LESSON PLAN IN NATIONAL LEARNING CAMP FOR GRADE 3 LEARNERS (ENHANCEMENT)

School: CONGRESS ELEMENTARY SCHOOL Grade Level: III

Teacher: SYRA MAE T. DE LEON Learning Area: MATHEMATICS
Teaching Dates/Time: July 31-August 4, 2023 (8:30AM-10:30AM) Checked by: DR. GELYN J. DOMINGO/MT II

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. Most Essential Learning Identify odd and even numbers. Represent, compare, and ●Visualizes and represents
Competencies M3NS-IIIa-63 arrange dissimilar fractions in fractions that are equal to one
increasing or decreasing order and greater than one using
regions, sets and number line.
M3AL-IIIj-4
Learning Action Cell
Learning Action Cell

II. Content TASK A: Number Identification TASK B – Number TASK C – Missing Fractions
Discrimination
A. Lesson Component 1 The teacher will guide the The teacher will guide the The teacher will guide the
Short Review Section preliminary activities with their preliminary activities with preliminary activities with
(3mins) students. their students. their students.
A Preliminary Activities A Preliminary Activities A Preliminary Activities
1.National Anthem 1.National Anthem 1.National Anthem
2.Opening Prayer 2.Opening Prayer 2.Opening Prayer
3.NCR Hymn 3.NCR Hymn 3.NCR Hymn
4.Caloocan Hymn 4.Caloocan Hymn 4.Caloocan Hymn
5.Welcome/Energizer Song 5.Welcome/Energizer Song 5.Welcome/Energizer Song
a.Tayo’y Mag-Ehersisyo a.Tayo’y Mag-Ehersisyo a.Tayo’y Mag-Ehersisyo
b.Kamusta ka? b.Kamusta ka? b.Kamusta ka?
B. Lesson Component 2 Before the lesson begins, have Before the lesson begins, Let Let the pupils read a selection
Purpose/Intention (3mins) the students count the numbers the students recall about and answer the question.
0-100 and skip count to gauge Fraction?
their level of number sense.
B. Drill What is Fraction?
1.Counting Number 1-100
2.Skip Counting by 2’s , 3’s ,
5’s and 10’s
C. Lesson Component 3 To increase their engagement To increase their engagement To increase their engagement
Lesson Language Practice and love of math, the students and love of math, the students and love of math, the students
(5mins) will sing the Math Song. will sing the Math Song. will sing the Math Song.
C.Motivation C.Motivation C.Motivation
Sing I Love Math Sing I Love Math Sing I Love Math
C. Lesson Component 4 The Numeracy Assessment Look at the sets of fractions. Explain on how to Visualizes
allows learners to easily and represents fractions that
Lesson Activity (25 mins) diagnose and assess their are equal to one and greater
numeracy skills. than one using regions, sets
D. Assessment Proper Let them show an illustration and number line.
Begin by telling students that today we for each fraction.
will explore numbers and determine
whether a number is even or odd. Discuss Dissimilar Fraction. Let the pupils give the
fractions in each figure.
Display 1 counter. Talk about the
number 1. It is one object; we
cannot make a pair. It is alone.

3. Next, display 2 counters (or

linker cubes). With 2 counters we
can make 2 equal groups with one
counter in each group; we have 1
pair of counters. 4. Continue and
talk about 3 and 4. 5.

Begin making a chart that shows

the number, the counters/linker
cubes, a bar model and one last
column to determine if it is even or
odd.
Explain to students that an even
number is a number you can make
an exact amount of pairs. An odd
number will have one part left that
does not have a pair. Even
numbers can be divided into two
equal groups; odd numbers cannot
be divided into 2 equal groups –
there will always be one that will not
have a pair

D. Lesson Component 4A Ask the learners to give some Let the pupils compare the sets Do it by pair:
examples of Odd and Even of dissimilar fraction using >,< Let them give an example of
Numbers. or = . greater than one fraction and
Let them write it on the table equal to one fraction.
posted on the board. Then Let them exchange their
work to their seatmate to
write the name of each
fraction in words.
E. Lesson Component 4B Have students work individually or Let the pupils arrange the sets Let the pupils determines
in pairs with the numbers 5 – 20. of dissimilar fractions in missing term/s in each
Students should explore with
counters or linker cubes and pair up increasing and decreasing combination of continuous
the counters/cubes. Students order using illustrations. and repeating pattern.
determine if the number is even or
odd.

Students will present their

number. In order to prepare for
the short presentation of their
number, students can use a
sentence frame: “My number is
_____. The number _____ is
________ (even/odd) because
….” My number is 4. The
number 4 is even because you
can make 2 pairs and no
counters are left without a pair.

F. Lesson Component 4C Let the students answer the Group Activity: Group Activity:
activity and identify if the given
number is odd or even.
 G. Lesson Component 5 Have students define an even What is a dissimilar fraction? How do you visualize and
Lesson Conclusion number and an odd number How do you compare represents fractions?
dissimilar fractions?
REMINDERS Study about fractions. No Assignment

Color the ice cream red if its

odd number and blue if its even
number.