Carmen Elementary School Grade Level: 3

GRADES 1 to 12
Teacher: Jobelle M. Razon Learning Area: NMP
DAILY LESSON LOG
Teaching Dates and
Time: August 26-30 (WEEK 5) DAY 1-4 Quarter: 1ST QUARTER

DAY 1 DAY 2 DAY 3 DAY 4

I. OBJECTIVES At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the learners At the end of the lesson, the learners will
learners are able to visualize learners are able to visualize will able to visualize fractions that be able to represent fractions that are
fractions that are greater than one fractions greater than one using are greater than one using number greater than one using regions, sets,
using regions. sets. lines. and number lines.
A. LEARNING
AREA/KEY
STAGE/GRAD
E LEVEL
STANDARD
B. Content The learners demonstrate The learners demonstrate The learners demonstrate knowledge The learners demonstrate knowledge and
Standards knowledge and understanding of knowledge and understanding of and understanding of proper and understanding of proper and improper,
proper and improper, similar and proper and improper, similar and improper, similar and dissimilar, and similar and dissimilar, and equivalent
dissimilar, and equivalent fractions. dissimilar, and equivalent fractions. equivalent fractions. fractions.
C. By the end of the quarter, the By the end of the quarter, the By the end of the quarter, the By the end of the quarter, the learners
Performance learners are able to recognize and learners will be able to recognize learners will able to recognize and will able to recognize and represent
Standards represent proper and improper, and represent proper and represent proper and improper, proper and improper, similar and
similar and dissimilar, and improper fractions, similar and similar and dissimilar, and equivalent dissimilar, and equivalent fractions in
equivalent fractions in various forms dissimilar fractions, and equivalent fractions in various forms and various forms and contexts.
and contexts. fractions in various forms and contexts.
contexts.
D. Learning The learners will be able to visualize The learners will be able to The learners will be able to visualize The learners will be able to visualize and
Competencies and represent fractions that are visualize and represent fractions and represent fractions that are represent fractions that are equal to one
/ equal to one and greater than one that are equal to one and greater equal to one and greater than one and greater than one using
Objectives using regions, sets, and number than one using regions, sets, and using regions, sets, and number regions, sets, and number lines.
lines. number lines. lines.
II. CONTENT Visualizing Fractions Greater Than Visualizing Fractions Greater Than Visualizing Fractions Greater Than Representing Fractions Greater Than One
One Using Regions One Using Sets One Using Number Lines Using Regions, Sets, and Number Lines
III. LEARNING National Learning Camp Learners National Learning Camp Learners National Learning Camp Learners National Learning Camp Learners
Workbook Grade 3 Workbook Grade 3 Workbook Grade 3 Workbook Grade 3
RESOURCES
A. References
B. Additional
Materials

C. Other TeachableMath (2018). Fraction TeachableMath (2018). Fraction TeachableMath (2018). Fraction TeachableMath (2018). Fraction Shape
Learning Shape Maker. Shape Maker. Shape Maker. Maker.
Resources https://teachablemath.com/apps/fr https://teachablemath.com/apps/f https://teachablemath.com/apps/fra https://teachablemath.com/apps/fractio
action-shape-maker/ raction-shape-maker/ ction-shape-maker/ n-shape-maker/
IV.
PROCEDURES
A. Reviewing Good morning/afternoon, class! Good morning/afternoon, class! Good morning/afternoon, class! How Good morning/afternoon, class! How are
previous How's everyone doing today? How's everyone doing today? are you? you?
lesson or I have prepared materials for each I have prepared materials for each I have prepared an activity for you. I am glad that you are all feeling good
presenting group. group. Inside your activity box is a Please read the instructions carefully today.
the new Inside your activity box, you will find chart. Read the directions carefully. and write your answers on the Do you have any questions about our
lesson 5 cards. lessons for the last 3 days?
Follow the instructions provided. I think you are ready for the last lesson
Write your answers on the answer for week. Let us have an activity.
Determine whether the given
representations belong to fractions that
are equal to one or fractions greater than
one. Place the illustrations in the

activity sheets.

sheet in the box. appropriate columns.

B. In your previous lessons, you In your previous lessons, you In your previous lessons, you What are the three ways or models to
Establishing a identified fractions that are equal to identified fractions that are greater identified fractions greater than one visualize fractions that are equal one and
purpose one. Have you ever imagined a than one using regions. Have you using regions and sets. Have you ever greater than one?
for the lesson fraction that is more than one? imagined a fraction that is more considered visualizing a fraction Expected answers:
( Motivation) Today, we will visualize fractions than one in a group or set? greater than one on a number line? Regions
that are greater than one using Today, we will visualize fractions Sets
regions. that are greater than one using Number Lines
 sets. For today we will represent fractions that
are more than one using regions, number
lines, and sets.Today, we will visualize
fractions that are greater than one using
Today, we will visualize fractions that a number line.
are greater than one using a number
line.
C. Presenting To remind everyone, let us recall To remind everyone, let us recall Let us recall the meaning of this To remind everyone, let us recall the
Examples / the meaning of the following words the meaning of the following words word before we go further into our meaning of this word before we go
instances of before we go further into our before we go further into our discussion. further into our discussion.
new lesson discussion. discussion. A number line is like a road that Regions refer to parts of a whole that are
( Presentation ● The numerator represents the Set: A collection of distinct objects. helps us see and compare numbers. divided into equal sections.
) number of parts we have or The objects in a set are called It starts at zero and goes on and on
consider out of the whole. elements or members. in both directions. Numbers get A Set is a collection of distinct objects.
● The denominator represents the bigger as we move to the right and The objects in a set are called elements or
total number of equal parts the smaller as we move to the left. members.
whole is divided into.
● One whole refers to a complete A number line helps us see and compare
unit or a single entire object or numbers. It starts at zero and goes on
quantity. and on in both directions.
● Greater than one means having Numbers get bigger as we move to the
parts that exceed one whole or right and smaller as we move to the left.
more than 1.

D. Discussing Who among you loves chocolates? Who among you loves candies? Show the learners a gift. Let’s read a short story.
new concepts What is your favorite chocolate? What is your favorite candy? Alfonso is helping his parents in their
and practicing I also know someone who loves I also know someone who loves store. Today, they are packing apples in
new skills #1 chocolate so much. Her name is candies so much. Her name is sets of 4. There are 7 apples left to
( Modeling) Dhania. Dhania had a bar of Maev. Maev had a box of candies. pack. Can you represent the fraction for
chocolate. Maev her sister, gave her A box has 6 candies. Dhania, her this situation?
some more. She keeps both sister, gave her 2 more. She keeps
chocolates so she can eat them the candiesfor later. Do you have 1. What is Alfonso doing to help his
later. Do you have any thoughts on any thoughts on how many candies 1. Do you know what this is? parents?
how much chocolate she has in all? she has in total? 2. Have you ever given someone a 2. How many apples are there in a box?
Below is a picture of her candies. gift? How does it feel to give a gift? 3. How many apples are left to be
Below is a picture of her chocolates. packed?
Let us read the short story. 4. How do we represent the fraction of
the box that will contain the apples to be
Greggy is turning ten years old next packed?
month. To celebrate his birthday, he
plans to give gifts to less fortunate Expected Answers:
This time, let us look into Dhania’s
children. He is preparing presents for 1. He is helping his parents pack some
situation.
1. How many bars of chocolate did This time, let us look into Maev’s the kids in the orphanage. After apples.
Dhania have before her sister gave situation. wrapping some gifts, he has 4 meters 2. There are 4 apples in a box.
some to her? 1. How many boxes of candies did of ribbon left. Each gift requires 3 3. There are 7 apples to pack.
2. What fraction was Dhania’s Maev have before her sister gave meters of ribbon. How many gifts 4. It is the number of apples to be packed
chocolate bar before her sister gave her some? can he wrap with the remaining over the number of apples in a box.
some to her? 2. How many candies are there in a ribbon?
3. Do you also share food with your box?
siblings? Why? 3. What fraction was Maev’s box of
4. What can you say about the candies before her sister gave her
chocolates she had after receiving some?
some from her sister?
4. What fraction of the candies did
Is it still equal to one?
she receive from her sister? 1. How many meters of ribbon does
5. What can you say about the he need for 1 gift?
Tell whether the fractions are
candies she had after receiving 2. What fraction represents the
greater than 1 or not greater than 1.
some from her sister? Is it still ribbon he needed for 1 gift?
equal to one box? 3. How many meters of ribbon does
Greggy have?
Tell whether the sets represent 4. What fraction does his total ribbon
fractions greater than one or equal represent?
5. In wrapping one gift, will there be
an excess ribbon?
6. What fraction in the number line is
equal to one?
to one.
E. Discussing Since we are talking about Let us have an activity. Let us have an activity. Let us help Alfonso represent the apples
new concepts chocolates a while ago. Let’s talk in fractions.
and practicing about food. Let us have an activity. 1. What fraction of the box will be filled
new skills #2 with the apples to be packed?
(Guided 2. Is it more than one box?
Practice)
F. Developing
mastery
( Independent
Practice)

G. Finding You did a great job! You've Encourage students to reflect on Encourage learners to reflect on how You did a great job! You've demonstrated
Practical demonstrated a solid understanding how visualizing fractions helps visualizing fractions helps them a solid understanding of visualizing
applications of visualizing fractions that are them understand the concept understand the concept better. fractions that are greater than 1 using
of concepts greater than 1. better. number lines.
and skills How do you know if a fraction is How do we represent fractions that are
(Application / greater than one? greater than 1 through regions? in sets?
What are the clues? in number lines?
Valuing) Expected answer: We can determine if a
H. Making You did a great job! You have You did a great job! You fraction is considered greater than one by
generalization demonstrated a solid demonstrated a solid understanding counting the parts. If we have 5 out of 4
s and understanding of visualizing of visualizing fractions greater than 1 parts, it implies we have more than one
abstractions fractions that are greater than 1 using number whole because we've exceeded the total
about the using sets. lines. parts (which would be 4 in this example).
lesson How do you determine if a fraction How do you know if a fraction is
(Generalizatio is greater than one? greater than one in a number line?
n) Expected answer: Expected answer:
Fractions greater than one consist On a number line, a fraction is
of a whole set plus some additional greater than one if it falls to the right
items/objects/elements. of the number 1. This indicates that
Fractions are greater than 1 if the the fraction
numerator is greater than the represents a value that exceeds one
denominator. whole unit.

I. Evaluating Now, we will test our Now, we will test our understanding Now, we will test our understanding of
Learning understanding of visualizing of visualizing fractions that are representing fractions that are greater
fractions that are greater than one. greater than one. than one.
J. Additional
activities for
application or
remediation
(Assignment)
V. REMARKS

VI.
REFLECTION
A. No. of
learners who
earned 80%
on the
formative
assessment
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.
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 encounter
which my
principal or
supervisor
can help me
solve?
G. What
innovation or
localized
materials did I
use/discover
which I wish
to share with
other
teachers?