3

CATCH-UP FRIDAYS

Lesson Script in
Math (Reading, Peace
& Health)
Quarter 1 Week 7b
Catch-Up Fridays
Lesson Script in Mathematics (Reading, Peace & Health)
Quarter 1: Week 7b
SY 2024-2025

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MATATAG K to 10 Curriculum. It aims to assist in delivering the curriculum content, standards, and
lesson competencies.

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Published by the Department of Education

Development Team

Writer: Mona Gladys V. Magdadaro

Reviewers: Ruben Evarretta, Leilani T. Señires, Arnel S. Zaragosa, Edgardo Dondon S. Lorenzo, Ailyn V.
Ponce, Juvy A. Comaingking, Yvonne M. Kiel, Jocelyn A. Matildo

Layout Artist: Mona Gladys V. Magdadaro

Management Team: Allan G. Farnazo Melanie P. Estacio Winnie E. Batoon

Rebonfamil R. Baguio Maria Genevieve T. Francisquete Antonio P. delos Reyes
Mary Jeanne B. Aldeguer Beverly S. Daugdaug Maria Gina F. Flores
Ma. Cielo D. Estrada Leilani T. Señires Arnel S. Zaragosa
Analiza C. Almazan
Week 7b Day 5 Date:
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
The learner demonstrates understanding of addition and
A. Content
subtraction of whole numbers including money.
Standards

The learner is able to apply addition and subtraction of

B. Performance whole numbers including money in mathematical
Standards problems and real-life situations.

C. Learning The learner estimates the difference of two numbers with

Competenci three to four digits with reasonable results.
es
At the end of the session, learners will be able to:

1. estimate the difference of two numbers with three

to four digits with reasonable results.

2. develop the ability to estimate the difference

D. Learning
between two numbers using mental math
Objectives
strategies and rounding techniques.

3. develop responsibility in decision-making/ self-

discipline processes to estimating the differences
of two numbers.

II. CONTENT
Estimating the Differences of Two Numbers
Subject Matter

Area for Reading, Health, Peace and Values Education

Integration
Quarterly:
Health Education: Disease Prevention and Control
Peace and Values Education: Discipline

Theme
Sub-theme:
Health Education: Developing healthy habits.
Peace and Values Education: Principles of Peace

When encountering key terms like "about,"

"estimate," and "approximately" in a problem, it indicates
that an exact answer is not necessary. Instead, a quick
Key Concept/Skill approximation of the actual difference can be achieved
for Integration by applying effective estimation strategies. This involves
rounding both numbers to their highest place value
before subtracting the rounded values.

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III. LEARNING RESOURCES
Department of Education. K to 12 Most Essential Learning
Competencies. DepEd: Metro Manila. n.d.

Chingcuangco, O., et al. (2015). Mathematics Teacher’s

Guide. Department of Education, Metro Manila.
A. References
Limit, I. (2020). Mathematics – Grade 3 Alternative
Delivery Mode Quarter 1 – Module 14: Estimating
the Differences of Two Numbers. (1st ed.).
Department of Education, Metro Manila.

B. Other PowerPoint, Chart, Glass with multi-colored marbles,

Learning manila paper, Show-me board, marker, worksheet
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Teacher: Hello everyone, how are you? I hope that you
Knowledge are ready for today’s activity, and I do hope that you are
(5 minutes) excited to deepen your understanding of the lesson that
we had for the past four days. Now, who can recall the
lessons we had learned from Monday up to
yesterday?

Learner: We learned about estimating the differences of

two numbers.

Teacher: Very good! What are the keywords to know

that a certain problem is about estimating?

Learner: When the following key words appear; “about,

estimate and approximately”.

Teacher: Good job! Now, let us see if you can still

remember the lessons we have had by performing an
activity. Everybody, read the directions.

(The teacher will show the word problem on the TV

screen and call learners to read and answer the given
questions.)

Learners: The learner will read the direction.

Direction: Read and analyze the problem.

Nilo had 729 bottled mineral waters stored in his

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freezer. Gladys had 385 bottled mineral waters stored in
her freezer. About how much is the difference between
Nilo and Gladys’ bottled mineral waters stored in their
freezers?

Teacher: Let us understand the problem.

What is asked for in the problem?

Learner: It is about how much is the difference between

Nilo and Gladys’ bottled water stored in their freezers.

Teacher: What are the given facts in the problem?

Learner: Nilo’s number of bottled mineral water.

Gladys’ number of bottled mineral water.

Teacher: Do we need an exact answer?

Learner: No, ma’am/ sir.

Teacher: What word clues tell that we do not need an

exact answer?

Learner: The phrase “about how much” tells us that we

do not need an exact answer.

Teacher: Very good. What operation are we going to

use?

Learner: Subtraction, ma’am/ sir.

Teacher: Now, estimate the difference between 729 and

385.

(Call a volunteer pupil to perform the solution on the

board.)

Learner:

Step 1. Round off each number to its common greatest

place value.
729 700
- 385 400

Step 2. Perform the subtraction operation.

729 700

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 - 385 400
300
There are around 300 more bottles of mineral water with
Nilo than with Gladys.
Teacher: It shows that you really understand the steps in
estimating the differences of two numbers. In this
session, you will apply your knowledge in estimating the
difference of two numbers with three to four digits
showing reasonable results. In today’s discussion, you
are expected to:

1. estimate the difference of two numbers with three

Lesson
to four digits with reasonable results.
Purpose/Intention
(3 minutes)
2. develop the ability to estimate the difference
between two numbers using mental math
strategies and rounding techniques.

3. develop responsibility in decision-making/ self-

discipline processes to estimating the differences
of two numbers.

Teacher: You've been introduced on how to estimate the

Lesson Language difference of two numbers with three to four digits with
Practice reasonable results. Now, let's figure out your familiarity
(5 minutes) with them through another activity.

Activity: Guessing Game

Materials to be used:

 Glass with multi-colored marbles

 Show-me board
 Ballpen as award for the winner (or anything
suited for the pupil)

Mechanics of the game:

1. Show a glass filled with multi-colored marbles.

2. Ask questions to guess the answer
3. Give 10 seconds for the pupils to give their guesses.
4. Let them write their guesses on their Show-me
board.

Teacher: Everybody, read the direction.

Learner: The learner will read the direction.

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 Direction:
1. Look at the glass filled with multi-colored marbles.
2. Guess how many marbles are in the glass.

How many marbles do you think there are in the glass?

(Give 10 seconds for the pupils to give their guesses. Let
them write their answers in the Show-me board.)

Learners: (After 10 seconds) Each of them shows their

Show-me board.

Teacher: Call 1 or 2 pupils to count the number of

marbles in the glass. The one who can give the closest
guess will be the winner.

Learner: Thank you, ma’am! (Winner receives the

award.)

Teacher: How did you come up with the correct/ nearest

answer?

Learner: I came up with the nearest answer through

guessing the answer.

Teacher: Why is it not possible to get the exact answer

immediately?

Learner: There are times when we do not need the

exact answer to a problem. All we need is just the closest
possible answer or an estimate.

Teacher: Yes, you’re right. In the next activity, you are

going to estimate the differences of two numbers.

During/Lesson Proper
Teacher: You are going to observe and read the table,
then you will answer a set of questions.

Learner: Dona is tracking her daily steps for 3 months to

Reading the Key develop healthier habits. She aims to increase her steps
Idea/Stem by at least 1,000 each month.
(3 minutes)
Months Steps
February 6,432
March 7,274

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 April 8,659
Developing Teacher: To check your understanding of Dona’s
Understanding of tracking, let's answer a set of questions.
the Key Idea/Stem
(10 minutes) Teacher: This time, you will be divided into 5 groups.
Each group shall collaborate to answer a set of questions.

Materials: Manila paper, Marker

Questions for targeted competency.

1. About how many more steps did Dona walk in March

compared to February? How about April compared to
March?

Answer:
There are about 1,000 steps increased in March from
February.
There are about 2,000 steps increased in April from
March.

2. How did you come up with your answer? Solve your

answer.

Answer: To estimate the difference between two

numbers, round off both numbers to their highest place
value. Then, subtract the rounded-off numbers.

Rounded off numbers

Solution: March = 7,274 7,000

February = 6,432 - 6,000
1,000

April = 8,659 9,000

March = 7,274 - 7,000
2,000

Questions for Integration

Reading Skills (Noting Details)

3. Fow how many months does Dona track her daily

steps? What are these months?

Answer: Dona has tracked her daily steps for three

months: February, March and April.

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 Health Education

4. Why is Dona aiming to increase her steps by at least

1,000 each month?

Possible Answer: She wants to have a healthy body.

Peace and Values Education

5. Based on Dona’s tracking of her steps in three months,

did she achieve her goal? Why do you think she did or did
not achieve the goal?

Possible Answer: Yes, Dona achieved her goal because

she has self-discipline in order to maintain good health.

(Answers may vary.)

Deepening Teacher: In order to enhance your understanding, you

Understanding of will do an additional task and respond to a series of
the Key Idea/Stem questions. However, this time, you will be working in
(10 minutes) pairs.

(The teacher will present the directions of the activity.)

Teacher: Everybody, read the directions.

Learners: Learners will read the directions.

Directions: Read and analyze the word problem and

answer a set of questions. Work with your partner.

Chery and Mona are classmates in grade 3. At a

young age, they know the value of saving money for their
future. Last year, Chery had ₱4,572 in her bank account.
Mona saved ₱2,421 in her account as well.

Approximately, how much did Mona’s savings differ from

Chery’s last year?

Questions for Targeted Learning Competency

1. Approximately, how much is the difference between

Chery and Mona’s savings last year?

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Answer: Approximately, Chery had more than ₱3,000
compared to Mona.

2. What did you do to get the correct/nearest answer?

Answer: By estimating the differences between two

numbers. First, we round off both numbers to their
highest place value. Then, subtract the rounded off
numbers.

Rounded off numbers

Chery = ₱4,572 ₱5,000

Mona = ₱2,421 - ₱2,000
₱3,000

Questions for Integration

Reading Skills (Analyzing)

3. Why did Chery and Mona save money?

Possible Answer: Chery and Mona knew the value of

saving money for their future.

(Answers may vary. Teacher will guide their answers.)

Health Education

4. Why is it important to save money and how can it help

you stay healthy?

Possible Answer: Saving money is important because it

helps you become prepared for unexpected situations.
When you save money, you can also buy healthy food
that keeps you strong and healthy.

(Answers may vary. The teacher will guide their answers.)

Peace and Values Education

5. How does saving money teach us about self-discipline

and why is it important?

Possible answer: Saving money teaches us about self-

discipline because it helps us make smart choices about
spending our money.

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 (Answers may vary. The teacher will facilitate the
discussion.)

After/Post-Lesson Proper
Teacher: How do you estimate the difference between
two numbers? What are the key words to know that a
certain problem is about estimating?
Making
Generalizations
Learners: To estimate the differences of two numbers,
and Abstractions
round off both numbers to their highest place value then
(3 minutes)
subtract the rounded off numbers. To know that the
certain problem is about estimating, when the following
keywords appear; “about, estimate, and approximately”.

Evaluating Teacher: For your final activity, please complete the

Learning worksheet that will be provided.
(6 minutes)
(The teacher will distribute the worksheets.)

Direction: Solve each problem. Choose the letter of the

correct answer.

1. What is the estimated difference between 7,532 and

2,428?

A. 6,000 B. 5,000 C. 4,000 D. 3,000

2. Which of the following represents the estimated

difference between 8,762 and 5,159?

A. 1,000 B. 2,000 C. 3,000 D. 4,000

3. Which of the following gives an estimate of 2,000?

A. 8,125 – 5,689 B. 9,756 – 6,250

C. 9,456 – 5,545 D. 9,555 – 4,975

Solve this problem: (2 pts)

Abdul travels 1,692m from his house to the school.

As he goes back home, he walks 1,382m to reach and
stops at his Lola’s house. Approximately, how far will
Abdul have to travel to reach back home?

Answer key:

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 1. A
2. D
3. A

(2 pts.)
Rounded off numbers

1,692 = 2,000 (Abdul travels from his house to

school.)
1,382 = - 1,000 (Abdul walks from school and stops at
Lola’s house.)
1,000m

Approximately, Abdul has to travel 1,000m to reach back

home.

Additional
Activities for
Application or
Remediation (if
applicable)
Remarks
Reflection

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For inquiries or feedback, please write or call:
Department of Education – Region XI
Office Address: F. Torres St., Davao City
Telefax: (082) 291-1665; (082) 221-6147
E-mail Address: regionxi@deped.gov.ph
lrms.regionxi@deped.gov.ph