DAILY LESSON School: GEELU-CTL, PNU-MINDANAO Grade Level: Grade 3

LOG Student Teacher: HANNAH FAYE D. TAMPOS Subject: Math

FOR IN PERSON
CLASSES Teaching Dates: AUGUST 27, 2024 Quarter: FIRST QUARTER

I. OBJECTIVES
a. Content Standards The learners should have knowledge and understanding of whole
numbers up to 10 000, ordinal numbers up to 100th, and money up
to PhP1000.
b. Performance Standards The learner is able to recognize, represent, compare, and order
whole numbers up to 10 000, and money up to PhP1000 in various
forms and contexts.

c. Most Essential Learning Rounds numbers to the nearest ten, hundred and thousand.
Competencies (MELCs) M3NS-Ib15.1
d. Learning Objectives During the lesson, the learners should be able to;

a. identifies the number to be rounded;

b. writes the rounded numbers correctly; and
c. appreciates the value of rounding numbers in our everyday lives.
II. LEARNING CONTENT Rounding Numbers
(Subject Matter)

III. LEARNING
RESOURCES/REFERENCES
a. Teacher’s Guide Pages
b. Learner’s Material Pages
c. Textbook Pages Lesson 2: Rounding, Comparing and Ordering Numbers pp. 10-
15
d. LRMDS Materials
(SLMs/LASs)
e. Other Learning Resources PowerPoint Presentation, charts, flashcards
IV. PROCEDURES Teacher’s Activity Pupils’ Activity
PRELIMINARY ACTIVITIES
Good morning, class. Good morning, Teacher.
❖ Greetings Before we start our class, let’s stand (The students will pray “Angel
first to pray. of God”)
❖ Prayer
You may now take your seat, class.
❖ Attendance Class, who is absent today? Face
Checking
both your left and right to see if your All are present today,
seatmates are present. Teacher.

Last meeting, we discussed about

A. Review the previous
the place value of numbers up to ten
lesson/Drill
thousand.

Now, on these flashcards, who can

tell me the places and the value of
the underlined digits?
Place: Hundreds
18, 240 Value: 200

Place: Ten thousand

35, 567 Value: 30,000

6, 280 Place: Tens

Value: 80
You are all correct.
B. Establishing a purpose for Now, I prepare a game for you.
the lesson/ Motivation
ACTIVITY: Larger or Smaller?

Directions: Let’s play a guessing

game. I will show a number and you
will guess either it becomes larger or
smaller base on its highest place.

380

Will the number become larger or Larger, Teacher.

smaller?

The number becomes 400 so the

answer is larger.

1,234

Will the number become larger or Smaller, Teacher.

smaller?

The number becomes 1,000 so the

answer is smaller.

76,500

Will the number become larger or Larger, Teacher.

smaller?

The number becomes 80,000 so the

answer is larger.

25,678

Will the number become larger or

smaller?

The number becomes 30,000 so the Larger, Teacher.

answer is larger.
C. Presenting
examples/instances of the new From the game, what did you
lesson observe in the numbers? Possible answer:
The number become larger
and smaller, Teacher.
Yes, very good! The numbers
become larger and smaller base on
their highest place.

D. Discussing new concepts Today we will learn about rounding

and practicing new skills No. 1 numbers. Are you ready to listen? Yes, Teacher!
 Clap twice if you're ready. (The pupils will clap twice.)

Now, let’s read the learning targets

I. Learning Targets for our lesson.

During the lesson, the learners During the lesson, the

should be able to; learners should be able to;

a. identifies the number to be a. identifies the number to be

rounded; rounded;
b. writes the rounded numbers b. writes the rounded
correctly; and numbers correctly;
c. appreciates the value of rounding and
numbers in our everyday lives. c. appreciates the value of
rounding numbers in our
everyday lives.

Now, before we learn a new lesson

II. Setting of Standards this morning, let me remind you of
the rules, class:

1. Listen to your teacher.

2. Keep quiet and do not talk to your
seatmates.
3. Sit properly and do not make
unnecessary moves.
4. Raise your right hand if you have
questions.

Can I expect these from you, class? Yes, Teacher!

III. Discussion Now, open your books on page 11.

In your books, there are more
examples of rounding the numbers.

Everybody, let’s read the Example 1

letters A-D. a. 16 rounded to the
nearest ten is 20.
b. 34 rounded to the
nearest ten is 30.
c. 285 rounded to the
nearest hundred is
300.
d. 445 rounded to the
nearest hundred is
400.

In rounding a number, we can use

number line.

In letter A, 16 rounded to the nearest

tens is 20. Using the number line, let
us locate 16.

16 is between two numbers ending

in zero. What are these
numbers?
 10 and 20, Teacher.
Between these numbers, 16 is closer
to what number? 20, Teacher.

Therefore, 16 rounded to nearest ten

is 20.

In letter B, 34 rounded to the nearest

ten is 30. Using the line number, let
us locate 34.

34 is between two numbers ending

in zero. What are these
numbers?

Between these numbers, 34 is closer

to what number? 30 and 40, Teacher.
Therefore, 34 rounded to nearest ten
is 30.
30, Teacher.

In letter C, 285 rounded to the

nearest hundred is 300.

285 is between two numbers ending

in zero. What are these
numbers?

Between these numbers, 285 is 200 and 300, Teacher.

closer to what number?

Therefore, 285 rounded to nearest In 300, Teacher.

hundred is 300.

In letter D, 445 rounded to the

nearest thousand is 400.

445 is between two numbers ending

in zero. What are these
numbers?

400 and 500, Teacher.

Between these numbers, 445 is
closer to what number?
500, Teacher.
Therefore, 445 rounded to nearest
hundred is 500.

E. Discussing new concepts Class, we can also round the

and practicing new skills No. 2 numbers to the nearest place even
without using the number line.

In example 2, round 34 to the

nearest ten.
 First, take note of the digit to be
rounded. In 34, what is the digit to be 3, Teacher.
rounded?

Now, let’s identify the first digit at its

right. 4, Teacher.

In 34, what is the first digit at its

right?

Let’s always remember class that if

the first digit at its right is 0,1,2,3, or
4, the digit to be rounded is retained.
So, in 34, the 3 is retained because
the digit at its right is 4.

Afterwards, replace all digits to its

right with zero or zeroes. So, the
answer will be 30.

In example 3, round 285 to the

nearest hundred.

First, take note of the digit to be

rounded. In 285, what is the number 2, Teacher.
to be rounded?

Second, let’s identify the first digit at

its right. In 285, what is the first digit 8, Teacher.
at its right?

Let’s always remember class that if

the first digit at its right is 5,6,7,8, or
9 the digit to be rounded, add 1 to
the digit to be rounded.

So, in 285 the 2 becomes 3 and

replace all digits to its right with zero
or zeroes which makes it 300.

F. Developing Mastery (Leads Now, let’s try answering the chart by

to Formative Assessment) rounding numbers to its nearest
tens, hundreds, thousands and ten
thousand.

Round each number to their nearest

tens. Round each number to their
nearest tens.
1. 345: _______
2. 68: ______ 1. 345: 350
2. 68: 70
Round each number to their nearest
hundreds. Round each number to their
nearest hundreds.
3. 5,678: _____
4. 1,444: _____ 4. 5,678: 5,700
5. 1,444: 1,400
 Round each number to their nearest Round each number to their
thousand. nearest thousand.

5. 12, 765: ____ 5. 12, 765: 13,000

6. 8,642: ______ 6. 8,642: 9,000

Round each number to their nearest Round each number to their

ten thousand. nearest ten thousand.

7. 48, 021: ____ 7. 48, 021: 50,000

8. 61, 897: ____ 8. 61, 897: 60,000

G. Finding Practical Listen and answer the questions that

Application of Concepts and I will read for you.
Skills in Daily Lives
A city has a population of 8,725
people. Round the population to
the nearest thousand. 9,000, Teacher.

You're buying a toy that costs Php

123. Round the price to the
nearest ten pesos. 120, Teacher.

You're looking at a map and trying to

find a city that is 378 kilometers
away. Round the distance to the
nearest hundred. 400, Teacher.

Very good.

Now class, based from the

questions, do you think rounding
numbers is important in our daily Yes, Teacher.
lives?

How can rounding numbers help us? Rounding can help us

estimate measurement,
distance and cost, Teacher.
Very good.

H. Making Generalization and

Abstraction Let us have a recap!

What is our lesson today? Rounding numbers, Teacher.

What happened to the digit to be The number to be rounded is

rounded if the first digit at its right is retained, Teacher.
0,1,2,3, or 4?

What happen to the digit to be

rounded if the first digit at its right is Add 1 to the digit to be
5,6,7,8 or 9? rounded, Teacher.

What are we going to do with all the Replace all the digits with
digits to its right? zero or zeroes, Teacher.
 Excellent! All of your answer is
correct.
I. Evaluating Learning Open your books on page 19-20 and
answer the following items.

Round each number to the nearest

ten. Write the answer on the line.

1. 86 _______
2. 92 _______
3. 41 _______
4. 58 _______

Round each number to the nearest

hundred. Write the answer on the
line.

5. 288 ______
6. 544 ______
7. 817 ______
8. 2,949 _____

Round each number to the nearest

thousand.

9. 1,247 ______
10. 5,693 ______
11. 7,039 ______
12. 1,526 ______

Round each number to the nearest

ten thousand.

13. 26,391 _______

14. 92,392 _______
15. 33, 932 ______
16. 53, 988 ______

J. Additional activities for Assignment: Answer the 12 items

application or remediation activity on page 21.
V. REMAKS
VI. REFLECTIONS
VII. FEEDBACK
A. No. of learner who earned
80%
B .No. of learner who scored
below 80% ( needs
remediation)
C. No. of learners who have
caught up with the lesson
D. No of learner who
continue to require
remediation
E. Which of my teaching
strategies work well? Why?
 F. What difficulties did I
encounter which my principal
/supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share w/other teacher?

Prepared by:

HANNAH FAYE D. TAMPOS

BECED IV Student Teacher

Checked and Corrected by:

PROF. NELLY FLORES

GEELU-CTL Supervising Professor