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Individual LP - Math

This semi-detailed lesson plan aims to teach 3rd grade students about place value of three-digit numbers up to 999. The 45-minute lesson uses various engaging activities and games to help students understand place value, including a bean bag toss game to form numbers, presentations with manipulatives, and a scavenger hunt with place value tasks. Formative assessment is conducted through a group activity where students build numbers from random cards using place value understanding. The lesson aims to have 95% of students able to recognize place values of 3-digit numbers and read/write them in different forms by the end.

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Elena Dado
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40 views

Individual LP - Math

This semi-detailed lesson plan aims to teach 3rd grade students about place value of three-digit numbers up to 999. The 45-minute lesson uses various engaging activities and games to help students understand place value, including a bean bag toss game to form numbers, presentations with manipulatives, and a scavenger hunt with place value tasks. Formative assessment is conducted through a group activity where students build numbers from random cards using place value understanding. The lesson aims to have 95% of students able to recognize place values of 3-digit numbers and read/write them in different forms by the end.

Uploaded by

Elena Dado
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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BEED 2A – FACILITATING LEARNER-CENTERED TEACHING

1ST SEMESTER AY 2023 – 2024

SEMI-DETAILED LESSON PLAN IN GRADE 3 MATHEMATICS

I. LEARNING OUTCOMES
At the end of a 45 minutes lesson, 95% of the Grade 3 pupils must be able to:
 recognize the place value of at least three-digit numbers to 999 in the
numeral,
 show enthusiasm in participating actively in all activities in the classroom,
and
 read and write three-digit numbers in symbols and in words.

II. SUBJECT MATTER


A. Subject: Mathematics
B. Lesson: Place Value
C. Materials:
a. Laptop
b. Flashcards
c. Pocket Chart
d. Manipulatives (Lego Blocks, straws, base10 strips)

D. References:
Camarista, Genesis G. & Oranio, Ian B., (2019). Teaching Mathematics in the
Primary Grades [Place Value, pp. 1-3]. Lorimar Publishing Inc.,
BrainPOP Educators (https://educators.brainpop.com/lesson-plan/place-value-
activities-for-kids/)

III. PROCEDURE
A. Prayer
B. Checking of Attendance
C. Energizer
D. Review

IV. LEARNING PROCESS


A. Activity or Exploration (3-5 mins)
 Title: Bean Bag Toss Game
 Instructions:
 Group the class into two for collaborative game.
 Take 10 separate pieces of paper and label them each from 0 to 9.
 Then give a student one, two, or three bean bags to throw at different numbers to
create a number.
>For example, if a student throws bags on a 2 and a 3, he or she forms the number
23.
 Let the student write the number on the board and have him/her say the number
out loud.
 Have students take turn throwing bean bags until everyone in the group have their
own numbers.
B. Analysis or Processing (5 mins)
 What is place value, digit, ones, tens and hundreds?
 Discuss the meaning of place value, digit, ones, tens and hundreds.

C. Abstraction or Deepening (25 mins)


 How to evaluate Place Value?
 Present the manipulatives to the class.
 Let pupils identify what number is presented through the manipulatives.
 Call 1 pupil to write the number on the board.
 Using the chart, place the number in its corresponding place value.
 What are the ways to identify place value?
 Show pupils the four ways to represent numbers and place value using the mystery
number game.
>Example: Standard form, Base 10 form, expanded form and word form

D. Application or Transferring (10 mins)


 Title: Place Value Scavenger Hunt
 Instructions:
 Divide the class into 8 groups. Each group must have at least 4 members.
 The teacher will let each group find numbers hidden inside the classroom.
 Every group must compete to get the correct answer. The group who gets the
correct answer will earn a reward.
 When a group finds a number, each member will be assigned to do a task written on
it.
Example: The number written on a sheet of paper under the arm chair is
645. There is an attached letter containing instructions like:
1 member should write the word form of your number on the

board,
1 member should write the expanded form on the board,

1 member will pick the numbers on the teachers table and


assigned the correct number on its place value in the pocket chart,

1 member will use the lego blocks and build anything that
represents the number 645

.
V. ASSESSMENT (10 mins)
 Title: Build a Number
 Instructions: Group the class into 4. Give each group a random number cards
and let them answer the following activity.

Directions: Using the set of numbers given, build or form a number to answer the questions
below. Example number given 5, 3, 9, 1
1. Build the largest number. ___________
2. Build the smallest number. _________
3. Build a number between 30 and 50. _________
4. Build a number less than 30. _____________
5. Build a number greater than 300. _________
6. Build a number that is closest to 500. ______
7. Build a number with a digit 9 in its one’s place. _______
8. Build a number with a digit 1 in its hundreds place. ______
9. Build a number with a digit 5 in its tens place. __________

VI. ASSIGNMENT
Bring 5 paper cups tomorrow for our performance task (stack paper cups making).

Prepared by: Checked by:

Elena C. Dado Dr. Rogelyn T. Abubacar


Teejay Awayan Instructor
Jeanneth Salido
Angela Alcancia
Mark Christian Alicabo – absent

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