School: SGT.

MIGUEL CANOY MEMORIAL CENTRAL SCHOOL Grade Level: III- Guiho

GRADES 1 to 12 Teacher: REYNILDA C. ANTIOLA Learning Area: MATH 3
DAILY LESSON LOG Teaching Dates and Time: JULY 24-28, 2017 Quarter: 1ST QUARTER

(WEEK 8) MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I OBJECTIVES
A. Content Standard
B. Performance Standard
C. Learning Competency/s:
II CONTENT
III. LEARNING RESOURCES
A. References
1. Teachers Guide Pages
2. Learners Materials pages
3. Text book pages
4. Additional Materials from
Learning Resources
B. Other Learning Resources
IV. PROCEDURES
A. Reviewing previous lesson or
presenting the new lesson
Solving Non-Routine Problems Involving Addition
The learner demonstrates understanding of addition and subtraction of whole numbers including money
The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and real-life situations.
estimates the difference of two numbers with three to four digits with reasonable results. subtracts mentally 1- to 2 digits numbers without and with regrouping
M3NS-Ih-36 using appropriate strategies
M3NS-Ih-33.5
Numbers and Number Sense Numbers and Number Sense
CG p.71 of 257 CG p.72 of 257
TG pp 91-96 TG p 97-101
LM pp 86-90 LM pp 90-93
Lesson Guide in Elem. Math Grade 3. 2010. pp. 145-149 Lesson Guide in Elem. Math Grade 3. 2010. pp. 149-154
Flashcards, number lines on strips Flashcards, number lines on strips of Word problem Chart, place value Flashcards, activity cards, chart, Spinner, flashcards, chart
of paper, number cut-outs, paper, number cut-outs, pictures, chart drawing of fruits
pictures, table charts table charts, show-me board,
Drill: place value Name the place value of the Round the following numbers to Drill: find the difference. Drill: Basic subtraction facts using
Flash some cards with numbers underlined digit. the nearest tens spinner. Move the hands of wheel and
written on them. 1. 4 573 2. 7 035 3. 2 101 2 312 7 481 5 926 4 534 estimate their difference(Note:The
Eg. 61, 298 , 9 457, 53 , 7 428 4. 2 837 5. 3 710 highest numeral is the minuend)

B. Establishing a purpose for
the lesson
C. Presenting
Examples/instances of new
lesson
D. Discussing new concepts and
practicing new skills #1
E. Discussing new concepts and
Present sets of counters.
Ask: Which of these small things do
you like to collect?
Guessing Game:
Ask: How many buttons do you
think there are in this bottle?
Post a Problem.
There were 515 visitors on the first
day of schools Foundation Day and 786
visitors on the second day. About how
many visitors were there on the second
day than on the first day
Let us plan on how to solve the
Look at these counters. (Show,
plastic straws, marbles, etc)
Ask: Do you have collections of
these objects?
Call volunteer to count the number
of straws in the set. The one who
can give the closest guess will be the
winner.
Call pupil to read the problem on
the board.
Say: Let us understand the problem
Ask: What are given in the problem?
What is asked?
Do we need an exact answer? Why?
Call pupils to write the number
Talk about the value of things no
matter how small they are.
There are times when we do not
need the exact answer to a
problem. All we need is just the
closest possible answer or estimate.
Ask: What are the steps on solving
problems?
Construct a number line on the
Game: The 10 Family.
Ask: Who will be the partner of 7
to make it 10?
Present a Problem:
Ben gathered 36 shells at the
beach. If he gave 12 shells to his
friend, how many shells were left?
Ask: How are we going to solve the
problem?
Look at the subtrahend. What
Present the problem:
Dick gathered 56 shells at the beach.
He gave 24 shells to his friend. How
many shells were left?
Let the pupils write the number
sentence on the board.
56 24 = N
Subtract mentally the ones, then the
tens.
Ask somebody to write the number in
vertical column.
Find the missing number in the
practicing new skills #2 problem. sentence on the board. board. number will you add to it to make difference.
it a multiple of 10 or make it 20?

F. Developing mastery Let us execute our plan
(Leads to Formative To find the estimated difference,
Assessment) round off each number to the
greatest place value.
G. Finding Practical applications Group Activity:
of concepts and skills Give each group an activity card to
work on
H. Making generalizations and How do we estimate the difference
abstractions about the lesson of two numbers with three to four
digits?
I. Evaluating Learning Estimate the difference by
rounding the numbers to its
highest place value.
If you round 515 and 786 to the Where is 515 nearest to? 500? Or How do subtract mentally without Group Activity:
nearest hundred , what is the 600? regrouping? Subtract mentally.
number?
Group Activity: Group Activity: Group Activity: Subtract mentally:
Let each group write their solutions Have each group report/explain Subtract mentally:
on a manila paper for posting. their work. 18 25 31 59 89
- 4 - 12 -10 -27 -54
Why do we need to estimates? What are the steps in estimating How do we subtract mentally 1- to How do we subtract mentally?
the difference? 2-digit numbers without Where do we start subtracting?
regrouping?
Estimate the difference. Estimate the difference. Find the difference of the numbers Subtract the following mentally.
on the fruits by subtracting them
mentally.

J. Additional activities for Write a good estimate. Then solve.
application or remediation Mr. Reyes wanted to sell 302
tickets for a cultural show. He sold
191 tickets. About how many more
tickets should he sell?
V. REMARKS
VI. REFLECTION
Write a good estimate. Then solve. Round the numerals to its highest Answer activity 5 LM p 93 Subtract using mental arithmetic and
There are 8 936 books in Sgt. Miguel place value then estimate the write your answers in the triangles.
Canoy Memorial Central School . difference.
Mimbalot Elementary School has 7 642
books in its library. How many more
books does Sgt. Miguel Canoy Memorial
Central School have than Mimbalot
Elementary School?

A. No. of learners who earned

80% on the formative
assessment
B. No. of Learners who require
additional activities for
remediation
C. Did the remedial lessons work? No. of learners who
have caught up with the lesson.

D. No. of learners who continue to require remediation

E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other teachers?