School Grade Level THREE

GRADES 1 to 12
DAILY LESSON Teacher Learning Area MATHEMATICS
LOG Teaching Dates and W8Q1 Quarter FIRST
Time

Monday Tuesday Wednesday Thursday Friday

Objectives must be met over the week and connected to the curriculum standards. To meet the objectives, necessary procedures must be followed and if needed,
additional lessons, exercises and remedial activities may be done for developing content knowledge and competencies. These are assessed using Formative Assessment
I. OBJECTIVES strategies. Valuing objectives support the learning of content and competencies and enable children to find significance and joy in learning the lessons. Weekly objectives
shall be derived from the curriculum guides.

A. Content Standards The learners should have knowledge and understanding of whole numbers up to 10 000.
By the end of the quarter, the learners are able to represent, round, compare, and order numbers up to
B. Performance Standards
10 000.
C. Learning Competencies /
Objectives The learners round numbers to the nearest tens, hundreds, or thousands.
Write the LC code for each
At the end of the At the end of the At the end of the At the end of the At the end of the
lesson, the learners lesson, the learners lesson, the learners lesson, the learners lesson, the learners
compare numbers, compare numbers, order numbers up to order numbers up to order numbers up
with different number with the same 5 000 from smallest 10 000 from to
Learning Objectives of digits, up to 10 000 number of digits, up (least) to largest smallest (least) to 10 000 from
using the symbols = to 10 000 using the (greatest) and vice largest (greatest) smallest (least) to
(equal to), > (greater symbols = (equal to), versa. and vice versa. largest (greatest)
than) or < (less than). > (greater than) or < and vice versa.
(less than).
Content is what the lesson is all about. It pertains to the subject matter that the teacher aims to teach. In the CG,
the content can be tackled in a week or two.
COMPARE NUMBERS, COMPARE NUMBERS,
II. CONTENT ORDER NUMBERS UP ORDER NUMBERS UP
ORDER NUMBERS
WITH DIFFERENT WITH THE SAME
UP TO 10 000
NUMBER OF DIGITS, UP NUMBER OF DIGITS, TO 5 000 TO 10 000
TO 10 000 UP TO 10 000
List the materials to be used in different days. Varied sources of materials sustain children’s interest in the lesson and in learning. Ensure that there is a mix of concrete
III. LEARNING RESOURCES and manipulative materials as well as paper-based materials as well as paper-based materials. Hands-on learning promotes concept development.
MATATAG K TO 10 MATATAG K TO 10 MATATAG K TO 10 MATATAG K TO 10 MATATAG K TO 10
CURRICULUM OF THE K CURRICULUM OF THE CURRICULUM OF CURRICULUM OF CURRICULUM OF
TO 12 PROGRAM K TO 12 PROGRAM THE K TO 12 THE K TO 12 THE K TO 12
A. References Lesson Exemplar Lesson Exemplar PROGRAM PROGRAM PROGRAM
Lesson Exemplar Lesson Exemplar Lesson Exemplar

1. Teacher’s Guide pages

2. Learner’s Materials pages
3. Textbook pages
 4. Additional Materials from
Learning Resource (LP) portal

B. Other Learning Resources

These steps should be done across the week. Spread out the activities appropriately so that students will learn well. Always be guided by demonstration of learning by
the students which you can infer from formative assessment activities. Sustain learning systematically by providing students with multiple ways to learn new things,
IV. PROCEDURES practice their learning, question their learning processes, and draw conclusions about what they learned in relation to their life experiences and previous knowledge,
indicate the time allotment for each step.
Have a review of place Compare each pair of Compare each pair of Assessment 3 1. Arrange the
value and value of a digit numbers by writing the numbers by writing 1. Arrange the numbers from largest
in a number. symbol the symbol numbers from smallest (greatest) to
Show 1-digit, 2-digit, 3- >, <, or = on the >, <, or = on the (least)to smallest (least).
digit, and 4-digit numbers, blank. blank. largest (greatest). 9 310 1 589 7 390
A. Reviewing previous lesson or with the number 2 in 1) 68 _____ 479 1) 68 _____ 79 671 623 3 579 3 572 788
presenting the new lesson different place values. 2) 572 _____ 9 2) 894 _____ 391 2. Arrange the 2. Arrange the
3) 7 174 _____ 717 3) 579 _____ 572 numbers from largest numbers from
4) 968 _____ 968 4) 6 154 _____ 7 397 (greatest) to smallest (least) to
5) 8 230 _____ 10 000 5) 9 687 _____ 9 687 smallest (least). largest (greatest).
99 4 785 1 500 673 4 10 000 520 8 594 513
572 8 590
To compare numbers up To compare numbers To order numbers up To order numbers up To order numbers
to up to 10 000, with the to to from smallest (least)
B. Establishing a purpose for the 10 000, with different same number of digits, 5 000 from smallest 10 000 from smallest to the largest
lesson number of digits, using the using the symbols >, (least) to the largest (least) to the largest (greatest) and vice
symbols >, < or = < or = (greatest) and vice (greatest) and vice versa
versa versa
Read the following words: Read the following Read the following Read the following Read the following
more than, same, greater, words: words: words: words:
greater than (>), less than more than, same, greater than, less greater than, less greater than, less
(<), equal to (=), digits, greater, greater than than, equal to, than, equal to, than, equal to,
C. Presenting examples/
place value of a digit, (>), less than (<), smallest, largest, least, smallest, largest, least, smallest, largest,
instances of the new lesson value of a digit equal to (=), digits, greatest greatest least, greatest
place value of a digit,
value of a digit

D. Discussing new concepts and Post the number cards In today’s lesson, you Post the situation Prepare the following: Read:
practicing new skills #1 and comparison cards on will compare numbers Situation 1: 1) 12 number cards Your teacher gives
one side of the board with the same number Four children collected you 5 report cards
using the masking tape. of digits. Ask them to used paper sheets for with serial numbers:
From these number cards, read the following the recycling project of 23456, 22456, 20456,
get two numbers with symbols: the school 21456 and 24456. If
different number of digits > “greater than” you arrange the you are told to
and place them on the < “less than” numbers of used paper arrange the report
board for learners to = “equal to” sheets collected from Draw five blanks and cards based on their
compare. Focus first on smallest (least) to put the label serial numbers in
“greater than.” Make sure Prepare the following largest (greatest), smallest (least) increasing order, how
the number on the left is pairs of numbers to be what will be the order? below the 1st blank will you arrange
 greater than the number compared on sheets of What do we mean and largest them? How about if
on the right for the first paper beforehand. when we say the (greatest) below the your teacher wants
three examples. Post one pair of least number? 5th blank. them in decreasing
Ask a learner to get the numbers on the board What do we mean order, can you do it?
comparison phrase from 87 _____ 98 when we say the
the board that describes How do we compare
What does it mean
greatest number?
the relationship between the two numbers? to arrange
the two numbers and numbers from
explain his/her answer. least to greatest?

Ask a learner to get the Post another pair of Post the chart on Get one card from the To arrange numbers
comparison phrase from numbers Manila paper on the remaining cards in increasing or
the board that describes 415 ____ 769 board and the four posted on the board, decreasing order, just
the relationship between How many digits do number cards say follow these simple
the two numbers and the two numbers randomly on the Ask the learners where steps:
explain his/her answer have? Both numbers board. the number should be 1. Write the given
two numbers are “equal have three digits. Tell the learners they placed in the numbers in vertical
to” each other. We use the How do we compare will arrange the arrangement and let formation aligning the
“=” symbol to show that the two numbers? numbers from smallest them explain why. digits according to
two numbers are equal. Since the two numbers (least) to largest their place value.
The value of the number have the same number (greatest). Have the learners read 2. Then, compare the
on the left is the same as of digits, we should Which of the numbers the numbers from numbers starting with
E. Discussing new concepts and the value of the number compare first their is the least? Why? smallest (least) to the greatest place
practicing new skills #2 on the right. hundreds digits largest (greatest). value downwards –
(leftmost digits). The ten thousands,
number with a larger thousands, hundreds,
hundreds digit is tens, and ones. If the
greater. The value of 7 numbers on that
in 769 is 700, which is specific place value
larger than the value are the same or
of 4 in 415, which is equal, proceed to the
400. next place value until
you find difference of
the value of numbers
in that specific place
value.
Pose a what if situation. Write the missing digit Which of the two 4- Have the learners read Arrange the following
What if I have these to make the following digit numbers should the numbers from numbers in increasing
numbers to compare? statements true. be placed next? Why? smallest (least) to order.
210 ____ 210 1) 2 013 > __ 962 (1) It is 1 395 because its largest (greatest). 1.) 2 786 2 790 2 788
F. Developing mastery What can you say about 2) 7 _50 < 7 220 (1 or leftmost digit or the 2 787 2 789
the numbers? 0) thousands digit is Arrange the following
(Leads to Formative 3) 6 5_4 > 6 569 (7, 8 smaller than that of 2 numbers in
Assessment 3) or 9) 340. The value of 1 in decreasing order.
1 395 is 1 000, while 4.) 4 989 4 986 4 985
the value of 2 in 2 340 4 987 4 988
is
2 000.
 Indicate the relationship Compare Arrange the numbers Ask the learners to A. These are the
between the two numbers. 832 ___ 4 875 from largest (greatest) to arrange the remaining student’s population
1) 5 ___ 78 (<) Emphasize that when smallest (least).598 cards on the board of four schools.
2) 436 ___ 10 (>) comparing numbers 985 from largest (greatest) Arrange them in
3 490
3) 1 000 ___ 999 (>) that have the same 4 656
to smallest (least). increasing order.
4) 367 ___ 367 (=) left or leftmost digits, 4 694 3 247 2 564 1 976 2
5) 89 ___ 896 (<) look at the next digit 839
G. Finding practical application of to the right. The _______ _______ _______
number with the larger ________
concepts and skills in daily digit is greater. If the Tell the learners that, B. The following are
living digits are still the if the same numbers the number of people
same, keep moving to are to be arranged living in four
the next place value from smallest (least) barangays. Write
until the digits are to largest (greatest) down the numbers in
different. The digit largest (greatest). decreasing order.
with the larger value in 4 745 6 983 9 357 7
that place value is the 450
greater number.
What numbers did we What numbers did we What does it mean What does it mean to How do we arrange
compare? compare? when we arrange arrange numbers from numbers in increasing
How did we compare How did we compare numbers from smallest smallest (least) to or decreasing order
numbers with different numbers with the (least) to largest largest (greatest)?
number of digits? same number of (greatest)? What does it mean to
H. Making generalizations and What symbols did we use digits? What does it mean arrange numbers from
abstractions about the lesson in comparing numbers? What symbols did we when we arrange largest (greatest) to
use in comparing numbers from largest smallest (least)?
numbers? (greatest) to smallest How do we order
(least)? numbers?
How do we order
numbers?
Compare each pair of Compare each pair of Assessment 3 1. Arrange the Write the following
numbers by writing the numbers by writing the 1. Arrange the numbers from largest numbers inside the
symbol symbol numbers from smallest (greatest) to stair boxes.
>, <, or = on the blank. >, <, or = on the (least)to smallest (least). 1.) Arrange in
1) 68 _____ 479 blank. largest (greatest). 9 310 1 589 7 390 788 decreasing order.
2) 572 _____ 9 1) 68 _____ 79 671 623 3 579 3 572 2. Arrange the 6 327 4 327 8 543 3
I. Evaluating learning 3) 7 174 _____ 717 2) 894 _____ 391 2. Arrange the numbers from smallest 258 1 765
4) 968 _____ 968 3) 579 _____ 572 numbers from largest (least) to 2.) Arrange in
5) 8 230 _____ 10 000 4) 6 154 _____ 7 397 (greatest) to largest (greatest). increasing order.
5) 9 687 _____ 9 687 smallest (least). 10 000 520 8 594 513 4 452 9 778 7 675 4
99 4 785 1 500 673 4 8 590 231 5 189
572
J. Additional activities for
application or remediation

V. REMARKS
 Reflect on your teaching and assess yourself as a teacher. Think about your students’ progress this week. What works? What else
VI. REFLECTION needs to be done to help the students learn? Identify what help your instructional supervisors can provide for you so when you
meet them you can ask them relevant questions.
A. No of learners who earned 80% in
the evaluation
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?