School: **** Grade and

Section: ***
Name of Teacher: ***** Day: ****
Date: **** Quarter: 3
Head Teacher: *** School Principal: *** Learning MATH 3
Area:

Detailed Lesson Plan in MATH 3

I. OBJECTIVES Identify odd and even numbers.

II. SUBJECT MATTER A. Topic: IDENTIFYING ODD AND EVEN

NUMBERS.
B. Reference: K-12 English 2 Teacher’s Guide
Page 163-165

C. Instructional Materials: Laptop,

Power point presentation, monitor, chalk and
board, pictures, Bluetooth speaker, activity
charts, activity sheets and paper.
III. TEACHING TEACHER’S ACTIVITY LEARNER’S ACTIVITY
PROCEDURES
A. ROUTINARY A. Daily Prayer
ACTIVITIES B. Greeting the class
C. Energizer
D. Checking the attendance
E. Passing the Assignment
B. REVIEW Before we move on our next lesson, Proper and Improper fractions
what did we discussed yesterday?

(Raise their hands)

Now we have here, we going to identify
whether odd numbers or even numbers.
Just raise your hand if you want to
answer.

Copy the numbers in your paper.

C. LESSON PROPER
Determine whether the number
is odd or even.
 _____ 1.) 36 _____ 9.) 700
(The students will participate)
_____ 2.) 58 _____ 10.) 373
_____ 3.) 29 _____ 11.) 2 457
(Raised their hands)
_____ 4.) 35 _____ 12.) 1 536
Students answer their activity.
_____ 5.) 69 _____ 13.) 6210
_____ 6.) 70 _____ 14.) 3 012
_____ 7.) 438 _____ 15.) 2 113
_____8.) 754

Very good!
Look attentively
No matter how small or large a
number is it can still be classified Yes, Ma’am.
as either an odd number or even
number.
(Student will raise their hands)
The best and seemingly the
easiest way to identify whether Students listen carefully
a number is an odd number or
an even number is to look at the
end number or the number in its
one’s place value (if the number
has two or more digits).
Numbers with 1, 3, 5, 7 and 9 in
the end or in there one’s place
value are called odd numbers.
While those with 0, 2, 4, 6, and 8
are called even numbers.
Yes, Ma’am.

-did you understand our lesson

today? (The student will participate)
Now, bring your paper and
D. GENERALIZATIO pencil then answer this activity.
N
Determine whether the number
is odd or even. Students answer their activity
_____ 1.) 22 _____ 9.) 900 quietly
 _____ 2.) 58 _____ 10.) 773
_____ 3.) 59 _____ 11.) 7 407
_____ 4.) 5 _____ 12.) 6 586
_____ 5.) 99 _____ 13.) 1 290
_____ 6.) 701 _____ 14.) 7 052
_____ 7.) 838 _____ 15.) 1 813
_____8.) 679

Yes, Ma’am.
-excellent class!
-let’s move on next activities.
IV. APPLICATION

A. Supply each blank with

a correct odd number to
complete the sequence.

1.) 20, _____, 22, 23, 24, _____,

26, 27, 28, _____, 30

2.) 100, _____, 110, _____, 120,

_____, 130, _____, 140

3.) 3, 6, 9, 12, ___, 18, ___, 24,

___, 30 (The students participate)

B. Supply each blank with a

correct even number to
complete the sequence.

4.) 1 191, _____, 1 193, _____, 1

195, _____, 1 197 Okay po, Ma’am.

5.) 101, 104, 107, _____, 113, (The students will proceed on
_____, 119, _____, 125 the activity)

6.) 5, 10, 15, _____, 25, _____,

35, _____, 45, _____, 55
EVALUATION:

Direction: Name me!

What number am I? Write your answer on the paper.
1.) I am an odd number that is less than 80 but greater than 77.
2.) I am greater than 122 but less than 125, what odd number am I?
3.) I am the greatest odd number that is less than 600.
4.) I am an even number that is less than 1 400 but greater than 1
396.
5.) I am less than 2 205 but greater than 2 202, what even number
am I?

Prepared by:

___________________
Teacher
_____________________
Observed by:

_______________________

School Principal