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    Math 1st CO

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    floriejaned
    This daily lesson plan is for a Grade 3 Mathematics class. The lesson focuses on identifying and visualizing symmetry in the environment and in designs. Students will engage with the topic by singing a song and discussing symmetry in its imagery. They will then explore symmetry by observing examples and interactive games. The teacher will explain different symmetrical figures and have students identify which images show symmetry. Later, students will work in groups to draw symmetrical objects, complete symmetrical figures, and write a poem about symmetry. The goal is for students to understand and value symmetry.

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    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd

    Math 1st CO

    Uploaded by

    floriejaned
    32 views6 pages
    This daily lesson plan is for a Grade 3 Mathematics class. The lesson focuses on identifying and visualizing symmetry in the environment and in designs. Students will engage with the topic by singing a song and discussing symmetry in its imagery. They will then explore symmetry by observing examples and interactive games. The teacher will explain different symmetrical figures and have students identify which images show symmetry. Later, students will work in groups to draw symmetrical objects, complete symmetrical figures, and write a poem about symmetry. The goal is for students to understand and value symmetry.

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    This daily lesson plan is for a Grade 3 Mathematics class. The lesson focuses on identifying and visualizing symmetry in the environment and in designs. Students will engage with the topic by singing a song and discussing symmetry in its imagery. They will then explore symmetry by observing examples and interactive games. The teacher will explain different symmetrical figures and have students identify which images show symmetry. Later, students will work in groups to draw symmetrical objects, complete symmetrical figures, and write a poem about symmetry. The goal is for students to understand and value symmetry.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    32 views6 pages

    Math 1st CO

    Uploaded by

    floriejaned
    This daily lesson plan is for a Grade 3 Mathematics class. The lesson focuses on identifying and visualizing symmetry in the environment and in designs. Students will engage with the topic by singing a song and discussing symmetry in its imagery. They will then explore symmetry by observing examples and interactive games. The teacher will explain different symmetrical figures and have students identify which images show symmetry. Later, students will work in groups to draw symmetrical objects, complete symmetrical figures, and write a poem about symmetry. The goal is for students to understand and value symmetry.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 6

    School AGTAS ELEM.

    SCHOOL Grade III


    DAILY Level
    LESSON Teacher FLORIE JANE C. DE Learning MATHEMATICS
    PLAN LEON Area
    Teaching Date and MARCH 14, 2022 Quarter 3RD QUARTER
    Time

    MONDAY

    I. LAYUNIN At the end of the lesson the learners should:

    1. Identify and visualizes symmetry in the environment and in


    design.
    2. Create symmetrical figure with the use of line of symmetry.
    3. Value the importance of symmetry in the environment
    and in design

    A. Pamantayang The learner should demonstrates understanding of lines,


    Pangnilalaman symmetrical designs, and tessellation using square, triangle,
    and other shapes.

    B. Pamantayang sa The learner should be able to recognize and represent lines


    Pagganap in real objects and designs or drawings, complete
    symmetrical designs.

    C. Pinakamahalagang Identifies and visualizes symmetry in the environment and in


    Kasanayang sa design. M3GE-IIIg-7.3
    pagkatuto (MELC)
    Pagpapahalaga: Pagiging mapagbigay

    Integrasyon: Musika, MTB, Science, Filipino at Edukasyon sa


    Pagpapakatao, AP

    Approach:Inquiry-based Approach-
    Strategy:5E’s Teaching Strategy
    Activity: Engage, Explore, Explain, Elaborate, Evaluate

    II. NILALAMAN Pagkilala at Pagguhit ng Line of Symmetry sa mga Hugis sa


    Kapaligiran at sa mga Desenyo
    Integrasyon: : Musika, MTB, Science, Filipino at Edukasyon sa
    Pagpapakatao AP)

    Pagpapahalaga: Pagiging mapagbigay

    Approach: Inquiry-based Approach-


    Strategy:5E’s Teaching Strategy
    Activity: Engage, Explore, Explain, Elaborate, Evaluate

    - The 5E Inquiry-Based Instructional Model is based upon


    cognitive psychology, constructivist theory to learning, and best
    practices in STEM instruction (Bybee and Landes 1990). The 5E
    learning cycle leads students through five phases: Engage,
    Explore, Explain, Elaborate, and Evaluate. The 5E Instructional
    Model brings coherence to different teaching strategies,
    provides connections among educational activities, and helps
    science teachers make decisions about interactions with
    students (BSCS 2019). Compared to traditional teaching models,
    the 5E learning cycle results in greater benefits concerning
    students’ ability for scientific inquiry (Bybee 2009).
    III. KAGAMITANG PANTURO

    A. Mga Sanggunian Modyul sa Mathematics 3


    Most Essential Learning Competencies (MELCs) p.209
    1. Pahina sa TG PIVOT 4A LEARNER’S MATERIAL, IKATLONG MARKAHAN,
    MATHEMATICS 3 p.31 -33
    2. Pahina sa LM PIVOT 4A LEARNER’S MATERIAL, IKATLONG MARKAHAN,
    MATHEMATICS 3 p.31 -33
    3. Pahina sa Teksbuk PIVOT 4A LEARNER’S MATERIAL, IKATLONG MARKAHAN,
    MATHEMATICS 3 p.31 -33

    4. Karagdagang Deped Commons


    Kagamitan mula sa PIVOT 4A LEARNER’S MATERIAL (Module)
    Portal ng Learning https://www.youtube.com/watch?v=_12-fZvdPHg
    Resource
    B. Listahan ng mga
    kagamitang Panturo PIVOT 4A LEARNER’S MATERIAL (Module)
    para sa mga Gawain sa Mga Larawan
    Pagpapaunlad at Worksheets
    Pakikipagpalihan Internet-google.com
    Slides
    IV. PAMAMARAAN

    A. PANIMULA
    Integrasyon sa Musika

    -Pagkanta ng Paru-parong Bukid

    Paru-parong Bukid

    Paru-parong bukid, na lilipad-lipad


    Sa gitna ng daan, papaga-pagaspas
    Isang bara ang tapis, isang dangkal ang manggas
    Ang sayang de kola, isang pyesa ang sayad
    May payneta pa sya. Uy!
    May suklay pa mandin. Uy!
    Naguas de ohetes ang palalabasin
    haharap sa altar, at mananalamin
    At saka lalakad ng pakendeng-kendeng

    Integrasyon sa MTB

    Tanong:
    Tungkol saan ang inyong inawit?
    Saan inihalintulad ang isang paru-paro?
    B. PAGPAPAUNLAD Magpakita ng larawan ng isang paru-paro.

    1.ENGAGE.

    In this first phase of the cycle,


    the teacher aims to assess student
    prior knowledge and/or identify
    possible misconceptions. This is
    student-centered phase where
    there was a motivational period
    that can create a desire to learn
    more about the upcoming topic.

    Integrasyon sa Science
    Ano ang inyong nakikitang larawan?
    Anong klaseng hayop ang paru-paro?
    Alam nyo ba kung ilan ang paa ng Paru-paru?

    Integrasyon sa Filipino
    Pakilarawan ang nakikita sa larawan.

    (Pagtalakay ng Aralin, Hayaan ang mga mag-aaral na


    makuha ang concept of symmetry sa pamamagitan ng
    pag-oobserve kung paano hahatiin ito ng pareho. )

    Gamit ang larawan, hatiin ang paru-paro gamit ang simetrikong


    linya. Ipalarawan ulit ang larwan na may simetrikong linya.

    Itanong sa bata:
    Ano ang gamit ng linya sa gitna o tinatawag na simetrikong
    linya?
    Paano iguguhit ang simetrikong linya sa isang simetrikong hugis o
    symmetric figure?

    2. EXPLORE

    During the exploration phase, Tingnan ang mga halimbawa.


    students actively explore the
    new concept through Kung ikaw ang tatanungin, paano mo hahatiin ang mga
    concrete learning
    larawan na iyong nakikita.(Hayaan ang mga batang mag-
    experiences. This phase allows
    explore kung paano nila ito gagawin
    students to learn in a hands -
    on way.
    Paggamit ng laro “Piliin Mo ang Sagot Mo”
    (ICT Interractive)
    3.EXPLAIN

    It’s tempting to think that this is Pagpapakita ng iba’t- ibang semitrikong hugis.
    the part of the lesson or unit
    when the teacher explains the Magtatawag ang guro ng bata upang pindutin ang
    concept or skill. However, I allow
    the students to explain what they laptop. Mamimili ang bata sa mukhang masaya at
    observed or learned, while I as a malungkot.
    teacher supports them as
    needed.
    Pipindutin ang masaya ( )kung ang bawat broken line ay
    nagpapakita ng line of symmetry at malungkot ( )
    naman kung ito ay hindi nagpapakita ng line of symmetry.

    Pagkatapos ng gawain tanungin ang bata kung ano ang


    napasin nila sa kanilang ginawang gawain?

    Bakit may mga larawan ang hindi symmetry?

    C. PAKIKIPAGPALIHAN
    Pangkatang Gawain:
    4.ELABORATE
    Pangkat 1- Gumuhit ng mga bagay na makikita sa silid
    aralan at ipakita ang line of symmetry.
    The elaborate phase gives
    students a chance to extend (Ang pangkat 1 ay guguhit ng mga bagay na makikita sa
    their thinking and transfer their silid aralan at ipakita ang line of symmetry)
    developing knowledge to new
    situations. This is an opportunity
    for students to work out
    misconceptions, often through Pangkat 2- Buuhin ang kabahagi ng figures upang
    collaboration when in a face -to- maipakita ang symmetry
    face setting.
    (Ang pangkat 2 ay bubuuin cut outs ang bahagi ng mga
    semitrikong hugis upang mapakita ang symmetry.)

    Pangkat 3- Gumawa ng tula tungkol sa symmetry.

    (Ang pangkat 3 ay gagawa ng isang tula tungkol sa


    symmetry.)
    Pamantayan sa Pagtatasa ng Gawain

    5- Naisagawa lahat ng tama at maayos ang gawain.

    3- Naisagawa ang mga gawain ngunit hindi lahat.

    1-Naisagawa ang gawain ngunit hindi natapos.

    Pagkatapos ng pangkatang gawain, bawat grupo ay


    magpiprisinta ng mga ginawa.

    Pagpapahalaga: (Integrasyon sa Edukasyon sa


    Pagpapakatao)
    Pagkakaisa at Kooperasyon
    Itanong:
    Nagustuhan niyo ba ang inyong ginawa?
    Madali ba ang inyong ginawa?
    Bakit kaya ito naging madali? (HOTS)

    Pagpapahalaga: (Integrasyon sa Edukasyong


    Pagpapakatao at AP)

    Ipakita ang mga larawan ng mga lugar sa komunidad.


    Itanong kung ano ang nasa larawan? Ano ang tawag sa
    mga larawang ipinakita?

    Itanong sa bata:
    -Saan kayo nakatira?
    -Sino-sino ang mga kasama nyo sa inyong bahay?
    -Anu –anong mga bagay sa inyong bahay ang lagi
    ninyong -pinaghahatian na kung saan makakabuo ng
    symmetre?
    -Nahahati nyo ba ito ng eksakto sa bahagi ng inyong kapatid?
    -Bilang magkakapatid mahalaga ba na mahati ng pantay ang
    isang bagay? Bakit?

    D. PAGLALAPAT Ano ang symmetry?


    (eksaktong kalahati ng kabilang bahagi)
    5.EVALUATE
    Ano ang ginagamit upang maipakita ang hugis simetriko o
    In the final phase, both symmetric figure?
    students and teachers assess
    student learning. Formative (Simetrikong Linya)
    assessment is given to them, but
    summative assessment is
    incorporated here at the end of Sa tingin nyo, mahalaga ba ang symmetry lalo na sa ating
    the unit. kapaligiran? Bakit?

    Ipakuha sa mga bata ang kanilang modyul at ipabukas sa


    pahina 32. Gagawin nila ito sa isang malinis na papel.
    V.REMARKS
    I understand that ___
    I realize that _________

    Prepared by:

    FLORIE JANE C. DE LEON

    Check by:

    JOEFEL S. HORCA
    Head Teacher 1

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