School Grade Level : lll

DETAILED
Teacher Nuñez, Karylle Ramos Learning Area : Mathematics
LESSON PLAN
Teaching Dates and Time Quarter : Third

I. Objectives
Part that refers to the learning area based on
A. Content Standard facts, concepts and procedures that students
need to learn.
Part that describes the abilities and skills that
learners are expected to demonstrate in
B. Performance Standard
relation to the content standards and
integration of the 21st century skills.
Pertain to the knowledge, skills and attitudes
that students need to demonstrate in a lesson.
C. Learning Competency
(Cognitive, Affective and Psychomotor
Domain)
Topic or Subject Matter that pertains to the
II. Content
particular content that the lesson focuses on
References and other learning resources that
III. Learning Resources
the teacher will use for the lesson
A. References:
1. Teacher’s Guide pages
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resource (LR) Portal
B. Other Learning Resource Printed, Flashcards, Boxes
TEACHER’S STUDENTS’
ACTIVITY ACTIVITY
IV. Procedures Contains 10 parts
A.Reviewing previous lesson (Routinary Activities)
Greetings
“Good Morning Class!’
“Good Morning ma’am!”
Prayer
“Remain standing, we will have our prayer."
"_____ can you please lead our prayer?”

“Amen!’ “Amen!”

Setting of Class Standards

“Before you may seat down, can you arrange your chair and pick up the trashes under your
chair."
“Before we start our discussion, what are your need to do during our discussion?" “Seat properly and focus on the discussion.”
“Correct, what else?” “Listen properly.”
“Correct, is there anything else?” “Do not make unnecessary noices if it is not
“Exactly! Okay, do not make unnecessary noises because it can interrupt your classmates our turn to speak.”
while answering. How about if you want to answer?” “We will raise our hands.”
“Very Good! I'm happy that you still remember our classroom rules.”

Checking of Attendance
“Is there anyone absent from our class today?” “Nobody is absent from our class today.
“Very Good! Since no one is absent from our class today, give yourself a clap.” *Clap*

Checking of Assignments
“I ask you to do your assignment right? “Yes ma’am!”
"Exchange notebook with your seatmate. Check your assignment carefully. Here are the
answers…”
(Checking of assignment)
1. What is asked?
2. What is given?
3. What is the operation to be used?
4. What is the hidden question
5. What is the number sentence? “Yes ma’am!”
“Are you done checking?”
“Wow! Your scores are impressive. It seems that you really understood our topic yesterday.”

Review h
 “It is all about “Solving problems involving
division and any of the other operations of
“Okay, Before we start our new topic, let's have a review first about your assignment whole number?”
yesterday. What was again our topic yesterday?” - Understand
“Correct, Is there anyone who can give the steps in sove problems involving division and any - Plan
of the other operations of whole number?” - Solve
"Very Good! What else?” - Check and look back
“Very Good! It seems that you really understood our topic yesterday."
“Give yourself a clap!”
*Clap*
*Clap*
B. Establishing a purpose for the lesson
Motibasyon
“Various object ma’am”
“Since were done reviewing our topic yesterday, we will now move on to our new topic, but
“It is all about numbers of object ma’am”
before that I have a picture to show for all of you. [Apple (1), Ball (2), Star (3), Square (4)]
“Based on the picture I have shown, what it is all about?”
According to _____ what do you think will be our topic today?”
“Good Job! Your answer are all correct. Give yourself a clap.”
“Our topic for today is all about ‘Identifies odd and even numbers.’
Objectives
“Read our objectives.”
D. Presenting examples/ instances of the new lesson
“Today, for our new topic, we will have first a task, copy the puzzle on your paper. Color the
odd numbers red. Then color the even numbers green.”

Shows instances of the content and

competencies; part where concepts are
clarified

E. Discussing new concepts and practicing new skills #1 Teachers prepare good questions for this part.
“I’m going to write the following numbers on the board and you need to encircle the even” The teacher will listen to the answers of
learners to gauge if they understood the
 lesson. If not, then they re-teach.
F. Discussing new concepts and practicing new skills #2
“Now to make you more satisfied with our topic, we will have a task. I will divide you in groups
and I will distribute flashcard to each groups and I will ask you to identify even numbers in
sequence using this. Two points. I will only give you five minutes to finish it.”
“Are we clear class?”
*The students will work their perspective
“Times up!”
groups*
“Very Good! Give yourself a clap!”
G. Developing mastery (leads to formative assessment 3)
“Okay, we will have again a task to make you more satisfied. I will only give you three minutes
74, 76, 78, 80, 82, 84, 84
to finish it.”
91, 93, 95, 97, 99
Instruction: Write the next seven even number after seventy-two in sequence.
Write the next five even number after eighty-nine in sequence.
H. Finding practical applications of concepts and skills in daily living.
Instruction: Mrs. Chin’s class will join a program. She told her learner’s to fall in line in pair. If
she has 24 learner’s in her class, will each learners find a partner? How about if she has 23
learners would everyone have a pair?
Among the given numbers above, which one is an odd number or whish is an even
number?
*Yes ma’am!”
“We will do this in eight minutes minutes. Did you understand?”

*clap*
“Great! Give yourself a clap.”
“It plays a big role in math skills”
Based on the activity that we did, what do you think it is important to know odd and even
numbers?”
“Ti know this information prior, make learning
“What else? How about you _____?”
rules simpler.”
“Very Good! Did you understand now what is odd and even numbers?”

I. Making generalizations and abstractions about the lesson

“Yes ma’am!”
Activity: Copy the numbers in your paper. Determine whether the number is odd or even.
 1. Even
2. Even
3. Odd
4. Odd
5. Odd
6. Odd
7. Even
8. Even
9. Even
10. Odd
11. Odd
12. Even
13. Even
14. Even
15. Odd

J. Evaluating Learning
“Okay, we will have a quiz, three points each, we will do this in five minutes.”
“Whoever can answer the questions correctly, will have an additional points.”
“Are you ready class?” “Yes ma’am!”
Instruction: Distinguish between odd and even numbers.
1. Is one even or odd? 1. Odd
2. Is two even or odd? 2. Even
3. Is sixty-one even or odd? 3. Odd
4. Is eighty-two even or odd? 4. Even
5. Is 27 even or odd? 5. Odd
6. Is 70 even or odd? 6. Even
“Okay, exchange notebook with your seatmate. “
(Checking of quiz)
“Impressive! Most of you got a perfect score”
“It seems that you really understood our topic today.”
K. Additional activities for application or remediation.
“And for your assignment, copy this on your notebook.”
Instruction: Copy the following numbers on your paper. Write whether it is odd or even.

1. 79
2. 123
3. 599
4. 1398
5. 2204

“If your done, stand up and let's pray .”

“Amen!”
“Amen!”
"Bye ma'am!”
“Bye! Have a nice day!”

Requires teachers to reflect on and assess

V. Remarks
their effectiveness.
VI. Reflection