MELC Based School DELOS REMEDIOS ELEMENTARY Grade Level & Section Grade III-NARRA

DAILY LESSON LOG

Teacher ELIZA T. MANIPON Principal DITAS THERESE T. RAMOS
Teaching Dates and Time -October 3-6,,2022 Quarter FIRST QUARTER – WEEK 7
(Monday-Thursday)

I. OBJECTIVES ENGLISH MATH MTB-MLE

The learner demonstrates understanding of grammatical Use Mother Tongue appropriately and effectively in oral,
Content Standards structures of English to be able to communicate effectively in visual and written communication in a variety of audiences,
The learner demonstrates understanding of addition and subtraction of whole
oral and written forms. contexts and purposes including learning of other subjects
numbers including money
and languages, demonstrates appreciation of various forms
of literacy genres.
The learner shows proficiency in constructing grammatically The learner demonstrates communication skills in talking
Performance Standards correct sentences in varied theme-based oral and written about variety of topics using expanding vocabulary and
activities. The learner is able to apply addition and subtraction of whole numbers including phrases, shows understanding of spoken language in
money in mathematical problems and real-life situations. different contexts using both verbal and non-verbal cues,
vocabulary and language structures, reads and writes
literary and informational text.
Learning Competencies/ Use plural form of regular nouns by adding /s/, or /es/
Objectives EN2G-Ighj-2.3 Subtracts 3 to 4 digit numbers from 3 Estimates the difference of two Identifies and uses abstract nouns.
to 4 digit numbers without and with numbers with three to four digits with MT3G-Id-e-2.1.4
Write the LC code for each regrouping. reasonable results.
M3-NS-Ig-32.6 M3NS-Ih-36

Plural Form of Regular Noun Subtracting Numbers with and without Estimating Differences Concrete and Abstract Noun
II. CONTENT Regrouping

III. LEARNING
RESOURCES
References
1. Teacher’s Guide TG pp. 95-96, 103-106, 117-118 ,MELC p.132 TG pp. 79-90, MELC p.206 TG pp. 91-96, MELC p.206 TG pp. 51-53 MELC p.373
pages
2. Learner’s Materials pages LM pp. 76-77 LM pp. 81-93 LM pp.94-99 LM pp.30-33
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)
portal
Other Learning Resources www.commons.ph
www.google.com
www.pinterest.com

IV. PROCEDURES

A. Reviewing previous lesson Teacher will show words. Children will read the words aloud. Drill: Review: Review the story “Let Me Get In!”.
or presenting the new lesson Teacher will call a pupil to identify if the word shown is a Basic Subtraction flashcards Post two strips of number line on the Answer the questions in THINK IT OVER on LM.
proper or common noun. Review: board.
 Example: Mr. Cruz, pencil, Dr. Almazan, cellphone, doll, tray, Name the place value of the Distribute sets of number cards to the
lilly, baby, tomato, potato underlined digit. pupils. The first set will be posted on
1. 2347 2. 296 3. 53 the first number line while the second
set for the second number line.
Have pupils recall the rules in rounding
tens and hundreds.
b. Establishing a purpose for Show pictures of animals. Ask the pupils their favorite story Show pupils a set of marbles, shells, Pre-reading Activities
the lesson (duck-ducks, cat-cats, bird-birds) books. Have some volunteers tell how paper clips, colored pebbles, buttons
(fly-flies, jelly-jellies, lady-ladies) many of these books they have and other similar objects. Unlock Difficulties
(mango-mangoes, piano,pianos, polo-polos) finidhed. Ask: 1. The girl plucked a flower from the plant.
Let the children answer and write their answers using their Ask: Which of these small things do you like
show me boards. List their answers on the table posted on the Why do you love reading books? to collect? Why? Motivation
blackboard. Do you learn by reading books? Show pictures of someone helping others.
Ask:
Have you tried doing things for others? What did you do?
C. Presenting Study the table. Ask a good reader to read the Guessing Game During Reading
examples/instances of the problem situation. Show a bottle filled with multi-colored “The Ant and the Dove”
new lesson +s +es +ies Mercy loves to read. buttons.
Boy = boys Hero = Lily = One morning, after she finished her Ask: How many buttons do you think Motive Question:
heroes lilies household chores, she started to read there are in this bottle? What good deed did the dove do?
Stamp = Bolo = Puppy = a book with 253 pages. After a week, Call 1 or 2 pupils to count the number
stamps bolos puppies she was able to finish reading 131 buttons in the bottle. The one who can
Snail = Bamboo Family = pages. How many more pages does give the closest guess will be the
snails bamboos families she need to read to finish it. winner.
Tree = Tomato = City = Ask the following:
trees Tomatoes cities What does Mercy love to do?
Stick = Volcanovolc Fairy = How many pages does the book have?
sticks anoes fairies How many pages was she able to read
Let the children give examples. after a week?
What is asked in the problem?
What process will you use to solve
the problem?
How are you going to do it?
D. Discussing new concepts Let us study how to form the plural nouns. Here are the rules. Ask the pupils to represent 253 using Present the story problem. Ask:
and practicing new skills #1 1. Most nouns add –s to form plural. flats, longs and squares. Understand the problem. Was the ant saved from drowning? How?
Example: bat-bats, table-tables Let them recall the representation of 1. What are given in the problem? In what way did the ant repay the good deed of the dove?
2. Noun ending in /y/ with a vowel before it form their plural flats, longs and squares. 2. What is asked in the problem? What danger did the dove face?
by adding –s only. How many flats, longs and squares 3. Do we need an exact answer? How was the dove saved from being shot by a hunter?
Example: turkey-turkeys, toy-toys will represent 253? 4. What word clues tells that we do not What is the lesson of the story?
3. Other noun ending in /y/ form their plural by removing letter Now take away 131. need an exact answer?
y and adding –ies. How many flats, longs and squares 5. What operation are we going to use?
Example: lady-ladies, diary-diaries will represent 151?
4. Add –s to some nouns ending in /o/ to form their plural.
Example: piano-pianos, Filipino-Filipinos
5. Add –es to some nouns ending in o to form their plural.
Example: tomato-tomatoes, mosquito-mosquitoes
E. Discussing new concepts Ask the following: Let us represent the number of Let us plan on how we can solve the Let the pupils retell the fable in their own words. Let them
and practicing new skills #2 scouters through flats, longs and problem. write a five-sentence summary of the fable “The Ant and
What noun do we add –s? –es? -ies? squares. Ask: the Dove”
How many scouters are there in the 1. What will be the number sentence for
Explain to the children that they need to remember the rules in campsite? the problem?
 forming regular plural noun. How will you represent 241 using 2. Call on pupil to write the number
falts, longs, and squares? sentence on the board.
How many flats, longs and squares 3. Construct a number line on the
will represent 241? board.
Say: Let us locate 515 and 786 on the
number line.
Ask: Where is 515 nearest to? 500 or
600?
Where is 786 nearest to? 700 or 800?
F. Developing mastery (leads Work by pairs. Talk about the set of pictures given by the What operation do we use when we Ask pupils the following questions: Practice the following.
to Formative Assessment 3) teacher. Write the singular and plural form of the pictures. take away things? a. When do you say that a number a. Add –ful, -less, or –ly to form adjectives.
Construct sentences using the singular and plural form of the Activity 1 should be estimated using its highest 1. The ant was thank____ to the dove for saving him from
noun in the picture. Let’s try to see the process in place value or the next lower place drowning.
Have the children present their work in front of the class. expanded form. value.
100 + 10 + 10 + 1 + 1 = 122 b. What did we do first before we made B. Add –ness, -ion, -tion and –sion to form nouns.
Call volunteers to write 253 – 131 = an estimate? 1. Christmas is a season of happi_______.
n. c. How do we know if we over-
Activity 2 estimated or under-estimated?
Write the following in expanded
form.
1. 562 = 500 + 60 + 2
G. Finding practical Let the pupils answer Activity 2 on Group Activity Form adjectives by adding –less or –ful to the noun.
applications of concepts and LM. Provide each group with an activity 1. duty _____
skills in daily living card bearing the table and questions.
See Activity 1 on LM. Form nouns by adding the suffix –ness, -ity and –ion.
Activity Card 1-4. 1. sad _____

H. Making generalizations How do we subtract 3 to 4 digit How do we estimate the difference of What have you learned on today’s lesson?
and abstractions about the How do we form plural nouns? numbers from 3 to 4 digit numbers two numbers with three to four digits?
lesson with and without regrouping?

I. Evaluating learning Differentiated Activities Let the pupils answer Activity 3 on Have pupils work on Activity 4 in the Independent practice
Refer to LM LM by group. LM. 1. Use 3 words with noun-forming suffixes in sentences
Group 1: Activity 74B 2. Use words with adjective-forming suffixes in the
Group 2: Activity 85 sentences.
Group 3: Activity 89B
J. Additional activities for Make a picture collage of regular nouns. Copy and answer the activity 5 on Lm Let the pupils work on Activity 5 in the Answer Activities 5-7 (A and B) on LM.
application or remediation and do it at home. LM at home.

V. REMARKS

VI. REFLECTION

No. of learners who earned

80% in the evaluation

No. of learners who require

additional activities for
remediation
Did the remedial lessons
work? No. of learners who
have caught up with the
lesson
No. of learners who continue
to require remediation
Which of my teaching
strategies worked well? Why
did these work?
What difficulties did I
encounter which my principal
or supervisor can help me
solve?
What innovation or localized
materials did I use/discover
which I wish to share with
other teachers?
 MELC Based School DELOS REMEDIOS ELEMENTARY Grade Level & Section Grade III-NARRA
DAILY LESSON LOG
Teacher ELIZA T. MANIPON Principal DITAS THERESE T. RAMOS
Teaching Dates and Time October 7, 2022 (FRIDAY) Quarter FIRST QUARTER – WEEK 7

LAYUNIN FILIPINO AP ARTS PHYSICAL HEALTH

EDUCATION
Pamantayang Inaasahang nasasabi na ng mga mag-aaral Ang mag-aaral aynaipapamalas ang pang-uanwa
Pangnilalaman ang pangunahing diwa ng tekstong binasa o sa mga gawaing pangkabuhayan at bahaging The learner demonstrates understanding The learner demonstrates understanding
The learner demonstrates understanding
napakinggan at nakapagbibigay ng giangamopanan ng pamahalaan at ang mga of body shapes and body actions in of the importance of nutritional guidelines
of lines, texture, shapes and depth,
kaugnayan o katumbas ng teksto, nagagamit kasapi nito, mga pinuno at iba pang naglilingkod preparation for various movement and balanced diet in good nutrition and
ang mga kaalaman sa wika, nakababasa nang tungo sa pakakaisa n, kaayusan at kaunlaran ng contrast through drawing.
activities health
may wastong palipon ng mga salita. mga lalawigan sa kinabibilangang rehiyon.
Pamantayan sa Nakakaya ng mga mag-aaral na ipakita ang Ang mag-aaral ay nakpagpapakita ng aktibong The learner shows a work of art based on
Pagganap The learner consistently demonstrates
kasanayan sa pag-unawa at pag-iisip sa mga pakikilahok sa mga gawaing panlalawigan tungo close observation of natural objects in The learner performs body movement
good decision making skills in making
narinig at nabasang teksto at ipahayag nang sa ikauunlad ng mga lalawigan sa his/her surrounding noting its shape and shapes and actions properly.
mabisa ang mga ibig sabihin at nadarama kinabibilangang rehiyon food choices
texture
Mga Kasanayan sa Sketches the on-the-spot to draw a plant,
Pagkatuto Nagagamit sa usapan ang mga salitang Natutukoy ang mga lugar na sensitibo sa
flowers or a tree showing the different Describe ways of maintaining healthy
Isulat ang code ng pamalit sa ngalan ng ng tao, (ako, ikaw, panganib batay sa lokasyon at topograpiya Performs body shapes
bawat kasanayan. textures and shape of each part, using lifestyle.
siya, kami, tayo, sila at kayo) nito. and movements
only a pencil or black crayon or ballpen. H3N-Ij-19
F3WG-If-12, F3WG-IIg-j-3 AP3-LAR-Ig-h-11 PE3BM-Ic-d-15
AA3PR-Ig
NILALAMAN Mga Panghalip Ang mga Lugar na Sensitibo sa Panganib
(ako, ikaw, siya, kami, tayo, sila at Batay sa Wastong Pagtugon sa mga Pencil/Pen Drawing Shapes on hold Maintain Health Lifestyle
kayo) Kalamidad
III.
KAGAMITANG
PANTURO
Sanggunian
Mga pahina sa TG pp. 48-49, MELC p.152 TG pp. 46-50, MELC p.33 TG pp. 144-146 TG pp. 242 - 245 TG pp. 375-385
Gabay ng Guro
Mga pahina sa LM pp. 26-29 LM pp. 97-109 LM pp. 154-157 LM pp. 302-307 LM pp. 467-472
Kagamitang Pang-
mag-aaral
Mga pahina sa
Teksbuk
Karagdagang Learning Activity Sheets
Kagamitan mula sa
portal ng Learning
Resource
Internet Info Sites

Iba pang
Kagamitang
Panturo
PAMAMARAAN
Balik-Aral sa Balik-aral sa pagsusunod-sunod ng Ipatukoy sa mga mag-aaral ang mga Review: Warm up exercises Review:
nakaraang aralin mga hakbang o panuto upang magawa anyong-tubig at anyong-lupa na napag- Why is sketching important before you do Ask the pupils.
at/o pagsisimula ng ng maayos ang Gawain. aralan na nasa “Loop a Word”. the final drawing? What is a food pyramid?
bagong aralin.
Let the pupils recall what they did during
their previous art session.
Paghahabi sa Basahin ang mga sitwasyon. Ilahad ang mga larawan ng mga kalamidad Ask: Show pictures to the pupils. Read the background information with
layunin ng aralin 1. Sina Mira at Maya ay may na dulot ng kalikasan tulad ng baha, What do you mean by the word Ask: the class.
mabubuting kalooban. Sina Mira at pagguho ng lupa, lindol, tsunami at storm occupation? 1. What can you say about the pictures?
Maya ay lagging tumutulong sa mga surge. Gumamit ng CONCEPT MAP na What do you want to be when you grow 2. Can you describe the movements
nangangailangan. Sina Mira at Maya ay ipinakikita ang mga kalamidad tulad ng up? Why? shown in the pictures?
lagging bukas-palad sa mga lumalapit mga larawan na ipapakita ng guro. Tell the children to act out or show a 3. What other body parts can you use as
sa kanila. pantomime about what they want to be base of support?
2. Ako, sina Paolo at Mark ay when they grow up.
nakapulot ng pitaka na may lamang
pera. Hinanap ko, nina Paolo at Mark
ang nag-mamay-ari ng pitakaupang
isauli ito.
Pag-uugnay ng mga Sagutin ang mga tanong. Itanong: Look at the picture of some works of Ben Explain to the pupils the meaning of the Read and understand the safe food rules
halimbawa sa Itanong: - Ano ang ipinapahayag ng mga larawan? Cabrera (local artist) and Ron C. Guthrie following words: posted on the board.
bagong aralin. 1. Anong salita ang maaaring ipalit sa -Alin sa mga kalamidad ang inyong (foreign artist), pointillism was used in Symmetrical Shape
pangalan nina Mira at Maya? naranasan? creating daily life scenes. Asymmetrical Shape
2. Anong salita ang maaaring ipalit sa May kaugnayan ba ang kalamidad sa
pangalan ko at nina Paolo at Mark? lokasyon at topograpiya ng lalawigan o
rehiyon?
Pagtalakay ng Pangkatin ang klase. Bigyang diin ang kaugnayan ng mga Show the painting of Fernando Amorsolo Activity 1: TRAVELOGUE Let them sing the song to the tune of
bagong konsepto at Sabihin sa mga bata na pag-uusapan sa kalamidad na dulot ng kalikasan sa mga entitled, “Planting Rice”. Guide the children in doing the activities Row, row, row your boat!”
paglalahad ng pangkat ang kani-kanilang anyong-lupa at anyong-tubig ng sariling Ask: from Station 1 – 4. AsK:
bagong kasanayan
pinaniniwalaan. lalawigan. Magbigay ng ng halimbawa What kind of work or occupation is What is the message of the song?
#1
batay sa naranasan na kalamidad sa sariling shown in the picture?
lalawigan at rehiyon. Are there also farmers in your place?
How important are their works to the
community?
Pagtalakay ng Paghandain ang bawat pangkat upang Itanong sa mga bata ang mga kalamidad na Activity 1 LM. Ask: Activity 1
bagong konsepto at iparinig ang usapang ginawa. naranasan nila sa kanilang lalawigan. Group Artwork: What body positions did you perform in Let the pupils observe the pictures.
paglalahad ng Ipagamit ang ako, ikaw, siya, kami, Ipasagot ang ALAMIN MO sa LM. Distribute the activity cards to two station 1-4? Ask:
bagong kasanayan
tayo, sila at kayo sa pangungusap. groups. After a five-minute group What other body parts did you use as a What’s wrong with the things in the
#2
discussion and preparation, pupils should base of support other that both feet? picture?
present their group output. Do you want to eat in this place?
What can we get from eating in dirty
places? Eating with dirty utensils?
Paglinang sa Bigyang halaga ang ginawa ng pangkat. Ipabasa ang News Clip ukol sa isang Answer Activity 2 on LM. Show again the pictures to the class. Form 5 groups.
Kabihasaan Ipasuri sa mga bata ang ALAMIN kalamidad nanaganap kamakailan. Sagutin Ask: Assign one picture for each group to work
(Tungo sa NATIN sa .28 ng LM. ang TUKLASIN MO sa LM. Which body action on.
Formative
- Talakayin ang news clip gamit ang mga symmetry/asymmetry? Let the group do Activity 2 on LM.
Assessment)
tanong sa LM.
Ipaliwanag sa mga bata na may iba’t-ibang
uri ng mapa. Sila ngayon ay gagamit ng
“Hazard Map”. Ipaliwanag kung ano ito at
ano ang gamit nito.
Paglalapat ng aralin Magsagawa ng isang main interview sa Pangkatin ang mga mag-aaral. Let them make their ART ACTIVITY Let the pupils get a partner and let them Instruct the pupils to answer Activity 3 on
sa pang-araw-araw loob ng klase. Ipagawa ang pangkatang Gawain batay sa using their pen and pencil. do the activity. LM.
na buhay Bawat bata ay magtatanong sa dalawa “Task Card” sa Gawain A sa Lm. Gabyan Creating Shapes
hanggang apat na kaklase ng kanilang ang mga mag-aaral sa paggamit ng Hazard
paniniwala tungkol sa multo, duwende Map.
at engkanto?
Paglalahat ng Kailan ginagamit ang ako? Ikaw? Siya? Bakit kailangan nating malaman ang mga What are the works or occupations of the What is symmetrical/asymmetrical What are the ways to have clean and safe
Aralin Kami? Tayo? Sila? kayo? lugar na mapanganib? people in your province or region? shapes? food?
Why do we need to eat clean and safe
food?
Pagtataya ng Aralin Gawin ang LINANGIN NATIN sa LM Pasagutan ang NATUTUHAN KO sa LM. Refer to BE PROUD on LM. Closing Activity: Ask the pupils to answer LET’S CHECK
p.29 Let the pupils form two separate circles. on LM.
Let them sit like an Indian.
Karagdagang Ipagawa ang PAGYAMANIN NATIN Pagpagdalhin ng mga mag-aaral ng tig- Ask the help of your family members to Let the pupils collect pictures that show Write a reflection with 5-10 sentences
Gawain para sa sa LM p.29 isang larawan (news clip) ng mga list down works or occupations of people symmetrical and asymmetrical shapes and about what you have learned on today’s
takdang-aralin at kalamidad na naganap sa sariling rehiyon at in your region or province. paste them in your notebook. lesson.
remediation
naganap sa ibang rehiyon. Sa dalawa
hanggang tatlong pangungusap
ipaghambing ang mga sakunang naranasan
ng sariling rehiyon at ibang rehiyon.
MGA TALA

PAGNINILAY
Bilang ng mag-aaral
na nakakuha ng
80% sa pagtataya.
Bilang ng mag-aaral
na nangangailangan
ng iba pang gawain
para sa remediation.
Nakatulong ba ang
remedial? Bilang ng
mag-aaral na
nakaunawa sa
aralin.
Bilang ng mga
mag-aaral
namagpapatuloy sa
emediation.