School PASIAN ELEM.

SCHOOL Grade 3-
GRADES 1 TO 12 Level DIAMOND
DAILY LESSON LOG Teacher JESSA MAE D. BOLANIO Learning Math 3-
Area 50 mins.
Teaching JANUARY 19, 2024 Quarter SECOND
Dates and
Time QUARTER
I- OBJECTIVES
A.Content Standards Multiply 2 – to 3 digit numbers by 1-digit numbers with regrouping (M3Ns-IIc-43)

Is able to apply multiplication and division of whole numbers including money in

B. Performance mathematical problems and real life situations.
Standards
C. Learning Multiply numbers 2-to 3-digit numbers by 1 -digit numbers without or with regrouping.
Competencies/
Objectives
Write the LC code
II. Content Multiplying 2-3 digit numbers by 1-digit numbers with regrouping.
III. Learning Resources
A. References: MELC, Math3 module 13 (week 7 M3NS-Ig-32.6)
B. Other Learning https://www.google.com/search
Resources:

IV. Procedures ANNOTATION

In this activity,
1. Prayer/ Greetings pupils answer
A.Preliminaries 2. Checking of attendance actively the
3. Remind the pupils for the Classroom Rules different health
protocols and
safety rules.
(3 minutes) value focus: Sharing Others
demonstrate on
Indicator 1 what to do if
Applied knowledge of content within and across curriculum teaching areas.
there’s an
earthquake.
ELICIT
B.Reviewing
previous lesson 1. Conduct a drill on basic multiplication The teacher
or presenting integrated the
the new lesson EsP.

5 minutes
3X5= 3X8= 4X5=
 B. Review the parts of multiplication.
What are the parts of multiplication?

C. Unlocking of difficulty:
Parallel lines Extending in the same

direction,everywhere

opposite on or to an opposite side

Mangyan One of the existing Indigenous Peoples

(IPs) in the provinces of Oriental and
Occidental Mindoro is the Alangan Mangyan. Most of them are
living at the foot of Mt. Halcon. According to the National
Commission on Indigenous Peoples (NCIP), most of the Alangan
live near the riverbank of the Alangan River.
.
Indicator 1
Applied knowledge of content
within and across curriculum teaching areas.
Indicator 2
Used a range of teaching strategies that enhance learner achievement in the literacy and
numeracy skills?

.
(ENGAGE) The teacher is
C. Establishing motivating the
purpose of the Fun Game: The teacher divided the students into 2 groups. And the mechanics of the pupils on the
lesson. game that the teacher will show a number to be multiplied and then each group will new lesson
give an answer by standing according to the product. and integrate
1. the values of
3X2= 3. 4X1= cooperation.

5 minutes 2.
4.
3X3= 2X5=
_
Valuing :
1. Which group won?
2. What did the group do to become the winner?
D. Presenting
3. What caused the delay of the other group?
examples/instance
s of the new 4. What will you do next time?
lesson

Indicator 2 Used a ranged of teaching strategies that enhanced learner achievement in

literacy and numeracy skills.
Indicator 4 Displayed proficient used of Mother tongue, Filipino and English to facilitate
teaching and learning.
 EXPLORE

 Presenting the lesson

5 minutes  Post the problem on the board.

A Mangyan boy harvested 5 crates of

mangoes. If each crate has 50 mangoes, how
many mangoes are there in all?

Question:
1. What trees do you have in your backyard?
2. Why are trees important?
3. What do you think will happen if there are no trees around us?
4. How many crates of mangoes did Mangyan boy harvest?
5. How many mangoes are there in each crate?
6. What process is to be used?

E. Discussing
new Indicator 7 Established a learner-centered culture by using teaching
concepts strategies that respond to their linguisti ,cultural, socio-economic and
and religious backgrounds.
practicing
new skills
#1 Indicator 3 Applied a range of teaching strategies to develop critical
and creative thinking, as well as other higher-order thinking skills.

5 minutes

F. Discussing Group Activity: The teacher divided the students into 4 groups.
new
concepts
and
practicing
new skills
#2
G. Developing
mastery Let the learners recall the standards to be followed while they are
(Leads to performing the activity.
Formative
Assessment 3) Standards: T alk quietly (only your group should hear you)
E veryone’s ideas is important( Be respectful and
Considerate)
A ctively participated(Do your fear share of the work)
M anage your behavior (Stay on the task at your table)

Present the Rubric to the learners.

See attached Performance task sheet
Allow each group to do reporting.

Indicator 5 : Established safe and secure learning environments to enhance learning

through consistent implementation of policies, guidelines and procedures.
Indicator 6: Maintained learning environments that promotes fairness, respect and care to
encourage learning.
H.Finding practical
applications of (EXPLAIN)
concepts and skills
in daily living In multiplying a 2 digit number by 1-digit multiplier, multiplier, multiply
the ones, then the tens, and regroup if needed.

(ELABORATE)

 How do we multiply 2 to 3 digit number by 1 digit numbers with out

5 minutes regrouping?

Finding practical
applications of  Application
concepts and skills
in daily living Find the product:

1. 135 2. 212 3. 421 4. 112 5. 221

X 4 X 2 X 5 X 3 X 4

I-Making
Generalizing and
abstractions about
the lesson. IV. Evaluation:

Find the missing numbers.

1. 234 2. 112 3. 113

5 minutes
X 2 X3 X3

4 . 223 5. 212
J. Additional X 4 X3
activities for
application or
remediation

Indicator no.3
Applied a range of
teaching strategies to develop critical and creative thinking, as well as other
K-Evaluating
higher-order thinking skills.
Learning
Indicator no 9
(5 minutes)
 Used strategies for providing timely, accurate and constructive feedback to
improve learner performance.
I place the
EXTEND indicator 6 at the
last part of my
Solve the following problems. lesson plan
since I followed
1. Ellen has 23 pages of stamps. Each page has 3 pieces. How the sequence of
many stamps does she have in all? teaching
2. Mang Mario needs 4 poles for his vegetable garden. Each pole process and
should be 112 centimeters long. What will be the total length of meet curriculum
4 poles? requirements
and varied
5 minutes teaching
contexts.

Ratee:

JESSA MAE D. BOLANIO

Teacher III

Process Observer: Rater:

RITA D. VALMORES ARRIEL S. DUBLIN

Master Teacher I Principal I