School Grade Level Grade Three

Teacher Learning Area MATH

Time and Date Quarter Q1,W3-D1

I.OBJECTIVES
A. Content Standard The learner demonstrates understanding of whole numbers up
to 10 000,ordinal numbers up to 100th , and money up to PhP
1000.
B. Performance The learner recognizes and represents, ordinal numbers up to
Standard 100th in various forms and contexts.
C. Learning Identifies ordinal numbers from 1st to 100th with emphasis on the
Competencies/ 21st to 100th objects in a given set from a given point of reference
Objectives (Code) M3NS-Ic-16.3
Identifies ordinal numbers from 1st to 50th with emphasis on the
21st to 50th objects in a given set from a given point of reference
M3NS-Ic-16.3
II. CONTENT Identifying ordinal numbers from 1st to 100th with emphasis on
the 21st to 100th objects in a given set from a given point of
reference
Identifying ordinal numbers from 1st to 50th with emphasis on the
21st to 50th objects in a given set from a given point of reference
III. LEARNING
COMPETENCIES
A. References C.G. p.31
1. Teacher’s Guide T.G. 28-31
pages
2. Learner’s L.M. 35-39
Materials pages
3. Textbook pages
4. Additional Pictures taken from clipart,
Materials from LR Portal
B. Other Learning Chart, meta cards, picture cut- outs, show-me-board
Resources
IV. PROCEDURE Advance Learners Average Learners
A. Reviewing previous A. Drill:
lesson or presenting the Arrange the ordinal numbers in increasing order.
new lesson 1. 3rd, 1st, 5th, 12th ,16th ____,_____,_____,____,____
2. 11th,9th, 17th, 7th, 4th ____,_____,_____,____,____
Arrange the ordinal numbers in decreasing order.
3. 16th, 12th, 18th, 21st,16th ____,_____,_____,____,____
4. 13, 8th, 4th, 14th, 19th ____,_____,_____,_____,____

B. Presentation of the new lesson.

Call on twenty-five pupils to form a line in front. Name the pupils

according to their order in the line.

Ask:
Who is the 1st pupil in the line? 5th ? 18th ? 22nd ? 25th ?

56
B. Establishing a purpose Present the list of Grade III Class.
for the
lesson Ask:
How many pupils are there in the class?
Who is the 1st pupil in the list? 5th ? 10th? 19th ? 23rd ? 25th ?
How are the pupils arranged?
Why do you think it is arranged that way?
Ask the pupils to write the ordinal numbers on the board.

C. Presenting Study the pattern in these set of ordinal numbers.

Examples/instances of the 1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10t
h
new lesson
t th th t t t t t t
11 12 13 14 15 16 17 18 19 20t
h h h h h h h h
st n r t t t t t t
21 22 23 24 25 26 27 28 29 30t
d d h h h h h h h

31st 32n 33r 34t 35t 36t 37t 38t 39t 40t
d d h h h h h h h
st n r t t t t t t
41 42 43 44 45 46 47 48 49 50t
d d h h h h h h h

In what number is st added? nd? rd? th? What can you say
about the ordinal numbers 11th ,12th , 13th?

D.Discussing new concepts Say: In ordinal number, st is added to all numbers ending in 1
and except for 11, nd for all numbers ending in 2 except for 12 and rd
practicing new skills for all numbers ending in 3 except for 13.For numbers 4,5,6,7,8,9
and 0 ending, th is added.

Study the pattern. Give the missing ordinal number, making the
first given number as your point of reference.
1. 21st , 22nd, 23rd, ____, 25th , ____, 27th ,28th ,___, 30th
2. 31st , ____, 33rd , 34th , 35th, 36th, ____, ____,39th , 40th
3. 41st , 42nd, ____, 44th , ___, 46th , 47th , 48th , 49th, ___

E. Discussing new concepts Group Activity: Group Activity:

and practicing new skills Study the sentence below. Give the Give the pattern in the
#2 word taken from the sentence using following numbers:
The as point of reference based from
its position. 1. 21___
2. 29___
3. 32___
4. 45___
5. 50___

57
 The industrious and active pupils
happily cleaned the school grounds.
T i a a p h c t s g
h n n c u a l h c r
e d d ti p p e e h o
u v il p a o u
s e s il n o n
tr y e l d
i d s
o
u
s
2 2 2 2 2 2 2 2 2 3
1 2 3 4 5 6 7 8 9 0
st n rd th th th th th th th
d

… … … … … … … … … …
.. .. .. .. .. .. .. .. .. ..

31st ________ 40th _____________

34th ________ 46th _____________
35th ________ 50th_____________

• What kind of pupils are they?

• How do they clean the
surroundings?
• What character traits did the
pupils show?
F. Developing Mastery Fill in the chart with the missing ordinal numbers from 21st -50th .

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
11t 12t 13th 14t 15th 16th 17th 18th 19th 20th
h h h
s
21 22 24t 26th 27th 28th 29th
t nd h

32 33rd 36th 37th 38th 40th

nd

41s 43rd 45th 47th 49th 50th

t

58
G. Finding practical application Group Activity: Group Activity:
of concepts and skills in
daily living (Provided with cut out materials) Match the whole
Make a pattern to show the order of number to its pattern to
each object from 21st to 50th. make it an ordinal
Direction: Fill in the blanks with the number.
correct ordinal numbers/pictures in the A B
chart. 1. 28 a. st
2. 31 b. rd
Ex. 3. 43 c. nd
4. 32 d. th

21s 2 23 24 25
t rd th th
2
nd

(source: clipart) Pair Activity:

Look for your partner.
Pupil A- Holds a card
Pair Activity: with a
whole number
Pupil A- Gives orally the ordinal written in
number. it.
(Ex. Forty-fifth) (Ex. 46)
Pupil B- Gives the
Pupil B- Write the ordinal number in pattern that
symbols suits to the
in a show-me-card. given whole
(Ex. 45th) number of
pupil A.
(Choices:
st,nd,rd,th)

H. Making generalization and

abstraction about the lesson
What is an ordinal number?
(Ordinal number is a number that tells the position of something
in a list,such as 1st,2nd,3rd, etc.)

I. Evaluating Learning Study the sentence below. Identify the Identify the missing
word taken from the sentence using ordinal number.Write
The as point of reference based from your answers on the
its position. blank.
Write your answers on the blank. 1. 21st, 22nd, ____
2. ___, 28th, 29th
The ten active SPG Officers lead in 3. 33rd , ___, 35th
cleaning the surroundings. 4. 48th, 49th, ____
1 2 3 4 5 6 7

8 9 10

59
 T t a S O l i c t s
h e c P ff e n l h u
e n ti G i a e e r
v c d a r
e e n o
r i u
s n n
g d
i
n
g
s
2 2 2 2 2 2 2 2 2 3
1 2 3 4 5 6 7 8 9 0
st nd rd th th th th th th th

… … … … … … … … … …
.. .. .. .. .. .. .. .. .. ..

1. 31st ______
2. 43rd ______
3. 29th ______
4. 35th ______
5. 50th ______

J. Additional activities for Fill in the blanks with the correct ordinal numbers.
application or remediation 1._____ , 16th, 17th ,18th, 19th,____
2. 30th,31st,____,33rd,34th
3.___,47th,48th,49th,_____
4. ____22nd,23rd,24th,_____
5. 25th,26th,____,28th,29th,____

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who
require additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up the with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?

60
 G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

School Grade Level Grade Three

Teacher Learning MATH
Area
Time and Date Quarter Q1, W3-D2

I. OBJECTIVES
D. Content Standard Demonstrates understanding of whole numbers up to 10 000,
ordinal numbers up to 100th, and money up to Php 1000.
E. Performance Recognizes and represent, ordinal numbers up to 100th in
Standard various forms and contexts.
F. Learning Identifies ordinal numbers from 1st to 100th with emphasis on the
Competencies/ 21st to 100th objects in a given set from a given point of
Objectives (Code) reference.
M3NS-Ic- 16.3
Identifies ordinal numbers from 51st to 100th with emphasis on
the 51st to 100th objects in a given set from a given point of
reference.
M3NS-Ic- 16.3
II. CONTENT Identifying ordinal numbers from 1st to 100th with emphasis on
the 21st to 100th objects in a given set from a given point of
reference.
Identifying ordinal numbers from 51st to 100th with emphasis on
the 51st to 100th objects in a given set from a given point of
reference.
III. LEARNING
COMPETENCIES
B. References C.G. 69
4. Teacher’s Guide T.G. 28-31
pages
5. Learner’s L.M. 35-39
Materials pages
6. Textbook pages Mathematics for Everyday Life Grade 4. 2000. pp. 12-13
7. Additional LRMDS MODULE, Proded Math 4A and 4C- Ordinal Numbers
Materials from
LR Portal
C. Other Learning Chart, meta cards, picture cut-outs, calendar
Resources
IV. PROCEDURE Advance Learners Average Learners
A. Reviewing previous A. Review
lesson or presenting the Checking of assignment
new lesson B. Drill
Look at the letters of the alphabet. Then, fill in the blank with the
correct answer.

1. _____is the 11th letter. 2. _____ is the 15th letter.

3. _____ is the 20th letter. 4. _____is the 18th letter.

61
B.Establishing a purpose for Ask: Have you experienced falling in line during recess or meal
the lesson time in the school canteen? What should you observe when
falling in line?

Let them give other similar situations and ask the importance of
falling in line in these situations.

Let the pupils form a line in alphabetical order and let them
identify their ordinal position.
C Presenting Examples/ Study these ordinal numbers. Look for a pattern in identifying
instances of the new lesson ordinal numbers from 51st to 100th.

1st 2nd 3rd 4th 5th 6th 7th 8th 9th 10th
11th 12th 13th 14th 15th 16th 17th 18th 19th 20th
21st 22nd 23rd 24th 25th 26th 27th 28th 29th 30th
31st 32nd 33rd 34th 35th 36th 37th 38th 39th 40th
41st 42nd 43rd 44th 45th 46th 47th 48th 49th 50th

51st 52nd 53rd 54th 55th 56th 57th 58th 59th 60th
61st 62nd 63rd 64th 65th 66th 67th 68th 69th 70th
71st 72nd 73rd 74th 75th 76th 77th 78th 79th 80th
81st 82nd 83rd 84th 85th 86th 87th 88th 89th 90th
91st 92nd 93rd 94th 95th 96th 97th 98th 99th 100th
D.Discussing new concepts Say: In ordinal numbers 1st (first), 21st ( twenty-first), 31st (thirty-
and practicing new skills #1 first), 41st (forty-first), we used the pattern st. What other
numbers do you use the st pattern?

Look at the table. Identify the pattern used in the following ordinal
numbers:

______ _______ _______ ______ _____

st nd rd th
51 52 53 54 55th
61st 62nd 63rd 64th 65th
71st 72nd 73rd 74th 75th
81st 82nd 83rd 84th 85th
91st 92nd 93rd 94th 95th
What other numbers do you use the nd, rd, th pattern?
E.Discussing new concepts Group Activity: Complete the table by A. Group Activity: What
and practicing new skills #2 filling the correct pattern for these patterns will use in
numbers. these numbers?
51st 52nd 53___ 54th 55th
1. 51______
61st 62___ 63rd 64th 65th
2. 74______
71st 72nd 73__ 74th 75th 3. 83 ______
4. 92 ______
81st 82nd 83rd 84__ 85th
5. 100______
91st 92nd 93__ 94th 95__

62
F.Developing Mastery Pair Activity: Write the Pair Activity: Write the number
number words for each words for each ordinal numbers
underlined ordinal above. above.

G.Finding Practical application Group Activity: Find Me!

of concepts and skills in daily a. Group the pupils into five groups.
living b. Setting standards in doing group activity.
c. Distribute flashcards with symbols and number words from
51st to 100th.
Group 1 – 51st to 60th
Group 2 – 61st to 70th
Group 3 – 71st to 80th
Group 4 – 81st to 90th
Group 5 – 91st to 100th
d. Let each group paste the cards and its name words on the
board in ascending order.
e. The first group to assemble the ordinal numbers correctly wins
the game.
H.Making generalization and What are ordinal numbers?
abstraction about the lesson What are the patterns used in identifying ordinal numbers?
I.Evaluating learning Match the ordinal numbers to its number words.
A. B.
th
____1. 67 a. ninety - third
____2. 93rd b. eighty-first
____3. 72nd c. one hundredth
____4. 81st d. sixty – seventh
e. seventy-second

J.additional activities for Fill in the blanks with the correct ordinal numbers.
application or remediation 1._____ , 56th, 57th ,58th, 59th,____
2. 60th,61st,____,63rd,64th
3.___,87th,88th,89th,_____
V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% in the evaluation
B. No. of learners who
require additional activities for
remediation.
C. Did the remedial lessons
work? No. of learners who
have caught up the with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did these work?

63
 F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

School Grade Level Three

Teacher Learning Area Math
Time and Date Quarter Q1,W3-D3

I.OBJECTIVES
G. Content Standard The learner demonstrates understanding of whole numbers up
to 10 000, ordinal numbers up to 100th, and money up to
PhP1000.
H. Performance The learner is able to recognize, represent, compare, and order
Standard whole numbers up to 10 000, and money up to Php1000 in
various forms and contexts.
I. Learning Recognizes coins and bills up to PhP 1,000
Competencies/ M3NS-Ic-19.2
Objectives (Code)
II. CONTENT Recognizing Coins and Bills up to PhP 1,000

III. LEARNING
COMPETENCIES
D. References CG p. 8
8. Teacher’s Guide p. 32-35
pages
9. Learner’s p. 40-44
Materials pages
10. Textbook pages
4. Additional Materials
from LR Portal
B. Other Learning Philippine money or play money ( bills and coins ) flashcards ,
Resources charts , activity sheets
IV. PROCEDURE Advance Learners Average Learners
A. Reviewing previous Skip count by 5’s , 10’s , Count numbers orally through
lesson or and 100’s through 1000. 100.
Presenting the new lesson

64
B. Establishing a Using flashcards, let pupils read the Are you familiar with the different bills
purpose for the following and pick the correct bill or and coins that we have in the
lesson coin that corresponds to each. Philippines?
Here is a table of the Philippine coins
five and bills.
pesos Show to the pupils the different coins
and bills and let them identify it.
twenty-five Bills
centavos
ten centavos

one peso

Coins

C. Presenting Here’s Adrian’s savings. Count the coins and bills he has.
Examples/instancesof
the new lesson

Name the coins and bills that Adrian has.

D. Discussing new - What are the coins and bills These are the coins and bills that
concepts and that Adrian has? Adrian has.
practicing new skills Have the pupils recognize the paper
#1 bills by its markings, face and color.

- What do you notice in each of

the Philippine coins and bills?

65
 - Do they have pictures of
heroes and past president of
the Philippines?
- Who are the president shown
in the bills? Heroes shown in
the coins?
- What is the value of 3 bills
with blue color? With red
color? With orange color?
With gold color?
Value Infusion: ( Thriftiness )
What is the importance of saving money?
E. Discussing new Group Activity
concepts and Group 1 – Give the color of each coins and bills then write the amount in
Practicing new skills symbol. (Advance Learners)
#2

Group 2 – Give the name of the heroes of each coin and bill then write the
amount in words. (Advance Learners)

Group 3 – Identify the following

coins and bills by writing the amount in figure.
(Average)

Group 4 – Put a check (/) if the amount in words is written in symbols

correctly, otherwise, write a cross (X).
_________1. Twenty-five pesos

_________2. One hundred one pesos

_________3. One thousand pesos

_________4. Fifty pesos

66
 _________5.
Five centavos

Across the Curriculum – (AP)

Who is our National Hero? How can you be a hero in your own way?
F. Developing Ask the pupils to bring out their show Show the following coins and bills.
Mastery me board. Tell them to write the Call on pupils to give the value of
value of the coin and bill that you will these coins and bills.
show to them.

1 5
0

fifty pesos One hundred pesos

Five hundred pesos

One thousand pesos

G. Finding Practical Read and solve the problem.

application of Theresa e and Kim Ivy went to the Department Store. Theresa bought a
concepts and skills in T-shirt costs P 75.00. Kim Ivy bought a pair of socks costs P 46.50. How
daily living much does Kim Ivy and Theresa spend?
H. Making What features of the coins/paper bill How are the coins and bills different
generalization and will help you identify or recognize it? from one another?
abstraction about the
lesson
I. Evaluating Learning Recognize coins and bills by matching the paper bill and coins with the
names of the heroes printed on the bill.
Column A Column B

1. a. Benigno Aquino and Corazon Aquino

2. b. Emilio Aguinaldo

3. c. Manuel L. Quezon

4. d. Jose Rizal

J. Additional activities Identify the paper bill and coin. Cut a picture from a magazine. Ask
for application or help from your parents to determine
remediation the amount of the item. Write the
amount in symbol.

67
V. REMARKS
VI. REFLECTION
A. No. of learners
who earned 80% in
the evaluation
B. No. of learners
who require
additional activities
for remediation.
C. Did the remedial
lessons work? No. of
learners who have
caught up the with
the lesson.
D. No. of learners
who continue to
require remediation.
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation
or localized materials
did I use/discover
which I wish to share
with other teachers?

68
School Grade Level THREE
Teacher Learning Area MATHEMATICS
Time and Date Quarter Q1,W3-D4

I. OBJECTIVES
Content Standard 1.The learner demonstrates understanding of whole numbers
up to 10 000,ordinal numbers up to 100th , and money up to
PhP1000.
2.The learner demonstrates understanding of addition and
subtraction of whole numbers including money
Performance 1.The learner is able to recognize, represent, compare ,and
Standard order whole numbers up to 10 000, and money up to PhP1000
in various forms and contexts.
2.The learner is able to recognize and represent, ordinal
numbers up to 10th in various forms and contexts.
3.The learner is able to apply addition and subtraction of whole
numbers including money in mathematical problems and real-
life situations.

Learning Reads and writes money in symbols and in words through

Competencies/ PhP1 000 in pesos and centavos. M3NS-Ic-20.2
Objectives (Code)
Reads and writes money in symbols and in words through PhP
500 in pesos and centavos. M3NS-Ic-20.2
II. CONTENT Reading and writing money in symbols and in words through
PhP1 000 in pesos and centavos. M3NS-Ic-20.2

Reading and writing money in symbols and in words through

PhP 500 in pesos and centavos. M3NS-Ic-20.2
III. LEARNING
COMPETENCIES
References Curriculum Guide, page 69
Teacher’s Guide pages TG, pp. 35-39
Learner’s Materials pages LM, pp 35-39
Textbook pages
Additional Materials from LR LRMDS Module, Mathematics 4, Expressing/Writing Money as
Portal Pesos and Centavos
Other Learning Resources Photos of Money credit to Connie C. Pago, chart, flashcards,
PowerPoint presentation, play money, real objects, show me
boards
IV. PROCEDURE Advance Learners Average Learners
A. Reviewing previous Review:
lesson or presenting the new
lesson The teacher shows real / paper money to review the pupils in
recognizing the money denominations in Philippine peso
through PhP 500.00.
Call on pupils to give the value of each bill and coin.

a.

b.

69
 c.

d.

e.

B. Establishing a purpose for Group Activity:

the lesson Buy Me!
a. Group the pupils into three.
b. Teacher shows real objects of different items on the board
with prices in it.
c. Pupils will be given play money or real money.
d. They will be given enough time to count the money on hand
and let them buy the items shown in exact amount.
e. Teacher check if the amount of money given by the group is
correct. Let the pupils write the amount in symbols and words.
f. The group with the most number of correct items, will be
declared as winner.
Ask: Who among you go with your mother in the market or
mall? What did you buy? Do you enjoy helping your mother?
Why?
C. Presenting Examples/ Carla, a grade three pupil helped her mother bought school
instances of the new lesson supplies in the store. After buying an item, mother asked Carla
to count the change given by the cashier. Carla noticed that
the change given were paper bills of different colors and coins
of different sizes. Call on one pupil to read the different money
denominations counted by Carla.
Ask: How much is the change counted by Carla?

Ask a pupil to write on the board the total amount of money in

symbol.
Let another pupil write the amount in words.
D. Discussing new concepts 2. Analysis and Discussion
and practicing new skills #1 Teacher writes the amounts on the board and have pupils read
them.
Lead the class to total the amounts. Let the class read the total
amount.

Say: The total amount is ______.

Valuing: What kind of child is Carla?

70
 Do you want to be like her? Why?

Ask the pupils the following questions:

How many paper bills did mother receive? How many
coins?
What are the different features of each bills and coins?
What is the total amount of change?
How do we write the amount of money in different
denominations?
What is the importance of using the peso sign in writing
money in symbol?
E. Discussing new concepts 3. Performing the Activity
and practicing new skills #2 Group Activity:
Play COUNT ME IN.
a. Group the pupils into 3.
b. Distribute cards or strip of papers with amount or features of
money denominations.
c. Ask the pupils to write the amount of money in symbols and
in words.
d. Call on one representative of each group to present their
outputs.
e. The group with the most number of correct answers wins
the game.

1.

2.

3.

4.

5.

F. Developing Mastery 4. Processing the Skills

(Leads to Formative Pair Activity:
Assessment 3) Pair Activity: Teacher shows the
a. Read the cost of each item. following money
Write the amount in words. Note: denomination. Call on
Teacher can use real objects pupils to write the amount
/items. (handicrafts) in symbols and in words.

71
 a.

PhP 467.00 PhP 345.50

b.

c.

PhP 550.00
d.
b. Read the given amount of
money and write it in symbols.
e.
five hundred three pesos

four hundred seventy

five pesos and twenty
centavos

G. Finding practical Read the given problem. Write the given amount of money in
applications of concepts and symbols or in words.
skills in daily living
Nico, a grade three pupil received PhP 500.00 from his
father. He went to a store and spent two hundred pesos to buy
a new bag. Now, he has three hundred pesos left.
H. Making generalizations How do we read and write money in symbol and in words
and abstractions about the through PhP 1000?
lesson What are the symbols in writing money in pesos and
centavos?

Remember, the peso sign ( ) is used in writing pesos and

centavos. The decimal point, which is read as “and”, separates
the pesos from the centavos.

I. Evaluating learning Read and write the given amount of money in symbols and in
words or vice versa.

four hundred sixty-eight Php 450.50

pesos
PhP 569.45 Three hundred twenty pesos

72
J. Additional activities for Read and solve the given Match the amount in words
application or remediation problem. with that of the amount in
* Assignment/Agreement Every lunch time, Ruther figures.
(______minutes). eats at the cafeteria since the A
Fill-in below any of the four food there is cheaper compared B
purposes to the food sold in the store 1. Thirty-six pesos
• Reinforcing / outside the school. Complete the a. 9.15
strengthening the following menu by writing the 2. Two hundred pesos
day’s lesson prices in figures of the prices b. 120.00
• Enriching / inspiring given. 3. Forty-five pesos
the day’s lesson Rice - four pesos and fifty c. 36.00
• Enhancing / centavos per serving 4. Nine pesos and fifteen
improving the day’s Menudo – twenty-five pesos and centavos
lesson fifty centavos per serving
• Preparing for the new Soup - two pesos and twenty- d. 200.00
lesson five centavos per bowl 5. One hundred twenty
Leche Flan - six pesos and pesos
ninety-five centavos per slice
Rice __(1)_ e. 45.00
Menudo __(2)__
Soup __(3)__ f. 3.60
Leche Flan __(4)
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional activities
for remediation.
C. Did the remedial
lessons work? No. of
learners who have caught up
the with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well? Why
did these work?
F. What difficulties did I
encounter which my principal
or supervisor can help me
solve?
G. What innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

73
School Grade Level Three
Teacher Learning Area Mathematics
Time and Date Quarter Q1,W3-D5

I. OBJECTIVES
Content Standard 1.The learner demonstrates understanding of whole
numbers up to 10 000, ordinal numbers up to 100th, and
money up to PhP1000.
2.The learner demonstrates understanding of addition and
subtraction of whole numbers including money
Performance Standard 1.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.
2.The learner is able to recognize and represent, ordinal
numbers up to 10th in various forms and contexts.
3.The learner is able to apply addition and subtraction of
whole numbers including money in mathematical problems
and real-life situations.
Learning Competencies/ Reading and writing money in symbols and in words
Objectives (Code) through PhP1 000 in pesos and centavos M3NS-Ic-20.2

Reading and writing money in symbols and in words from

PhP501 through PhP1 000 in pesos and centavos
M3NS-Ic-20.2
II. CONTENT Reading and Writing Money in Symbols and In Words
Through PhP1 000 in Pesos and Centavos

Reading and Writing Money in Symbols and In Words From

PhP501 through PhP1 000 in Pesos and Centavos.
III. LEARNING COMPETENCIES
References
Teacher’s Guide pages TG page 69
Learner’s Materials pages LM pages 35-39
Textbook pages
Additional Materials from LR
Portal
Other Learning Resources Power point presentation, charts, pictures (Photo credit to
Mrs. Iren C. Corre), play money (pre assigned), real money,
real vegetables, cut outs
IV. PROCEDURE Advance Learners Average Learners
A. Reviewing previous lesson or a. Checking of Assignment a. Checking of Assignment
presenting the new lesson b. Drill: b. Drill:
1. Reading numbers using 1. Reading numbers using
the power point. power point.
Call 2 pupils to stand at the Flash the numbers to pupils
back. Flash each number and read them orally in
using power point. The first chorus.
to read correctly will step
forward. The first to reach
the designated line wins. Sample numbers:
Then, call another pair of
pupils. 10 20
00 0
0 74
 Sample numbers:
30
265
53 8 0
What does heart represent?
9 4 If there is love in a family,
Name the shapes used 0in what can you say?
each number? Can you
name other shapes? 2.Spelling:
2. Spelling: Write the correct spelling of
Write the correct spelling of the following number in
the following number in words
words 1.two
1.twenty 2.eight
2.eighty- one 3.four
3.forty 4.sixteen
4.sixty- five 5.one
5.ninety
c. Review:
Using real money, recognize the different values of the
different denominations of Philippine coins and bills up to
PhP1 000.
Call individual pupil to recognize.
B. Establishing a purpose for the Motivation: Motivation:
lesson Play the relay game, “Super Matching type;
Sale”. Match the price of the
Form two groups of five vegetables written in
members each. Give each symbols to its corresponding
group a vegetable with a words.
price. Put a tray of coins A B
and bills in front. Each 1)
member of the group will a. Thirty pesos
get a coin or a bill from the
tray then goes back to Php15.00
his/her group for the next
player to do the same.
Follow the same procedure 2.) b.Fifteen
for the other item. The first Php25.00 Pesos
group to get the amount
equivalent to the tag price
3. c. Twenty
of each item wins.
Php30.00 pesos

4) d.Ten pesos
Php20.00
PhP 30.00

Php 15.00 5) e. Twenty-five.

Php10.00 pesos

(Photo Credits to Iren C.

Corre)

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 Why do we need to eat these
vegetables?

Php 20.00

PhP 25.00

PhP 10.00
(Photo Credits to Iren C.
Corre)

Why do we need to eat

these vegetables?

C. Presenting examples/instances Presenting the Lesson:

of the new lesson Read the situation
Marilyn accompanied her mother in marketing. After buying
an item, mother got her change of several paper bills and
coins.
Mother: Marilyn count the change if it is correct.
Marilyn: Yes, Mother.
Mother: How much is the change?
Marilyn: I am confused, could you help me count Mother?
I have noticed that the change given were paper bills of
different colors and coins of different sizes.
Mother: Sure. Let’s count the change.
Paper bills:
5 orange bills 2 red bills
1 yellow bill
Coins:
5 silver color coins
3 gold color coins
Comprehension Question:
1. Who accompanied mother in marketing?
2. What did mother told Marilyn to do?
3. Did Marilyn count the change correctly? Why?
4. If you were Marilyn would you also asked help in
counting the change? Why?
5. Is it important to count the change before leaving the
counter? Yes or No?

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D. Discussing new concepts and A. Going back to the situation presented, let us help Marilyn
practicing new skills #1 count the change. Call pupils to read the bills and coins.
How much is the change in all?

Take a look at the different denominations of paper bills

and coins

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E. Discussing new concepts and What paper bills and coins were included in the change
practicing new skills #2 counted by Marilyn? Count the number of each kind of
paper bills and coins and write the partial amount.
PhP100 PhP100 PhP500 PhP5 PhP15
Add the total amount. How will you write the total amount of
change in symbol? How will you write the total amount in
words?
Let the class read, the total amount of change. (seven
hundred twenty pesos)
(Php720.00)
What is the symbol for peso? Centavo?

F. Developing mastery (leads to A. Put strips of paper under A. Put strips of paper under
Formative Assessment 3) pupil’s chair before the class pupil’s chair before the class
starts. Tell one pupil to look starts. Tell one pupil to look
under his/her chair and read under his/her chair and the
what is written, while class will be the one to read
another pupil writes it on the what is written, while call a
board. Check if it was read volunteer pupil to writes it on
and written correctly. Do the the board. Check if it was
same with the rest of the read and written correctly.
strips. Emphasize that the Do the same with the rest of
decimal point is read as the strips. Emphasize that
“and”. the decimal point is read as
Examples: “and”.
Examples”
Php954.25
Php900.00

Php840.50
Php700.00

Php612.40
PhP650.50

Six
hundred PhP500.00
seventeen
pesos and
ninety PhP700.50
centavos

Eight Nine
hundred hundred
twenty - sixty
two pesos pesos and
and fifty fifty
centavos centavos
PhP600.00

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B. Group the pupils into four. B. Group the pupils into four.
Give each group an activity Give each group an activity
card. card.

Group I Group I
Distribute play money to Distribute play money to
pupils to buy the items. pupils to buy the items.
Go to the school canteen Go to the school canteen
and buy the food item that and buy the food item that
can afford the money given can afford the money given
to your group. to your group.
Food Items Price Food Items Price
Banana PhP10.00 Banana PhP10.00
Cue Cue
Camote PhP5.00 Camote PhP5.00
Cue Cue
Kinalingking PhP5.00 Kinalingking PhP5.00
Biniribid PhP5.00 Biniribid PhP5.00
Tabog- PhP5.00 Tabog- PhP5.00
tabog tabog
Group II
Write the following amount Group II
of money in words Write the following amount
1.Php567.25 of money in words
2.Php658.00 1.Php500.20
3.Php980.90 2.Php600.50
4.Php869.00 3.Php900.00
Group III 4.Php510.00
Write the following amount
of money in symbols Group III
1.Six hundred twenty- seven Write the following amount
pesos of money in symbols
2.One hundred sixty -four 1.Two hundred pesos
pesos and fifteen centavos 2.Three hundred pesos and
3.Eight hundred pesos and twenty centavos
fifty centavos 3.Four hundred pesos
4.Three hundred pesos and 4.Five hundred pesos
seventy -five centavos
Group IV Group IV
Draw the different Draw the different
denominations of paper bills denominations of paper bills
and coins and write the and coins and write the
corresponding amount. corresponding amount

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G. Finding practical applications of Read the paragraph. Read the paragraph.
concepts and skills in daily living A.1. Mang Kanor join the A.1. Mang Kanor join the
fisherman in fishing last fisherman in fishing last
Saturday afternoon.Several Saturday afternoon.Several
“baňeras of bolinao was “baňeras of bolinao was
caught. He has given a caught. He has given a
share of one pail of bolinao share of one pail of bolinao
as his “heras”. He sold it to as his “heras”. He sold it to
Mang Ikoy amounting to Mang Ikoy amounting to
Php700.00. Php700.00.
How will you write
Write Php700.00 in words. Php700.00 in words? Select
your answer from the given
choices:
a) Seven hundred pesos
b) Seven and one hundred
pesos
c) Seven pesos
d) Seven and ten pesos

H. Making generalizations and How do we read and write money in symbol through
abstractions about the lesson Php1000?

I. Evaluating learning Evaluation: Evaluation:

A. Read the following A. Read the following
amount of money. amount of money.
1. Php920.00 1.Php900.00
2. Php782.00 2.Php700.00
3. Php893.00 3.Php800.00
4. Php925.50 4.Php900.50

B. Write the following B. Write the following

amount of money in amount of money in
symbols. symbols.
1.Nine hundred sixteen 1.Nine hundred pesos
pesos 2.Six hundred pesos
1.Six hundred Eighty-five 3.Seven hundred pesos
pesos 4.Nine hundred pesos and
2.Seven hundred thirteen twenty- five centavos
pesos and twenty-five
centavos
3.Nine hundred twenty-two
pesos twenty centavos

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J. Additional activities for Assignment: Assignment:
application or remediation Complete the table below. Complete the table below.
Write the amount of money Write the amount of money
in words or in symbol. in words or in symbol.
Write the Write the Write the Write the
amount in amount in amount in amount in
words symbols words symbols
1. . PhP641.05 1. . PhP600.00
2.Seven 2.Seven
hundred hundred
sixty- four pesos and
pesos and twenty
thirteen centavos
centavos 3. Php500.05
3. Php505.05

V. REMARKS

VI. REFLECTION
A. No. of learners who earned
80% in the evaluation
B. No. of learners who require
additional activities for
remediation.
C. Did the remedial lessons work?
No. of learners who have caught
up the with the lesson.
D. No. of learners who continue to
require remediation.
E. Which of my teaching strategies
worked well? Why did these work?
F. What difficulties did I encounter
which my principal or supervisor
can help me solve?
G. What innovation or localized
materials did I use/discover which
I wish to share with other
teachers?

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