MULTIGRADE School DON CARLOS Grade Levels Grad

DAILY LESSON POLYTECHNIC IV

PLAN COLLEGE

Teacher Learning Area

Mathematics

Teaching Quarter THIRD 3

Dates
and
Time

Grade III Grade IV

I. OBJECTIVES At the end of the lesson the At the end of the lesson the learn
learner’s are able to; able to;

A. Content Standards Demonstrate understanding of Demonstrate and understand the

unit fractions symmetrical designs, and tesse
using square, triangle and other
that can tesselate

B. Performance Recognize and represent unit Recognize and represent lines in

Standards fractions in various forms and objects and designs using squa
contexts triangle and other shapes that ca
tessellate

C. Learning Visualize similar fractions (using
Competencies group of objects and number
/ Objectives line) M2NS-IIIf-72.3
Domain/Strand 1. To visualize similar fractions
(using group of objects and
number line)
2.demonstrate accurate equal
groupings of objects 3. color the
bars to show fractions
Draw a point, line, line segment
M3G-III.e.11
1.To recognize and draw the poi
line segment and ray
2. appreciate the importance of l
ray
3.draw objects using lines

II. CONTENT Fractions Points, line, line segment and ra

III. LEARNING
RESOURCES

A. References TG pp. 225-227 TG p.298 and LM p. 260

1. Learner’s Learner’s Module (LM) in Math LM page 260

Materials, pages 1, pp. 3-7

2. Textbooks pages

3.Additional
Materials from
Learning Resource
(LR) portal

B. Other Learning Drawing , Visual materials, Chars, Drawings, Visual Materia

Resources charts and activity sheets Activity sheets

IV. PROCEDURES GRADE III GRADE IV

A. Reviewing Teacher’s Activity Learner’s Teacher's Activity Learner’s
previous lesson Activity Activity
or presenting the
new lesson
Let us all stand who
want’s to lead the
prayer?

Okey, Learner 5 you

lead the prayer.

Learner 5: In the
Goods morning name of the
Class, father and of the
son and holy
spirit Amen..

Okey now, before

you take your seats All: Good
you may pick up Morning Ma’am.
some pieces of All: Good
paper under your Morning
chairs. Ma’am.

Now, who among

you grade 3 can tell (The Learner's
what was our lesson follow the
last meeting? teacher)
(The
Learner's
follow the Group yourself into 3
teacher) groups and do the
Okey now, I want
activity.
you to group the
class into 6 group.
And answer the
following activity.

Learner 2:
about
numbers
ma’am.

(The learner’s
start counting
Now, kids go to your and go to their
groups and do the respective
activity. groups.)

(the Learner’s
count 1-6)
 (The
Learner’s do
what the
teacher said.)

B. Establishing a Okey now , grade

purpose for the kids,
lesson Can you recognize
What are common and draw a point,
among the fractions? line segment and
ray?

Learner1:
Fractions Okey ! The activity
have you’ve done is all
denominator about Point, Line,
Line Segment and Yes ma’am.
and
numerator Ray.
ma’am.
Yes! Very Good! And now I want you
Fractions have all to listen to the
numerator and discussions.
denominator, these
are the common
characteristics make
a fractions a
fundamental part of
mathematics , it is
used for
measurements and
comparisons.

Let us all clap our

hands for Learner 1 .

(the learner’s
clap their
hands for
learner 1.)

C. Discussing
new concept and
practicing new Class I want you to I want you to look at
skills look at the chart on this chart,
the board.
A Fraction is a 1. Point- it
mathematical has no
expression that length,
represents a part width, or
of a whole. It dimension;
consists of two (the learner’s it simply
main listened to the represents
components. discussion) a location
in space. It
1. Numerator is typically (the learner’s
- the named with listened to the
numerator capital discussion)
is the top letters like
number in A,B,C,D
a and many
fraction.it more.
represents 2. Line – is a
the fundament
number of al concept.
parts you It's a
have or straight,
are one-
interested dimensiona
in. l figure that
2. Denomina extends
tor- the infinitely in
denominat both
or is the directions.
bottom 3. Ray – a
number in part of a
a fraction. line that
It has one
represents endpoint( s
the total tarting
number of point) and
equal extends
parts into infinitely in
which the one
whole is direction. It
divided. can be
Fractions are represente
typically written d by its
in form of a starting
numerator over a point and
denominator, an arrow
separated by a indicating
fraction bar(or the
slash). For direction of
example , in the its
fraction ¾ , the extensions,
numerator is 3, like A ->.
and the 4. Line
denominator is 4. Segment-
is a part of
And now, you a line that
understand consists of
class? two
endpoints
and all the
points
between
Very Good! All: yes ma’am. them. It
has
measurabl
e length
and is
represente
d by two
points with
a line
segment
symbol
over them,
like AB.

Are you still with

me?

Okey Good do
understand?

Very Good!
 All:
Yes Ma’am

All: We
understand
ma’am.

D. Developing When can you say

mastery if it is fractions?
( leads to formative
assessment )
Learner 3:
when you Get your ballpens and
divide an answer this questions.
Very good! object into
We use fractions in parts ma’am
dividing an object
into parts like
cutting pizza.

(The learner’s
follow the
teacher’s
directions.)

E. Finding practical Now, kids Now, class

applications of If your mother give Give at least 1
concepts and skills you a pan cake object inside the
in daily living and you have a classroom
little sister, how associated to point,
can you divide it? line segment , and
ray. Example
blackboard

Learner 6: I Learner 7: eraser

will divide it ma’am
Very Good ! into two
Very Good!. Learner 8: chalk
 parts Let us all clap our ma’am
ma’am. hand for ourselves.
Learner 9: ballpen
ma’am.

(The Learner
Clapped their
hands.)

F. Making Okey now, Now, a point is a

generalizations and fractions are used
abstractions about whenever you
the lesson. need to represent
a quality that is a
portion or part of a
whole, and you
want to express
that relationship as
a fraction.
location in space, a
line segment is a
finite portion of a line
with two endpoints,
and a ray is an
infinite portion of a
line with one
direction that extends
in one direction.
These concepts are
fundamental in
geometry and are
used to describe and
analyze shapes and
figure.

G. Evaluating In 5 minutes
Learning answer the activity
below.

In 5 minutes answer
the activity below.
Choose the letter
that best describe
the figure.
H. Assignment For your
assignment. Write For your assignment.
in a ½ crosswise. Write in your
What is a similar assignment
fraction? notebook. What are
the kinds of lines.

Prepared by:
Primrose L. Bahi-an
Sielesty Manongdo
Sarah Olimba
Melisa Monsanto
Chloe Miaga

BEED 3F