Grades 1-12 School LEONARD ELEMENTARY SCHOOL Grade Level GRADE III and GRADE IV

Daily Lesson Teacher MARILOU O. GARCIA Learning Area MATH

Log Teaching Date and Time October 10-14, 2016 Quarter SECOND QUARTER

GRADE III GRADE IV

DAYS MONDAY WEDNESDAY FRIDAY MONDAY WEDNESDAY
I. OBJECTIVES October 10, 2016 October 12, 2016 October 14, 2016 October 10, 2016 October 12, 2016
A. Content Stadards Demonstrates understanding of multiplication and division of whole numbers 1. Demonstrates understanding of factors and multiples and addition
including money. fractions
2. Demonstrates understanding of improper fractions and mixed num

B. Performance Standards
C. Learning Competencies/
Objectives
The learner is able to apply multiplication and division of whole numbers The leaner is ableto apply knowledge of factors and multiples, and ad
including money in mathematical problems and real-life situations. subtraction of fractions in mathematical problems and real-life situati
is able to recognize and represent improper fractions and mixed num
various forms and contexts
Divides 2 to 3 digit numbers Divides mentally 2-digit Visualize decimals numbers Rename decimal numbers to
by 10 and 100 without or with numbers by 1-digit numbers
remainder. without remainder using
AP/HEKAS using models like blocks. Grids, fractions whose
number lines, and money to denominators are factors of
appropriate strategies. I show relationship to fractions. 10 and 100

FESTIVAL
LC: M3NS Iih -54.2 M3NS Iii-52.2 M4NS-IIi-99 M4NS-IIi-100

II. CONTENT Dividing 2-to 3- Digit Numbers Dividing mentally 2-digit Decimals Decimals
by 10 and 100 numbers by 1-digit numbers
without remainder using
appropriate strategies.

III. LEARNING RESOURCES

A. References
1. Teacher's Guide Pages 229-235 218-225 176-178 179-182
2. Learner's Material Pages 133-136 137-139
3. Textbook Pages
4. Additional Materials for
Learning Reference Portal
 B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or Complete each table by ff.the Find the missing numbers. Conduct a review on naming Conduct a review on naming
presenting the new lesson rule: 1.3x3 = fractional part fractional parts that are
Given Multiply by 10 Multiply by 2.30x __ =90 Ask: What part of the whole is shaded
100 3.__ x 3 =900 the shaded part? Refer to TG p. 180
2 20 200
4

B. Establishing a purpose for
the lesson
Divide the class into three Get 9 counters. Divide it in Ask the pupils if they have Ask the pupils about the following:
1. favorite color of a cake 2. favorite
groups. your 3 friends. gone to a bakeshop, what design of a cake 3. favorite flavor of a
1. (6 x 15 ) 2. (4x65) 3. Into how many groups did you things they bought and the cake 4. the parts of the cake they
consumed
(7x48) divide the counters?Why? amount they paid. Let the pupils explain why these are their
Multiplicand Multiplier favourites. Lead them to see that these
cakes are available in a bakery and
sometimes can be baked at home.

C. Presenting examples/
instances of the new lesson
A civic organization receives a Present a word problem. Present this situation to the Mrs. Paglinawan went to a nearby
donation of 200 bottles of mineral bakery. She bought a birthday cake
Miss Hilario has 60 books in class.
water for the victims of Typhoon with chocolate flavor for her p- year
Yolanda in Tacloban City. The bottles mathematics. She wants to Tabern went to a bakeshop. He old daughter. When she reached
of mineral water will be distributed divide these books bought a cassava pie for his home, she divided the cake into 10
equally among 10 families. How many snack. He sliced the pie into equal parts. If the children shared
bottles of mineral water would each four equal parts and gave 3 0.8 part from the cake, what
family receive? Can you help them fractional part of the cake was
find ways on how to distribute the parts to his friends. What shared by the children?
number of bottles equally among decimal part of the pie was
them? given to his friends? Integrate the values of sharing and
accuracy
Refer to TG p. 180

D. Discussing new concepts and Discuss the different ways in
practicing new skills 1 solving the problem.
1. Use of family of
multiplication and division
facts.
2. Cross Out Method
3. Long Method
E. Discussing new concepts and
practicing new skills 2
a.How many books does Miss
Hilario have?
b.What does she want to do
with the books?
c.How shall she solve the
problem?
d.What is the number
sentence?
What strategy did you use to
get the answer?
Group the pupils into 4 working Discuss the Performing the Activities on
TG p. 1
teams and have them perform Group the pupils into 4 working teams
the task and have them perform the task. Each
group works on every station
Discuss the Performing the simultaneously.
Activities on TG p. 177 Discuss the Processing the Activities on
TG p. 181
Discuss the Processing the
Activities on TG p. 133
Study Explore and Discover on Study Explore and Discover
LM p.133 on LM p.137
Do Get Moving pp 134-135
LM
F. Developing Mastery
G. Finding Practical application
of concepts and skills in daily
living
H. Making generalizations and
abstractions about the lesson
I. Evaluating learning
J. Additional activities for
application or remediation
Which method would you think What process will you use to Do Keep Moving A pp 135 LM Do Get Moving pp 137 on LM
is easier to use?Why? solve the problem? and Keep Moving pp 138 on
LM
Group 1 and 2 will find the answer using the Find the quotient. Do Apply Your Skills 6-10 p Do Apply Your Skills p.139
family of multiplication and division facts
and the remaining groups will be using 484 2 = ________ 135-136 on LM on LM
cross-out method or cancellation. Ask the 84 14 = ________
pupils to post their answers on the board
and let the group leader explain their work. 216 18 = ________
1) 320 10 1) 460 10 77 11 = ________
2) 560 10 2) 680 10
3) 125 10 3) 375 10
4) 2560 100 4) 3150 10
How do you do to divide whole How do we divide mentally 2- How do you visualize decimal Lead the pupils to give the ff.
numbers by 10 and 100? digit numbers by 1-digit numbers? How do you identify generalization by asking:
numbers without remainder? the number of equal parts of How do you rename decimals
the whole unit? to fractions?
Divide the ff. by 10 and Determine the quotient to complete Using models, visualize the Express the following as
the table below. Write your answer in
100.Write the answers on your following decimal numbers. fractions:
your
notebook. notebook. 1. 0.20 2. 0.25 1. 0.20 2. 0.04
120 230 360 300 345 Dividend Divisor Quotient 3. 0.50 4. 0.75 3.0.64 4. 0.08
500 623 1400 2300 108 27 5. 0.90 5. 0.56
380 76
648 324
120 20
Let the pupils solve the Visualize the following decimal
following problems mentally. numbers using the grid.
1.There are 36 mangoes on the 1. 0.10 2. 0.20
table. If Rina will put 4 3. 0.30 4. 0.40
mangoes in each box, how 5. 0.50
many boxes will be used?
 table. If Rina will put 4 3. 0.30 4. 0.40
mangoes in each box, how 5. 0.50
many boxes will be used?

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 lessons

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

encounterd which my principal
or supervisor can help me
solve?

G. What innovation or localized

materials did I use/discover
which wish to share with other
teachers?

Prepared: MARILOU O. GARCIA Checked: ALYNE M. DELA TORRE Monitored:

Teacher I Teacher-In- Charge PSDS/PIC/EPS
DE IV

FRIDAY
October 14, 2016
nd addition and subtraction of

mixed numbers

ples, and addition and

l-life situations.
mixed numbers in

AP/HEKAS
I
FESTIVAL