Region I

LA UNION SCHOOLS DIVISION OFFICE

Aringay District
SAN BENITO ELEMENTARY SCHOOL

Name of the Teacher: ANJANETTE JOYCE C. PUZON

Date: MARCH 13, 2020
Subject Area: MATHEMATICS
Grade: 3
Quarter: FOURTH QUARTER

I. Objectives RPMS : KRAs and OBJECTIVES

A. Content Standard
B. Performance Standard
C. Learning Competency
INDICATORS
Interpreting Data in a Bar Graph
The learner interpret data in a bar graph.
Interpret data in a bar graph. KRA 3 Objective 5
Indicator # 4

Planned, managed and

II. Subject Matter
implemented
developmentally sequenced
teaching and learning
process to meet curriculum
requirements and varied
teaching context.
Interpreting Data in a Bar Graph

Reference CG, TG Mathematics 3

Learning Resources TV, laptop, slide deck, activity sheets, flashcards

Curriculum Link: ESP

III. Procedure
A. Preparatory 1. Drill: Flashcards
Activities:
2. Review: Present a number line on the board. Call a pupil
one at a time to answer the activity below. Give the value of
each pint.
Do the following: Locate point 3 and mark it M. Locate point
11 and mark it H.

Point A= ______ Point B= _______

B. Developmental Activities
How did you get the answer?
What is the interval between numbers?
1. Motivation: Show a video clip of different common means KRA 1, Objective 1
of transportation. Then ask the pupils the following Indicator # 1
questions:
How do you go to school? •Applied knowledge content
How long does it take you to reach the school if you within and across
walk? curriculum.
If you take a tricycle, bus or jeepney?
2. Present the New Lesson  .
Present a bar graph.
Let the pupils study the bar graph.
KRA 1, Objective 3
Indicator #2
 Applied a range of
teaching strategies
to develop critical
and creative
 thinking as well as
other higher order
thinking skills.
Ask some questions about the graph:
1. What does this bar graph show?
2. What information is in the horizontal axis?
vertical axis? KRA 2, Objective 5
3. Which way/ means of coming to school is used Indicator # 4
the most?  Manage learner
4. Which way/ means of coming to school is the behavior
least used? constructively by
5. How many pupils walk to school? applying positive
6. How many pupils ride a bus to school? and non-violent
7. How many bus riders and jeep drivers are there? discipline to ensure
8. How many more pupils come to school by learning focused
walking than by tricycle? environment.
9. How many fewer pupils come to school by bus
than jeep?
10. How many pupils are in this class?
11. Why do most of you come to school by walking
instead of by tricycle?
12. What did you do with the money that you save?

Eliciting the Concept / Generalization:

What do you do to interpret the data and the information in
the graph?
Does the graph provide us meaningful information?
Discussion: Present another bar graph.
Let’s have another bar graph.

Ask some questions about the graph.

1. What does this bar graph show?
2. Which type of weather occurred most often? Least?
3. How many partly cloudy days were there in August?
4. How many sunny days were there?
5. How many days were there with no rains?
6. How many more rainy days than sunny days were there?
7. How many days were partly cloudy than the cloudy days?
8. How many days are in August?
9. Does this graph show the same number of days?
10. How do you know?
11. Why do you think the month of August has more rainy
days than sunny days?
12. Would the information be useful be useful to the
farmers? Why?
C. Guided Practce Group Activity KRA 2, Objective 4
Group the class into 4 groups. Provide each group with Indicator # 3
activity sheets.  Manage classroom
Direction: Study the graph. Answer the questions from the structure to engage
given graph. learners,
Group 1 & 2: individually or in
groups, in
meaningful
exploration,
discovery and
hands-on activities
 within a range of
physical learning
environments

Sungbatan dagiti sumaganad a saludsod:

1. Ania iti ipakpakita ti graph?
2. Ania ti adalen a haan unay kaykayat dagiti ubbing?
3. Mano nga agad-adal ti nangpili ti English a kas
panangugusto da nga adalen?
4. Apay ngata a di da unay kayat nga adalen ti Araling
Panlipunan?
5. Apay?

KRA 1, Objective 1
Indicator # 1
Group 3 & 4:  Applied knowledge
content within and
classroom
curriculum

KRA 2, Objective 5
Indicator # 4
 Manage learner
Sungbatan dagiti saludsod: behaviour
1. Mano a tao ti mangibaga a tsokolate ti kaimasan a constructively by
raman? applying positive
2. Ania a raman ti kayat dagiti 25 a tao? and non –violent
3. Ania a raman ti haan unay kayat dagiti tattao? discipline to ensure
4. Ania a bulan a kagustuan dagiti tattao ti mangan ti ice learning focused
cream? environment.
5. Apay?

5. Independent Practice Adalen iti graph tapno masungbatan dagiti sumaganad a KRA 2, Objective 4
saludsod. Indicator # 3
 Manage classroom
structure to engage
learners,
individually or in
groups, in
meaningful
exploration,
discovery and
hands-on activities
within a range of
physical learning
environments,
KRA 1, Objective 1
Indicator # 1
 Ania nga aldaw a nakalako da 80 a pizza? • Applied knowledge
 Mano amin ti naglakuan da ti 6 nga aldaw? content within and
 Mano a pizza ti nalako idi Dominggo? classroom curriculum
 No pagtipunen ti naglakuan ti Mierkoles ken
Huwebes ti pizza, mano amin daytoy?
 Mano a pizza ti nalako idi Biernes?

KRA !, Objective 3
Indicator # 2
 Applied a range of
teaching strategies
to develop critical
and creative
thinking as well as
 other higher order
thinking skills

C. Post 1. Summarizing the Lesson:

Developmental Activity: Lead the pupils to give the generalization of the lesson by
asking:
What do you do to interpret the data and the information in
the graph?

IV. Assessment Adalen ti bar graph ti baba. Usaren ti graph tapno

sungbatan dagiti saludsod.

1. Ania a karakter ti di da unay kaykayat?

2. Mano ti nangibaga a kaykayat da ni Pedro Penduko?
3. Mano ti nangibaga a kaykayat da ni Juan dela Cruz?
4. Ania a karakter ti kayat dagiti 45 a tao?
5. Kaykayat kadi ti tao ni Pedro Penduko wenno Juan dela
Cruz?
6. Ania ti pagdumaan ti bilang dagiti mangayat ken Panday
ngem ni Darna?
7. Ania a karakter ti kaykayat dagiti 35 a tao?
8. Ania a karakter ti kaykayat dagiti kaaduan a tattao?
9. Ania a karakter ti kabassitan a kaykayat dagiti tattao?
10. Mano pagadduan ti mangayat ken Darna ngem ni
Kristala?
Prepared and Demonstrated by:

ANJANETTE JOYCE C. PUZON

Teacher I

Checked and reviewed by:

TERESITA M. PARIÑA
Master Teacher II

Noted:

DELILAH M. FAJARDO
Head Teacher III