9:55 – 11:15 Math III – 1 1:00 - 2:20 Math III - 2 I. Objective: * Compare values of the different denominations of coins and bills through P1000 Value: Gratitude II. Subject Matter: Comparing values of the different denominations of coins and bills through P1000 References: BEC PELC – I A. 4. 3. Materials: Philippine money, play money, flashcards, charts III. Procedure: A. Preliminary Activities: 1. Drill: Write greater than, less than or equal to the following a. P50.00 __ P100.00 b. 2 ten peso bills __ P30.50 2. Review: Write the money values in symbols. a. nine hundred fifty pesos and fifty centavos b. seven hundred seventy-eight pesos and twenty five centavos 3. Motivation: Did you also receive Christmas gifts from your godparent? What did you say after you receive such gift? B. Developmental Activities: 1. Presentation: a. Last Christmas Edmar’s godparents gave him P500 P100P100 P50 . Allyssa’s godparents gave her P1 000 Edmar received P750 while Alyssareceived P1000. Let us compare the amounts. Use >, < or =. Which is more, 750 or 1000?

Which is less? 2. Guided Practice Compare the following. Write >, < or = 1. P 955 ____ P 595 2. P 1 000 ____ P 100 3. P 99 ____ P59 4. P 678 ____ P 876 5. P 498 ____ P 894 3. Generalization: How do you compare money values? C. Application Compare the following. Write >, < or =. 1. P50 P10 P100 ____ P20 P20 P100 P10 2. P500 P500 ____ P1 000 P10 P30 3. P10 P10 P500____ P50 P50 P20 P200 P200 4. P5 P500 ____ P200 5. P100 ____ P50 P20 P10

IV. Evaluation: Write <, > or = on the blank 1. seven 10 peso bills ___ P800 2. P200 ___ twenty, 10 peso bills 3. four 50- peso bills ____ P200 4. ten 100-peso bills ____ P900 5. two 500-peso bills ____ P800

V. Assignment: Write the amount that is: 1. P100 greater than P623.50 _____ 2. P300 greater than P500.00 _____ 3. P50 greater than P 645.50 _____ 4. 400 greater than P1000.00 _____ Result: III – 1 ___ or ___% of the pupils got 75% Level of performance

III – 2 ___ or ___% of the pupils got 75% Level of performance

9:55 – 11:15 Math III – 1 1:00 - 2:20 Math III - 2 I. Objective: Read and write Roman Numbers from L to C II. Subject Matter: Reading and writing Roman Numbers from L to C References:BEC PELC – I A 5.1.1 Materials: charts, picture of a ranch Value: Love and care for animals III. Procedure: A. Preliminary Activities: 1. Drill: Compare the values of the following. Use >, < or = 1. P565 ___ P400 + P165 2. P250 ___ P360 3. P500 ___ P456 2 Review: Game between Boys and Girls (The first to complete changing the numbers to Roman or Hindu wins the game.)

3. Motivation: Show a picture of a ranch. Ask something about it. What can be found inside it and who takes care of them? How rancher does takes care of the animals? B. Developmental Activities: 1. Presentation: Animal | Roman Numeral | Hindu-Arabic Numerals | Sheep | XCIX | 99 | Cow | C | 100 | Goat | LXXXVII | 87 | Carabao | LXXV | 75 | a. Lead the class in reading the chart. Ask: How do we write 87 in Roman numbers? What symbol comes first? A symbol of higher value or a symbol of lower values? What do we do with the value? Add or subtract? How do we write 99 in Roman Numbers? 2. Guided Practice Match column A with column B A B 1. LXXX a. 51 2. LI b. 62 3. LXII c. 73 4. LXXIII d. 80 5. LXXXIV e. 84 3. Generalization: How do we find the value of a roman number for L to C? C. Application Write the answer in Roman numerals 1. Ruby used 25 stones. Ed used doubled that number. How many stones did they used in all? Write the sum In Roman Numeral. 2. Jim has P94.00. How do you write 95in Roman numerals? IV. Evaluation: Match column A with column B. A. B. 1. 67 a. 68 2. 78 b. 96 3. 89 c. LXVII 4. XCVI d. LXXXIX 5. LXVIII e. LXXVIII Result:
III – 1 ____ or ____% of the pupils got 75% level of performance III – 2 ____ or ____% of the pupils got 75% level of performance

9:55 – 11:15 Math III – 1 1:00 - 2:20 Math III - 2 I. Objective: Read and write Roman numbers for C to D II. Subject Matter: Read and write Roman numbers for C to D References: BEC PELC – I A 5.1.2 Materials: Textbooks, chart, trees drawn on an illustration board Value:Taking care of the sea III. Procedure: A. Preliminary Activities: 1. Drill: (Roman numeral I to L) Game “Picking Fruits” (Two groups) Call on pupils and ask them to pick fruits whose back bears Roan numerals. If the child read it correctly he gets the fruit. The group with the most number of fruits picked is the winner. 2. Review: Write true if the statement is correct. If false correct the Roman numerals. a. XCIX = 99 b. XCIV = 96 c. LXXXV = 85 3. Motivation: What do you notice in our sea? Is it still clean? Who contributed much on the pollution of our sea? What should you do to lessen the sea pollution? B. Developmental Activities: 1. Presentation: a. The pupils of Paye Elementary School through the guidance of the teacher-in-charge, Mr. Galileo L. Go participated in the Worldwide Coastal Clean-Up Day. He asked them to make a listing of the waste they picked. The listing is as follows.

Waste Materials | Roman Numerals | Hindu-Arabic Numerals | Candy wrappers | CDXCV | 495 | Cans | CCCLXXVIII | 378 | Shampoo sachet wrappers | CCLIV | 254 | - Ask: Did the pupils of Paye Elementary School show care sea? - Ask: How do we write 495 in Roman Numerals? 2. Fixing Skills: Write the following numbers in Roman Numerals. 1. 456 2. 148 3. 500 3 Generalization: How do we write 100, 200, 300, 400 and 500 in Roman numerals? Up to how many time are we allowed to repeat C? IV. Evaluation: Write the answer in Roman numerals 1. Of the 1035 registered voters in Brgy. Maligaya 555 are males. How many are females? 2. Ruby had 1240 pineapples to sell. He sold 912 of them. How many pineapples were left? 3 MangKardo sold 1000 coconuts. Five hundred twenty-one of them were young coconuts. How many were not young coconuts? Result:
III – 1 ____ or ____% of the pupils got 75% level of performance III – 2 ____ or ____% of the pupils got 75% level of performance

9:55 – 11:15 Math III – 1 1:00 – 2:20 Math III - 2 I. Objective: * Read and write Roman numbers from D to M II. Subject Matter: Reading and write Roman numbers from D to M References: BEC PELC – I A 5.1.3 Materials: chart, meta cards Value: Active Participation III. Procedure: A. Preliminary Activities: 1. Drill: Change the following to Hindu-Arabic Number a. LI c. LXXVI b. LXXV d. C 2. Review: Answer the following. a. What is 100 in Roman Numerals? b. CLX is ___ in Hindu-Arabic c. What will you add to C to make it 300? b. Motivation: Song: Math Time (It’s a small World) B. Developmental Activities: 1. Presentation: Items | Hindu-Arabic Numerals | Roman Numeral | Greeting Cards | 900 | CM | Ballpen | 800 | DCCC | Pencil | 700 | DCC |

a. Before closing of the year, Mr. Cruz make a listing of the unsold items in the bookstore. b. Lead the pupils in reading both numbers. Ask: What is the symbol for 900? What comes first the symbol with greater value or smaller value? 2. Guided Practice Give the missing numbers 1. CMXCIV = 900 + ____ + 9 = ____ 2. CMXLV = ____ + 40 + 5 = _____ 3. Generalization: What is the symbol for 600, 700, 800, 900, and 1000? What did we add to D to make 600, 700, and 800? What Process is involved here? What did we put before M to make it 900? What process is used here? D. Application Direction: Change the following to Roman Numeral 1. 654 2. 786 3. 945 4. 513 5. 983 IV. Evaluation: Change to Roman Numerals 1. 875 2. 623 3. 642 4. 901 5. 835 Result:
III – 1 ____ or ____% of the pupils got 75% level of performance III – 2 ____ or ____% of the pupils got 75% level of performance

9:55 – 11:15 Math III – 1 1:00 - 2:20 Math III - 2 I. Objective: * Add 4 to 5 digit numbers up to four addends with sums up to 100 000 without regrouping in short from II. Subject Matter: Adding 4 to 5 digit numbers up to four addends with sums up to 100 000 without regrouping in short from References: BEC PELC – I B. 1. 1. 1. Materials: textbooks, flashcards, picture, Place value chart Value: Cleanliness III. Procedure: A. Preliminary Activities: 1. Drill: Addition Basic Facts 5 + 9 = 8+3 = 7 + 8 = 8+9= 2 Review: Find the sum 3214 7845 3847 + 4623 + 2023 + 2120 3. Motivation: Show a picture of a clean community. How would you help maintain cleanliness in your community? How about in our school? B. Developmental Activities: 1. Presentation: a. Present this problem In response to the government’s “Clean and Green” campaign, the Boy and Girl Scouts of the Linis-Ganda elementary School held a tree planting activity. They planted 5143 narra seedling, 5000 mahogany seedlings, 3010 molave seedlings and 4835 ipil – ipil seedlings. How many seedling did they plant at all? b. Lead the pupils in analyzing the word problem. Thousands | Hundreds | Tens | Ones | 5 5 3 4 | 1 0 0 8 | 4 0 1 3 | 3 0 0 5 |

Do the steps one by one. Add the ones 5 143 5 000 3 010 4 835 8 Add the tens 5 143 5 000 3 010 4 835 88 Add the hundreds 5 143 5 000 3 010 4 835 988 Add the thousands 5 143 5 000 3 010 4 835 17 988 d. Present more examples 2. Guided Practice Add 11 302 + 11 511+ 12 021+ 12 121 3. Generalization: How do we add 4 to 5 digits number up to four addends? Where do we start doing? C. Application Add: 52 345 90 000 25 036 82 101 80502 52121 60 231 93230 10210 +92 320 + 60122 + 12 230 IV. Evaluation: Write the number in column, then add 1. 63 114 + 21 020 + 22 431 = ______ 2. 31 124 + 22 101 + 31 310 + 13 001 = ______ 3. 25 040 + 13 102 + 61 213 + 11 213 = ______ Result: III – 1 ____ or ____% of the pupils got 75% level of performance III – 2 ____ or ____% of the pupils got 75% level of performance 9:55 – 11:15 Math III – 1 1:00 – 2:20 Math III – 2 I. Subtract 4-digit numbers from 5-digit numbers with regrouping in the ten thousands place II. Subtracting 4-digit numbers from 5-digit numbers with regrouping in the ten thousands place BEC PELC I. C. 1.1.3.4 Problem chart, flashcards Value: Wise choice of leader III. Learning Activities A. 1. Drill Basic subtraction facts 2. Review 7 349 - 826 B. Presentation In an election, Mr. Santos received 21, 785 votes. His opponent, Mr. Gomez received 9,465 votes. How many more votes did Mr. Santos receive than Mr. Gomez? a. Who were the candidates in the story problem? How many votes did Mr. Santos receive? How many votes did Mr. Gomez receive? Who won in the election? How many more votes didi Mr. Santos receive than Mr. Gomez? What process are we going to use to get the answer? What will be our number sentence? b. Let a pupil write the number sentence on the board. 21 785 – 9 465 = N c. 21 785 Subtract the ones first - 9 465 Subtract the tens 12 320 Subtract the hundreds Subtract the thousands. Can you subtract them? Why not? -Regroup 1 ten thousands to the thousands place. -Rename the thousands. -Then subtract the ten thousands place. - Bring down the digit that was left in the ten thousands. -How many more votes did Mr. santos receive than Mr. Gomez? Did we also get the same difference? 2. Guided Practice Write the following in column then subtract. 1. 73 864 – 7 321 2. 65 492 – 8 252 3. 51 276 - 3 214 3. Generalization How do we subtract numbers with regrouping in the ten thousands place? C. Application The table below shows the accumulated points of NCR, Region 4 and Region 3 during the Palarong Pambansa. Palarong Pambansa Team Scores | Team | Points | NCR | 12 535 | Region 4 | 8 302 | Region 3 | 9 421 | 1. Which team scored the highest point? The lowest points? IV. Evaluation Direction: Do what is asked. 1. Subtract 4 312 from 73 852 2. What is 26 321 – 9 120 ? 3. Take away 7 313 from 42 763 4. What is 5 235 less than 51 659 ? 5. How much more is 36 859 than 8 312 ? Result: III – 1 ____ or ____% of the pupils got 75% level of performance III – 2 ____ or ____% of the pupils got 75% level of performance 11:15 – 11:30 Remediation / Writing I. Write the name of days in a week II. Writing the names of days in a week III. Procedure 1. Preparation 2. Giving instruction 3. Writing Proper 4. Checking of papers

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