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    DLL_MATH-3_Q3_W2-DAY-2

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    Eliza Mea Lamoste

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    © All Rights Reserved
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    DLL_MATH-3_Q3_W2-DAY-2

    Uploaded by

    Eliza Mea Lamoste
    1 views5 pages

    Copyright

    © © All Rights Reserved

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    Copyright:

    © All Rights Reserved
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    Download as docx, pdf, or txt
    1 views5 pages

    DLL_MATH-3_Q3_W2-DAY-2

    Uploaded by

    Eliza Mea Lamoste

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 5

    School: Grade Level: III

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

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

    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 Identify if the fraction is equal to one or greater than one.
    lesson or presenting 4 10 12 6 5
    the new lesson 1. 2. 3. 4. 5.
    4 5 12 4 5
    B. Establishing a Today we are going to visualize and represents fractions that are equal to one and greater than one using sets.
    purpose for the lesson
    C. Presenting Present the following sets with all the parts shaded.
    Examples/instances of
    new lesson

    A B

    Ask: Into how many drawing has colors in set A? set B?


    What fractional parts are shaded?
    What do you call the fractions 3/3 and 8/8?

    ?D. Discussing new Present another set..


    concepts and practicing
    new skills #1

    C D

    Ask: Into how many drawing has colors in set C? set D?


    What fractional parts are shaded?
    What do you call the fractions 9/6 and 7/5?

    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 12
    Assessment) 1.
    12
    10
    2.
    8

    16
    3.
    4

    9
    4.
    9

    3
    5.
    3
    G. Finding Practical Write the following fractions in the correct column.
    applications of
    concepts and skills Fraction Equal to one Fraction Greater than one

    5/5, 13/7, 12/6, 13/13, 6/6, 9/3, 5/2, 15/15, 8/8, 9/2
    H. Making When are fractions equal to one?
    generalizations and When are fractions greater than one?
    abstractions about the
    lesson
    I. Evaluating Learning Write the fraction and tell whether if the fraction is equal to one or greater than one.

    1.

    2.

    3.
    4.

    5.
    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
    14 one
    1.
    14
    1.
    12
    2.
    2. 4
    5 7
    1. 6.
    16 2 7
    3.
    3. 16 8 13
    2. 7.
    15 8 13
    4.
    6 15 10
    4.
    3. 8.
    3 6
    13
    5. 11 18
    5. 5 4. 9.
    11 18

    17 18
    5. 10.
    6 9

    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?

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