NLC Math 3 Intervention LP v.1
NLC Math 3 Intervention LP v.1
NLC Math 3 Intervention LP v.1
Intervention Camp
Lesson Plans
Intervention Learning Camp
Lesson Plans
Mathematics Grade 3
i
Table of Contents
ii
MATHEMATICS Grade 3 Lesson Plan 1
Key Idea
• Understand that odd numbers cannot be divided evenly into two groups. • Recognize
that even numbers can be divided into two equal groups with no remainder. • Practice
identifying odd and even numbers through various activities.
Sample Answers
Q1: The numbers cannot be divided equally into 2.
Q2: These numbers end in 1,3,5,7, and 9.
Q3: The numbers can be divided equally by 2’s.
Q4: These numbers end in 0,2,4,6, and 8.
▪ Read out difficult or unfamiliar words or phrases and ask the students to read them
to themselves and then out loud as a class.
• Divisibility means that a number goes evenly (with no remainder) into a number.
▪ Read out the terms and ask learners to read them to themselves and then out loud as
a class.
Carl and his friend baked 11 cookies for their snacks. How can they
share the cookies equally?
-Do you think the skills of identifying odd and even numbers will help you decide in
baking cookies? What should they do so that they will get the same number of cookies?
2
Sample Answers:
Q1: 11
Q2: No, because 11 is an odd number. If you divide by 2 you will get a remainder of 1.
Q3: Yes, if the number of people who will share the cookies is even, they should choose to bake
an even number of cookies so that each of them gets the same.
Learners will participate in a quick game where they must stand up if the number called out is
even and stay seated if it's odd.
Act
ivity 4B
Number Shuffle Game!
Directions: Learners stand in a circle. The teacher will say a starting number (e.g., 10). Each
player counts up or down by 2, saying the next number aloud. Learners who will say an odd
number will be out. The last player standing will win.
Starting Numbers
1. 28 2. 56 3. 72 4. 80 5. 94
Sample Answers:
1. 30, 32, 34, 36, 38, / 26, 24, 22, 20, 18
3
Activity 4C
Count me in!
Directions:
- Count the number of items in each set. Write if it is odd or even. Then get the total of all
the items. Identify if it is an odd or even.
▪ Identifying odd and even numbers is fundamental in math, helping with more complex
operations. Odd numbers cannot be divided evenly by 2, while even numbers do.
Mastering this skill builds a foundation for advanced math concepts, aiding in real-life
scenarios like data organization, probability, and problem-solving.
▪ Ask learners to answer the following questions either by class discussion or writing the
answers in their worksheet.
▪ Segue to next lesson: In the next lesson, we will discuss and enjoy lessons about fractions.
4
Mathematics Grade 3 Lesson Plan 2
Visualizes, represents, and arranges dissimilar fractions in increasing order or
decreasing order.
Key Ideas:
▪ Look how the figures or shapes are arranged and identify which shape/s repeat
order.
▪ Compare: 512and 17
12using <, > or =.
5 17
Step 1: First, observe the denominators of the given fractions, i.e., 12and
12.
17
12.
Ask:
a. What have you noticed about the fractions? (about numerators and
denominators) b. What have you noticed about their arrangements?
Component 3: Lesson Language Practice
Time: (5 mins.)
A. Directions: Order the following similar fractions below in increasing and decreasing
2. 220, 10
5 15
20, 20,
17
20,
1 7 6 3 5
20 4. 8, 8, 8, 8, 8
Answers:
1. Increasing Order: 315, 515, 715, 915, 12153. Increasing Order: 518, 618, 718,1018,14 18
Decreasing Order: 1215, 915, 715, 515, 315Decreasing Order: 14 18, 1018, 718,618,518
6
Solution:
Least common multiple of (4, 8, 12) = 24.
4= (3 ⋅ 6)/(4 ⋅ 6) = 18
3
24
8= (5 ⋅ 3)/(8 ⋅ 3) = 15
5
24
11
12= (11 ⋅ 2)/(12 ⋅ 2) = 22
24
Compare the numerators of similar fractions above and order them from least to
18
greatest. 24,
15
22
24,
24
Answer:
3 11
8, 4, 12
5
Remember: When the denominators of the given set of fractions are the same, arrange the
numerators accordingly in ascending and descending order. But if the denominators are not
the same, take the LCM of all denominators and make all denominators equal. After that,
check the numerator and arrange them in ascending or descending order.
▪ Present the story problem to the class. Let them read and understand the problem.
Maria and her mother went to the market. She helped her in buying the
following ingredients: 34kilogram of chicken, 12kilogram of papaya, 14kilogram
of ginger and 18kilogram of onions.
Component 4B
▪ After reading, ask the following questions and call volunteers to give their
Answers:
1. tinola
2. yes, by preparing ingredients
3. answers may vary
4. 34, 12, 14, 18
Component 4C
A. Arrange each group of fractions in decreasing order:
Remember: To order fractions with the same numerators (unit fractions), compare
their denominators, the greater the denominator of the fraction, the lesser the
fraction. B. Arrange the fractions in ascending order:
denominators, compare their denominators. The greater the denominator of the fraction,
the lesser the fraction.
b. Similar and Dissimilar Fraction
• When the denominators of the given set of fractions are the same, arrange the
• Say, “You all did great today. I hope to see everybody again in our next meeting and
we will discuss fractions that are equal to one and greater than one using regions,
sets and number.
REMINDER: Collect learners’ worksheets/answer sheets to review and analyze their learning.
9
Mathematics Grade 3 Lesson Plan 3
Visualizing and representing fractions that are equal to one and
greater than one using regions, sets and number line.
Key Ideas:
Fraction is a part of a whole. It can be represented using regions, sets, and number lines.
Fractions are called “fractions equal to one” when their numerators and denominators are the
same.
Fractions are called “fractions greater than one” when the numerators are greater than the
denominators.
• Visualizes and represents fractions that are equal to one and greater than one using
regions, sets and number line.
• Identifies fractions that are equal to one and greater than one in each region, sets and
number line.
Component 1: Lesson Short Review
Time: 5 mins.
▪ Say: Name the fractional part of the shaded portion in each figure. Write the letter of
the correct answer in your answer sheet.
1 2 3 4 1 1 1 1
_____ 1. A. 3B. 3C. 3D. 3 _____ 2. A. 5B. 4C. 3D. 2
1 2 3 5 4 3 2 1
_____ 3. A. 6B. 6C. 6D. 6 _____ 4. A. 4B. 4C. 4D. 4 _____ 5.
3 3 5 5
A. 8B. 5C. 8D. 3 Call volunteers to give their answers.
Answers: 1. B 2. D 3. D 4. C 5. A
10
Component 2: Lesson Purpose/Intention
Time: 5 mins.
Activity: Divide the class into 5 groups. Each group will be given puzzle pieces
and have them work together to form the puzzle.
Note: Each figure must be cut into puzzle pieces before giving it to the pupils.
Group 2
Group 1
Group 3
Group 4
Group 5
1
12
2
12
3
12
4
12
5
12
6
12
7
12
8
12
9
12
10 12
11 12
12 12
13 12
14 12
15 12
16 12
17 12
18 12
19 12
20 12
21 12
22 12
23 12
24 12
2
01
After doing the activity, let them answer the following question:
- What is the fraction of the shaded portion of each figure, set, or number
- From your answer, what can you say about the numerator and denominator of
the fraction?
Possible Answers:
11
Component 3: Lesson Language Practice
Time: 5 mins.
Activity: Arrange the jumbled letters to form the word that suits the given
description and example.
Note: Each letter must be written on a strip of paper.
Example:
Example:
AB
AB
Answers:
1. fraction 2. numerator 3. denominator 4. equal 5. greater 12
4
6
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
4 20
21
22
23
24
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
12
2
01
▪ What have you noticed about the fraction illustrated in the given region, set, and number
line?
Answer: They have the same numerator and denominator.
Fractions are called “fractions equal to one” when their numerators and denominators are the
same.
�� �� ����
Therefore, ��, ��,
▪ Present another figure. Ask the pupils to give the fraction in each figure.
96
11 8
Fractions are called “fractions greater than one” when the numerators are greater than the denominators.
���� ��
Therefore, �� and ��are fractions greater than one.
Remember: Fractions can be represented using regions, sets, and number line. 13
Component 4B
Activity: “Find my match”
Provide two sets of cards (one for figures and one for fraction names).
Pupils will look for their match using the given cards. After finding their match, they will group
themselves into fractions equal to one or fraction greater than one. The first team to complete
their group will be the winner.
22 53 21 12 6 12 12
4 55
66 72 9 4
92
Note: Teacher may add a set of cards if necessary, so that all pupils may be given
cards. 14
Answers:
2
5
2
5
6
4
6
4
9
5
21 9
12 2
6
72
12
12
Note: The pair having fraction with the same numerator and denominator belongs to the
GROUP of Fraction Equal to One. While the pair with fraction with greater numerator than
denominator belongs to the GROUP of Fraction Greater than One.
15
Component 4C
Activity 1: “Where do I belong?”
Classify the fractions as fraction equal to one or fraction greater than
one. Put them in their proper column.
Answers:
16
Activity 2: “Who am I?”
Determine the fraction indicated on the number line and write the answer in the
blank. ______ 1.
012
______ 2. 012
______ 3. Answers:
012
1. 44 2. 64 3. 74
Color the shape/region/object and number of objects in the group/set indicated by each given
fraction.
7
5
3
12
12
17
17
5
Answers:
1. 7 flowers were shaded.
2. all parts of the regions were shaded.
3. 4 apples were shaded.
4. all parts of the regions were shaded.
5. 17 balloons were shaded.
Component 5: Lesson Conclusion
Time: 5 mins.
Activity: “Draw Me”
Draw the fraction being described. Use any representations (regions, set, or number
lines). 1. I am a fraction equal to one. My denominator is 4.
2. I am a fraction greater than one whose denominator is 5 and the numerator is
9. 3. I am a fraction greater than one that shows 8 of 3 equal parts.
4. I am a fraction equal to one and my numerator is 10.
5. I am a fraction greater than one that shows 7 of 4 equal parts.
After doing the activity, ask them the following questions:
- What is fraction equal to one? What is fraction greater than one?
- In what ways can you represent/ show fractions?
Answer:
1. 44
2. 95
3. 83
4. 1010
5. 74
18
▪ A fraction equal to one when the numerator and the denominator are the same.
▪ A fraction greater than one when the numerator is greater than the
denominator.
Say: “You all did great today. I hope to see everybody again in our next meeting and
discuss, learn and explore about reading and writing fractions in symbol and in words”.
19
Mathematics Grade 3 Lesson Plan 4
Reads and writes fractions that are equal to one and greater than one in symbols and in
words.
Key Ideas:
Fraction is a part of a whole. It can be represented using regions, sets and number lines.
Fractions are called “fractions equal to one” when their numerators and denominators are the
same.
Fractions are called “fractions more than one” when the numerators are greater than the
denominators.
• Reads and writes fractions that are equal to one and greater than one in symbols and in
words.
Component 1: Lesson Short Review
Time: 3 mins.
Write A if the fraction is equal to one and B if greater than one.
1. 882.723.444.12125.53
▪ Show the following word strips and post them on the chalkboard:
numerator, denominator, fraction equal to one, fraction greater than one.
▪ Tell them that they will encounter the key words in the concepts to be taught.
20
▪ Assist the learners in doing the activity in the worksheet:
A. B.
___1. The part being considered. A. denominator
___2. The part being unshaded. B. numerator
___4. It is a part of the whole. D. fraction is greater than one ___5. The
numerator is bigger than the denominator. E. fraction equal to one Answers:
1. B
2. A
3. E
4. C
5. D
▪ Ask the class to read the problem. Let the pupils act it out. Have them answer the
questions below.
Lucky cut the cassava cake into 4 equal parts. He gave 1 piece to each of his
3 sisters and ate the rest. What part did each one get?
Ask:
To whom did Lucky give the 3 parts of the cassava cake?
How did he divide?
What kind of a boy is Lucky?
What value does he possess?
Do you want to be like Lucky? Why?
Component 4B
▪ After reading, ask the following questions and call volunteers to give their
answers. 1. Who cut the cassava cake?
2. How did he share the cassava cake?
3. How did he cut the cassava cake?
4. What do you call each part?
5. What parts were eaten by Lucky and his sisters?
6. Write the fraction in symbols and in words.
Component 4C
21
A. Ask the class to read about this problem.
Some pupils of Mrs. Mandapat’s class colored game-
squares. How many game-squares did the pupils color?
can see:
7
I can read: 2
1.
2.
3.
4.
5.
Answers:
1. eight-fifths
2. five-thirds
3. three-halves
4. twenty-six-fourths
5. eight-sixths
Remember:
Some fractions are equal to one. Other fractions are greater than one. Let the pupils
22
Activity 1:
On your paper, write the following fractions in symbols:
1) seven-halves _________ 6) twelve-tenths _________ 2) ten-
thirds _________ 7) three-halves _________ 3) eleven-fifths
_________ 8) six-fourths _________ 4) nine-fourths _________ 9)
five-halves _________ 5) thirteen-thirds _________ 10) eleven-
sixths _________
Answers:
1) 72 6) 1210
2)103 7) 32
3) 115 8) 64
4) .94 9) 52
Activity 2
On your paper, write the following fractions in words: 1)
����
�� ___________ 6) 119_______________ 2) ����
___________ 7) 1512_______________ 3) 95
10) 148_______________
23
Answers:
1. fifteen-eighths 6) eleven-ninths
2. four-thirds 7) fifteen-twelves
3. nine-fifths 8) eight-thirds
4. thirteen-tenths 9) five-halves
▪ Say: A fraction equal to one when the numerator and the denominator are the same.
A fraction greater than one when the numerator is greater than the denominator.
▪ Instruct the learners to pair with their classmates and ask them to give examples of fractions
equal to one and fractions greater than one and have them read and write in symbols and
in words.
▪ After the paired activity, ask for volunteers to show their outputs. Provide feedback on
their work.
▪ Say: I hope to see everybody again in our next meeting to discuss missing term/s in a given
combination of continuous and repeating pattern.
REMINDER: Collect learners’ worksheets/answer sheets to review and analyze their learning.
24
Mathematics Grade 3 Lesson Plan 5
Determines the missing term/s in a given combination of continuous and repeating pattern.
Key Idea
⚫ Determines the missing term/s in a given combination of continuous and repeating pattern.
(M3AL-IIIi-4)
Component 1: Lesson Short Review
Time: 5 mins.
ACTIVITY # 1
DIRECTION: What comes next? Write the letter of your answer on the answer sheet.
Number 1 is done for you.
B 1.
A.
B.
C.
D.
25
_____2. A. D.
B. _____ 3. A.
C.
B.
C. 26
D.
_____4 A. B. C.
D.
_____5.
A.
B.
C.
D.
◼ Say: Volunteers may read aloud and explain their answers in front of the class.
27
If you are asked to continue the pattern of the figures and colors, what comes next?
Why? The learner will arrange the figures on the board.
Let another learner arrange the figures right beside the first set with the same arrangement.
⚫ Ask:
ACTIVITY #2
TREASURE HUNT
⚫ Ask the learner to look for the toy eggs and ask volunteers to share their answer to the
class. DIRECTION: Find the missing terms in the given pattern below.
2. 3, 5, _____, 9, ______
28
Emphasize that patterns can have a sequence that repeats, or they can continue in a logical
order.
◼ Provide a power point presentation and explain how the shapes represent different
elements or objects in the pattern.
◼ Discuss that it is very important to find the rule in the pattern and to use the rule in
determining the missing terms.
◼ Emphasize that these are the examples of repeating patterns. Repeating patterns are
sequences of shapes or numbers that repeat constantly and regularly. One can predict the
next term or missing term by looking at the regularity of the shapes or figures or numbers
repeated.
ACTIVITY #3
Car Racing Game
⚫ Let five pupils from different groups choose the color of car they want to
play. ⚫ Once the pupils reach the finish line, questions will be revealed.
⚫ The first pupil to give the correct answer will be the winner.
◼ Distribute different pattern cards to each group. The pattern card should include an example
of continuous and repeat patterns.
◼ Let the learners work by pair to identify the missing term/s in the pattern cards they received.
◼ Encourage the learners to explain their work and justify their answer by providing the rule of
the pattern.
29
ACTIVITY #4:
Write the missing term to complete the pattern.
1. J10 I9 _____ G7 F6
2. KK LL _____ NN OO
3. RAT COW RAT ______ ______
4. 22 44 _____ 88 1010
5. 10 7 4 _____ 7 _____
ACTIVITY #5:
Create a pattern using the condition below.
1. The number is 30 then decrease by 6. Then, increase by 3 the next two
numbers. 2. The number is 7. Then, decrease the next number by 4.
3. The number is 130. Then, increase the next number by 100.
Time: 5 mins.
◼ Let the learners sit properly and let them share their experiences while doing the activity on
finding the missing terms on the pattern.
◼ Ask the learners to share which part of the lesson did they find it difficult or challenging.
◼ How can you identify the missing term/s in each pattern of shapes, figures or numbers?
◼ Look how the figures or shapes are arranged and identify which shape/s repeat over
and over.
◼ Identify the order of the repeated figures.
◼ How can you find the missing number/s in each pattern or sequence?
◼ Determine if the numbers are arranged in increasing or decreasing order. ◼ Explore the
relationship between the numbers by finding the difference between numbers that are
next to each other.
ACTIVITY #6:
DIRECTION: Read each item carefully. Choose the letter of the correct answer.
1. What is the missing term in the pattern 6, 12, 18, _____, 30.
A. 21 B. 24 C. 27 D. 28
2. Fill in the blanks 4, 8, 12, _____, 20.
A. 15 B. 16 C. 18 D. 22
30
3. What comes next in the pattern: HAPPY, SAD, HAPPY, SAD, _____.
4.
______
A. B. C. D.
5.
A. B. C. D.
REMINDER: Collect learners’ worksheets/answer sheets to review and analyze their learning.
31
Mathematics Grade 3 Lesson Plan 6
Adding 3- to 4-digit numbers up to three addends with sums up to 10 000
without and with regrouping
Key Ideas
In adding numbers without regrouping, write the digits in column according to their place values.
Add from the right going to the left. Start from ones, then the tens, next, hundreds and the
thousands.
In adding numbers with regrouping, write the digits in column according to their place values. Add
from the right going to the left. Start from ones, then the tens, next, hundreds and the thousands. If
the sum of the ones is more than 9, regroup to the tens place. Do the same if the sum of the tens
is more than 9.
▪ Adds 3- to 4-digit numbers up to three addends with sums up to 10 000 without and with
regrouping. M3NS-Id-27.6
Component 1: Lesson Short Review
Time: 10 mins.
Directions: Do the following exercises. Match your answer with the letters to find the answer
in the riddle. Write the letters in the spaces below.
A 56 = 50 + 6
C 33 = 30 + 3
R 61 = 60 + 1
+ 32 = 30 + 2
+ 41 = 40 + 1
+ 16 = 10 + 6
= ___ + ___
= ___ + ___
= ___ + ___
= _______
= ________
= _______
I 45 = 40 + 5
H 23 = 20 + 3
A = 88
+23 = 20 + 3
C = 74
+ 32 = 30 + 2
R = 77
= ___ + ___
= ___ + ___
I = 68
= _________
= _________
H = 55
What has legs but cannot walk?
____ ____ ____ ____ ____
74 55 88 68 77
32
Answers:
A 56 = 50 + 6
C 33 = 30 + 3
R 61 = 60 + 1
+ 32 = 30 + 2
+ 41 = 40 + 1
+ 16 = 10 + 6
= 80 + 8
= 70 + 4
= 70 + 7
= 88
= 77
= 74
I 45 = 40 + 5
H 23 = 20 + 3
+23 = 20 + 3
+32 = 30 + 2
= 60 + 8
= 50 + 5
= 68
= 55
Directions: On your drill board, write Regroup if the addition problem needs
regrouping, then write Not Regroup if not.
Answer:
33
Component 3: Lesson Language Practice
Terms Matching Game
Directions: Distribute the meta card randomly among the learners. Ensure that each learner
receives one term card and one definition card. Let the learner find the matching pair for each
term and match it with its corresponding definition. Once done, learners should stand together
and read it.
Numbers to be added.
Regrouping
Addends
The results when two or more numbers are
added together.
Sum
Addition
It is the process of
combining two or more numbers.
Answers:
Addition is the process of combining two or more numbers.
Addends - Numbers to be added.
Sum - the results when two or more numbers are added together.
Regrouping - It is a process in addition when the sum of the digits in particular place value exceeds
9 and moved to a different place value.
The numbers do not need to be regrouped because the sum of the digits
does exceed by 9.
3. How many trading cards, video games and toy car collections do the grade 3
learners have?
There are 255 trading cards, 124 video games, and 219 toy car collections.
4. What is the sum of trading card, video game and toy car collections? Do we
need to regroup the numbers? Why?
255
5. Lucas collects stamps as a hobby. He has 2 354 stamps from his grandfather ‘s
+ 124
collection, 1 821 stamps from his mother’s collection and 3 472 stamps from
219
his own collection. How many stamps does Lucas have in all?
598
Shortcut
11
2 354 Add the ones (4+1+2=7)
1 821 Add the tens (50+20+70=140)
+ 3 472 Rename (140 as 100+ 40)
7 647 Regroup
Add the hundreds. Rename 1 600 as 1000 + 60
Regroup
Then add the thousands
Activity 4B
MATH RELAY RACE
Materials Needed:
1. Addition problem cards involving 3 digits to 4 digits with 3 addends.
2. Markers to designate the start and finish lines.
3. Stopwatch or timer
Directions:
1. Group the players into teams of equal size. Each team should have an equal number of
players.
2. Line up the teams behind the start line.
3. When the teacher says “GO”, the first player from each team races to the designated
problem-solving where addition problem cards are placed.
4. Once the problem-solving station, the first player draws an addition problem card, solves
the addition problem and announces the correct sum to the designated judge. 5. If the
answer is correct, the first player returns to their team and tags the next player to continue
the race.
6. If the answer is incorrect, the player must return to the addition problem station, correct
the mistake and then the race.
7. The race ends when all players on one team have completed the relay race and crossed
the finish line.
8. The team that completes the relay race and crosses the finish line first is the winning
team.
9. Use timer to record the time taken by each team to complete the relay race.
10.Gather the player to discuss the experience, highlighting any challenges faced and
strategies used to solve the addition problems quickly and accurately.
36
Addition problem card
ADD.
1. 321 = 2. 413 = 3. 243 =
300 + 20 + 1 400 + 10 + 3 200 + 40 + 3
226 = 312 = 614 =
200 + 20 + 6 300 + 10 + 2 600 + 10 + 4
+ 411 = + 224 = + 212 =
400 + 10 + 1 900 + 50 +8 200 + 20 + 4
200 + 10 + 2
4. 4
768
5. 6
678 = 598 200 + 10 + 7
6. 970 300 + 10 + 1
6. 217 = 400 + 50 + 0
1 000 + 100 + 50 + 2 2 000 +
Activity 4C 311 =
1 000 + 200 + 40 + 5 1 000 + 200 + 10 + 5 3 000 + 300 +
+ 450 =
Answer 300 + 10 + 2 2 000 + 200 + 5. 1 152 = 10 + 1
Math Bingo - Adding 3- to 4- digits with 3 addends with and without regrouping
Materials:
• Bingo caller
Directions:
37
1. The bingo caller randomly selects an addition problem from the provided cards and
reads it aloud to the players.
2. Player solves the sum of the addends in the called -out problem.
3. Each player looks for the correct sum on their bingo card and marks it. 4. Players
continue to solve the addition problems and mark their bingo card accordingly. 5. The
player completes a horizontal, vertical or diagonal line of marked squares shouts
“BINGO” and is declared the winner of that round.
B I N G O
Addition Problem
6. 1 232 2 11. 816 721 8.
354 + 333
2. 350 299
+ 4 444
+ 254
12. 425 334
6 522
1. 1 564 801
+ 212 365
+ 5 921 3.
+ 2 341
13.
1 825 4 553
7. 724 316
816 442
+ 116
+ 3 116 + 111
38 153 + 321 5. 2 172 3 + 714
+ 2 655 521
+ 3 624
14. 632 421 15. 241 654
9. 365 + 313 + 467
4. 2 162 3
219 10. 452 326
Answer:
6. 8 030
1. 8 286
11.1 870
7. 1 156
2. 903
12. 971
8. 9 228
3. 9 757
13.1 106
9. 905
4. 7 970
14.1 366
10.1 492
5. 9 317
15. 1 362
▪ In adding numbers with 3 addends, when to regroup or when not to regroup numbers?
▪ Were you able to apply the strategies and techniques taught in class to solve
▪ Say: “I am proud of the progress you have made and I look forward to seeing your
39
Mathematics Grade 3 Lesson Plan 7
Visualizes, Represents, and Subtracts 3-digit to 4-digit numbers without and with
regrouping.
Key Idea
Subtraction with and without regrouping
Lesson Component 1 (Lesson Short Review)
Time: 7 minutes
Directions: Perform the indicated operation using concrete objects or
pictures. 1) 89 − 85 = ______
2) 98 − 63 = ______
3) 11 − 4 = ______
4) 13 − 8 = ______
5) 15 − 9 = ______
Answers
1) 4 2) 35 3) 7 4) 5 5) 6
40
3. a) 1,000 – 1 b) 785 – 1 c) 9 – 7 d) 9 – 8 e) 9 – 4 f) 1,000 − 785
She is also asking you to do the same so that she can compare her answer
with your answer.
Part 4B
Item 1
Questions
Let us compare your answer with his.
1. What is your answer in 1a, b, c, and d?
2. What have you observed in your answers in a, b, and c as compared
to d?
3. What is your answer in 2a, b, c, and d?
4. What have you observed in your answers in a, b, and c as compared
to d?
Answers to Item 1
1. You can write it vertically to align the place values and subtract
the numbers on the same place value.
a. 9 b. 8 c. 7 d. 9 8 7
−3 −5 −6 −3 5 6
6 3 1 631
41
Answers to Item 2
Method 2 is a strategy to avoid much of regrouping. The first few items will
lead to understanding the regrouping and method 2.
1. You can write it vertically to align the place values.
a) 8 5 method 1: regroup 85 becomes 7 15
− 6 7 67 is still − 6 7
18
method 2: Note that 9 − 5 = 10 − 6 = 8 − 4 = 4. This means that
if you add or
subtract the same quantity from the minuend and the
subtrahend, the
difference is still the same. Thus, we can have (we need a
strategy for doing
this)
85+3=88
−6 7 + 3 = 7 0
18
In this method, we can avoid regrouping (borrowing).
42
43
Mathematics Grade 3 Lesson Plan 8
Solves Routine and Non-routine Problems Involving Subtraction of Whole Numbers Including
Money using Appropriate Problem-Solving Strategies and Tools.
Key Idea
Problem-Solving Involving Subtraction
Lesson Component 1 (Lesson Short Review)
Time: 7 minutes
Directions: Perform the indicated operation using concrete
objects/pictures. 1) 85 − 72 = ______
2) 200 + 250 = ______
3) 198 − 76 = ______
4) 385 − 182 = ______
5) 500 − 385 = ______
Answers
1) 13 2) 450 3) 122 4) 203 5) 115
Item 2: Belle bought a pair of socks worth ₱ 200 and a set of handkerchiefs worth ₱ 250.
She hands in ₱ 500 to the cashier.
Part 4B
Item 1
Questions
1. How long was Mariel’s ribbon before she used it?
2. What is the length of the ribbon she used for her first project?
3. How long is left for her second project?
44
Answers to Item 1
1. She has 385 cm of ribbon.
2. She used 182 cm for her first project.
3. 3 8 5 cm
− 1 8 2 cm
2 0 3 cm is left for her second project.
Part 4C
Item 2
Questions
1. What is the total amount of items she bought?
2. How much change will she receive from the cashier?
Answers to Item 2
1. The total amount of items she bought is ₱ 2 0 0
+₱250
₱450
45
Mathematics Grade 3 Lesson Plan 9
Multiplies Numbers:
a. 2- to 3-digit numbers by 1-digit numbers without or with regrouping
b. 2-digit number by 2-digit numbers without or with regrouping
c. 2- to 3-digit numbers by multiples of 10 and 100
Key Idea
Multiplication
Lesson Component 1 (Lesson Short Review)
Time: 7 minutes
Directions: Perform the indicated operation.
1) 8 × 4
2) 3 × 3
3) 7 × 7
4) 6 × 9
5) 8 × 7
Answers
1) 32 2) 9 3) 49 4) 54 5) 56
46
Part 4B
Item 1
Questions
1) Give the product for each item using the method that you have learned in the
previous year.
2) Which method among the methods that you used can give you the answer faster/est?
Answers to Item 1
1) a. 8 b. 6 c. 4
d) method 1: We know that 234 × 2 = 2 × 234. So, we have
100 100
100 100
+ = 468 30
30
4
4
Method 3: 2 3 4
×2
4 68
22
2. a) 24 b) 18 c) 12 d) 2 3 4
×6
14 0 4
3. a) 6 b) 8 c) 3 d) 4 e) 516
4. a) 35 b) 56 c) 30 d) 48 e) 5695
2) The answers may vary.
Part 4C
Item 2
Questions/Instructions
1. Can you find the product of each item?
2. What pattern have you observed in multiplying a number by 1, 10, 100, and
1000? 3. What pattern have you observed in multiplying a number by 2, 20, 200,
and 2000?
4. What if the number of zeroes will increase? What do you think will happen to
the product?
47
Answers to Item 2
1. I. a. 584 b. 5,840 c. 58,400 d. 584,000
II. a. 84 b. 840 c. 8,400 d. 84,000
III. a. 1,374 b. 13,740 c. 137,400 d. 1,374,000
2. The answers may vary. – Just multiply the number by 1 then affix the zeros. 3.
The answers may vary. – Just multiply the number by 2 then affix the zeros. 4. The
answers may vary. – No matter how many consecutive (trailing) zeroes we have,
simply affix it to the product after multiplying the numbers before it.
Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student
Goals) Time: 5 minutes
The teacher facilitates student reflection and discussion, that addresses such questions as:
o What do you think were the key mathematical concepts addressed in this lesson?
o Would you rate your level of understanding of the material covered in this lesson
as high, moderate, or low?
o Has the lesson helped you to gain further insight into aspects of the
material covered that represent strengths or weaknesses?
o What would you describe as the main barriers, if any, to your ongoing progress
and achievement to the topic area addressed in this lesson?
o What do you think would best assist your ongoing progress and achievement
in relation to the topic area?
48
Mathematics Grade 3 Lesson Plan 10
Solves Routine and Non-routine Problems Involving Multiplication without or with Addition and
Subtraction of Whole numbers including money using appropriate problem-solving strategies
and tools.
Key Idea
Multiply, Add, Subtract
Lesson Component 1 (Lesson Short Review)
Time: 7 minutes
Directions: Perform the indicated operation.
1) 37 × 100
2) 24 × 5
3) 27 × 23
4) 8 × (9 − 5)
5) 6 × 3 + 5 × 4
Answers
1) 3,700
2) 370
3) 7,221
4) 32
5) 38
feet.
49
Part 4B
Item 1
Questions
1. How much should MJ pay for 5 apples?
2. How much should MJ pay for 4 oranges?
3. How much should MJ pay for all the fruits he bought?
4. If you buy 10 apples, how much would you pay?
5. If you buy 20 oranges, how much would you pay?
Answers to Item 1
1. ₱ 130
2. ₱ 96
3. ₱ 130 + ₱ 96 = ₱ 226
4. ₱ 260
5. ₱ 480
Part 4C
Item 2
Questions
1. What is the total number of cow’s feet if there are 8 cows?
2. What is the total number of hen’s feet if there are 12 hens?
3. Count the total number of feet in the farm if there are 8 cows and 12 hens.
Answers to Item 2
1. A cow has 4 feet and there are 8 cows. So, there are 8 × 4 = 32 feet.
2. A hen has 2 feet and there are 12 hens. So, there are 12 × 2 = 24
feet. 3. Therefore, there are 8 × 4 + 12 × 2 = 32 + 24 = 56 feet in total.
Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student
Goals) Time: 5 minutes
The teacher facilitates student reflection and discussion, that addresses such questions as:
o What do you think were the key mathematical concepts addressed in this lesson?
o Would you rate your level of understanding of the material covered in this lesson
as high, moderate, or low?
o Has the lesson helped you to gain further insight into aspects of the
material covered that represent strengths or weaknesses?
o What would you describe as the main barriers, if any, to your ongoing progress
and achievement to the topic area addressed in this lesson?
o What do you think would best assist your ongoing progress and achievement
in relation to the topic area?
50
Mathematics Grade 3 Lesson Plan 11
Visualizes division of numbers up to 100 by 6, 7, 8, and 9 (multiplication table of 6, 7, 8, and 9).
Key Idea
Divide
Lesson Component 1 (Lesson Short Review)
Time: 7 minutes
Instructions: Complete the portion of the multiplication table shown below. Table 6
Table 7 Table 8 Table 9 6 × 2 = ______ 7 × 3 = ______ 8 × 2 = ______ 9 × 2 =
______ 6 × 3 = ______ 7 × 4 = ______ 8 × 5 = ______ 9 × 4 = ______ 6 × 7 = ______
7 × 7 = ______ 8 × 6 = ______ 9 × 6 = ______ 6 × 9 = ______ 7 × 8 = ______ 8 × 9 =
______ 9 × 7 = ______
Answers
Table 6 Table 7 Table 8 Table 9 6 × 2 = 12 7 × 3 = 21 8 × 2 = 16 9 × 2
= 18 6 × 3 = 18 7 × 4 = 28 8 × 5 = 40 9 × 4 = 36 6 × 7 = 42 7 × 7 = 49 8 ×
6 = 48 9 × 6 = 54 6 × 9 = 54 7 × 8 = 56 8 × 9 = 72 9 × 7 = 63
51
c) 48 ÷ 8
d) 90 ÷ 9
e) 24 ÷ 6
Part 4B
Item 1
Questions
1. Using 18 real marbles, show the number of marbles that each of his friends will get
if all of them will get an equal number of marbles.
2. Using the multiplication table, how many marbles will each of his friends get if all
of them will equal number of marbles?
Answers to Item 1
1. The learners/teachers can demonstrate it.
2. Since 6 × 3 = 18, then 18 ÷ 3 = 6 and 18 ÷ 6 = 3. Because Jboy needs to divide the
18 marbles to 6 of his friends, then each of them will get 18 ÷ 6 = 3 marbles.
Part 4C
Item 2
Question/Instruction
Using the multiplication table, answer each item.
Answers to Item 2
a) Note that 8 × 2 = 16. Hence, 16 ÷ 8 = 2.
b) Note that 7 × 3 = 21. Hence, 21 ÷ 7 = 3.
c) Note that 8 × 6 = 48. Hence, 48 ÷ 8 = 6.
d) Note that 10 × 9 = 90. Hence, 90 ÷ 9 = 10.
e) Note that 6 × 4 = 24. Hence, 24 ÷ 6 = 4.
Lesson Component 5 (Lesson Conclusion – Reflection/Metacognition on Student
Goals) Time: 5 minutes
The teacher facilitates student reflection and discussion, that addresses such questions as:
o What do you think were the key mathematical concepts addressed in this lesson?
o Would you rate your level of understanding of the material covered in this lesson
as high, moderate, or low?
o Has the lesson helped you to gain further insight into aspects of the
material covered that represent strengths or weaknesses?
o What would you describe as the main barriers, if any, to your ongoing progress
and achievement to the topic area addressed in this lesson?
o What do you think would best assist your ongoing progress and achievement
in relation to the topic area?
52
Mathematics Grade 3 Lesson Plan 12
Visualizes and States Basic Division Facts of Numbers up to 10.
Key Idea
Divide
Lesson Component 1 (Lesson Short Review)
Time: 7 minutes
Directions: Divide each of the following.
1) If 5 × 3 = 15, what is 15 ÷ 5?
2) 6 ÷ 1
3) 0 ÷ 7
4) 8 ÷ 8
5) How many times can you subtract 4 from 20 until it reaches zero?
Answers
1) 3
2) 6
3) 0
4) 1
5) 5 times
8 ÷1 =8 0 ÷7 =0 7 ÷7 =1
15 ÷ 1 = 15 0 ÷8 =0 12 ÷ 12 = ��
37 ÷ 1 = 37 0 ÷9 =0 35 ÷ 35 = 1
53
Item 2: Nick and Vince were tasked to answer 35 ÷ 7 and to show their solutions on the
board.
Nick’s solution: Since, 7 × 5 = 35, then 35 ÷ 7 = 5.
Vince’s solution: Using repeated subtraction,
35 – 7 = 28
28 – 7 = 21
21 – 7 = 14
14 – 7 = 7
7–7=0
Because I subtracted 7 five times before the number gets 0 (or less than 7),
then 35 ÷ 7 = 5.
Part 4B
Item 1: For the intervention camp, the answers are already provided so that the learners can focus
on observing.
Questions
1. What have you observed in column 1?
2. What have you observed in column 2?
3. What have you observed in column 3?
4. Using your observations, answer the following.
a. 0 ÷ 859 = ________
b. 10,235 ÷ 10,235 = ________
c. 98 ÷ 1 = ________
Answers to Item 1
1. If a number is divided by 1, the quotient is equal to the number itself. In symbol,
say �� is a number, �� ÷ 1 = ��.
2. If zero is divided by any number that is not zero, the quotient is equal to zero.
In symbol, say �� is a number, 0 ÷ �� = 0.
3. If a number that is not zero is divided by itself, the quotient is equal to one. In
symbol, say �� is a nonzero number, �� ÷ �� = 1.
4. a. 0 b. 1 c. 98
Part 4C
Item 2
Questions
1. What can you say about Nick’s solution?
2. What can you say about Vince’s solution?
3. Can you compare their solutions? Which one is easier? Which one is
faster? Answers to Item 2
Answers for numbers 1 to 3 may vary.
54
55
Mathematics Grade 3 Lesson Plan 13
Divides numbers without or with remainder:
a. 2- to 3-digit numbers by 1- to 2- digit numbers
b. 2- to 3-digit numbers by 10 and 100
Key Idea
Division
Lesson Component 1 (Lesson Short Review)
Time: 7 minutes
Directions: Perform the indicated operation. You can use concrete objects if you need
to. 1) 24 ÷ 8 =
2) 12 ÷ 4 =
3) 36 ÷ 9 =
4) 45 ÷ 5 =
5) 18 ÷ 6 =
Answers
1) 3 2) 3 3) 4 4) 9 5) 3
Lesson Component 2 (Lesson Purpose/Intention)
Time: 3 minutes
Teacher states:
We can use what we have learned about multiplication and basic division facts in the
previous grade level. Today we will learn to divide 2- to 3-digit numbers by 1- to 2-digit
numbers with or without remainder.
56
Part 4B
Item 1
Questions/Instructions
1) If you are a pupil of teacher Tin, what will be your answer to each of the given
item? 2) Are there any items having remainders? What are they?
3) Is it possible to have a remainder that is greater than the divisor?
Answers to Item 1
Use long division to answer some items.
1) a. 12 c. 4 e. 2 r.1 g. 31
b. 112 d. 2 f. 2 r.2 h. 36 r.5
2) Yes, e, f, and h.
3) No
Part 4C
Item 2
Questions
1) What have you observed when a number is divided by 10?
2) What have you observed when a number is divided by 100?
3) Using your observations, answer the following questions quickly.
a) 760 ÷ 10 d) 760 ÷ 100
b) 87 ÷ 10 e) 8700 ÷ 100
c) 654 ÷ 10 f) 6,543 ÷ 100
Answers to Item 2
1. Answers may vary. Here is a possible answer.
- The quotient is obtained by removing the units or one’s digit and the units or once digit is
its remainder.
2. Answers may vary. Here is a possible answer.
- The quotient is obtained by removing the last two digits and the last two digits is its remainder.
In 759 ÷ 100, the divisor has 2 zeroes. So, we need to separate/remove the last two digits of
759 making it 7 and 59. The remaining digits is the quotient, and the last two digits is the
remainder. Thus, 759 ÷ 100 = 7 r.59.
3. a. 76 b. 8 r.7 c. 65 r.4 d. 7 r.60 e. 87 f. 65 r.43
57
Mathematics Grade 3 Lesson Plan 14
Mga Point, Linya (Line), Line Segment at Ray
Key Idea
Recognizes and draws a point, line, line segment and ray.
(Pagkilala at Pagguhit ng mga Points, Linya, Line Segments at Ray)
Lesson Component 1: (Lesson Short Review)
Bahagi ng Aralin 1: (Maikling Pagsusuri sa Aralin)
Time: 7 mins.
Oras: 7 minuto.
PRE-TEST
Directions: Encircle the letter that corresponds to the correct answer.
(Panuto: Bilugan ang letra ng tamang sagot)
Time: 3 mins.
Oras: 3 minuto.
Teacher states: For us to embark on the understanding of points, lines, line segments, and rays, we
will delve into the realm of geometric concepts. Our journey includes exploring the definitions and
properties of these fundamental elements, offering a hands-on approach to visualizing their
characteristics through drawing and identification exercises. Through this process, we aim to deepen
our understanding of
geometric concepts, develop spatial reasoning skills, and apply appropriate strategies to analyze
and solve geometric problems in various contexts.
o Upang tayo'y mag-umpisa sa pag-unawa ng mga point, line, line segment, at ray, tayo ay titingin sa
larangan ng mga konsepto sa Geometry. Ang ating paglalakbay ay maglalaman ng pagtuklas sa
mga kahulugan at katangian ng mga pangunahing elementong ito, na nag-aalok ng praktikal na
paraan sa pag-visualize ng kanilang mga katangian sa pamamagitan ng mga gawaing pagguhit at
pagkilala sa mga ito. Sa pamamagitan ng prosesong ito, layunin nating palalimin ang ating pag-
unawa sa mga konsepto ng Geometry, lumago sa ating kakayahan sa spatial reasoning, at mag-
aplay ng angkop na mga paraan sa pagsusuri at paglutas ng mga problemang Geometry sa iba't
ibang konteksto.
58
Component 3: (Lesson Language Practice)
Bahagi 3: (Pagsasanay sa Wika ng Aralin)
Time: 5 mins.
Oras: 5 minuto.
Keywords/terms are:
Pangunahing Salita:
Processing Questions:
1. What strategies did you use to decode the geometric concepts in the Geomble Words?
Anong mga pamamaraan ang ginamit mo upang matukoy ang mga konseptong geometric
sa Geomble Words.
2. Which geometric concepts were the most challenging to understand? Why?
Aling mga konseptong geometric ang pinakamahirap unawain? Bakit?
3. How do these geometric concepts relate to managing shapes and making decisions related to
geometry?
Paano nauugnay ang mga konseptong geometric na ito sa pag-manage ng mga hugis at paggawa
ng mga desisyong may kaugnayan sa geometry?
4. Can you provide real-life examples or situations where you might encounter these geometric
concepts?
Paano nauugnay ang mga konseptong geometric na ito sa pag-manage ng mga hugis at paggawa
ng mga desisyong may kaugnayan sa geometriya?
59
Component 4: (Lesson Activity)
Bahagi 4: (Gawain sa Aralin)
Time: 25 mins.
Oras: 25 minuto.
Component 4A
Initial Concepts (Panimulang Konsepto)
In the world of mathematics, the study of Points, Lines, Line Segments, and Rays is important. Let's
delve into these key terms that will serve as your guide in studying this lesson.
Sa mundo ng matematika ang pag aaral ng mga Point, Linya (Line), Line Segment at Ray ay mahalaga.
Pag-aralan natin ang mahahalagang salitang ito na magiging
gabay ninyo sa pag-aaral ng araling ito.
What is a Point?
It is the exact position or location on a plane surface. The dot (•)
represents
a point. It can be named with a letter. For example: Point A, which
can be
written in a figure as (• A).
Ano nga ba ang Point? Ito ay ang eksaktong posisyon o lokasyon
sa isang
plane surface. Ang tuldok o dot (•) ay kumakatawan sa point. Ito’y maaaring
pangalanan ng letra. Halimbawa: Point A, ito’y maaring isulat sa
figure na
ito (• A)
What is a Line?
The figure with two arrowheads at both ends is called a line. A Line
may
extend endlessly in both directions.
Ano nga ba ang Linya (Line)? Ang figure na ito na may dalawang
arrowhead sa magkabilang dulo ay tinatawag na linya (line). Ang Linya
(Line) ay maaaring lumawig ng walang katapusan sa magkabilang
dulo.
60
Component 4B
Activity 4: Figure Recognition Challenge: Points, Lines, Line Segments, and Rays"
Instructions: Identify the figures inside the box. Name whether it is a Point, Line, Line Segment, or Ray.
Write the correct answer in the blank space.
Panuto: Kilalanin ang mga figures na nasa loob ng kahon. Pangalanan kung ito ay Point, Linya (Line),
Line Segment o Ray. Isulat sa patlang ang tamang sagot.
Answers:
Point,
Line, Line Segment, Ray, Point
Component 4C
Instruction: A. Fill in the blank with the correct word to complete the sentence.
Panuto: Punan ng tamang salita ang patlang upang mabuo ang pangungusap.
61
Instruction: B. Draw inside the box what each number requests
Panuto: Iguhit sa loob ng kahon ang hinihingi ng bawat bilang.
Answers:
The teacher facilitates student reflection and discussion, that addresses such questions as: Ang guro
ay magpapamalas ng pagmumuni-muni at pag-uusap ng mga mag-aaral, na tumutukoy sa mga
sumusunod na tanong:
62
Mathematics Grade 3 Lesson Plan 15
Perpendicular, Parallel and Intersecting Lines
Key Idea
Recognizes and draws parallel, intersecting, and perpendicular lines.
(Nakakakilala at nagguhit ng parehong, nagtutunggali, at nangtuwirang mga linya.)
Lesson Component 1: (Lesson Short Review)
Bahagi ng Aralin 1: (Maikling Pagsusuri sa Aralin)
Time: 7 mins.
Oras: 7 minuto.
Directions: Label each sign below. Write point, line, line segment, and ray.
Panuto: Lagyan ng tanda ang bawat larawan sa ibaba. Isulat kung ito ay point, line, line segment at
ray.
Sagot: Line segments, rays, line, point and line segments.
Time: 3 mins.
Oras: 3 minuto.
Teacher states: For us to embark on recognizing and drawing parallel, intersecting, and perpendicular
lines. Our journey includes exploring the definitions and properties of these fundamental elements,
offering a hands on approach to visualizing their characteristics through drawing and identification
exercises. Through this process, we aim to deepen our understanding of geometric concepts, develop
spatial reasoning skills, and apply appropriate strategies to analyze and solve geometric problems in
various contexts.
o Upang tayo'y magtungo sa pagkilala at pagguhit ng mga parallel, nagtatagpong linya at perpendikular
na mga linya. Ang ating paglalakbay ay kasama ang pagsusuri sa mga kahulugan at katangian ng
mga pangunahing elementong ito, nag-aalok ng praktikal na paraan sa pagpapakita ng kanilang mga
katangian sa pamamagitan ng mga gawaing pagguhit at pagkilala. Sa pamamagitan ng prosesong ito,
layunin nating palalimin ang ating pang-unawa sa mga konsepto ng heometriya, mag-develop ng
kakayahang pang espasyo, at mag-aplay ng angkop na mga estratehiya sa pagsusuri at paglutas ng
mga pangheometriko at problema sa iba't ibang konteksto.
63
Bahagi 3: (Pagsasanay sa Wika ng Aralin)
Time: 5 mins.
Oras: 5 minuto.
Keywords/terms are:
Pangunahing Salita:
AELALLPR
CTEIRINSETNG
PNAUERIPLERCD
ELNIS
TIGHR GEALN
Processing Questions:
1. What strategies did you use to decode the geometric concepts in the Geomble words? Anong mga
pamamaraan ang ginamit mo upang matukoy ang mga konseptong geometric sa Geomble Words?
2. Which geometric concepts were the most challenging to understand? Why?
Aling mga konseptong geometric ang pinakamahirap unawain? Bakit?
3. How do these geometric concepts relate to managing shapes and making decisions related to geometry?
Paano nauugnay ang mga konseptong geometric na ito sa pag-manage ng mga hugis at paggawa ng
mga desisyong may kaugnayan sa geometry?
4. Can you provide real-life examples or situations where you might encounter these geometric concepts?
Paano nauugnay ang mga konseptong geometric na ito sa pag-manage ng mga hugis at paggawa ng
mga desisyong may kaugnayan sa geometriya?
64
Component 4: (Lesson Activity)
Bahagi 4: (Gawain sa Aralin)
Time: 25 mins.
Oras: 25 minuto.
Component 4A
Initial Concepts (Panimulang Konsepto)
In the world of mathematics, the study of parallel, intersecting and perpendicular lines are important. Let's
delve into these key terms that will serve as your guide in studying this lesson.
Sa mundo ng matematika ang pag aaral ng mga parallel, intersecting, at perpendicular lines ay mahalaga.
Pag-aralan natin ang mahahalagang salitang ito na magiging gabay ninyo sa pag-aaral ng araling ito.
What is a Parallel line?
Parallel lines – These are lines that will never intersect no matter how far we extend them. Lines that will
never meet. They can be drawn horizontally, vertically, or diagonally without ever meeting. Ito ay mga linya
na hindi kailanman magtatagpo gaano man kalayo ang pagpapalawak natin sa mga ito. Iginuguhit ito ng
Pahiga, Patayo at Pahilis.
In this lesson, students are expected to recognize and draw parallel, intersecting, and perpendicular lines.
Sa araling ito inaasahang makikilala at maiguguhit ng mga mag-aaral ang mga parallel, intersecting and
perpendicular line.
65
Component 4B
Activity 4: Figure Recognition Challenge:
Instructions: Identify whether the given pair of lines are parallel lines, intersecting lines or perpendicular
lines.
Mga Tagubilin: Kilalanin kung ang binigay na magkaparehong mga linya ay mga paralllel na linya,
nagtatagpong mga linya, o perpendikular na mga linya.
Answer 4B:
Parallel lines, Intersecting lines, Intersecting lines, Intersecting lines, Parallel lines & Perpendicular lines
Component 4C
Directions: A. Match the picture in Column A to the kind of line it represents in Column B.
Draw a line to match Column A to Column B.
Column A Column B
PARALLEL LINES
INTERSECTING
LINES
66
PERPENDICULAR
LINES
Instruction: B. Directions: Find at least 5 examples of objects in the classroom. Using the table below, draw the
object and identify whether it shows parallel, perpendicular, or intersecting lines. An example is given as your guide.
67
Answers:
4C. A 4C. B
Answers may vary depending on the learners’
Interpretation or drawing.
The teacher facilitates student reflection and discussion, that addresses such questions as: Ang guro
ay magpapamalas ng pagmumuni-muni at pag-uusap ng mga mag-aaral, na tumutukoy sa mga
sumusunod na tanong:
68
Mathematics Grade 3 Lesson Plan 16
Congruent Line Segments
Key Idea
Visualizes, identifies, and draws congruent line segments
(Nakikita, nakikilala, at gumuhit ng magkaparehong mga segment ng linya)
Lesson Component 1: (Lesson Short Review)
Bahagi ng Aralin 1: (Maikling Balik Tanaw)
Time: 7 mins.
Oras: 7 minuto.
Answers:
1. How were you able to determine the classification of the given images?
Paano mo natukoy ang klasipikasyon ng mga ibinigay na larawan?
2. Look at your area, give other examples of Parallel, Intersecting and Perpendicular Tingnan ang
iyong lugar, magbigay ng isa pang halimbawa ng Parallel, Intersecting at Perpendicular
69
Component 2: (Lesson Purpose/Intention)
Bahagi 2: (Layunin ng Aralin)
Time: 3 mins.
Oras: 3 minuto.
Teacher states: To understand the concept of congruence, I want you to observe yourself and look how you are
beautifully created, there are parts of our bodies that are exactly the same as the others. Your feet, your hands, eyes
and others. You are uniquely created and that is Mathematics. Congruence focuses on equally the same objects.
Our journey on this concept helps us to appreciate our lives through Congruence.
o pang maunawaan ang konsepto ng congruence, gusto kong obserbahan mo ang iyong sarili at tingnan kung paano
maganda ang pagkakalikha mo, may mga bahagi ng ating katawan na eksaktong kapareho ng ang iba. Ang iyong
mga paa, iyong kamay, mata at iba pa. Ikaw ay natatanging nilikha at iyon ay Mathematics. Ang congruence ay
nakatuon sa pantay na mga bagay. Ang aming paglalakbay dito tinutulungan tayo ng konsepto na pahalagahan ang
ating buhay sa pamamagitan ng Congruence.
Time: 5 mins.
Oras: 5 minuto.
Keywords/terms are:
Pangunahing Salita:
Equal
Line Segment
Congruence / Congruent / Congruency
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Answers:
1. Not Congruent 2.Not Congruent 3. Congruent 4. Congruent 5. Congruent 6. Congruent
Processing Questions:
1. Which pictures help you understand the concept?
Aling mga larawan ang makakatulong sa iyo na maunawaan ang konsepto?
2. In your own words, how will you define Congruence?
Sa iyong sariling mga salita, paano mo tutukuyin ang Congruence?
3. Can you provide real-life examples or situations where you might encounter the mathematical
concept?
Paano nauugnay ang mga konseptong geometric na ito sa pag-manage ng mga hugis at paggawa ng
mga desisyong may kaugnayan sa geometriya?
Time: 25 mins.
Oras: 25 minuto.
Component 4A
Initial Concepts (Panimulang Konsepto)
Congruence, while often introduced in the context of geometry and mathematics, has numerous
applications in real-life scenarios. It is everywhere and makes the world beautiful. Let's delve into this
key term that will serve as your guide in studying this lesson.
Ang congruence, bagama't madalas na ipinakilala sa konteksto ng geometry at matematika, ay may
maraming aplikasyon sa totoong buhay na mga senaryo. Ito ay nasa lahat ng dako at ginagawang
maganda ang mundo. Suriin natin ang mahalagang terminong ito na magsisilbing gabay mo sa pag-aaral
ng araling ito.
Let us Experiment:
Materials: Drinking Straw, Scissors, Ruler, Glue and Paper
Instructions:
Process:
50cm 50cm
✓ Name the segments as D, E, F, G What can you say about
the two segments?
DEFG
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Component 4B
Activity 4: Congruence in Action
Instructions: Write Agree if the line segments are congruent and Disagree if not. Use the figure
below. (Refer to the given figure below)
Panuto: Isulat ang Sang-ayon kung magkatugma ang mga segment ng linya at Di-Sang-ayon kung
hindi. Gamitin ang figure sa ibaba.
MA
HT
̅̅̅̅̅
___________3. ���� ≅ ����̅̅̅̅
Answers:
1. Agree 2. Agree 3.Disagree 4. Agree 5.Disagree
Component 4C
Instruction: Symbol Matters. Write " ≅ " if it shows congruence, otherwise, leave it blank. Panuto:
Mahalaga ang Simbolo. Isulat ang "≅" kung nagpapakita ito ng congruence, kung hindi, iwanan itong
blangko
I
̅̅̅̅
5. ���� ______ ���� ̅̅̅̅̅
Answers:
1. ≅ 2. ≅ 3. ≅ 4. ≅ 5
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Instruction: B. Encirle the letter of the correct answer
Panuto: Bilugan ang letra ng tamang sagot.
a. ≠ b. < c. ≈ d. ≅
3. Tignan ang panukat sa ibaba, alamin kung anong line segment ang congruent sa CD
AB
CDE
123456
a. line segment AB b. line segment DE
c. line segment BE d. line segment AC
4. Ikaw ay pupunta sa tindahan malapit sa inyong bahay upang bumili ng gamit sa paaralan, anong
larawan ang nagpapakita ng congruence?
̅̅̅̅
5. Tignan ang figure sa ibaba, kung ang sukat ng ���� is 15cm, ano ang maaring sukat ng
����̅̅̅̅? L O
EV
a. 7.5 cm b. 10 cm c. 15 cm d. 17.5 cm
Answers:
1. b 2. d 3. �� 4. �� 5. c
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Component 5: Lesson Conclusion (Lesson Conclusion – Reflection/Metacognition on Student Goals)
Bahagi 5: Pagtatapos ng Aralin (Pagtatapos ng Aralin – Pagmumuni-muni/Tunay na Pag-iisip Tungkol
sa Mga Layunin ng Mag-aaral)
Time: 5 mins.
Oras: 5 minuto.
The teacher facilitates student reflection and discussion, that addresses such questions as: Ang
guro ay magpapamalas ng pagmumuni-muni at pag-uusap ng mga mag-aaral, na tumutukoy sa
mga sumusunod na tanong: