LESSON PLAN IN MATHEMATICS 3

TERM 1 – WEEK 6
Name of Lesson Ordinal Numbers from Ordinal Numbers from 21st Describing Position Up to Describing Position Up to
1st – 20th – 100th 20th 100th
Learning Area Mathematics 3
Teacher GERALDINE T. UNCIANO
Grade Level and 3-SAMPAGUITA
Section
No. of Sessions One (1) One (1) One (1) One (1)
References MATATAG Curriculum Guide for Mathematics Grade 3,
Revised K-10 Lesson Exemplar
Declaration of AI Use This lesson plan was developed with the assistance of an artificial intelligence (AI) tool to help generate ideas, structure
Cite how AI was used in content, and improve clarity of instruction.
the formulation of the
lesson plan.

SESSION 1 SESSION 2 SESSION 3 SESSION 4

INTENTIONS. Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want learners to master by the end of the lesson – keep it clear and simple.
Remember: Understanding your learners’ evolving context and designing around it help ensure that your lessons connect with and are relevant to them.
A. Content Standards The learners should have knowledge and understanding of whole numbers up to 10 000.
B. Performance By the end of the quarter, the learners are able to represent, round, compare, and order numbers up to 10 000.
Standards
C. Learning The learners describe the position of objects using ordinal numbers up to 100th.
Competencies
Write the competency/ies from the curriculum
that we are targeting, and the content or
performance standards applicable to the
sessions.
D. Learning Objectives At the end of the lesson, At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Write the smaller knowledge, skills, or tasks the learners should be able learners should be able to: learners should be able to: learners should be able to:
from the competency that the learners will
work on and be able to show by the end of to:  identify ordinal  describe the position  apply ordinal numbers
the sessions.  identify ordinal numbers from 21st– using ordinal numbers; up to 100th in real-life
numbers from 1st 100th;  identify positions up to situations;
to 20th;  read and write ordinal 20th place;  describe positions
 read and write numbers correctly correctly using a given
ordinal numbers point of reference
correctly
E. Learners Contexts The learners can recognize positions up to 20th.
Write your observations of your learners,
and how they have been performing or
responding to learning experiences
recently. Include strengths, interests, and
possible barriers to learning.
LEARNING A learning experience is like a thoughtfully designed journey. Each activity and interaction build towards meaningful understanding and growth. Identify activities and interactions to help learners gain
knowledge, skills, or understanding in a purposeful way.
EXPERIENCE.
 LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 6
A. Pre-Lesson Let’s Go Back! Let’s Go Back! Let’s Go Back! Let’s Go Back!
Describe how you will help the learners get
ready for the lesson.
Do you still remember [Link] [Link] Look at the position of the
ordinal numbers? lessons/a-ordinal-numbers- resource/27533477/ordinal- objects.
SAY: In Grade 2, you learned ordinal numbers from
1st to 20th. [Link] numbers-1-100 (Let learners read the positions.)

What do ordinal numbers SAY: Today, we will learn how to identify and read ordinal
numbers from 21st to 100th.
tell us?
What object is in the:
Where do we use ordinal 13th
numbers? 7th
SAY: Today, we will review how to identify, read, and
write ordinal numbers from 1st to 20th.
4th
18th
9th
B. Flow Let’s Read Together! Let’s Read Together! Look at the given pictures Let’s Explore!
Describe the activities that you can carefully and mark check (/)
implement in 1 or more sessions to
meet the learning objectives.  1st – first the correct position. "Ordinal numbers help us tell
 2nd – second the position of someone or
Apply the Learning Design Principles by
thinking about how to:
 3rd – third something in a group."
 make the objectives clear for the  4th – fourth
learners  5th – fifth What does this sentence mean
 guide learners before letting them try
the task on their own  6th – sixth to you?
 check the state of the learners’  7th – seventh
well-being, understanding, and
mastery over the lesson  8th – eighth Remember:
 connect today’s new concepts to past  9th – ninth Point of reference – the
competencies
 encourage collaboration among
 10th – tenth point or object in which the
learners  11th – eleventh order of
 invite learners to reflect on why this  12th – twelfth What Ordinal Number? counting starts
matters to them ensure inclusion for
 13th – thirteenth Directions: Answer the
learners’ varied abilities, learning SAY: Today, we will review and strengthen our understanding
styles, and contexts  14th – fourteenth following questions. of ordinal numbers from 1st to 20th so that we can correctly
How many letters does the
describe the position of objects and people in a sequence.

 15th – fifteenth 1. What ordinal number Filipino alphabet have?

 16th – sixteenth comes after 21st? Ordinal numbers tell the
 17th – seventeenth 2. What ordinal number order or position of objects.
 18th – eighteenth comes before 35th?
 19th – nineteenth 3. What ordinal number Look at the position of the The alphabet is composed of
 20th – twentieth comes between 47th objects. letters in a fixed order. Notice
and 49th? (Let learners read the positions.) that the arrangement of
What Ordinal Number? 4. What ordinal number letters indicates the position
Directions: Answer the comes after 58th? or order of
following questions. 5. What ordinal number one letter in relation to the
1. What ordinal number comes before 70th? other letters.
6. What ordinal number 1. Which object is first?
comes after 2nd? 2. Which object is fifth?
 LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 6
2. What ordinal number comes between 81st 3. Which object is tenth?  What is the 1st letter of the
comes before 8th? and 83rd? 4. Which object is twentieth? alphabet?
3. What ordinal number 7. What ordinal number  What is the 5th letter of
comes between 5th and comes after 92nd? "Line Up and Raise" the alphabet?
7th? 8. What ordinal number Divide the class into groups with 20 students or fewer.
Ensure that each group has the same number of students,  Which letter is in the 10th
4. What ordinal number comes before 64th? if possible.
position?
comes after 14th? 9. What ordinal number  What is the 20th letter of
Form a single straight line
5. What ordinal number comes between 55th the alphabet?
facing the front of the
comes before 20th? and 57th?  What is the letter in the
classroom. Remember your
6. What ordinal number 10. What ordinal number 25th position?
position in the line. Then,
comes between 11th comes between 98th  If Z is the last letter, what is
listen carefully to the teacher's
and 13th? and 100th? its ordinal position?
command. If your position is
7. What ordinal number  Which letter is in the
called, raise your 2 hands.
comes after 17th? Read and Write Ordinal middle (13th position) of
8. What ordinal number Numbers the alphabet?
Raise your hand if you are the:
comes before 4th? Directions: Using your  What is the 3rd letter after
 1st
9. What ordinal number Show Me Board, write the the 20th letter?
 6th
comes between 9th and word for each ordinal  What is the ordinal position
 8th
11th? number and the ordinal of the letter M?
 9th
10. What ordinal number number for each word. Raise  What letter is immediately
 12th
comes between 18th your board when you are before the 18th letter?
 13th
and 20th? done.
 15th
Let’s Analyze!
Read and Write Ordinal 1. 21st = ______________
1. Who was the 1st in your
Numbers 2. Thirty-fifth = _____________ The line of children below
group?
Directions: Using your 3. 48th = ______________ starts with Ed who is in the
2. Who was the 15th?
Show Me Board, write 4. Fifty-second = __________ 21st position. If we count them
3. Which position came before
the word for each ordinal 5. 67th = _________________ from left to right, Tim is 22nd
the 9th?
number and the ordinal 6. Seventy-fourth = in line, RJ is 23rd, Ely is 24th,
4. Which position came after
number for each word. __________ and Eman is 25th. If we
the 12th?
Raise your board when you 7. 89th = ______________ continue counting, we can see
are done. 8. Ninety-sixth = ____________ that Ken is in the 32nd
Let’s Reflect!
1. 7th = _____________ 9. 100th = ______________ position where he is the 2nd
What do ordinal numbers tell
2. Twelfth = 10. Sixty-first = from the end.
us about a person or an
__________ ______________
object's position in a line?
3. 18th = ___________
4. Fourth =
GROUP ACTIVITY: Name
___________ Group Activity:
Them and Their Position!  If Ed is 21st in line, what is
5. 15th = ___________ Divide the class into 2 groups.
(Give each group the pictures of this and table to be done.)

6. Ninth = the position of the child right

Each group will take turns behind him?
_____________ Directions:
choosing one mystery
 LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 6
7. 20th = number from the board. 1. Work with your group.  Who is standing in the 24th
_____________ Behind each number is a task 2. Study the picture of the spot?
8. First = ____________ about ordinal numbers. children standing in a  If Ken is 32nd and he is
9. 13th = line. 2nd from the last, what is
_____________ After choosing a number, the 3. Give each child a the position of the last
10. Seventeenth = group will identify or read the name and write it child?
_____ ordinal number correctly. If under them. Count aloud from 21st to
the answer is correct, the 4. Then identify the 25th.
Group Activity: group earns points. The ordinal position of  Who is 21st?
Divide the class into 2 groups.
group with the highest point each child and  Who is 22nd?
will be the winner. complete the table.  Who is 23rd?
Each group will take turns
 Who is 24th?
choosing one mystery
NOTE: Some numbers contain  Who is 25th?
number from the board.
a Bonus Challenge (+), If Eman is 25th, and one
Behind each number is a POSITION NAME
while others contain a more child joins in front of
task about ordinal 1st
Challenge Card (-). Choose him, what will be the new
numbers. 2nd
wisely! child's position?
3rd
After choosing a number, 4th
https:// Between Tim (22nd) and Ken
the group will identify or
[Link]/ 5th (32nd), how many children
read the ordinal number
game/3888225 6th are in between them?
correctly. If the answer is
7th
correct, the group earns
Individual Activity: 8th Pair Activity: Challenge
points. The group with the
9th Yourself!
highest point will be the
winner. 10th
11th Children are lining up to watch
12th a program in the auditorium.
NOTE: Some numbers
13th Ana, Leo, and Liza are in the
contain a Bonus
14th 75th, 80th and 84th position in
Challenge (+), while
15th the line.
others contain a
Challenge Card (-). 16th
Choose wisely! 17th
18th
https:// 19th What is the position of the
[Link]/ 20th following children in the line?
game/373499 1) Mel is the 3rd child from
According to the names you Ana.
Individual Activity: wrote, who is in the: 2) Ali is in front of Leo.
1. 1st position? 3) Dan is the 5th child from
2. 3rd position? Liza.
3. 5th position?
 LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 6
4. 8th position?
5. 10th position? INDIVIDUAL ACTIVITY:
6. 12th position? Children are in line to get their
7. 15th position? free school supplies. Eve, Gee,
8. Who is before the 6th May, Mel, Rex, and Sab are
child? among them.
9. Who is after the 9th
child?
10. Who is between the
7th and 9th child?
Reflection
Reflection
 What do ordinal
 What did you learn
numbers tell us?
today?
 Why is it important
 Why are ordinal
to know ordinal
numbers important?
numbers?
 Where can we use
ordinal numbers in
everyday life?

Let’s Reflect!
How can we describe the
position of an object or a
person in an arrangement?
To describe the position of an object or a person in an
arrangement, we use ordinal numbers such as 1st, 2nd, 3rd,
and so on. These numbers help us indicate the order of each
object or person in the arrangement.

C. Learning Resources Powerpoint presentation, Powerpoint presentation, Powerpoint presentation, Powerpoint presentation,
List down the learning resources that will chalk and board, activity chalk and board, activity chalk and board, activity chalk and board, activity
help you reach your objectives. Ensure that
they are available and inclusive. sheets sheets sheets sheets
Include options and alternatives in case of
emergencies.
D. Opportunities for ICT – Using interactive ICT – Using interactive game English- Read and pronounce
Integration game ordinal numbers correctly
Write down any possibilities to
meaningfully integrate another learning
area, special topic, or technology.

Write N/A if none.

ASSESSMENT. Assessments reveal what learners have gained and what they still need help with. These are helpful in providing you with information to guide your future instruction.

Formative Assessment Formative Assessment: Formative Assessment: Formative Assessment: Formative Assessment:
Create a task, activity or questions to
 LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 6
evaluate learning and provide feedback. Write the correct ordinal Write the correct ordinal Given the position of the Consider the point of
Include ways for learners to ask for
guidance or support. number words. number words and vice following children, give what is reference in the row. Write the
versa. asked. ordinal number of each object
Remember to provide appropriate
accommodations so all learners can
inside the circle in the blank.
demonstrate their understanding (e.g.,
varied response formats, small group
options, visual or auditory supports)

WAYS FORWARD. Meaningful learning can also happen beyond the classroom – for both the learners and the teacher. Pause and reflect on what happened today.

Extended Learning Assignment: Assignment: Assignment:

Opportunities
Suggest other learning experiences outside With the help of your With the help of your parent Draw five family members or
the classroom/class hours that learners
may want to access to reinforce what they parent or guardian, write or guardian, choose 10 objects arranged in a line.
have learned, to spark their curiosities the correct spelling of ordinal numbers from 21st Write the ordinal number of
further, or that may provide them support
in their areas of difficulty. the ordinal numbers from to 100th and write its each one.
1st to 20th. correct spelling.
REFLECTION
Think about what you
need to change for the
next session based on
what happened today. Is
there something the
learners are interested in
exploring?
Are there some things you
would like to share with
your co-teachers, parents,
or school leaders about
your classroom
experience? What would
you like your instructional
 LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 6
coach to help you with?

Prepared by: Noted:

GERALDINE T. UNCIANO MARINA U. ANCHETA

TEACHER III PRINCIPAL IV