School Guadalupe Elementary Grade 3 ANNOTATIONS

School Level
Teacher ARIAN P. DE GUZMAN Section Grapes
Teacher I Time
Teaching Date
CHECKED BY
Quarte 4th QUARTER
CHERRY ANN M. r
PACULDAS
Teacher-in-Charge
DAILY
LESSON
PLAN
ENGLISH
I. I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of useful strategies for
purposeful literacy learning
B.Performance Standards The learner uses strategies independently in accomplishing
literacy-related tasks
C.Learning Competencies / Interpret a pictograph
Objectives Write the LC code EN3SS- IVc-d-1.2.7
for each

II. CONTENT Interpreting a Pictograph

II. III. LEARNING RESOURCES
A. A. Reference
1. Teacher’s Guide pages 393-394
2. Learner’s Material pages 348-349
3. Textbook pages
4. Additional Materials from Pinterest
Learning Resource (LR) portal
 1. B. Other Learning Resources Pictograph, pictures, word cards KRA 3 Objective 9
III. IV. PROCEDURES
A.Reviewing previous lesson or Drill: “Around the World Game” using division and multiplication KRA 1 Objective 1
presenting the new lesson facts Objective 2
Distribute cards to the pupils. The pupils with the start ‘card’ Objective 7
begins and he/she reads aloud, “I have the start card”, and the first
question.
Each pupil then looks at his/her card to see if he/she has the
matching answer. Then, the pupil with the “matching answer”
reads the answer and then poses his/her question.
All learners then look for the match and the game continues until
they get to the learners with the end card.
Multiplication and Division Tasks
I have the start card.Who has the quotient of 25/5?
I have 5. Who has 12/3?
I have 4. Who has 5 x 2?
I have 12. Who has 6 x 2?
I have 2. Who has the product 4 x 2?
I have 8. Who has 3 x 2?
I have 6. Who has 9/3?
I have 3. Who has 14/2?
I have 7. Who has the product of 4 x 4?
I have 16. Who has 5 x 3?
I have 15. Who has the product of 5 x 0?
I have 0. I have the end card.
Review: What are the different graphs that we have learned?
B. Establishing a purpose for Let pupils do a “Pinoy Henyo” game.
the lesson 1. Ask pairs of volunteers from the class to guess the magic words,
one word at a time. Objective 7
2. The words/pictures to be guessed are common fruits known by
elementary pupils.
3. Prepare the 3 pictures/words to be guessed in a minute.
 4. The pair with the fastest time to give the correct answer wins
the game.
Which among the fruits given would you like to eat? Why? Objective 3
Why is it important to eat fruits?
What does it give to our body?
As a child, how will you take care of your body?
C. Presenting Now let’s create our own pictograph. Objective 7
examples/instances of the new Favorite Fruit of Grade 3 Class
lesson Legend:1 pupil=1
Apple
Orange
Mango
Ask: What fruit is the most favorite of grade 3 pupils?
How many boys like apple? Girls?
How many boys like orange? Girls?
How many boys like mango? Girls?
D.Discussing new concepts and Show sample pictograph. Objective 7
practicing new skills #1
 Say: This is a pictograph. What do you see on a pictograph?
Say: A pictograph tells information. It is read with the help of a
legend. Look at the pictograph. What information does it tell?
(Look at the title). Let us interpret the pictograph by answering the
questions
E.Discussing new concepts and Show another example of pictograph. Objective 7
practicing new skills #2
 Ask: Refer to the legend. What does stand for? (10 kilos)
How many kilos of mango did Mang Nanding harvest in May?
What month did Mang Nanding have the most harvest?
What month did Mang Nanding have the least harvest?
F.Developing mastery Group the class into 3 groups. Distribute Activity Card for each KRA 2 Objective 4
(Leads to Formative Assessment group. Objective 6
3) Group 1 KRA 3 Objective 7
( Conduct a survey among your group members about their favorite
colors.
Group 2
Conduct a survey among your group members about their favorite
subject.
Group 3
Conduct a survey among your group members about their favorite
game.
Each group should organize the data into table and pictograph.
Create also 3 questions about the graph.
Rubric in Assessing Group Output
Indicators 5 3 1
 Data The The The
Presentation pictograph has pictograph has pictograph has
pictures for pictures for no data
data, and data but no
legend legend
indicated indicated
Neatness The output is The output is The output is
neat and neat unpresentable
organized

Rubric in Assessing Group Performance (Self-Assessment)

Direction: Assess your group performance in accomplishing the
task provided.

G.Finding practical If you are going to count the number of votes during election, are Objective 3
applications of concepts and you going to use pictograph in data gathering? Why? Why not? Objective 5
skills in daily living Objective 7
(Application/Valuing)
H.Making generalizations and How do we read and interpret a pictograph? Objective 7
abstractions about the lesson Identify the title of the pictograph. Read and analyze the
information given in the horizontal and vertical axis.
I.Evaluating learning Interpreting a Pictograph Objective 7
Interpret the pictograph by answering the questions that follow. KRA 4 Objective 10
Favorite Food of Grade 6 Section 1 Pupils of San Mateo
Elementary School

Questions:
1. What is the pictograph about?
2. What is meant by the given legend?
3. What are the favorite foods of the pupils?
4. What are the symbols used in the graph?
5. What is their most favorite food? How many likes this?
 J.Additional activities Objective 7

1. How many tomatoes did the farmer pick on the first day?
2. What day did the farmer pick the most tomatoes?
3. Which days did the farmer pick the most tomatoes? How many
did he pick in total both of those days?
4. What’s the difference between the number of tomatoes picked
on Day 3 and Day 4?
5. How many tomatoes in total did he pick for this season?
IV. V.REMARKS

V. VI.REFLECTION

A. A. No. of learner who earned _________ of Learners who earned 80% above
80%
B. B. No. of learner who scored _________ of Learners who require additional activities for
below 80% ( needs remediation) remediation
C. C. Did the remedial lessons _________Yes _________ No
work?
_________ of Learners who caught up the lesson
No. of learners who have caught
up with the lesson
D. D. No of learner who continue to _________ of Learners who continue to require remediation
require remediation

E. E. Which of my teaching Integration of Math and MTB-MLE

strategies work well? Why?
F. F. What difficulties did I
encounter which my principal
/supervisor can help me solve?
G. G. What innovation or localized
materials did I use/discover
which I wish to share w/other
teacher?