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Division of Bataan
District of Mariveles
IPAG ELEMENTARY SCHOOL
Number of
Learning Competencies Code Days Target Date Actual Date
Content Content Standards Performance Standards
Grade 3 Taught
I. RHYTHM demonstrates performs simple relates images with sound and MU3RH-Ia-1
Sound and understanding ostinato silence within a rhythmic pattern
Silence of sound and patterns/simple
Steady Beats silence, steady rhythmic maintains a steady beat when MU3RH-Ib-h-2
chanting, walking, tapping,
Simple beats and accompaniments on
rhythmic classroom clapping, and playing musical
Rhythmic
patterns instruments and other instruments
Pattern
claps, taps, chants, walks, and MU3RH-Ia-c-3
Ostinato sound sources to a
given song plays musical instruments in
sings songs with response to sound with the
correct rhythm correct rhythm
o in measures of 2s, 3s,
and 4s
o echo clapping
o marching
o dancing the waltz
claps the written stick notation MU3RH-Id-4
on the board representing the
sound heard
II. MELODY demonstrates sings the melody of a identifies the pitch of a tone as: MU3ME-IIa-1
Pitch understanding song with accurate o high – higher
Melodic Lines of the concepts pitch o moderately high –
Melodic of melody higher
Patte through singing o moderately low – lower
rns and playing o low – lower
and musical matches the correct pitch of MU3ME-IIa-2
Contour instruments tones
o with the voice
o with an instrument
relates movements with levels of MU3ME-IIb-3
pitch
matches the voice with the MU3ME-IIb-4
pitches of a melody MU3ME-IIc-4
recreates simple patterns and MU3ME-IIb-5
contour of a melody
sings entire simple songs with MU3ME-IIc-6
accurate pitch
o Favorite Children’s
Songs
“Do – Re – Mi”
“What Can We Do
Today”
o Folksongs
“Manang Biday”
“Paruparong
Bukid”
“Atin Cu Pung
Singsing”
III. FORM demonstrates performs a chosen identifies the beginning, middle, MU3FO-IId-1
Musical Lines understanding song showing the and ending of a song
Musical of the basic basic concepts of identifies musical lines as MU3FO-IId-2
Beginning, concepts of musical lines, o similar
Middle, and musical form beginnings, endings o same
End and repeats through o different
Repeats in body movements through movements and
music geometric shapes or objects
2
Number of
Learning Competencies Code Days Target Date Actual Date
Content Content Standards Performance Standards
Grade 3 Taught
IV. TIMBRE demonstrates applies vocal techniques recognizes differences in sound MU3TB-IIIa-1
Voice understanding in singing to produce a quality coming from a variety of
Production of the concepts pleasing vocal quality: sound sources
Techniques of timbre o using head tones responds to differences in MU3TB-IIIa-2
Variation in o employing proper sound quality with appropriate
Sound breathing movement
Quality o using the diaphragm recognizes musical instruments MU3TB-IIIb-3
o Simil through sound
ar
o Diffe identifies and compares the MU3TB-IIIb-4
rent voices of:
Introduction o classmates as they
to Musical sing or speak
Instruments o selected popular
singers in recordings
compares the use of the voice in MU3TB-IIIb-5
speaking and in singing
uses the voice and other MU3TB-IIIc-6
sources of sound to produce a
variety of timbres
v. DYNAMICS demonstrates sings songs with interprets the dynamics of a MU3DY-IIId-1
Volume of understanding proper dynamics song through body movements
Sound in of the concepts following basic o small movement – soft
Music of dynamics and conducting gestures o big movement – loud
Conducting responds to distinguishes “loud,” “medium,” MU3DY-IIId-2
and conducting and “soft” in music
Dynamics gestures using relates dynamics to the MU3DY-IIId-3
symbols movements of animals
indicating e.g.
variances in o elephant walking – loud
dynamics o mice scurrying – soft
3
Number of
Learning Competencies Code Days Target Date Actual Date
Content Content Standards Performance Standards
Grade 3 Taught
4
Number of
Learning Competencies Code Days Target Date Actual Date
Content Content Standards Performance Standards
Grade 3 Taught
recorded music