HOLY CROSS COLLEGE STA. ROSA, N.E., INC.

DEMONSTRATION LESSON PLAN IN MATHEMATICS 3

I. OBJECTIVES
At the end of the lesson, with at least 80% proficiency, the students should be able to:

a. identifies odd and even numbers. (M3NS-IIIa-63)

b. demonstrate a positive attitude towards learning about odd and even numbers by actively participating
in class discussions.
c. Create
II. SUBJECT MATTER
Topic: Odd and Even numbers
References: Olay, J. (2020). Math3 Q3 module 1 identifying odd and even numb - mathematics quarter 3 –
module 1 : Identifying odd. Studocu. https://www.studocu.com/ph/document/university-of-luzon/filipino-sa-piling-
larangan/math3-q3-module-1-identifying-odd-and-even-numb/50201168
Materials: power point presentation, laptop, pictures, mango, pen, whiteboard,
Strategies: Critical thinking
III. PROCEDURE

Teacher’s Activity Learner’s Activity

A. Preliminary activity
 Prayer

Let us first begin our day with a prayer.

Annaliza, kindly lead the prayer. Yes, Ma’am.
Everyone let us bow down our heads and acknowledge the
presence of the Lord.

Our Father who art in heaven, hallowed be thy name. Thy

kingdom come. Thy will be done on earth as it is in
heaven. Give us this day our daily bread, and forgive us
our trespasses, as we forgive those who trespass against
us, and lead us not into temptation, but deliver us from evil.
Amen.
Hail to the cross, our only hope!

 Greetings

Good morning, students! Good morning teacher, it’s nice to see you!

 Classroom Management

Now class, before you seat in your respective

chairs, please pick up only trash near your
seats and make sure to arrange your chairs
neatly.

 Checking of Attendance

Now, let us check the attendance.

Who is absent today? None, Ma’am
That’s great!

B. Review

We had already finished discussing about division.

Before we move on to the next topic, let us have a
recall of what is division.

What is Division?
Rica? Division is the inverse of multiplication.
Good job, Rica!
Let’s study the example: Divide 630 by 6

What is the dividend?

Yes, Diana? 630, Ma’am.
Correct!

What is the divisor?

Yes, Jasmin? 6, Ma’am.
Very good!

Class, 630 ÷ 6?

Do not forget the 4th steps:

Divide
Multiply
Subtract
Bring down

Who wants to answer the problem 630 ÷ 6 on the

board?
Anyone in the group?
Yes, Lady? (The student is solving a division problem on the board)
That’s correct, Lady!

Congratulations everyone for answering all of

questions. That’s only proves that you have listen and
recall our past discussion last meeting.

C. Motivation

Okay class, let us play a game. Are you all excited?

Yes, we are!
But before we proceed to our game, let’s have an
energizer first. I’ll do it first then after I finish, it’s your
turn. Understand?
Yes, Ma’am!
(The teacher is doing the energizer)
Okay class, it’s your turn. Stand up.
(The students are doing the energizer)
Alright class, let’s play a fun game called “Open the
Basket”
1. Four pair students will join hands, forming four
separate “baskets”. Each basket should have two
students holding hands. The remaining students will
stand outside the baskets.
2. I will say, “Open the baskets!” Only one student can
enter each basket. Any students who don’t find an
empty basket will sit down.
3. After the first round, remove one pair of students
who were forming a basket. Now there are only three
baskets.
4. Repeat the process from step 2. I will say, “Open the
Baskets!) Again, only one student can enter each
basket. Students without a basket will sit down. Keep
removing one basket after each round.
5. The game continues until only one basket remains
with one student inside it.

Did you understand class?

Yes, Ma’am!
But before that, I’ll show you how to play. Khristelle and
Yani, please stand up! You two will be our first
“basket.” Baby Jane and Romelyn, please stand up
too. You two will try to get into the basket.
When I say “Open the baskets!”, Baby Jane and
Romelyn will race to get into the basket formed by
Khristelle and Yani. Whoever doesn’t make it into a
basket will have to sit down. They sit down.

Okay, Let’s You need to be quick and find an empty basket before all
other students.
Two students make a pair.
What happens to students who can’t find a basket?

How can you avoid sitting down?

How many students make a pair?

D. Lesson Proper

Today, our topic is all about the odd and even

numbers.

Numbers can be categorized into 2 unique identities.

No matter how small or great the value of a certain
number is it can still be identified as either an odd or Yes, Ma’am!
an even number.
Even numbers are numbers that can be divided exactly by
2.
What is even number?
Can you please read, Nicole?

Thank you, Nicole!

Even numbers are those numbers that ends in 0, 2, 4,

6, 8.

Example: 804
It ends in a 4, therefore, it’s even.

Another example: 12, 38, 454, 788, 3562, 6540 354, Ma’am!

Can you give me another example?

Anyone in the group?
Yes, Magdalene?
5678, Ma’am!
Very good, Magdalene!
Another example?
Yes, Kyla?
Correct!

Even numbers can be easily sorted into even pairs.

(ex. shoes, socks, hands and feet)
 Yes, Ma’am!
Odd numbers are numbers that cannot be divided exactly
by 2.
What is Odd number?
Can you please read the description of it, Annalyn?

Thank you, Annalyn.

Odd numbers are those numbers that ends in 1, 3, 5,

7, 9.

Example:

Mangoes, Ma’am!

3, Ma’am!
What kind of fruit are these?
Yes, Denisse?
How many mangoes are these? Yes, Ma’am!
Yes, Marjorie?
You are all correct!
Class, let’s give them a Jollibee clap! (The students are doing the Jollibee clap)
I’ll do it first, and then you all join in after me.
Is that clear?
(The teacher is doing the Jollibee clap)
Now, it’s your turn my dear students. Stand up!
Thank you, class. You may now sit down.

Another example: 11, 35, 759, 253, 1935, 1897 567, Ma’am!

Can you give me another example?

Raise your hand if you want to answer.
Yes, Yani? 7659, Ma’am!
Correct!

Another example?
Yes, Jerome?
Very good.
All of your answers are correct.

The best and seemingly the easiest way to identify

whether a number is an odd number or an even
number is to look at the end number or the number in
its ones place value (if the number has two or more
digits).

Yes, Ma’am!
Example: Is 1024 even or odd?

It ends in a 4, therefore, it’s even.

Do you understand the difference between odd and

even numbers? Yes, we’re ready!

Okay, since you understand the difference between Yes, Ma’am.

odd and even numbers, let’s try identifying them using Mrs. Chin’s class will join a program. She told her learners
word problem. to fall in line in pair. If she has 24 learners in her class, will
Are you ready to give it a try? each learner find a partner? How about if she has 23
learners, would everyone have a pair?
Can you please read the word problem, Meiryll?

23 is an odd number, and 24 is an even number.

Among the given numbers above, which one is an odd

number or which is an even number?
Anyone in the group?
Yes, Christine?
Good job, Christine! None, Ma’am!
Do you have any questions, class?

E. Application

Since everybody has learned and understands odd Yes, Ma’am!

and even numbers, you will now have an activity to
answer. Yes Ma’am, we are!
Are you all excited?
I can’t here you. Again, are you all excited?
There you go!

Now, let us proceed to your activity. This is called the

“Guessing Game”.

Direction: Answer the questions in a sheet of paper.

1. I am an even number more than 15 but less than 17.
2. I am an odd number between 4 191 and 4 195.
3. I am the sum of the greatest odd one digit number
and the greatest even one digit number.
4. What is the sum of even numbers less than 30?
5. What kind of number is the sum of two even
numbers?
6. What kind of number is the sum of two odd
numbers?
7. What kind of number is the sum of an odd number
and an even number?
8. I am an odd number between 1 008 and 1 013.
9. The sum of 2 consecutive even numbers is 26. What
are the numbers?
10. I am the greatest 3-digit number that has all of the
following characteristics: I am an odd number. The sum
of my digits is 21. Each digit is different.
11. I am an odd number greater than 122 but less than
125.
12. I am the largest odd number less than 600.
13. I am an even number greater than 1 396 but less
than 1 400.
14. I am an even number greater than 2 202 but less
than 2 205.
15. I am an odd number less than 80 but greater than
77.

Even numbers are numbers that can be divided exactly by

F. Summary 2.
Odd numbers are numbers that cannot be divided exactly
Class, if you have learned our discussion, what is the by 2.
difference between odd and even numbers?
Yes, Kaycee?

46 and 678, Ma’am!

Very good!

Can you give me two examples of even numbers?

Anyone?
Yes, Mailyn?
79 and 357, Ma’am!
That’s great!

Can you give me two examples of odd numbers?

Anyone?
Yes, Dannah?
Good job, Dannah!

Class, even numbers are numbers that can be divided

by 2. Think of them as pairs. You can always group
even numbers into sets of two. Even numbers always
end in 0, 2, 4, 6, 8.
Odd numbers are numbers that cannot be divided by 2.
They always have one leftover when you try to make
 pairs. Odd numbers always end in 1, 3, 5, 7, 9.

None, Ma’am!
Take note that you can quickly tell if a number is odd or
even just by looking at the last digit.

Do you have any questions, clarifications or

suggestions, class?

IV. EVALUATION

A. Directions: Determine whether the number is odd or even.

_____ 1.) 22
_____ 2.) 900
_____ 3.) 58
_____ 4.) 773
_____ 5.) 59
_____ 6.) 7 407
_____ 7.) 5
_____ 8.) 6 586
_____ 9.) 99
_____ 10.) 1 290
_____ 11.) 701
_____ 12.) 7 052
_____ 13.) 838
_____ 14.) 1 813
_____15.) 454

B. Directions: Supply each blank with a correct odd number to complete the sequence.
1.) 20, _____, 22, 23, 24, _____, 26, 27, 28, _____, 30
2.) 100, _____, 110, _____, 120, _____, 130, _____, 140
3.) 3, 6, 9, 12, ___, 18, ___, 24, ___, 30

C. Directions: Supply each blank with a correct even number to complete the sequence.
1.) 1 191, _____, 1 193, _____, 1 195, _____, 1 197
2.) 101, 104, 107, _____, 113, _____, 119, _____, 125
3.) 5, 10, 15, _____, 25, _____, 35, _____, 45, _____, 55

V. (HOMEWORK)

List down at least 20 odd numbers, and 20 even numbers.

Prepared by:
CIARA J. JUAN
Student-Intern

Checked by:

MS. MICHELLE DAIGDIGAN, LPT

Cooperating Teacher

Approved by:

MR. KENT E. GARCIA, LPT

FS1-PEC Instructor