School Alegria Integrated School Grade Level 3

Teacher Jerald M. Abarca Subject Mathematics

Date December 2, 2025
Quarter 3rd
Time 10:00 AM - 10:45 AM Monday- Friday

I. ANALYZE STUDENTS
1. Number of Students 33 learners

2. Number of Males /  15 males

Females  18 females

3. Age Range 8–9 years old

Generally active and participative in class; Socially comfortable working with peers; Physically healthy; able to perform school tasks without
4. Mental, Physical & Social
limitations; No recorded learners with physical disabilities; Few learners require additional support with reading and comprehension;
Notes
Cultural/Ethnic background: Mixed Filipino cultural backgrounds; and Filipino is the primary home language.

5. Current Knowledge, Can count and skip count; Can recognize and write numbers up to 100; Show positive attitude toward Mathematics, especially with games and
Prerequisites & Attitudes group activities; and Learners are more engaged when lessons include technology and hands-on tasks

 Visual Learners: 45% — prefer pictures, colors, videos, and visual demonstrations

6. Learning Styles  Auditory Learners: 25% — learn through listening and verbal instructions
(Estimated %)  Kinesthetic / Hands-On Learners: 30% — learn through physical activities/manipulatives

 Other: 0%

II. STATE OBJECTIVES

The learner demonstrates understanding of numbers by distinguishing patterns in odd and even numbers and recognizing their role in daily
A. Content Standards
mathematical operations.
The learner is able to classify numbers as odd or even, apply pattern recognition and grouping strategies, and use this knowledge to solve
B. Performance Standard
practical problems involving numbers up to 100.
At the end of the lesson, the learner can:
C. Learning Competencies 1. Identify odd and even numbers up to 100 (M3NS-IIIa63);
2. Determine whether a number is odd or even using grouping and patterns;and
3. Classify numbers as odd or even through interactive and hands-on activities.
III. SELCECT METHOD,
MEDIA AND
MATERIALS
1. Method 1. Discovery Learning - Encourages learners to explore and identify patterns in odd and even numbers on their own. Enhances critical
 thinking and engagement.
2. Demonstration / Modeling - Teacher shows grouping of objects and visual patterns to clarify concepts before learners try independently.
3. Collaborative / Cooperative Learning - Students work in pairs or small groups using counters or digital tools, promoting discussion and peer
learning.
4. Interactive Game-Based Learning - Using online quizzes or games motivates learners and provides instant feedback for self-assessment.
1. PowerPoint / Google Slides - Visual presentation of number patterns, color-coding odd and even numbers, helps visual learners grasp
concepts.
2. Flip Chart / Whiteboard - For teacher modeling, writing examples, and recording student observations; allows flexible and real-time
2. Media
interaction.
3. Computer / Tablet / Projector - Supports interactive digital tools and online quizzes, engaging learners and facilitating immediate feedback.
4. Counters (buttons, sticks, bottle caps) - Physical manipulatives help kinesthetic learners practice grouping and see patterns concretely.
1. Mathematics 3 Learner’s Module (DepEd) - Provides curriculum-aligned exercises and reference material for odd and even numbers.
2. Interactive Online Quiz/Game (Quizizz/Kahoot/Google Forms) - Reinforces learning through fun, instant feedback, and self-assessment.
3. Materials
3. Printed Worksheet - Allows independent practice and evaluation of understanding.
4. Counters / Manipulatives - Facilitates hands-on learning for students to physically group objects and discover patterns.
IV. Utilize Media, Materials,
and Methods
 PowerPoint / Google Slides: Review slides to ensure numbers, examples, and color coding are correct; check animations and transitions.
 Counters / Manipulatives: Count and organize buttons, sticks, or bottle caps in sets for pairing activities.
1. Preview the Materials  Interactive Online Quiz/Game: Test the link or platform (Quizizz/Kahoot/Google Forms) to ensure smooth functionality.
 Worksheets: Verify exercises align with lesson objectives; check clarity of instructions.
 Textbook / Learner’s Module: Review pages on odd and even numbers to match lesson content.
 PowerPoint / Slides: Arrange slides in logical sequence; prepare visual examples of odd/even numbers up to 20.
 Counters / Manipulatives: Prepare sets of 10–20 objects per group; label or color-code for easier grouping.
2. Prepare the Materials  Interactive Quiz/Game: Create or load questions; set up scoring or timer if applicable.
 Worksheets: Print sufficient copies for all students.
 Textbook / Learner’s Module: Ensure each student has access to their own copy or a shared copy.
 Learning Space: Classroom arranged in clusters for group work or semi-circle for discussion.
 Lighting: Well-lit room to see slides and manipulatives clearly.
3. Prepare the Environment  Temperature: Comfortable room temperature to maintain focus.
 Seating: Flexible seating for group activities and easy access to digital devices.
 Technology Setup: Laptop/computer connected to projector; stable internet if online quiz is used.
Warm-up / Motivation:
 Ask learners: “Can you pair these pencils or buttons?”
4. Prepare the Learners  Use a short story or real-life scenario where odd/even numbers appear (e.g., chairs, snacks).
 Engage students with questions to recall prior knowledge (counting by 2’s, basic number sequences).
Set Expectations: Explain that they will explore patterns and participate in hands-on and digital activities.
5. Provide the Learning Phase Teacher Activity Learner Activity
Experiences (Outline of
Learner Participation) Motivation Display objects (pencils, sticks) and ask: “Can we make pairs without leftover?” Predict outcomes; discuss in pairs or aloud

Observe, identify patterns, and share

Exploration Show numbers 1–20 on PowerPoint slides; highlight color-coded patterns
observations

Discovery Distribute counters; guide students to group objects and check for leftover Manipulate counters; record if numbers are
 odd/even

Classify numbers as odd/even

ICT Game Launch online quiz/game; explain rules
independently or in small groups

Guided Solve problems individually; ask clarifying

Provide worksheet exercises; circulate to assist
Practice questions

Generalization Lead discussion to formulate rule: “Even = no leftover, Odd = leftover” Contribute to class rule formulation

Application Present real-life scenarios (snacks, chairs, toys) Identify odd/even in practical situations

V. Require Learner
Participation (One Class
Session: 45 Minutes)
Phase Teacher Activity (Dialogue) Learner Activity (Dialogue / Action)

“Good morning, class!” “Good morning, Mr. Abarca”

“Today we will explore something fun about numbers. Do you want to play?”
“Yes, sir.”
“Look, I have 8 pencils. Can we pair them so that no pencil is left alone?”
Motivation / Warm-up “8 pencils can all be paired.”
“What if I have 9 pencils? Will all pencils have a pair?”
“9 pencils will have one leftover.”
“Great answers everyone, this morning, we’re going to find out the mystery behind
“Yes, sir”
it. Are you ready?”

“Look at these numbers 1 to 20 on the slides. Notice the colors. Blue numbers are “Even numbers can make pairs with nothing left over.”
even, red numbers are odd. What do you notice about the even numbers?” ‘

Exploration / Presentation “Can anyone explain why odd numbers behave differently?” “Odd numbers always have one left.”

“Very good answers” (Students will observe slides, point to numbers, discuss
patterns in pairs with seatmates)
“Observe well because later on, I will group you into 5 groups. Do you understand?

Students (in groups): Group counters in pairs.

“Each group will get counters. Your task is to make pairs for the numbers I call. “12 can make 6 pairs, no leftover.”
Discovery / Hands-On Let’s start with 12.” ?
Activity “How many pairs? Any leftover? Now try 13.” “13 makes 6 pairs with 1 leftover.”

“Why is there one leftover? What does that tell us?” Groups report aloud: “Even numbers = no leftover, Odd
numbers = leftover.”

ICT Game / Interactive “Now let’s play an online game. Each question will show a number. Tell me if it’s (Students use devices or answer orally)
Practice odd or even. Ready? Go!”
“14 is even because it can be divided into two equal
groups.”
 “15 is odd because there’s one left.”

(Students participate actively, receive instant feedback)

“Let’s come up with a rule together. What did we notice about even numbers? And “Even numbers have no leftover.”
odd numbers?”
“Odd numbers always have one left.”
Generalization / Discussion
“Who can explain why 12 is even and 13 is odd?”
(Students will copy rule in notebook: Even = no leftover,
Odd = leftover)

“7 chairs → 1 left, odd.”

“10 chairs → all paired, even.”

Application / Real-Life “Imagine we have 7 chairs. Can we pair them evenly for students to sit? What about
Examples 10 chairs? And 5 snacks?” “5 snacks → 1 leftover, odd.”

(Students will explain reasoning aloud and write answers

in notebook)

VI. Evaluate & Revise

Objectives to assess:
1. Identify odd and even numbers up to 100.
2. Determine whether a number is odd or even using grouping and patterns.
3. Classify numbers as odd or even through interactive and hands-on activities.
1. Student Performance Assessment Tools:
 Worksheet (10 items)
 ICT Game / Quiz (5 items)
 Oral questioning (during class discussion)
Total Items: 15
Planned Evaluation Methods:
1. Observation: Teacher will observe students while using media (slides, counters, ICT game) and check:
a) Are students actively engaged?
b) Do they follow instructions correctly?
c) Are counters used properly for grouping?
d) Do students respond accurately in ICT activities?
2. Completion & Accuracy: Compare understanding of odd/even numbers during activities with media support versus prior knowledge.
2. Media Effectiveness
Indicators of Effective Media Use:
 Students can visualize and classify numbers correctly using slides.
 Counters reinforce grouping patterns and leftover concept.
 ICT game promotes engagement, provides instant feedback, and helps students self-correct.
Action Plan:
 Adjust slides, counters, or game difficulty if students struggle.
 Provide additional manipulatives or simplified instructions if necessary.
 Planned Evaluation Methods:
1. Self-Assessment: Teacher will reflect on clarity of instructions, pacing, student engagement, and effectiveness of media integration.
2. Peer / Co-Teacher Observation: Co-teacher may observe lesson for:
a) Clarity of explanation
b) Student-centered approach
c) Proper use of media and materials
3. Instructor Performance d) Classroom management and time efficiency
3. Supervisor / Principal Feedback: If applicable, observe lesson delivery and provide suggestions for improvement.
Action Plan:
Prepare guiding questions for students needing more support.
Plan smooth transitions between activities (slides → hands-on → ICT game)
Ensure all media and materials are ready in advance to avoid delays.
Worksheet #1

MATHEMATICS 3

Instructions: Read each question carefully. Write whether the number is Odd or Even.

Part A – Identification

Instruction: Write Odd if the number is Odd and Even if the number is Even.

1) 14

2) 27

3) 40

4) 55

5) 68

Part B – Grouping / Patterns

6) You have 12 counters. Group them in pairs. Is the number odd or even?

7) You have 19 buttons. Pair them. Is the number odd or even?

8) Look at this number pattern: 2, 4, 6, 8, __. What comes next and is it odd or even?

9) Look at this number pattern: 11, 13, 15, __, __. Fill in the next two numbers and state if they are odd or even.

10) Use skip counting by 2 from 0 to 20. Which numbers in this sequence are odd?
Part C – Classification / Real-Life Application (11–15)

Objective: Classify numbers as odd/even through interactive or practical scenarios

There are 7 chairs in the classroom. Can all students sit in pairs? Is the number of chairs odd or even?

A farmer has 18 apples. He wants to put them in baskets of 2 each. Will any apple be left? Is 18 odd or even?

There are 5 pencils on the table. Can they be grouped in pairs with none left? Odd or even?

In a game, you need to form pairs with 16 cards. Can all cards be paired? Odd or even?

You have 23 stickers. If you share them in pairs, how many will be left? Is 23 odd or even?