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XZZZZZZZZZZZZZZZZZS School: BONGKILATON INTEGRATED SCHOOL Grade Level: III
GRADES 1 TO 12 Teacher: GRACE R. SOLAÑA Learning Area: ENGLISH
DAILY LESSON PLAN MAY 10,2024 Quarter: 4th Teaching Date: Quarter Time: 1:00-1:50PM
I- Objectives: A. Content Standard Solve problems involving conversion of time measure.
B. Performance Standard The learner solve problems involving
conversion of time measure. C. Learning Competency/ Solve problems involving conversion of Objectives time measure.
II. Content Problems Involving Conversion of Time Subject Matter: Measure A. Reference: 1. Teacher’s Guide pages Page 288-290 2. Self-Learning Module Quarter 4-Module 4 3. Textbook pages K-12 Math 4. Materials Calendar,charts and flashcards 5. Integration ESP 6. Values Helpfulness, Industry B. Other Learning Resource MELC page 172 K-12 CG pages 27-28 III. Procedures: A. Activating Prior Knowledge 1. Drill
Divide the pupils into two groups.
5 and 7 23 and 21 424 and 426 2330 and 1329
2. Review Have the children discuss any pattern they
see. Add: 2+3= 2+4= 3+4=
2+5= 4+5= 3+5=
3. Motivation What should we do before engaging in any
physical activities like playing games or doing exercise?
Why it is important to do some stretching
before we play or exercise?
Let pupils play the game “Open the Basket.”
1 . Form 2 pairs of pupils. Let each pair hold
hands to form a basket. Instruct the remaining pupils that at your signal, they will go inside the baskets. 2. Say, “Open the basket, three pupils* can go inside the basket”. Only three pupils should be inside one basket. The pupil/s who was/were not able to go inside any one of the baskets should sit down. e.g. 12 pupils: 2 pairs of pupils to be the basket (4 pupils), 8 pupils can go inside the basket; if the teacher says three pupils can go inside the basket ( 2x3= 6 pupils), 2 will sit down. *The number of pupils who can go inside the basket may vary.
3. Remove one basket. Say again , “Open the
basket, two pupils can go inside the basket”. Only two pupils should be inside one basket. The pupil/s who was/were not able to go inside any one of the baskets will sit down.
4. Repeat the game until only basket
remains and only one pupil is inside the basket.
Ask: What happens to pupils who where not
able to find an empty basket? What should you do so will not sit down? How many makes a pair?
B. Developmental Activities 1. Presentation Talk with pupils about things that comes in pairs. Let pupils work in six. -Provide each group 50 counters/objects. Tell them to count 20 counters/objects and group these in pairs . -Next, tell the groups to count 19 counters/objects. Let them arrange their objects again in pairs. -Ask the pupils to compare to compare the two groups. Let them describe how the 2 groups differ. Let them identify 20 as an even number and 19 as an odd number. Tell them that a number is even when all the objects come in pairs and it is odd when there is an object without a pair. -Repeat with several other number. Always identify the numbers as even or odd. Have a pupil tell how it is decided that the number is even or odd. -Let the pupils study the underlined digits of the following numbers: 40, 56, 72, 174, and 7958. What kind of numbers are they? Why? Do the same procedure with these odd numbers. 47, 23, 165, 821 and 6429.
2. Performing the Activities Present this story problem to pupils
Mrs. Ching’s class is going to join the school
program, so the pupils are lining up in pairs. Today she has 24 pupils in class. Does each pupil have a partner? Why? What if there are only 23 pupils, will all the pupils have a partner? Why? Let the pupils solve the problem using these counters. Ask them to show 24 and 23 in pairs.
Show 24 in pairs. •••••• •••••• Õõõõõõ õõõõõõ 24 is even.
Show 23 in pairs. •••••• •••••• Õõõõõõ õõõõõ 23 is odd. All even numbers make pairs. All odd numbers have one without pair. Even numbers end in 0,2,4,6,8 Odd numbers end in 1, 3,5,7, or 9. Since 24 ends in 4, it is an even number. So, each pupil in Mrs. Ching’s class has a partner.
Talk about it- Can each person in your
classroom have a partner? How can you find out? You can also find odd or even number pattern in sums.
6+6 = 12 What kind of numbers are the
2+6 = 8 addend? What is the sum of an even numbers?
2+7 = 9 What is the sum of an even
6+1= 7 number and an add number?
3+5= 8 What is the sum of 2 odd
5+9= 14 numbers?
3. Processing the Activities
Ask : How did you find out whether a
number is odd or even?
4. Reinforcing the Concept
Let them write whether the number is odd or even.
C. Summarizing the Lesson
When is number even? When it is odd? Even numbers are numbers that can be divided exactly by 2. Even numbers end in 0,2,4,6 or 8. Odd numbers are those numbers that cannot be exactly divided by 2. Odd numbers end in 1,3,5,7 or 9. D. Application
Group Activities Activity 1 Have the pupils identify the even and odd numbers. Group 1 Circle the even numbers Group 2 Circle the odd number
Activity 2 Have the pupils work on the puzzle. Ask each group to color the odd numbers red and the even numbers green.
E. Evaluation Direction: Name me!
What number am I? Write your answer on
the paper. 1. I am an odd number that is less than 80 but greater than 77. 2. I am greater than 122 but less than 125, what odd number am I? 3. I am the greatest odd number that is less than 600. 4. I am an even number that is less than 1400 but greater than 1396. 5. I am less than 2205 but greater than 2202, what even number am I? F. Assignment Write 10 even numbers and 10 odd numbers.
