School: BADLAN CENTRAL SCHOOL Grade Level: III

Name of Teacher MRS, CAMILA F. CARISMA Learning Area: MATHEMATICS

GRADES 1 to 12 Teaching Dates and Time: JANUARY 2 – 3, 2025 (WEEK 4) Quarter: Third
DAILY LESSON LOG

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard Demonstrates understanding of proper and improper , similar and dissimilar and equivalent fractions.

B. Performance Standards Is able to recognize and represent proper and improper, similar and dissimilar and equivalent fractions in various forms and contexts.

C. Learning Competencies/ Visualize and represents, and arranges dissimilar fractions in increasing or decreasing order Visualizes, and generates equivalent fractions.
Objectives

Write the LC Code for each M3NS – III d – 78.3 M3NS – III e – 72.7

II.CONTENT Number and Number Sense

III.LEARNING RESOURCES
A .References CG page 70
1.Teacher’s Guides/Pages 238 - 243 238 - 243 244 - 249 244 - 249
2.Learner’s Materials Pages 218 - 222 218 - 222 223 - 227
223 - 227
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
Complete the table.(use the set of Drill: Recall comparing
fractions written in symbols) Basic multiplication and division fractions
Fraction< Fraction>1 Fractions=1 facts TG p 244 TG pp 244 - 245
A .Review previous lesson or presenting the 1
new lesson.
 Identify the following items. Say M if they Look at these strips. Observe closely Present a problem opener. Recall the problem
B. Establishing a purpose are sold in the market. Say H if they are Ask: Why are Carol and Tess opener.
for the lesson sold in hardware. busy? What kind of pupils are Why it is better to
1.egg 2. Shovel 3. Meat they? What kind of pupils are do a project
4. gloves 5. Fish 6. Concrete nails they? together with a
Do you also do your project? classmate?
How many parts
where colored by
Carol? What about
Tess?

Read the items. Have the pupils represent the art Present a cut-outs.
C. Presenting examples /instances of the new 3 Into how many equal parts each of the project of Carol and Tess.
lesson Kg of sugar each whole is divided? TG p 245
4 Do they have the same equal parts?
1 Why?
Kg of powdered milk
3
1
Kg of flour
2
Using Least Common Denominator 1 1 Compare using
Method Is the biggest part. How will you compare and Cross product
D. Discussing new concepts and practicing List down the multiples of the 2 2 method
new skills #1 denominators. 1 1 1
4: 4, 8 , 12 Is the smallest part ? ∧2
5 5 . 2
2: 2, 4 , 6, 8, 10, 12 In descending order, the arrangement Look at their part in the
3: 3, 6, 9, 12 LCD=12 are; illustration. 4
1 1 1 1 Which one is bigger or lesser? 1 2
, , , Solve:
2 3 4 5 1 1 1 1 2 4
Compare and .( <
In ascending order , 4 3 4 3 1x 4=4
)
1 1 1 1 1 1 1 1 2x2=4
, , , Compare and ( > 1 2
5 4 3 2 3 5 3 5 So, =
) 2 4
Discuss ways to find similar fractions of Study more examples How do you know that 2 What can you say
E. Discussing new concepts and practicing dissimilar fractions if the LCD is already 1 1 1 1 fractions are equivalent/equal? about the parts or
new skills #2 found. TG p 241 , , , ascending values of equivalent
9 7 5 2 fractions?
1 1 1 1
, , , descending
8 10 12 15
 Pair Activity Group Activity:
Refer to Activity 1 LM p 219 Refer to Activity 2 LM p 220 Group Activity Pair Activity 1
F. Developing mastery TG p 248 LM p 224
(Leads to formative assessment)

Pair Activity List a set of fractions in Group Activity: Individual Activity:

G. Finding practical/applications of concepts Refer to Activity 3 LM p 220 - 221 A. Ascending order TG p 249 Refer to activity 3
and skills in daily living B. Descending order The leader will report to the class LM p 225
about their work.
To order fractions with the same When all the fractions are already How do you define equivalent How will you
H. Making generalizations and abstractions numerators but different denominators, renamed with the same denominators, fractions? determine if two
about the lesson compare their denominators. The greater the numerators can now be compared. fractions are
the denominator, the lesser the fraction. equivalent?

Arrange the following fractions in Refer to Activity 4 Solve:

I. Evaluating Learning Refer to Activity 4 LM p 221 descending order. LM p 226 1 ❑
. 1 1 1 1 1. = 2.
1. , , , 3 12
9 4 7 2 3 12
=
5 ❑
3 3 3 3
2. , , ,
8 6 3 10 2 ❑
3.= 4.
3 15
1 1 1 1
3. , , , 3 ❑
8 9 5 2 =
4 12
2 2 2 2
4. , , , 1 3
14 16 11 8 1. =
4 ❑
1 1 1 1
5. , , ,
10 6 13 4
Refer to Activity 5 LM p 222 Make 3 sets of 4 fractions in Refer to Activity 5 a Refer to Activity 5 b
J. Additional activities for application or . descending order LM p 226 LM p 218
remediation Numbers 1 - 6 Numbers 1 - 5
V.REMARKS
VI.REFLECTION
A. No. of learners who earned 80% of the
formative assessment

B. No. of learners who require additional

activities to 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 material did I
use/discover which I wish to share with other
teachers?