School: DEPED Daily Lesson Logs at: teachershq.

com Grade Level: 3

GRADES 1 to 12
Teacher: Learning Area: Math
DAILY LESSON LOG
Teaching Dates and
Time: Nov. 28 – Dec. 2, 2016 Quarter: 3rd
WEDNESDAY
TEACHING DATE MONDAY TUESDAY (Holiday) THURSDAY FRIDAY

I.OBJECTIVES

A. Content Standard Demonstrates understanding of proper and improper , similar and dissimilar and equivalent fractions.

B. Performance Standards Is able to recognize and represent proper and improper, similar and dissimilar and equivalent fractions in various forms and contexts.

C. Learning Competencies/ Visualize and represents, and arranges dissimilar fractions in increasing or decreasing order Visualizes, and generates equivalent fractions.
Objectives

Write the LC Code for each M3NS – III d – 78.3 M3NS – III e – 72.7

II.CONTENT Number and Number Sense

III.LEARNING RESOURCES
A .References CG page 70
1.Teacher’s Guides/Pages 238 - 243 238 - 243 244 - 249 244 - 249
2.Learner’s Materials Pages 218 - 222 218 - 222 223 - 227
223 - 227
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
Complete the table.(use the set of HOLIDAY Drill: Recall comparing
fractions written in symbols) Basic multiplication and division fractions
A .Review previous lesson or presenting the Fraction<1 Fraction>1 Fractions=1 facts TG p 244 TG pp 244 - 245
new lesson.
 Identify the following items. Say M if they Look at these strips. Observe closely Present a problem opener. Recall the problem
B. Establishing a purpose are sold in the market. Say H if they are Ask: Why are Carol and Tess opener.
for the lesson sold in hardware. busy? What kind of pupils are Why it is better to
1.egg 2. Shovel 3. Meat they? What kind of pupils are do a project
4. gloves 5. Fish 6. Concrete nails they? together with a
Do you also do your project? classmate?
How many parts
where colored by
Carol? What about
Tess?

Read the items. Have the pupils represent the art Present a cut-outs.
C. Presenting examples /instances of the new 3
Kg of sugar Into how many equal parts each of the project of Carol and Tess.
lesson 4
1 each whole is divided? TG p 245
Kg of powdered milk Do they have the same equal parts?
3
1
Kg of flour Why?
2

Using Least Common Denominator 1

Is the biggest part. How will you compare
1 1
and ? Compare using
Method 2 2 5
Cross product
1
Is the smallest part Look at their part in the
D. Discussing new concepts and practicing List down the multiples of the 5 method
illustration.
new skills #1 denominators. In descending order, the arrangement 1
. 𝑎𝑛𝑑
2
Which one is bigger or lesser?
4: 4, 8 , 12 are; 1 1 1 1
2 4
1 2
2: 2, 4 , 6, 8, 10, 12 1 1 1 1 Compare and . ( < ) Solve: 1
4 3 4 3 2 4
, , , 1 1 1 1 x 4=4
3: 3, 6, 9, 12 LCD=12 2 3 4 5 Compare and ( > )
In ascending order , 3 5 3 5

2x2=4
1 1 1 1 So,
1
=
2
, , , 2 4
5 4 3 2

Discuss ways to find similar fractions of Study more examples How do you know that 2 What can you say
E. Discussing new concepts and practicing dissimilar fractions if the LCD is already 1 1 1 1 fractions are equivalent/equal? about the parts or
, , , 𝑎𝑠𝑐𝑒𝑛𝑑𝑖𝑛𝑔
new skills #2 found. TG p 241 9 7 5 2 values of equivalent
fractions?
1 1 1 1
, , , 𝑑𝑒𝑠𝑐𝑒𝑛𝑑𝑖𝑛𝑔
8 10 12 15

Pair Activity Group Activity:

Refer to Activity 1 LM p 219 Refer to Activity 2 LM p 220 Group Activity Pair Activity 1
F. Developing mastery TG p 248 LM p 224
(Leads to formative assessment)
 Pair Activity List a set of fractions in Group Activity: Individual Activity:
G. Finding practical/applications of concepts Refer to Activity 3 LM p 220 - 221 A. Ascending order TG p 249 Refer to activity 3
and skills in daily living B. Descending order The leader will report to the class LM p 225
about their work.
To order fractions with the same When all the fractions are already How do you define equivalent How will you
H. Making generalizations and abstractions numerators but different denominators, renamed with the same denominators, fractions? determine if two
about the lesson compare their denominators. The greater the numerators can now be compared. fractions are
the denominator, the lesser the fraction. equivalent?

Arrange the following fractions in Refer to Activity 4 Solve:

I. Evaluating Learning Refer to Activity 4 LM p 221 descending order. LM p 226 1.
1
= 2.
. 1.
1 1 1 1
, , , 3
3 12
12
9 4 7 2 =
5
3 3 3 3
2. , , , 2
8 6 3 10 3. =
3 15
3
3.
1
,
1
,
1 1
, 4. =
8 9 5 2 4 12

1 3
4.
2
,
2
,
2
,
2 1. =
14 16 11 8 4

1 1 1 1
5. , , ,
10 6 13 4
Refer to Activity 5 LM p 222 Make 3 sets of 4 fractions in Refer to Activity 5 a Refer to Activity 5 b
J. Additional activities for application or . descending order LM p 226 LM p 218
remediation Numbers 1 - 6 Numbers 1 - 5

V.REMARKS

VI.REFLECTION

A. No. of learners who earned 80% of the

formative assessment

B. No. of learners who require additional

activities to 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 material did I
use/discover which I wish to share with other
teachers?