LESSON PLAN IN MATHEMATICS 3

Name of Teacher: MIRAFLOR L. GENITA Date: October 25, 2022

Grade & Section: Grade 3 – HERON Time: 10: 10 - 11: 00
Subjects: Mathematics 3 Quarter: 1st Quarter

I.OBJECTIVES
A. Content Standard Demonstrates understanding of subtraction of whole numbers
including money. KRA 1.1 Applied
B. Performance The learner is able to apply subtraction of whole numbers including knowledge
money in mathematical problems and real-life situations. of content within
Standards
and across
C. Learning Cognitive: Estimates the difference of two numbers with three to curriculum
Competencies/ four digits with reasonable results. teaching areas.
Objectives Psychomotor: Illustrate the steps in estimating the difference
Affective: Appreciation of the value of small things
M3NS-Ih-36
II. CONTENT Estimating the Difference
Values: Appreciation of the value of small things KRA 1.2 Used
research-based
III. LEARNING RESOURCES
knowledge and
 Lesson Guide in Elem. principles of
teaching and
Math 3 pp.145 – 148
learning to enhance
A. References  Mathematics Q1 Module 14 professional
 Teacher’s Guide pp. 106 -112 practice.
 Curriculum Guide in Math 3 p. 32
 LM MATERIALS pp. 86-88
B. Additional Flat screen TV, laptop, number wheel, number *This lesson is
materials cut- outs, pictures, tables/charts, word problems, anchored to the
“Show-Me” board, activity cards, small objects like colored pebbles philosophy of
and paper clips, bottle perennialism
teaching by Joseph
C. Subject ESP Appreciate the value of small things
Campbell wherein
Integration ARAL.PAN. Give importance to Indigenous People he believed that the
focus of education
IV. PROCEDURE should be the ideas
that have lasted over
ELICIT 1.Drill :Place Value
centuries.
A. Preliminary Activities a. Distribute show-me board to the pupils.
b. Show the number wheels.
c. Spin the wheels and let pupils see where the pointer stops.
d. Instruct them to round off the number where the pointer
stops.

e. When the pointer stops at the white

part of the wheel, round off the number to the nearest
hundreds.
f. When the pointer stops at the black part of the wheel, round
off the number to the nearest thousands.
g. The teacher will ask the pupils to raise their boards. The
pupil with the correct answer earns a point.
2.Review
“Find my Difference.”
a. Post the subtraction sentence on the board.
b. Distribute the answer cards (difference) to the pupils.
c. Find and match the correct subtraction sentence that corresponds
to the answer card (difference) received.
c. Give the pupils 1-2 minutes to find the correct subtraction
sentence.
 d. Then teacher will check their answers.
e. After checking their work, ask the pupils:
1. What do you call the process of subtracting numbers?
(SUBTRACTION)
2. The number from which we subtract another number.
(MINUEND)
3. What do you call the lower number?
(SUBTRAHEND)
4. What do you call the answer in subtraction?
(DIFFERENCE)
5. How to subtract numbers?
 Be sure to align all numbers
 The bigger or the larger number must be your
minuend
 The smaller or the lesser number must be written
next or at the bottom
6. How to check your answer?
(Add the difference and the subtrahend to be sure that your
answer is correct. When the sum is congruent with your
minuend, therefore your difference is right.)
ENGAGE
3.Motivation
a. Show the pupils a set of paper clips, colored pebbles, buttons and
other similar objects.
Ask: Which of these small things do you like to collect? Why? Is
small things important?

B. Developmental EXPLORE KRA 1.4 Used

Activities 1.) Presenting the activities effective verbal and
a. Guessing Game- Using concrete objects non-verbal
1)show a bottle filled with small objects inside classroom
communication
Ask: How many objects do you think there are in this bottle? Give
strategies to support
10 seconds for the pupils to give their guesses. Let them write their learner
answers on their “Show-Me” board. understanding,
2) Call 1 or 2 pupils to count the number of object in the bottle. participation,
The one who can give the closest guess will be the winner. engagement and
3) Ask: How did you come up with the correct/nearest answer? achievement.
Why is it not possible to get the exact answer immediately?
 There are times when we do not need the exact answer to a
problem. All we need is just the closest possible answer or
an estimate.

Estimation is the process of finding an estimate, or approximation

of which the value is closer to the exact answer. It is an important
skill to compute things easily and determine the reasonableness of
one’s solution

a. Present this story problem.

There were 515 visitors on the first day of a school’s

Foundation Day and 786 visitors on the second day. About
how many more visitors were there on the second day than
on the first day?

b. Let us understand the problem.

1) What are given in the problem?
• the number of visitors on the first day
• the number of visitors on the second day
2) What is asked for in the problem?
• about how many more visitors were there on the
second day than on the first day
3) Do we need an exact answer?
• No
4) What word clues tell that we do not need an exact
answer?
• The phrase “about how many” tells us that we do
not need an exact answer.
 5)What operation are we going to use?
• Subtraction
2.) Performing the activities
a. Let us plan on how to solve the problem.
Ask:
1. What will be the number sentence for the problem?
2. Call on pupil to write the number sentence on the board.
3. Construct a number line on the board.
Ask:
1. Where is 515 nearest to? 500 or 600?
2. Where is 786 nearest to? 700 or 800?

b. Let us execute our plan.

1. To find the estimated difference, round
off each number to the greatest place value
2. Perform the subtraction operation.
3. Around 300 more visitors were on the
second day than on the first day.
c. Check your work.

EXPLAIN
3)Processing the Activities
Give more exercises for pupils to solve.
845 _____ 753 _____
432 _____ 551 _____
Construct a number line and locate the numbers

100 200 300 400 500 600 700 800 900 1000

ELABORATE KRA 2.5

4)Performing the Activities: Established safe
a.) Group the pupils into 4 groups. and secure
b.) Provide each group with an activity card bearing the table and learning
questions below. environments to
c.) Write their answer on a cartolina to be posted on the board enhance learning
d.) Let them finish their output within 4 minutes. through the
e.) Reporting by group consistent
implementation of
policies,
guidelines and
procedures.

Group 1
About how many pieces of bond paper more were used on
Monday than in Tuesday?
Group 2
Estimate how many pieces of bond paper were used on
Wednesday than in Thursday?
Group 3
Approximately how many pieces of bond paper more were used
on Tuesday than in Thursday?
Group 4
About how many pieces of bond paper less were used on
Monday than in Friday?

Standard in Doing Group Activity

G-ive thoughtful feedback
R-espect other and their thoughts
O-n task all the time
U-se soft voices
 P-articipate actively
S-tay with your group

5. Reinforcing the Concept and Skill

KRA 1.1 Applied

knowledge
of content within
Let the pupils read the Group of tribes. and across
Ask: Do you know these group of people? curriculum
Introduce Indigenous people to the class. teaching areas.
Using show-me-board, answer the questions.
(Integration of
1. What is the estimated difference of Bagobo and Higaunon?
Araling
2. Give the estimated difference of Kalagan tribe from
Panlipunan)
Subanen tribe.
3. Approximately how many female more than the male in
total?
Ask:
How is estimating useful in your day-to-day activities?

6. Applying to New and Other Situations

BOARD WORK
a. Ask for volunteers to solve on the board.
Mrs. Javier went to a grocery store. She bought the items
below. Estimate how much change will Mrs. Javier will
receive if she pays PHP 1000 bill for each?

PHP 175 PHP 553 PHP 260 PHP 215

Generalization
Ask:
1. How to estimate the Difference?
To estimate the difference of two numbers,

Step 1. Round off each number to their common greatest place

value.
Step 2. Subtract the rounded off numbers
2. Why is it important for learners to know and learn
estimating?

C.EVALUATION ASSESSMENT:

Direction: Estimate the difference by rounding the highest place

value.

1. 878 4. 5 651
538 2 923

2. 643 5. 789
363 226
 3. 3 651
1 123

D.ASSIGNMENT EXTEND
Direction: Estimate the difference

1.

2.

V. REMARKS

VI. REFLECTION

Prepared by: Checked and observed by:

MIRAFLOR L. GENITA JR F. VILLA ABRILLE
Teacher I Head Teacher III