School: SAN FERNANDO ELEMENTARY SCHOOL Learning Area:

GRADES 1 TO 12 Teacher: MA. CORAZON R. LABASANO MATHEMATICS

DAILY LESSON PLAN Teaching Dates JUNE 17, 2019 (MONDAY)
and
Time:
Quarter: ONE
Week: THREE
Grade Level GRADE 3 GRADE 4

A. Content Standard  Demonstrates understanding of whole numbers up  Demonstrates understanding of whole

to 10, 000, ordinal numbers up to 100th, and money numbers up to 100, 000.
up to PhP1000.  Demonstrates understanding of
 Demonstrates understanding of addition and multiplication and division of whole
subtraction of whole numbers including money. numbers including money.

B. Performance Standard  Is able to recognize, represent, compare, and order  Is able to recognize and represent whole
whole numbers up to 10, 000, and money up numbers up to 100, 000 in various forms
PhP1000 in various forms and contexts. and contexts.
 Is able to recognize and represent, ordinal numbers  Is able to apply multiplication and
up to 100th in various forms and contexts. division of whole numbers including
 Is able to apply addition and subtraction of whole money in mathematical problems and
numbers including money in mathematical real-life situations.
problems and real-life situations.
C. Competencies  Rounds numbers to the nearest ten, hundred and  multiplies numbers up to 3 digits numbers
thousand. by up to 2 digits numbers without
(M3NS-Ib-15.1) regrouping
Day 1
Lesson Objectives Round off numbers to the nearest tens, hundreds, and Multiply numbers up to three digits by numbers
thousands. up to two digits without regrouping.
Subject Matter Rounding Off Numbers to the Nearest Tens, Multiplying Numbers up to Three Digits by
Hundreds and Thousands Numbers up to Two Digits without Regrouping
Learning Resources Curriculum Guide in Mathematics, Mathematics 3 Curriculum Guide in Mathematics,
(Learner’s Material) Mathematics 4 (Learner’s Material)
Mathematics 3 (Teacher’s Guide) Mathematics 4 (Teacher’s Guide)
 BOW for Multigrade Teaching Mathematics for BOW for Multigrade Teaching Mathematics for
Grade III, number cards, bottle full of beads, and Grade IV, flashcards, pictures, illustrations
pictures
Procedure Grouping structures (tick boxes)
Use these letter icons to show
methodology and assessment Whole class Mixed Ability Groups Friendship Groups
activities. Ability Groups Other (Specify)

Direct Teaching Grade Groups Combination of Structures

T

G Group Activity

I Individual Activity

A Assessment

Teaching, Learning and Assessment Activities

T T
Posing the Problem Show a picture of mango orchard. Elicit from
a. Show a bottle full of beads the pupils the answer to the following questions:
Ask: Can we tell the exact number of beads at o 1. What do you see in the picture?
glance? About how many beads do you think are in 2. Do you have fruit trees in you
the bottle? farm/backyard?
b. Show a picture of a big crowd of people such as in 3. Is it good to plant trees? Why?
basketball game? Ask pupils to describe what they
see in the picture? Mang Leo and his co-workers can deliver 231
Ask: Can you tell the exact number of people coconuts in a day. How many coconuts can
watching the game? About how many people are they deliver in 23 days?
watching the basketball game?
Analyze the problem:
Say: Sometimes there is no need for us to give the  How many coconuts can Mang Leo and
exact number. Instead we just approximate/estimate his co-workers deliver in a day?
how many people or things there are.  What is asked for in the problem?
 How can you say solve the problem?
You can make an estimate when you need to know Ask the pupils to work in solving the problem.
about how many or about how much. Rounding off
number is one way of making estimates. Solution 1: By using the Short Method
231 Step 1 231 Step 2
Example: X23 Multiply 231 by 3 X23 Multiply 231 by 2
Suppose it takes you 22 minutes to get home from the 693 693
school. Would you say it takes you about 20 minutes or 462 Leave the ones
about 30 minutes to get there? place blank
231
Let us use this number line. Label it with numbers from 10 X23
to 30. 693 Step 3
+462 add the partial products
5313
10 11 12 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 30
Find the point 22. It is closer to 20 or 30? Solution 2: By using the Long Method
Since it is closer to the smaller number, we round it down. This method uses the distributive property of
So, 22 rounded to the nearest tens is 20? multiplication over addition.
Find 27. To what number is it closer? 30 0r 20?
Since it is closer to 30 we round it up. 231 x 23
So, 27 is rounded to the nearest tens is 30. = (200 + 30 + 1) x 20 + (200 + 30 +1) x 3
Find 25. Where it is located? It is halfway between 20 and = (200x20)+(30x20)+(1x20)+(200x3)+(30x3)+(1x3)
30. = 4000 + 600 + 20 + 600 + 90 + 3
Round up numbers that have 5 in the one’s unit, such as
25.  First, write the multiplicand and the multiplier
So, 25 rounded to the nearest tens is 30. in expanded form.
Identify more point in the number line. Ask in which tens  Next, multiply the digit in the ones place by
each number is nearer. Write all the answers on the board. the multiplicand.
 Then, multiply the digit in the tens place by
Posing the Problem: the multiplicand.
A. John spent his vacation in Manila for 29 Days.  Add all the products
Rounded to the nearest tens, about how many days
did john spend his vacation in Manila?
How do we round off number?
To round off numbers…..
1. Look for the place of the digit to be rounded off.
2. Check the digit to its right. If it is 4 or below, round
it down.
3. If it is five or above, round it up.
4. Change all the digits to the right of the digit to be
rounded off to 0.
A.
G G
Pupils will play a game “Can You Find Me”. Write on
The number cards and post them on the board. (Cover
them first prior to the instruction). Group A will use the short method and Group B
Divide the class into 5 or 6 groups. will use the Long Method.
Ask the group to look for the answers to the questions from
the number cards arranged on the board. 323 123 432 213 332
At the signal GO, uncover the cut-outs and let the pupils X 22 x 32 x 11 x 23 x 33
start.
The first group to give the most number of correct answers
wins the game.

82 67 486 53

711 605 57 1839

1. Hain nga numero an puwede igpaharani (rounded
off) ha 50?
2. Hain nga numero an puwede igpaharani (rounded
off) ha 60?
3. Ano nga numero an puwede igpaharani (rounded
off) ha 80?
4. Ano nga 4 digit nga numero an puwede igpaharani
(rounded off) ha 2 000?
5. Hain nga numero an puwede igpaharani (rounded
off) ha 700?
 6. Hain nga 3-digit nga numero an puwede
igpaharani (rounded off) ha 500?

B. Lidungi an numero kun hain pinakaharani an ginhatag

nga mga numero.
1. 58 – 50 or 60
2. 43 – 40 or 50
3. 548- 548 or 600
4. 627- 600 – 700
5. 961 – 900 or 1000

C. Igpaharani (round off) an kada numero han iginsisiring

nga place value:
1. 69 (napuluan)
2. 486 (gatusan)
3. 392 (gatusan)
4. 5 376 (yukutan)
5. 236 (napuluan)

I I
A. Find the products.
Igpaharani (round off) puluan (tens), gatusan (hundreds) 324 322 404 589 342
o yukutan (thousands). Igsurat ha asya nga kolum an imo X 22 x 33 x 21 x 11 x 12
baton.
B. Read and solve.
56 4613 2548 68 243 273 19 1. In San Fernando, squash seedlings are
4217 485 49 362 456 38 packed in boxes of 12. How many
seedlings are in 144 boxes?
Igpaharabi ha… 2. The transportation fare from the
40 50 60 70 200 300 400 500 3000 4000 5000 terminal to the subdivision is Php22.
How much will the driver collect from
34 passengers?

A A
 Igpaharani (round off) ha pinakaharani nga place value. Find the product. Use any of the two methods.

1. 85 6. 6381 1. 304 2. 312 3. 432 4. 857 5. 612

2. 751 7. 4739 x 22 x 23 x 11 x 33 x 32
3. 479 8. 62
4. 5 673 9. 6798 6.323 7. 421 8. 344 9. 344 10. 433
5. 3945 10. 7909 x 31 x 32 x 32 x 11 x 12

Remarks

Reflection
 School: SAN FERNANDO ELEMENTARY SCHOOL Learning Area:
GRADES 1 TO 12 Teacher: MA. CORAZON R. LABASANO ESP
DAILY LESSON PLAN Teaching Dates JUNE 17, 2019 (MONDAY)
and
Time:
Quarter: ONE
Week: THREE
Grade Level GRADE 3 GRADE 4

A. Pamantayang Pangnilalaman Naipamamalas ang pang-unawa sa kahalagahan ng Naipamamalas ang pag-unawa sa

sariling kakayahan, pagkakaroon ng tiwala, kahalagahan ng pagkakaroon ng katatagan
pangangalaga at pag-iingat sa sarili tungo sa kabutihan at ng loob, mapanuring pag-iisip,
kaayusan ng pamilya at pamayanan. pagkamatiyaga, pagkamapagtiis,
pagkabukas-isip, pagkamahinahon at
pagmamahal sa katotohanan na
magpapalaya sa anumang alalahanin sa
buhay ng tao bilang kasapi ng pamilya
B. Pamantayan sa Pagganap Naipapakita ang natatanging kakayahan s iba’t ibang Naisasagawa nang may mapanuring pag-iisip
pamamaraan nang mat tiwala, katapatan, at katatagan ang tamang pamamaraan/pamantayan sa
ng loob. pagtuklas ng katotohanan.
C. Mga Kasanayan sa Pagkatuto Nakatutukoy ng mga damdamin na nagpapamalas ng Nakapagsusuri ng katotohanan bago gumawa
katatagan ng kalooban ng anumang hakbangin; pagsangguni sa
(EsP3PK-Ic-16) taong kinauukulan
(EsP4PKP-Ic-d-24)
UNANG ARAW
Layunin ng Aralin
Paksang Aralin Katatagan ng Loob

Kagamitang Panturo ESP 3 ( Kagamitan ng Mag-aaral) ESP 4 ( Kagamitan ng Mag-aaral)

ESP 3 ( Patnubay ng Guro) ESP 4 ( Patnubay ng Guro)
BOW for Multigrade Teaching ESP for Grade III BOW for Multigrade Teaching ESP for Grade IV
PAMAMARAAN Grouping structures (tick boxes)

Whole class Mixed Ability Groups Friendship Groups

Ability Groups Other (Specify)

Grade Groups Combination of Structures

Mga Gawain sa Pagtuturo, Pagkatuto at Pagtataya

PUNA

PAGNINILAY