MATHEMATICS RESOURCE PACKAGE

QUARTER I
Week 8

Subject: MATH Grade Level: III

Date: __________________ Day : 1

The learner demonstrates understanding of addition and

Content Standard subtraction of whole numbers including money.

The learner is able apply addition and subtraction of

Performance Standard whole numbers including money in mathematical
problems and real-life situations.
Estimates the difference of two numbers with three to
Competency four digits with reasonable results. (M3NS-Ih-36)

I. OBJECTIVES
Knowledge: States the correct estimation of two numbers with three to
four digits.
Skills: Estimates the difference of two numbers with three to
four digits.
Attitude: Gives appreciation of the value of small things.
II. CONTENT Estimating Differences

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Mathematics 3 TG pp. 106-113
Pages
2. Learner’s Mathematics LM p.
Materials Pages
3. Textbook Pages Discovery Mathematics of Today 3 pp
4. Additional
Materials
5. Learning
Resources (LR)
Portal
B. Other Learning Flash cards of 3- to 4-digit numbers, number lines on strips of paper,
Resources number cut- outs, pictures, tables/charts, story on the chart, word
problems, “Show-Me” board, activity card.

IV. PROCEDURE
A. Reviewing or Place Value :

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presenting the new Flash some cards with numbers written on them. The
lesson pupil will write on their show-me board:
A. if the underlined digit is in the ones place
B. if it is in the tens place
C. if it is in the hundreds place
D. if it is in the thousands place
The teacher will ask the pupils to raise their boards. The
pupil with the correct answer earns a point.

B. Establishing a  Show the pupils a set of marbles, paper clips,

purpose for the lesson colored pebbles, buttons etc.
Ask: Which of these small things do you like to collect?
Why?
 Talk about the value of things no matter how
small they are
Guessing Game:
1.) Show a bottle filled with multi-colored buttons.
Ask: How many buttons do you think there are in this
bottle? Give 10 seconds for the pupils to give their
guesses. Let them write their answers on their “Show-
Me” board.
2) Call 1 or 2 pupils to count the number of buttons in the
bottle. The one who can give the closest guess will be the
winner.
3) Ask: How did you come up with the correct/nearest
answer? Why is it not possible to get the exact answer
immediately?(There are times when we do not need the
exact answer to a problem. All we need is just the closest
possible answer or an estimate).
C. Presenting examples Present this story problem.
of the new lesson

1) What are given in the problem?

(the number of visitors on the first day)
( the number of visitors on the second day)
2) What is asked for in the problem?
(About how many more visitors were there on the second
day than on the first day)
3) Do we need an exact answer?(No )
4) What word clues tell that we do not need an exact
answer?
(The phrase “about how many” tells us that we do not

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need an exact answer.)

5) What operation are we going to use?(Subtraction)
D. Discussing new Ask: Where is 515 nearest to? 500 or 600?
concepts and Where is 786 nearest to? 700 or 800?
practicing new skills
#1
E. Discussing new 1) To find the estimated difference, round off each
concepts and number to the greatest place value.
practicing new skills
#2
2) Perform the subtraction operation.

3) Around 300 more visitors were on the

second day than on the first day.
Check your work.
1) Did I answer the question?
2) Compare the estimated difference with the exact
difference.
3) Is my answer sensible?

(277 is close to 300)

F. Developing Mastery Round each number then estimate the difference.

G. Finding practical Ask pupils the following questions:

applications of a. What did we do first before we made an estimate?
concepts and skills in b. How do we know if we over-estimated or under-
daily living estimated?
c. How will you decide if you are going to estimate using
the highest place value or the next lower value?
d. How is estimating useful in your day-to-day activities?
H. Making How do we estimate the difference of two numbers with three to four
Generalizations and digits? (To estimate the difference of two numbers, round off both
numbers to their highest place value then subtract).
abstractions about
the lesson
I. Evaluating learning Find the missing number. Choose the answer from the box.

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J. Additional Estimate the difference by rounding first the numbers to

Activities for the highest place value. Write > or < on the box.
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who ___ Learners earned 80% above
earned 80% in the
evaluation
B. No. of learners who __ Learners require additional activities for
require additional remediation
activities for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of ___Learners have caught up the lesson
learners who have caught
up the lesson
D. No. of learners who __ Learners continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I ___ Bullying among pupils
encounter which my ___ Pupils’ behavior/attitude
principal and supervisor ___ Colorful IMs

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help me solve? ___ Unavailable Technology Equipment (AVR/LCD)

___ Science/ Computer/Internet Lab
___ Additional Clerical works
___Reading Readiness
___Lack of Interest of pupils
G. What innovation or Planned Innovations:
localized material did I __ Localized Videos
use/discover which I __ Making use big books from
wish to share with other views of the locality
teacher? __ Recycling of plastics to be used as Instructional
Materials
__ local poetical composition
__Flashcards
__Pictures

Prepared by: Mrs. Melanie C. Abrasado, Manjuyod 2 District

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ATTACHMENT 1:

Week 8 of Day 1

A. Find the missing number. Choose the answer from the box.

Estimate the difference by rounding first the numbers to the highest place value. Write > or < on
the box.

REFERENCES

Prepared by: Mrs. Melanie C. Abrasado, Manjuyod 2 District

 MATHEMATICS RESOURCE PACKAGE

A. DepEd INSTRUCTIONAL MATERIALS:

Canilao, A. & et.al. (2003) Learning Guide in Elem. Math. Grade III, Philippines, Deped-
Ateneo de Manila University

Chingcuangco, O. & et.al. (2015) Mathematics Teacher’s Guide , Grade III, Pasig City,
Philippines, DepEd-BLR

B. BOOKS AND OTHER REFERENCES

De Lara, R. (2011) Discovering Mathematics Today 3, Mandaluyong City, Philippines:
Merryland Publishing Corporation

Chingcuangco, O. & et.al. (2015) Mathematics Teacher’s Guide , Grade III, Quezon City,
Philippines, Book Media Press, Inc.&Mandaluyong City, Printwell, Inc.

QUARTER I
Week 8

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Subject: MATH Grade Level: III

Date: __________________ Day : 2

The learner demonstrates understanding of addition and

Content Standard subtraction of whole numbers including money.

The learner is able apply addition and subtraction of

Performance Standard whole numbers including money in mathematical
problems and real-life situations.
Estimates the difference of two numbers with three to
Competency four digits with reasonable results. (M3NS-Ih-36)

I. OBJECTIVES
Knowledge: Tells how to estimate two numbers with three to four
digits.
Skills: Estimates the difference of two numbers with three to
four digits.
Attitude: Specify the importance of good listening.
II. CONTENT Estimating Differences

III. LEARNING RESOURCES

C. References
6. Teacher’s Guide Mathematics 3 TG pp. 106-113
Pages
7. Learner’s Mathematics LM p.
Materials Pages
8. Textbook Pages Discovery Mathematics of Today 3 pp.
9. Additional
Materials
10. Learning
Resources (LR)
Portal
D. Other Learning Flash cards of 3- to 4-digit numbers, number lines on strips of paper,
Resources number cut- outs, pictures, tables/charts, story on the chart, word
problems, “Show-Me” board, activity card.

IV. PROCEDURE
K. Reviewing or Game:
presenting the new a. Post two strips of number lines on the board. One will
lesson be on the left side and the other will be on the right side.
The first strip will show number line 1-10 and the second

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strip, number line 100 to 200.

The number line will look like this :

b. Distribute 2 sets of number cards to the pupils. The first

set will be posted on the first number line while the
second set for the second number line.
c. Have pupils recall the rules in rounding tens and
hundreds.
d. Ask pupils to post their number cards to the number it
is nearest to, either to zero or ten; 100 or 200. Continue
until all numbers are posted on the board. Check if their
answers are all correct.
Example of number cards:

L. Establishing a As a follow up to this activity, have pupils write their answers to the
purpose for the lesson following:
Round off the following numbers to the nearest thousands.
a. 2 312 b. 7 481 c. 5 926 d. 4 534
(2 000) (7 000) (6 000) (5 000)

M. Presenting examples Present this story problem.

of the new lesson Mrs. Cruz records the number of sheets of bond paper
used every day in their office.

1.) About how many pieces of bond paper more were

used on Tuesday than on Monday?

N. Discussing new Ask: Where is 3,567 nearest to? 3,000 or 3,500?

concepts and Where is 2, 256 nearest to? 2,000 or 3,000?
practicing new skills
#1
O. Discussing new 1) To find the estimated difference, round off each
concepts and number to the next lower place value.
practicing new skills 3, 567 3,600
#2 -2, 256 -2,300
2) Perform the subtraction operation.
3,600

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-2,300
1,300
3) Around 2,000 pieces of bond paper more were used on
Tuesday than on Monday.
Check your work.
1) Did I answer the question?
2) Compare the estimated difference with the exact
difference.
3) Is my answer sensible?
Exact Answer: Estimated Difference:
3, 567 3, 600
-2, 256 - 2, 300
1, 311 1,300

( Sometimes, rounding off to the next lower place gives a

better estimate.)
P. Developing Mastery Using the numbers for each letter

Write YES if the estimated difference is reasonable. If

not, write NO.
SUBTRACTION ESTIMATE YES OR NO

A-B 400 YES

C-B 200 YES
A-C 100 NO
Q. Finding practical Ask pupils the following questions:
applications of a. When do you say that a number should be estimated
concepts and skills in using its highest place value or the next lower place
daily living value?
b. How is estimating useful in your day-to-day activities?
R. Making How do we estimate the difference of two numbers with
Generalizations and three to four digits? (To estimate the difference of two
abstractions about numbers, round off both numbers to their highest place
the lesson value then subtract).
S. Evaluating learning Estimate the difference by rounding off the numbers to
the highest place value.
1. 548 (500) 2. 8,789 (9,000)
- 322 (-300 ) - 4,581 (-5,000)
( 200) (4,000)
T. Additional Estimate the difference by rounding first the numbers to
Activities for the highest place value. Write > or < on the box.
application or
remediation

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VII. REMARKS
VIII. REFLECTION
A. No. of learners who ___ Learners earned 80% above
earned 80% in the
evaluation
B. No. of learners who __ Learners require additional activities for
require additional Remediation
activities for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of ___Learners have caught up the lesson
learners who have caught
up the lesson
D. No. of learners who __ Learners continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I ___ Bullying among pupils
encounter which my ___ Pupils’ behavior/attitude
principal and supervisor ___ Colorful IMs
help me solve? ___ Unavailable Technology Equipment (AVR/LCD)
___ Science/ Computer/Internet Lab
___ Additional Clerical works
___Reading Readiness
___Lack of Interest of pupils
G. What innovation or Planned Innovations:
localized material did I __ Localized Videos
use/discover which I __ Making use big books from
wish to share with other views of the locality

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 MATHEMATICS RESOURCE PACKAGE

teacher? __ Recycling of plastics to be used as Instructional

Materials
__ local poetical composition
__Flashcards
__Pictures

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ATTACHMENT 1:

Week 8 of Day 2

A. Using the numbers for each letter ,

Write YES if the estimated difference is reasonable. If not, write NO.

SUBTRACTION ESTIMATE YES OR NO

A-B 400 YES

C-B 200 YES
A-C 100 NO

B. Estimate the difference by rounding first the numbers to the highest place value. Write > or <
on the box.

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

Canilao, A. & et.al. (2003) Learning Guide in Elem. Math. Grade III, Philippines, Deped-
Ateneo de Manila University

Chingcuangco, O. & et.al. (2015) Mathematics Teacher’s Guide , Grade III, Pasig City,
Philippines, DepEd-BLR

B. BOOKS AND OTHER REFERENCES

De Lara, R. (2011) Discovering Mathematics Today 3, Mandaluyong City, Philippines:
Merryland Publishing Corporation

Chingcuangco, O. & et.al. (2015) Mathematics Teacher’s Guide , Grade III, Quezon City,
Philippines, Book Media Press, Inc.& Mandaluyong City, Printwell, Inc.

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QUARTER I
Week 8

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Subject: MATH Grade Level: III

Date: __________________ Day : 3

The learner demonstrates understanding of addition and

Content Standard subtraction of whole numbers including money.

The learner is able apply addition and subtraction of

Performance Standard whole numbers including money in mathematical
problems and real-life situations.
Subtracts mentally 1- to 2 – digits numbers without and
Competency with regrouping using appropriate strategies. M3NS-
Ih33.5
I. OBJECTIVES
Knowledge: States how to subtracts mentally 1- to 2 – digits numbers
without regrouping using appropriate strategies.
Skills: Subtracts mentally 1- to 2 – digits numbers without
regrouping using appropriate strategies.
Attitude: Specifies the importance of speed with accuracy.
Subtracting Mentally 1- to 2 – Digits Numbers
II. CONTENT
Without Regrouping Using Appropriate Strategies

III. LEARNING RESOURCES

E. References
11. Teacher’s Guide Mathematics 3 TG pp. 106-113
Pages
12. Learner’s Mathematics LM p.
Materials Pages
13. Textbook Pages Discovery Mathematics of Today 3 pp. 52-53
14. Additional
Materials
15. Learning
Resources (LR)
Portal
F. Other Learning Flash cards, activity cards, charts, story problem chart, cut-outs or
Resources drawings of fruits with subtraction sentence

IV. PROCEDURE
U. Reviewing or Drill: Flash cards of subtraction and addition facts. Give
presenting the new the pupils a snappy drill on subtraction and addition facts
lesson like the following:

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V. Establishing a Say: Your father brought 15 pieces of oranges and gave

purpose for the lesson each of his five children one each. Can you immediately
count the number of oranges left? (Yes)
How? (Subtracting mentally)
W. Presenting examples a. Present a problem.
of the new lesson

b. Ask the following questions:

1. What did Ben gather? (shells)
2. How many shells did he gather? (36 shells)
3. How many shells did he give to his friend? (12 shells)
4. How many shells does he have left? (24 shells)
5. Can you solve the problem mentally? (through mental
subtraction by using longs and squares)
X. Discussing new Ask: How are we going to solve the problem?
concepts and What operation are we going to use?
practicing new skills Do you want to use your longs and squares or use the
#1 short form?
Who can represent 36 using longs and squares?
What about the short form?
Call on two pupils to represent 36 shells, one using longs
and squares and the other the short form. Then let them do
the operation.

Y. Discussing new
concepts and Ask: Do you think we can solve problem mentally
practicing new skills without using longs and squares? How?
#2 (We can subtract mentally and even start with the highest
place value if there is no regrouping to be done).

Z. Developing Mastery Perform the indicated operation. Give the answer orally.

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AA. Finding Survey of Favorite Vegetables of Grade 3 Pupils

practical applications VEGETABLES NUMBER OF PUPILS
of concepts and skills Pechay 22
in daily living
Carrots 34
Malunggay 12

Solve the following problems. Find the difference

mentally.
1) Do you like vegetables? Are vegetables nutritious
and beneficial to our health?
2) How many more pupils like carrots than pechay?
3) How many more pupils like carrots than
malunggay?
BB. Making Ask:
Generalizations and a. How do we subtract mentally without regrouping?
abstractions about (through mental subtraction by using longs and squares)
the lesson
CC. Evaluating learning Subtract mentally.

DD. Additional Find the difference mentally.

Activities for
application or
remediation
IX. REMARKS
X. REFLECTION
A. No. of learners who ___ Learners earned 80% above
earned 80% in the
evaluation
B. No. of learners who __ Learners require additional activities for
require additional Remediation
activities for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of ___Learners have caught up the lesson
learners who have caught

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up the lesson
D. No. of learners who __ Learners continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I ___ Bullying among pupils
encounter which my ___ Pupils’ behavior/attitude
principal and supervisor ___ Colorful IMs
help me solve? ___ Unavailable Technology Equipment (AVR/LCD)
___ Science/ Computer/Internet Lab
___ Additional Clerical works
___Reading Readiness
___Lack of Interest of pupils
G. What innovation or Planned Innovations:
localized material did I __ Localized Videos
use/discover which I __ Making use big books from
wish to share with other views of the locality
teacher? __ Recycling of plastics to be used as Instructional
Materials
__ local poetical composition
__Flashcards
__Pictures

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ATTACHMENT

Week 8 of Day 3

A. Subtract mentally.

B. Find the difference mentally.

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ANSWER KEY

A.

1. 12
2. 1
3. 2
4. 5
5. 15

B.

1. 10
2. 18
3. 25
4. 27
5. 70

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REFERENCES

B. DepEd INSTRUCTIONAL MATERIALS:

Canilao, A. & et.al. (2003) Learning Guide in Elem. Math. Grade III, Philippines, Deped-
Ateneo de Manila University

Chingcuangco, O. & et.al. (2015) Mathematics Teacher’s Guide , Grade III, Pasig City,
Philippines, DepEd-BLR

B. BOOKS AND OTHER REFERENCES

De Lara, R. (2011) Discovering Mathematics Today 3, Mandaluyong City, Philippines:
Merryland Publishing Corporation

Chingcuangco, O. & et.al. (2015) Mathematics Teacher’s Guide , Grade III, Quezon City,
Philippines, Book Media Press, Inc.& Mandaluyong City, Printwell, Inc.
.

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QUARTER I
Week 8

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 MATHEMATICS RESOURCE PACKAGE

Subject: MATH Grade Level: III

Date: __________________ Day : 4

The learner demonstrates understanding of addition and

Content Standard subtraction of whole numbers including money.

The learner is able apply addition and subtraction of

Performance Standard whole numbers including money in mathematical
problems and real-life situations.
Subtracts mentally 1- to 2 – digits numbers without and
Competency with regrouping using appropriate strategies. M3NS-
Ih33.5
I. OBJECTIVES
Knowledge: Tells how to subtracts mentally 1- to 2 – digits numbers
with regrouping using appropriate strategies.
Skills: Subtracts mentally 1- to 2 – digits numbers with
regrouping using appropriate strategies.
Attitude: Specifies the importance of speed with accuracy.
Subtracting Mentally 1- to 2 – Digits Numbers With
II. CONTENT
Regrouping Using Appropriate Strategies

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Pages Mathematics 3 TG pp. 106-113
2. Learner’s Materials Mathematics LM p.
Pages
3. Textbook Pages Discovery Mathematics of Today 3 pp. 52-53
4. Additional Materials
5. Learning Resources (LR)
Portal
B. Other Learning Flash cards, activity cards, charts, story problem chart,
Resources slating board

IV. PROCEDURE
A. Reviewing or presenting Choose two numbers from the box. Then determine their
the new lesson difference mentally. Write the number sentence you have
formed on the slating board.

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B. Establishing a purpose Say: Your mother brought 56 pieces of oranges and gave
for the lesson each of his 29 friends one each. Can you immediately
count the number of oranges left? (Yes)
How? (Subtracting mentally)
C. Presenting examples of a. Present a problem.
the new lesson Maria gathered 36 hair clips. If she gave 19 hair clips to her friend,
how many hair clips were left?
b. Ask the following questions:
1. What did Maria gather? (hair clips)
2. How many hair clips did she gather? (36 hair clips)
3. How many hair clips did she give to his friend? (19
hair clips)
4. How many hair clips does she have left? (17 hair clips)
5. Can you solve the problem mentally? (yes)
D. Discussing new concepts Ask: How are we going to solve the problem?
and practicing new skills What operation are we going to use?
#1 How can you solve 36 –19 mentally?
Is there regrouping to be done? (Use the compensation
strategy).
E. Discussing new concepts Use the compensation strategy.
and practicing new skills
#2

36 How can we make the subtrahend a multiple of 10?

-19 (Add 1 to it.) So, 19 + 1 = 20.

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36 What you did in the subtrahend , you also do in the

-20 minuend. So, 36+1=37

37 Subtract the numbers.

-20
17 Did we get the same difference?

Let us try another subtraction problem. e.g. 42 – 8 = ____

Using the compensation strategy, we add 2 to both
minuend and subtrahend.

F. Developing Mastery Perform the indicated operation. Give the answer orally.

G. Finding practical Survey of Favorite Fruits of Grade 3 Pupils

applications of concepts
and skills in daily living

Solve the following problems. Find the difference

mentally.
4) Do you like fruits? Are fruits nutritious and
beneficial to our health?
5) How many more pupils like guava than lansones?
6) How many more pupils like mango than
rambutan?
H. Making Generalizations Ask:
and abstractions about a. How do we subtract mentally with regrouping?
the lesson b. What do you do when using the “compensation
method”? (We make the subtrahend a multiple of ten, then
subtract. Then add to the difference the number you
added to the subtrahend.)
c. How do you improve the compensation method? (Add
the number you added to the subtrahend to the minuend
then subtract.)
I. Evaluating learning Match column A with the answer in column B. Write the
letter corresponding to your answer on your paper.

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J. Additional Activities for Subtract mentally. Write the letter of the correct answer.
application or
remediation

XI. REMARKS
XII. REFLECTION
A. No. of learners who ___ Learners earned 80% above
earned 80% in the
evaluation
B. No. of learners who __ Learners require additional activities for
require additional remediation
activities for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of ___Learners have caught up the lesson
learners who have caught
up the lesson
D. No. of learners who __ Learners continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method

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Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I ___ Bullying among pupils
encounter which my ___ Pupils’ behavior/attitude
principal and supervisor ___ Colorful IMs
help me solve? ___ Unavailable Technology Equipment (AVR/LCD)
___ Science/ Computer/Internet Lab
___ Additional Clerical works
___Reading Readiness
___Lack of Interest of pupils
G. What innovation or Planned Innovations:
localized material did I __ Localized Videos
use/discover which I __ Making use big books from
wish to share with other views of the locality
teacher? __ Recycling of plastics to be used as Instructional
Materials
__ local poetical composition
__Flashcards
__Pictures

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ATTACHMENT

Week 8 of Day 3

A. Match column A with the answer in column B. Write the letter corresponding to your
answer on your paper.

B. Subtract mentally. Write the letter of the correct answer.

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ANSWER KEY

A.

1. c
2. b
3. d
4. e
5. a

B.

1. b
2. d
3. d

REFERENCES

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A. DepEd INSTRUCTIONAL MATERIALS:

Canilao, A. & et.al. (2003) Learning Guide in Elem. Math. Grade III, Philippines, Deped-
Ateneo de Manila University

Chingcuangco, O. & et.al. (2015) Mathematics Teacher’s Guide , Grade III, Pasig City,
Philippines, DepEd-BLR

B. BOOKS AND OTHER REFERENCES

De Lara, R. (2011) Discovering Mathematics Today 3, Mandaluyong City, Philippines:
Merryland Publishing Corporation

Chingcuangco, O. & et.al. (2015) Mathematics Teacher’s Guide , Grade III, Quezon City,
Philippines, Book Media Press, Inc.& Mandaluyong City, Printwell, Inc.
.

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QUARTER I
Week 8

Subject: MATH Grade Level: III

Date: __________________ Day : 5

The learner demonstrates understanding of addition and

Content Standard subtraction of whole numbers including money.

The learner is able apply addition and subtraction of

Performance Standard whole numbers including money in mathematical
problems and real-life situations.
Estimates the difference of two numbers with three to
four digits with reasonable results. (M3NS-Ih-36)
Competency Subtracts mentally 1- to 2 – digits numbers without and
with regrouping using appropriate strategies. M3NS-
Ih33.5
I. OBJECTIVES
Knowledge: Estimates the difference of two numbers with three to four digits with
reasonable results.
Determines how to subtract mentally 1- to 2 – digits numbers without
and with regrouping using appropriate strategies.
Skills: Follows instructions carefully
Attitude: Tells the importance of being honest.
II. CONTENT Weekly Test

III. LEARNING RESOURCES

K. References
XIII. Teacher’s Guide Mathematics 3 TG pp. 106-113
Pages
XIV. Learner’s Mathematics LM p.
Materials Pages
XV. Textbook Pages Discovery Mathematics of Today 3 pp. 52-53
XVI. Additional
Materials
XVII. Learning
Resources (LR)
Portal
L. Other Learning Manila paper, pentel pen, paper, ballpen/pencil
Resources

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IV. PROCEDURE
a. Reviewing or Conduct a review of the lessons on:
presenting the new  Estimating the difference of two numbers with three to four
lesson digits with reasonable results.
 Subtracting mentally 1- to 2 – digits numbers without and
with regrouping using appropriate strategies.

b. Establishing a
purpose for the lesson Set standards in taking a test.
Ask: What should you do when you are taking a test?
( Do not cheat.)
How will you do it? ( by looking at ones paper only)
Whenever you’re in doubt, to whom will you
address your question? (to the teacher)
In this case, what does it show? (being honest)
c. Presenting examples
of the new lesson
d. Discussing new
concepts and
practicing new skills
#1
e. Discussing new
concepts and
practicing new skills
#2
f. Developing Mastery

g. Finding practical
applications of
concepts and skills in
daily living
h. Making
Generalizations and
abstractions about
the lesson
i. Evaluating learning A. Match column A with the answer in column B.
Write the letter corresponding to your answer on
your paper.

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B. Estimate the difference by rounding off the numbers to

the highest place value.
1. 548 (500) 2. 8,789 (9,000)
- 322 (-300 ) - 4,581 (-5,000)
( 200) (4,000)
C. Estimate the difference by rounding first the numbers
to the highest place value. Write > or < on the box.

j. Additional
Activities for
application or
remediation
XVIII. REMARKS
XIX. REFLECTION
A. No. of learners who ___ Learners earned 80% above
earned 80% in the
evaluation
B. No. of learners who __ Learners require additional activities for
require additional Remediation
activities for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of ___Learners have caught up the lesson
learners who have caught
up the lesson
D. No. of learners who __ Learners continue to require remediation
continue to require
remediation
E. Which of my teaching Strategies used that work well:
strategies worked well? ___ Group collaboration
Why did these work? ___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion

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___ Case Method

___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I ___ Bullying among pupils
encounter which my ___ Pupils’ behavior/attitude
principal and supervisor ___ Colorful IMs
help me solve? ___ Unavailable Technology Equipment (AVR/LCD)
___ Science/ Computer/Internet Lab
___ Additional Clerical works
___Reading Readiness
___Lack of Interest of pupils
G. What innovation or Planned Innovations:
localized material did I __ Localized Videos
use/discover which I __ Making use big books from
wish to share with other views of the locality
teacher? __ Recycling of plastics to be used as Instructional
Materials
__ local poetical composition
__Flashcards
__Pictures

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ATTACHMENT

Week 8 of Day 5

B. Match column A with the answer in column B. Write the letter corresponding to your
answer on your paper.

C. Estimate the difference by rounding off the numbers to the highest place value.

1. 548 2. 8,789
- 322 - 4,581

D. Estimate the difference by rounding first the numbers to the highest place value. Write >
or < on the box.

Prepared by: Mrs. Melanie C. Abrasado, Manjuyod 2 District