Name:

Ampil, Cherry Mae Japon, Crizelle Gay

Lado, Khate Casandra Yanoc, Jesseth

Subject & Grade Level: III Topic: Comparing Numbers

STAGE 1 DESIRED RESULTS Established Goals Understanding Students will understand that The learners demonstrate understanding and appreciation of key concepts and skills involving numbers in critical thinking, problem solving, reasoning, communicating, making connections, presentations and decisions in life. Understanding Transfer Students will be able to Manifest ability to make wise choices in buying school supplies through comparing and contrasting prices. Use the three symbols in comparing numbers (<,>, =) through drills and practices.

Comparing numbers is important because it can help us make good decisions in life.

Essential Question (s) Why is comparing numbers important? What situations in life require ones ability to compare numbers? Knowledge and Skill Students will be skilled at Defining living thing and non-living thing Differentiating living things and non-living things Naming the things that are living and the things that are not living.

Students will know

The symbols in comparing numbers through drills and practices The importance of comparing numbers How to differentiate and compare bigger, smaller and equal numbers The proper usage of three symbols in comparing numbers.

STAGE 2 ASSESSMENT EVIDENCE Students will need to show their learning by: Performance Task/Product: G To express ones knowledge in comparing numbers, students are tasked to look for the cheapest notebook in four different stores.

Students become canvassers because they are asked to donate notebook for the typhoon victims.

Parents will accompany them in canvassing notebooks.

Students need to list down the prices of the notebook from the different stores in Notebook Shopping Corner. They will buy the cheapest one and donate it to the typhoon victims. The written output will be submitted the next day for them to make their work excellent.

The written output will be placed in a long bond paper. Queen Mart Price Symbol 15.00 Heart Mall Price Symbol 16.00 Hannas Bazaar Price Symbol 12.00 Up & Down Merchandise Price Symbol 10.00

rubric

Other Formative Evidence: activity (stepping game), quiz, assignment

Summative: Knowledge, Process/Skills and Understanding (Please see attached sheets) Knowledge What is a living thing? What is a non-living thing? Process/Skills Tell whether the following is living thing or non-living thing. Understanding Why is it important to know the living things and non-living things around us?

Rubric for Grading: Please see attached sheets. A rubric for each item or each example. REMARKS POINTS CRITERIA NEATNESS & CREATIVITY The work is very clean and creative. The symbol used is correct. Submission of work is on time. The work has few erasures and minimal creativity. The symbol used is incorrect. Submission of work is a day before the scheduled time. The work has many erasures and no creativity. Unable to use symbol Submission of work is one week late. EXCELLENT 5 GOOD 4 POOR 3

SCORE

PROPER SYMBOL USED PROMPTNESS

STAGE 3 SUMMARY OF KEY LEARNING EVENTS AND INSTRUCTION The teaching and learning will involve:

PRE .

Introducing Classroom Rules C courteous A always prepared R respect E effort (100%) Behavioral Chart (by group) Hearts has two colors, red and black. Red is for positive behavior while black is for negative behavior. Action Song 1 2 3 4 5 once I got a fish alive 6 7 8 9 10 then I let it go again Why do you let it go Because it bit my finger so Which finger did it bite This little finger on my right. Prior Knowledge Activation Singing of the song, Cookie Jar Each student will be assigned a number by counting off. The teacher asks questions first before singing the Cookie Jar song. Whoever number is called will be the one to answer the question and this will be done six times to make three pairs of numbers. Unlocking of Vocabularies Greater than Less than Equal Pre-Activity In continuation to the first teachers activity, three pairs of numbers that were written on the board will be compared using proper terms. (greater than, less than, equal)

DURING

Discussion Oral reading of the selection as a springboard of discussion Introducing the three symbols of terms: greater than, less than and equal. Post-Activity (individual work) One side of the room will become a Notebook Shopping Corner. There are four different stores with different prices of 100 leaves notebook. A parent will accompany them in going to the four different stores to canvass for the cheapest notebook. A two-minute canvass will be done in each store. Individual Written Output Queen Mart Price Symbol Price Heart Mall Symbol Hannahs Bazaar Price Symbol Up and Down Merchandise Price Symbol

AFTER

Generalization What are the three symbols in comparing numbers? When do we use the greater than symbol? When do we use the less than symbol? When do we use the equal symbol? Who can give me an example of numbers using greater than in a complete sentence? Who can give me an example of numbers using less than in a complete sentence? Who can give me an example of numbers using equal to in a complete sentence? Why is it important to compare numbers based on the canvassing of notebooks?

Assessment (Evaluation of Learning) Short quiz Compare the following numbers by using the correct symbol. 1. 3 _____ 12 2. 21 _____ 20 3. 15 _____ 20 4. 10 _____ 9 5. 11 _____ 11 Assignment Direction: 6. 5 _____ 5 7. 2 _____ 0 8. 6 _____ 4 9. 8 _____ 8 10. 4 _____ 13

Supply for the correct digit. 1. 4 > _____ 2. 20 = _____ 3. 10 < _____ 4. 5 = _____ 5. 1 > _____ 6. 2 = ______ 7. 18 < _____ 8. 6 < ______ 9. 13 > _____ 10. 9 = ______