Universidad de Sta. Isabel
Basic Education Department
SY 2024-2025
LEARNING PLAN IN MATHEMATICS 3
First Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
21st Century Skills
Vincentian/ Christian Values
Instructional Procedures
WHOLE NUMBERS
Aug. 5-9 and 12-16, 2024
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of addition and subtraction of whole numbers including money.
The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in
various forms and contexts.
The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and
real-life situations.
The learners sites ways on how to give value and gratitude to what they have.
 visualize numbers up to 10 000 with emphasis on numbers 1001 - 10000.
 give the place value and value of a digit in 4- to 5-digit numbers.
Why do we you have to know numbers up to 10,000?
Financial literacy, Business Literacy
Collaboration and Critical thinking
Respect for Human Dignity
Aug. 5-9, 2024 – ORIENTATION
Aug. 13, 2024
A. MOTIVATON ( Picture Analysis )
Remarks
Guide Questions:
1. How many single squares do we have in this illustration?
2. How about those grouped by ten? Hundreds?
3. What numbers does this illustration represents?
4. What does this number mean?
B. FOCUSED INSTRUCTION (I DO IT – Demonstration and Discussion!)
The teachers presents more examples of illustration to visualize numbers.
C. GUIDED INSTRUCTION ( WE DO IT – Q and A)
1. What is the next group of squares after hundred?
2. What number does this figure show?
3. How many squares are in the pictures?
4. How do you form numbers out of this illustrations?
D. COLLABORATIVE LEARNING ( YOU DO IT TOGETHER – Build Up)
Instruction:
1. Students will be grouped with 5 members.
2. Each will represent a digit of a number that can be formed out of the given figures.
3. Each student shall have numbers from 0-9.
4. Upon showing the figure, students will choose the correct numbers and rearrange themselves to show their answer.
Processing questions:
1. Is order important? Why?
2. What will happen if there is no order?
3. How would you make things in order?
E. INDEPENDENT LEARNING ( YOU DO IT ALONE – Individual activity)
Students will answer activity on Visualizing numbers on their own.
F. Concluding activity (Take off – Touch Down)
1. Students stand when they agree with the statement.
2. Students remain seated when they don’t agree with the statement.
Aug. 15, 2024
A. MOTIVATON ( Picture Analysis )
Guide Questions:
1. What number does the given figure represent?
2. What group does the 2 cubes represent? 6? 8?
3. How do you call these groups?
B. FOCUSED INSTRUCTION (I DO IT – Demonstration and Discussion!)
The teachers presents more examples of illustrations and charts to determine the values and place values of numbers up to
10,000.
C. GUIDED INSTRUCTION ( WE DO IT – Q and A)
1. What is a place value?
2. How would you identify the place value of the underlined digit in this given number?
3. What is the place value of the underlined digit?
4. How would you identify its value?
5. What is the value of the underlined digit?
D. COLLABORATIVE LEARNING ( YOU DO IT TOGETHER – Dyad Activity)
Students will answer activity on identifying place value and value with a partner.
1. How did you find working on the activity with a pair?
2. Did you experience any difficulty? Why? Or Why not?
3. How did you overcome the difficulty you experience?
E. INDEPENDENT LEARNING ( YOU DO IT ALONE – Individual activity)
Students will answer activity on identifying place value and value on their own.
4. How did you find working on the activity alone?
5. Did you experience any difficulty? Why? Or Why not?
6. How did you overcome the difficulty you experience?
Performance Task
Assessment/Reflection
Assignment
References/ Resources
Pay Check
Formative
9, 854
Write the number below in words:
Soaring 21st Century Mathematics, Josefina H. Tan, et. Al, 2019
Realistic Math , Germinio et al., 2020
Prepared:
Checked:
JERALD G. OLASO
Subject Teacher
MS. VANEZZA MARIE B. MALENIZA
Subject Area Chairperson
Universidad de Sta. Isabel
Basic Education Department
SY 2024-2025
LEARNING PLAN IN MATHEMATICS 3
First Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
21st Century Skills
Vincentian/ Christian Values
Instructional Procedures
READING AND WRITING WHOLE NUMBERS
Aug. 19-23, 2024
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of addition and subtraction of whole numbers including money.
The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in
various forms and contexts.
The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and
real-life situations.
The learners sites ways on how to give value and gratitude to what they have.
 Reads and writes numbers up to 10 000 in symbols and in words
Why do we have to know and study writing numbers?
When do you use this skill?
Financial literacy, Business Literacy
Collaboration and Critical thinking
Respect for Human Dignity
Aug. 20, 2024
A. MOTIVATON ( Knowledge Check)
Question #1 : Which of the following represents: Three thousand, three hundred ninety-four ?
- 3,934
- 3, 493
- 3,394
- 3, 349
Question #2 : How would you write 9, 002 in words?
B. FOCUSED INSTRUCTION (I DO IT – Video Analysis and Discussion)
The teachers present more examples how to read and write up to 10 000 in symbols and in words.
C. GUIDED INSTRUCTION ( WE DO IT – Q and A)
1. What do you have to know before writing numbers?
2. How do place values help you in reading and writing numbers?
3. Where should you put a comma and hyphen in writing numbers?
Remarks
4. Which do you think must be learned first? Reading or Writing numbers? Why?
D. COLLABORATIVE LEARNING ( YOU DO IT TOGETHER – Dyad Activity)
Students will answer activity on reading and writing numbers.
1. How did you find working on the activity with a pair?
2. Did you experience any difficulty? Why? Or Why not?
3. How did you overcome the difficulty you experience?
E. INDEPENDENT LEARNING ( YOU DO IT ALONE – Individual activity)
Students will answer activity on reading and writing numbers
1. How did you find working on the activity alone?
2. Did you experience any difficulty? Why? Or Why not?
3. How did you overcome the difficulty you experience?
Aug. 22, 2024
Students will have drill exercises on : ( Individual Worksheet)
- visualizing numbers
- identifying values and place values
- writing numbers
Processing Questions:
1. How did you find the activity?
2. Did you experience difficulty while working on this task on your own? Why? Why not?
3. How did you overcome this difficulty?
Performance Task
Assessment/Reflection
Assignment
References/ Resources
Pay Check
Formative
Round off the given numbers according to the place value of the underlined digit:
- 345
- 1,658
st
Soaring 21 Century Mathematics, Josefina H. Tan, et. Al, 2019
Realistic Math , Germinio et al., 2020
Universidad de Sta. Isabel
Basic Education Department
SY 2024-2025
LEARNING PLAN IN MATHEMATICS 3
First Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
21st Century Skills
Vincentian/ Christian Values
Instructional Procedures
ROUNDING OFF WHOLE NUMBERS
Aug. 26-30, 2024
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of addition and subtraction of whole numbers including money.
The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in
various forms and contexts.
The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and
real-life situations.
The learners sites ways on how to give value and gratitude to what they have.
 Rounds numbers to the nearest ten, hundred and thousand.
Why do you have to know estimation?
Financial literacy, Business Literacy
Collaboration and Critical thinking
Respect for Human Dignity
Aug. 27, 2024
A. MOTIVATON ( Video Analysis )
Guide Questions:
1. When do you know that a number gets retained or to be added by one?
2. What happens to the remaining digits on the right?
B. FOCUSED INSTRUCTION (I DO IT – Video Analysis and Discussion)
The teachers present more examples on Rounding off numbers.
C. GUIDED INSTRUCTION ( WE DO IT – Q and A)
1. Why do you need to know the place value of the digit before rounding off?
2. When do you know that a number gets retained or to be added by one?
3. What happens to the remaining digits on the right?
4. When can we use this concepts in real life?
Remarks
D. COLLABORATIVE LEARNING ( YOU DO IT TOGETHER – Numbered Heads)
Students will answer activity on rounding off numbers from their book by pair or group. Pairs or groups will be asked to
share their answers on the board. When their partner or groupmate’s class number was drawn, they must write their
answers on the board.
1. How did you find working on the activity with a pair/group?
2. Did you experience any difficulty? Why? Or Why not?
3. How did you overcome the difficulty you experience?
E. INDEPENDENT LEARNING ( YOU DO IT ALONE – Book Activity)
Students will answer activity on reading and writing numbers
1. How did you find working on the activity alone?
2. Did you experience any difficulty? Why? Or Why not?
3. How did you overcome the difficulty you experience?
Aug. 29, 2024
Students will have drill exercises on :
- Rounding of Numbers
PART 1 – QUIZ BEE
In this activity, the students will play a quiz game. There will be 3 questions in every category. Groups with highest point at
the end of the game wins.
PART 2 – BOOK WORK
Students will practice working individually on Rounding off numbers.
Performance Task
Assessment/Reflection
Assignment
References/ Resources
Processing Questions:
4. How did you find the activities?
5. Did you experience difficulty while working on this task on your own? Why? Why not?
6. How did you overcome this difficulty?
Pay Check
Formative
Round off the given numbers according to the place value of the underlined digit:
- 3, 445
- 10,658
st
Soaring 21 Century Mathematics, Josefina H. Tan, et. Al, 2019
Realistic Math , Germinio et al., 2020
Universidad de Sta. Isabel
Basic Education Department
SY 2024-2025
LEARNING PLAN IN MATHEMATICS 3
First Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
21st Century Skills
Vincentian/ Christian Values
Instructional Procedures
Remarks
COMPARING WHOLE NUMBERS
Sept. 2-5, 2024
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of addition and subtraction of whole numbers including money.
The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in
various forms and contexts.
The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and
real-life situations.
The learners sites ways on how to give value and gratitude to what they have.
 Compares numbers up to 10 000 using relation symbols.
 Arrange whole numbers in ascending / descending order.
How do you compare numbers?
Financial literacy, Business Literacy
Collaboration and Critical thinking
Respect for Human Dignity
Sept. 3, 2024 – SUMMATIVE TEST
Students will have a summative test on the following competencies:
- Writing numbers using words and symbols,
- Identifying value and place of a digit in a given number; and
- Rounding off numbers.
Sept. 5, 2024
A. MOTIVATON ( QUICK REVIEW,FIST OF FIVE )
Students will have a 3 item flash card activity on rounding.
Processing questions:
1. How did you find the activity?
2. Can you rate your mastery on rounding off numbers? (5 as the highest; 1 as the lowest)
q
B. FOCUSED INSTRUCTION (I DO IT – Left or Right?)
Students will be given pairs of numbers. They will determine which numbers has higher value by raising their left or right
hand to represent their answers. The teachers present will present examples and how to compare numbers up to 10 000.
C. GUIDED INSTRUCTION ( WE DO IT – Q and A)
1. Which number is higher, a number with four digits or with five digits? Why?
2. How else would you know that a number is less than/greater than other?
3. How would you identify the given numbers are equal?
4. Why do we have to know comparing numbers?
D. COLLABORATIVE LEARNING ( YOU DO IT TOGETHER – Dyad)
Students will write <, >, or = between the two given numbers. This will be done by pair.
1. 2, 658 ___ 13, 568
2. 3, 589 ___ 9, 123
3. 89, 452 ___ 89, 651
1. How did you find working on the activity with a pair?
2. Did you experience any difficulty? Why? Or Why not?
3. How did you overcome the difficulty you experience?
E. INDEPENDENT LEARNING ( YOU DO IT ALONE – Book Activity)
Students will answer activity on Comparing Whole Numbers.
1. How did you find working on the activity alone?
2. Did you experience any difficulty? Why? Or Why not?
3. How did you overcome the difficulty you experience?
Performance Task
Assessment/Reflection
Assignment
References/ Resources
Pay Check
Formative, Summative
Answer the Activity on page 56, test II, A
Soaring 21st Century Mathematics, Josefina H. Tan, et. Al, 2019
Realistic Math , Germinio et al., 2020
Universidad de Sta. Isabel
Basic Education Department
SY 2024-2025
LEARNING PLAN IN MATHEMATICS 3
First Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
21st Century Skills
Vincentian/ Christian Values
Instructional Procedures
Remarks
ARRANGING WHOLE NUMBERS
Sept. 9-13, and 16-20 2024
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of addition and subtraction of whole numbers including money.
The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in
various forms and contexts.
The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and
real-life situations.
The learners sites ways on how to give value and gratitude to what they have.
 order 4- to 5-digit numbers in increasing or decreasing order.
How do you compare numbers?
Financial literacy, Business Literacy
Collaboration and Critical thinking
Respect for Human Dignity
Sept. 10, 2024
A. MOTIVATON (Numbers Analysis )
12, 13, 14, 15, 16, 17
19, 18, 17, 16, 15, 14
1. How are the numbers arranged inside the yellow box?
2. How are the numbers arranged in the gray box?
B. FOCUSED INSTRUCTION (I DO IT – Left or Right?)
The teacher will present and discuss arranging whole numbers in ascending and descending order.
C. GUIDED INSTRUCTION ( WE DO IT – Q and A)
q
1. How do you arrange numbers?
2. How do you arrange numbers in ascending order?
3. How do you arrange numbers in descending order?
D. COLLABORATIVE LEARNING ( YOU DO IT TOGETHER – Dyad)
Arrange the following numbers in ascending order.
1, 689
564
239
12, 689
56,891
1. How did you find working on the activity with a pair?
2. Did you experience any difficulty? Why? Or Why not?
3. How did you overcome the difficulty you experience?
E. INDEPENDENT LEARNING ( YOU DO IT ALONE – Book Activity)
Students will answer activity on page 75, test B, items 1-5.
1. How did you find working on the activity alone?
2. Did you experience any difficulty? Why? Or Why not?
3. How did you overcome the difficulty you experience?
Performance Task
Assessment/Reflection
Assignment
References/ Resources
Sept. 12 and 17 – Performance Task
Sept 19-23, 2024 – Peñafrancia Break
Pay Check
Formative, Summative
Answer the Activity on page 56, test II, A
Soaring 21st Century Mathematics, Josefina H. Tan, et. Al, 2019
Realistic Math , Germinio et al., 2020
Universidad de Sta. Isabel
Basic Education Department
SY 2024-2025
LEARNING PLAN IN MATHEMATICS 3
First Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
21st Century Skills
Vincentian/ Christian Values
Instructional Procedures
ORDINAL WHOLE NUMBERS
Sept. 24-27, 2024
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of addition and subtraction of whole numbers including money.
The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in
various forms and contexts.
The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and
real-life situations.
The learner demonstrates ways to express patience in certain situation that requires it.
 identifies ordinal numbers from 1st to 100th with emphasis on the 21st to 100th object in a given set from a given
point of reference.
How do you compare numbers?
Financial literacy, Business Literacy
Collaboration and Critical thinking
Respect for Human Dignity
Sept. 24, 2024
A. MOTIVATON (Situational Analysis)
“It’s recess time. You are going to the canteen to buy your snacks. You saw that three pupils in a line towards the cashier. “
Questions:
1. What position are you supposed to be in?
2. Is it possible for you to be first in the line? Why?
3. Why do we have to be patient all the time?
B. FOCUSED INSTRUCTION (I DO IT – Left or Right?)
The teacher will present and discuss ordinal numbers.
C. GUIDED INSTRUCTION ( WE DO IT – Q and A)
1. What other ordinal numbers do you know?
2. How are ordinal numbers written?
Remarks
3. How does it differ from numbers that we use in counting?
4. Why do you think this is important to you as students?
D. COLLABORATIVE LEARNING ( YOU DO IT TOGETHER - Numbered Heads Together)
A. Write the following in symbols:
1. Sixth
2. Twenty fourth
3. Fifty – fifth
E. INDEPENDENT LEARNING ( YOU DO IT ALONE – Book Activity)
Students will answer activity on page 95, test B, items 1-5.
4. How did you find working on the activity alone?
5. Did you experience any difficulty? Why? Or Why not?
6. How did you overcome the difficulty you experience?
Performance Task
Assessment/Reflection
Assignment
References/ Resources
Sept. 26, 2024 - SUMMATIVE TEST
The students will have a summative test on the following competencies:
- comparing and arranging numbers
- ordinal numbers
Pay Check
Formative, Summative
Answer the Activity on page 56, test II, A
Soaring 21st Century Mathematics, Josefina H. Tan, et. Al, 2019
Realistic Math , Germinio et al., 2020
Universidad de Sta. Isabel
Basic Education Department
SY 2024-2025
LEARNING PLAN IN MATHEMATICS 3
First Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
21st Century Skills
Vincentian/ Christian Values
Instructional Procedures
MONEY
Sept. 30 – Oct. 4 and 7-12, 2024
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of addition and subtraction of whole numbers including money.
The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in
various forms and contexts.
The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and
real-life situations.
The learner demonstrates ways to express patience in certain situation that requires it.
 reads and writes money in symbols and in words through PhP1 000 in pesos and centavos.
How do you compare numbers?
Financial literacy, Business Literacy
Collaboration and Critical thinking
Respect for Human Dignity
Oct. 1, 2024
A. MOTIVATON (Brainstorming)
“ What do you think will happen if money doesn’t exist?”
B. FOCUSED INSTRUCTION (I DO IT – Left or Right?)
The teacher will present and explain the differences of the Philippine peso bills.
C. GUIDED INSTRUCTION ( WE DO IT – Q and A)
1. How would you recognize our Philippines peso bills and coins?
2. How would you know that a bill is a Php. 20 bill?
3. What distinct characteristics do they have?
4. How do you write numbers if it represents money?
5. What does the decimal point mean?
6. How would you know that there is centavo equivalent in the number you re writing?
D. COLLABORATIVE LEARNING ( YOU DO IT TOGETHER - Numbered Heads Together)
Remarks
A play money will be shown to the students, then a class number will be picked from a bowl. The student who will be picked
from the raffle, will identify the shown bill.
Processing Questions:
1. How did you find this activity?
2. Is it easy to identify the Philippines peso bill?
3. What makes it easy/difficult?
E. INDEPENDENT LEARNING ( YOU DO IT ALONE – Book Activity)
Students will answer activity on page 109, test A, items 1-10.
1. How did you find working on the activity alone?
2. Did you experience any difficulty? Why? Or Why not?
3. How did you overcome the difficulty you experience?
Oct. 3, 2024
The students will have a store simulation. Students will vary as vendor and as buyer. They are going to practice how to
pay the right amount and to give change using the correct bills and coins.
1. How did you find the activity?
2. What difficulties did you experience? Why or Why not?
Oct. 8, 2024
- Summative test on Money
- Review for the FIRST QUARTER EXAM
Performance Task
Assessment/Reflection
Assignment
References/ Resources
Oct. 10-12, 2024 – FIRST QUARTERLY ASSESSMENT
Pay Check
Formative, Summative
Answer the Activity on page 56, test II, A
Soaring 21st Century Mathematics, Josefina H. Tan, et. Al, 2019
Realistic Math , Germinio et al., 2020
Universidad de Sta. Isabel
Basic Education Department
SY 2023-2024
LEARNING PLAN IN MATHEMATICS 3
First Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
ORDINAL NUMBERS AND MONEY
Sept. 11- 15 nd 18-22, 2023
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of addition and subtraction of whole numbers including money.
The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in
various forms and contexts.
The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and
real-life situations.
The learners sites ways on how to give value and gratitude to what they have.
 identifies ordinal numbers from 1st to 100th with emphasis on the 21st to 100th object in a given set from a given
point of reference.
 reads and writes money in symbols and in words through PhP1 000 in pesos and centavos.
Why do we have to know and study writing numbers?
Remarks
When do you use this skill?
Interdisciplinary Theme:
21st Century Skills
Vincentian/ Christian Values
Instructional Procedures
Financial literacy
Flexibility and initiative
Respect for Human Dignity
Sept. 21, 2023
A. MOTIVATON (Q and A)
“ What do you think will happen if money doesn’t exist?”
B. LEARNING ENGAGEMENT (Q and A, Discussion)
1. How would you recognize our Philippines peso bills and coins?
2. How would you know that a bill is a Php. 20 bill?
3. What distinct characteristics do they have?
4. How do you write numbers if it represents money?
5. What does the decimal point mean?
6. How would you know that there is centavo equivalent in the number you re writing?
C. CHECK FOR UNDERSTANDING (Numbered Heads)
A play money will be shown to the students, then a class number will be picked from a bowl. The student who will be picked
from the raffle, will identify the shown bill.
Processing Questions:
4. How did you find this activity?
5. Is it easy to identify the Philippines peso bill?
6. What makes it easy/difficult?
Performance Task
Assessment/Reflection
References/ Resources
Buying / Store Simulation
Formative
Soaring 21st Century Mathematics, Josefina H. Tan, et. Al, 2019
Prepared:
Checked:
JERALD G. OLASO
Subject Teacher
MS. VANEZZA MARIE B. MALENIZA
Subject Area Chairperson
Universidad de Sta. Isabel
Basic Education Department
SY 2023-2024
LEARNING PLAN IN MATHEMATICS 3
First Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
21st Century Skills
Vincentian/ Christian Values
Instructional Procedures
ADDING WHOLE NUMBERS W/O REGROUPING
Sept. 25-29, 2023
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of addition and subtraction of whole numbers including money.
The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in
various forms and contexts.
The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and
real-life situations.
The learners sites ways on how to give value and gratitude to what they have.
 compares values of the different denominations of coins and bills through PhP1 000 using relation symbols.
 adds 3- to 4-digit numbers up to three addends with sums up to 10 000 without and with regrouping.
What will happen if money doesn’t exist?
Financial literacy
Flexibility and initiative
Respect for Human Dignity
Sept. 26 , 2023
A. MOTIVATON (Q and A)
Remarks
Which bill has the higher value?
1.
2.
B. LEARNING ENGAGEMENT (Q and A, Discussion)
1. Which group has the larger value?
2. How would you compare money?
3. Is it the same as comparing whole numbers?
C. CHECK FOR UNDERSTANDING (Store simulation)
Students will have a store simulation. The teacher will be the vendor and students will be the customer. Students will choose
three items to buy, and give the correct combination of bills to pay.
Processing Questions:
1. How did you find this activity?
2. Did you encounter difficulty in doing this task? Why? Why not?
3. How did you overcome that difficulty?
Sept. 28 , 2023
A. MOTIVATON (Recall: Mental Math)
The learners will have mental addition using only single digit.
1. How did you find this activity?
2. Do you still recall adding numbers?
3. Did you find it easy or difficult? Why?
B. LEARNING ENGAGEMENT (Q and A, Discussion)
1. How do you add numbers?
2. What are things that you have to keep in mind before adding?
3. Why do you have to consider the alignment of numbers?
C. CHECK FOR UNDERSTANDING (Drill Exercises)
Add the following numbers.
1. 203 + 102
2. 356 + 321
3. 1,045 + 132
Processing Questions:
How did you find this activity?
What makes it easy/difficult? Why?
Performance Task
Assessment/Reflection
References/ Resources
Buying / Store Simulation
Formative
Soaring 21st Century Mathematics, Josefina H. Tan, et. Al, 2019
Universidad de Sta. Isabel
Basic Education Department
SY 2023-2024
LEARNING PLAN IN MATHEMATICS 3
First Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
21st Century Skills
Vincentian/ Christian Values
PROBLEM SOLVING ON ADDITION
Oct. 2-6, 2023
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of addition and subtraction of whole numbers including money.
The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in
various forms and contexts.
The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and
real-life situations.
The learners sites ways on how to give value and gratitude to what they have.
 adds 3- to 4-digit numbers up to three addends with sums up to 10 000 without regrouping.
 solves routine problems involving addition of whole numbers with sums up to 10 000.
What will happen if money doesn’t exist?
Financial literacy
Flexibility and initiative
Respect for Human Dignity
Remarks
Instructional Procedures
Oct. 3 and 5, 2023
A . Motivation ( Q and A)
1. What are your problems as a student?
2. Do you think problem has an important role in our lives? Why?
3. What do you feel when you can’t solve your problem and can’t do anything about it?
4. How do you overcome problems?
5. How is it important to be determined in times of difficulties?
B. Learning Engagement (Discussion, Q and A)
1. Why is problem solving is important in life?
2. What are the things we need to consider in answering worded problem?
3. Do we need to think and analyze well the problem? Why?
4. What are the keywords that may help you to answer the problems?
C. ASSESSMENT
Mila has 56 pencils and 40 pad papers to be given to the USI adapted learning center. How many school supplies does she
have in all?
Given: _____________________
Solution
: 56
40
____________
How many school supplies does she have in all?_______________________________________
Performance Task
Assessment/Reflection
Assignment
References/ Resources
Prepared:
Formative
Round off the given numbers according to the place value of the underlined digit:
- 345
- 1,658
st
Soaring 21 Century Mathematics, Josefina H. Tan, et. Al, 2019
Checked:
JERALD G. OLASO
Subject Teacher
MS. VANEZZA MARIE B. MALENIZA
Subject Area Chairperson
Universidad de Sta. Isabel
Basic Education Department
SY 2023-2024
LEARNING PLAN IN MATHEMATICS 3
Second Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
21st Century Skills
Vincentian/ Christian Values
ADDITION OF WHOLE NUMBERS
Oct. 10, 11-13, 17 and 19, 2023
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of addition and subtraction of whole numbers including money.
The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in
various forms and contexts.
The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and
real-life situations.
The learners sites ways on how to give value and gratitude to what they have.
 Add 3- to 4-digit numbers up to three addends with sums up to 10000 with regrouping
What will happen if money doesn’t exist?
Financial literacy
Flexibility and initiative
Respect for Human Dignity
Remarks
Instructional Procedures
Oct. 10, 2023 – Review
Oct. 12-13 – SECOND QUARTERLY ASSESSMENT
Oct. 17 and 19, 2023
A. Motivation ( Recall: Drill Exercises)
Students will have drills on Adding Whole numbers without regrouping as a Recall.
1. How would you know if there is a need to regroup in addition?
B. Learning Engagement (Discussion, Q and A)
1. How do you add numbers?
2. What are things that you have to keep in mind before adding?
3. Why do you have to consider the alignment of numbers?
4. When do you regroup in adding whole numbers?
C. CHECK FOR UNDERSTANDING (Drill Exercises)
Add the following numbers.
1. 208 + 102
2. 328 + 921
3. 1,545 + 189
Performance Task
Assessment/Reflection
Assignment
References/ Resources
Processing Questions:
How did you find this activity?
What makes it easy/difficult? Why?
Short Story – in collaboration with English and Filipino.
Formative
Find the sum of the pairs or numbers.
1. 2, 158 + 3, 999
2. 6,895 + 5,689
st
Soaring 21 Century Mathematics, Josefina H. Tan, et. Al, 2019
Prepared:
Checked:
JERALD G. OLASO
Subject Teacher
MS. VANEZZA MARIE B. MALENIZA
Subject Area Chairperson
Universidad de Sta. Isabel
Basic Education Department
SY 2023-2024
LEARNING PLAN IN MATHEMATICS 3
Second Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
21st Century Skills
ADDITION OF WHOLE NUMBERS
Oct. 10, 11-13, 17 and 19, 2023
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of addition and subtraction of whole numbers including money.
The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in
various forms and contexts.
The learner is able to recognize and represent, ordinal numbers up to 100th in various forms and contexts.
The learner is able to apply addition and subtraction of whole numbers including money in mathematical problems and
real-life situations.
The learners sites ways on how to give value and gratitude to what they have.
 Add mentally 2-digit and 1 digit numbers without or with regrouping using appropriate strategies
What will happen if money doesn’t exist?
Financial literacy
Flexibility and initiative
Remarks
Vincentian/ Christian Values
Instructional Procedures
Respect for Human Dignity
Oct. 10, 2023 – Review
Oct. 12-13 – SECOND QUARTERLY ASSESSMENT
Oct. 17 and 19, 2023
A. Motivation ( Recall: Drill Exercises)
Students will have drills on Adding Whole numbers without regrouping as a Recall.
1. How would you know if there is a need to regroup in addition?
B. Learning Engagement (Discussion, Q and A)
1. How do you add numbers?
2. What are things that you have to keep in mind before adding?
3. Why do you have to consider the alignment of numbers?
4. When do you regroup in adding whole numbers?
C. CHECK FOR UNDERSTANDING (Drill Exercises)
Add the following numbers.
1. 208 + 102
2. 328 + 921
3. 1,545 + 189
Performance Task
Assessment/Reflection
Assignment
References/ Resources
Processing Questions:
How did you find this activity?
What makes it easy/difficult? Why?
Short Story – in collaboration with English and Filipino.
Formative
Find the sum of the pairs or numbers.
2. 2, 158 + 3, 999
2. 6,895 + 5,689
st
Soaring 21 Century Mathematics, Josefina H. Tan, et. Al, 2019
Prepared:
Checked:
JERALD G. OLASO
Subject Teacher
MS. VANEZZA MARIE B. MALENIZA
Subject Area Chairperson
SECOND QUARTER
Third quarter (january, feb 1-16 2024)
Universidad de Sta. Isabel
Basic Education Department
SY 2023-2024
LEARNING PLAN IN MATHEMATICS 3
Third Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
21st Century Skills
Vincentian/ Christian Values
MULTIPLICATION OF WHOLE NUMBERS
January 8-12, 15-19, 22-26, 2024
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of multiplication and division of whole numbers including money.
The learner is able to apply multiplication and division of whole numbers including money in mathematical problems and
real-life situations
The learners sites ways on how to give value and gratitude to what they have.
- Multiply 2-digit numbers by 2-digit numbers with and without regrouping.
- Solve routine and non- routine problems involving multiplication without or with addition and subtraction of whole numbers including
money using appropriate problem solving strategies and tools.
Financial literacy
Flexibility and initiative
Respect for Human Dignity
Remarks
Instructional Procedures
January 8-12 – finalization of the Performance task
January 15-19 – Home-Based Activity
January 23 and 24, 2024
A. MOTIVATION ( RECALL : QUICK DRILL)
The students will have a drill basic multiplication.
B. LEARNING ACTIVITY / ENGAGEMENT
I DO IT
The teacher will present examples of multiplying whole numbers 2 digit by 2 digit with and without regrouping.
WE DO IT
The teacher will do a guided instruction. Students will be called to do the step by step solutions on the board ( one at a time)
1. What are the factors in the given problem?
2. How will you start the process multiplying 2 digit numbers?
3. Where will you write the product of the first digit?
4. Where will you write the product of the second digit?
5. How will you align the two product?
6. What will you do after identifying the products?
7. What is the product of the given problem?
YOU DO IT TOGETHER
Students will have practice exercises with a partner.
Processing questions:
1. How did you find the Activity? Why?
2. How did you find working with a partner? Why?
3. Did you encounter any difficulty? Why? Why not?
C. ASSESSMENT
YOU DO IT ALONE
Students will do a book activity on their own.
1. How did you find the Activity? Why?
2. How did you find working on your own? Why?
3. Did you encounter any difficulty? Why? Why not?
Performance Task
Assessment/Reflection
Assignment
References/ Resources
Store Simulation
Formative
Soaring 21st Century Mathematics, Josefina H. Tan, et. Al, 2019
Universidad de Sta. Isabel
Basic Education Department
SY 2023-2024
LEARNING PLAN IN MATHEMATICS 3
Third Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
PROBLEMS INVOLVING MULTIPLICATION OF WHOLE NUMBERS
January 29- Feb 2, and Feb. 5 – 9, 2024
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of multiplication and division of whole numbers including money.
The learner is able to apply multiplication and division of whole numbers including money in mathematical problems and
real-life situations
The learners sites ways on how to give value and gratitude to what they have.
- Multiply 2-digit numbers by 2-digit numbers with and without regrouping.
- Solve routine and non- routine problems involving multiplication without or with addition and subtraction of whole numbers including
money using appropriate problem solving strategies and tools.
Financial literacy
Remarks
21st Century Skills
Vincentian/ Christian Values
Instructional Procedures
Flexibility and initiative
Respect for Human Dignity
January 30, 2024 - The learners will have their pre assessment for the Numeracy Program.
Feb. 1 and 6, 2024
A. MOTIVATION ( RECALL : QUICK DRILL)
The students will have a drill basic multiplication.
B. LEARNING ACTIVITY / ENGAGEMENT
I DO IT
The teacher will present examples of problems involving multiplication?
WE DO IT
The teacher will do a guided instruction. Students will be called to do the step by step solutions on the board ( one at a time)
1. How would you know that a problem can be solved using multiplication?
2. Can the given problem be solved using multiplication? Why? Why not?
3. How would you identify the given in the problem?
4. What will you do to this given?
5. How will you answer the question being asked in the problem?
YOU DO IT TOGETHER
Students will have practice exercises with a partner.
Processing questions:
1. How did you find the Activity? Why?
2. How did you find working with a partner? Why?
3. Did you encounter any difficulty? Why? Why not?
C. ASSESSMENT
YOU DO IT ALONE
Students will do a practice exercise on their own.
1. How did you find the Activity? Why?
2. How did you find working on your own? Why?
3. Did you encounter any difficulty? Why? Why not?
February 8,2024
Students will have a problems set on multiplication and problems involving multiplication.
1. How did you find the problems sets? Why?
2. Did you experience difficulty? Why? Why not?
3. What do you think is the skill that you need to practice more?
Performance Task
Assessment/Reflection
Assignment
References/ Resources
Store Simulation
Formative
Soaring 21st Century Mathematics, Josefina H. Tan, et. Al, 2019
Universidad de Sta. Isabel
Basic Education Department
SY 2023-2024
LEARNING PLAN IN MATHEMATICS 3
Third Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
21st Century Skills
DIVISION OF WHOLE NUMBERS
Feb. 12-16, 2024
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of multiplication and division of whole numbers including money.
The learner is able to apply multiplication and division of whole numbers including money in mathematical problems and
real-life situations
The learners sites ways on how to share what they to others who are in need.
- Visualize division of numbers up to 100 by 6,7,8,and 9
- Divide 1-2 digit numbers by 1 digit numbers without and with remainder
Financial literacy
Flexibility and initiative
Remarks
Vincentian/ Christian Values
Instructional Procedures
Respect for Human Dignity
Feb. 13 and 15, 2024
A. MOTIVATION ( Game: Following Instruction)
Students will be given set of instructions to follow. The fastest to accomplish wins the game.
INSTRUCTION:
1. Draw 18 circles.
2. Group them by 3 using a box.
3. Make a sentence telling the number of circles inside each box.
4. Make a sentence telling the number of box in all.
5. Complete the sentence: 18 grouped by _______ is _______.
Processing:
1. How did you find the activity? Why?
2. Did you experience any difficulty?
B. LEARNING ACTIVITY / ENGAGEMENT
I DO IT
The teacher will present examples and illustrations to visualize division of whole numbers and division of 1-2 digit by 1
digit number with and without remainder.
WE DO IT
The teacher will do a guided instruction. Students will be called to do the step by step solutions on the board ( one at a
time).
1. How apples are in the illustration?
2. How many apples must be inside the box? Why?
3. How many boxes are now in the illustration? Why?
4. What is the number sentence?
5. What does 8 ÷ 4 mean?
6. How would you use illustration to find the answer to this question?
7. How many objects are you going to use?
8. How many objects are supposed to be inside the box?
9. How many boxes were there?
10. What is the quotient of 8 ÷ 4?
11. What is a remainder?
12. Do we have remainder on our first example?
13. When does a remainder exist?
YOU DO IT TOGETHER
Students will have book exercises with a partner.
Processing questions:
1. How did you find the Activity? Why?
2. How did you find working with a partner? Why?
3. Did you encounter any difficulty? Why? Why not?
Performance Task
Assessment/Reflection
Assignment
References/ Resources
C. ASSESSMENT
YOU DO IT ALONE
Students will do a book exercise on their own.
1. How did you find the Activity? Why?
2. How did you find working on your own? Why?
3 . Did you encounter any difficulty? Why? Why not?
Store Simulation
Formative
Soaring 21st Century Mathematics, Josefina H. Tan, et. Al, 2019
Universidad de Sta. Isabel
Basic Education Department
SY 2023-2024
LEARNING PLAN IN MATHEMATICS 3
Third Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
Interdisciplinary Theme:
DIVISION OF WHOLE NUMBERS
Feb. 19-23, 2024
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of multiplication and division of whole numbers including money.
The learner is able to apply multiplication and division of whole numbers including money in mathematical problems and
real-life situations
The learners sites ways on how to share what they to others who are in need.
- Divide 2 digit numbers by 2- digit numbers without and with remainder
- Divide 2-3 digit numbers by 10 and 100 without or with remainder
- Solve routine and non routine problems involving division of 2- to 4-digit numbers by 1- to 2-digit numbers without or with any of the
other operations of whole numbers including money using appropriate problem solving strategies and tools.
Financial literacy
Remarks
21st Century Skills
Vincentian/ Christian Values
Instructional Procedures
Flexibility and initiative
Respect for Human Dignity
Feb. 20 and 22, 2024
A. MOTIVATION ( Drill Exercises)
Students will have a drill on division of whole numbers 1 digit by 1 digit.
B. LEARNING ACTIVITY / ENGAGEMENT
I DO IT
The teacher will present examples on division of 2 digit by 2 digit number with and without remainder and problems on
dividing whole numbers involving money.
WE DO IT
The teacher will do a guided instruction. Students will be called to do the step by step solutions on the board ( one at a
time).
1. What is the quotient of 48 ÷ 24?
2. How will you find the quotient?
3. What strategy did you use?
4. How would you know that your answer is correct?
5. How would you find the quotient if a number is divided by 10 or 100?
6. How would you know that a problem can be solved using division?
7. Which strategy is best for you, the long method or the blocks method ? Why?
YOU DO IT TOGETHER
Students will have book exercises with a partner.
Processing questions:
4. How did you find the Activity? Why?
5. How did you find working with a partner? Why?
6. Did you encounter any difficulty? Why? Why not?
C. ASSESSMENT
YOU DO IT ALONE
Students will do a book exercise on their own.
1. How did you find the Activity? Why?
2. How did you find working on your own? Why?
3 . Did you encounter any difficulty? Why? Why not?
Performance Task
Assessment/Reflection
Assignment
References/ Resources
Store Simulation
Formative
Soaring 21st Century Mathematics, Josefina H. Tan, et. Al, 2019
Universidad de Sta. Isabel
Basic Education Department
SY 2023-2024
LEARNING PLAN IN MATHEMATICS 3
Third Quarter
Lesson Title
Time Frame
Content Standard
Performance Standard
Value Standard
Learning Targets
Essential Question(s):
DIVISION OF WHOLE NUMBERS
Feb. 26-Mar.1, 2024
The learner demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
The learner demonstrates understanding of multiplication and division of whole numbers including money.
The learner is able to apply multiplication and division of whole numbers including money in mathematical problems and
real-life situations
The learners sites ways on how to share what they to others who are in need.
- Solve routine and non routine problems involving division of 2- to 4-digit numbers by 1- to 2-digit numbers without or with any of the
other operations of whole numbers including money using appropriate problem solving strategies and tools.
Remarks
Interdisciplinary Theme:
21st Century Skills
Vincentian/ Christian Values
Instructional Procedures
Financial literacy
Flexibility and initiative
Respect for Human Dignity
Feb. 27, 2024
The students will have practice exercises on division of whole numbers involving problems including money.
Feb 29, 2024
Summative test
March 4, 2024
Review for the 3rd Quarter Examination
March 5 – 8
THIRD QUARTER EXAMINATION
Performance Task
Assessment/Reflection
Assignment
References/ Resources
Store Simulation
Formative
Soaring 21st Century Mathematics, Josefina H. Tan, et. Al, 2019