PE V

I Layunin:
A.Nagagamit ang kombinasyong kilos lokomotor

at di-lokomotor sa mga laro at reley

II. Paksang Aralin
Kumbinasyong Kilos Lokomotor at DiLokomotor(Larong Reley)Sanggunian : PEBC II-B- 2
& 4Kasanayan : Paggamit ng Kumbinasyong Kilos
Lokomotor at Di-Lokomotor saLarong
ReleyKagamitan : Palaruan, mga supot na may
patani, balatong o munggo,
cassettetapes/recorders
III. Pamamaraan:A. Panimulang Gawain:
1. PampasiglaP
Panimulang Ayos: Tumayo nang magkadikit ang
gma paa. Ibaluktot ang gma bisig saanyong
tatakbo1. a. Ihakbang ang kanang paa pasulong
kasabay ang pag-igtad ng kanang
balakangpakanan. Ang kaliwang bisig naman ang
ibabaluktot sag awing kanan - - - - - - - - blg. 1b.
Ulitin ang (a) na gagamitin naman ang kaliwang
paa at kanang kamay - - - - - - - blg. 1c. Ulitin ang
(a-b), salit-salitan ang kanan at kaliwa - - - - - - - - - - - - - - - - - - - - blg. 142. a. Lumuksong pasulong sa
kaliwang paa na itinataas ang kanang tuhod - - - - - - - blg. 1b. Ulitin ang (a) sa kanang paa - - -- B. Panlinang na Gawain:
1. Paglalahad:
1. Anu-ano ang isinagawang kilos na may
kumbinasyong kilos lokomotor at di-lokomotor?
2. Anu-anong laro ang hilig ninyo? (Isa-isang
tatayo ang mga bata at sasabihin ang
kanilangpaboritong laro
.3. May alam
ba kayong larong relay?2. PamantayanAno ang
dapat tandaan sa maayos na paglalaro?1.
Sumunod sa panuto2.
Iwasan ang banggaan3.
Maghintay ng sariling pagkakataon4.
Makilahoknang masigla sa mga gawain5.

Kamayan ang mga nanalong kalaro

3. Pagsasanay
Mga larong reley na nagagamit ang kumbinasyong
kilos lokomotor at di-lokomotor1.
a. Hatiin ang klase sa 4 na pangkat na may
magkaparehong bilang
.b. Hahanay ang bawat pangkat sa likod ng
pamulaang guhit.c
. Sa tapat ng bawat hanay ay gumuhit ng isang
bilog sa lupa, humigit-kumulang sasampung metro
ang pagitan buhat sa pamulaang guhit
.d. Sa hudyat, tatakbo nang pasulong ang uanang
manlalaro ng bawat hanaya
t ilalagayang supot ng balatong sa bilog,
magluluksong babalik sa hanay, tatapikin
angsusunod na manlalaro,
bago pumunta sa likod ng hanay
.f. Tatakbong pasulong ang sumusunod na
manlalaro, dadamputin ang supot ngbalatong,
luluksung-luksong babalik at iaabot sa susunod na
manlalaro.g
. Ipagpatuloy ang ganitong pagkilos hanggang sa
ang lahat ng manlalaro aymakatapos.h.
Ang unang pangkat sa makatapos ng laro ang
panalo.
k. Pangwakas na Gawain
1. paglalahat
Anong kilos ang ginawa anatin
V.Pagtataya
Pagsagot sa tseklist
VI.takdang-aralin
Sanayin pa ang sarili sa laro na ginagamirtan
ng mgakilos lokomotor

MATHEMATICS

I Objectives

.I. Order fractions less than one, equal to one, and

more than one with the same denominators
B.
s

I Learning Objectives
Cognitive : Show that renaming 2 to 3 digit numbers
help make computation easy in division
Psychomotor : Write the expanded form of numbers
Affective : Be industrious
II. Learning Content :
Skill : Renaming 2 to 3 digit numbers make
computation easy in division
Ref: BEC PELC I E 1.1
Materials : cut-outs, number cards
Value : Industry
III. Learning Experience
A. Preparatory Activities
1. Drill : Division facts
Game( see chart )
2. Review
Renaming numbers- (teacher flashes the
cards
3. Motivation
Introduce the song Im Mathematics
B. Developmental Actiiivitiws
C.
1. Presentation
See page 224
2. Guided practice
See page 226
4. Generalization
How do we make computation in division
easy ?

Mathematics

5. Application
Divide
1. 655/5 =
2. 88/8 =

3. 55/5=
4. 46/2 =
5. 86/3 =

IV. Evaluation
Rename the dividend

1.
2.
3.
4.
5.

457/ 5 =
675/ 3 =
876/ 4
665/2 =
884/4 =

V. Assignment
1. Fill in the blank with the correct answer
1. 393/ 3=
2. 444/4 =
3. 939/3 =
4. 55/5 =
5. 666/ 3=

Index of mastery
5x
4x
3x
2x
1x
0x

What does the long hand of

the clock tell us?
How about the third and the
smallest hand?

3. Checking of Assignment
B. Lesson Proper
1. Motivation:
Time table ( poem ) see page 189.

MATHEMATICS
10:10-11:20
I.

II.

Objectives:
A. Convert time measure from smaller to
larger units and vice versa.
B. Show how to convert seconds to
minutes, etc.
C. Use time wisely
Subject Matter:
A. Topic:
Converting time measure, BEC PELC
IV.A.1.1
B. References: Growing with Todays
Math 3, pp 286-289
C. Materials:
Window driil cards, model clocks, table
of time.

III.

Procedure:
A. Preparatory Activities:
1. Drill:
Using show me board, write the
time indicated/shown by the
hands of the clock.
2. Review
- What does the short hand of
the clock tell us?

2. Show a real clock. ( Present a

problem:
In their Science class, Bryan was
asked how many seconds it takes
for the light from the sun to reach
earth. Bryan knows it takes 8
minutes for the light to travel.
Help him convert the time.
3. Analysis and Discussion:
a. What is the situation about?
b. What is asked for Bryan?
c. What does Bryan know?
( The light from the sun travels
8 minutes to reach Earth )
d. What is ask of you?
( Help Bryan convert the time
8 minutes to seconds )
e. Which is larger unit, minute or
second?
f. How do we convert or change
a large unit to a smaller unit?
4. Generalization:
How do we convert / change larger
unit of measure to smaller unit? (
see page 190 )
5. Fixing Skills:
Answer page 94-96 of Grade III
Skillbook.
6. Application:
Compare the following time
measures. Write <, >, = in the
blank.
1. 15 days ______ 320 minutes

2. 400 min ______ 9 hours

3. 3500 sec. _____ 60 minutes
4. 85 min. _______ 1 hours
3 hours _______ 720 seconds
7. Evaluation:
Choose the equivalent units of
time measure. Encircle the letter.
1. How many seconds are there
in 3 minutes?
a. 120 seconds
b. 130 seconds
c. 160 seconds
d. 180 seconds
2. How many minutes are there
in 2 hours?
a. 60 minutes
b. 120 minutes
c. 140 minutes
d. 180 minutes
3. How many seconds are there
in 3 hours?
a. 60 seconds
b. 3600 seconds
c. 7200 seconds
d. 70800 seconds
4. How many days are there in 90
hours?
a. 1 day
b. 2 days
c. 3 days
d. 4 days
5. How many minutes are there
in 360 seconds?
a. 6 minutes
b. 7 minutes
c. 8 minutes
d. 9 minutes
IV.

Assignment:
Write the correct answer on the space
provided.
Minutes
1. _________
2. _________
3. 60
4. 180

Hours

5
_________
_________

Seconds
5. _________
6. _________
7. 480
Hours
8. _________
9. _________
10. 189

Minutes
5
10
________
Days
6
20
________

Index of Mastery
5x ____ = ____
4x ____ = ____
3x ____ = ____
2x ____ = ____
1x ____ = ____
0x ____ =____
MATHEMATICS
10:10-11:20
I.

Objectives:
A. Convert time measure from smaller to
larger units and vice versa.
B. Show how to convert time measure
C. Cooperate in group activities

II.

Subject Matter:
A. Topic:
Converting time measure, BEC PELC
IV.A.1.1
B. References: Growing with Todays
Math 3, pp 257-262
C. Materials:
Window drill cards, model clocks, table
of time.

III.

Procedure:
A. Preparatory Activities:
1. Drill:
Answer the following:
- What is the day after Monday?
- What is the day before
Thursday?
- What day is 3 days after
Saturday?
- What is the first month of the
year?

What is the month after July?

How do we convert / change larger

unit of measure to smaller unit?
( see page 194 )

2. Review
Converting seconds, minutes,
hours to larger units and vice
versa.
- How do you change smaller
unit of time measure to larger
units?
- How do you convert larger
units of time measure to
smaller units?

5. Fixing Skills:
Answer page 97 of Grade III
Skillbook.
6. Application:
Compare the following time
measures. Write <, >, = in the
blank.
1. 365 days ______ 2 years
2. 6 centuries ______ 60 decades
3. 60 days _____ 3 months
4. 7 hyears _______ 82 months
5. 720 weeks ______ 30 months

3. Checking of Assignment

B. Lesson Proper
1. Motivation:
Song: Calendar Song / days of the
week
2. Presentation:
Group Activity:
Group the pupils into two. Give
each group ordinary year calendar
and a leap year calendar. Give
them activity sheets.
Do the following: ( see page 194 )
3. Analysis and Discussion:
a. What are the names of the
month?
b. How many months are there in
a year?
c. How many days are there in a
week?
d. How many weeks are there in
a month?
e. How many days are there in an
ordinary year?
f. How about in a leap year?
g. How many days are there in a
month?
h. How many weeks are there in
a year?
4. Generalization:
s

7. Evaluation:
Write the missing number.
1. 2 weeks = __________ days
2. 24 months= ________ years
3. 3 years = __________ days
4. 90 days = _________ months
5. 30 years = ________ decades
IV.

Assignment:
Write the correct number.
1.
2.
3.
4.
5.

63 days = ___________ weeks

48 months = _________ years
500 years = __________ decades
150 days = ___________ months
2196 days = __________ leap year

Index of Mastery
5x ____ = ____
4x ____ = ____
3x ____ = ____
2x ____ = ____
1x ____ = ____
0x ____ =____

How do we convert larger to

smaller units of measure?
How do we convert smaller to
larger units of measure?

3. Checking of Assignment
B. Lesson Proper
1. Motivation:
Show a globe.
Find the map of the Philippines.
Do you know who discovered our
country?

MATHEMATICS
10:10-11:20
I.

Objectives:
A. Find the exact time between dates
B. Show how to find the exact time
between dates.
C. Practice ways of love of country

II.

Subject Matter:
A. Topic:
Find the Exact Time Between Dates,
BEC PELC IV.A.1.2
B. References: Growing with Todays
Math 3, pp 302-306
C. Materials:
Flash cards, charts, show me board,
skillbook
D. Value:
Love of Country

III.

Procedure:
A. Preparatory Activities:
1. Drill:
Give the conversion factor or
equivalent: ( see page 196 )
2. Review

2. Presentation:
Ferdinand Magellan discovered
the Philippines on March 17, 1521.
( International date Line ). How
long is it from February 17, 2011?
3. Analysis and Discussion:
a. Who
discovered
the
Philippines?
b. When was our country
discovered?
c. What does the problem ask
for?
d. What facts are given?
e. Can we get the exact answer
how long was the discovery
takes place? How?
f. What will you do first?
g. What should be in the top
place/ Minuend? Why?
h. How will you arrange the
dates?
i. How will you express them?
j. Can you subtract 2 from 0? 5
from 0? Why?
k. What will you do if the
minuend is smaller than the
subtrahend?
l. What is the equivalent if you
will
borrow
one
from
days?month? year? Why?
m. How many days are there in a
month? Months in a year?
n. What is the answer?

4. Generalization:
How do we get the exact time
between dates? ( see page 197198 )
5. Fixing Skills:
Answer page
Skillbook.

98of

Grade

III

6. Application:
The Philippines Independence Day
was on June 12, 1898. Martial Law
was declared on September21,
1972. What is the exact time
between the two dates?
7. Evaluation:
Find the exact time between the
two given dates in the table.
Recent
Later Date Length
Date
of Time
Dec. 30, August 12,
1976
1973
June 17, March 15,
1605
1521
July 15, May
12,
1973
1898
October
November
25, 1978
15, 1963
February September
14, 1947
27, 1922

IV.

Assignment:
Find the exact time
birthday.

Index of Mastery
5x ____ = ____
4x ____ = ____
3x ____ = ____
2x ____ = ____
1x ____ = ____
0x ____ =____

MATHEMATICS
10:10-11:20
I.

Objectives:
A. Solve one step word problems
involving time measure following the
steps in problem solving.
B. State the complete answer.
C. Use time wisely.

II.

Subject Matter:
A. Topic:
Solving One Step Word Problem
Involving Time Measure , BEC PELC
IV.A.3.1
B. References:
Mathematics for everyday Use 3, 198199

and date of your

C. Materials:
Flash cards, charts, show me board,
skillbook, clock illustration
D. Value:
Punctuality
III.

Procedure:
A. Preparatory Activities:
1. Drill:

What time is it? Tell the time

shown. ( Using illustration of the
clock )

Answer page 99 of Grade III

Skillbook.
6. Application:
Edna leave their house at 6:15 in
the morning. She walks going to
school for 15 minutes. What does
she arrive in school?

2. Review
- How do we get the exact time
between dates?
3. Checking of Assignment

7. Evaluation:
Read each problem carefully.
Analyze and solve for the answer.
1. Angel woke up at 5:00 in the
morning. She fixed her bed for
20 minutes. What time did she
finish fixing her bed?
2. Marian prepared for school at
5:30 am. She rode the school
bus at 6:00 am. How long did
she prepare for school?
3. Richard walked to school at
6:25 am. He arrived at 6:30
am. How many minutes did he
walk from home to school?
4. Piolo visited his grandparents
on weekend. He stayed there
from 12 noon to 4:00 pm. How
long does he stay with his
grandparents?
5. Yosef took the train from
Tiaong, Quezon and left 7:00
in the evening. He reached his
destination at 12 midnight.
How long was his trip?

B. Lesson Proper
1. Motivation:
What activities do you do at
home? In school? How much time
do you spend in school? In making
your assignments? In playing? In
watching television? In helping
your parents? How do you spend
your time? ( wisely )
2. Presentation:
Riza entered the library at 9:00 in
the morning. She left at 11:00 in
the morning. How long did she
stay in the library?
3. Analysis and Discussion:
a. Who entered in the library?
b. Why do you think she went to
the library?
c. How does she spend her time?
d. What does the problem ask
for?
e. What information are given in
between, what operation will
you use?
f. In what other way can you get
the answer? ( by counting the
hours in between )
g. If we want to know the lengths
of time
4. Generalization:
How do we solve problems
involving time measure? ( see page
200 )
5. Fixing Skills:
s

IV.

Assignment:
Read each problem. Analyze and solve for
the answer.
1. Erol started reading pocketbook at
7:00 in the morning. He finished it at
12:00 noon. How long did it take him
to finish reading pocketbooks?
2. The movie started at 3:00. It ended at
5:00. How long was the movie?
3. Rannie started typing his report at 9:00
in the evening and finish it at 11:00.
How long did he typed the report?

4. Hanna started working her assignment

at 7:30 pm and finish it at 10:00 in the
evening. How long did she work for her
assignment?
5. Bank opens at 9:00 in the morning.
They usually close at 3:00 in the
afternoon. How many hours is the
banking time?

Index of Mastery
5x ____ = ____
4x ____ = ____
3x ____ = ____
2x ____ = ____
1x ____ = ____
0x ____ =____
MATHEMATICS
10:10-11:20
I.

Objectives:
A. Visualize the area of rectangle
B. Show the area of rectangle
C. Participate in class activity

II.

Subject Matter:
A. Topic:
Visualizing the area of rectangle,
Showing the area of rectangle, BEC
PELC IV. B.1.1
B. References:
Mathematics for everyday Use 3, 210213
C. Materials:
Square units cut-outs, cut outs of
shapes, picture of square units, charts,
skillbook, show me board
D. Value:
Cooperation

III.

Procedure:
A. Preparatory Activities:
1. Drill:
Using cut-outs, identify the shape.
Tell how many sides the shape has.
2. Review

Present a line segment.?

- How long is the line segment?
- What unit do we use in linear
measure?
3. Checking of Assignment
B. Lesson Proper
1. Motivation:
( Unlocking of new Words ) see
page 202
Present pictures showing square
units. How many square units do
you see?

2. Presentation:
Jenny covered the top of her dolls
table with squares of colored
paper. Each square measured 1 cm
on each side.. The top of her dolls
table look like this.
( see page 203 )
3. Analysis and Discussion:
a. What is the area of the dolls
table?
b. What is asked in the problem?
c. What is the shape of the dolls
table?
d. What is area?
e. To answer the question, what
must we do?
f. After counting, there are 36
square centimeters. Therefore
the area of the table is 36 sq.
cm.
g. How many square units are
there in the longer side?
h. What is the shape of the
figure?
i. What is the area of the
triangle?
j. If one square unit is one
square meter, what is the area
of the rectangle?

k. How many square units is the

length? Width?
4. Generalization:
What is the area of a rectangle?
5. Fixing Skills:
Answer page 101 of Grade III
Skillbook.
6. Application:
Find the area of the following
rectangles.. Suppose that 1 square
is equal to 1 sq. unit.
7. Evaluation:
Draw the figure being described.
1. A rectangular board 5 square
units long and 2 square units
wide.
2. A table that measures 3 square
units wide and 4 square units
long.
3. A bed measuring 5 square
units and 3 square units.
4. A picture frame measuring 6
square units and 4 square
units
5. A living room floor which is 10
sq units and 12 sq. units
IV.

I.

Objectives:
A. Visualize the area of a square
B. Show the area of a square
C. Participate in class activity

II.

Subject Matter:
A. Topic:
Visualizing the area of square,
PELC IV. B.1.2

BEC

B. References:
Number works 3, pp 248-253

Assignment:
Draw the rectangle with the following
square units.
1. 4 square unit
2. 20 minutes

Index of Mastery
5x ____ = ____
4x ____ = ____
3x ____ = ____
2x ____ = ____
1x ____ = ____
0x ____ =____

MATHEMATICS
10:10-11:20

C. Materials:
Chart, cut-outs of figures, activity
sheets, ruler
D. Value:
Cooperation
III.

Procedure:
A. Preparatory Activities:
1. Drill:
Find the area of the following
polygons.

2. Review
- How do we find the area of
rectangle?
- How do we express the area?
3. Checking of Assignment
B. Lesson Proper
1. Motivation:
Grouping things
Form two groups of 5-7 pupils
In each group has a box of cutouts/pictures of objects
group the objects the way you
want
How did you group the
different objects?
2. Presentation:
I have a square tables. How many
square units would cover the
surface of the table?
3. Analysis and Discussion:
( see page 207 )
4. Generalization:
What is the area of the square?
5. Fixing Skills:
Answer page 102 of Grade III
Skillbook.
6. Application:
Group activity ( see page 208 )
7. Evaluation:
Find the area of each square

IV.

Assignment:
Draw the square
square units.
1. 4 square unit
2. 9 sq.units
3. 16 sq. units
4. 25 sq. units
5. 36 sq. units

with the following

Index of Mastery
5x ____ = ____
4x ____ = ____
3x ____ = ____
2x ____ = ____
1x ____ = ____
0x ____ =____