Department of Education

Negros Island Region

Division of Negros Occidental
DISTRICT OF HINIGARAN II
__________ ELEMENTARY SCHOOL

MATHEMATICS (FIRST QUARTER)

SUMMATIVE TEST # 3
July 4, 2017

TABLE OF SPECIFICATION

NO. OF WEIGH NO. OF

OBJECTIVES DAYS T ITEMS
Compare values of the different denominations of coins
1 and bills through PhP500 using relation symbols. 1 20% 2

Compare values of the different denominations of coins

2 and bills through PhP1000 using relation symbols. 1 20% 2

Add 3- to 4-digit numbers up to three addends with sums

3 up to 10 000 without regrouping. 1 20% 2

Adds 3- to 4-digit numbers up to three addends with sums

4 up to 10 000 with regrouping. 1 20% 2

Estimates the sum of 3- to 4-digit addends using

5 appropriate strategies. 1 20% 2
TOTAL >>>> 5 100% 10

Magamit sang >, <, kag = para ikumparar ang mga nagkalainlain nga denominasyon
sang papel nga kwarta kag sensilyo.

Denominasyon >, <, = Denominasyon

1) Apat ka PHP20.00 nga papel kag tatlo ka Isa ka PHP100.00 nga papel kag tatlo ka
PHP10.00 coins PHP20.00 nga papel

2) Lima ka PHP50.00 nga papel kag isa ka

Isa ka PHP200.00 nga papel
PHP20.00 nga papel

3) Anum ka PHP100.00 nga papel kag apat ka Duha ka PHP200.00 kag duha ka
PHP50.00 nga papel PHP100.00 nga papel

4) Apat ka PHP200.00 nga papel kag tatlo ka Isa ka PHP100.00 nga papel kag tatlo ka
PHP100.00 coins PHP50.00 nga papel

Pangita-a ang kabilugan.

 5) 1 234 6) 1 422 7) 1 284 8) 1 426
541 3 341 844 3 561
+ 3 122 + 2 023 + 3 126 + 2 729

Ang mga baligyaan sang duha ka mag-ululutod nakabenta sang mga

masunod nga kantidad kada adlaw.

Tindahan A PhP6 446

Tindahan B PhP4 567

9) Sa pagbanta-banta, pila ang kita sang duha ka

balaligyaan sa isa ka adlaw?
10) Pila tanan ang kabilugan nga benta sang Tindahan A kag Tindahan B.
 ITEM
PLACEMEN
T

1-2

3-4

5-6

7-8

9 - 10
10

Denominasyon

00.00 nga papel kag tatlo ka

HP20.00 nga papel

PHP200.00 nga papel

PHP200.00 kag duha ka

P100.00 nga papel

00.00 nga papel kag tatlo ka

HP50.00 nga papel
8) 1 426
3 561
+ 2 729
 ARANDA ELEMENTARY
SCHOOL SCHOOL GRADE LEVEL III

DAILY TEACHER ROSEMARIE S. GABRIDO LEARNING AREA

TEACHING DATES & TIME JANUARY 3-5,2024 QUARTER
MATHEMATICS
FIRST
LESSON LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 5
I. OBJECTIVES
Add mentally 2- to
Solve routine problems
3-digit numbers involving addition of whole
with multiples of Subtract 3- to 4- digit numbers
numbers with sums of 10
from 3- to 4-digit numbers
hundreds using 000 including money using
without regrouping.
appropriate problem solving
appropriate strategies and tools
strategies.
A. CONTENT STANDARDS
• demonstrates understanding of addition and subtraction of whole numbers including money.
B. PERFORMANCE STANDARDS • apply addition and subtraction of whole numbers including money in mathematical problems and real-life situations.
C. LEARNING COMPETENCIES/OBJECTIVES • adds mentally 2- to 3-digit • solves routine and non-
numbers with multiples of routine problems involving
hundreds using appropriate addition of whole numbers
strategies.M3NS-Ie-28.8 with sums up to 10 000
including money M3NS-If-

II.CONTENT Numbers and Number Sense

III.LEARNING RESOURCES
A. REFERNCES
1. TEACHER'S GUIDE TG pp 55-58 TG pp. 58-62 TG pp 63-66 TG pp. 66-70
2. LEARNER'S MATERIALS PAGE LM pp 67-69 LM pp 70-72 LM pp. 73 LM pp. 74-77
3. TEXTBOOK PAGE
4. ADDITIONAL MATERIALS FROM LEARNING Printed materials,exercises, story on the chart, numbers Illustration, problems
RESOURCE(LR) PORTAL
chalkboard, and number on the chart, and number printed on a chart,
wheels cards of 2-and-3 digit flashcards on addition of 2-
numbers. and3-digit numbers with or
without regrouping
B. OTHER LEARNING RESOURCES
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR
PRESENTING THE NEW LESSON
B. ESTABLISHING A PURPOSE FOR THE LESSON
C. PRESENTING EXAMPLES/INSTANCES OF THE
NEW LESSON
D. DISCUSSING NEW CONCEPTS AND
PRACTICING NEW SKILLS #1
E. DISCUSSING NEW CONCEPTS AND
PRACTICING NEW SKILLS # 2
F. DEVELOPING MASTERY(LEADS TO
FORMATIVE ASSESSMENT)
Let a pupil pick a card in the
box and answer the written
exercises on it orally.
Distribute Show me board to
the pupils. Show the
number wheels. Spin the
wheels and lets pupils see
where the pointer stops.
Instruct them to round the
number where the pointer
stop.
Show the pupils these
segments of the number line.
Refer to TG p 56.
Perform the activity in pair.
Round off the addends to its
highest place value then
estimate the sum.
Round off the addends then
estimate the sum.
Flash the sets of numbers Present these problems on a Write the following numbers
cards. Have pupils identify chart. Ask pupils what they in expand form.
the digits in the tens place. should do to find the answer.
Refer to TG pp. 67
Ask the pupils their Ask the pupils what plants Why do you love reading
birthdays. Talk about their or tress they have in their book?
ways of celebrating their school garden.
birthdays.
Present this story problem. Present the problem to the Present the story.
Refer to TG. Pp 64. class. Refer to TG pp 67-68.
Introduce a game for this Draw pictures to represent How many flats, longs, and
activity. Group pupils. the problem, then write a ones will represen 253?
Provide each group with number sentence for it and
activity cards. Refer to TG solve.
p. 65.
What steps was done first in How will you solve a In which place value did you
adding multiples of tens and problem? What should you start subtracting? Next?
hundreds? find out? Last?
Add the following addends Divide the class in groups. Arrange the numbers in a
mentally. Let them solve the problem column. Then find the
activity 1 LM pp 74. difference. Check your
answer using addition.1) 892
– 570
2) 999 – 536
3) 7 892 – 461
4) 8 994 – 3 980
5) 5 345 – 1 232
G. FINDING PRACTICAL APPLICATIONS OF Read and solve the
CONCEPTS AND SKILLS AND DAILY LIVING
problems. The chain of
stores owned by three
brothers earns these
amounts in a day.
Add the following addends Analyze and solve the Using the digits 2, 3, 5, 6, 7
mentally. problems. and 9, form a subtraction
sentence that gives a
difference of 741.2. How can
the digits 1, 2, 3, 5, 6, 7, 8
and 9 be arranged
in the boxes to form a
number sentence that gives
adifference of 8 641?

H. MAKING GENERALIZATIONS AND What steps do we follow in
ABSTRACTIONS ABOUT THE LESSON
estimating the sum of 3-to-4
digit addends?
How do we add 2-digit and How can you solve a How do we subtract 3-to-4
3- digit numbers with problem? digit numbers from 3-to-4
multiples of tens and digit numbers without
hundreds mentally. regrouping?

I. EVALUATING LEARNING Ask pupils answer activity 3
pp. 68.
Ask pupils answer activity Ask pupils to answer activity Tadlunga ang mga numero
activity 2, 1-5, pp 73. 3 pp. 75 sa column kag pangita-a ang
difference. Itsek ang sabat
gamit ang pagdugang.
1) 892 – 570
2) 999 – 536
3) 7 892 – 461
4) 8 994 – 3 980
5) 5 345 – 1 232

J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to activity 4 pp 69. Ask pupils answer activity Refer to activity 4 pp. 76. Refer to activity 5 LM pp. 91
OR REMEDIATION
activity 2, 6-10, pp 73.

V. REMARKS
VI. 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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?

H. WHAT INNOVATION OR LOCALIZED

MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
 SCHOOL GRADE LEVEL III
DAILY TEACHING DATES & TIME
TEACHER
June 26-30, 2017
LEARNING AREA
QUARTER
MATHEMATICS
FIRST
LESSON LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 4
I. OBJECTIVES
Compare values of the Compare values of the
Add 3- to 4-digit numbers Adds 3- to 4-digit numbers
The pupils are expected to different denominations of different denominations of
up to three addends with up to three addends with
get 75% mastery level in the coins and bills through coins and bills through
sums up to 10 000 without sums up to 10 000 with
weekly tests. PhP500 using relation PhP1000 using relation
regrouping. regrouping.
symbols. symbols.

A. CONTENT STANDARDS
• demonstrates understanding of addition and subtraction of whole numbers including money.

B. PERFORMANCE STANDARDS • apply addition and subtraction of whole numbers including money in mathematical problems and real-life
situations.
C. LEARNING COMPETENCIES/OBJECTIVES • compares values of the different denominations of coins • adds 3- to 4-digit numbers up to three addends with
and bills through PhP1000 using relation symbols.M3NS- sums up to 10 000 without and with regrouping.M3NS-Id-
Id-22.2 27.6

II.CONTENT Numbers and Number Sense

III.LEARNING RESOURCES
A. REFERNCES
1. TEACHER'S GUIDE TG pp. 39-43 TG pp. 43-47 TG pp 47-50 TG pp 51-54
2. LEARNER'S MATERIALS PAGE LM pp.51-56 LM pp. 57-59 LM pp 60-62 LM pp 63-66
3. TEXTBOOK PAGE
4. ADDITIONAL MATERIALS FROM LEARNING pictures of items with tag price, show me board, flash flashcards nunber cards 0-9, printed exercises, and story
RESOURCE(LR) PORTAL
cards problem, and place value chart

B. OTHER LEARNING RESOURCES

IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR Using your show me board,
PRESENTING THE NEW LESSON
write the money in symbol
as shown in each strip of
paper. Then, read the
amount of money you wrote.
Use different denominations
of money, to have an equal
value with the money in the
table. Paste them in the
space provide.
Write the letter of the Answer the following
correct answer to the question. Refer to TG pp 51.
addition problem on the
chalk board.
B. ESTABLISHING A PURPOSE FOR THE LESSON Call on one boy or one girl Ask the pupils to fruit Show picture or similar Who among you reads
in front while the rest of the bearing trees they have in picture to the class. What is newspapers? What does
class observe. Show real their backyard. the picture about? your family do with the news
money of different papaers? Why do you need
denominations. to recycle them? What is the
value of the recycle at home?

C. PRESENTING EXAMPLES/INSTANCES OF THE
NEW LESSON
In the first situation above,
who received more
allowance, the boy or the
girl? How much did the boy
receive? What about the
girl?
Present this situation on a Present this problem. Refer Story problem. Refer to TG
chart. How much is in to TG p. 49. pp. 52.
mother's wallet? What
combination of bills and
coins are there?

D. DISCUSSING NEW CONCEPTS AND
PRACTICING NEW SKILLS #1
Have pupils work in groups. Have the pupils work in Write addends in column Work in pairs? Arrange the
Give each group two sets of pair. form with the digits properly numbers in each box in
paper bills and/or coins. You aligned. Then find the sum. column then add and check.
may use play money. Write your answer in your
notebook.

E. DISCUSSING NEW CONCEPTS AND
PRACTICING NEW SKILLS # 2
Write > , < or =.
Divide the class into two
groups and work on these
activity.
What steps do we follow in
adding numbers? Explain
the steps in adding numbers.
Remind pupils to always
align numbers in their
proper columns.
How did you add the
numbers in each box? How
did you arrange them?
Where did you start adding?

F. DEVELOPING MASTERY(LEADS TO
FORMATIVE ASSESSMENT)
Compare the following
amounts using >, <, =.
Work together. Situation: A Add the following numbers. Write the letter of your
customer handed a PhP1 000 Write your answers on your answer on your paper.
bill. List all possible bills paper.
and coins to answer the
problems given.
G. FINDING PRACTICAL APPLICATIONS OF Write the combined amount
CONCEPTS AND SKILLS AND DAILY LIVING
of each set of bills and coins,
and put the correct relation
symbol.
Write the amount of the Answer each question below. Look at the number chart
given money in your Use the chart. Enrolment at below. Each letter has an
notebook and compare them Gen. Gregorio del Pilar equivalent number of points.
using <, > or =. Elementary School Find out the total number or
points for a word.

H. MAKING GENERALIZATIONS AND What symbols do we use to How do we compare values What should be done fisrt How do we add 3-to-4 digit
ABSTRACTIONS ABOUT THE LESSON
show the relation of the of different denomination of before adding 3-to-4 digits numbers with three addends
value of money? bills and coins? numbers? with regrouping?

I. EVALUATING LEARNING Have pupils answer activity Ask pupils to answer activity Ask pupils to answer activity Have pupils answer activity
4 pp. 55-56. 5 pp. 59 3 pp. 61. 3 pp. 65.

J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to activity 5 pp 56 Refer to activity 4 pp 59. Refer to activity 4 pp. 62 Refer to activity 4 pp 65.
OR REMEDIATION

V. REMARKS
VI. 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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?
H. WHAT INNOVATION OR LOCALIZED
MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
 Department of Education
Negros Island Region
Division of Negros Occidental
DISTRICT OF HINIGARAN II
__________ ELEMENTARY SCHOOL

MATHEMATICS (FIRST QUARTER)

SUMMATIVE TEST # 2
June 26, 2017

TABLE OF SPECIFICATION

NO. OF WEIGH NO. OF

OBJECTIVES DAYS T ITEMS
1 Compare numbers up to 10 000 using relation symbols. 2 40% 4
Order numbers up to 10 000 in increasing or decreasing
2 order 1 20% 2
3 Identify ordinal numbers from 1st to 100th 1 20% 2
4 Recognize coins and bills up to PhP1000. 1 10% 1
Read and write money in symbols and in words through
5 PhP1000 in pesos and centavos. 1 10% 1

TOTAL >>>> 6 100% 10

Ikumparar ang mga numero. Isulat ang >, < ukon = sa blangko. Isulat ang imo sabat sa
papel.
1) 8 691 ______ 8 961
2) 5 287 ______ 5 827
3) 3 860 _____ 5 487
4) 5 863 _____ 7 634
Pasunura ang mga numero halin sa pinakadiutay hasta sa pinakadaku.
5) 2 786 2 790 2 788 2 787 2 789
6) 5 860 5 980 5 000 5 880 5 780
Isulat ang kulang nga ordinal nga numero.
7) 2nd, 4th, 6th, 8th, _____
8) 39th, 38th, 37th, _____
Kilala ang kantidad kag isulat ang simbolo kag tinaga sa blangko
Simbolo Tinaga
9)
__________ _________

10) __________ _________

 ITEM
PLACEMEN
T
1-4

5-6
7-8
9

10

10
 SCHOOL GRADE LEVEL III
DAILY TEACHING DATES & TIME
TEACHER
June 19-23, 2017
LEARNING AREA
QUARTER
MATHEMATICS
FIRST
LESSON LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 3
I. OBJECTIVES Read and write money in
Order numbers up to 10 000
Compare numbers up to 10 Identify ordinal numbers Recognize coins and bills up symbols and in words
in increasing or decreasing
000 using relation symbols. from 1st to 100th to PhP1000. through PhP1000 in pesos
order
and centavos.
A. CONTENT STANDARDS

• demonstrates understanding of addition and subtraction of whole numbers including money.

B. PERFORMANCE STANDARDS • apply addition and subtraction of whole numbers including money in mathematical problems and real-life situations.

C. LEARNING COMPETENCIES/OBJECTIVES
• compares numbers up to
10 000 using relation
symbols.M3NS-Ib-12.3
• orders 4- to 5-digit
numbers in increasing or
decreasing order.
• identifies ordinal numbers • recognizes coins and bills • reads and writes money in
from 1st to 100th with up to PhP1000.M3NS-Ic- symbols and in words
emphasis on the 21st to 19.2 through PhP1000 in pesos
100th object in a given set and centavos.M3NS-Ic-20.2
from a given point of
reference.M3NS-Ic-16.3

II.CONTENT Numbers and Number Sense

III.LEARNING RESOURCES
A. REFERNCES
1. TEACHER'S GUIDE TG pp. 21-24 TG pp. 24-27 TG pp. 27-31 TG pp. 32-35 TG pp. 35-39
2. LEARNER'S MATERIALS PAGE LM pp.26-30 LM pp 31-35 LM pp. 36-41 LM pp. 42-46 LM pp. 47-50
3. TEXTBOOK PAGE
4. ADDITIONAL MATERIALS FROM LEARNING flats, longs and squares, pictures/ illustrations, charts/ calendar, pictured of Philippine money, play money (bills and coins, flashcards
RESOURCE(LR) PORTAL
table, activity cards, and number line children lined up, number
cut-outs, and fruits (real
B. OTHER LEARNING RESOURCES objects)
IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR
PRESENTING THE NEW LESSON
B. ESTABLISHING A PURPOSE FOR THE LESSON
C. PRESENTING EXAMPLES/INSTANCES OF THE
NEW LESSON
D. DISCUSSING NEW CONCEPTS AND
PRACTICING NEW SKILLS #1
E. DISCUSSING NEW CONCEPTS AND
PRACTICING NEW SKILLS # 2
F. DEVELOPING MASTERY(LEADS TO
FORMATIVE ASSESSMENT)
Show two sets of pictures or Provide each pair of pupils a
real objects to pupils. small circle of a cardboard
with the word " more" on
one side and the word "
less" on the other side. Also
give them a set og numbers
cards with 4-to-5 digits
number written on them.
What subject is the favorite Call a pupils volunteers to
of most pupils? The least? stand in front and arrange
Compares numbers. themselves from tallest to
shortest.
How many rubbers bands Show a clothesline with two
did Sally collect ? What numbers (6392 and 4345)
about Carmy? pinned on it. Let the pupils
read the numbers.
Let the pupils compare the Divide the pupils into two
two numbers by their digits. groups and let them
continue "hanging" all yhe
numbers in the clothesline.
Read and answer the Call in each group to post
questions. Compare the their work on the board.
numbers using symbols. Have the pupils focus on
what had been posted.
Write the correct symbol in Arrange the number from
the blank to make the greatest to least.
number statement true.
Show a picture of children Lay the play money or real Use real money to review
lined one after one another. money of different pupils in recognizing the
Have them read the name of denominations on the table. different values of the
each child below the picture. Using flashcards, let pupils different denominations of
read the following and pick Philippine coins and bills
the correct bill or coin that through Php 1 000.
corresponds to each.
Have you experienced falling Let the pupil name the coins Play the relay game, "Super
in line during recess or meal and bills that Nilo has. Sale"
time in the school canteen?
What should you observe
when falling in line?
Posting the problem. Show Show the following Give this situation.
the Filipino alphabet from Philippine coins and bills
the first letter up to the last. one at a time. Call on pupils
How many letters does the to give the value of these
Filipino alphabet have? coins and bills.
Write the missing ordinal in Tell pupils to describe each What paper bills and coins
each of the following. paper bill. ( Let the pupils werw included in the change
recognize the paper bills by counted by Amanda?
its marking, face and color.
What do we call numbers Give the color of each coin How many paper bills did
like 1st, 2nd, 3rd? What do and bill and the amount in mother receive? How many
ordinal numbers show? words. coins
Using the ordinal symbols, Identify the images on the Look for the items in the
complete the following. face of each coin/bill then canteen you can buy from
give the amount in words. the play money given to the
group.
G. FINDING PRACTICAL APPLICATIONS OF Answer the following
CONCEPTS AND SKILLS AND DAILY LIVING
questions. 1) 426 and 624
have the same digits, but in a
different order. Do they have
the same values? Explain.
Arrange the following Repeat the order of the five Answer the following Fill in the blank with the
numbers in increasing order. objects up to the 100th place. questions on your “Show number of paper bills and
Me” boards. coins equivalent to each of
the amount indicated in each
numbers.

H. MAKING GENERALIZATIONS AND How do we compare How do we arrange in What are ordinal numbers? What features of the paper How do we read and write
ABSTRACTIONS ABOUT THE LESSON
numbers? What symbols do decreasing order? How do What do they tell? bill will help you identify or money in symbols through
we use? we arrange numbers in recognize it? Php 1000.
increasing order.

I. EVALUATING LEARNING Have a pupils answer Have a pupils answer Have a pupils answer Have a pupils answer Have pupils answer activity
activity 3A 1-5, pp 29 activity 4 pp. 33 activity 4 pp 39 activity 4 pp. 45 pp. 49

J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to Activity 3A 6-10, Refer to activity 3, pp 32. Refer to activity 5, pp. 40. Refer to activity 5 pp. 46 Refer to activity 4A pp 50.
OR REMEDIATION
pp. 29
V. REMARKS
VI. 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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER
WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?

H. WHAT INNOVATION OR LOCALIZED

MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
 Department of Education
Negros Island Region
Division of Negros Occidental
DISTRICT OF HINIGARAN II
__________ ELEMENTARY SCHOOL

MATHEMATICS (FIRST QUARTER)

SUMMATIVE TEST # 1
June 15, 2017

TABLE OF SPECIFICATION

NO. OF WEIGH NO. OF

OBJECTIVES DAYS T ITEMS
1 Visualize numbers 1001 up to 5000. 1 20% 2
2 Visualize numbers 5001 up to 10 000. 1 20% 2
Give the place value and value of a digit in a number
3 up to 10 000. 1 20% 2
Read and write numbers up to 10 000 in symbols and
4 in words. 1 20% 2
Round off numbers to the nearest tens, hundreds and
5 thousands 2 20% 2
TOTAL >>>> 6 100% 10

Maggamit sang blocks, flats, longs kag squares para malaragway

ang mga masunod nga numero.
1) 1 375
2) 2 083
Maggamit sang number discs sa paglaragway sang mga masunod
nga numero.
3) 6 782
4) 8 294
Ihatag ang place value kag value sang 5 sa kada numero.
5) 5 017
6) 7 305
Isulat ang mga masunod sa tinaga.
7) 5 459
8) 6 568
I-round off ang mga numero sa
hundreds place.
9) 351
10) 220
 ITEM
PLACEMEN
T
1-2
3-4
5-6

7-8

9 - 10
10
 SCHOOL GRADE LEVEL III
TEACHER LEARNING AREA MATHEMATICS
DAILY TEACHING DATES & TIME June 12-15, 2017 QUARTER FIRST

LESSON LOG
MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY
WEEK 2
I. OBJECTIVES
Round off numbers to the Round off numbers to the The pupils are expected to
Read and write numbers up to Compare numbers up to 10
nearest tens, hundreds and nearest tens, hundreds and get 75% mastery level in the
10 000 in symbols and in words. 000 using relation symbols.
thousands thousands weekly tests.
A. CONTENT STANDARDS
• demonstrates · demonstrates
understanding of whole understanding of
numbers up to 10 000, • demonstrates understanding of addition and addition and
ordinal numbers up to subtraction of whole numbers including money. subtraction of whole
100th, and money up to numbers including
PhP1000. money.

B. PERFORMANCE STANDARDS
• recognize and represent whole • apply addition and subtraction of whole numbers including • apply addition and
numbers up to 10 000, ordinal money in mathematical problems and real-life situations. subtraction of whole
numbers up to 100th, and numbers including money in
money up to PhP1000 in mathematical problems and
various forms and contexts. real-life situations.

C. LEARNING COMPETENCIES/OBJECTIVES • reads and writes numbers up • rounds numbers to the nearest ten, hundred and • compares numbers up to
to 10 000 in symbols and in thousand..M3NS-Ib-15.1 10 000 using relation
words.M3NS-Ia-9.3 symbols.

II.CONTENT Numbers and Number Sense

III.LEARNING RESOURCES
A. REFERNCES
1. TEACHER'S GUIDE TG pp. 14-16 TG pp. 16-20 TG pp. 21-24
2. LEARNER'S MATERIALS PAGE LM pp. 16-18 LM pp. 19-25 LM pp. 26-30
3. TEXTBOOK PAGE
4. ADDITIONAL MATERIALS FROM LEARNING flats, longs, and flash
RESOURCE(LR) PORTAL
cards/chart, and place value
chart
numbers cards, bottle full of beads, and pictures flats, longs and squares,
pictures/ illustration,
charts/tables activity card,
and number line

B. OTHER LEARNING RESOURCES

IV. PROCEDURES
A. REVIEWING PREVIOUS LESSON OR
PRESENTING THE NEW LESSON
Write the missing number in Write your answer in your show me board. Give the place Have a pupils tell the
the shape below value of the underlined number. missing number in the
blank.

B. ESTABLISHING A PURPOSE FOR THE LESSON
Distribute a set of cards with
numbers written in symbols
and another set of cards with
their equivalent numbers in
words. Tell the pupils to find
their match. The first pairs to
find the match wins.
Can we tell the exact numbers
of beads at a glace? About
how many beads do you
think?
Show a picture of a big crowd
of people such as in a
basketball game. Ask pupils to
describe what they see in the
picture.
Lead pupils in playing a
game. Have them group
themselves according colors:
What color of dress has the
most number? The least?
Compare the numbers.

C. PRESENTING EXAMPLES/INSTANCES OF THE
NEW LESSON
Post the problem on the board. You can make an estimate Let us number line. Label it Have pupils look at the
Ask Is she correct written the when you need to know about with numbers from 10 to 30. picture. Have them text
numbers? Why? haw many or about how about Sall and Carmy. Refer
much? Rounding off numbers to LM pp. 26
os one way of making
estimates.

D. DISCUSSING NEW CONCEPTS AND
PRACTICING NEW SKILLS #1
Divide the class into groups.
Assign each group a task. Ask
them to prepare the hundreds
chart.
Read the problem and answer Round off the following to the Let pupils work in pairs.
the questions. nearest hundreds. Tell them to make poster
that show the meaning of
<,>,=. Tell them to use
numbers, words, pictures
and symbols.

E. DISCUSSING NEW CONCEPTS AND
PRACTICING NEW SKILLS # 2
Write the numbers in words. Study the number line. Label Round off the following to the In the activity, what symbols
it with the numbers 200, 210, nearest thousands. did you use to show the
…,300. comparison between
numbers?
F. DEVELOPING MASTERY(LEADS TO Write the numbers in symbols. Study the number line. Label Give your answers to the Compare the following
FORMATIVE ASSESSMENT)
it with the numbers 4000, following: 1) What is the numbers using the following
4100,… 5000. rounding place if a number is arm positions.
to be
rounded off to tens?
hundreds? thousands?
G. FINDING PRACTICAL APPLICATIONS OF Write the number that is Round off to the nearest tens. Which number inside the box Read and answer the
CONCEPTS AND SKILLS AND DAILY LIVING
between the given numbers. answers each of the questions. questions. Compare the
numbers using symbols.
H. MAKING GENERALIZATIONS AND How do we read and write How do we round off How do we round off How do we compare
ABSTRACTIONS ABOUT THE LESSON
numbers from 1001 to ten numbers? numbers? numbers? What symbols do
thousand in symbols and in we use?
words
I. EVALUATING LEARNING Have a pupils answer activity Have a pupils answer activity Haver a pupils answer activity Have a pupils answer
3A, 1-3 pp 17, acivity 3B, 1-2 3A pp. 23. 5C, pp. 25 activity 4, pp. 30
pp. 18

J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to activity 4 pp. 18. Refer to activity 3B pp. 23 Refer to activity 5A, pp. 25 Refer to activity 3C, pp. 30
OR REMEDIATION

V. REMARKS
VI. 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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER
WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?

H. WHAT INNOVATION OR LOCALIZED

MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
 DAILY SCHOOL GRADE LEVEL III
TEACHER LEARNING AREA MATHEMATICS
LESSON TEACHING DATES & TI June 5-9, 2017 QUARTER FIRST

LOG
MONDAY TUESDAY WEDNESDAY THURSDAY
WEEK 1

Visualize numbers 5001 up to 10

I. OBJECTIVES Visualize numbers 1001 up to 5000.
000.

A. CONTENT STANDARDS
Demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
holiday
B. PERFORMANCE STANDARDS
Recognize and represent whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000 in various forms and contexts.

C. LEARNING COMPETENCIES/OBJECTIVES Visualizes numbers up to 10 000 Visualizes numbers up to 10 000

with emphasis on numbers 1001 - with emphasis on numbers 1001 -
10000.M3NS-Ia-1.3 10000.M3NS-Ia-1.3
II.CONTENT Numbers and Number Sense
III.LEARNING RESOURCES
A. REFERNCES
CG: M3NS-Ia-1.3 , T.G.p. 7-
1. TEACHER'S GUIDE CG: M3NS-Ia-1.3;T.G.p. 1-6
12
2. LEARNER'S MATERIALS PAGE p. 1-5 p. 6-9
3. TEXTBOOK PAGE
flats, longs and squares, flash Flats, longs and squares, flash
4. ADDITIONAL MATERIALS FROM LEARNING cards, and grid papers/ hundreds cards, grid papers/hundreds
RESOURCE(LR) PORTAL
chart chart
B. OTHER LEARNING RESOURCES
IV. PROCEDURES
Give pupils exercises on writing Let the pupils answer the
A. REVIEWING PREVIOUS LESSON OR numberss in words and in symbols. exercise.
PRESENTING THE NEW LESSON

Play a puzzle game. Provide each “Give Me” game.

group of pupils with sets of Say: Give me:
numerals 0,1,2,3,4,5,6,7,8, and 9. 1. The smallest 4-digit number
The puzzels is a numbers ( ranging that you can form.
from 101 to 1000) written in bold
figures. Ask pupilsto answer the
B. ESTABLISHING A PURPOSE FOR THE LESSON
questions that you will read. What
is the smallest 3- digit number that
can be formed?

C. PRESENTING EXAMPLES/INSTANCES OF THE How are these numbers similar? Post all numbers formed. Which
NEW LESSON
of these numbers has the smallest
digit in the thousands place?

D. DISCUSSING NEW CONCEPTS AND Have the pupils use flats, longs, Use blocks, flats, longs and
PRACTICING NEW SKILLS #1
and squares to illustrate/visualize squares to visualize the numbers.
each
number.
E. DISCUSSING NEW CONCEPTS AND Using blocks, flats, longs and Use bundled straws (Real or
PRACTICING NEW SKILLS # 2
squares, 1 000 has how many loose picture) to illustrate the numbers.
squares? How many longs? flats?
blocks?
How many is 1 000 in hundreds?
tens? ones?

F. DEVELOPING MASTERY(LEADS TO Write the number represented by Write the number represented by
FORMATIVE ASSESSMENT)
each set of number each set of number discs.
discs.

G. FINDING PRACTICAL APPLICATIONS OF Using blocks, flats, longs and Have a pupils answer activity 4A
CONCEPTS AND SKILLS AND DAILY LIVING
squares to illustrate the numbers. pp. 9

H. MAKING GENERALIZATIONS AND How could we visualize numbers How do we visualize numbers 5
ABSTRACTIONS ABOUT THE LESSON
from 1 001 – 5 000? 001 to10 000?
What could help us visualize
numbers.
I. EVALUATING LEARNING Refer to LM. pp. 4 Refer to LM. Pp 9 activity 4B

J. ADDITIONAL ACTIVITIES FOR APPLICATION Refer to LM. pp. 5 Refer to LM. pp. 9 activity 5.
OR REMEDIATION

V. REMARKS
VI. 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 STRATEGIES WORKED WELL?

F. WHAT DIFFICULTIES DID I ENCOUNTER

WHICH MY PRINCIPAL OR SUPERVISOR CAN
HELP ME SOLVE?

H. WHAT INNOVATION OR LOCALIZED

MATERIALS DID I USE/DISCOVER WHICH I WISH
TO SHARE WITH OTHER TEACHERS?
 III
MATHEMATICS
FIRST

FRIDAY

Give the place value and value of a

digit in a number up to 10 000.

p to 10 000, ordinal numbers up to 100th, and money up to

PhP1000.

10 000, ordinal numbers up to 100th, and money up to

ious forms and contexts.

Gives the place value and value of a

digit in 4- to 5-digit numbers.M3NS-
Ia-10.3

CG: M3NS-Ia-10.3, T.G.p. 12-16

p. 10-15

Flash cards, counters, place value

chart, grid papers

Give Activity 1-B in the LM pp. 11.

Form four groups of three pupils

each. Give each group two sets of
number cards ( numbers 0 through
9). Give these directions: A. Each
member of the group takes a number.
As a number is called, group
members line to form that number:
Exam: 654, 982.

Present This place values chart and

refer to the LM. Pp 10

Read each number. Then tell the digit

in the hundreds place.

Give the number represented by the

number disc on the place value chart.

Give the place value and the value of

the underlined digit.

Write the missing numbers.

What are the place values of 4-digit

number?

Refer to LM pp. 14 activity 5.

Refer to LM pp. 14 activity 4B.