	MONDAY
I OBJECTIVES
Content Standard	Demonstrates understanding of the conversion of time, linear, mass, and capacity measures and area of square and rectangle.
Performance Standard	Able to apply knowledge in the conversion of time, linear, mass, and capacity measures and area of rectangles and squares in mathematical problems and real–life situations.
Learning Competency	Visualize, represents, and convert time measure from months to years and vice versa. M3ME – Iva -9
II CONTENT	Converting Time Measures: Months and Year and Vice-versa
III. LEARNING RESOURCES
*A. References*
1. Teacher’s Guide Pages	CG p.15 0f 18.
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from Learning Resources
*B. Other Learning Resources*
*IV. PROCEDURES*
A. Reviewing the previous lesson or presenting the new lesson	Weeks to Days
B. Establishing a purpose for the lesson	Sing the “ Months of the Year”.
C. Presenting Examples/instances of new lesson	Post the months in the calendar. And let's analyze it.
D. Discussing new concepts and practicing new skills #1	- What are the months of the year? - How many months in a year?
E. Discussing new concepts and practicing new skills #2
F. Developing mastery. (Leads to Formative Assessment)
G. Finding Practical applications of concepts and skills	LM Activity.
H. Making generalizations and abstractions about the lesson	How do you convert months to a year and vice versa?
I. Evaluating Learning	Complete the equations. 1. 3 years = ____ months 2. 36 months = ___ years 3. 1 and ½ years = __ months 4. 8 years = ___ months 5. etc.
J. Additional activities for application or remediation	LM Activity
*V. REMARKS*
*VI. REFLECTION*
A. No. of learners who earned 80% on the formative assessment
B. No. of Learners who require additional activities for remediation
C. Did the remedial lessons work? No. of learners who have caught up 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 that my principal or supervisor can help me solve?
G. What innovation or localized materials did I use/discover that I wish to share with other teachers?

Softcopy:

Degrees of Adjectives

Adjectives are words that describe or modify nouns or pronouns. They provide information about the size, color, shape, personality, and other characteristics of the subject. Adjectives have three degrees of comparison that indicate the degree of intensity or comparison between two or more nouns. These three degrees are positive, comparative, and superlative.

· Positive Degree

The positive degree of an adjective is the simplest form and is used to describe a noun without making any comparison.

Example: "The car is fast." In this sentence, "fast" is in the positive degree because it describes the car without comparing it to any other car.

· Comparative Degree

The comparative degree of an adjective is used to compare two nouns. It is formed by adding "er" to the end of the adjective or by using the word "more" before the adjective.

Example: "The cheetah is faster than the lion." In this sentence, "faster" is the comparative degree of "fast." Another example would be "The red car is more expensive than the blue car."

· Superlative Degree

The superlative degree of an adjective is used to compare three or more nouns. It is formed by adding "est" to the end of the adjective or by using the word "most" before the adjective.

Example: "The cheetah is the fastest animal on land." In this sentence, "fastest" is the superlative degree of "fast."

Another example would be "The red car is the most expensive car in the showroom.

Softcopy:

English 3 Quarter 4 Week 1 Making Comparison (positive, comparative, and superlative)

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Saturday, April 22, 2023

Daily Lesson Log (DLL) for Grade 3 Quarter 4 Week 2

Degrees of Adjectives

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