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Detailed Lesson Plan in Mathematics 3

This Detailed Lesson Plan is for Grade 3 Mathematics.The content is taken from 2nd quarter curriculum guide.

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Hazel Delos Reyes Olegario
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10K views6 pages

Detailed Lesson Plan in Mathematics 3

This Detailed Lesson Plan is for Grade 3 Mathematics.The content is taken from 2nd quarter curriculum guide.

Uploaded by

Hazel Delos Reyes Olegario
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Region XII
Division of Sultan Kudarat
District of Central Isulan
ISULAN CENTRAL SCHOOL SPED CENTER
Recognition Date: January 6, 2012/Recognition No. 207/School ID No. 131008
Telephone No. 064-201-4643

DETAILED LESSON PLAN IN MATHEMATICS 3


(QUARTER 2)

Pupils and Setting


Pupils:

Age : 7-8 years old


Grade Level : Grade 3

Target Pupils: My target pupils are under the Special Education, Gifted and Talented Class. Basically,
this group of pupils is selected through the SPED Screening.

Setting:

Type of Institution : Public elementary school


Number of Pupils in the class : 26
Schedule of class : 50 minutes/day from Monday until Friday
of June to March
Values Integration : Cooperation, Self-Esteem, Optimism,
and Appreciation
Integration
from other Learning Areas : ESP, Science and MAPEH

Background of the Lesson

I. Objectives: At the end of the lesson, pupils will be able to


1. decode the parts of division operation;
2. exercise value of cooperation, self-esteem, and optimism during group, pair and
individual activities;
3. solve real-life world problems using strategies in division.
Content Standards: Demonstrates understanding of division of whole numbers
Performance Standards: Able to apply knowledge in solving real life problems/ situations.
Learning Competency: Solves routine and nonroutine problems involving division of 2- to 4-digit
numbers by 1-digit numbers without or with any of the other operations of whole numbers including
money using appropriate problem-solving strategies and tools.

II. Content: Numbers and Number Sense


Arithmetic: Division
III. Learning Resources:
References:
1. Teacher’s Guide page
2. Learners Material Page
3. Textbook pages: Mathematics for the New Generation 3; Math Hour 3; Math Journeys 3,
MISOSA Math Resources
Additional materials from Learning Resource (LR):
Instructional Materials: Charts, Flash cards, Rubrics, Multimedia Devices
IV. PROCEDURE
A. Reviewing Previous INSTRUCTIONAL PROCEDURE
Lesson or Preparatory Activities
Presenting the New 1.Drill
Lesson (Elicit) Basic Division Facts using the Flashcards.
Examples:
1. 45 ÷ 5 = _______
2. 81 ÷ 9 = _______
3. 64 ÷ 8 = ______
4. 49 ÷ 7 = _______
5. 36 ÷ 6 = _______
6. 24 ÷ 8 = ________
7. 32 ÷ 4 = _______
8. 15 ÷ 5 = ________
9. 21 ÷ 7 = ________
10. 100 ÷ 10 = ______

2. Review
STRATEGY: “CROSS NUMBER PUZZLE GAME”
Group the class into four small learning groups.
Instruct each group to position in their respective learning station.
Post the activity sheets to each learning station.
Explain to each group that they need to complete the activity before they can
repost their work in the white board.
Each group is only given 5 minutes to do the activity

B. Establishing a 1.Motivation
Purpose for the
Lesson (Engage) Watch an interactive educational video on division concepts.

C. Presenting Posing a Task


Examples/Instances C. Presenting Examples /Instances of New Lesson Presentation
of the New Lesson PERFORMING THE TASK
(Engage)
A. Story Problem: Posing a Task
Ask the following questions from Problem Number 1:

1. How much money will be equally divided among children?

2. How many children were there?

3. What is the number sentence?

4. How much will each child receive?

Ask same AGONA questions for Problem Number 2.

Ask: What will you do to find the answer in the word problems?
Ask: In Php 180.00 ÷ 3 = Php 60.00, which is the dividend?
Which is the divisor?
What is the quotient?

In 108 ÷ 9 = 12, what is the which is the dividend?


Which is the divisor?
What is the quotient?

D. Discussing New Processing


Concepts and
Practicing New Explain that not all division sentences can be solved mentally. Pupils will
Skills 1 - Modeling solve 3 – digit number by 1 – digit number without regrouping.
(Explore)
Melvin made a poster to show the way to write division exercises.

E. Discussing New E. Discussion of new concepts and practicing new skills.


Concepts and
Practicing New
Skills -Guided
Practice
(Explore)
Dividing 4-digit number by 1-digit number without remainder.

Ben uses 4-digits to divide 1-digit number.

F. Developing Mastery F. Developing mastery


(Explain)
Group the class into four small learning groups.
Instruct each group to position in their respective learning station.
Distribute assigned Division Exercises with Real Life Problems.
Explain to each group that they need to work as a team. Each answer shall be
written in a manila paper which shall then be presented in the class.

They are given 10 minutes to finish.


G. Finding Practical G. Finding Practical applications of concepts and skills (Application /
Applications of Valuing) Think – Pair Share using the Clock Buddy Chart
Concepts and Skills
in Daily Living Each pair shall recall the steps in solving division equations using the long
(Elaborate) method. They will then create their own word problems involving division by
following the format below:

Format 1: There are ______ people waiting for a bus ride at the terminal. If
each bus can carry _____ people at a time, how many busses are needed so
that all the passengers will reach their destination?

Format 2: Heather is planning a birthday party for her sister. If party favors
cost Php _______ each and _______ people will be at the party, how much
will Heather have to spend?
Format 3: Marco’s teacher got _______ gifts. He divided her gifts into _____
equal groups, so he could carry them to her table. How many gifts were in
each group?

Format 4: Alice hikes ______ kilometers in ______ days. Each day she hiked
the same distance. How many kilometers did she hike every day?

Format 5: Alex has ______ keys. If he has _____ key chains which holds the
same number of keys, how many keys has each key chain hold?

H. Making H. Making generalizations and abstractions about the lesson


Generalizations and (Generalization)
Abstractions About Ask:
the Lesson What is division?
(Elaborate) What are the steps in dividing whole numbers?
Why is it important to learn the skill in division?
How do you use division in solving your everyday life problems? Can you site
an example?

I. Evaluating Learning I. Evaluation (Individual Work)


(Evaluation)

J. Additional Activities J. Additional activities for application or remediation.


for Application or
Remediation ALGEBRA COMPLETE. Multiplication as inverse of division.
(Extend)
V. REMARKS

VI. REFLECTION

No. of learners who earned 80% in


the evaluation
No. of learners who require
additional activities for remediation
who scored below 80%
Did the remedial lessons work? No.
of learners who have caught up with
the lesson
No. of learners who continue to
require remediation
Which of my teaching strategies
worked well? Why did these work?
What difficulties did I encounter
which my principal or supervisor can
help me solve?
What innovation or localized
materials did I use/discover which I
wish to share with other teachers?
Prepared by:
HAZEL D. OLEGARIO
Teacher III

Checked & Observed by:

SANCHISA L. RIZANO
Master Teacher II
Asst. to the Principal in Academic Aspect

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