: Closing activity Ask: How can we avoid vitamin deficiencies?
Refer to BE CREATIVE on LM Sing the song Maliliit na Gagamba with actions Group the children.
“Still Life Drawing with Cross Hatch Lines or Dots” Prepare set of pictures or plastic fruits representing the four
Let the pupils show their artwork to the class. vitamins.
Play games like “Maria Went To Town”, the group with most
correct answer wins.
What is VISUAL TEXTURE? Walking properly in different directions is an enjoyable activity What will happen if we do not get enough vitamins?
that will help the proper functioning of our body system

Evaluating learning
Additional activities for
application or remediation
Refer to BE PROUD on LM.
Bring a picture of land formation.
Look at the table. Check under the column which picture shows
correct proper body mechanics.
A. Assume proper body mechanics while walking
B. Practice flexibility that you have learned in school
Instruct pupils to answer LET’S CHECK on LM.
Draw pictures of fruits you have to eat to have
Vit. A – Vit. B – Vit. C – Vit.D

V. REMARKS

VI. REFLECTION

No. of learners who earned

80% in the evaluation

No. of learners who require

additional activities for
remediation
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who
continue to require
remediation
Which of my teaching
strategies worked well?
Why did these work?
What difficulties did I
encounter which my
principal or supervisor can
help me solve?
What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
 MONDAY TUESDAY WEDNESDAY THURSDAY

5- 5- 5- 5-
4- 4- 4- 4-
3- 3- 3- 3-
2- 2- 2- 2-
1- 1- 1- 1-
0 0 0 0