GRADE 3 School: TAMAG ELEMENTARY SCHOOL Learning Area: MATH

DAILY LESSON Teaching Dates and Time: NOVEMBER 11-15,2024 8:30-9:30 Quarter: QUARTER II
LOG Teacher: JOMEROSE M. RIVAD Noted: AVELINA T. ALON / SP I
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards Demonstrates understanding Demonstrates understanding Demonstrates Demonstrates understanding
of multiplication and division of multiplication and division understanding of of multiplication and division
of whole numbers including of whole numbers including multiplication and division of whole numbers including
money. money. of whole numbers including money.
money.
B. Performance Standards Able to apply multiplication Able to apply multiplication Able to apply multiplication Able to apply multiplication To measure the
and division of whole and division of whole and division of whole and division of whole capacity of the child.
numbers including money in numbers including money in numbers including money in numbers including money in
mathematical problems in mathematical problems in mathematical problems in mathematical problems in
real –life situations. real –life situations. real –life situations. real –life situations.

Solves routine and non- Visualizes and states the Visualizes division of Visualizes division of Administer Weekly Test
C. Learning Competencies/Objectives routine problems involving multiples of 1- to 2-digit numbers up to 100 by numbers up to 100 by
multiplication without or with numbers. 6,7,8,and 9 6,7,8,and 9
addition and subtraction M3NS-IIf-47 (multiplication table of 6, 7, (multiplication table of 6, 7,
of whole numbers including 8, and 9). 8, and 9).
money using appropriate M3NS-IIg-51.2 M3NS-IIg-51.2
problem solving strategies
and tools.
M3NS-IIe-45.3
D. Objectives

1. Cognitive Answer the given problems State the multiples of 1- to 2- Visualize division of Visualize division of numbers 1. Answer questions
correctly digit numbers numbers up to 100 by 6, 7 up to 100 by 8 correctly
2. Psychomotor Solves routine and non- Solve the given problems Answer the given problems Answer the given problems 2. Follow directions
routine problems involving correctly correctly correctly given
multiplication without or with
addition and subtraction
of whole numbers including
money using appropriate
problem solving strategies
3. Affective Show cooperation in group Show cooperation in group Actively participate in class Show cooperation in group 3. Take the test
activity activity activity honestly
II. CONTENT Solving Problems involving Multiples of 1 – to 2 – Digit Dividing Numbers up to 100 Dividing Numbers up to 100 Weekly Test
Multiplication with Addition or Numbers by 6, 7 by 8
Subtraction of Whole
Numbers
III. LEARNING RESOURCES
A. References MELC page 207 MELC page 208 MELC page 208 MELC page 208
1. Teacher’s Guide Pages TG page 163-165 TG page 173-176 TG page 176-179 TG page 176-179
2. Learner’s Material Pages Page 143-146 Page 152-156 Page 157-161 Page 157-161

3. Textbook Pages
 4. Additional Materials from Learning
Resources Portal
B. Other Learning Resources Flash cards, ppt Flash cards, ppt Flash cards, ppt Flash cards, ppt
IV. PROCEDURES
A. Reviewing previous lesson or presenting the Drill on multiplication Supply the missing number Call pupils to supply the Answer the following. Song
new lesson Review the past lesson to complete each number missing number to 1. 8 x 7 = ____
(ELICIT) sentence. complete each sentence. 2. 8 x 8 = ____
1. _ / 7=4 1. _ x 7 =42 3. 8 x 9 = ___
2. 35 / __=5 2. 5 x __ = 35
3. 50/10 =__ 3. 6 x 9 = ___
4. 36/6 = ___
B. Establishing a purpose for the lesson Present a problem. (refer to Give the multiplication facts. Ask the pupils to read the Ask the pupils to read the Setting of standard
(ENGAGE) TG page 166) Ask other learners quotation. quotation.
Ask questions about the by row/group (to give others
problem. a chance to participate) to
give the answer/product.
C. Presenting examples/Instances of the new The sales lady happened to Show these numbers. What Present a problem situation Present a problem situation Giving of instruction
lesson give a change more than are the next numbers? Why and ask pupils to think of and ask pupils to think of the
(ENGAGE) what Joy should receive. If do you think they are the the answer. Allow 2 or 3 of answer.
you were Joy, what would you next numbers? them to show the solutions.
do? 1- 2,4,6,8, __,__, ____ Make an LM as a basis.
2. 3, 6, 9,12 , __, __
Present the lesson to the
class
D. Discussing new concepts and practicing new Using the problem in How did you get your answer Who wanted to help the Allow 2 or 3 of them to show Taking the test
skills # 1 motivation, ask the pupils to in each number pattern? parents in family expenses the solutions.
(EXPLORE) act out through “ Play Store” Show the series of numbers. at home? Make an LM as a basis.
wherein pictures or objects Ask the pupils to observe What did they do to help
like shirts, play money, and determine the pattern. their parents?
etc.are used. (refer to TG
page 167)
E. Discussing new concepts and practicing new More activities/ exercises to More activities/ exercises to More activities/ exercises to More activities/ exercises to Supervising the test
skills # 2 develop the skills of the develop the skills of the develop the skills of the develop the skills of the
(EXPLORE) learners. learners. learners. learners.

F. Developing mastery Let the pupils solve the Let each group do Activity 1 Group Activity: Group the Group Activity: Group the Checking
(leads to Formative Assessment 3) problems by group. in the LM. Let them find the pupils into 3. pupils into 3.
(EXPLAIN) next 6 multiples of
the given number. Let them
write their answers on their
answer sheets.
G. Finding practical application of concepts and Ask the groups assigned to Show a calendar. Ask pupils Think and visualize the Show honesty in
skills in daily living show their work in class. Ask what pattern of numbers problem. Make an LM as a answering the test
(ELABORATE) them to explain how they got they can see in the calendar. foundation for your activity. questions
Do Activity 2 in LM.
their answers.

H. Making generalizations and abstractions How did you solve the How do we get the multiples How do you visualize a How do you visualize a Did you answer the
about the lesson problem? of 1 to 2-digit numbers? problem in division? problem in division? questions correctly?
(ELABORATE) Name the terms involved in Name the terms involved in
 division facts. division facts.

I. Evaluating learning Answer activity 2 on LM Answer Activities 3 and 4 in Answer Activity 1 in the LM. Answer Activity 3 in the LM. Pagannurutan: Sapulen
(EVALUATE) the LM individually. ti quotient. Isurat ti
sungbat iti maysa a
papel.
1. 56 ÷ 7 = ______
2. 54 ÷ 6 = ______
3. 90 ÷ 9 = ______
4. 72 ÷ 8 = ______
5. 63÷ 7= ______
Pagannurutan: Isurat iti
awan a numero.
1. 40 ÷ ____ = 4
2. ____ ÷ 7 = 5
3. 49 ÷ 7 = ____
4. 108 ÷ 9 = ____
5. 54 ÷ ____ = 9

J. Additional activities for application or Answer activity 3 on LM Answer Activity 5 in the LM Let the pupils answer Answer Activity 4 in the LM. Recording the test
remediation Activity 2 in the LM results
(EXTEND) individually.
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the
evaluation

B. No. of learners who require additional activities