School: Grade Level: III

GRADES 1 to 10
DAILY LESSON LOG Teacher: Learning Area: MATHEMATICS
Teaching Dates and
Time: December 9, 2024 (WEEK 2-Day 1) Quarter: 3rd QUARTER

Monday
I OBJECTIVES Visualize and represents fractions that are equal to one and greater than one using regions.
II CONTENT Visualizing and represents fractions that are equal to one and greater than one using regions.

III. LEARNING
RESOURCES
A. References MELC
1. Teacher’s Guide TG pp. 218 - 222
Pages
2. Learner’s Materials LMs pp. 234 - 236
pages

3. Text book pages

4. Additional Materials
from Learning
Resources
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous Give the fraction for the shaded part.
lesson or presenting (Teacher will show sample fractions)
the new lesson
B. Establishing a Today we are going to visualize and represents fractions that are equal to one and greater than one using regions.
purpose for the lesson
C. Presenting Present the following regions with all the parts shaded.
Examples/instances of
new lesson

A B

Ask: Into how many equal parts is Figure A? figure B?

What fractional parts are shaded?
 What do you call the fractions 8/8 and 2/2?

?D. Discussing new Present another set of regions.

concepts and practicing
new skills #1

C D

Ask: Into how many equal parts is Figure C? figure D?

What fractional parts are shaded?
What do you call the fractions 5/3 and 15/4?

E. Discussing new Tell whether the fraction is equal to one or greater than one.
concepts and practicing
new skills #2

1.

2.

3.

4.

5.
F. Developing mastery Identify if the fraction is equal to one or greater than one.
(Leads to Formative
Assessment) 2
1.
2

9
2.
3

12
3.
10

6
4.
6

8
5.
8
G. Finding Practical Write the following fractions in the correct column.
applications of
concepts and skills Fraction Equal to one Fraction Greater than one

3/2 , 10/10, 8/6, 3/3, 9/4, 9/9, 11/11, 9/2, 7/7, 8/4
H. Making When are fractions equal to one?
generalizations and When are fractions greater than one?
abstractions about the
lesson
I. Evaluating Learning Identify if the fraction is equal to one or greater than one.
10
1.
8

6
2.
3

11
3.
1
 5
4.
4

9
5.
9
J. Additional activities For NMP: Consolidation: Enhancement:
for application or Intervention: Identify if the fraction is equal to one or greater than Write the following fractions in the correct column.
remediation Tell whether the fraction is equal to one or greater one.
than one. Fraction equal to one Fraction greater than
9 one
1.
9
1.

8
2.
6
2. 2 7
1. 6.
12 2 4
3.
12 8 3
2. 7.
3. 10 3 3
4.
4 5 10
3. 8.
5 5
4.
5
5. 9 9
5 4. 9.
2 9

8 8
5. 5. 10.
8 6

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment
B. No. of Learners who
require additional
activities for
remediation
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with
other teachers?