School: Grade Level: III

GRADES 1 to 12 Teacher: File Created by Sir LIONELL G. DE SAGUN Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates and
Time: NOVEMBER 12 – 16, 2018 (WEEK 3) Quarter: 3RD QUARTER

MONDAY TUESDAY WEDNESDAY THURDAY FRIDAY

I.OBJECTIVES
A.Content Standards 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/Objectives Represents fractions using regions, Visualizes and represents Visualizes, represents, and compares dissimilar fractions Summative Test
sets, and the number line. dissimilar fractions.

Write the LC Code for each M3NS-IIIb-72.5 M3NS-IIIc-72.6 M3NS-IIId-77.3 M3NS-IIId-77.3

II.CONTENT
III.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages 225-228 228-232 233-237 233-237
2.Learner’s Materials Pages 225-229 230-234 233-237 233-237
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
IV.PROCEDURES
A.Reviewing previous lesson or Name the fractional part with an X in What does mean 1 in ½ ? What are similar fractions? Checking of assignment.
presenting the new lesson each given figure. What does 1 mean in 1/3? What are dissimilar fractions?
X What does 2 mean in 2/4? Recall the meaning of
X relation symbols.
X
B.Establishing a purpose for the lesson Show cut out shapes divided into Name the fraction represented Using flashcards engage pupils in How do we compare
two. by the shaded part. race by telling if the fraction is dissimilar fractions?
1.1/2 similar or dissimilar.
2.1/3
3.2/4
C.Presenting examples/instances of Pair Activity. Group Activity. Yesterday, these children had To compare fractions we
the new lesson Give each pair one square card. Ask Each group will be given a shape these snacks: use the symbols of
one pair to divide their squares into and they will shade it to 1, 2, 3 Angela- 1/8 of pie relation such as:
three and shade a part to show one parts of it. Angelu- ¼ of pie > Read as “ is greater than
third. Another will divide their Renz – 1/5 of pie “
 squares into four to show one < Read as “less than “
fourth. = read as equals
D.Discussing new concepts and Present the lesson. Present the Lesson. Present the Lesson Discuss the process on
practicing new skills #1 a.using graphing paper Ask each group to post their work Show ½ , 1/3, ¼, and 1/5. comparing fractions.
b.using sets on the board.
c.number lines What do you call this kind of For fractions with the
fraction? same numerators look at
What do you notice with the the denominators, the
fractions as their denominator
fraction with smaller
gets bigger?
denominator is the larger
fraction.
For fractions with unlike
denominators, the
fraction with smaller
denominator is greater.
E.Discussing new concepts and Activity by pair. Discuss what similar and How will you compare ½ and Answer activity 4 on
practicing new skills #2 Let pupils find two different ways to dissimilar fractions are. 1/5? LMp.239.
divide the squares into 4 equal parts Discuss the process on comparing
and darw parts that illustrate the fractions.
ways they found.
F.Developing mastery Answer Activity 1 on LMp.226. Answer Activity 1 on LMp.230. Answer Activity 1 on LM p.235. Discuss and explain the
(Leads to formative assessment) comparison of fractions in
Activity 4.
G.Finding practical/applications of Equality Cooperation Equality Equality
concepts and skills in daily living
H. Making generalizations and Fractions can be represented by the Fractions with the same For fractions with the same For fractions with the
abstractions about the lesson use of regions, sets and segments of denominators are called similar numerators look at the same numerators look at
number lines. fractions. denominators, the fraction with the denominators, the
Fractions with different
smaller denominator is the larger fraction with smaller
denominators are called
fraction. denominator is the larger
dissimilar fractions.
For fractions with unlike fraction.
denominators, the fraction with For fractions with unlike
smaller denominator is greater. denominators, the
fraction with smaller
denominator is greater.
I.Evaluating Learning Answer Activity 2 on LMp.227. Answer Activity 2 on LMp.231. Answer Activity 2 on LMp.236 Answer Activity 5 on
Lmp240.
J.Additional activities for application or Answer Activity 3 on LMp.228. Answer Activity 5 on LMp.234. Answer Activity 3 on LMp.238 Review previous lessons.
remediation
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 ledarners who continue to
require remediation
E.Which of my taching strategies
worked well?Ehy 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 sharewith other teachers?