Weekly Lesson Plan (ILAW) — Mathematics 3
Term 1 · Week 7 · Number and Algebra
This is the English copy of a Filipino document. Grade 3 is taught in the mother tongue under MTB-MLE — this is the last year of it — so
lesson-plan-ilaw.mdis the version a Grade 3 teacher actually uses and the one to treat as authoritative. This copy exists for school heads, division supervisors, and anyone checking the plan who does not read Filipino. The class sentence stays in Filipino throughout, because that is what the children say aloud.
| Learning Area | Mathematics |
| Grade Level | Grade 3 |
| Term / Week | Term 1, Week 7 |
| CG source | Quarter 1, competency 12 (p. 34) |
| Format | ILAW — the format set by DO No. 009, s. 2026 for SY 2026–2027 |
| Duration | 5 sessions × 45 minutes |
| Medium of instruction | Filipino (first language) — the last year of MTB-MLE |
ILAW = Intensiyon (Intentions) · Larangan ng Karanasan (Learning Experiences) · Ang Pagtataya (Assessment) · Wakas at Susunod na Hakbang (Ways Forward). For Day 1 at full depth, see
lesson-plan.md.
⚠️ The ILAW structure below is this repository's reading. The official template was not obtained; see
source-catalogue.md. The content is verified against the CG. The form is not verified.
I — INTENTIONS
Competency, quoted from the CG
12. round numbers to the nearest ten, hundred, or thousand.
What has to change in the child's mind this week
Every question in Mathematics until now has had one correct answer. Rounding is not like that. It does not ask what is correct — it asks which is nearer.
And that question says something a digit rule cannot answer:
100 ←———————————— 149 ——→ 200
49 away 51 away
149 is nearer to 100. Not 200. But many children will point at the 4, think "five and up", and answer 200 — or worse, round first to the nearest ten (150) and then to the nearest hundred (200). Two steps, and a wrong answer.
This is called chain rounding, and it is the whole week. Neither step is wrong on its own; the sequence of the two is what is wrong. Rounding is always done once only, from the original number.
The class sentence:
"Alin ang mas malapit?" — which is nearer?
Objectives for the week
By the end of Friday, at least 80% of learners can:
- Find the two candidates — the multiple below and the multiple above
- Show the number on a number line between the two
- Measure which is nearer, and say the distance to each
- Avoid chain rounding — always from the original number
The fourth objective is the lesson. The first three are procedure. A child who learns to round correctly but does it twice has procedure without understanding, and will get product estimation wrong in Grade 4.
Competencies and values
| Critical thinking | Asking "to the nearest what?" before rounding |
| Communication | Saying the two distances out loud: "forty-nine against fifty-one" |
| Honesty (EsP) | Rounding is not lying. It is saying what is close enough, and saying how close as well |
II — LEARNING EXPERIENCES
Day 1 · Which is nearer? — 45 minutes
Full script in lesson-plan.md.
| Part | Min | What happens |
|---|---|---|
| Prior knowledge | 5 | Place value in 4 731 from Week 6 |
| Purpose | 6 | 149 on the board. "Which is nearer — 100 or 200?" Take a vote. Do not settle it yet |
| Presentation | 7 | Draw a number line from 100 to 200. Place 149. Measure the two distances: 49 and 51 |
| Worked example | 5 | The answer is 100. Write the two distances under the line |
| Guided | 5 | 151 on the same line. Distances: 51 and 49. Answer: 200 |
| Independent | 5 | Four numbers, same line, same two questions |
| Generalisation | 7 | The class sentence, twice |
| Exit question | 5 | One number, three roundings |
Day 2 · The nearest ten — 45 minutes
| Part | Min | What happens |
|---|---|---|
| Review | 5 | The class sentence, without looking at the board |
| Presentation | 12 | To the nearest ten the line is shorter: 140 to 150 for 149. Distances: 9 and 1. Answer 150 |
| The contrast | 8 | The same number 149 becomes 150 to the nearest ten and 100 to the nearest hundred. Write both side by side on the board |
| Guided | 10 | Six numbers, both roundings, answers side by side |
| Independent | 7 | Worksheet, Section A |
| Close | 3 | "Why are the two answers to one number different?" |
That contrast is the heart of Day 2. Neither of the two answers is wrong. They are different questions. A child who believes a number has a single "rounded form" will chain-round on Day 3.
Day 3 · Once only, from the original — 45 minutes
| Part | Min | What happens |
|---|---|---|
| Review | 5 | 149 two ways |
| Presentation | 12 | Show the wrong method in full on the board: 149 → 150 → 200. Ask: "where did we go wrong?" |
| Resolution | 8 | On the number line: where is 149? Nearer to 100. So 200 is wrong, and it is not a wrong step that caused it — the second step itself is what is wrong |
| Guided | 10 | Five numbers that are all caught by chain rounding: 149, 249, 1 449, 3 449, 5 049 |
| Independent | 7 | Worksheet, Section B |
| Close | 3 | Write on the board: "Isang beses lamang. Mula sa orihinal." — once only, from the original |
Day 4 · The nearest thousand — 45 minutes
| Part | Min | What happens |
|---|---|---|
| Review | 5 | Yesterday's rule |
| Presentation | 10 | 4 731 to the nearest thousand. Line from 4 000 to 5 000. Distances: 731 and 269. Answer 5 000 |
| The exact half | 10 | 4 500. Distances: 500 and 500 — equal. The agreement is up: 5 000. Say that it is an agreement, not a truth |
| Guided | 10 | Six numbers to the nearest thousand |
| Independent | 7 | Worksheet, Section C |
| Close | 3 | "When does rounding not help?" When the exact answer is needed — change from a purchase, for instance |
The exact half is an agreement and must be called an agreement. Nothing is nearer to 4 500. The world agreed on up so that there would be one answer. A child told it is a "rule" will look for a reason that is not there.
Day 5 · Game and check — 45 minutes
| Part | Min | What happens |
|---|---|---|
| Opening | 8 | Three numbers, three roundings each, hand signals |
| Group | 20 | Ang Linya sa Sahig — the floor line (offline-activities.md G-1) |
| Weekly check | 12 | 10 items, assessment.md §5 |
| Close | 5 | Plant Week 8: "Tomorrow — which number is greater, and how do we write that?" |
Materials
Needed — no cost. Chalk and a board; paper and pencil; one long number line on the floor or the wall — rope, chalk on concrete, or sheets of paper taped together. It is the week's main material and it is free.
Not used: a calculator. Rounding is about distance, not about calculating.
In addition. slides.html · game.html ·
worksheet.html · wall-chart.html
With no electricity and no materials
No day here needs electricity. The number line can be drawn in the dirt with a stick. If there is no paper, make the floor the answer sheet: each child stands at the end of the line nearest their answer. Activity I-1 is a complete substitute for the game.
III — ASSESSMENT
| When | What | Component |
|---|---|---|
| Day 1 | Exit question — one number, three roundings | Written Work |
| Days 2 to 4 | Worksheet, Sections A–D | Written Work |
| Day 3 | Observation — one step or two? | Formative, not recorded |
| Day 5 | Group activity G-1, 12-point rubric | Performance Task |
| Day 5 | Weekly check, 10 items | Written Work |
The most important thing to watch all week is whether the two distances are written down. A child who writes "49 and 51" before answering can no longer chain-round — there is no room in that for a second step.
Require the two distances on every answer. Mark it.
IV — WAYS FORWARD
| What you see | What it means | What to do |
|---|---|---|
| 149 → 200 | Chain rounding, or "five and up" on the wrong digit | The floor number line. Stand the child on 149 and walk them to both ends, counting |
| No distances written | Cannot be told apart from guessing | Not remediation — a requirement. Two distances on every answer until Friday |
| Right to the ten, wrong to the hundred | The digit rule works at one level only | Day 2 again. One number, two roundings, side by side |
| 4 500 → 4 000 | Does not know the exact-half agreement | One minute. It is an agreement, and say so |
| Thinks a rounded number is "wrong" | Understood properly, and worth answering | It is not wrong — it is close enough. Ask: how many people are at the market? Nobody says "forty-three" |
| Secure by Wednesday | Have them round a number to three levels at once, and find a number whose three answers are the same |
What this feeds
Weeks 8 and 9 — comparing and ordering up to 10 000. "Which is nearer" is a comparison with a measurement in it.
Quarter 2 — estimating sums and differences. Round first, then add.
Quarters 3 and 4 — estimating products and quotients. Every estimation in the rest of Grade 3 starts in this week.
Teacher reflection
| Number who met the objective | ______ of ______ |
| How many answered 200 for 149? | ______ of ______ |
| Did anyone chain-round? | |
| Did we use the floor line every day? |
Part of the E-turo MATATAG artifact set. Companion files:
syllabus.md · lesson-plan.md ·
assessment.md · offline-activities.md ·
worksheet.html · class-record.html