School: COGON ELEMENTARY Grade Level: III

SCHOOL
GRADES 1 to 12

DAILY LESSON LOG Teacher: CRISTILE ANN T. GESMAN Learning Area: MATHEMATICS

Teaching Dates and WEEK 2 Quarter: 2ND QUARTER

Time:

DAY 1 Learning Area: Mathematics Grade Level: 3 Quarter: 2 Duration: 50min

Learning
Competency/ies: Applies the commutative property of multiplication Code: M3NS-IIb-40.4

Key Concepts / The commutative property of multiplication states that the order of the given factors does not affect the
Understandings to product or changing the order of the factors does not change the product.
be Developed:
Learning Show that changing the order of the given factors does not affect the product.
Objectives Applies the commutative property of multiplication.
Show sportsmanship when working in the activities.
Display good relationship towards others.
Resources Teacher’s Guide in Mathematics 3 pp.128 – 130 , Math LM pp 119 – 121
Needed: Flash cards of multiplication sentences, picture/illustration
Methodology
Introductory 1. Drill :
Activity Use flashcards of basic multiplication facts.
(5minutes) 2. Review :
Have some pupils recite the multiplication table from 1 to 10 through a game entitled “Who
am I?” Example: My factors are 3 and 4, what number am I?
3. Motivation :
Show the illustration to the class.
Mimi Nene

Ask: a. What can you see in the picture?

b. How many boxes of bread did Mimi arrange? How many pieces of bread are there in each
box?
c. How many pieces of bread did Mimi arrange in all?
d. How many boxes of bread did Nene arrange? How many pieces of bread are there in each
box?
e. How many pieces of bread did Nene arrange in all?
f. Do they have the same number of pieces?
Activity 1. Presentation :
( 15minutes ) Say: Let pupils look at the similar illustration in Lesson 32 of LM on page 119. Have them study the
given data. Ask pupils to write the multiplication sentence for each set of objects.
a. If you are to put a relation symbol in between the two number sentences, what would that be: >, <
or =? Why?
b. How did you determine the pairs of multiplication facts?
c. Why did you say that the numbers are in pairs?
d. What are these pairs of numbers?
2. Let’s study another example:
3 x 4 is equal to 4 x 3
 12 12
Therefore: 3 x 4 = 4 x 3
12 = 12
a. What did you notice about the factors?
b. How about the product?
c. Say: The position of the factors changes but the product is the same.
d. This property of multiplication is called commutative property.

Tag Board Raise

Group the learners into 4. The teacher will show set of numbers then let each group give the commutative
property of the said factors given.

Analysis Teacher asks:

( 3minutes ) 1. How do you find the activity?
2. Is it easy for you to give the commutative property of the given factors?
3. What are your learnings about the activity?
Abstraction Let the class generalize the lesson by asking the following questions:
( 3minutes ) What is the commutative property of multiplication?
How do we apply the commutative property of multiplication?
Can you immediately tell the numbers needed to show the commutative property of multiplication?
Application Group Activity:
( 10minutes ) Give the Commutative property
Group 1: Group 3:
1. 2 x 5 = 1. 5 x 9 =
2. 4 x 8 = 2. 3 x 7 =
3. 6 x 9 = 3. 4 x 5 =
Group 2 Group 4
1. 12 x 5 = 1. 5 x 10 =
2. 3 x 6 = 2. 4 x 9 =
3. 6 x 8 = 3. 5 x 2 =
One step Activity!
In this activity, the teacher will choose 1 representative in each group. Each representative will have a raising
game. The teacher will flash set of numbers and the first one to give the commutative property of the shown
set will make one-step. The first one that will reach on the finish line will be the winner.

Assessment Directions : Complete the multiplication sentences by applying the commutative property of multiplication.
(10minutes) Find the product.
a. 7 x 6
1) 2 x 4 = ____ b. 6 x 8
2) 5 x 9 = ____ c. 8 x 9
3) 6 x 7 = ____ d. 4 x 2
4) 8 x 6 = ____ e. 9 x 5
5) 9 x 8 = ____ f. 7 x 3

Answer Key: 1) d, 8 2)e, 45 3) a, 42 4) b, 48 5) c, 72

Assignment Directions : Complete the multiplication sentence by using the commutative property of multiplication then give
( 2minutes ) the product.
1. 5 x 8 = x
2. 6 x 7 = x6
Answer Key: 1) 8 x 5 = 40 2) 7; 42 3) 7; 63 4) 4; 24 5) 9; 27 6) 2 x 7 = 14
Concluding
Activity Close the period by wrapping – up the day’s lesson.
2 minutes
DAY 2 Learning Area: Mathematics Grade Level: 3 Quarter: 2 Duration: 50min

Learning
Competency/ies: Multiplies 2-digit by 1-digit numbers using the distributive property of Code: M3NS-IIb-40.5
multiplication.

Key Concepts / 1. To multiply 2-digit numbers by 1-digit numbers easily, use the distributive property.
Understandings to 2. We use the 1-digit number to multiply with the tens first, then with the ones and add. (Emphasize that
be Developed: this is used for mental computation.)
Learning Multiply 2-digit numbers by 1-digit numbers using the distributive property of multiplication.
Objectives: Write the easy way of multiplying 2-digit numbers by 1-digit numbers.
Show accuracy in multiplying 2-digit numbers by 1-digit numbers.
Show sportsmanship when working in the activities.
Resources Needed: Teacher’s Guide in Mathematics 3 pp.131 – 134 , Math LM pp 122 – 124
Flash cards, number sentences, strips
Methodology
Introductory Activity
( 5minutes ) 1. Drill :
Call five pupils and have them answer multiplication facts like 8x5 . Call on a new set
of 5 pupils for every multiplication fact.
2. Review :
Flash cards and call on pupils to give the expanded form of the number.
37 = 30 + 7 76 = 70 + 6

3. Motivation :
Present this situation:
I have 2 sets of 59 ribbons. How many ribbons do I have in all?
Ask: How can we get the answer to this problem?
Activity 1. Presentation: Show the answer to 2 x 59 using repeated addition.
(15minutes) 59 + 59 =
a. Say: Another way is by using the expanded form.
b. Call a pupil to write 59 in expanded form.
c. Call another pupil to multiply 50 by 2 and 9 by 2. Let them write the partial products. Ask them to
add the partial products to get the final product.
59 = 50 + 9
x2 x2 + x2
100 18
So, 100 + 18 = 118

2. Performing the Activity

Board Game!
Teacher will write set of numbers on the board. Call someone to give the distributive property of multiplication
in each numbers.

a. Use the first number for discussion.

12 = 10 + 2
x4
Say: When we write 12 we have the tens and the ones part (point to 10 and 2 while saying tens and
ones). We now use the expanded form to multiply with 4.
Write x 4 under 10 to show = 12 10 + 2
x4 x4
Multiply 4 x 10. Write the product.
12 = 10 + 2
x4 x4
40
Write x 4 under 2 and get the product
12 = 10 + 2
x4 x4 x4
40 8
Say: Since 10 + 2 = 12, then we also add 40 and 8 to get the product.
12 = 10 + 2
x 4 x4 x4
 48 = 40 + 8
Give emphasis on multiplying multiples of 10 by1-digit number. If possible, have a snappy exercise using
flash cards. Give also exercises on multiplying with 0.
Have the pupils answer Activity 1 numbers 3 to 5 in pairs.
Answer Key:
3) 39 = 30 + 9 4) 41 = 40 + 1 5) 57 = 50 + 7
x5= x 5 x8= x 8 x3= x 3
150 + 45 = 195 320 + 8 = 328 150 + 21 = 171

Analysis Teacher asks the following:

( 3minutes )  What is distributive property?
 Which is easier, the commutative property or the distributive property?
 What is the difference between the two?
Abstraction Let the class generalize the lesson by asking the following questions:
( 3minutes )  What is an easy way of multiplying 2-digit numbers by 1-digit numbers?
 How do you use the distributive property?
Application Worksheets Time:
(10minutes) The teacher will give each group worksheets to be answer within their group. They should work together to
finish answering the worksheets on time.

Tag board game:

The teacher will give a number. Each group will give a number sentence showing distributive property of
that certain number. The group that will gain the highest score at the end of the game will be the winner.
Assessment Match the product in column A with the number sentence in column B.
(10minutes) A B
1) 57 a. (30 x 2) + (6 x 2) = n
2) 72 b. (4 x 70) + (4 x 3) = n
3) 270 c. (10 x 3) + (9 x 3) = n
4) 292 d. (20 x 6) + (8 x 6) = n
5) 435 e. (40 x 6) + (5 x 6) = n
f. (5 x 80) + (5 x 7) = n

Answer Key: 1) c 2) a 3) e 4) b 5) f

Assignment Rewrite the two digit numbers in expanded form. Find the product.
(2 minutes) 1. 52 2. 36 3. 23 4. 48
x3 x2 x8 x2

Concluding
Activity Close the period by wrapping – up the day’s lesson.
(2 minutes)
DAY 3 Learning Area: Mathematics Grade Level: 3 Quarter: 2 Duration: 50min

Learning Multiplies three 1-digit numbers using the associative property of

Competency/ies: multiplication. Code: M3NS-IIb-40.6

Key Concepts / 1. To multiply 2-digit numbers by 1-digit numbers easily, use the associative property.
Understandings to 2. We use the 1-digit number to multiply with the tens first, then with the ones and add. (Emphasize that
be Developed: this is used for mental computation.)
Learning Discuss the steps in multiplying three 1-digit numbers using associative property.
Objectives: Illustrate numbers using the associative property of multiplication.
Show accuracy/carefulness in multiplying 2-digit numbers by 1-digit numbers easily.
Display good relationship towards others.
Resources Teacher’s Guide in Mathematics 3 pp.134 – 136 , Math LM pp 125 – 127
Needed: Flash cards with multiplication facts, ball or an improvised ball (e.g. made from
crumpled paper/newspaper), picture of fruits with numbers
Methodology
Introductory 1. Drill :
Activity Let the pupils pass a ball or an improvised ball while singing 10 Little Indians. Say,
(5minutes) “STOP” after they sang a few lines of the song. The pupil who is handling the ball will answer one
multiplication fact, e.g. 8 X 6. Do this until they have finished singing the song or all the prepared
items have been answered.
2. Review :
Review pupils on multiplying 2-digit numbers by 1-digit numbers using the distributive
property of multiplication. Formulate exercises where they supply the missing digit in the problem.

e.g. 1 8 x 6 = (10 x ___) + (___ x 6) = ___ + ____ = ____

3. Motivation:
Paste a big flower with 5 big petals on the board. Mark the petals 1-5. Each petal has a corresponding set
of numbers to be multiplied. Call learners to open each petals or choose a number petals and let them
give the product of it.
Activity 1. Presentation:
(15minutes) Divide the class into four groups. Let them listen to you and ask them to follow the directions carefully.
Provide each group with the same three 1-digit number. The numbers are 6, 2, 5. Let the pupils do the
following:
a. Form two circles on a piece of paper.
b. Write your solution on the first circle. Multiply the first and second number. Then multiply your
answer to the third number. What is the answer? Put a box on your final answer.
c. Now, write your solution on the second circle. Multiply the second digit and third digit. Then, multiply
their product with the first digit. What is the answer? Box your final answer.
Expected answer on the first circle:
(6 x 2 ) x 5 =
12 x 5 = 60
Expected answer on the second circle:
6 x (2 x 5) =
6 x 10 = 60
d. Let a pupil write on the board his/her solution and answer on the first circle.
e. Let another pupil write on the board his/her answer on the second circle.
Ask: What are the three 1-digit numbers? (6, 2 , 5)
What did you do on the first circle?
What did you do on the second circle?
What did we use to group the factors? (parentheses)
Did we use the same numbers?
What can you say about the answers?
f. Discuss extensively that when grouping and multiplying the factors, we arrive at the same answer.
2. Present the steps in multiplying three 1-digit numbers using associative property.
To multiply three 1-digit numbers using associative property, here are the following steps:
1. Multiply first the factors enclosed in parentheses.
2. Multiply the answer to the remaining factor.
a. Ask this question. What answers did you get?
b. Elicit this answer from the pupils.
c. When three numbers are multiplied, the product is the same regardless of the grouping of the
 factors.(Put open and close parentheses for two 1-digit numbers that should be multiplied.)
d. Say: If a, b and c are the three numbers, then a x (b x c) = (a x b) x c.
e. Give more examples.
3. Performing the Activity :
Divide the class into groups. Give activity cards and have them find the product of the numbers using
associative property of multiplication.
Analysis Teacher asks:
( 3minutes) a. How did you find the activity?
b. Do you find it easy/difficult to multiply three 1- digit numbers?
Abstraction Let the class generalize the lesson by asking the following question:
( 3minutes)  What steps do we follow in multiplying three 1-digit numbers by using the associative property of
multiplication?
 From the 3 properties of multiplication, which of it is easier for you? How about which is the difficult
one?
Application A. Board Work:
(10minutes) Teacher will call volunteers to solve on the board
B. Tag Board Raise
Teacher will flash multiplication sentence and let the groups complete it.
Assessment A. Complete the following multiplication sentences.
(10minutes) 1. 7 x ( 4 x 5 ) = ( __ x 4 ) x 5
2. ( 3 x 8 ) x 4 = 3 x ( 8 x ___ )
3. ( 6 x 5 ) x 3 = 6 x ( __ x __ )
4. 2 x ( 9 x 6 ) = ( __ x 9 ) x 6
B. Fill in the missing numbers and find the product.
1. ( 3 x 9 ) x 2 = 3 x ( 9 x 2 )
___ x 2 = 3 x ___
_____ = ______

Assignment Find the missing factor then get the product. Write your answer in your notebook.
(2 minutes) 1) (2 x 8) x ____ = 2 x (8 x 3) = ____
2) (7 x ____) x 6 = (7 x 4) x 6 = ____
3) 5 x (9 x 2) = (____ x 9) x 2 = ____
4) (4 x ____) x 7 = 4 x (8 x ____) = ____
5) ____ x (6 x 3) = (6 x ____) x 3 = ____
Concluding
Activity Close the period by wrapping – up the day’s lesson.
(2 minutes)
DAY 4 Learning Area: Mathematics Grade Level: 3 Quarter: 2 Duration: 50min

Learning Multiplies 2- to 3-digit numbers by 1-digit numbers without or with Code: M3NS-IIc-43.1
Competency/ies: regrouping.
Key Concepts / In multiplying 2- to 3-digit numbers by 1-digit numbers without regrouping, remember the following steps:
Understandings to 1. Multiply the ones. Write the product under the ones place.
be Developed: 2. Then, multiply the digit in the tens place by the multiplier. Write theproduct under the tens place.
3. Lastly, multiply the digit in the hundreds place by the multiplier. Write theproduct under the hundreds
place.
In multiplying 2- to 3-digit numbers by 1-digit numbers with regrouping, remember the following steps:
1. To multiply a number by a one-digit multiplier, multiply each digit in the multiplicand by the multiplier
starting from the right.
2. If the product or total in any place is 10 or more, regroup the last digit and add this digit to the next
product.
Learning Multiply 2-3 digits numbers by 1 digit number with or without regrouping.
Objectives: Compute the product of 2 numbers with accuracy.
Follow the steps in multiplying 2- to 3-digit numbers by 1-digit numbers without or with regrouping.
Show accuracy/carefulness when working the activities.
Resources Teacher’s Guide in Mathematics 3 pp.137 – 142, Math LM pp 128 – 130
Needed: Flashcards, charts, activity cards, flats, longs and ones, place value mat/chart, 24 balls
Methodology
Introductory 1. Drill :
Activity Conduct a drill on basic multiplication facts using flash cards. Use facts that are not yet
(5minutes) mastered by the pupils.
2. Review :
Review the parts of a multiplication sentence. In the following multiplication sentences, box
the multiplicand, encircle the multiplier, and underline the product.
1) 7 x 8 = 56 2) 4 x 9 = 36 3) 5 x 10 = 50 4) 6 5) 8
x5 x6
30 48
3. Motivation:
Introduce the “Box that Ball” game to the class.
Form two groups of pupils with 12 members each. Give 12 balls to each group. Let them line up
parallel to each other. Place one box opposite each group. At the given signal, each member will run
towards the box, put one ball inside it then go back to the line. The first runner will tap the next
runner’s shoulder to signal that he will be the next. This will continue until the 12th member has placed
his/her ball in the box. The first group to finish will be declared winner.
a. Which group won?
b. What did the group do to become the winner?
c. What caused the delay of the other group?
d. What will you do next time?
Activity 1. Presentation:
( 15minutes ) Post the problem on the board.

A B

Box A has 12 balls. Box B has 12 balls.

a. How many balls are there in box A? in box B?
b. How many balls are there in all?
2. Performing the Activity :
Let us solve the problem in different ways:
A. Using real objects/manipulatives
a..Ask 3 pupils to get the balls from box A and another 3 pupils to get the balls from box B. Let
them count all the balls and write the answer on the board. 12 balls + 12 balls = 24 balls
b. How will you write the addition sentence into a multiplication sentence? How many groups of
12 balls do we have? 2 groups of 12 balls → 2 x 12 = 24
B. Using Place Value/Long Method
We can also write 4 x 21 in vertical form. Which of the two factors is the multiplicand? multiplier?
4 x 21 = 84 → 21 – multiplicand
x 4 – multiplier
multiplier multiplicand product 84 – product
How will you multiply the numbers in vertical form?
We will do it by place value.
 tens ones
2 1 Multiply the digits in the ones place. (4 x 1 = 4)
x 4 Place the answer in the ones place.
4

tens ones
2 1 Then, multiply the multiplier by the digit in the tens place. (4 x 2 = 8)
x 4 Place the answer in the tens place.
8 4
So, the product is 84.

Analysis Processing the Activities

( 3minutes ) a. Did we get the same answer using the two methods?
b. Which of the two do you like more? Why?
c. Can you also use repeated addition in getting the product?
d. How do we multiply numbers using the place value method?
e. Where do we start multiplying? In what place value do we always start?

Abstraction Let the class generalize the lesson by asking the following question:
( 3minutes ) How do we multiply 2- to 3-digit numbers by 1-digit numbers without regrouping?
How do we multiply 2- to 3-digit numbers by 1-digit numbers with regrouping?
How did you know which of the two numbers is the multiplicand? multiplier?
If you exchange the position of the factors, is the product affected?What property of multiplication does it
show?

Application Solve it!

( 10 minutes ) Group the learners into 4. Give each group set of numbers to be multiplied written in the activity cards.
Each group representative will present their outputs to the class.

Assessment Do as indicated. Show your solution in your notebook and encircle your final answer.
(10minutes) 1) What is 32 times 4?
2) Multiply 312 by 2.
3) Find the product of 112 and 4.
4) What is the product of 103 and 3?
5) How many items are there in 2 groups of 42 items?
6) How many objects are there in 7 groups of 53 objects?
7) What is 83 times 6?
8) Multiply 253 by 5.
9) Find the product of 351 and 8.
10) What is the product of 509 and 8?

Assignment
(2 minutes) Directions : Find the product. Write answers in your notebook.
1. 32 2. 43 3. 12 4. 211
x3 x2 x4 x3
Concluding Activity
(2 minutes) Close the period by wrapping – up the day’s lesson.