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 2
Time: February 13 – February 17, 2023 Quarter: 3rd QUARTER

DATE: Monday Tuesday Wednesday Thursday Friday

February 13 – February 17, February 13, 2023
2023
Week 2
LEARNING Reads and writes fractions
COMPETENCY CODE that are equal to one and
greater than one in symbols
and in words.
M3NS-IIIb-76.3
KEY CONCEPTS TO BE a. Fractions can be written in
DEVELOPED symbols and in words.
b. Fraction greater than one
have a numerator that is
greater than its denominator.
February 14, 2023
Reads and writes fractions that
are equal to one in symbols
and in words.
M3NS-IIIb-76.3
a. Fractions can be written in
symbols and in words.
b. Fraction greater than one
have a numerator that is greater
than its denominator.
February 15, 2023
Represents fractions using
regions, sets and number lines.
M3NS-IIIb-72.5
a. Fractions can be represented
using regions, sets, and number
lines.
February 16, 2023 February 17, 2023
Represents fractions using
regions, sets and number lines. MASTERY TEST
M3NS-IIIb-72.5
a. Fractions can be represented Mastery of the topics being
using regions, sets, and number discussed this week.
lines.

I. OBJECTIVE
S
Knowledge Identify fractions that are Recall fractions that are equal Represent fractions using sets. Represent fractions that using Recall the previous
equal to one and greater than to one and greater than one number lines. fractions equal to one and
one greater than one, as well as
representing fractions using
regions, sets, and number
lines.

Skills Write the fractions of the Give own’s example of Shade/Color the fraction part of Give the fraction for the shaded Answer the given weekly
given illustrations in symbols fractions equal to one and a given set. parts of the given figure. test correctly.
and in words. greater than one in words and in
symbols.

Attitude Integrate sharing in daily lives Integrate the value of initiative Practice equality always. Integrate sharing in daily lives Show honesty in answering
especially to the less fortunate. to foster teamwork and especially to the less fortunate. the test.
collaboration.

Values Sharing Initiative Equality Sharing Honesty

II. CONTENT Reading and Writing Reading and Writing Representing Fractions Sets Representing Fractions using Weekly Mastery Test
Fractions Greater than One Fractions Greater than One Number Lines
 III. LEARNING K-12 Mathematics CG
RESOURCES Mathematics 3 -Teacher’s
Guide, pp. 223 -224
Mathematics 3 -Learner’s
Material, pp. 202 -204
Printed Exercises
Fraction Charts
Instructional Materials
IV. PROCEDUR
E
1. Introductory Activity Drill: Give the fractions for
the shaded parts.
Review:
Have a review on fractions
equal to one and greater than
one. Clapp 2 ties if the fraction
is equal to one, stomp your
feet 2 times if the fraction is
greater than one.
6 9 9 3 11 5
, , , , , ,
6 3 9 3 4 2
Motivation:
Ask the class to read the
problem and answer the
follow-up questions.
Jojo cut a bibingka into 8
equal parts. He gave 2 slices to
each of his 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?
-What kind of a boy is he?
K-12 Mathematics CG
Mathematics 3 -Teacher’s
Guide, pp. 223 -224
Mathematics 3 -Learner’s
Material, pp. 202 -204
Printed Exercises
Fraction Charts
Instructional Materials
Drill: Call on some pupils to do
the following:
-Draw 2 whole pizzas
-Divide each pizza into 4 equal
parts.
-Shade 6 parts of the pizzas.
-Write the fraction of the
shaded part.
-Write the fraction in words.
Review:
When are we going to say that
a fraction is equal to one or
greater than one?
Motivation:
Let’s shake and jump!
The teacher will show a flash
card of fractions. If the
fraction is equal to one, the
pupils will shake their body.
If the fraction is greater than
one, they will jump 3 times.
K-12 Mathematics CG
Mathematics 3 -Teacher’s
Guide, pp. 225 -228
Mathematics 3 -Learner’s
Material, pp. 205 - 206
Printed Exercises
Instructional Materials
Chart, Pictures, graphing paper.
Drill: Show a variety of shapes.
Each figure should be shaded to
show the fraction being flashed.
Review:
Name the fractional part with
colors, write in symbols & in
words.
Motivation:
-How can you say that a
fraction is equal to one?
-How can you say that a
fraction is more than one?
Stamp your feet if the fraction
is equal to 1 and raise your
hand if it is more than one.
1. 3/3 4. 4/3
2. 1/1 5. 6/6
3. 6/5
K-12 Mathematics CG Mathematics 3 -Teacher’s
Mathematics 3 -Teacher’s Guide, pp. 215 -222
Guide, pp. 225 -228 Mathematics 3 -Learner’s
Mathematics 3 -Learner’s Material, pp. 194 -200
Material, pp. 205 - 206 Test Questionnaire
Printed Exercises
Instructional Materials
Chart, Pictures, graphing paper.
Drill: Review the lessons
discussed this week.
Review: Give the instructions of the
What fractions do the following test.
regions and sets represent?
Remind the learners to
answer it honestly.
Motivation:
Show a picture of papaya fruit.
-Do you know why we
should eat papaya fruit?
Trivia:
If you have never tried papaya,
you are in for a treat. This sweet
tropical fruit originally came
from Mexico and Central

2. Activity/ Strategy Talk about the story.
-Who cut a whole bibingka?
-Into how many parts did he
cut the bibingka?
-How do you write the fraction
in words? In symbols?
-What parts were eaten by
Jojo? By his brothers?
-Write the fractions in words
and in symbols.
Game Time!
Divide the class into groups.
Provide the mechanics of the
“Find me a pair” game. At
the teacher’s signal, a player
from each team will choose a
card and try to find its pair on
the board as quick as he can.
The group with the most
number of matched card wins.
3. Analysis Ask learners to read the
problem.
Teacher Mia call out some
-How many pupils are absent
today?
-How many are present?
-If we are going to write the
fraction of absent to present
pupils, how do you write it?
Illustrate.
Game Time!
“Basketball Game”
Divide the class into groups.
Each group will have a
representative to shoot the ball
into the box. If the ball gets
inside the box, then he will call
someone from his group to do
the task. If not, then he will be
the one to do it.
Ask:
-How did you find the game?
-Are the given tasks easy to do?
-Were all of you able to do the
Mang Kiko picked mangoes
from his farm. He picked 15
mangoes. 9 mangoes were ripe
and the rest were unripe.
Let us illustrate the mangoes
that Mang Kiko picked.
-How many mangoes are ripe?
Encircle it.
-Who can write the fraction for
the ripe mangoes?
-How many mangoes are
unripe?
-Who can write the fraction?
Mother bought twelve pieces of
banana. She
gave each of her five children a
banana. How many bananas
America. Papaya is loaded with
Vitamin A (for our eyes) and
Vitamin C (antioxidants).
Why should we eat papaya?
Today we are going to study Each learner is given a
other ways to represent fractions. questionnaire to be
answered individually.
In an orchard, 12
papaya trees are planted
in a row. If 7 of them
are ready to bear fruits.
Using number line,
show the number of
Papaya plants that are
ready to bear fruits.
Let the pupils divide the line
into 12 equal parts to set up the
number line.
Count the 7 spaces to show the
number of papayas ready to
bear fruit. Then write the
fraction form.
(Emphasize to count the spaces
not the lines to determine the
fractional part.)
Discuss and provide ore The learners answer the test
examples. based on their previous
learnings.
Call out some pupils for board
 pupils to color her game
squares. How many game-
squares did the pupils’ color?
-How many game-squares did
they color?
-What part of third game-
square did they color?
-How do you write the total
number of game-squares the
pupils colored?
We see:
5
We read:
2
We write: five-halves
4.Abstraction -In what ways can a fraction
be written?
-When can we say that a
fraction is greater than one?
a. Fractions can be written in
symbols and in words.
b. Fraction greater than one
have a numerator that is
greater than its denominator.
5. Application Group Activity.
Divide the class into 2
groups. Have them answer
their tasks.
Group 1 = Write the
fraction parts of the given
pictures.
tasks correctly? were left? work.
-What is easier, writing
fractions in symbols or in Represent using sets.
words? Discuss & provide more
-What do we need to consider samples.
in writing a fraction?
-In what ways can a fraction be -How can fractions be -How can fractions be
written? represented? represented?
-When can we say that a
fraction is greater than one? a. Fractions can be represented a. Fractions can be represented
using regions, sets, and number using regions, sets, and number
a. Fractions can be written in lines. lines.
symbols and in words.
b. Fraction greater than one
have a numerator that is greater
than its denominator.
Pair Activity: Read the given fractions in Group the class into 5 groups.
words. Color the illustrations to Draw a number line to
Illustrate a fraction and write it show the fraction, then write its represent the fractions below:
in words and in symbols. symbol form. 1. Where is 5 in a
6
number line?
2. Where is 2
in a
3
number line?
 3
3. Where is in a
8
number line?

2
4. Where is in a
5
number line?

5
5. Where is in a
6
Group 2 = Write the
fraction words of the given number line?
fraction:
1.) 5/5
2.) 12/12
3.) 7/7

6. Assessment Answer Activity 1 and 2 on
your LM, PGS. 202-203.
Activity 1: Match the fraction
figure to its corresponding
word name.
Activity 2: Write the symbol
of the given number fractions.
Individual Activity: Answer Activity 4-B on your
LM, p. 207.
List down 3 fractions that
are equal to one and Write the fraction in the number
another 3 fractions that are line segments.
greater to one. Write it in
their symbol and word
forms.
 V. ASSIGNMENT Answer Activity 3 in your LM, Answer Activity 4 in your LM, Answer Activity 2 in your LM, Illustrate the following on your No assignment.
on p. 203. on p. 204. on p. 206. preferred figures.

Activity 3: Write the fraction 1. 4/8

in words. 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?