LP Math 3.2

The Nazarene Catholic School
S.Y. 2019- 2020
Unit Plan in Mathematics 3
Subject : Mathematics Level : Grade 3

Prepared by : Quarter : First
Inspected by :
Stage 1 – Desired Results

Content Core Value: Excellence
Standard: Graduate Attributes: Competent Learner
Learners Behavioral Indicator:
demonstrate  Appreciates the value of thinking independently.
understanding of  Computes accurately in problem solving activities
the  Works cooperatively and creatively in accomplishing tasks.
 Applies prior knowledge in his/her daily life.
 whole  Uses information effectively
numbers up  Gives his/her best performance in all his/her endeavors.
to 10 000,  Applies procedural rules to unfamiliar problems.
ordinal  Engages in learning opportunities with others.
numbers up
to 100th, Core Value: Responsible Stewardship
and money Graduate Attribute: Stewards of God’s Creation
up to Behavioral Indicator:
PhP1000.  Obeys laws, ordinances and policies issued by the school and government authorities.
 Observes self-discipline.
 addition and
subtraction Core Value: Preferential Option for the Poor
of whole Graduate Attributes: Maka-Tao
numbers Behavioral Indicator:
including  Treats people equally, fairly and kindly
money  Respects everybody regardless of beliefs, social status, color and language.
Core Value: Respect for Human Dignity

Graduate Attribute: Maka-Tao
Performance Behavioral Indicator:
Standard:  Contributes to the building of a peaceful and loving community.
Learners are able to
recognize, Essential Understanding(s): Essential Question(s):
represent, compare, Learners will understand that:
and order whole
numbers up to 10  Addition and subtraction of whole  How can problems in different discipline be solved using the concepts
000, and money up numbers including money helps of addition and subtraction?
to PhP1000 in you solve problem in different
various forms and discipline.
contexts, to Learners will know: Learners will be able to:
recognize and
represent, ordinal  Place Value and Value  visualize numbers up to 10 000 with emphasis on numbers 1001 -
numbers up to  Reading and Writing Numbers 10000.
100th in various  Roman Numerals (I – L)  give the place value and value of a digit in 4- to 5-digit numbers.
forms and contexts  Comparing and Ordering Numbers  read and write numbers up to 10 000 in symbols and in words.
and to apply  Rounding Numbers  round numbers to the nearest ten, hundred and thousand.
addition and  Ordinal Numbers  compare numbers up to 10 000 using relation symbols.
subtraction of whole  Reading, Writing and Comparing  order 4- to 5-digit numbers in increasing or decreasing order.
numbers including Money  identify ordinal numbers from 1st to 100th with emphasis on the
money in  Addition 21st to 100th object in a given set from a given point of reference.
mathematical  Adding 3- to 4 – Digit Numbers  recognize coins and bills up to PhP1 000.
problems and real- with or without Regrouping  read and write money in symbols and in words through PhP1 000 in
life situations.  Estimating Sum pesos and centavos.
 Problem Solving Involving  compare values of the different denominations of coins and bills
Addition through PhP1 000 using relation symbols.
 Subtraction  add 3- to 4-digit numbers up to three addends with sums up to 10
 Subtracting 3- to 4 – Digit 000 without and with regrouping.
Numbers with or without  estimate the sum of 3- to 4-digit addends with reasonable results.
Regrouping  add mentally 2-digit and 1-digit numbers without or with regrouping
 Estimating Difference using appropriate strategies.
 Problem Solving Involving  add mentally 2- to 3-digit numbers with multiples of hundreds using
Subtraction appropriate strategies.
 solve routine and non-routine problems involving addition of whole
numbers with sums up to 10 000 including money using appropriate
problem solving strategies and tools.
 create problems involving addition of whole numbers including
money.
 subtract 3-to 4-digit numbers from 3- to 4-digit numbers without
and with regrouping.
 estimate the difference of two numbers with three to four digits with
reasonable results.
 subtract mentally 1- to 2 – digits numbers without and with
regrouping using appropriate strategies.
 subtract mentally 2- to 3 – digits numbers with multiples of
hundreds without and with regrouping using appropriate strategies.
 solve routine and non-routine problems involving subtraction
without or with addition of whole numbers including money using
appropriate problem solving strategies and tools.
 create problems involving addition and/or subtraction of whole
numbers including money.
Stage 2 – Assessment Evidence
Performance Task(s): (Evidence at the level of performance)
 Exercises
(R) You are a wise consumer. (G) You are tasked to have a budget plan  Quizzes
of your weekly allowance. (S) You need to record all the expenses every  Reading and writing numbers, place value and value
day from Monday to Friday. (P) Your budget plan will be presented to and Roman Numerals.
(A) parents of your organization. (S) Then, it will be graded using  Rounding numbers, comparing and ordering
analytical rubrics numbers and ordinal numbers.
 Philippine money
Critical Thinking and Pupils will be asked to create a  Adding numbers and estimating sum.
Problem Solving budget plan.  Problem solving involving addition.
 Subtracting numbers and estimating difference
Collaboration Pupils will be doing the task
 Problem solving involving subtraction with or
within their group with roles. without addition
They will be asked to assign as  Group Activity
a wise consumer  Think-Pair-Share on estimating sum and difference
Creativity Pupils will make a budget pan  Number Heads Together on problem solving
through PowerPoint involving addition or subtraction
 Pairs Check on rounding number
presentation.
 Mix and Match on reading and writing numbers
Communication Pupils will answer the EQ. “How  Dyads on place value and value
can problems in different  Perfect-Match on Roman numerals
discipline be solved using the  Show-me-Board Activity on adding and subtracting
concepts of addition and numbers.
subtraction?”  Weigh the Number on comparing numbers
 Pretest and post test
Criteria 4 3 2 1
 Seatworks
Mathematical Complete Basic Limited No
knowledge understanding understand understandin understanding
of the ing of the g of the of the
problem, uses problem problem problem,
appropriate uses some uses some misuses or
mathematical mathemati mathematica fails to use
terms and cal terms l terms and mathematical
notation, and notation, terms and
labels answer notation, computation notation,
if necessary, computatio may contain computation is
computation is n is minor flaws, incorrect,
complete, incorrect may or may attempts or
gives correct or not give the answer
answer incomplete correct
may give answer.
incorrect
answer.
Presentation Solution is Solution Solution is The reader is
presented in presented difficult to unable to
an easy follow in a logical follow at follow the
step-by-step manner. times. steps taken in
model. the solution.
Explanation Thorough and Understan Unclear, Minimal or
concise ding incomplete, totally
written/ verbal written/ difficult to incorrect
explanation of verbal interpret written/verbal
why it was explanatio written/ explanation
done n of what verbal that fails to
was done explanation explain what
and some of what was was done,
discussion done or why explanation
of why it it was done may not
was done match the
solution
process.
Math Content Demonstrates Demonstra Demonstrate Demonstrates
a clear tes a s a limited little or no
knowledge general knowledge knowledge or
and knowledge and application of
application of and application math skills
math skills. application of math
of math skills.
skills.
Organization Organizes Organizes Disorganized Totally
thinking using thinking thinking with incorrect
multiple using unclear or attempt to
representation multiple at non- represent
s (diagrams, least one existent thinking.
charts, tables, representa representati
graphs, tions ons.
number (diagrams,
sentences). charts,
tables,
graphs,
number
sentences)
.
Stage 3 – Learning Plan

Explore
Day 1
1. Daily Routine
2. The teacher will present a video presentation about the importance of numbers in life.
https://www.youtube.com/watch?v=HtqlIVN9bh8
Processing questions:
 Where do you usually see numbers?
 When do you use numbers in your daily life?
3. The teacher will present the essential questions for this quarter.
4. The teacher will discuss the performance task and the scoring rubrics for this quarter.
Firm Up
Day 2
Learning Content: Reading and Writing Numbers
Learning Target: Visualize numbers up to 10 000 with emphasis on numbers 1001 - 10000.
Read and write numbers up to 10 000 in symbols and in words
Core Value: Excellence
Graduate Attribute: Competent Learner
Behavioral Indicator: Uses information effectively.
1. Motivation: The teacher will present a picture of a market.
Processing Questions:
 Do you know what place is this?
 What are the things that you can see in the market?
 How do you know a certain price of an item?
 Why is it important to know how to read and write numbers?
2. Discussion: The teacher will discuss on visualizing and reading and writing numbers up to 10,000 through illustrative examples.
 Mix and Match: The class will be divided into two. The first group will have cards with numbers written in symbols while the
second group will have cards with the equivalent numbers in words. Then, the pupils will find their match.
3. Closure: The pupils will complete the Summary Frames about reading and writing numbers.
In reading numbers, I must say __________________________________.
In writing numbers, I must write __________________________________.

Values Integration: How can knowledge in reading and writing numbers be used in day to day activity?
4. Evaluation: Dyads: The teacher will present series of numbers. The pupil will read it while his/her partner will write in words. (vise
versa)
Day 3
Learning Content: Place Value and Value
Learning Target: Give the place value and value of a digit in 4- to 5-digit numbers
EO: Differentiate place value and value
Behavioral Indicator: Contributes to the building of a peaceful and loving community.
1. Motivation: The teacher will present pictures of different habitats of animals.
 Can you identify the habitat of its animals?
 What will happen if the animal live in a different habitat?
 Why is it important to know your proper habitat or place?
2. Discussion: The teacher will discuss on giving the place value and value of a number through illustrative examples
 Dyads: The teacher will give a number. The pupils will give its place value while the other will give its value.
3. Closure: Luck of the Draw: All the pupils’ name are placed in a box. Then, the teacher will pick a name to present/share the summary
of the lesson.
4. Evaluation: The pupils will have a 5-item test about identifying the place value and value of a given number.
Values Integration: Just like number, we also have place to live like our community. What makes a peaceful community? What should
you do to maintain peace in your community?
Day 4
Learning Content: Roman Numerals
Learning Target: Convert Roman Numerals to Hindu-Arabic numerals and vice versa
Behavioral Indicator: Engages in learning opportunities with others.
1. The teacher will present picture of two clocks. One with Roman Numerals and another with Hindu-Arabic numerals.
Processing Question:
 What is the difference between the two clocks?
 Do you know how to read clock with Roman Numerals?
2. Discussion: The teacher will discuss on converting Roman Numerals to Hindu Arabic through illustrative examples
 Perfect-Match: Half of the class will have Roman Numerals and the other half will have the Hindu-Arabic. Then, they will find
their partner.
Values Integration: What have you learned from the previous activity? What did you feel when you find your partner? Is it good to
have partner in any learning activity?
3. The pupils will complete the Summary Frames about converting Roman Numerals to Hindu-Arabic numerals and vice versa.
In converting Roman Numerals to Hindu-Arabic numerals, I must
___________________________.
In converting Hindu-Arabic numerals to Roman Numerals, I must
______________________
4. The pupils will have a 5-item test about converting Roman Numerals to Hindu-Arabic numerals and vice versa.
Day 5
1. Daily Routine
2. The pupils will have a review about reading and writing numbers, place value and value and Roman Numerals.
3. The pupils will have a 15 – item test.
Day 6
Learning Content: Rounding Numbers
Learning Target: Round numbers to the nearest ten, hundred and thousand
Behavioral Indicator: Applies prior knowledge in his/her daily life.
1. Motivation: The teacher will show a picture box full of marbles.

 Do you how many marbles are there inside this box?
 Do you think how many marbles are there?
 What do you call the process wherein you give the approximate number of the objects?
2. Discussion: The teacher will discuss on rounding numbers through illustrative examples
 Pairs Check: The teacher will present numbers. The pupil will round it to the nearest place value while his/her partner will guide
him/her and vice versa.
3. Closure: Exist Pass. The pupils will answer the exit pass about rounding of numbers.
Exit Pass
What did I learned today?
4. Evaluation: The pupils will round the given numbers to the nearest place value. The teacher will write on the board the given
numbers and start counting 10 seconds. When the time is up, the teacher will erase the given number and proceed to another number.
Values Integration: Why is it important to have knowledge in rounding numbers? In real life, do you think that you always need to
have an exact amount? When do you need to use the knowledge of estimation or rounding off? Can you give me situation?
Day 7
Learning Content: Comparing Numbers
Learning Target: Compare numbers up to 10 000 using relation symbols
Graduate Attribute: Maka-tao
Behavioral Indicator: Respects everybody regardless of beliefs, social status, color and language.
1. Motivation: The pupils will read a word problem about number.
Rebecca, Penelope and Girlie like to collect stamps. Rebecca and Girlie have 235 stamps while Penelope has 255 stamps.
 What is the problem all about?
 How many stamps did Rebecca collect? How about Penelope? How about Girlie?
 What can you say on the number of stamps of Rebecca than of Penelope?
 What about the number of stamps of Penelope than of Girlie?
 What about the number of stamps of Rebecca and Girlie?
2. Discussion: The teacher will discuss on comparing numbers through exploratory activity.
 Weigh the Number: The pupils will have their own number. Then, they will compare their number to their seatmates using
relation symbols.
5. Closure: Thumbs Up/Thumbs Down Activity: The pupils will show “thumbs up” if they agree to the statement that will be given by the
teacher and a “thumbs down” if not.
3. Evaluation: Kinesthetic Assessment: The pupils will show the relation symbols using their arms to compare the numbers.
Values Integration: Just like numbers, people have also differences. How do you handle these differences? As a Nazarenen, what will
you do if one of your classmates have different beliefs?
Day 8
Learning Content: Ordering Numbers
Learning Target: Order 4- to 5-digit numbers in increasing or decreasing order
Core Value: Responsible Stewardship
Graduate Attribute: Stewards of God’s Creation
Behavioral Indicator: Obeys laws, ordinances and policies issued by the school and government authorities.
1. Motivation: The teacher will call pupils to stand in front. Then, ask one pupil to arrange them from shortest to tallest and vice versa.
 How many pupils are there?
 What do you notice about their arrangement?
 How are they arranged?
Values Integration: You want to buy food in the canteen but you see that the queue is long. What will you do? Are you going to fall
in line properly? Why? Why not?
2. Discussion: The teacher will discuss on ordering numbers through illustrative examples
 Number Game: Each pupils in each group will write any 4- to 5-digit number. Then, they will arrange it from smallest to biggest
number or vice versa.
3. Closure: Summary Frames: The pupils will complete the table about ordering numbers in increasing or decreasing order.
We arrange numbers in ascending order by
_______________.
We arrange numbers in decreasing order by
______________.
4. Evaluation: The pupils will have a 5-item test about ordering numbers in increasing or decreasing order.
Day 9
Learning Content: Ordinal Numbers
Learning Target: Identify ordinal numbers from 1st to 100th with emphasis on the 21st to 100th object in a given set from a given
point of reference
Behavioral Indicator: Obeys laws, ordinances and policies issued by the school and government authorities.
1. Motivation: The teacher will present a picture of a queue in the bus station.
 What does the picture show?
 What are the people doing?
 What does the line of people indicate?
Values Integration: Have you experienced falling in line during recess or meal time in the school? What should you observe when
falling in line?
2. Discussion: The teacher will discuss on identifying ordinal numbers through illustrative examples
 Put Me In: The pupils will put the material based on their ordinal numbers.
3. Closure: Give Me a Number: The teacher will post numbers with corresponding questions about identifying ordinal numbers. Then, the
pupils will choose number and answer the question.
4. Evaluation: The pupils will answer the worksheet about identifying ordinal numbers.
Day 10
1. Daily Routine
2. The pupils will have a review about rounding numbers, comparing and ordering numbers and ordinal numbers.
Day 11
Learning Content: Philippine Money
Learning Target: Recognize coins and bills up to PhP1 000.
Graduate Attribute: Steward of God’s Creation
Behavioral Indicator: Observes self-discipline.
1. Motivation: The pupils will answer a riddle about money.
 What is the riddle all about?
 When and where do you use money?
 Is it important to study money? Why?
 Do you know the different money of the Philippines?
Values Integration: Does it mean if you know the different money you can buy anything you want? Why? Is it important to have
control in spending money? Why?
2. Discussion: The teacher will discuss on recognizing coins and bills illustrative examples
 Gallery Walk: The group will move around the room to study and write down the different coins and bills.
3. Closure: LGL (List, Group, Label): The pupils will complete the table about recognizing coins and bills.
List Group Label
4. Evaluation: The pupils will have a 5-item test on recognizing Philippine money.
Day 12
Learning Target: Read and write money in symbols and in words through PhP1 000 in pesos and centavos.
1. Motivation: The teacher will show a picture of cheque.
 Are you familiar with this picture?
 How much is the amount of the cheque?
 In what ways was the amount written?
Values Integration: By knowing how to read or write money, do you think you can buy anything you want? Is it good to buy
anything even it is not important? Why? Why not?
2. Discussion: The teacher will discuss on reading and writing money through illustrative examples
 Dyads: The pupil will read and write the money while his/her partner will listen/guide him/her. (vice versa)
3. Closure: Summary Frame: The pupils will complete the table about reading and writing money through Php1,000.
In reading money, I must say
______________________________.
In writing money, I must write
__________________________________.
4. Evaluation: The pupils will answer the activity about reading and writing money on their book, page 89 – 90.
Day 13
Learning Target: Compare values of different denominations of coins and paper bills through PhP100 using relation symbols.
EO: Count value of different denominations of coins and bills
1. Motivation: The pupils will sing the song “Ako ay May Lobo”
 What toy/object is being described in the song?
 What happened to the object/toy?
 After knowing what had happened in the object/toy, what did the boy feel?
 Instead of buying the object/toy, what should he buy?
2. Discussion: The teacher will discuss on comparing money through illustrative examples.
 Show-me-Board Activity: The pupils will compare the given amount of money using relation symbols.
3. Closure: Summary Frame: The pupils will complete the table about comparing money using relation symbols.
We use the symbol > when
________________________.
We use the symbol < when
________________________.
We use the symbol = when
________________________.
4. Evaluation: Kinesthetic Assessment: The pupils will compare the money by showing the relation symbols using their arms.
Values Integration: The way we spend our money defines who we are. What does the quotation mean? Why is it important to have
knowledge in spending money wisely?
Day 14
1. Daily Routine
2. The pupils will have a review about Philippine money
Day 15
1. Daily Routine
2. The pupils will have mini performance task about money.
You are a business owner. You will deposit your payments to your suppliers in the bank. You have prepared deposit envelopes with the
bills and coins.
Denominations Pieces Total
₱5 15
₱10 20
₱20 15
₱50 10
₱100 25
₱200 5
₱500 8
₱1000 2
Day 16
Learning Content: Addition
Learning Target: Add 3- to 4-digit numbers up to three addends with sums up to 10 000 without regrouping.
Behavioral Indicator: Applies procedural rules to unfamiliar problems.
1. Motivation: The pupils will watch a video about relief operation in Mindanao.
https://www.youtube.com/watch?v=VtFBh5COebA
 What does the video show?
 What will happen if every one of us joined the relief operation in Mindanao even in small act?
2. Discussion: The teacher will discuss on adding numbers without regrouping through exploratory activity.
 Show-me-Board Activity: The pupils will solve different addition sentences.
3. Closure: Graphic Organizer: The pupils will complete the table about steps in adding numbers without regrouping
Steps in Adding Numbers without Regrouping
Values Integration: What do you think will happen if you do not follow the steps in adding numbers? Do you think you will get the
answer without following the steps? Why not?
4. Evaluation: Math-O: The pupils will have card. Then, the pupils will answer the different addition sentences and will mark the answer
on their card.
Day 17
Learning Target: Add 3- to 4-digit numbers up to three addends with sums up to 10 000 with regrouping
Behavioral Indicator: Computes accurately in problem solving activities
1. Motivation: The pupils will read a quotation about reading books.
 What does the quotation mean?
 What are the benefits of reading books?
 What will happen to your knowledge if you are fond of reading books?
2. Discussion: The teacher will discuss on adding numbers with regrouping through illustrative examples
 Pairs Check: The teacher will present problems involving addition. Then, the pupil will answer it while his/her partner will guide
him/her. (vice versa)
3. Closure: Graphic Organizer: The pupils will complete the table on steps in adding numbers with regrouping.
Steps in Adding
Numbrs with 1 2
Regrouping
4. Evaluation: Numbered Heads Together: The pupils in each group will have a number. Their number will correspond what problem
involving addition will be solved.
Values Integration: In adding numbers with regrouping, you follow the steps to get the answer. What do you think will happen if you
do not follow the steps? Why do you think it is important? What will be its effect to your answer if you do take it for granted?
Day 18
Learning Target: Estimate the sum of 3- to 4-digit addends with reasonable results.
Behavioral Indicator: Works cooperatively and creatively in accomplishing tasks.
1. Motivation: Show-me-Board Activity: The pupils will guess the price of the different items shown by the teacher.
 Among the items, which one is the easiest to guess? Difficult to guess?
 What do you call the process of guessing the price of the item?
2. Discussion: The teacher will discuss on estimating sum through video analysis.
 Think-Pair-Share: The pupils will estimate the sum of the addition sentences. Then after a minute, they will pair up with their
partner and share/discuss their answers.
Values Integration: Two heads are better than one. What do you think this means? From your activity that you’ve done, what have you
learned? Why do you think it is important to participate well in pair up activity?
3. Closure: Graphic Organizer: The pupils will complete the graphic organizer on steps in estimating sum.
Steps in
Estimating 1 2 3
Sum
4. Evaluation: Show-me-Board Activity: The pupils will estimate the addition sentences.
Day 19
Learning Target: Add mentally 2-digit and 1-digit numbers without or with regrouping using appropriate strategies
Behavioral Indicator: Appreciates the value of thinking independently.
1. Motivation: The pupils will analyze the picture of a market.
 Who among here have already been to a market?
 What can you notice to vendors when there’s a lot of costumer buying?
 Do they easily solve the items that the costumer bought without using calculator or pen and paper?
Values Integration: Is it important to have the skills in adding numbers mentally? Why? What will you do if someone approaches you
and asks to solve for something knowing that you don’t have paper and pencil to solve in?
2. Discussion: The teacher will discuss on adding mentally through video analysis.
 Addition Flashcards: The pupils will answer the flashcards mentally.
3. Closure: PMI (Plus, Minus, Intriguing): The pupils will complete the table below about adding mentally.
What I liked in today’s lesson
What I didn’t like in today’s lesson
What I thought was intriguing in

today’s lesson
4. Evaluation: Snowballing: The pupils will solve the number sentence without solving in the paper
Day 20
1. Daily Routine
2. The pupils will have a review about adding numbers and estimating sum.
Day 21
Learning Target: Add mentally 2- to 3-digit numbers with multiples of hundreds using appropriate strategies.
1. Motivation: The pupils will watch a video about tricks in adding numbers.
https://www.youtube.com/watch?v=jmIM5txH0oM
 What is the video all about?
 What have you notice from the video?
 How did the boy get the answer without solving in the paper?
 Do you think he used techniques to answer the problems?
2. Discussion: The teacher will discuss on adding mentally through video analysis.
 Window Card Activity: The pupils will answer the window cards within 3-5 minutes only.
3. Closure: Quick Talk: The teacher will give specified time frame to pupils to have quick talk about adding mentally to their seatmates.
Values Integration: Where do you think you can use the knowledge in mental addition? Is it important to know mental addition? Why
4. Evaluation: Snowballing: The pupil will answer the addition sentences mentally when the music stops.
Day 22
Learning Target: Solve routine and non-routine problems involving addition of whole numbers with sums up to 10 000 including money
using appropriate problem solving strategies and tools.
Behavioral Indicator: Applies procedural rules to unfamiliar problems
1. Motivation: The pupils will read a problem about addition.
It was Selena’s 8th birthday. Her mother promised to give her a simple treat. She bought 125 pieces of pandan cupcakes and 230
pieces of buko cupcakes. How many cupcakes did she buy in all?
 How are you going to solve the problem?
 What operation are you going to use?
2. Discussion: The teacher will discuss on solving problem involving addition through illustrative examples.
 Number Heads Together: The pupils in each groups will have number that will correspond what problem they are going to
solve.
3. Closure: Graphic Organizer: The pupils will complete the graphic organizer on the steps in solving problem involving addition.
Steps in Solving Problem Involving Addition
1
Values Integration: In solving problems in Math, we follow carefully the steps in solving word problems in order to arrive with the
correct answer. Do you also do the same whenever you are in task? Do you also follow carefully the steps in accomplishing it? Why?
4. Evaluation: Philips 555: The pupils are grouped into 5 members each. Then, they are given 5 word problems to be answered in 5
minutes.
Day 23
1. Daily Routine
2. The pupils will have a review about problem solving involving addition.
Day 24
1. Daily Routine
2. The pupils will have mini performance task.
You are the owner of a computer shop which sells computer units and accessories. Your sale assistant reported to you the weekly
sales and you want to verify if you meet your weekly target sales of Php10, 000. The report included the following data.
Item Sold Week 1 Week 2 Week 3 Week 4
Mouse Php323 Php666 Php689 Php674
Flash Drive Php567 Php864 Php444 Php732
CDs and DVDs Php188 Php90 Php211 Php300
Laptop Bag Php746 Php565 Php900 Php1,000
Total
Day 25
1. Daily Routine
2. The pupils will have a review about addition.
3. The pupils will have summative test in addition.
4. Checking of papers.
Day 26
Learning Content: Subtraction
Learning Target: Subtract 3-to 4-digit numbers from 3- to 4-digit numbers without regrouping.
1. Motivation: The pupils will read a problem.
Marco has a 1, 710 small toys. He decided to give 500 of it to the orphanage for the children. How many toys left to Marco?
 What is asked in the problem?
 What are the given?
 What operation you going to use?
 What is the answer?
2. Discussion: The teacher will discuss on subtracting without regrouping through illustrative examples.
 Pairs Check: The teacher will present subtraction sentences. Then, the pupil will solve it while his/her partner will guide him/her
and vice versa.
3. Closure: Graphic Organizer: The pupils will complete the graphic organizer on steps in subtracting numbers without regrouping.
Steps in Subtracting Numbers without Regrouping
Values Integration: What do you think will happen if you do not follow the steps in subtracting numbers? Do you think you will get the
answer without following the steps? Why not?
4. Evaluation: Show-me-Board Activity: The pupils will answer the subtraction sentences.
Day 27
Learning Target: Subtract 3-to 4-digit numbers from 3- to 4-digit numbers with regrouping.
Behavioral Indicator: Computes accurately in problem solving activities
1. Motivation: The pupils will sing a song “Chickading”.

 What kind of animal is Chickading?
 How many Chickadings are there at the beginning of the song?
 What happened to the Chickadings when the song goes on?
2. Discussion: The teacher will discuss on subtracting with regrouping through illustrative examples.
 Show-me-Board Activity: The pupils will answer the subtraction sentences with regrouping.
3. Closure: Graphic Organizer: The pupils will complete the graphic organizer on steps in subtracting numbers with regrouping.
Steps in Subtracting Numbers with
Regrouping
Values Integration: In subtracting numbers with regrouping, you follow the steps to get the answer. What do you think will happen if
you do not follow the steps? Why do you think it is important? What will be its effect to your answer if you do take it for granted?
4. Evaluation: The pupils will have a 5-item test on subtracting numbers with regrouping.
Day 28
Learning Target: Estimate the difference of two numbers with three to four digits with reasonable results.
Behavioral Indicator: Works cooperatively and creatively in accomplishing tasks.
1. Motivation: The teacher will show an alkansya.
 Who among here has alkansya?
 What is the purpose of alkansya?
 How much do you think is the amount of the alkansya?
2. Discussion: The teacher will discuss on estimating difference through illustrative examples.
 Think-Pair-Share: The pupils will estimate the number sentence. Then, they will pair up with another pupils to discuss/share the
answers.
Values Integration: Two heads are better than one. What does it mean? From your activity that you’ve done, what have you learned?
Why do you think it is important to participate well in pair up activity?
3. Closure: Graphic Organizer: The pupils will complete the graphic organizer on steps in estimating difference.
Steps in Estimating Difference

4. Evaluation: Numbered Heads Together: The pupils in each group will have a number that will correspond the subtraction sentence to
be solved.
Deepen
Day 29
1. The pupils will have a review about the topic discussed the entire week.
2. The pupils will have a summative test all about subtraction.
3. The pupils will answer the essential questions.
Day 30
1. Daily Routine
2. The pupils will have mini performance task about subtraction.
You are a construction supervisor. You are tasked to make a weekly report of the number of remaining materials for the
construction of a condominium. Your report will be used by the engineers to check if additional materials should purchase for the
project.
Construction Supplies No. of Pieces/Bags Materials Used Remaining No. of
Materials
Cement 4,850 2,313
Tiles 9,318 5,242
Steel Rails 10,000 3,318
Pipes 8,261 4,444
Plywood 7,730 3,976
Hollow Blocks 9,236 8,656
Day 31-35
1. Daily Routine
2. The pupils will do their performance task.
Day 29
Learning Target: Subtract mentally 1- to 2 – digits numbers without and with regrouping using appropriate strategies
1. Motivation: Game: The pupils will play the “The 10 Family”.
 Who will be the partner of 6 to come up with 10?
 Who will be the partner of 10 to get 10?
 What do you do to get the partner of a certain number without solving it in your paper?
2. Discussion: The teacher will discuss on subtracting mentally through video analysis.
 Subtraction Flashcards: The pupils will answer the flashcards mentally.
Values Integration: Is it important to have the skills in solving problems mentally? Why? What will you do if someone approaches you
and asks to solve for something knowing that you don’t have paper and pencil to solve in?
3. Closure: One Word Summary: The pupils will select one word that best summarizes the lesson about subtracting mentally.
4. Evaluation: Snowballing: The pupil will solve the subtraction sentence without solving in the paper when the music stops
Day 30
1. Daily Routine
Day 31
Learning Target: Subtract mentally 2- to 3 – digits numbers with multiples of hundreds without and with regrouping using appropriate
strategies.
1. Motivation: The pupils will watch a video about tricks in subtracting numbers.
https://www.youtube.com/watch?v=6s4xS-JfX5w
 What have you notice from the video?
 How did the boy get the answer without solving in the paper?
 Do you think he used techniques to answer the problems?
2. Discussion: The teacher will discuss on subtracting mentally through video analysis.
 Snowballing: The pupil will answer the subtraction sentences mentally when the music stops.
3. Closure: Whip Around: The pupils will write three things they have learned about subtracting 2- to 3-digit numbers mentally. Then, the
teacher will call pupils randomly to share their answer to the class.
Values Integration: Where do you think you can use the knowledge in mental subtraction? Is it important to know mental subtraction?
Why
4. Evaluation: Window Cards Activity: The pupils will answer the window cards about subtraction within 5 minutes only.
Day 32
Learning Target: Solve routine and non-routine problems involving subtraction without or with addition of whole numbers including
money using appropriate problem solving strategies and tools
Behavioral Indicator: Applies procedural rules to unfamiliar problems
1. Motivation: The pupils will read problems involving subtraction.
Ben gathered 36 shells at the beach. If he gave 12 shells to his friend, how many shells were left?
 What operation are you going to use to solve the problem?
2. Discussion: The teacher will discuss on solving problem involving subtraction through exploratory activity.
 Working by Stations: The teacher will post problems in every stations. Then, each group will go to each stations to answer the
problems.
3. Closure: Graphic Organizer: The pupils will complete the graphic organizer on the steps in solving problem involving subtraction.
Steps in Solving Problem Involving Subtraction
4. Evaluation: The pupils will have a 5-item test on solving problem involving subtraction.
Day 33
1. Daily Routine
3. The pupils will have a 15 – item test on solving word problem involving subtraction with or without addition.
Deepen
Day 34
5. The pupils will have a summative test all about subtraction.
Day 35
3. Daily Routine
4. The pupils will have mini performance task about subtraction.
You are a construction supervisor. You are tasked to make a weekly report of the number of remaining materials for the
construction of a condominium. Your report will be used by the engineers to check if additional materials should purchase for the
project.
Construction Supplies No. of Pieces/Bags Materials Used Remaining No. of
Materials
Cement 4,850 2,313
Tiles 9,318 5,242
Steel Rails 10,000 3,318
Pipes 8,261 4,444
Plywood 7,730 3,976
Hollow Blocks 9,236 8,656
Transfer
Day 36 – 40
3. Daily Routine
(R) You are the treasurer in an organization. (S) Your manager wants you to get the total expenses per day and the savings. (G)
You are tasked to create a budget plan of the expenses and savings of the organization within one week. In your budget plan, there should be
the total amount of expenses per day and the remaining money as saving. (P) Your plan will be presented to the (A) manager of your
organization. (S) Then, it will be graded using analytical rubrics
COMMENTS AND SUGGESTIONS: TEACHER’S NOTE:

S.Y. 2018 - 2019

Prepared by : Mrs. Daryl G. Virtudazo Quarter : Second
Inspected by:

Content Standard: Core Value: Excellence
Learner demonstrates Graduate Attributes: Competent Learner
understanding of multiplication and Attributes:
division of whole numbers  Uses information effectively
including money.  Engages in learning opportunities with others.
 Applies procedural rules to unfamiliar problems.
 Computes accurately in problem solving activities
Performance Standard:  Works cooperatively and creatively in accomplishing tasks.
The learner is able to apply  Appreciates the value of thinking independently.
multiplication and division of whole
numbers including money in Core Value: Respect for Human Dignity
mathematical problems and real- Graduate Attributes: Maka-Tao
life situations Attributes:
 Contributes to the building of a peaceful and loving community.
 Respects everybody regardless of beliefs, social status, color and language.

Graduate Attributes: Stewards of God’s Creation
Attributes:
 Obeys laws, ordinances and policies issued by the school and government authorities
Essential Understanding(s): Essential Question(s):
Learners will understand that:
 Multiplying and dividing of whole numbers  How can problems in different discipline
including money helps you solve problem in be solved using the concepts of
different discipline. multiplication and division?
Learners will know: Learners will be able to:
 Multiplication  visualize multiplication of numbers 1 to

 Multiplication Tables 2 – 10 10 by 6,7,8 and 9. (K)
 Multiplying 2- to 3-digit Numbers by 1- to 2-  visualize and state basic multiplication
digit Numbers with or without Regrouping facts for numbers up to 10. (K)
 Estimating Products  apply the commutative property of
 Mental Multiplication multiplication. (K)
 Problem Solving Involving Multiplication  multiply 2-digit by 1-digit numbers using
 Division the distributive property of multiplication.
 Dividing 2- to 3-digit Number by 1- to 2- (K)
digit Number with or without Remainder  multiply three 1-digit numbers using the
 Estimating Quotient associative property of multiplication. (K)
 Mental Division  multiply 2- to 3-digit numbers by 1-digit
 Problem Solving Involving Division numbers without or with regrouping. (K)
 multiply 2-digit number by 2-digit
numbers with regrouping. (K)
 multiply 2- to 3-digit numbers by
multiples of 10 and 100. (K)
 multiply 1- to 2-digit numbers by 1 000.
(K)
 estimate the product of 2- to 3-digit
numbers and 1- to 2-digit numbers with
reasonable results. (K)
 multiply mentally 2-digit by 1-digit
numbers without regrouping with
products of up to 100. (K)
 solve routine and non-routine problems
involving multiplication without or with
addition and subtraction of whole
numbers including money using
appropriate problem solving strategies
and tools. (P)
 create problems involving multiplication
or with addition or subtraction of whole
numbers including money. (U)
 visualize and state the multiples of 1- to
2-digit numbers. (K)
 visualize division of numbers up to 100 by
6,7,8,and 9 (multiplication table of 6, 7,
8, and 9). (K)
 visualize and state basic division facts of
numbers up to 10. (K)
 divide 2- to 3-digit numbers by 1- to 2-
digit numbers without and with
remainder. (K)
 divide 2-3 digit numbers by 10 and 100
without or with remainder. (K)
 estimate the quotient of 2- to 3- digit
numbers by 1- to 2- digit numbers. (K)
 divide mentally 2-digit numbers by 1-digit
numbers without remainder using
appropriate strategies. (K)
involving division of 2- to 4-digit numbers
by 1- to 2-digit numbers without or with
any of the other operations of whole
numbers including money using
appropriate problem solving strategies
and tools. (P)
 create problems involving division or with
any of the other operations of whole
numbers including money. (U)
Performance Task(s): Other Evidence:
 Exercises
 Quizzes
 Multiplication Tables
 Multiplying 2- to 3- digit number by 1-digit number
 Multiplying 2- to 3- digit number by 2-digit number
 Dividing 2- to 3-digit number by 1-digit number
 Dividing 2- to 3-digit number by 2-digit number
 Group Activity
 Think-Pair-Share on estimating product
 Number Heads Together on problem solving involving
multiplication or division
 Pairs Check on multiplying numbers
 Dyads on dividing numbers
 Show-me-Board Activity on multiplying and dividing
numbers.
 Weigh the Number on comparing numbers
 Seatworks
Explore
Day 1
1. Daily Routine
2. The teacher will present a video presentation about the use of multiplication and division in real life.
https://www.youtube.com/watch?v=LtyghsWQ
Processing questions:
 What is the video all about?
 Why do you need to study multiplication and division?
 Are they really important?
 Will you give situations wherein you use multiplication or division in real life?
Firm Up
Day 2
Learning Content: Multiplication
Learning Target: Visualize multiplication of numbers 1 to 10 by 6 and 7.
Core Value: Preferential Option for the Poor
Behavioral Indicator: Supports the “Pondo ng Pinoy” program
1. Motivation: The pupils will analyze the video about “Multiplication of Loaves”.
 What was the problem encountered by the people?
 What did Jesus do?
 What happened to the fish and loaves?
Values Integration: What will you do if someone comes for your help? Are you going to help him/her? As a Nazarenean, what are the
most common way of helping a needy?
2. Discussion: The teacher will discuss about visualizing multiplication tables of 6 and 7 through illustrative examples.
 Mind Mapping: The pupils will complete the multiplication table of 6 and 7 using their Popsicle sticks.
3. Closure: (Parody) The pupils will put the lesson about multiplication tables of 6 and 7 in a form of song.
4. Evaluation: The pupils will answer the activity on visualizing multiplication tables of 6 and 7 in their book, page 118.
Day 3
Learning Target: Visualize multiplication of numbers 1 to 10 by 8 and 9.
Behavioral Indicator: Maintains and looks into the cleanliness and orderliness of the surroundings.
 What should you do to maintain and develop God’s creations?
 How can we take good care of God’s creations?
 How do you thank God for the benefits that you get from his creations?
 How do you preserve or increase the number of God’s creations?
Values Integration: What are the things you can do as a steward of God’s creation? As a Nazarenean, what will you do to help in
maintaining the cleanliness and orderliness of the school?
2. Discussion: The teacher will discuss about visualizing multiplication tables of 8 and 9 through illustrative examples.
 Co-op: The pupils will complete the multiplication tables of 8 and 9 using their Popsicle sticks.
3. Closure: The pupils will complete the table of multiplication table of 8 and 9.
8
9
4. Evaluation: The pupils will have a 5-item test on visualizing multiplication table of 8 and 9.
Day 4
Learning Target: Visualize and state basic multiplication facts for numbers up to 10.
Behavioral Indicator: Admits one’s mistakes or negligence by saying sorry and other expressions of regret or apology.
1. Motivation: Darren and Enzo are close friends, Darren bought 86 pieces of bread to give it to Enzo as birthday gift, but Enzo wants it
twice as what Darren gave to him? How many pieces of bread does Enzo wanted?
 What are given in the problem?
 What is the operation are you going to use?
Values Integration: Are there times when you and your friend quarrel? When he/she asked for forgiveness, did you forgive him/her?
What if they repeat the same mistake, will you forgive them?
2. Discussion: The teacher will discuss about stating basic multiplication fact through exploratory activity.
 Window Cards Activity: The pupils will answer the window cards for 10 minutes.
3. Closure: (Number Heads Together): The pupils will have number from 1 to 10. Then, they will recite the multiplication tables
according to their number.
4. Evaluation: Flash Card Activity: The pupils will answer the multiplication flashcards orally.
Day 5
1. Daily Routine
3. The pupils will have a 15 – item test on visualizing and stating multiplication facts from 1 to 10.
Day 6
Learning Target: Apply the commutative property of multiplication.
1. Motivation: The pupils will read set of words called palindrome.
 Can you spell the words backward?
 What have you notice?
 Is the word the same when you spelled it backward?
2. Discussion: The teacher will discuss about applying commutative property of multiplication through illustrative examples.
 Pairs-check: The pupils will have multiplication sentence. Then, they will find their partner to show the commutative property
of it.
3. Closure: The pupils will complete the 3-2-1 Activity about commutative property of multiplication
Three things I learned today.
Two things I want to clarify.
One thing I will share.
Values Integration: What do you think is the use of commutative property of multiplication in your day to day life? Where do you
usually use it?
4. Evaluation: The pupils will have a 5-item test on applying commutative property of multiplication.
Day 7
Learning Target: Multiply 2-digit by 1-digit numbers using the distributive property of multiplication
Behavioral Indicator: Computes accurately problem solving activities.
Grace has 3 boxes of crayons. Each box has 16 pieces of crayons. How many pieces of crayons does Grace have?
 What was the problem all about?
 What are given?
 According to the problem, how are you going to get the answer? What is the answer?
2. Discussion: The teacher will discuss about multiplying 2-digit by 1-digit numbers using distributive property of multiplication through
illustrative examples.
 Pairs Check: The pupil will solve the given multiplication sentence while his/her partner will guide him/her and vice versa.
3. Closure: The pupils will complete the table about multiplying 2-digit by 1-digit numbers.
Steps in Multiplying 2-digit by 1-digit Numbers.
Values Integration: What will happen if you miss one step in multiplying 2-digit by 1-digit numbers? Do you think you’re going to get
the correct answer? Why?
4. Evaluation: The pupils will have a 5-item test on multiplying 2-digit by 1-digit numbers.
Day 8
Learning Target: Multiply three 1-digit numbers using the associative property of multiplication
1. Motivation: The pupils will analyze a given example of Associative property of multiplication.
5x (2x 3)= (5x2)x3
 What have you observe about the numbers?
 What do you think will be the first step to solve?
2. Discussion: The teacher will discuss about multiplying three 1-digit numbers using associative property through illustrative examples.
 Show-me-Board Activity: The pupils will multiply three 1-digit numbers.
3. Closure: Whip Around: The pupils will quickly and verbally share one thing they learned about multiplying three 1-digit numbers using
associative property.
Values Integration: Why there is a need to solve a problem accurately? What will happen if you don’t know how to solve a certain
problem or number sentence?
4. Evaluation: The pupils will have a 5-item test on multiplying three 1-digit numbers using associative property.
Day 9
Learning Target: Multiply 2- to 3-digit numbers by 1-digit numbers without regrouping.
1. Motivation: The pupils will read a problem about multiplication.
The school librarian has bundled the books to be distributed to different grade levels and sections. There are 36 books in a bundle.
How many books are there in 7 bundles?
 What operation are you going to use?
2. Discussion: The teacher will discuss about multiplying 2- to 3-digit numbers by 1-digit numbers without regrouping through
exploratory activity.
 Think-Pair-Share: The pupils will solve the number sentence. Then, they will pair up with their partner and share their answer.
3. Closure: Graphic Organizer: The pupils will complete the table about multiplying 2- to 3-digit numbers by 1-digit numbers without
regrouping.
Steps in Multiplying 2- to 3-digit Numbers by 1-digit Numbers without
Regrouping
Values Integration: Why do you think there is a need to compute a problem or number sentence accurately? What will happen to you
if you cannot solve accurately?
4. Evaluation: The pupils will have a 5-item test on multiplying 2- to 3-digit numbers by 1-digit numbers without regrouping.
Day 10
1. Daily Routine
3. The pupils will have a 15 – item test on multiplying 2 by 1-digit number and 2 to 3-digit by 1-digit number without regrouping.
Day 11
Learning Target: Multiply 2- to 3-digit numbers by 1-digit numbers with regrouping.
Behavioral Indicator: Contributes to fund drive in times of calamities
1. Motivation: The pupils will watch a video about relief operations.
https://www.youtube.com/watch?v=HbLiTrty
 What does the video show?
 What do you usually see every time there is calamity in our country?
Values Integration: They say that “To multiply is to increase in number”. How do we see this phrase in times of calamities in our
country?
2. Discussion: The teacher will discuss about multiplying 2- to 3-digit numbers by 1-digit numbers with regrouping through exploratory
activity.
 Pairs Check: The pupil will solve the multiplication sentence while his/her partner will guide him/her and vice versa.
3. Closure: Graphic Organizer: The pupils will complete the table about multiplying 2- to 3-digit numbers by 1-digit numbers with
regrouping.
Steps in Multiplying 2- to 3-digit Numbers by 1-digit Numbers with Regrouping
4. Evaluation: The pupils will have a 5-item test on multiplying 2- to 3-digit numbers by 1-digit numbers with regrouping.
Day 12
Learning Target: Multiply 2-digit number by 2-digit numbers without regrouping.
Behavioral Indicator: Gives his/her best in all his/her endeavors
1. Motivation: The pupils will read a word problem.
Mang Ambo can deliver 4 coconuts in a day. How many coconuts can they deliver in 13 days
 What operation should be used in the problem?
2. Discussion: The teacher will discuss about multiplying 2- digit numbers by 2-digit numbers without regrouping through exploratory
activity.
 Show-me-Board Activity: The pupils will solve the multiplication sentences.
3. Closure: Graphic Organizer: The pupils will complete the table about multiplying 2- digit numbers by 2-digit numbers without
regrouping.
Steps in Multiplying 2- digit Numbers by 2-digit Numbers without
Regrouping.
Values Integration: Multiplying 2-digit numbers by 2-digit numbers needs practice and diligence to be able to get a positive result?
Why do you think one have to be diligent to be able to have a good outcome? What will be the effect if we are not diligent in all our
tasks?
4. Evaluation: The pupils will have a 5-item test on multiplying 2- digit numbers by 2-digit numbers without regrouping.
Day 13
Learning Target: Multiply 2-digit number by 2-digit numbers with regrouping.
Behavioral Indicator: Follows procedural rules
1. Motivation: The pupils will read problem involving multiplication.
The Bureau of Plant Industry needs chico seedlings for tree planting throughout the country. If 38 schools will participate giving 15
seeds each, how many seeds can be collected by the Bureau?
 What do you think is the operation to be used?
2. Discussion: The teacher will discuss about multiplying 2- digit numbers by 2-digit numbers with regrouping through illustrative
examples.
 Number Heads Together: The pupils in each group will have numbers. Each number will correspond what multiplication
sentence will be solved.
3. Closure: Graphic Organizer: The pupils will complete the table about multiplying 2- digit numbers by 2-digit numbers with regrouping.
Steps in Multiplying 2- digit numbers by 2-

digit numbers with Regrouping
1
4. Values Integration: You can multiply 2-digit by 2-digit numbers if you perform strictly each step. Do you think following instructions
will lead you to excellence? Why? Cite a situation wherein you were able to excel or achieve a goal because you perform each
instructions correctly?
5. Evaluation: The pupils will have a 5-item test on multiplying 2- digit numbers by 2-digit numbers with regrouping.
Day 14
Learning Target: Multiply 2- to 3-digit numbers by multiples of 10 and 100
Behavioral Indicator:Follows procedural rules
1. Motivation: The pupils will recite skip counting by 10’s and 100’s.
 How many zeros are there in hundreds?
 How many zeros are there in thousands?
2. Discussion: The teacher will discuss about multiplying 2- to 3-digit numbers by multiples of 10 and 100 through exploratory activity.
 Show-me-Board Activity: The pupils will solve the given multiplication sentence.
3. Closure: Whip Around: The pupils will quickly and verbally share one thing they learned about multiplying 2- to 3-digit numbers by
multiples of 10 and 100 (A)
Values Integration: In order to get the correct product or answer, one must be careful in multiplying to avoid mistakes. In our
everyday life, why do you think careful inspection and analyzing our situation will lead us to a positive decision or correct actions?
Give an instance in your life wherein unplanned actions lead you to a failed result? How does it affect you and the people around you?
4. Evaluation: The pupils will have a 5-item test on multiplying 2- to 3-digit numbers by multiples of 10 and 100.
Day 15
1. Daily Routine
3. The pupils will have a 15 – item test on multiplying 2 to 3-digit by 1-digit number with regrouping, multiplying 2-digit by2-digit
number with and without regrouping and multiplying numbers by multiples of 10 and 100.
Day 16
Learning Target: Multiply 1- to 2-digit numbers by 1 000
1. Motivation: The pupils will read and analyze a word problem.
To invite customers, SM Supermarket gives 1,000 shopping points for every purchase of 1 pair of shoes. How many points will you
get if you buy 4 pairs?
 What do you think you should do to get the total points if you buy 4 pairs of shoes?
 What operation will you use?
2. Discussion: The teacher will discuss about multiplying 1- to 2-digit numbers by 1 000 through illustrative examples.
 Show-me-Board Activity: The pupils will solve the given multiplication sentence.
3. Closure: Whip Around: The pupils will quickly and verbally share one thing they learned about multiplying 1- to 2-digit numbers by
1,000.
Values Integration: What will you do if you miss the steps in multiplying numbers by 1,000? Will you get the accurate answer? Why?
Why is it important to follow steps? In real life, do you also have steps to follow in order to solve a problem?
4. Evaluation: The pupils will have a 5-item test on multiplying 1- to 2-digit numbers by 1,000. (A)
Day 17
Learning Target: Estimate the product of 2- to 3-digit numbers and 1- to 2-digit numbers with reasonable results.
1. Motivation: The pupils will play the game “The Price is Right”.
 What is the game all about?
 Did you get the exact price of the given item?
 What did you do to give the price of the given item?
2. Discussion: The teacher will discuss about estimating product through illustrative examples.
 Think-Pair-Share: The pupils will estimate the number sentence. Then, they will pair up with their seatmates to check their
answers.
3. Closure: Graphic Organizer: The pupils will complete the table about estimating product.
Steps in Estimating
1 2 3
Product.
Values Integration: Is there an instance in your life wherein you follow a wrong instruction? What happened? In math, what will
happen if you miss one step? Will you get the correct answer? Why? How will you prevent things like that to happen again?
4. Evaluation: The pupils will have a 5-item test on estimating product.
Day 18
Learning Target: Multiply mentally 2-digit by 1-digit numbers without regrouping with products of up to 100.
1. Motivation: The teacher will show tricks on multiplication.
 What can you say about the tricks that the teacher presented?
 What are the tricks that are being shown?
2. Discussion: The teacher will discuss about multiplying numbers mentally through illustrative examples.
 Snowballing: A ball will be passed around the class while a music is playing. When the music stops, the pupil who is holding
the ball will answer the multiplication sentence orally.
3. Closure: One Word Summary: The pupils will select one word that best summarizes the lesson about multiplying numbers mentally.
Values Integration: Why there is a need to learn how to multiply mentally? What will be the effect if you know how to multiply
mentally in real life?
4. Evaluation: The pupils will answer the multiplication flashcards orally.
Day 19
Learning Target: Solve routine and non-routine problems involving multiplication without or with addition and subtraction of whole
numbers including money using appropriate problem solving strategies and tools.
1. Motivation: The pupils will read and analyze the word problem.
The family of Mr. Ruiz enjoys harvesting star apple in their backyard. They placed them in 9 baskets. Each basket contains 15 star
apples. How many star apples did they harvest in all?
 Who harvested star apples?
 Where did they place the fruits?
 How many baskets did they have?
 How many star apples are there in one basket?
2. Discussion: The teacher will discuss about solving word problem involving multiplication with or without addition or subtraction
through illustrative examples.
 Working by Stations: The pupils will solve the problems in each station. Then, after a minute, they will transfer to another
stations until they will reach all the stations.
3. Closure: Graphic Organizer: The pupils will complete the table about steps in solving word problem involving multiplication with or
without addition or subtraction.
Steps in Solving Word Problem Involving Multiplication witth or without Addition or Subtraction
2
Values Integration: Is there an instance in your life wherein you follow a wrong instruction? What happened? In math, what will
happen if you miss one step? Will you get the correct answer? Why? How will you prevent things like that to happen again?
4. Evaluation: The pupils will have a 5-item test on solving word problem involving multiplication.
Day 20
1. Daily Routine
3. The pupils will have a 15 – item test on multiplying by 1,000, estimating products and solving word problem involving multiplication.
Day 21
Learning Target: Create problems involving multiplication or with addition or subtraction of whole numbers including money.
Behavioral Indicator: Engages in learning opportunities with others.
1. Motivation: The pupils will analyze set of pictures of bags and books in each bag.
 What does the picture?
 How many bags are there in all?
 How many books are there in each bag?
 Can we create problem base on the picture?
2. Discussion: The teacher will discuss about creating problem involving multiplication with or without addition or subtraction through
 Co-op: The pupils will create problem base on the given information. Then after a minute, they will exchange with the other
group to solve the problem.
Values Integration: What can you gain in working with other? What should be your attitude when working with a group?
3. Closure: Graphic Organizer: The pupils will complete the table about steps in creating problem involving multiplication with or without
addition or subtraction.
Steps in Creating Word Problem Involving Multiplication witth or without Addition or

Subtraction
4. Evaluation: The pupils will answer the activity about creating problem involving multiplication in their book, page 132.
Day 22
Learning Target: Visualize the multiples of 1- to 2-digit numbers.
State the multiples of 1- to 2-digit numbers.
Behavioral Indicator: Produces quality output.
1. Motivation: The pupils will analyze the number patterns.
 What number should be next to 45?
 What is the next three numbers after 64?
 In tables of 11, what comes next to 33?
 How do you get the next term in the given number pattern?
2. Discussion: The teacher will discuss about visualizing multiples of numbers through illustrative examples.
 Visual Activity: The pupils will color the activity sheet about multiples of numbers.
Values Integration: From the activity a while ago, you use color to answer the activity. If your teacher gave you a visual activity,
which do you prefer style over substance or substance over style? Why?
3. Closure: The pupils will complete the 3-2-1 Activity about multiples of numbers.
4. Evaluation: The pupils will answer the activity about visualizing the multiples of numbers in their book, page 145. (A)
Day 23
1. Daily Routine
2. The pupils will have a review on multiples of a number.
3. The pupils will have a 15-item test on visualizing and stating multiples of a number.
Day 24
1. Daily Routine
2. The pupils will have mini performance task about multiplication.
You are making an inventory of the number of items you sold during the school fair as shown below.
Item Cost/Item Number of Items Sales
(in pesos) Sold
Notebooks 9 54
Pens 24 100
Crayons 49 38
Bags 1000 5
Lunch Boxes 95 26
Flashcards 150 11
Total
Your inventory needs to be organized, accurate and should answer the following questions.
A. Which item had the greatest sales? The least sales?
B. What is your total sales at the school fair?
C. If you spent Php10,000 to buy all the items for the fair, how much is your profit?
Day 25
1. Daily Routine
2. The pupils will have a review all about multiplication.
3. The pupils will have unit test on multiplication.
Day 26
Learning Content: Division
Learning Target: Divide 2- to 3-digit numbers by 1- digit numbers without and with remainder.
Behavioral Indicator: Gives his/her best performance in all his/her endeavors
1. Motivation: The pupils will read and solve a problem.
Susan buys 24 pieces of puto to be given to her 8 cousins. How many puto will each her cousins will receive?
 What is the question word problem??
 What are the given?
 What operation will going to use?
2. Discussion: The teacher will discuss about dividing 2- to 3-digit numbers by 1-digit numbers without or with remainder through
 Show-me-Board Activity: The pupils will solve the given division sentences.
3. Closure: The pupils will complete the ladder about steps in dividing 2- to 3-digit numbers by 1-digit numbers without or with
remainder.
Values Integration: They say that division is the most difficult among all the operations. What will you do if you find it difficult to find
the answer in the problem? Will you just stop in solving? Why not? What should you do if you find it difficult to answer the problem?
4. Evaluation: The pupils will have a 5-item test on dividing 2- to 3-digit numbers by 1-digit numbers without or with remainder.
Day 26
Learning Target: Divide 2- to 3-digit numbers by 2- digit numbers without and with remainder.
1. Motivation: The pupils will read and analyze word problem.
Ruben helped his father in gathering tomatoes in their vegetable farm. If he gathered 671 tomatoes and placed 12 in each bag, how
many bags did Ruben use?
 What is asked in the problem? The given information?
 What operation should be used?
2. Discussion: The teacher will discuss about dividing 2- to 3-digit numbers by 1-digit numbers without or with remainder through
exploratory activity.
 Peer Tutoring: The pupils will have a partner. One pupil will solve the number sentence while the other will tutor him/her and
vice versa.
3. Closure: The pupils will complete the flow chart about steps in dividing 2- to 3-digit numbers by 2-digit numbers without or with
remainder.
Values Integration: What will happen if you don’t follow the rules in dividing numbers by 2-digit number? Will you get the accurate
answer? Why?
4. Evaluation: The pupils will have a 5-item test on dividing 2- to 3-digit numbers by 2-digit numbers without or with remainder. (A)
Day 27
Learning Target: Divide 2-3 digit numbers by 10 and 100 without or with remainder
1. Motivation: The pupils will analyze and read a word problem.
The Bureau of Plant Industry will distribute 1300 mango seedlings to 10 barangays. How many seedlings will each barangay receive?
 What operation should be used in the problem?
2. Discussion: The teacher will discuss about dividing 2- to 3-digit numbers by 10 and 100 through illustrative examples.
 Show-me-Board Activity: The pupils will solve the given division sentences. (A)
3. Closure: The pupils will complete the graphic organizer about steps in dividing 2- to 3-digit numbers by 10 and 100 without or with
remainder.
1. 2. 3. 4.
Values Integration: To find the quotient, you must follow the steps in dividing numbers by 10 and 100. What do you think will happen
if you skip one of the steps? Will you get the correct answer? Why?
4. Evaluation: The pupils will have a 5-item test on dividing 2- to 3-digit numbers by 1-digit numbers without or with remainder. (A)
Day 28
Learning Target: Estimate the quotient of 2- to 3- digit numbers by 1- to 2- digit numbers
1. Motivation: The pupils will analyze the given price list of different items. (A)
Noodles: Php10.00 Milk: Php25.00 Soap: Php28.00
Coffee: Php18.00 Rice: Php48.00
 If you will buy all the items, how much will you pay?
 If you will divide it into 4, about how much will you pay?
 How do you get the answer? What did you do?
2. Discussion: The pupils will discuss about dividing 2- to 3-digit numbers by 1-digit numbers without or with remainder through
 Show-me-Board Activity: The pupils will solve the given division sentences.
3. Closure: The pupils will fill up the one minute paper.
Values Integration: In our life, when do we use estimating quotient? Why is it important to have a knowledge in estimating quotient?
Is it useful in your life?
4. Evaluation: The pupils will have a 5-item test on estimating quotient.
Day 29
Learning Target: Divide mentally 2-digit numbers by 1-digit numbers without remainder using appropriate strategies
1. Motivation: The pupils will watch a video about tricks in division.
 What was the video all about?
 What are the tricks or techniques shown in the video?
2. Discussion: The teacher will discuss about dividing 2-digit by 1-digit number mentally through illustrative examples.
 Snowballing: The pupils will pass the ball while a music is playing. When the music stops, the pupil who is holding the ball will
answer the division sentence orally.
3. Closure: The pupils will answer the 3-2-1 Activity about mental division.
Values Integration: What is the advantage of having a knowledge in mental division? When can you use the knowledge in mental
division?
4. Evaluation: The pupils will answer the division flashcards orally.
Day 30
1. Daily Routine
3. The pupils will have a test on dividing 2- to 3-digit numbers by 1- to 2- digit numbers, dividing numbers by multiples of 10 or 100
and estimating quotient.
Day 31
Learning Target: Solve routine and non-routine problems involving division of 2- to 4-digit numbers by 1- to 2-digit numbers without
or with any of the other operations of whole numbers including money using appropriate problem solving strategies and
tools.
Behavioral Indicator:Applies procedural rules to unfamiliar problems.
Mang Ramon is selling 39 kilograms of lanzones. If each of the 13 customers will buy the same number of kilograms of lanzones, how
many kilograms of lanzones will each customer buy?
 What do you think is the operation to be used in the problem?
2. Discussion: The teacher will discuss about solving word problem involving division through illustrative examples.
 Numbers Head Together: The pupils will have their number. Their number will correspond what step they are going to answer
or solve.
3. Closure: The pupils will answer the graphic organizer about the steps in solving word problem involving division.
Steps in Solving problem

Involving Division. 5
4
2 3
Values Integration: Solving problem involving division us to follow procedural steps. Why do you think you have to perform each
steps accurately? What if you don’t follow the steps? What do you think will happen to your answer?
4. Evaluation: The pupils will have a 5-item test on solving word problem involving division.
Day 32
1. Daily Routine
3. The pupils will have a test on solving word problem involving division.
Day 33
1. Daily Routine
2. The pupils will have mini performance task about division.
You own a basket factory and you need to produce baskets for export. You have different number of workers assigned to each type of
basket. Determine the number of days needed to finish the order of your clients.
Basket Type Number of Orders Production per Day Number of Days Needed to Finish
the Order
Bread Basket 72 9
Fruit Basket 120 12
Gift Basket 270 15
Holiday Basket 576 18
Toy Basket 1,155 21
Prepare an accurate report that will answer the following questions:

1. Which products will take less than 10 days to finish?
2. Which products will take more than 50 days to finish?
3. If the holiday baskets have to be delivered in 30 days, will you be able to meet the deadline? Explain your answer.
Day 34
1. Daily Routine
2. The pupils will have a review all about multiplication.
3. The pupils will have unit test on division
Transfer
Day 35 – 37
1. Daily Routine
(S) Your group is working in the leading firm in your country. (R) In your group, there is a financial adviser who gives the
recommendation, statistician who computes and sales specialist who establish the sales. (A) A food manufacturing company comes into your
office and asks you to plan for their advertisement in different TV stations. (G) You are tasked to create a budget plan that shows the cost of
the ad per show and per TV channel. (P) Your plan will be presented to the manager of the company through PowerPoint presentation. The
report will be evaluated using this analytic rubric

S.Y. 2018 - 2019

Prepared by : Mrs. Daryl G. Virtudazo Quarter : Third – A
Inspected by:

Learner demonstrates understanding Graduate Attributes: Competent Learner
of proper and improper, similar and Attributes:
dissimilar and equivalent fractions.  Uses information effectively
 Engages in learning opportunities with others.
Performance Standard:  Applies procedural rules to unfamiliar problems.
The learner is able to recognize and  Computes accurately in problem solving activities
represent proper and improper,  Works cooperatively and creatively in accomplishing tasks.
similar and dissimilar and equivalent  Appreciates the value of thinking independently.
fractions in various forms and
contexts. Core Value: Respect for Human Dignity
Graduate Attributes: Maka-Tao
Attributes:
 Contributes to the building of a peaceful and loving community.
 Respects everybody regardless of beliefs, social status, color and language.

Graduate Attributes: Stewards of God’s Creation
Attributes:
 Obeys laws, ordinances and policies issued by the school and government authorities
 Fraction serves as a tool to part things equally  How does fraction help in dealing
that is relevant in everyday life activities. real life activities?
 Odd and Even Numbers  identify odd and even numbers.

 Reading and Writing Fraction  visualize and represent fractions that
 Dissimilar Fraction are equal to one and greater than
 Comparing and Arranging Dissimilar Fractions one.
 Points, Lines and Rays  read and write fractions that are
 Kinds of Lines equal to one and greater than one in
 Congruent Lines symbols and in words.
 Symmetry  represent fractions using regions,
 Tessellation sets, and the number line.
 Patterns  visualize and represent dissimilar
fractions.
 visualize, represent, and compare
dissimilar fractions.
 visualize, represent, and arrange
dissimilar fractions in increasing or
decreasing order.
 visualize and generate equivalent
fractions.
 Exercises
A small seminar will be conducting in your school. Your section is task to  Quizzes
give meriendas to the visitors. You are assigned to make a recipe plan for the  Odd and even
said merienda that is good for 20 persons. Your recipe will be presented in the  Fractions equal or greater than one
class and will be graded according to the rubrics.  Comparing and ordering dissimilar fractions
 Equivalent fractions
Criteria 4 3 2 1
 Group Activity
 Dyads on odd and even numbers
Mathematical Complete Basic Limited No  Show-me-Board Activity on comparing
knowledge understanding understanding understanding understanding dissimilar fractions
of the problem, of the problem of the problem of the problem,  Perfect Match on equivalent frations
uses uses some uses some misuses or fails
appropriate mathematical mathematical to use
mathematical terms and terms and mathematical  Seatworks
terms and notation, notation, terms and
notation, labels computation is computation notation,
answer if incorrect or may contain computation is
necessary, incomplete minor flaws, incorrect,
computation is may give may or may not attempts or
complete, gives incorrect give the correct answer
correct answer answer. answer.
presented in an presented in a difficult to unable to
easy follow logical manner. follow at times. follow the
step-by-step steps taken in
Explanation Thorough and Understanding Unclear, Minimal or
concise written/ verbal incomplete, totally
written/ verbal explanation of difficult to incorrect
explanation of what was done interpret written/verbal
why it was and some written/ verbal explanation
done discussion of explanation of that fails to
why it was what was done explain what
done or why it was was done,
done explanation
may not match
the solution
process.
Math Demonstrates Demonstrates Demonstrates a Demonstrates

Content a clear a general limited little or no
knowledge and knowledge and knowledge and knowledge or
application of application of application of application of
math skills. math skills. math skills. math skills
thinking using thinking using thinking with incorrect
multiple multiple at unclear or non- attempt to
representations least one existent represent
(diagrams, representations representations. thinking.
charts, tables, (diagrams,
graphs, charts, tables,
number graphs,
sentences). number
sentences).
Explore
Day 1
1. Daily Routine
2. The pupils will watch of cooking demo.
 What are the ingredients needed for the food?
 How many kilograms of meat are needed?
 How many grams of onions are needed?
 What do you call these numbers?
3. The pupils will answer the K-W-L Activity about fraction.
Firm Up
Day 2
Learning Content: Odd and Even Numbers
Learning Target: Identify odd and even numbers.
1. Motivation: The pupils will play the game “Open the Basket”.
 What happens to pupils who were not able to find an empty basket?
 What should you do so you will not sit down?
 How many makes a pair?
2. Discussion: The teacher will discuss about identifying odd and even numbers through illustrative examples.
 Pak Ganern Activity: The pupils will say “Pak” if the given number is an odd number and “Ganern” if even number.
3. Closure: The pupils will answer the table about odd and even numbers.
Facts about Odd and Even Numbers: Examples:
Sentence Summary:
Values Integration: Why there is a need to learn how to identify odd and even numbers? Is it really important? Where can you use it in
your day to day activity?
4. Evaluation: The pupils will have a 5-item test on identifying odd and even numbers.
Day 3
Learning Content: Fractions
Learning Target: Visualize and represent fractions that are equal to one and greater than one.
On Joy’s birthday, her mother baked her a cake. Joy divided it into 8 equal parts to be shared among her friends.
 How did Joy divide the cake?
 Into how many equal parts was the cake divided?
Values Integration: They say that sharing is caring. Do you believe in this quotation? Why? What should you do if you see your
classmate that doesn’t have a paper or ballpen? How about if she always asks you for something, are you still going to share or give
him/her?
2. Discussion: The teacher will discuss about visualizing and representing fractions equal to or greater than one through illustrative
examples.
 Paper Folding Activity: The pupils will represent the given fraction through paper folding.
3. Closure: The pupils will answer the table about fractions equal or greater than one.
A fraction is equal to one when Examples:
____________________.
A fraction is greater than one when
________________.
One thing I would like to clarify about the lesson:
4. Evaluation: The pupils will answer the activity about visualizing fractions equal or greater than 1 on their book, page 254.
Day 4
Learning Target: Read and write fractions that are equal to one and greater than one in symbols and in words.
Behavioral Indicator:Applies learning in new situations.
Jojo cut a bibingka into 8 equal parts. He gave 2 pieces to each of his 3 brothers and ate the rest. What part did each one get?
 To whom did Jojo give the 3 parts of the bibingka?
 How did he divide the bibingka?
2. Discussion: The teacher will discuss about reading and writing fractions equal or greater than one through illustrative examples.
 Dyads: The pupils will write fractions equal or greater than one. Then, their partner will read it.
3. Closure: The pupils will complete the Summary Frames about reading and writing fractions equal or greater than one. (A)
In reading fractions equal or greater than one, I must say ______________________________.
In writing fractions equal or greater than one, I must write __________________________________.
Values Integration: How can knowledge in reading and writing fractions help you in your daily life? Where do you usually use such
knowledge? Is it really important? Why?
4. Evaluation: The pupils will have a 5-item test about reading and writing fractions equal or greater than one.
Day 5
1. Daily Routine
3. The pupils will have a test on identifying odd and even number and representing, reading and writing fractions equal or greater than
one.
Day 6
Learning Target: Represent fractions using regions, sets, and the number line.
1. Motivation: The pupils will watch a commercial video of Greenwich.
 What did John Lloyd do to the pizza?
 How did he cut it?
 How many slices of pizza did he make?
2. Discussion: The teacher will discuss about representing fractions using regions, sets and number line through illustrative examples.
 Team-Building Activity: The group will illustrate the given fractions using sets, regions or number line.
3. Closure: The pupils will write the 3-2-1 Activity.
Values Integration: Why is it important to learn how to know fractions in regions or sets? In your daily life, where do you usually see
or use it? Can you give me examples?
4. Evaluation: The pupils will answer the activity about representing fractions in their book, page 273.
Day 7
Learning Content: Dissimilar Fractions
Learning Target: Visualize and represent dissimilar fractions.
Behavioral Indicator: Respects everybody regardless of beliefs, social status, color and language.
Kelly bought the following ingredients for the preparation for the Christmas party;
¼ kg of meat 2/5 kg of onion 5/8 kg of carrot 3/10 kg of cabbage
 How many kilograms of meat did she buy? How about onion? Carrot? Cabbage?
 What can you say about the denominator of each fractions?
2. Discussion: The teacher will discuss about visualizing and representing dissimilar fractions through illustrative examples.
 Number Heads Together: The pupils in each group will have a number. Their number will correspond what fraction they will
represent.
3. Closure: The pupils will answer the table about dissimilar fractions.
Information about Dissimilar Examples and Illustration:
Fractions
Sentence Summary:
Values Integration: Today, you learned that dissimilar fractions are fractions with different denominator. In real life, what should you
do if one of your classmates has different belief than yours? What will you do if you have a classmate that has different culture or
religion?
4. Evaluation: The pupils will answer the activity about visualizing and representing dissimilar fractions in their book, page 278. (A)
Day 8
Learning Target: Visualize, represent, and compare dissimilar fractions.
Behavioral Indicator:Treats people equally, fairly and kindly.
Mark and Sweet are preparing for the party. Mark bought 2/4 kg. of meat while Sweet bought ¼ kg. of meat.
 How many kilograms of meat did Mark buy? How about Sweet?
 Can you compare the meat that they bought?
 Who among the two bought the heaviest?
2. Discussion: The teacher will discuss about visualizing, representing and comparing dissimilar fractions though illustrative examples.
 Show-me-Board Activity: The pupils will write the correct symbols to compare the dissimilar fractions.
3. Closure: The pupils will complete the Summary Frames about comparing dissimilar fractions.
We use the symbol > when ________________________.
We use the symbol < when ________________________.
We use the symbol = when ________________________.
Values Integration: Based on the lesson today, you learned that dissimilar fractions can be compared using the appropriate symbols.
In our life, we encounter people in different social status, belief or culture. How will you deal with these people? Can you give me an
example?
4. Evaluation: The pupils will have a 5-item test on comparing dissimilar fractions.
Day 9
Learning Target: Visualize, represent, and arrange dissimilar fractions.
Behavioral Indicator: Manifests the value of simplicity in one’s bearing/appearance, behavior and lifestyle.
Mark and Sweet are preparing for the party. Mark bought 2/4 kg. of meat while Sweet bought ¼ kg. of meat.
 How many kilograms of meat did Mark buy? How about Sweet?
 Can you compare the meat that they bought?
 Who among the two bought the heaviest?
2. Discussion: The teacher will discuss about visualizing, representing and arranging dissimilar fractions through illustrative examples.
 Fraction Game: The pupils in each group will have fraction. Then, they will arrange it in ascending or descending order.
3. Closure: The pupils will complete the Summary Frames about arranging dissimilar fractions in increasing or decreasing order.
We arrange dissimilar fractions in ascending order by _______________.
We arrange dissimilar fractions in decreasing order by ______________.
Values Integration: Just like arranging dissimilar fractions, there are also things in life that we need to arrange. How do you balance
your things in life? What are the things that you give more importance or priorities? Why?
4. Evaluation: The pupils will have a 5-item test on arranging dissimilar fractions.
Day 10
1. Daily Routine
3. The pupils will have a test on visualizing, comparing and arranging dissimilar fractions.
Day 11
Learning Content: Equivalent Fractions
Learning Target: Visualize and generate equivalent fractions.
Behavioral Indicator: Treats people equally, fairly and kindly.
Carol and Tess are working together on their art project. Carol colored 1/2 of the square, while Tess colored 4/8 of another square of
the same size. Tess told Carol that she colored more parts and has a bigger fraction. Carol said that they just have equal parts.
 How many parts were colored by Carol? What about Tess?
 Who do you think is right? Carol or Tess?
2. Discussion: The teacher will discuss about visualizing and generating equivalent fractions through illustrative examples.
 Perfect Match: The pupils will have their own fraction. Then, they will find their partner with the equivalent of the fraction that
they have.
3. Closure: The pupils will answer the table about equivalent fractions.
Information about Equivalent Fraction Examples and Illustration:
Sentence Summary:
Values Integration: Equivalent means equal. In what aspect or situations do you see equality? As a pupil, how do you practice equality
to your classmates, teachers or schoolmates?
4. Evaluation: The pupils will have a 5-item test on generating equivalent fraction.
Deepen
Day 12
1. Daily Routine
2. The pupils will have a review about fractions.
3. The pupils will have a unit test about fractions.
Day 13
1. Daily Routine
2. The pupils will have mini performance task.
3.
Transfer
Day 14 – 15
1. Daily Routine

S.Y. 2018 - 2019

Prepared by : Mrs. Daryl G. Virtudazo Quarter : Third - B
Inspected by :

Learner demonstrates understanding Graduate Attributes: Competent Learner
of lines, symmetrical designs, and Attributes:
tessellation using square, triangle and  Produces quality output.
other shapes that can tessellate.  Finishes and submits work on time.

Performance Standard: Graduate Attributes: Maka-Tao
The learner is able to recognize and Attributes:
represent lines in real objects and  Manifests the value of simplicity in one’s bearing/appearance, behavior and lifestyle
designs or drawings, complete  Treats people kindly, gently, courteously and fairly.
symmetrical designs, and create
patterns of designs using square, Essential Understanding(s): Essential Question(s):
triangle and other shapes that can Learners will understand that:
tessellate.  Lines, symmetry and tessellation serve as tool to  How lines, symmetry and tessellation use
create designs and patterns that can be used in in real life situation?
real life situations.
 Points, Lines and Rays  recognize and draw a point, line, line
 Kinds of Lines segment and ray.
 Congruent Lines  recognize and draw parallel,
 Symmetry intersecting and perpendicular lines.
 Tessellation  visualize, identify and draw
congruent line segments.
 identify and visualize symmetry in
the environment and in design.
 identify and draw the line of
symmetry in a given symmetrical
figure.
 complete a symmetric figure with
respect to a given line of symmetry.
 tessellate the plane using triangles,
squares and other shapes that can
tessellate.
 Exercises
(S) You are working in the leading firm in your country. (R) You are a  Quizzes
fine artists. (A) A couple goes to you and asks to make a geometric design for  Points, Lines and Rays
their windows for their new home. (G) You are tasked to create a tessellation  Kinds and Congruent Lines
made of 2 shapes as well as a figure that shows symmetry that can be put in  Symmetry and Tessellation
their door. (P) Your output will be presented to your manager as well as to the  Group Activity
couple. The output will be evaluated using this analytic rubric.  Number Mo-Show Mo on recognizing points,
lines and rays
 Thumbs Up/Thumbs Down Activity on
Criteria 4 3 2 1
congruent line segments
 Visual Activity on symmetry and tessellation
Mathematical Complete Basic Limited No  Pretest and post test
knowledge understanding understanding understanding understanding  Seatworks
of the problem, of the problem of the problem of the problem,
uses uses some uses some misuses or fails
appropriate mathematical mathematical to use
mathematical terms and terms and mathematical
terms and notation, notation, terms and
notation, labels computation is computation notation,
answer if incorrect or may contain computation is
necessary, incomplete minor flaws, incorrect,
computation is may give may or may not attempts or
complete, gives incorrect give the correct answer
correct answer answer. answer.
presented in an presented in a difficult to unable to
easy follow logical manner. follow at times. follow the
step-by-step steps taken in
Explanation Thorough and Understanding Unclear, Minimal or
concise written/ verbal incomplete, totally
written/ verbal explanation of difficult to incorrect
explanation of what was done interpret written/verbal
why it was and some written/ verbal explanation
done discussion of explanation of that fails to
why it was what was done explain what
done or why it was was done,
done explanation
may not match
the solution
process.
Math Demonstrates Demonstrates Demonstrates a Demonstrates
Content a clear a general limited little or no
knowledge and knowledge and knowledge and knowledge or
application of application of application of application of
math skills. math skills. math skills. math skills
multiple multiple at unclear or non- attempt to
representations least one existent represent
(diagrams, representations representations. thinking.
charts, tables, (diagrams,
graphs, charts, tables,
number graphs,
sentences). number
sentences).

Explore
Day 1
1. Daily Routine
2. The pupils will analyze a picture made up of different shapes.
 What can you say on the pictures?
 What are the shapes that you can identify in the picture?
3. The pupils will answer the K-W-L Activity about geometry.
Firm Up
Day 2
Learning Content: Points, Line and Ray
Learning Target: Recognize and draw a point, line, line segment and ray.
Indicator: Produces quality output.
1. Motivation: The pupils will analyze a picture of a galaxy.
 What can you say and see on the picture?
 What does the star look like?
 How about the constellations?
 If you’re going to connect two stars, what does it look like?
2. Discussion: The teacher will discuss on recognizing and drawing point, line, line segment and ray though illustrative examples.
 Number Mo-Show Mo: The pupils will raise number 1 if the picture shows a point, number 2 if line, number 3 if line segment
and number 4 if ray.
3. Closure: The pupils will complete the organizer about point, ray, line and line segment.
Ray Line
Point Lines
Segment
Values Integration: Substance over style. When you have something to make and pass to your teacher, does it good to give
importance to the style than to the content? Why? Why not?
4. Evaluation: The pupils will draw a figure that has point, ray, line segment and line.
Day 3
Learning Content: Kind of Lines
Learning Target: Recognize and draw parallel, intersecting and perpendicular lines
Indicators: Manifests the value of simplicity in one’s bearing/appearance, behavior and lifestyle.
1. Motivation: The pupils will analyze set of pictures of street signs and symbols.
 What can you say and see on the pictures?
 What figure can you see in a pedestrian?
 How about in an intersection lane?
2. Discussion: The teacher will discuss on recognizing and drawing kinds of lines through illustrative examples.
 A-B-C Activity: The pupils will say A if the picture shows parallel line, B if perpendicular line and C if intersecting line.
3. Closure: The pupils will complete the graphic organizer about kinds of lines.
KInds of Lines
Perpendicular Parralel Intersecting

Values Integration: There are lines that meet at a point, and there are lines that do not meet at all. Like in our lives, sometimes, our
opinions do not agree with other peoples’ opinion. As a Nazarenean, what should be given first so that we will not tend to disagree
with others? Why?
4. Evaluation: The pupils will draw scenario that has kinds of lines.
Day 4
Learning Content: Congruent Line Segments.
Learning Target: Visualize, identify and draw congruent line segments.
Indicators: Treats people kindly, gently, courteously and fairly.
1. Motivation: The pupils will compare and contrast pictures of objects.
 Are they the same? Why?
 How can you say that the pictures are the same?
 What are the qualities that make them the same?
2. Discussion: The teacher will discuss on identifying and drawing congruent line segments through illustrative examples.
 Thumbs Up/Thumbs Down Activity: The pupils will show “thumbs up” if the figures show congruency and “thumbs down” if not.
3. Closure: The pupils will answer the table about congruent line segments.
Information about Congruency Examples and Illustration:
Sentence Summary:
Values Integration: Today you learned about congruent line segments. In your life, we befriend people who are like us in many ways.
What will you do if someone who is very different from you approaches and wants to be friend with you? How will you respond to
him/her? Will you accept the friendship he/she offering you? Why?
4. Evaluation: The pupils will draw pictures that has congruent line segments.
Day 5
1. Daily Routine
3. The pupils will have test on recognizing point, ray, line, line segment, kinds of lines and congruent line segments.
Day 6
Learning Content: Symmetry
Learning Target: Identify and visualize symmetry in the environment and in design.
1. Motivation: The pupils will analyze set of pictures of landscapes and structures or buildings.
 Are the pictures perfectly balance in each side?
 Which one is perfectly balance? Which one is not?
 How can you say that a picture is perfectly balance in each side?
2. Discussion: The teacher will discuss on identifying and visualizing symmetry through illustrative examples.
 Thumbs Up/Thumbs Down Activity: The pupils will show “thumbs up” if the picture shows symmetry and “thumbs down” if not.
3. Closure: The pupils will answer the table about congruent line segments.
Information about Symmetry Examples and Illustration:
Sentence Summary:
Values Integration: Symmetry shows equality on either side of a dividing line. In life, how do you show equality to your family, friends,
classmates or poor?
4. Evaluation: The pupils will have a 5-item test on identifying and visualizing symmetry.
Day 7
Learning Target: Identify and draw the line of symmetry in a given symmetrical figure.
1. Motivation: The teacher will present symmetrical and asymmetrical figures.
 Which pictures are symmetrical?
 Which pictures are asymmetrical?
 How can you say if a picture is symmetrical or not?
2. Discussion: The teacher will discuss on identifying line of symmetry in a figure through illustrative examples.
 Visual Activity: The pupils will draw line of symmetry in each figures.
Values Integration: Today you learned about line of symmetry that divides a figure into equal parts. In your life, we befriend people
who are like us in many ways. What will you do if someone who is very different from you approaches and wants to be friend with
you? How will you respond to him/her? Will you accept the friendship he/she offering you? Why?
4. Evaluation: The pupils will answer the activity sheet about drawing line of symmetry in a figure.
Day 8
Learning Target: Complete a symmetric figure with respect to a given line of symmetry.
Indicators: Produces quality output.
1. Motivation: The pupils will play the game “Guess Me”. The teacher shows halves of different figures and asks what figures they are
parts of.
 What can you say on our game?
 Do you find it difficult to guess?
2. Discussion: The teacher will discuss on completing symmetrical figure through illustrative examples.
 Visual Activity: The pupils will complete the given symmetrical figure in a graphing paper.
Values Integration: If you are making your output, what are the things that you considered to make it beautiful? What makes a quality
output?
4. Evaluation: The pupils will answer the activity sheet about completing symmetrical figure.
Day 9
Learning Content: Tessellation
Learning Target: Tessellate the plane using triangles, squares and other shapes that can tessellate.
Indicators: Finishes and submits work on time.
1. Motivation: The pupils will analyze the picture of ceiling.
 What can you notice in the picture?
 What is it made of?
 What are the shapes that you can see in the picture?
2. Discussion: The teacher will discuss on tessellating plane using shapes through illustrative examples.
 Brain Storming Activity: The group will tessellate a given pane using triangles, squares and rectangles.
Values Integration: If your teacher asks you to make something, what should you do? Are you going to prioritize it rather than make
other thing? What are you going to do to be able to finish it?
4. Evaluation: The pupils will answer the activity sheet about tessellating plane using different shapes.
Day 10
1. Daily Routine
3. The pupils will have test on identifying symmetrical figures and identifying line of symmetry in symmetrical figures.
Deepen
Day 11
1. Daily Routine
2. The pupils will have a review about the topic discussed the whole unit.
3. The pupils will have summative all about geometry.
Transfer
Day 12 – 15
3. Daily Routine
(S) You are working in the leading firm in your country. (R) You are a fine artists. (A) A couple goes to you and asks to make a geometric
design for their windows for their new home. (G) You are tasked to create a tessellation made of 2 shapes as well as a figure that shows
symmetry that can be put in their door. (P) Your output will be presented to your manager as well as to the couple. The output will be
evaluated using this analytic rubric.

S.Y. 2018 - 2019

Prepared by :Mrs. Daryl G. Virtudazo Quarter : Third - C
Inspected by :

understanding of continuous and Attributes:
repeating patterns and  Gives his/her best performance in all his/her endeavors.
mathematical sentences involving
multiplication and division of whole Core Value: Respect for Human Dignity
numbers. Graduate Attributes: Maka-Tao
Attributes:
 Uses decent, refined and polite words.
Performance Standard: Essential Understanding(s): Essential Question(s):

The learner is able to apply Learners will understand that:
knowledge of continuous and  Patterns can help in understanding and  How problems be solved using the
repeating patterns and number providing a solution to a problem. concepts of pattern?
sentences involving multiplication Learners will know: Learners will be able to:
or division of whole numbers in
various situations.  Patterns  determine the missing term/s in a given
combination of continuous and repeating
pattern.
 find the missing value in a number
sentence involving multiplication or
division of whole numbers.

 Exercises
 Quizzes
 Pattern
 Group Activity
 Longest Line on pattern
 Flashcard Activity on finding the missing value
 Seatworks
Explore
Day 1
1. Daily Routine
2. The pupils will have a review on 4 basic operations.
3. The pupils will answer the K-W-L Activity about basic pattern.
5. The teacher will discuss the mini-performance task and the scoring rubrics for this unit
Firm Up
Day 2
Learning Content: Pattern
Learning Target: Determine the missing term/s in a given combination of continuous and repeating pattern.
Indicator: Uses decent, refined and polite words.
1. Motivation: The class will have a drill on skip counting.
 How do you know the next number in a skip counting?
 What is the relationship of skip counting and multiplication?
2. Discussion: The teacher will discuss on determining the missing term in a pattern exploratory activity.
 Longest Line: The pupils will have number. Then, they will complete the line by filling up the missing number in the line.
Values Integration: Life is like pattern. It feels incomplete if someone is missing in your life. How do you show importance to your
love ones?
4. Evaluation: The pupils will answer the activity about determining the missing number on their book, page 213.
Day 3
Learning Content: Pattern
Learning Target: Find the missing value in a number sentence involving multiplication or division of whole numbers
Indicator: Gives his/her best performance in all his/her endeavors.
1. Motivation: The class will have a drill on multiplication and division.
 How is it important to memorize multiplication?
 What is the relationship between multiplication and division?
2. Discussion: The teacher will discuss on finding missing value in a number sentence through exploratory activity.
 Flashcard Activity: The pupils will answer the multiplication/division flashcards with the missing term on it.
Values Integration: What will you do if you find it difficult to determine the missing term in a number sentence? What must you
possess to be able to solve your problem?
4. Evaluation: The pupils will have a 5 item test on finding the missing term.
Deepen
Day 4
1. Daily Routine
2. The pupils will have summative test on pattern.
Transfer
Day 5
1. Daily Routine
2. The pupils will do their mini-performance task.

S.Y. 2018 - 2019

Prepared by : Mrs. Daryl G. Virtudazo Quarter : Fourth
Inspected by:

understanding of conversion of Attributes:
time, linear, mass and capacity  Finishes and submits work on time
measures and area of square and  Applies procedural rules to unfamiliar problem
rectangle  Applies prior knowledge in his/her daily life.
 Finds solution to problems based on the given formulas and judgment.

Performance Standard:  Measurement can help in determining how  How can mathematical problems in real-
The learner is able to apply mathematical problems in real-life situation be life situation be solved using the concepts
knowledge of conversion of time, solved. of measurement
linear, mass and capacity Learners will know: Learners will be able to:
measures and area of rectangle
and square in mathematical  Time Conversion  visualize, and represent, and convert time
problems and real-life situations  Unit Conversion measure from seconds to minutes,
 Capacity minutes to hours, and hours to a day and
 Area vice versa.
 Area of Square and Rectangle  convert time measure
 days to week, month and year and
vice versa
 weeks to months and year and
vice versa
 months to year and vice versa.
 visualize, and represent, and solve
problems involving conversion of time
measure.
 visualize, and represent, and convert
common units of measure from larger to
smaller unit and vice versa: meter and
centimeter, kilogram and gram, liter and
milliliter.
routine and non-routine problems
involving conversions of common units of
measure.
 visualize, and represent, and find the
capacity of a container using milliliter and
liter.
routine and non-routine problems
involving capacity measure.
 visualizes, and represents, and measures
area using appropriate unit.
 derive the formula for the area of a
rectangle and a square.
 visualize, and represent, and find the area
of a rectangle and square in sq.cm and
sq. m.
involving areas of squares and rectangles.
 create problems involving area of
rectangle and square.
 Exercises
(S) You are working in the leading firm in your country. (R)  Quizzes
You are an engineer. (A) A couple goes to you and asks to make a  Time Conversion
plan for their new home. (G) You are tasked to create a floor plan  Unit Conversion
based on the area of their lot. (P) Your output will be presented to  Area
your manager as well as to the couple. The output will be evaluated  Group Activity
using this analytic rubric.  Show-me-Board Activity on converting time
 Number Heads Together on problem solving involving
Critical Thinking and Pupils will be asked to create a time and unit conversion
Problem Solving floor plan  Pairs Check on unit conversion
Collaboration Pupils will be doing the task  Working by Stations on capacity
within their group with a role as
 Seatworks
an engineer.
Creativity Pupils will make floor plan
based on the area of the lot.
Communication Pupils will answer the EQ. “How
can mathematical problems in
real-life situation be solved
using the concepts of
measurement”

Explore
Day 1
1. Daily Routine
2. The pupils will watch video about measurement.
 Why is it important to know how to measure?
 When and where do we usually use it?
3. The pupils will answer the K-W-L Activity.
Firm Up
Day 2
Learning Content: Time Conversion
Learning Target: Visualize, and represent, and convert time measure from seconds to minutes, minutes to hours, and hours to a day
and vice versa.
Indicator: Finishes and submits work on time
1. Motivation: The pupils will answer riddles about time.
 What was the riddle all about?
 How do you appreciate time?
 How do you give time to your love ones?
2. Discussion: The teacher will discuss on representing and converting time measure through illustrative examples.
 Show-me-Board Activity: The pupils will convert the given time into seconds, minutes or hours and vice versa.
Values Integration: They say that time is gold. Do you believe in this quotation? Why? How do you give importance to time? What do
you usually do if the teacher gives you something to be passed on time? What do you do to pass the activities or outputs on time?
4. Evaluation: The pupils will answer the activity about converting time measure on their book, page 267 – 268.
Day 3
Learning Target: Convert time measure
Indicator: Finishes and submits work on time
1. Motivation: The pupils will read quotation about time.
 What was the quotation all about?
 How time important to you?
 How much time do you usually give to your love ones?
2. Discussion: The teacher will discuss on converting time measure through exploratory activity.
 Pairs Check: The pupils will convert the given time measure. Then, they will pair with their partner and check their answers.
3. Closure: (Whip Around) The pupils will quickly and verbally share one thing they learned about converting time measure.
Values Integration: How is time important to you? How do you manage your time? What do you usually do if the teacher gives you
activity that to be submitted on time? What is the consequence of being late?
4. Evaluation: The pupils will have 5-item test on converting time measure.
Day 4
Learning Target: Visualize, and represent, and solve problems involving conversion of time measure.
Indicator: Applies procedural rules to unfamiliar problem
1. Motivation: The pupils will read problem about conversion of time measure.
Si Mark ay bumisita sa kanilang lola sa kanilang probinsya sa loob ng 3 buwan. Ilang araw bumisita si Mark sa kanyang lola?
 What are the steps in solving problem?
2. Discussion: The teacher will discuss on solving problem involving conversion of time measure through exploratory activity.
 Number Heads Together: The pupils in each group will have a number that will correspond what step they are going to answer
and solve.
3. Closure: The pupils will complete the graphic organizer about solving problem involving conversion of time measure.
Steps in Solving Problem Involving
Conversion of Time Measure
1
4. Evaluation: The pupils will have 5-item test on solving problem involving conversion of time measure.
Day 5
1. Daily Routine
2. The pupils will have a review about converting time measure.
3. The pupils will have a 15 – item test about converting time measure and solving problem involving time measure.
Day 6
Learning Content: Unit of Measurement
Learning Target: Visualize, and represent, and convert common units of measure from larger to smaller unit and vice versa: meter
and centimeter
Indicator: Applies procedural rules to unfamiliar problems.
1. Motivation: The pupils will analyze pictures of some of the tallest buildings in the world.
 What was the picture all about?
 Which among the buildings is the tallest?
 Which among the buildings is the smallest?
2. Discussion: The teacher will discuss on converting unit of length through illustrative examples.
 Pairs Check: The pupils will convert the given unit of length. Then, they will pair with their partner and check their answers.
3. Closure: (Whip Around) The pupils will quickly and verbally share one thing they learned about converting unit of length.
Values Integration: What will happen if you don’t follow the rules in converting unit of length? Will you get the accurate answer?
Why?
4. Evaluation: The pupils will have 5-item test on converting unit of length
Day 7
Learning Target: Visualize, and represent, and convert common units of measure from larger to smaller unit and vice versa: gram
and kilogram
1. Motivation: The pupils will analyze picture of market.
 When you buy fruits or vegetables, what do you usually notice?
 What unit is used for mass?
2. Discussion: The teacher will discuss on converting unit of mass through illustrative examples.
 Show-me-Board Activity: The pupils will convert the unit of mass.
Values Integration: Will you get the accurate answer if you will not follow the given steps? How is it important to follow the steps in
real life?
4. Evaluation: The pupils will answer the activity about converting unit of mass, page 271.
Day 8
Learning Target: Visualize, and represent, and convert common units of measure from larger to smaller unit and vice versa: milliliter
and liter
1. Motivation: The pupils will analyze picture of different beverages.
 What can you notice in the label when you buy a beverage?
 What unit is used for capacity or volume of beverages?
2. Discussion: The teacher will discuss on converting unit of volume through illustrative examples.
 Dyads: The pupils will convert the unit of volume.
3. Closure: The pupils will answer the table about converting unit of volume.
Information about unit of volume Examples:
Sentence Summary:
Values Integration: Why there is a need to follow rules? In life, do you also follow rules? Why? What will happen if you disobey rules?
4. Evaluation: The pupils will have a 5-item test on converting unit of volume.
Day 9
Learning Target: Visualize, and represent, and solve routine and non-routine problems involving conversions of common units of
measure.
1. Motivation: The pupils will analyze problem involving unit of measurement.
Si Gab ay bumili ng 4 kilo ng bigas. Ilang gramo ng bigas lahat ang binili ni Gab?
 How will you solve the problem?
2. Discussion: The teacher will discuss on solving problem involving unit of measurement through exploratory activity.
 Number Heads Together: The pupils will have number. Their number will correspond what step they are going to solve and
answer.
3. Closure: The pupils will complete the table about the steps in solving problem involving unit of measurement.
Steps in Solving Problem Involving Unit of Measurement
1
2
3
4
5
4. Evaluation: The pupils will have 5 item test about solving problem involving unit of measurement.
Day 10
1. Daily Routine
2. The pupils will have a review about converting unit of measurement.
3. The pupils will have a 15 – item test about converting unit of measurement.
Day 11
Learning Content: Capacity
Learning Target: Visualize, and represent, and find the capacity of a container using milliliter and liter
Indicator: Applies prior knowledge in his/her daily life.
1. Motivation: The pupils will analyze picture of different beverages.
 How do you know the amount of liquid in a container?
 What unit of measurement are you going to use?
2. Discussion: The teacher will discuss on representing and finding the capacity of containers through illustrative activity.
 Working by Stations: The pupils will find the capacity of each container in each stations.
Values Integration: Why do you think there is a need to know how to find the capacity of any container? What specific day to day
activity can you see it?
4. Evaluation: The pupils will answer the activity about representing the capacity on their book, page 286.
Day 12
Learning Content: Capacity
Learning Target: Visualize, and represent, and solve routine and non-routine problems involving capacity measure.
1. Motivation: The pupils will analyze problem involving capacity.
Si Mila ay may 5,500 mililitrong suka. Gumamit siya ng 1,750 mililitrong suka para sa kanyang paksiw. Ilang mililitrong suka na lang
ang natira sakanya?
 How will you solve the problem?
2. Discussion: The teacher will discuss on solving problem involving capacity measure through exploratory activity.
 Number Heads Together: The pupils will have number. Their number will correspond what step they are going to solve and
answer.
3. Closure: The pupils will complete the table about the steps in solving problem involving capacity measure.
Steps in Solving Problem Involving Capacity Measure
1
2
3
4
5
Values Integration: Solving problem involving capacity measure requires us to follow procedural steps. Why do you think you have to
perform each steps accurately? What if you don’t follow the steps? What do you think will happen to your answer?
4. Evaluation: The pupils will have 5 item test about solving problem involving capacity measure.
Day 13
Learning Content: Area
Learning Target: Visualizes, and represents, and measures area using appropriate unit.
Indicator: Applies prior knowledge in his/her daily life.
1. Motivation: The pupils will analyze picture of floor plan.
 What is the picture all about?
 What does it show?
 How will you know the space of the floor?
 What should you find?
2. Discussion: The teacher will discuss on representing and measuring area through illustrative examples.
 Dyads: The pupils will measure the area of the given shapes through graphing paper.
3. Closure: The pupils will answer the table about area.
Information about Area Examples:
Sentence Summary:
Values Integration: Where do you usually see and use area in real life situations? Why there is a need to learn about area?
4. Evaluation: The pupils will answer the activity about representing area on their book, page 290.
Day 14
Learning Target: Derive the formula for the area of a rectangle and a square.
Visualize, and represent, and find the area of a rectangle and square in sq.cm and sq. m.
Indicator: Finds solution to problems based on the given formulas and judgment.
1. Motivation: The pupils will analyze problem involving area.
Nais ni Tomas na lagyan ng tiles ang kanyang parisukat na kwarto. Ito ay may sukat 7 metro ang lawak. Ilang metro ng tiles lahat
ang kailangan ni Tomas?
 Who can illustrate the room of Tomas?
 How many meters of tiles does Tomas need?
2. Discussion: The teacher will discuss on deriving formula for area and finding area though exploratory activity.
 Pairs Check: Using the formula, the pupils will find the area of the given shapes.
3. Closure: The pupils will answer the graphic organizer about area of rectangle and square.
•Formula
Rectangle
•Example
•Formula
Square •Exampl
e
Values Integration: Why do you think most of you find the area of the space easily? Is it important to follow the formula? Why?
4. Evaluation: The pupils will have 5-item test on finding area of rectangle and square.
Day 15
1. Daily Routine
2. The pupils will have a review about capacity and area.
3. The pupils will have a 15 – item test about finding capacity and area.
Day 16
Learning Target: Solve routine and non-routine problems involving areas of squares and rectangles.
1. Motivation: The pupils will analyze a problem about area.
Mr. Tan wants to cover the floor area of his sala with square tiles. It measures 9 m. wide and 11 m. long How many square tiles does
he need?
2. Discussion: The teacher will discuss on solving problem involving area through exploratory activity.
 Number Heads Together: The pupils will have their number that will correspond what step they are going to solve or answer.
3. Closure: The pupils will complete the table about the steps in solving problem involving capacity measure.
Steps in Solving Problem Involving Area
1
2
3
4
5
Values Integration: Solving problem involving capacity measure requires us to follow procedural steps. Why do you think you have to
perform each steps accurately? What if you don’t follow the steps? What do you think will happen to your answer?
4. Evaluation: The pupils will have 5 item test about solving problem involving area.
Deepen
Day 17
1. Daily Routine
2. The pupils will have summative test.
Transfer
Day 18 – 20
1. Daily Routine
2. The pupils will do their mini-performance task.
(S) You are working in the leading firm in your country. (R) You are an engineer. (A) A couple goes to you and asks to make a plan for
their new home. (G) You are tasked to create a floor plan based on the area of their lot. (P) Your output will be presented to your
manager as well as to the couple. The output will be evaluated using this analytic rubric.

S.Y. 2019 - 2020

Prepared by : Quarter : Fourth-B
Inspected by :

understanding of bar graphs and Attributes:
outcomes of an event using the  Engages in learning opportunities with others.
terms sure, likely, equally likely,  Applies learning in new situations.
unlikely, and impossible to happen.  Interprets, summarizes, explains and classifies ideas or concepts correctly.
 Applies procedural rules to unfamiliar problems.
 Finds solution to problems based on the given formulas and judgment.

Performance Standard: Learners will understand that:
The learner is able to create and  Probability helps us in predicting outcomes  How can probability be used in making
interpret simple representations of of occurring events in real-life situations. predictions?
data (tables and single bar graphs)
and describe outcomes of familiar Learners will know: Learners will be able to:
events using the terms sure, likely,  collect data on one variable using existing
equally likely, unlikely, and records.
impossible to happen.  Collecting Data  sort, classify, and organize data in tabular form
 Bar Graph and presents this into a vertical or horizontal bar
 Probability graph.
 infer and interpret data presented in different
kinds of bar graphs (vertical/ horizontal).
 solve routine and non-routine problems using
data presented in a single-bar graph.
 tell whether an event is sure, likely, equally
likely, unlikely, and impossible to happen.
 describe events in real-life situations using the
phrases “sure to happen,“ likely to happen”,
“equally likely to happen”, “unlikely to happen”,
and “impossible to happen”.

 Exercises
Your team is required to have a survey on the value  Quizzes
that can be added to sell at your school's recess. Your team will  Collecting Data
have a team leader advisor, surveyor and presenter to report your  Bar Graph
work. Your canteen has plans to add a snack that can be sold at  Probability
recess other than the ones you are used to buying. Because of this,  Group Activity
you need to survey students of Gr. 2 and Gr. 3. Then create a bar  Round Robin on collecting data
graph to present to your principal and vice principal. Your work will  Dyads on organizing data
be scored using rubrics  Round Table on interpreting data
 Show-me-Board Activity on problem solving involving bar
Critical Thinking and Pupils will be asked to have a graph
Problem Solving survey about additional snacks  Answer Mo-Show Mo on probability
to be sold in the canteen.  Pretest and post test
 Seatworks
Collaboration Pupils will be doing the task
within their group with a role as
a researcher, presenter and Criteria 4 3 2 1
statistician.
Accuracy All the The computations The The
Creativity Pupils will conduct a survey
computations in in the solution computations computations
about additional snacks to be the solution are have minor errors in the solution in the solution
sold in the canteen and present correct, precise but can still lead have minor are incorrect
and will lead to to an acceptable errors but it and
it in a bar graph. the correct answer. will not lead to erroneous.
Communication Pupils will answer the EQ. “How answer. the correct
answer.
can mathematical problems in
real-life situation be solved
using the concepts of Presentation Solution is Solution Solution is The reader is
measurement” presented in an presented in a difficult to unable to
easy follow logical manner. follow at follow the
step-by-step times. steps taken in
Math Content Demonstrates a Demonstrates a Demonstrates Demonstrates
clear knowledge general a limited little or no
and application knowledge and knowledge knowledge or
of math skills. application of and application of
math skills. application of math skills
math skills.
multiple multiple at least unclear or attempt to
representations one non- existent represent
(diagrams, representations representation thinking.
charts, tables, (diagrams, charts, s.
graphs, number tables, graphs,
sentences). number
sentences).
Explore
Day 1
1. Daily Routine
2. The pupils will watch a news about survey.
 What is the news all about?
 How did they gather information?
 What does the survey show?
3. The pupils will answer the K-W-L Activity.
Firm Up
Day 2
Learning Content: Collecting Data
Learning Target: Collect data on one variable using existing records.
Indicator: Engages in learning opportunities with others.
1. Motivation: The pupils will watch a clip on Family Feud.
 How did the game get the data?
2. Discussion: The teacher will discuss on collecting data on one variable through illustrative examples.
 Round Robin: The group will asked question to other group through questionnaire.
3. Closure: (Whip Around) The pupils will quickly and verbally share one thing they learned about collecting data.
Values Integration: They say that two heads are better than one. What does it mean? What is the advantages of working with other?
What should be your attitude when you are working with other?
4. Evaluation: The pupils will answer the activity about collecting data on their book, page 342.
Day 3
Learning Content: Organizing Data
Learning Target: Sort, classify, and organize data in tabular form and presents this into a vertical or horizontal bar graph.
Indicator: Applies learning in new situations.
1. Motivation: Pupils will be asked to observe the picture below and will be asked to
 What kind of animals can you see in the picture?
 How many animals are there in all?
 How many two legged animals are there? how about 4-legged animals?
2. LESSON PROPER:
Discussion: The teacher will stress out that aside from how the pupils did the organization of data presented in the previous activity,
there is another way of presenting it and that is with the use of bar graph. Illustrative examples will be given.
: The pupils will classify the data. Then, his/her partner will organize it through bar graph.
3. Closure: The pupils will complete the table below.
Ideas about Organizing Data Illustrations:

through Bar graph
Sentence Summary:
Values Integration: Where and when are you going to use the knowledge about the lesson in your life?
4. Evaluation: The pupils will have answer the activity about organizing data through bar graph on their book, page 345.
Day 4
Learning Content: Bar Graph
Learning Target: Infer and interpret data presented in different kinds of bar graphs (vertical/ horizontal).
Indicator: Interprets, summarizes, explains and classifies ideas or concepts correctly.
1. Motivation: The pupils will analyze a bar graph about favorite ice cream flavors.
 What was the bar graph all about?
 How many pupils like chocolate?
 How many pupils like ube?
 How many pupils are there in all?
2. Discussion: The teacher will discuss on interpreting bar graph through illustrative examples.
 Round Table: The pupils will interpret the bar graph
3. Closure: The pupils will complete the table below.
Ideas about Interpreting Bar Illustrations:

Graph
Sentence Summary:
Values Integration: Why there is a need to learn how to interpret information? What instance in your life will you use it?
4. Evaluation: The pupils will have answer the activity about organizing data through bar graph on their book, page 345.
Day 5
1. Daily Routine
2. The pupils will have a review about the topic discussed the whole week.
3. The pupils will have summative test on organizing and interpreting bar graph
Day 6
Learning Content: Bar Graph
Learning Target: Solve routine and non-routine problems using data presented in a single-bar graph.
1. Motivation: The pupils will analyze a bar graph about favorite subjects.
 What was the bar graph all about?
 How many pupils like Math?
 What is the least favorite subject of the students?
 How many pupils are there in all?
2. Discussion: The teacher will discuss on solving problem involving bar graph through exploratory activity.
 Show-me-Board Activity: The pupils will solve the problems in the bar graph
3. Closure: The pupils will complete the graphic organizer about steps in solving problem involving bar graph.
Steps in Solving Word Problem Involving Bar Graph

Values Integration: Problem solving follows step by step process in order for you to get the correct answer. Why do you think we should
follow strictly the process in solving problems to get the correct and the most accurate answer?
4. Evaluation: The pupils will have5-item test about solving word problem involving bar graph.
Day 7
Learning Content: Probability
Learning Target: Tell whether an event is sure, likely, equally likely, unlikely, and impossible to happen.
Indicator: Finds solution to problems based on the given formulas and judgment.
1. Motivation: The pupils will analyze a picture of a fortune teller.
 What does the picture show?
 What does she do?
 Is everything she say come true?
 Why?
2. Discussion: The teacher will discuss on telling whether an event is likely, equally likely, unlikely to happen through illustrative examples.
 Answer Mo-Show Mo: The pupils will identify if the event is likely, equally likely and unlikely to happen.
3. Closure: The pupils will answer the 3-2-1 Activity.
Values Integration: Today, you learned that some events may likely, equally likely or unlikely to happen. Is it right to let our decisions be
based on chances? Why? What could be the possible effects if we make our decision based on chances?
4. Evaluation: The pupils will have 5-item test on telling if the event is likely, equally likely or unlikely to happen.
Day 8
Learning Content: Probability
Learning Target: Describe events in real-life situations using the phrases “sure to happen,“ likely to happen”, “equally likely to happen”,
“unlikely to happen”, and “impossible to happen”.
1. Motivation: The pupils will analyze pictures of different events.
 Which among the pictures are likely to happen?
 Which among the pictures are unlikely to happen?
 Which among the pictures are equally likely to happen?
2. Discussion: The teacher will discuss on describing whether an event is likely, equally likely, unlikely to happen through illustrative
examples.
 Dyads: The pupils will give an event. Then, their partner will describe if it is likely, unlikely or equally likely to happen.
3. Closure: The pupils will answer the 3-2-1 Activity.
Values Integration: Cite a time in your life that you made a decision. How does it affect other people? Why do you think it is important
that we see or think of the consequences of our actions or decisions first before we implement it?
4. Evaluation: The pupils will have 5-item test on describing if the event is likely, equally likely or unlikely to happen.
Day 9
1. Daily Routine
2. The pupils will have a review about the topic discussed the whole week.
3. The pupils will have summative test on telling and describing event if it is likely, equally likely or unlikely to happen.
Deepen
Day 10
1. Daily Routine
2. The pupils will have summative test.
Transfer
Day 11 – 15
1. Daily Routine
Ang inyong pangkat ay inatasang magkaroon ng survey tungkol sa meryendang maaaring idadagdag upang ibenta tuwing recess sa
inyong paaralan. Sa inyong pangkat ay mayroon adviser na mamumuno ng pangkat, researchers na magsusurvey at presenter na
magrereport ng inyong gawa. Ang inyong canteen ay may planong magdagdag ng meryendang maaaring ibenta tuwing recess maliban
sa mga nakasanayan ninyong bilhin. Dahil dito, kailangan ninyong mag-survey sa mga mag-aaral ng Gr. 2 at Gr. 3. Pagkatapos ay
gawan niyo ito ng bar graph upang i-present sa inyong principal at vice principal. Ang inyong gawa ay bibigyan ng puntos gamit ang mga
rubrics.

LP Math 3.2

Încărcat de

Informații document

Titlu original

Drepturi de autor

Formate disponibile

Partajați acest document

Partajați sau inserați document

Opțiuni de partajare

Vi se pare util acest document?

Este necorespunzător acest conținut?

Drepturi de autor:

Formate disponibile

LP Math 3.2

Încărcat de

Drepturi de autor:

Formate disponibile

The Nazarene Catholic School

S.Y. 2019- 2020

Unit Plan in Mathematics 3

Subject : Mathematics Level : Grade 3

Stage 1 – Desired Results

Core Value: Respect for Human Dignity

Stage 3 – Learning Plan

In reading numbers, I must say __________________________________.

In writing numbers, I must write __________________________________.

1. Motivation: The teacher will show a picture box full of marbles.

List Group Label

What I didn’t like in today’s lesson

What I thought was intriguing in

Steps in Solving Problem Involving Addition

Steps in Subtracting Numbers without Regrouping

1. Motivation: The pupils will sing a song “Chickading”.

Steps in Estimating Difference

COMMENTS AND SUGGESTIONS: TEACHER’S NOTE:

Unit Plan in Mathematics 3

Subject : Mathematics Level : Grade 3

Stage 1 – Desired Results

Core Value: Responsible Stewardship

 Multiplication  visualize multiplication of numbers 1 to

Steps in Multiplying 2- to 3-digit Numbers by 1-digit Numbers with Regrouping

Steps in Multiplying 2- digit numbers by 2-

Steps in Creating Word Problem Involving Multiplication witth or without Addition or

Steps in Solving problem

Prepare an accurate report that will answer the following questions:

The Nazarene Catholic School

Subject : Mathematics Level : Grade 3

Stage 1 – Desired Results

Core Value: Responsible Stewardship

 Odd and Even Numbers  identify odd and even numbers.

Math Demonstrates Demonstrates Demonstrates a Demonstrates

The Nazarene Catholic School

Unit Plan in Mathematics 3

Subject : Mathematics Level : Grade 3

Stage 1 – Desired Results

Core Value: Respect for Human Dignity

Stage 3 – Learning Plan

Perpendicular Parralel Intersecting

The Nazarene Catholic School

Unit Plan in Mathematics 3

Subject : Mathematics Level : Grade 3

Stage 1 – Desired Results

Performance Standard: Essential Understanding(s): Essential Question(s):

Stage 2 – Assessment Evidence

The Nazarene Catholic School

Unit Plan in Mathematics 3

Stage 1 – Desired Results

Essential Understanding(s): Essential Question(s):

Stage 3 – Learning Plan

The Nazarene Catholic School

Unit Plan in Mathematics 3

Subject : Mathematics Level : Grade 3

Stage 1 – Desired Results

Essential Understanding(s): Essential Question(s):

Stage 2 – Assessment Evidence

Ideas about Organizing Data Illustrations:

Ideas about Interpreting Bar Illustrations:

Steps in Solving Word Problem Involving Bar Graph

S-ar putea să vă placă și