Lesson Plan for Multigrade Classes
MATHEMATICS 3 & 4
Quarter: THREE
Week: SEVEN
Date/ Time:March 28, 2023/10:20:11:20
Teacher: Sheila Mae M. Malbasias
Grade Level
Content Standard
The learner...
Performance Standard
The learner….
Competencies
Objectives
Subject
Matter/Topic(s)
Learning Resources
Procedure/s
Use these letter icons to
show methodology and
assessment activities.
Grade 3
Grade 4
Demonstrates understanding of lines, symmetrical designs, and tessellation
using square, triangle and other shapes that can tessellate.
Demonstrates understanding of concepts of continuous and repeating patterns
and number sentences.
Recognize and represent lines in real objects and designs or drawings,
complete symmetrical designs, and create patterns of designs using square,
triangle and other shapes that can tessellate
Identify the missing element in a pattern and number sentence.
Completes a symmetric figure with respect to a given line of symmetry.
M3GE-IIIh-7.5
Finds the missing number in an equation involving properties of operations. (e.g.
(4+__ ) + 8 = 4 + ( 5 + __)
M4AL-IIIe-13
Day 3
Completing a symmetric figure with respect to a given line of symmetry
Finding the missing number in an equation involving properties of operations
Completes a symmetric figure with respect to a given line of symmetry.
Finds the missing number in an equation involving properties of operations.
CG 71, TG 267-270, LM 248-250
Cut-out pictures,charts,scissors,magazines,pieces of graphing paper, bond
paper,drawing materials,manila paper/cartolina and masking tape
CG 99, TG 226-228 , LM 170-172
Flash cards,charts,manila paper
Grouping Structures (tick boxes):
Groups
(for example the introduction),
Combination of Structures
T
Teaching, Learning and Assessment Activities
Page 1 of 6
Show the following words. Let the learners read the words.(using flashcards)
DirectTeaching
 Symmetry
 Figure
 Shapes
 Line
 Equation
 Properties
 Numbers
 Equal
 Missing
 Expressions
G
Group Work
I
Independent
Learning/Activity
A
Assessment
Review:
Write the letter of the shapes that can be divided equally.
T
Motivation:
Name of pairs of hours of analog clock through which a line could be drawn to divide
the clock into two equal parts.
Presenting the lesson:
Say: It’s Valentine’s Day and you like to show your love to your parents by making I
a heart. You were taught how to mae a perfect heart by folding a red paper before
cutting it.
Show a folded image of a heart.
Model to the pupils how an incomplete figure can be completed using its symmetrical
design.
Page 2 of 6
Have a review on identifying the properties of operations.
What property is expressed in the following equations?
1. 0x1=0
2. 2x3=3x2
Commutative Property
3. 1x5=5
Associative Property
4. 2+(4+5)=(2+4)+5
Zero Property
Identity Property
5. 3 x (2+4)=(3+2) + (3+4)
Distributive Property of
multiplication over addition
Motivation:
Show different set of pictures and find what is missing.
“Find the missing game”
I
T
Cut the folded image, then you will have a perfect heart.
Show another folded or cut image and complete the image by
drawing the other half.
Generate a discussion regarding the concept prsesented.
Ask: What can you say about the drawn part? Did it match with the
other half?
Line of symmetry- a line that cuts a shape exactly in half.
Do you know of a friend or a classmate having difficulty in doing his/her
homework? What will you do if he/she asks help from you?
Jasmine is tasked to find the missing numbers in the following equations. She had
already tried to find the missing numbers for almost an hour but still she cannot find it.
1.8 x 7= _____ x 8
2.4 + ______=5+24
3.2 x (15+20)=(____ x15) +(2 x ___)
4.12+(24+34)=34+12+____
5.(8x5)x4=8 x(___ x4)
Who is assigned to do the work? What is the task of Jasmine? What can we
do so we can help her? Can you give advice to Jasmine so that she can find the
numbers needed to complete the equations?
Standards for grouping
T
G
Group Activity
Let’s help Jasmine find the missing numbers.
Let the pupils work in group. Give them enough time to answer the activity. Let
the pupils show and explain their findings
(Give set of standard in grouping)
1.8 x 7= _____ x 8
2.4 + ______=5+24
3.2 x (15+20)=(____ x15) +(2 x ___)
4.12+(24+34)=34+12+____
5.(8x5)x4=8 x(___ x4)
Expected answers:
1.8 x 7= 7 x 8
2.4 + 24=5+24
Page 3 of 6
3.2 x (15+20)=(2 x15) +(2 x 20)
4.12+(24+34)=34+12+24
5.(8x5)x4=8 x(5 x4)
Discuss and review the basic properties of operations and talk about
what is an equation.
Developing mastery
(Leads to Formative Assessment )
Let the pupils do the activity under Keep Moving on p. 172, LM.
Developing mastery
(Leads to Formative Assessment )
Work in Group
G
Let the pupils work in group. Give them enough time to answer the activity
The teacher will provide the materials to the learners
Provide each group pictures such as shown below. Let them match the cards so
that they will make a symmetrical figure e.g.
(Give set of standard in grouping)
Page 4 of 6
I
Generalization
What is an equation?
What should you remember in finding the missing numbers in an equation?
Is there a need to evaluate an equation?
Generalization
- How do we complete a symmetrical figure?
To complete a symmetrical figure, draw the other half exactly the same, a
mirror image of the other half with respect to its line of symmetry.
An equation states equality of two expressions seperated by an equal sign. The
Properties of Operations help us find the missing numbers in an equation. We
can evaluate an equation by performing the operations in each expressions.
Kompletoha ang drowing aron mailhan ang butang. Idrowing ang katunga.
Homework:
Draw the other half of the following symmetric shapes.
A
Supply the missing term/s in the equations below.
1. 3+ 15+57=___+3+57
2. 5x(8+9)=(____x8)+(___x9)
3. (5x1)x (10x3)=(3x5) x (____x1)
4. 69 + __= ____+ 111
5. ___ x30 =15x____
Homework
Fill in the missing term/s in the following equations.
1. (3+2)+20___+20)
2. 6x(5+10)=(____x5) + (6x___)
3. (45+0)+(1x50)=(___+0) +(1x___)
4. 9x__=5x___
5. (8x___)x5=____x(6x5)
Page 5 of 6
A
Remarks
Reflection
Prepared by:
Concurred by:
SHEILA MAE M. MALBASIAS
Teacher
EVANGELITO T. PEROS
School Head
Page 6 of 6