School: Grade Level: Grade 3

Teacher: Glynde C. Dela Cruz Subject: Mathematics

Date & Time: Quarter: 1st Quarter
I. OBJECTIVES

A. Content Standards The learner demonstrates understanding by accurately

identifying odd and even numbers.

B. Performance Standards The learner can sort numbers into odd and even categories
based on their properties.

C. Learning Competency Identifies odd and even numbers. (M3NS-IIIa63-a)

II. CONTENT
Identifying Odd and Even Numbers

III. LEARNING RESOURCES

A. References

1.Teacher’s Guide Pages Mathematics 3 pages 215 – 217

2.Learner’s Materials Pages Pages 242 – 244

3.Textbook Pages Pages 242 – 244

4. Additional Materials from

Learning Resources (LR) Portal)

B. Other Learning Resources Flashcards, Number Cards, Worksheets, Big Dice, Boxes

IV.PROCEDURES Teacher’s Activity Pupils’ Activities/Responses

A. Review Previous Lessons or The teacher will begin by

Presenting New Lesson reviewing the previous lesson
on dividing 2 – digit numbers,
with and without remainders
using an activity.
Activity: Solve Me

2 √ 12 4 √ 24

6 √ 13 8 √ 19

2 √ 10 2 √ 17

The teacher will call on

volunteers to solve division
problems at the front of the
class and determine which
problems have remainders and
which do not.
The teacher will ask the
following question:
What is the last digit of a
number that has a remainder? The last digit is 3, 7, 9.
(Review Organizer/Number
Cards)
B. Establishing purpose for the The teacher will show a dice to
Lesson the pupils and introduce a
game.
Game Activity: Sing and Roll
The mechanics of the game
are as follows: the dice will be
passed around by the pupils
while singing a song. When the
teacher says "stop," the pupil
holding the dice will go to the
front, roll it, and write the
number of dots shown on the
board. The game will continue
until there are a total of six
numbers written on the board.
After the game, the teacher will
ask the pupils the following
questions:
1. Which of the numbers 1. (Answer may vary)
written on the board
can be divided by 2?
2. Why do you think the
2. There is a remainder.
number(s) (number
may vary) is not
divisible by 2?
(The Use of Physical Items-
Realia, Games)

C. Presenting examples The teacher will divide the

/instances of the new class into two groups. Each
lessons group will receive a set of
objects, and their task is to pair
the objects in two.
GROUP 1 – 18 basketballs
GROUP 2 – 13 beach balls
After both groups have finished
pairing the objects, the teacher
will ask the following questions:
1. Compare the paired 1. Group 1’s object was
objects in Group 1 and paired equally while
Group 2. What is the Group 2 has one ball
difference between that doesn’t have a pair.
them? 2. Numbers that can’t be
2. The 13 beach balls paired/Odd Numbers.
couldn’t be paired 3. Numbers that can be
equally. What do you paired/Even Numbers.
think this type of
number is called?
3. The 18 basketballs
were paired equally.
What do you think this
type of number is
called?
 (Visual Clues, Groupings)

D. Discussing new concepts The teacher will display a table

and practicing new skills #1 with each last numbers
underlined.
2, 0, 6, 4, 8 are numbers that
can be paired equally. They
13, 27, 39, 25, 21 are called Even numbers.
12, 20, 16, 24, 18 3, 7, 9, 5, 1 are numbers that
can’t be paired equally. They
are called Odd numbers.

The teacher will ask the pupils

to identify the underlined digits
in the numbers and explain
what they are called.
The teacher will then discuss
what odd numbers and even
numbers are.
ODD NUMBERS – are
numbers that cannot be divided
evenly into an equal group.
Odd numbers end in 1, 3, 5, 7
or 9.
EVEN NUMBERS – are
numbers that can be divided
evenly into an equal group.
Even numbers end in 0, 2, 4, 6
or 8.
After the discussion, the
teacher will use flashcards with
numbers on them and ask the
pupils to identify whether each
number is ODD or EVEN.
(Deductive Method: Lecture,
Flashcards)

E. Discussing new concepts & The teacher will facilitate a

practicing and concern to game for the entire class.
(Answer may vary.)
new skills #2
The class will be divided into
two groups for the game.
Game Activity: Race the Odd
to Even!
In the Odd and Even Sorting
Race, teams race to correctly
identify and sort number cards
as odd or even within a set
time limit. Each team has two
bins, one labeled "Odd" and
the other "Even," positioned a
few steps from a central
"Number Pile" where number
cards are scattered. On "Go," a
 player from each team runs to
the pile, grabs a card, identifies
if it’s odd or even, and races to
place it in
the correct bin before tagging
the next teammate. Only one
player per team sorts at a time,
and each incorrectly sorted
card adds a 5-second penalty.
When time is up, teams stop
sorting, and the team with the
most correctly sorted cards,
after penalties, wins! Five
points will be added to the quiz
scores of the group who wins,
and three points for the other
group.
(The Use of Physical Items-
Realia, Games)

F. Developing Mastery (Leads The teacher will give seatwork

to Formative Assessment 3) to the pupils.
Seatwork 1: That’s Odd
Seatwork 1: That’s Odd
Direction: Encircle only the odd
Direction: Encircle only the odd
numbers in each group below.
numbers in each group below.
GROUP 1: 8, 15, 22, 39, 44,
GROUP 1: 8, 15, 22, 39, 44,
57, 68
57, 68
GROUP 2: 13, 26, 33, 40, 51,
GROUP 2: 13, 26, 33, 40, 51,
62, 75
62, 75
GROUP 3: 9, 18, 21, 34, 47,
GROUP 3: 9, 18, 21, 34, 47,
56, 63
56, 63

Seatwork 2: Call It Even

Seatwork 2: Call It Even
Direction: Underline only the
Direction: Underline only the
even numbers in each group
even numbers in each group
below.
below.
GROUP 1: 7, 12, 18, 25, 30,
GROUP 1: 7, 12, 18, 25, 30,
45, 50
45, 50
GROUP 2: 14, 21, 28, 33, 36,
GROUP 2: 14, 21, 28, 33, 36,
42, 49
42, 49
GROUP 3: 5, 20, 27, 32, 38,
GROUP 3: 5, 20, 27, 32, 38,
47, 54
47, 54

(Seatwork, Worksheets)

G. Making Generalizations & The teacher will ensure that the

Abstractions about the pupils understand the lesson
lessons on identifying odd and even
numbers by asking questions.
1. How can we tell if a 1. A number is Odd if it
 number is odd or even? can’t be paired equally
2. Why do you think it’s and the last digit is 1, 3,
useful to know if a 5, 7, 9. And a number is
number is odd or even? Even if it can be paired
Can you give an equally and the last
example? digit is 0, 2, 4, 6, 8.
3. Can you use odd and 2. Yes ma’am, it helps me
even numbers in other know if things can be
activities here in our shared fairly.
classroom? 3. Yes ma’am!
The teacher will ask the pupils
if they remember their lesson in
art, where they drew objects.
Some of them drew two
objects, while others drew five.
This illustrates that the concept
of odd and even numbers can
be found in other activities as
well.
(Subject Integration: Arts)

H. Finding Practical The teacher will ask the pupils

Applications of concepts if they have ever tried sharing
and skills in daily living food or toys with someone,
whether it be a classmate, a
sibling, or someone they know.
1. What did you do when
you shared your food or 1. Ma’am I made sure that
toys with them? we both got some food.
2. Did you both have 2. Yes ma’am, so it’s fair.
equal portions of the 3. Ma’am I will ask her if
food or toy? she wants it or we can
3. If there is still one piece split it in half.
of food or one toy left,
what would you do?
(Values Integration: Importance
of sharing.)

I. Evaluating Learning Quiz Test I.

Test I. Direction: Sort the numbers
given below by identifying
Direction: Sort the numbers
whether they are odd or even.
given below by identifying
Write your answers in the
whether they are odd or even.
provided table.
Write your answers in the
provided table. 12 27 15 24
12 27 15 24 73 36 48 51
73 36 48 51 60 39
60 39
ODD EVEN
ODD EVEN
 Test II. Test II.
Direction: Look at each number Direction: Look at each number
below. below.
Circle "ODD" if the number is Circle "ODD" if the number is
odd. odd.
Underline "EVEN" if the Underline "EVEN" if the
number is even. number is even.

1. 27 ODD EVEN 11. 27 ODD EVEN

2. 36 ODD EVEN 12. 36 ODD EVEN
3. 14 ODD EVEN 13. 14 ODD EVEN
4. 51 ODD EVEN 14. 51 ODD EVEN
5. 37 ODD EVEN 15. 37 ODD EVEN
6. 28 ODD EVEN 16. 28 ODD EVEN
7. 11 ODD EVEN 17. 11 ODD EVEN
8. 15 ODD EVEN 18. 15 ODD EVEN
9. 60 ODD EVEN 19. 60 ODD EVEN
10. 43 ODD EVEN 20. 43 ODD EVEN

(Self – modified activities)

J. Additional activities for Assignment 4: Odd and Even

application or remediation Number Art
1. Draw a tree with 10
apples on it.
2. Write a different
number from 1 to 20 on
each apple.
3. Color the apple red if
the number is odd and
yellow if the number is
even.

V.REMARKS

VI. REFLECTION

A. No. of learners who earned

80% in the evaluation

B. No. of learners who requires

additional acts for
remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners who
caught up with the lessons

D. No. of learners who

continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did this work?

F. What difficulties did I

encounter which my
principal/supervisor can
help me solve?

G. What innovations or
localized materials did I
used/discover which I wish
to share with other
teachers?