DLL Mathematics-3 Q3 W3

School: NORTH HILLS VILLAGE ELEMENTARY SCHOOL Grade Level: III
GRADES 1 to 12 Teacher: GLENN N. SOLIS Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: FEBRUARY 12 – 16, 2024 (WEEK 3) Quarter: 3RD QUARTER
MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY
I.OBJECTIVES
A.Content Standards Demonstrates understanding of proper and improper, similar and dissimilar and equivalent fractions.
B.Performance Standards Is able to recognize and represent proper and improper, similar and dissimilar and equivalent fractions in various forms and contexts.
C.Learning Competencies/Objectives Represents fractions using regions, Visualizes and represents Visualizes, represents, and compares dissimilar fractions Summative Test
sets, and the number line. dissimilar fractions.
Write the LC Code for each M3NS-IIIb-72.5 M3NS-IIIc-72.6 M3NS-IIId-77.3 M3NS-IIId-77.3

II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages 225-228 228-232 233-237 233-237
2.Learner’s Materials Pages 225-229 230-234 233-237 233-237
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or Name the fractional part with an X in What does mean 1 in ½ ? What are similar fractions? Checking of assignment.
presenting the new lesson each given figure. What does 1 mean in 1/3? What are dissimilar fractions?
X What does 2 mean in 2/4? Recall the meaning of
X relation symbols.
X
B.Establishing a purpose for the lesson Show cut out shapes divided into Name the fraction represented Using flashcards engage pupils in How do we compare
two. by the shaded part. race by telling if the fraction is dissimilar fractions?
1.1/2 similar or dissimilar.
2.1/3
3.2/4
C.Presenting examples/instances of Pair Activity. Group Activity. Yesterday, these children had To compare fractions we
the new lesson Give each pair one square card. Ask Each group will be given a shape these snacks: use the symbols of
one pair to divide their squares into and they will shade it to 1, 2, 3 Angela- 1/8 of pie relation such as:
three and shade a part to show one parts of it. Angelu- ¼ of pie > Read as “ is greater than
third. Another will divide their Renz – 1/5 of pie “
squares into four to show one < Read as “less than “
fourth. = read as equals
D.Discussing new concepts and Present the lesson. Present the Lesson. Present the Lesson Discuss the process on
practicing new skills #1 a.using graphing paper Ask each group to post their work Show ½ , 1/3, ¼, and 1/5. comparing fractions.
b.using sets on the board.
c.number lines What do you call this kind of For fractions with the
fraction? same numerators look at
What do you notice with the the denominators, the
fractions as their denominator
fraction with smaller
gets bigger?
denominator is the larger
fraction.
For fractions with unlike
denominators, the
denominator is greater.
E.Discussing new concepts and Activity by pair. Discuss what similar and How will you compare ½ and Answer activity 4 on
practicing new skills #2 Let pupils find two different ways to dissimilar fractions are. 1/5? LMp.239.
divide the squares into 4 equal parts Discuss the process on comparing
and darw parts that illustrate the fractions.
ways they found.
F.Developing mastery Answer Activity 1 on LMp.226. Answer Activity 1 on LMp.230. Answer Activity 1 on LM p.235. Discuss and explain the
(Leads to formative assessment) comparison of fractions in
Activity 4.
G.Finding practical/applications of Equality Cooperation Equality Equality
concepts and skills in daily living
H. Making generalizations and Fractions can be represented by the Fractions with the same For fractions with the same For fractions with the
abstractions about the lesson use of regions, sets and segments of denominators are called similar numerators look at the same numerators look at
number lines. fractions. denominators, the fraction with the denominators, the
Fractions with different
smaller denominator is the larger fraction with smaller
denominators are called
fraction. denominator is the larger
dissimilar fractions.
For fractions with unlike fraction.
denominators, the fraction with For fractions with unlike
smaller denominator is greater. denominators, the
denominator is greater.
I.Evaluating Learning Answer Activity 2 on LMp.227. Answer Activity 2 on LMp.231. Answer Activity 2 on LMp.236 Answer Activity 5 on
Lmp240.
J.Additional activities for application or Answer Activity 3 on LMp.228. Answer Activity 5 on LMp.234. Answer Activity 3 on LMp.238 Review previous lessons.
remediation
V. REMARKS Lesson carried proceed to the Lesson carried proceed to the next Lesson carried proceed to the next Lesson carried proceed to the next
next lesson lesson lesson lesson
VI. REFLECTION
A. No. of learners who ____bilang ng Mag-aaral na ____bilang ng Mag-aaral na ____bilang ng Mag-aaral na nakakuha ____bilang ng Mag-aaral na nakakuha
earned 80% on the formative nakakuha ng 80% sa Pagtataya nakakuha ng 80% sa Pagtataya ng 80% sa Pagtataya ng 80% sa Pagtataya
assessment
B. No. of Learners who ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na
require additional activities nangangailangan ng gawain nangangailangan ng gawain para sa nangangailangan ng gawain para sa nangangailangan ng gawain para sa
para sa remediation remediation remediation remediation
for remediation
C. Did the remedial lessons ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi ___Oo ___Hindi
work? No. of learners who ____ bilang ng mag-aaral na ____ bilang ng mag-aaral na naka- ____ bilang ng mag-aaral na naka- ____ bilang ng mag-aaral na naka-
naka-unawa sa aralin unawa sa aralin unawa sa aralin unawa sa aralin
have caught up with the
lesson.
D. No. of learners who ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na ___ bilang ng mag-aaral na
continue to require magpapatuloy sa remediation magpapatuloy sa remediation magpapatuloy sa remediation magpapatuloy sa remediation
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
strategies worked well? Why ___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
did these work?
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of
Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
Cooperation in doing their task doing their task doing their task doing their task
F. What difficulties did I __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils __ Bullying among pupils
encounter which my principal __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude __ Pupils’ behavior/attitude
__ Colorful IMs __ Colorful IMs __ Colorful IMs __ Colorful IMs
or supervisor can help me
__ Unavailable Technology __ Unavailable Technology __ Unavailable Technology Equipment __ Unavailable Technology Equipment
solve? Equipment (AVR/LCD) Equipment (AVR/LCD) (AVR/LCD) (AVR/LCD)
__ Science/ Computer/Internet __ Science/ Computer/Internet Lab __ Science/ Computer/Internet Lab __ Science/ Computer/Internet Lab
Lab __ Additional Clerical works __ Additional Clerical works __ Additional Clerical works
__ Additional Clerical works Planned Innovations: Planned Innovations: Planned Innovations:
Planned Innovations: __ Localized Videos __ Localized Videos __ Localized Videos
__ Localized Videos __ Making big books from views of __ Making big books from views of the __ Making big books from views of the
__ Making big books from views the locality locality locality
of the locality __ Recycling of plastics to be used as __ Recycling of plastics to be used as __ Recycling of plastics to be used as
__ Recycling of plastics to be Instructional Materials Instructional Materials Instructional Materials
used as Instructional Materials __ local poetical composition __ local poetical composition __ local poetical composition
__ local poetical composition
G. What innovation or The lesson have successfully The lesson have successfully The lesson have successfully delivered The lesson have successfully delivered
localized materials did I delivered due to: delivered due to: due to: due to:
___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn ___ pupils’ eagerness to learn
use/discover which I wish to
___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs ___ complete/varied IMs
share with other teachers? ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson ___ uncomplicated lesson
___ worksheets ___ worksheets ___ worksheets ___ worksheets
___ varied activity sheets ___ varied activity sheets ___ varied activity sheets ___ varied activity sheets
Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
___ Group collaboration ___ Group collaboration ___ Group collaboration ___ Group collaboration
___ Games ___ Games ___ Games ___ Games
___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw ___ Solving Puzzles/Jigsaw
___ Answering preliminary ___ Answering preliminary ___ Answering preliminary ___ Answering preliminary
activities/exercises activities/exercises activities/exercises activities/exercises
___ Carousel ___ Carousel ___ Carousel ___ Carousel
___ Diads ___ Diads ___ Diads ___ Diads
___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS) ___ Think-Pair-Share (TPS)
___ Rereading of ___ Rereading of ___ Rereading of ___ Rereading of
Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories Paragraphs/Poems/Stories
___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction ___ Differentiated Instruction
___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama ___ Role Playing/Drama
___ Discovery Method ___ Discovery Method ___ Discovery Method ___ Discovery Method
___ Lecture Method ___ Lecture Method ___ Lecture Method ___ Lecture Method
Why? Why? Why? Why?
___ Complete IMs ___ Complete IMs ___ Complete IMs ___ Complete IMs
___ Availability of Materials ___ Availability of Materials ___ Availability of Materials ___ Availability of Materials
___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn ___ Pupils’ eagerness to learn
___ Group member’s ___ Group member’s Cooperation in ___ Group member’s Cooperation in ___ Group member’s Cooperation in
Cooperation in doing their tasks doing their tasks doing their tasks doing their tasks

DLL Mathematics-3 Q3 W3

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DLL Mathematics-3 Q3 W3

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School: NORTH HILLS VILLAGE ELEMENTARY SCHOOL Grade Level: III

GRADES 1 to 12 Teacher: GLENN N. SOLIS Learning Area: MATHEMATICS

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

Write the LC Code for each M3NS-IIIb-72.5 M3NS-IIIc-72.6 M3NS-IIId-77.3 M3NS-IIId-77.3

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