School: Tagbilaran City Central Elementary School Grade Level: III

GRADES 1 to 12 Teacher: MARY GRACE D. MADULA Learning Area: MATH

DAILY LESSON LOG Teaching Dates and WEEK 1
Time: January 30 – February 3, 2023 Quarter: 3rd QUARTER

DATE: Monday Tuesday Wednesday Thursday Friday

January 30 – February 3, January 30, 2023 January 31, 2023 February 1, 2023 February 2, 2023 February 3, 2023
2023
Week 1
LEARNING Identifies odd and even Identifies odd and even Visualizes and represents Visualizes and represents
COMPETENCY CODE numbers. numbers. fractions that are equal to one fractions that are equal to one MASTERY TEST
M3NS-IIIA-63 M3NS-IIIA-63 and greater than one. and greater than one.
M3NS-IIIa-72.4 M3NS-IIIa-72.4
KEY CONCEPTS TO BE a. Even numbers are numbers a. Odd numbers are numbers a. A fraction is less than one a. A fraction is less than one
DEVELOPED that can be divided exactly by with a remainder of 1 when when the numerator is less than when the numerator is less than
2. divided by 2. the denominator. the denominator.

b. Even Numbers end in 0, 2, b. Odd numbers end in 1, 3, 5, b. Fractions that are equal to one b. Fractions that are equal to one
4, 6 or 8. 7, or 9. have the same numerator and have the same numerator and
denominator. These are called denominator. These are called
“fractions equal to one”. “fractions equal to one”.

c. Fractions are called c. Fractions are called

“Fractions more than one” “Fractions more than one”
when their numerators are when their numerators are
greater than their denominators. greater than their denominators.

I. OBJECTIVE
S
Knowledge Identify even numbers Identify odd numbers Visualize and represent fractions Visualize and represent fractions Recall the previous lessons
that are equal to one. that are equal to one. involving even and odd
numbers and visualizing
fractions that are less than,
equal to, and more than
one.

Skills Solve problems involving even Classify odd numbers from Classify fractions that are less Give the fraction for the shaded Answer the given weekly
numbers. even numbers. than one, equal to one and more parts of the given figure. test correctly.
than one.
Attitude Always show alertness Always show alertness Integrate sharing in daily lives Integrate sharing in daily lives Show honesty in answering
especially in doing activities in especially in doing activities in especially to the less fortunate. especially to the less fortunate. the test.
school. school.
 Values Alertness Alertness Sharing Sharing Honesty
II. CONTENT Identifying Even Numbers Identifying Odd Numbers Visualizing and Representing Visualizing and Representing Weekly Mastery Test
Fractions that Fractions that
are Equal to One are Equal to One
III. LEARNING K-12 Mathematics CG K-12 Mathematics CG K-12 Mathematics CG K-12 Mathematics CG Mathematics 3 -Teacher’s
RESOURCES Mathematics 3 -Teacher’s Mathematics 3 -Teacher’s Mathematics 3 -Teacher’s Mathematics 3 -Teacher’s Guide, pp. 215 -222
Guide, pp. 215 -219 Guide, pp. 215 -219 Guide, pp. 218 -222 Guide, pp. 218 -222 Mathematics 3 -Learner’s
Mathematics 3 -Learner’s Mathematics 3 -Learner’s Mathematics 3 -Learner’s Mathematics 3 -Learner’s Material, pp. 194 -200
Material, pp. 194 -196 Material, pp. 194 -196 Material, pp. 197 - 200 Material, pp. 197 - 200 Test Questionnaire
Printed Exercises Printed Exercises Printed Exercises Printed Exercises
Instructional Materials Instructional Materials Instructional Materials Instructional Materials
Chart, Pictures, Rubric and Task Chart, Pictures, Rubric and Task
Cards Cards
IV. PROCEDUR
E
1. Introductory Activity Drill: Conduct a drill on basic Drill: Conduct a drill on basic Drill: Show the pupils a picture Drill: Review the lessons
skip counting by 2 until 50. skip counting by 3, 5, 7, and 9. of fractions and let them give the discussed this week.
fractions for the shaded parts and
Review: Review: unshaded parts. Review: Give the instructions of the
Ask the pupils to supply the -What are even numbers? Call out one representative per test.
missing numbers. group to illustrate the following
on the board activity. Remind the learners to
4 8 10 Motivation: -2/3 -6/6 answer it honestly.
16 20 -4/4 -1/8
Take a Stand -3/6 -3/8
-What can you say about these The teacher will show a flash Review:
numbers? card with numbers. If the When is a fraction less than Motivation:
numbers are even numbers, one? What kind of fractions are the
Motivation: the pupils will stand. If not, following?
Who among you here loves to they will remain seated. Motivation:
read a story? Show a cake to the class. a.

On Ena’s birthday, her mother

2. Activity/ Strategy Read the story below.
Even City
baked her a cake. Ena divided it
into 8 equal parts to be shared
among her friends.
b.
-How did Ena divide the cake?
-Into how any equal parts was
the cake divided?
-What will Ena do with the
cake?
“The Boat is Sinking” Look and study the different Board work. Each learner is given a
figures on the board. questionnaire to be
The pupils will play the game Call out some pupils to illustrate answered individually.
 the boat is sinking. The pupils the following fractions in a
It was a tiring day for 2, so he will group themselves figure.
decided to take a nap. While he according to what the teacher
was asleep, he dreamt that he was will say. The pupil(s) who will 1. ¾ using a circle
walking in the Even City. As he not be able to join a group for a 2. ½ using a triangle
strolled, he saw 4 walking toward
given time will be out. The last 3. 4/4 using a square
his direction. He shook the hand
of 4 and suddenly 4 was divided
3 pupils will be the winner. -What are the different figures 4. 1/5 using a rectangle
into two. do you see on the board?
2 was shocked and ran away -Group into 3 In a fraction, what do you call
for help. Then, he saw 6 and told -Group into 5 -Can you name them? the number above and below
what happened to 4. He grabbed -Group into 7 the bar line?
the hand of 6 and suddenly, 6 was -Into how many equal parts is
also divided into three. Figure A divided?
2 was running away to hide -Figure B?
when he saw the house of 8. He -Figure C?
entered the house and 2 couldn’t
-Figure D?
believe that 8 was also divided
into four. As he left the house, he
saw that all numbers in Even City -What fraction will represent
were divided. He continued each figure?
running. Then suddenly, he
bumped into 0. 2 wondered why -What do you call the fractions
nothing happened to 0. He asked 2/2, 6/6, and 4/4?
why and 0 explained that he is the
only number in Even City that
cannot be divided into two or any
numbers and remains to be
himself. Then 2 heard a loud bell
that wake him up. He then
realized that it was just a dream.

-Who are the characters in the

story?
-Where did the story happen?
-What happened to 2 in the
Even City?

3. Analysis Illustrate the answers to the Ask: Pose the problem on the board. Let’s play a game. The 1st group The learners answer the test
given questions: -How did you find the game? who has the highest score will be based on their previous
-How did you group Mother came home with 2 egg declared as the winner. learnings.
- What happened to 4 Cwhen 2 yourselves? pies. She cut each into 4 equal
shook his hands? -What are the numbers given in parts. She gave her five children Write an example of fractions
the game? one piece each. What part of the that are less than one.
--What do you call these pies did mother give?
numbers? Fractions that are equal to one.
-What are odd numbers? Illustrate the problem.
Fractions that are more than one.
 - What happened to 6 when 2
grabbed his hands?
- What happened to 8 when he
saw number 2?
Discuss the concept of even
numbers.
Ask learners to look for
objects/things inside the
classroom that are even in
number.
4.Abstraction -What is an even number?
a. Even numbers are numbers
that can be divided exactly by
2.
b. Even Numbers end in 0, 2,
4, 6 or 8.
5. Application Group Activity.
-What will happen if you divide Provide more examples of
the odd numbers by 2? fractions equal to one, more than
one, and less than one.
The teacher will illustrate the
answer of the pupils for the
given question.
Example:
3 ÷ 2 = 1 r. 1
5 ÷ 2 = 2 r. 1
7 ÷ 2 = 3 r. 1
9 ÷ 2 = 4 r. 1
-What are odd -When is a fraction less than
numbers? one?
a. Odd numbers are numbers a. A fraction is less than one
with a remainder of 1 when when the numerator is less than
divided by 2. the denominator.
b. Odd numbers end in 1, 3, 5,
7, or 9. -When can we tell that a fraction
is equal to one?
b. Fractions that are equal to
one have the same numerator
and denominator.
- When can we tell that a
fraction is greater than one?
c. Fractions are called
“Fractions more than one”
when their numerators are
greater than their denominators.
Board Activity. Answer together numbers 1 to 2
of their Activity on their LM, on
-When is a fraction less than
one?
a. A fraction is less than one
when the numerator is less than
the denominator.
-When can we tell that a fraction
is equal to one?
b. Fractions that are equal to
one have the same numerator
and denominator.
- When can we tell that a
fraction is greater than one?
c. Fractions are called
“Fractions more than one”
when their numerators are
greater than their denominators.
Answer Activity 4 of their LM,
on p. 200
 Divide the class into 5
groups and let them pick their
assigned activity. Give the 5
minutes to answer and 3
minutes to present their works.
Call out pupils from each group pg. 197. Let the pupils answer
to answer the given questions. the rest on their own.
-What are the odd numbers
between 10 and 20?
-between 20 and 30?
-between 30 and 40?
-between 40 and 50?

6. Assessment Direction: Answer Activity 2 of their LM, Give the fraction for the shaded
Study the different P. 198-199. part in each number. Then, box
numbers for each box. the fraction that is equal to 1.
Circle the number that is Classify whether the fraction is
odd. equal to one or more than one.

1. 53 17

43 12

2. 854 543
Answer the following
questions: 321 786
1. How many even numbers
are there from 90 to 100? 3. 101 102
2. What is the smallest even
13 79
number?

3. What are the even numbers 4. 507 540

between 10 and 20?
329 786

V. ASSIGNMENT Answer Activity 1 in the LM, Answer Activity 2 in the LM, List down 3 examples of Illustrate the following on your No assignmentp
on p. 194. on p. 195. fractions that are equal to one , preferred figures.
and another 3 examples of
fractions that are more than one. 1. 4/8
 2. 1/3
3. 6/6

REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for
remediation who scored
below 80%
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?