Republic of the Philippines

Department of Education
Region IV-A CALABARZON
Schools Division of Rizal
Taytay Sub-Office

BAGONG PAG-ASA ELEMENTARY SCHOOL

WEEKLY LEARNING PLAN

Teacher JASMIN N. OGALE
Quarter 1st Quarter Grade Level/Section Three- JASMINE
Week 5 Learning Areas Mathematics III
Adds 3- to 4-digit numbers up to three addends with sums up to 10 000 without and with regrouping. M3NS- Id-27.6
MELCs Estimates the sum of 3- to 4-digit addends with reasonable results. M3NS-Ie-31
Adds mentally using appropriate strategies.M3NS-Ie-28.7-28.8

Home-Based Activities Classroom-Based Activities

Day 2 Day 5
Day 1 Day 3 Day 4
Objectives Topics September 26, September 29, 2023
September 25,2023 September 27, 2023 September 28, 2023
2023 10:00-10:50
10:00-10:50 10:00-10:50 10:00-10:50
10:00-10:50
> Adds 3- to > Adding 3- to Estimates the sum of 3- to Estimates the sum Adds 3- to 4-digit numbers up to Adds mentally 2-digit and 1- Adds mentally 2- to 3-digit numbers with multiple of
4-digit 4-digit 4-digit addends with of 3- to 4-digit three addends with sums up to 10 digit numbers without or with hundreds using appropriate strategies. M3NS-Ie-28.8
reasonable results. M3NS- addends with 000 without and with regrouping. regrouping using appropriate
numbers up numbers up to Ie-31 reasonable results.
to three three addends M3NS- Id-27.6 strategies. M3NS-Ie-28.7 I. Developmental Activities
M3NS-Ie-31
A. Review/Drill
addends with with sums up
I. Developmental Activities I. Developmental Activities Let them do these exercises.
sums up to to 10 000 With the guide of your
With the guide A. Review A. Review/Drill Fill in the blanks with the correct number.
10 000 without and parents answer the Write the letter of the correct answer Have the pupils solve and
without and with following activities. of your parents
to the addition problem on the write the answer to these
with regrouping. A. Learning Task 1 answer the chalkboard. exercises using chalkboards
regrouping. page 24 on following 1) 214 or “Show Me” boards.
 Mathematics Module activities. + 21 a. 27 more than 31 is what
> Estimating A. a. 235 b. 532 c. 325 d. 523 number? (58)
the sum of 3- B. Learning Task 3 Have the pupils 2) 214 b. 35 increased by the sum of
to 4-digit page 25 on do exercises + 123 6 and 8 is equal to what
a. 316 b. 337 c. 349 d. 637 number? (49)
> Estimates addends with Mathematics Modules under Activity 2
3) 365 c. 42 added to 45 is equal to
the sum of 3- reasonable in the + 412 what number? (87)
to 4-digit results. Mathematics a. 767 b. 677 c. 778 d. 777 d. Combine 16 and 51. (67) B. Establishing a Purpose for the Lesson
addends with LM page 65 e. Write the sum of 84 and 12. Ask the pupils their birthday and talk about the ways
reasonable B. Establishing a Purpose for the (96). they celebrate their birthday.
results. B. Have the Lesson/
pupils do Show the picture or similar picture to B. Establishing a Purpose for C. Presenting examples/ examples of the new lesson/
exercises under the class. the Lesson Present this story problem.
Activity 3 in Show a box of toys. It was Ena’s 8th birthday. Her mother promised to give
Ask pupil volunteers to pick her a simple treat. She bought 80 pieces of pandan
Mathematics
some toys they like most from cupcakes and 100 pieces of buko cupcakes. How
LM page 66. many cupcakes did she buy in all?
the box.
> Adding Have them tell the class their Ask: Who celebrated her birthday?
mentally using reason for choosing the toy. How old is she now?
appropriate Who gave her a treat?
strategies. Ask: What is the picture all about? C. Presenting examples/ What did mother buy?
> Adds How would you help maintain the examples of the new lesson/ How many pieces of pandan cupcakes did mother
cleanliness in your Tell pupils this story about two buy?
mentally
community? in your school? brothers. How many pieces of buko cupcakes did mother buy?
using Let’s see whose desks will remain
appropriate How many cupcakes did she buy in all?
clean up to the last minute of How would find out the total number of cupcakes
strategies. the class. mother bought?
C. Presenting examples/ examples of Strategy: Story Problem
the new lesson/
Present this problem. D. Discussing new concept and practicing skills 1.
. In response to the municipality’s Ask volunteers to write the number sentence on the
“Clean and Green” campaign, board.
the Boy Scouts and Girl Scouts of Use the place value chart below in arriving at the
Barangay Malinis held a tree planting answer.
activity. They planted 1 432 narra Call on volunteers to plot the numbers on the place
seedlings, 3 124 mahogany seedlings value chart. Lead them to do the following steps:
and 1 300 ipil-ipil seedlings. How
many seedlings did they plant in all?
Ask: What was the campaign of the Strategy: Story Telling
municipality?
Who participated in the municipal D. Discussing new concept
campaign? and practicing skills 1.
What did they plant? Ask them to work with their
How many of these seedlings were partners in giving the answers
planted? to the exercises in the table
Strategy: Problem Opener like the one shown below.
Instruct them to use any of the
D. Discussing new concept and strategies they learned in
practicing skills 1/ computing for the answer
Lead the pupils in analyzing the mentally.
problem using expanded form.
Express the grouping into symbols by
writing the equivalent numbers into
expanded form. (You can present E. Discussing new concept and practicing skills 2/
another way of adding by using the Let them follow these steps used in the front-end
place value chart) strategy:
E. Discussing new concept Add: 100 +80
and practicing skills 2/ Let them recall that 100 = 10 tens and 0 ones
E. Discussing new concept and Ask: Which digits in item no. 1 and 80 = 8 tens and 0 ones
practicing skills 2/ are the ones digits? the tens 1. Adding the tens: 10 + 8 = 18
Guide the learners in working on the digits? 2. Annex/write the terminal zero, which means that
activity below. Ask the same questions for there are zero ones (since 0 + 0 = 0).
Write the addends in column form items 2 to 5. 3. Annex/write the terminal zero after 18 180
with the digits properly aligned. How were the addends in item Therefore, the anwer is 180.
Then find the sum. Write your no. 1 split as to their place In adding 3-digit numbers with multiples of hundreds,
answers in your notebook. values? let them see
1) 1 150 + 2 034 + 2 011 Let the pupils answer the these steps:
2) 1 131 + 1 140 + 1 023 same questions for items 2 to Add: 400 + 700
3) 2 032 + 1 221 + 1 212 5. 1. Add the digits in the hundreds place which are 4
F. Developing Mastery/ How would you know that and 7.
Group Activities regrouping should be done in 4 + 7 = 11
Give each group a task to work on. order 2. Annex/write the two zeros after the sum. This
G. Finding Practical Applications of to find the answer? means that there are 0 tens and 0 ones.
Concepts and Skills in Daily Living/ Which values were added first 3. Annex/write the two terminal zeros, therefor the
Ask: What steps do we follow in in item numbers 1, 2, and 3? answer is 1 100
adding numbers? Which were added next? F. Developing Mastery
Explain the steps in adding numbers. What was done as the last Introduce a game for this activity.
Remind pupils to always align the step? Group pupils. Provide each group with activity cards
numbers in their proper column. Which values were added first like these.
in item numbers 3, 4, and 5? 50 + 10 =
H. Making Generalizations and Why do you think this was 500 + 40 =
Abstractions About the Lesson/ done first? 900 + 30 =
Ask: What should be done first before Which were added next? Have them write the answers to the exercises within
adding 3–to 4–digit numbers? What was done as the last the shortest time possible. The group to finish first and
 How do we add 3- to 4-digit numbers step? with the correct answers is the
up to three addends with sums winner.
up to 10 000? F. Developing Mastery G. Finding Practical Applications of Concepts and
 Before adding, write first the Group Activities Skills in Daily Living
numbers in their proper columns. Give each group a task to Ask: What step was done first in adding multiples of
 To add whole numbers with 3 to 4 work on. tens and
digits, add the ones first, next hundreds? the multiples of tens? the multiples of
add the tens, then the hundreds, and G. Finding Practical hundreds?
lastly, the thousands Applications of Concepts and What was done with terminal zero in the addends
Skills in Daily Living which are all
I. Evaluating Learning/ Ask the class to answer tens?
Have the learners answer Activity 1 in Activity 2 in the LM page 69 What was done with terminal zero in the addends
Math LM page 61 which are
H. Making Generalizations tens and addends?
J. Additional activities for Application and Abstractions About the What was done with terminal zeros in the addends
or Remediation/ Lesson which are all
Have the learners answer Activity 4 in How do we add mentally? hundreds?
Math LM page 60
I. Evaluating Learning/ H. Making Generalizations and Abstractions About the
Have the pupils do exercises Lesson
under Activity 1 in the How do we add 2-digit and 3-digit numbers with
Mathematics LM page 69 multiples of
tens and hundreds mentally?
J. Additional activities for
Application or Remediation/ I. Evaluating Learning/
Have the pupils do exercises under Activity 1 in the
Have the pupils do exercises Mathematics LM page 71.
under Activity 3 in
Mathematics LM page 69. J. Additional activities for Application or Remediation/
Have the pupils do exercises under Activity 2 in
Mathematics LM page 72.
Reflections
A. No. of learners who earned
80% above in the evaluation
B. No. of learners who require
additional activities for
remediation
C. Did the remedial lessons work?
No. of learners who have
caught up with the lesson