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Contextualized DLP in Math 3 Q2 W1

Contextualized DLP in Math 3 Q2 W1

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School Teacher Time and Date I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning
Competencies/ Objecti

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School Teacher Time and Date I. OBJECTIVES A. Content Standard B. Performance Standard C. Learning
Competencies/ Objectives (Code) II. CONTENT III. LEARNING COMPETENCIES A. References 1. Teacher’s
Guide pages 2. Learner’s Materials Pages 3. Textbook pages 4. Additional Materials from LR Portal B.
Other Learning Resources
IV. PROCEDURE A. Reviewing previous lesson or presenting the new lesson

Grade Level Three Learning Area Mathematics Quarter

Q2, W1 – D1

Demonstrates understanding of multiplication and division of whole numbers including money The
learner is able to apply multiplication and division of whole numbers including money in mathematical
problems and real-life situations The learner visualizes multiplication of numbers 1 to 10 by 6 and 7
M3NS-IIa-41.2 Visualizing Multiplication of Numbers 1 to 10 by 6 and 7

Mathematics 3 Teacher’s Guide pages119 - 123 Mathematics 3 Learner’s Materials pages 116 - 120

Phoenix Math for the 21st Century Learners Grade 3 pages117 – 122 flashcards, popsicle sticks (or any
materials available in the locality), crayons, graphing papers (or improvised grid), charts, newsprint,
marker A. Present the multiplication fact:

4 x 3 = 12

Ask: In the multiplication sentence, which is the multiplicand? Which is the multiplier? Which is the
product? (Let the pupils spell the words multiplicand, multiplier and product.) B. Let the pupils give the
product of the following: (This will serve as pretest. The teacher can modify the multiplication

sentences depending on the type of learners))

B. Establishing the purpose of the lesson

C. Presenting examples/instanc e of the new lesson

D. Discussing the new concepts and practicing new skills #1

E. Discussing the new concepts and practicing new skills #2

5x4=

3x8=

2x8=

3x9=

1x6=

3x7=

2x4=

3x6=

(Check the answers of the pupils. The result will determine the groupings of the learners during the
activities. The teacher can rearrange the seats of the learners according to their scores.) Ask: What are
the things you need during your art activities? After you finished your art activities, what do you do with
the materials you used? Why do you have to do these? Present the story problem. (Also found in the
LM) Let 1 pupil read it aloud as the rest will read silently. Carla has crayons: 2 red, 2 yellow, 2 blue, 2
green, 2 purple and 2 orange. How many crayons does Carla have? Ask: Who has crayons? What do you
think will Carla do with her crayons? What will Carla do after using the crayons? If you were Carla, would
you do the same? Why?/Why not? Say: These are Carla’s crayons.

Ask: How many colors of crayons are there? How many crayons are there in each color? How many
crayons are there in all? How many groups of two’s are there? How do we write this into mathematical
sentence? Say: We can write the equation as to: Repeated Addition Sentence 2 + 2 + 2 + 2 + 2 + 2 = 12

Multiplication Sentence 6 x 2 = 12

Ask: What if we add 2 more pink crayons, how many crayons will there be?

What is now the mathematical sentence as repeated addition sentence? As multiplication sentence?
(Write the answers in the table.) Repeated Addition Sentence

F. Developing mastery (leads to formative assessment #3)

Multiplication Sentence

 Divide the class into small groups according to the result in the pretest. (The number of members in
each group may vary depending on the pretest results.)  Set the standards in performing group
activities.  Present the Scoring Rubric for Group Activity  Let each group complete the activity given to
them. Average Learners Advance Learners Group 1 (with scores Group 1 (with scores 0-2) 0-4) Use
popsicle sticks (or any available materials in the locality) to show multiplication. 6 groups of 1 6 groups
of 2 6 groups of 3 6 groups of 4 6 groups of 5 Write the repeated addition sentence and multiplication
sentence.
3

Use popsicle sticks (or any available materials in the locality) to show multiplication. 6 groups of 1 6
groups of 2 6 groups of 3 6 groups of 4 6 groups of 5 7 groups of 1 7 groups of 2

Group 2 (with scores 3-4)

Complete the table below. Groups

Draw objects to show multiplication 6 groups of 6 6 groups of 7 7 groups of 1 7 groups of 2 7 groups of 3

Write the repeated addition sentence and multiplication sentence below each drawing.
-----------------------------Group 3 (with scores 5-6) Using graphing paper (or improvised grid), color the
squares to show multiplication. 6 rows of 8 6 rows of 9 7 rows of 4 7 rows of 5 7 rows of 6

Repeated Addition Sentence

Multiplicat ion Sentence

------------------------------Group 2 (with scores 5-6) Use number lines to show multiplication 6 groups of 6 6
groups of 7 6 groups of 8 7 groups of 3 7 groups of 4 7 groups of 5 Complete the table below. Groups

Repeated Addition Sentence

Multiplicat ion Sentence

Write the repeated addition sentence and multiplication sentence. ----------------------------

Group 4 (with scores 7-8) Using graphing paper (or improvised grid), color the squares to show
multiplication.

Group 3 (with scores 7-8) Using graphing paper (or improvised grid), color the squares to show
multiplication.

6 rows of 10 7 rows of 10 7 rows of 7 7 rows of 8 7 rows of 9 Complete the table below: Groups

Repeated Addition Sentence

Multiplicat ion Sentence

7 rows of 9 7 rows of 7 6 rows of 9 7 rows of 6 6 rows of 10 7 rows of 8 7 rows of 10 Complete the table
below: Phrase

Repeated Addition Sentence

Multiplicat ion Sentence

 Process the work of each group while performing the activity;  Let each group present their output.
Ask: What did your group do in visualizing multiplication of the numbers 6 and 7? How is repeated
addition related to multiplication? G. Finding practical application of concepts and skills in daily living

Let the pupils solve the problem using any illustration or through acting out, repeated addition sentence
and multiplication sentence.
H. Making generalizations and abstraction about the lesson

Ask: What did you learn in today’s lesson? How do we get the product in multiplication? What is
repeated addition? What is multiplication? What is multiplicand? What is multiplier? What is product?

Grandmother has 6 grandchildren. If she gives each grandchild ₱ 5 for baon, how much does
grandmother spend for baon?

I. Evaluating learning

Average Learners Write the repeated addition sentence and the multiplication sentence of the following
illustrations:

Advance Learners A. Draw objects to show multiplication then write the repeated addition sentence and
multiplication sentence.

1. 1. 6 groups of 7 marbles

Repeated Addition sentence: ___________________

Repeated Addition sentence: ___________________ Multiplication sentence: ___________________

Multiplication sentence: ___________________ 2. 7 pots with 8 flowers in each pot

2.
Repeated Addition sentence: ___________________ Repeated Addition sentence:
___________________ Multiplication sentence: ___________________

Multiplication sentence: ___________________ B. Solve the problem showing drawing, repeated

addition and multiplication sentences.

3.

Repeated Addition sentence: ___________________

A farmer harvested 7 baskets of watermelon. Each basket contains 4 watermelons. How many
watermelons did he harvest?

Multiplication sentence: ___________________ J. Additional activities for application or remediation V.

REMARKS

Work on Activity 5 on page 120 of Learner’s Material.

VI. REFLECTION

VII. OTHERS A. No. of learners who earned 80% in the evaluation B. No. of learners who require
additional activities for remediation who scored below 80% 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
which my principal 7
or supervisor can help me solve? G. What innovation or localized materials did I use/discover which I
wish to share with other teachers? RUBRICS FOR GROUP ACTIVITY CRITERIA COOPERATION Everybody
helped in the activity Some members did not help ATTITUDE Noise is minimized Noise is heard by other
groups TIMELINESS The activity was done within the allotted time Did not able to finish the activity on
time Mechanics Followed all the steps of the activity correctly Did not follow all the steps of the activity
QUALITY OF OUTPUT Done and presented well Fairly done and presented

POINTS 2 1 2 1 2 1 2 1 2 1

School Teacher Time and Date VIII. OBJECTIVES D. Content Standard E. Performance Standard F.
Learning Competencies/ Objectives (Code) IX. CONTENT X. LEARNING COMPETENCIES C. References 5.
Teacher’s Guide pages 6. Learner’s Materials Pages 7. Textbook pages 8. Additional Materials from LR
Portal D. Other Learning Resources

XI. PROCEDURE B. Reviewing previous lesson or presenting the new lesson

Grade Level Learning Area Quarter

Three Mathematics Q2, W1 – D2

Demonstrates understanding of multiplication and division of whole numbers including money The
learner is able to apply multiplication and division of whole numbers including money in mathematical
problems and real-life situations The learner visualizes multiplication of numbers 1 to 10 by 8 and 9
M3NS-IIa-41.2 Visualizing Multiplication of Numbers 1 to 10 by 8 and 9

Mathematics 3 Teacher’s Guide pages123 - 126 Mathematics 3 Learner’s Materials pages 120 124
Phoenix Math for the 21st Century Learners Grade 3 pages117 – 122 flashcards, pictures, charts,
marbles, newsprint, marker, projector, laptop A. Drill: Multiplication tables 1, 2, 3, 4 and 5 B. Review:
Ask: How do we multiply numbers 6 and 7? What is repeated addition sentence? What is multiplication
sentence? What is multiplicand? What is multiplier? What is product? C. Pretest: Give the product of the
following: (The teacher can modify the test items depending on the type of learners.) 9

1. 2 x 6 = 2. 6 x 5 = 3. =

4.

5.

7 rows of 5 =

6.

B. Establishing the purpose of the lesson

9
12

15 18 21 24

7.

8 packs of 4 candies =

8.

8 bundles of 6 flowers =

(Check the answers of the pupils. The result will determine the groupings of the learners during the
activities in the lesson.) Say: Today, we will learn how to multiply numbers 8 and 9 using illustrations.
Show a picture of a boy.

Say: This is Thomas. He likes to celebrate his birthday with his friends.

10

C. Presenting examples/instance of the new lesson

Present the story problem. Call a pupil and let him/her read the problem aloud as the rest will read
silently. Thomas is celebrating his birthday. He brings with him 8 boxes of cupcakes. If there are 4
cupcakes in each box, how many cupcakes are there in all?
D. Discussing the new concepts and practicing new skills #1

E. Discussing the new concepts and practicing new skills #2

Ask: Who is celebrating birthday? What does he bring for his classmates? What kind of boy is Thomas? Is
it good to share on what you have? How do you feel when you share? Ask: How are you going to solve
the problem? How many boxes are there? How many cupcakes are there in each box? How many cup
cakes are there in all? Say: Let us study the illustration.

Say: We can write the equation as to: a. Repeated Addition Sentence 4 + 4 + 4 + 4 + 4 + 4 + 4 + 4 = 32 b.

Multiplication Sentence 8 x 4 = 32 There are 8 boxes. Each box has 4 cupcakes. There are 32 cup cakes in
all. Ask: What if there are 9 boxes, how many cupcakes are there?

11

F. Developing mastery (leads to formative assessment #3)

What is now the mathematical sentence as repeated addition? As multiplication sentence?  Divide the
class into small groups according to the result in the pretest. (The number of members in each group
may vary depending on the pretest results.)  Set the standards in performing group activities.  Present
the Scoring Rubric for Group Activity  Let each group complete the activity given to them. Average
Learners Advance Learners Group 1 (with scores 0- Group 1 (with 2) scores 0-4) Use marbles (or any
available materials in the locality) to show multiplication then give the answer. 8 groups of 1 8 groups of
2 8 groups of 3 8 groups of 4 8 groups of 5 --------------------------------Group 2 (with scores 34)

Use marbles (or any available materials in the locality) to show multiplication. 8 groups of 1 8 groups of
2 8 groups of 3 8 groups of 4 8 groups of 5 9 groups of 1 9 groups of 2 Complete the table below. Groups

Draw objects to show multiplication then write your answer. 8 groups of 6 8 groups of 7 9 groups of 1 9
groups of 2 9 groups of 3
12

Repeated Addition Sentence

Multiplication Sentence

Group 3 (with scores 56)

Group 2 (with scores 5-6)

Draw objects to show multiplication.

Draw objects to show multiplication

8 groups of 8 8 groups of 9 9 groups of 4 9 groups of 5 9 groups of 6

8 groups of 6 8 groups of 7 8 groups of 8 9 groups of 3 9 groups of 4 9 groups of 5

Complete the table below: Groups

Repeated Addition Sentence

Multiplication Sentence

Complete the table below. Groups (drawing)

--------------------------------Group 4 (with scores 78) Collect objects found in the surroundings to show
multiplication. 8 groups of 10 9 groups of 10 9 groups of 7 9 groups of 8 9 groups of 9 Complete the
table below: Groups

Repeated Addition Sentence

13

Multiplication Sentence

Repeated Addition Sentence

Multiplication Sentence

---------------------------Group 3 (with scores 7-8) Collect objects found in the surroundings to show the
multiplication. 8 groups 9 groups 8 groups 9 groups 8 groups 9 groups 9 groups

of 9 of 7 of 9 of 6 of 10 of 8 of 10

Complete the table below: Phrase

Repeated Addition Sentence

Multiplication Sentence
Process the output of each group. (This can be done while Ask: What did you do in multiplying the
numbers 8 and 9? How is repeated addition related to multiplication? G. Finding practical application of
concepts and skills in daily living

Let the pupils solve the given problem. (This can be done individually, pair share or triads.) Say: Read,
understand then solve the problem. Show your answer using illustration, repeated addition sentence
and multiplication A coin purse contains 6 one-peso coins. If there are 9 coin purses, how much money
are there in all?

H. Making generalizations and abstraction about the lesson I. Evaluating learning

sentence. Discuss the answers of the pupils. Ask: What is multiplication? How do we get the product in
multiplication? What is multiplicand? What is multiplier? What is product? Average Learners Advance
Learners A. Write the repeated A. Draw objects to show addition sentence multiplication then and the
multiplication write the repeated sentence of the addition sentence following and multiplication
illustrations: sentence.

14

1.

Repeated Addition sentence: __________________ Multiplication sentence: __________________ 2.

1.

8 groups of 4 hearts

2.
9 trays with 3 fruits in each tray

B. Solve the problem showing drawing, repeated addition and multiplication sentences.

There are 9 trays on the table. Each tray has 4 cookies. How many cookies are there in all?

Repeated Addition sentence: __________________ Multiplication sentence: __________________ B.

Use number line to show multiplication sentence. Write the repeated addition sentence and the
multiplication sentence. 8 groups of 7 sticks Repeated Addition sentence: ___________________
Multiplication sentence: ___________________ 15

J. Additional activities for application or remediation

Work on Activities 1 to 5 on pages 121 to 123 of the Learner’s Material.

XII. REMARKS XIII. REFLECTION XIV. OTHERS A. No. of learners who earned 80% in the evaluation B. No.
of learners who require additional activities for remediation who scored below 80% 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 which my principal or supervisor can help me solve? G. What innovation or
localized materials did I use/discover which I wish to share with other teachers?

16

RUBRICS FOR GROUP ACTIVITY CRITERIA COOPERATION Everybody helped in the activity Some members
did not help ATTITUDE Noise is minimized Noise is heard by other groups TIMELINESS The activity was
done within the allotted time Did not able to finish the activity on time Mechanics Followed all the steps
of the activity correctly Did not follow all the steps of the activity QUALITY OF OUTPUT Done and
presented well Fairly done and presented
17

POINTS 2 1 2 1 2 1 2 1 2 1

School Teacher Time and Date

I.OBJECTIVES A. Content Standard B. Performance Standard C. Learning Competencies/

Objectives(Code ) II.CONTENT III.LEARNING COMPETENCIES A. References 1. Teacher’s Guide pages 2.
Learner’s Materials pages 3. Textbook pages 4. Additional Materials from LR Portal B. Other Learning
Resources IV.PROCEDURE A. Review previous lesson or presenting the new lesson

Grade Level Learning Area Quarter

Three MATH Q2-Wk1-D3

The learner demonstrates understanding of multiplication and division of whole numbers including
money. The learner is able to apply multiplication and division of whole numbers including money in
mathematical problems and real-life situations Visualizes and states basic multiplication facts for
numbers up to 10. (facts 1-5) M3NS-IIa-41.3

Visualizing and Stating Basic Multiplication Facts for Numbers up to 10 Mathematics 3 pp. 126-128
Mathematics 3 pp. 125-127 Phoenix Math for the 21st Century Learners pp. 117-122

Let pupils give the multiplication sentence for the given illustration.(pictures, number line, arrays,
number phrase) A.

(ans. 5 x 2 = 10) B. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 18

(ans. 4 x 3 = 12)
C.

B.Establishing the Purpose for the Lesson

(ans. 5 x 4 = 20) D.5 groups of 2 (ans. 5 x 2 = 10) Ask: “How would you interpret the illustration below?”
Give the multiplication sentence and compare. Are they the same? Prove your answer. A.

(ans.5 x 3 = 15)

(ans. 3 x 5 = 15) B.

(ans. 4 x 2 = 8)

C.Presenting examples/instances of the new lesson

D.Discussing new concepts and practicing new skills #1

E.Discussing new concepts and practicing new skills #2

(ans. 2 x 4 = 8) Let’s do the skip counting. Supply the missing numbers. 2 - 2, 4, __, __ , 10, 12, __, 16,
___, 20 3 - 3, __, 9, __, 15, 18, __, __, 27, ___ 4 - 4, 8, __, 16, ___, 24, __, 32, ___, 40 5 – 5, __, __, 20, __,
30, __, 40, ___, ___ Have pupils complete the chart below. X 1 2 3 4 5 6 7 8 2 4 10

10
X 1 2 3 4 5 6 7 8 9 10 3 21 Use the multiplication wheel. Pupils may give the product orally or write on
the blank.

19

F.Developing Mastery

Before having the group activity, set the standards and give the rubrics. RUBRICS FOR GROUP ACTIVITY
GROUP RATING I II III IV COOPERATION -Everybody helps in the activity (2) -Some do not help (1)
SILENCE -Noise is minimized (2) -Noise can be heard by other groups (1) TIMELINESS -Done within the
allotted time(2) -Not able to finish the work(1) PARTICIPATION -Maximum participation (2) -Others did
not join (1) QUALITY OF OUTPUT -Done and presented well(2) -Fairly done and presented (1) TOTAL
( out of 10) Average Learners Group 1 Write the addition sentence and 20

Advance Learners Group 1. Supply the missing numbers.

multiplication sentence for each set. IIII IIII IIII IIII IIII ______________=____ ______________=____ * * *
* * * * * ______________=____ ______________=____ @@ @

@@ @

@@ @

______________=____ ______________=____ Group 2 A.Connect the dots. The first two numbers are
the factors and the third is the product. 2* *6 *28 3* *7 *16 4* *4 *27 5* *8 *30 6* *9 *24 Group 3 Find
5 multiplication sentences in the puzzle. Draw a line over these three numbers vertically or horizontally.

2 7 14 8
8 3 11 2

10 3 4 12 5 15 6 5 4 20 24 6 3 9 27 30

Group 4 Match the outer multiplication facts to the product in the center. 2x6 16 3x10 21

a.9+9+9=____ ___ x 9=____ b. 6+6+6+6=___ ___x 6 =____ c. 8+8+8+8+8+8=___ ___ x 8 = ____ d.

7+7+7+7= ____ ____x 7 = ____ e. 10+10+10+10+10= _ ___ x 10 = ____ Group 2 Shade the box showing
the correct answer. a.5 x 6 = 25 30 40 b.4 x 4= 12 15 16 c. 3 x 7= 35 21 28 d. 2 x 9= 16 20 18 e. 8 x 4= 32
40 28 Group 3 Encircle the two numbers on the first column that will give the correct product on the
right.

5 8 4 6 7 20 7 6 9 2 36 6 2 5 10 8 40 6 3 1 4 9 28 7 9 8 3 5 18 2 Group 4 Supply the outermost wheel with

the correct

4x5 4x4 2x9 5x6

30 12 20 18

5x4 3x6 3x4 2x8

answer. Multiply the two inner numbers.

G. Finding practical Solve. applications of concepts 1. In the parking area of a café are 8 and skills in daily
living bicycles. If you count all the wheels, how many wheels will there be in all? 2. Mrs. Reyes will put
on each of the fingers of the left hand of his class a rubber band. If there are 9 pupils, how many rubber
bands will she prepare? H. Making generalizations and abstractions about the lesson I. Evaluating
learning
How do we multiply a number by 2? by 3? by 4? By 5?

J. Additional activities for application or remediation

Master the multiplication facts of 2 to 5. Complete by supplying the answers. (This may make use of
multiplication table but not arranged sequentially.)

Encircle the correct product of the multiplication sentence on the left. 1. 3 x 8 = 20 28 24 30 2. 4 x 6 = 16

24 40 48 3. 2 x 7= 10 12 14 16 4. 1 x 9= 1 3 6 9 5. 5 x 3= 15 20 25 10

V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation. 22

B. No. of learners who require additional activities for remediation who scored below 80%. 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 which my principal or supervisor can help me solve? G. What
innovation or localized materials did I use? Discover which I wish to share with other teachers?

23

School Teacher Time and Date

Grade Learning Area Quarter

Three Math Q2,Wk1,D4

I.OBJECTIVES D. Content Standard

The learner demonstrates understanding of multiplication and division of whole numbers including
money. E. Performance The learner is able to apply multiplication and Standard division of whole
numbers including money in mathematical problems and real-life situations F. Learning Visualizes and
states basic multiplication facts for Competencies/ numbers up to 10. (facts of 6 and 7) Objectives(Code)
M3NS-IIa-41.3 II.CONTENT III.LEARNING Visualizing and Stating Basic Multiplication Facts
COMPETENCIES for Numbers up to 10 C. References 5. Teacher’s Mathematics 3 pp. 126-128 Guide
pages 6. Learner’s Mathematics 3 pp. 125-127 Materials pages 7. Textbook pages Phoenix Math for the
21st Century Learners pp. 117-122 8. Additional Materials from LR Portal D. Other Learning Resources
IV.PROCEDURE A. Review previous Using flash cards, let pupils give the product lesson or presenting the
orally. This can be done in a form of a game. new lesson 5x4 4x8 3x7 2x6 2x5 1x7 4x9 3x6 5x8 4x5 2x3
4x3 Establishing the Purpose for the Lesson

Show a picture of a piggy bank or use a real piggy bank.

24

Do you have also one at home? Who among you makes it a point to save some every day? Why is it
important to save? C.Presenting examples/instances of the new lesson

D.Discussing new concepts and practicing new skills #1

E.Discussing new concepts and practicing new skills #2

F.Developing Mastery

Ali drops Php1 a day in his piggy bank. How much will he be able to save for a week? For two weeks?
Five weeks? (This can be done by role playing and by using a real piggy bank and Php1 coins.) Complete
the chart by drawing the number of Php1 coin per week or through cutouts of Php1 coin. Week 1 Week
2 Week 3 Week 4 Let us complete the table that will show how much Ali will save from week 1 to 10.
Number pairs can be answered randomly. 1 2 3 4 5 6 7 8 9 10 7 A table seats 6 persons. If there are four
tables in the canteen, how many people can occupy all the seats in the given number of tables? Who
would like to draw or illustrate the problem on the board? Draw the tables and stick figures or head per
table.

Let us complete the table below as to how many people can occupy the number of table from 1 to 10.
Ask pupils to draw the tables and the people. 1 2 3 4 5 6 7 8 9 10 6 You may refer to Rubrics from
Q2,Wk1,D3 DLP. Average Learners Advance Learners Group 1 Group 1. Color the hearts red if Circle the
factors of they will show correct the numbers on the left. 25

multiplication facts of 6. 6x6=18 6x9=54

6x4=24

6x7=42

65797

49655

26466

38688

6x6=18

Group 2 Write the missing pair to make the number sentence correct. a. 6 x ___ = 24 b. ___x 6 = 36 c.
___x 6 = 54 d. 6 x ___= 42 e. 7 x ___ = 49 f. __x 7 = 21 g. 7 x ___=35 h. __x 7 = 56 Group 3 Connect the
multiplication to the product in the center. 6x8 56 8x7 6x9 48 7x6 6x7 35 8x6 7x7 49 5x7 7x8 54 9x6 7x5
42 7x7
Group 4 Put a check on the box showing the correct multiplication facts of 7. 7x4=28 7x9=72 7x5=38
7x7=35 7x8=56 7x6=42 7x5=35 7x3=22 26

18 54 36 48 42

Group 2 Connect the three correct numbers that will form the correct multiplication sentence. 6 6 63 7 8
54 6 5 36 6 7 48 7 9 56 7 9 49 6 8 30 Group 3 Box the factors that will give greater product. a. 6 x 8 or 7 x
7 b. 7 x 3 or 6 x 4 c. 7 x 6 or 6 x 8 d. 6 x 5 or 7 x 4 e. 7 x 5 or 6 x 6 f. 7 x 2 or 6 x 3 g. 6 x 7 or 7 x 5 h. 6 x 9 or
7 x 8 Group 4 Complete the outermost wheel with the correct product.

7x7=49 7x2=14

G. Finding practical Solve. applications of concepts 1. Mother spent P7 a day for the spices she and skills
in daily living used in cooking food. How much did she spend for 5 days? For 9 days? 2. A biscuit costs
PhP6 each. Efren bought 6 biscuits, how much will he pay for it? How much will 8 biscuits cost? H.
Making generalizations and abstractions about the lesson I. Evaluating learning

How do we multiply numbers by 6? By 7? What happens to the product if two factors are interchanged,
as in 6 x 7 and 7 x 6?

Complete the table with the correct answer. x 6

J. Additional activities for application or remediation V. REMARKS VI. REFLECTION A. No. of learners who
earned 80% in the evaluation. B. No. of learners who require additional activities for remediation who
scored below 80%. 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.

3
8

X 5 4 6 8 7 Master the multiplication facts of 6 and 7. Perform other activities found in their LM.

27

E. Which of my teaching strategies worked well? Why did these work? F. What difficulties did I
encounter which my principal or supervisor can help me solve? G. What innovation or localized
materials did I use? Discover which I wish to share with other teachers?

28

School Teacher Time and Date

Grade Level Learning Area Quarter

I.OBJECTIVES G. Content Standard

Three Math Q2,Wk1,D5

The learner demonstrates understanding of multiplication and division of whole numbers including
money. H. Performance The learner is able to apply multiplication and Standard division of whole
numbers including money in mathematical problems and real-life situations I. Learning Visualizes and
states basic multiplication facts for Competencies/ numbers up to 10. (facts of 8,9 and 10)
Objectives(Code) M3NS-IIa-41.3 II.CONTENT III.LEARNING Visualizing and Stating Basic Multiplication
Facts COMPETENCIES for Numbers up to 10 E. References 9. Teacher’s Mathematics 3 pp. 126-128
Guide pages 10. Learner’s Mathematics 3 pp. 125-127 Materials pages 11. Textbook pages Phoenix Math
for the 21st Century Learners pp. 117-122 12. Additional Materials from LR Portal F. Other Learning
Resources IV.PROCEDURE A. Review previous Call one pupil at a time. Let him pick a rolled lesson or
presenting the paper or piece of paper from the box with the new lesson multiplication sentence. The
multiplication sentences are from facts of 6 and 7 as part of the review. The pupil must give the correct
answer within 5 seconds.(Simple reward may be given depending on the teacher’s option)

29

B.Establishing the purpose for the Lesson

Which of the following marine animals seems harmful? Why?

C.Presenting

Let us solve the problem below. An octopus has 8 arms. If there are 7 baby octopuses in the aquarium,
what is the total number of arms that can be counted? (Teacher may show cutouts of 7 octopuses which
may be posted on an improvised aquarium poster or may use power point presentation.) Then give the
multiplication sentence for it.

examples/instances of the new lesson

D.Discussing new concepts and practicing new skills #1

E.Discussing new concepts and practicing new skills #2

Let us complete the table showing the number of octopuses’ arms according to the number of octopus.
(This may be done not sequentially). X 1 2 3 4 5 6 7 8 9 10 8 ? A small box can hold 9 marbles. There are
6 boxes to be filled up. How many marbles will be needed to fill the boxes up? Draw the boxes with the
marbles.

And complete the table of 9. Pupils may be asked to give the answer by using the show me boards.
Teacher may pick any from the table of 9 in any particular order. x 1 2 3 4 5 6 7 8 9 10 9 I have 8 pieces
of PhP10 coin. What is the total amount of the coins that I have? Show the real coins and let the pupil
count how much. Let us complete the table of 10. After the complete answers have been posted.
Teacher may ask, “What do you observe in the numbers multiplied by 10?” x 1 2 3 4 5 6 7 8 9 10 10

30

F.Developing Mastery

Teacher may use the Rubrics found on DLP for Q2,Wk1,D3 as reference or may have his/her own rubrics.
She may recall the standards first before performing the group activity.

Average Learners Group 1 Write on the first column the multiplication facts of 10 for the following
answers/products. 40 80 70 60 20 What should we remember when we multiply a number by 10?

Advance Learners Group 1 Find the first product then the final product. a. 8 x (3 x 2) =____ 8 x ___ =
____

b. 9 x ( 5 x 2) = ____
9 x ____ = _____ c. (2 x 5) x (2 x 4)=___ ____ x ____ = ___ d. (3 x 3) x (3 x 2) = __ ___ x ____ = ___

Group 2 Which multiplication fact gives the product on the left? Circle it. 72 8x9 9x6 10x7 81 8x8 9x9 9x8
64 7x7 9x9 8x8 40 8x6 9x5 8x5 56 9x6 8x7 8x8

31

Group 2 Complete the outermost wheel with the correct product by multiplying the factors in the inner
wheels..

Group 3 Shade the wrong answers with black. What will remain unshaded will be the correct product.
8x6 42 50 48 56 9x8

63 81 64 72

10 x 6

66 60 36 80

8x8

64 49 72 81

9x7 60 66 63 58 Group 4 Color the outside petal that gives the answer to the number sentence found in
the center of the flower.

(5 flowers can be made for this activity)

Group 3 List down the multiplication facts of 9. Observe the products. What conclusion can you make as
to the relation of the 2 factors to the product?

Group 4 1.Use the numbers 5,6 and 7, then multiply each by 8, 9 and 10 respectively. 2.Then rearrange
the multiplication sentences according to their product from least to greatest. (same format of activity
from page 126 of the LM activity 3)

G. Finding practical Solve. applications of concepts 1. Every house in the village has 9 windows. and skills
in daily living In street A there are 6 houses and in street B there are 9 houses. What is the total number
of windows in street A? in street B? 2. The teacher grouped the pupils by 10. If there are exactly 3
groups formed, how many pupils does she have in her class? H. Making generalizations and abstractions
about the lesson

How do we get the products of numbers multiplied by 8? By 9? By 10? What makes multiplying by 10
easy?

32

I. Evaluating learning

J. Additional activities for application or remediation

Box the correct answer of the multiplication sentence below. 1. 8 x 9 = 63 72 81 2. 9 x 4 = 35 42 36 3. 10

x 5 = 50 30 45 4. 8 x 7 = 54 63 56 5. 9 x 9 = 7 81 99 Master the multiplication facts of 8, 9and 10. Copy
and complete the multiplication table on page 125 of the LM.

V. REMARKS VI. REFLECTION A. No. of learners who earned 80% in the evaluation. B. No. of learners who
require additional activities for remediation who scored below 80%. 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 which my principal or supervisor can help me solve? G. What innovation or localized
materials did I use? Discover which I wish to share with other teachers?

33

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