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SUBJECT GUIDE IN MATHEMATICS 3

Process
CONTENT OBJECTIVES (Teaching-learning activities) Product

Quarter 1 – Week 1 Learning Objectives: Motivational Activity: Assessment:

Visualizing Number 1 At the end of the lesson Teacher will ask the pupils in the first row to write a number A. Find and circle the biggest number
001 up to 5 000 the pupils will be able to: between 101 and 1 000 on their "show-me board." in each group - up to 1 000.

Time Allotment: a. Practice reading Call each one to show the number to the class to read. Do this No. No. No. No. No.
Weekly: 1 hour per and writing as snappily as possible. Repeat the same procedure with the 1 2 3 4 5
day ( Monday to numbers through 1 other rows. 475 876 907 176 740
Thursday) 000 432 879 623 682 101
Friday – Play Day (60 b. Calibrate the After that teacher will have a review. 156 268 362 228 578
minutes) concept of numbers 903 796 362 228 578
c. Obey and Teacher will give pupils exercises on writing numbers in words 731 619 487 595 159
participate the and in symbols. 682 631 529 676 233
given activities and 304 691 277 847 901
assignment. Write the following in symbols. 904 557 574 866 550
Example: 170 644 900 210 998
1) eight hundred forty-eight 636 364 776 586 302
2) nine hundred ninety-nine
3) one hundred four
B. Make a number chart (1 - 1 000)
Write the following in words. using long folder. Compile it and put
Example: it in clear book.
345 503 674 980 864
Example:
After that, let the class play a puzzle game. Provide each group 1 - 100
of pupils with sets of numerals 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. The
puzzle is a number (ranging from 101 to 1000) written in bold
figures. Ask pupils to answer the questions that you will read.
Examples: What is the smallest 3-digit number that can be
formed? How will you write two hundred eighty-five in
symbols?
The first group to form the puzzle wins the game.

Presentation of the Lesson:

The teacher will post the puzzles form on the board. And
introduce the topic about visualizing number sense.

Teacher may ask:

How are these number similar? 101 - 200
How many digits are there?
What is the biggest place value in the numerals?

Activity 1

Have the pupils use flats, longs, and squares to illustrate or

visualize each number.

1 block square = one ( 1 )

201 - 300

10 blocks of square = 1 long ( 1 ten )

10 block long ( 10 tens ) = 1 flat ( 1 hundred)

10 flats ( 10 hundreds ) = 1 block ( 1 thousand )

Teacher may ask:

Suppose you count on from 1 000, what would be the next
Assignment
number?
Study about Visualizing Numbers up
The teacher will introduce the number 1 000
to 10 000.
 Thousands Hundreds Tens Ones

0 0 0
1 0 0 0

Using blocks, flats, longs and squares, 1 000 has how many
loose squares? How many longs? flats? blocks?

How many is 1000 in hundreds? tens? ones?

1000 = 10 hundreds
= 100 tens
= 1 000 ones

If we count from one to one thousand and add 1, we have one

thousand one.

Guide the pupils to visualize other numbers using flats, longs

and squares.

Example:

2 425

2 blocks 4 flats
2 000 400

+ +
2 longs 5 squares
20 5

Activity 1
Divide the pupils into 10 groups. Give each group a chart with
the title "My 2 001-2 100 Chart". Have them complete the
chart: 2 001 2100 until 2 101-2200, and so on.
 2
001

2
100

Activity 2
Solve its value and write your answer in the blank.

1.) ________

2.) ________

3.) ________

Quarter 1 - Week 2 Learning Objectives: Motivational Activity: Assessment:

Giving the Place Value At the end of the lesson The teacher will form four groups of three pupils each. Give A.
and Value of Numbers the pupils will be able to: each group two sets of number cards (numbers 0 through 9). Write these numbers and answer the
up to 10 000 a. Identify the place And give these directions: following to show your
value and the value understanding of place value.
Time Allotment: of a digit in 3- to 4- A. Each member of the group takes a number. As a number is
Weekly: 1 hour per digit numbers called. Group members line to form that number. 1.) 900 = _______ Thousands or
day ( Monday to b. Illustrate the Example: _______ Hundreds or ________ Tens
Thursday) numbers from 1 up 654 or _______ Ones
Friday – Play Day (60 to 10 000 in 982 2.) 1 000 = ________ Thousands or
minutes) symbols and in B. The first group to form the number correctly wins. _______ Hundreds or _______ Tens
words or _______ Ones
c. Challenge to Presenting the Lesson: 3.) 6 000 = ________ Thousands or
rename numbers in Provide and present the counters-flats, longs, and squares or _______ Hundreds or _______ Tens
expanded form let the pupils bring out their pre-assigned counters. Have the or _______ Ones
pupils count them. Let them group them into thousands,
hundreds, tens and ones.
 4.) 400 = _______ Thousands or
Teacher may ask: _______ Hundreds or ________ Tens
How many thousands did you form? or _______ Ones
How many hundreds are there? tens, ones? 5.) 8 000 = _______ Thousands or
______ Hundreds or ________ Tens
Have the pupils write the numbers on the board. or _______ Ones
Have them write the number in expanded form.

After that, present the place value chart and discuss the B.
different place values. Write the value of each underlined
digit.
Ten Thousands Hundreds Tens Ones 1.) 24 906 36 962
Thousands ________ ________

10 765 80 824
________ ________
2.) 16 328 78 993
Activity 1 _______ ______
Let the pupils give the number represented by the number dics
on the chart. Leth them answer the question that follow. 46 733 15 672
________ ______
Ten Thousands Hundreds Tens Ones
Thousan 3.) 26 632 81 555
ds ________ ______

1000 10 50 107 33 350

100 1
10
_______ _______
10000 1
10
100
1000
10 Assignment

1000 100 10 Study in advance about Adding 4- to

5-Digit Numbers up to 4 Addends
1000 10 with Sums up to 100 000 without
Regrouping in Short Form.
10

How many digits are there?

What is the place value of 5? 3? 7? 2?
Let pupils see the value of each digit by having them write the
number in expanded form.

Let them note that the value of a number could be arrived at

by multiplying the digit by its place value as shown in the
procedure below.
Digit Place Value
2 x 1 = 2
7 x 10 = 70
3 x 100 = 300
5 x 1 000 = 5 000

To give meaning to the value of the number, point out that

putting together the values of each digit will give the total
value of the number.

Illustrate this idea by adding all the values of each digit and
equating them to the number as shown.

5000 + 300 + 70 + 2 = 5372

Lead pupils to see the pattern that the place value of a digit is
always 10 times as great as the place value of the digit to its
right.

Introduce the next higher place value-the ten thousands place.

Present this place value chart.

Ten Thousands Hundreds Tens Ones
Thousands
6 2 9 5
8 8 8 8

Use the above procedure in presenting the next higher place

value in the first number. Then discuss extensively on the
place value and value of each digit in the number.

Present the next number which is 8 888. Have them read it.
Ask volunteers to give the place value and the value of each
digit. Write the answers on the board.
 Activity 2
Group Activity
Divide the class into groups. Distribute number cards bearing
numbers not greater than 10 000.

6 437 6 549 7 362

1 075 5 248

Have them write the digits in their correct place value using
the place value chart provided to them.

Ask the following questions.

Which digit in card 1 is in the thousands place? in the ones

place?
What is the place value of each digit in card 1?
What is the value of each digit in the number?
Which digit has the greatest value? the least value? Ask the
same questions for the rest of the given numbers.

Quarter 1 – Week 3 Learning Objectives: Motivational Activity: Assessment:

At the end of the lesson the
Lesson: Addition pupils will be able to: Look at the pictures then answer the
a. Describe the steps of questions that follow.
adding 4- to 5-digit
Adding 4- to 5-Digit
numbers up to four
Numbers up to 4
addends with sums
Addends with Sums up to 100 000
up to 100 000 without without regrouping in
Regrouping in Short short form
Form b. Solve the problem The teacher will show a picture of a clean community.
and write numbers in Watermelon Squash
Time Allotment: proper column And ask a Question:
Weekly: 1 hour per before adding How would you help maintain cleanliness in your community?
day ( Monday to c. Show cleanliness in How about in our school?
Thursday) doing assigned tasks Now, Let's see whose desk will remain clean up to the last minute of
Friday – Play Day (60 the class.
minutes) Peanuts Pili Nuts
The teacher will present a problem.

In response to the government's "Clean and Green" campaign, Add the following.
the Boy and Girl Scouts of Region IV held a tree planting activity.
They planted 5 143 narra seedings, 5 000 mahogany seedlings, 3 How many nuts are there
010 molave seedlings and 4 835 ipil-ipil seedlings. How many altogether?
seedlings did they plant in all? 1. watermelon, squash, peanuts and
pili nuts

2. watermelon, squash, and pili nuts

Presentation of Lesson:
3. watermelon, peanuts and pili nuts
The teacher begin the lesson by leading the pupils in analyzing the
word problem. 4. squash, peanuts and pili nuts

Put the given numbers in the place value chart before adding them.
5. peanuts, pili nuts and watermelon
Emphasize that the numbers must be written in proper column,
otherwise they will arrive at the wrong answers.

Thousands Hundreds Tens Ones After solving the assignment. Pupils

5 1 4 3 will make a five flashcards of their
5 0 0 0 solution.
3 0 1 0
4 8 3 5 Example number 1.
11 211
Do the steps one by 10 121
10 001
Add the ones Add the tens
+ 11 411
5143 5143
5000 5000
3010 3010
+ 4835 + 4835
8 88

Assignment
Add the hundreds Add the thousands
Below are leaves that fall from a
5143 5143 tree. Pick up at least four dry leaves
5000 5000 and copy the numbers on them. Add
3010 3010 the numbers. Do this at home.
+ 4835 + 4835
988 17 988

Question:
How do we add 4- to 5-digit numbers up to four addends? Where do
we start adding?

After knowing the steps the teacher will present more examples. Do
the steps again one by one. Stress that the numbers must be written
first in proper column.
Activity 1

Working with learning partner.

Game: Let's build the house

Two houses will be built by the boys and the girls. One correct
answer will contribute one pillar or post to the house.

Give each learning partner a number problem to solve. The teacher

will check the answer.

Add the following:

52 345 90 000 25 036

82 101 80 502 52 121
60 231 93 230 10 210
+ 92 320 + 60 122 + 12 230

Activity 2

Write the numbers in column, then add.

1) 63 114 + 21 020 + 22 431=

2) 25 041 + 13 102 + 61 213 + 11 323=
3) 31 124 + 22 101 + 31 310 + 13 001=
4) 11 301 + 14 003 + 30 200 + 10 222=
5) 42 131 + 11 021 + 10 102 + 10 011=
 Quarter 1 - Week 4 Learning Objectives: Motivational Activity: Assessment:
At the end of the lesson
Lesson: Addition the pupils will be able to: Basic addition facts Look at the letter number chart
(The teacher will prepare a small basin with sand. Under the below. Each letter has an equivalent
Adding 4- to 5-Digit a. Describe the steps sand are 20 rubber bands. On the rubber bands are basic point. Find out the total number of
Numbers up to Four of adding 4- to 5- addition sentences which the pupils will answer correctly.) points for a word. Then find the sum.
Addends with digit numbers up to
Regrouping in the four addends with a. Call a pupil and ask him/her to get one rubber band from Example:
Tens and Hundreds sums up to 100 000 the basin using a stick. MANILA
with regrouping in M - 13
tens and hundreds b. Once he gets a rubber band, he reads the sentence and A -1
Time Allotment: place. gives the correct answer. N - 14
Weekly: 1 hour per b. Regroup in the tens I -9
day ( Monday to and hundreds digit c. They may do this in the form of a contest. L - 12
Thursday) correctly. A -1
Friday – Play Day (60 c. Appreciate the After the activity teacher will have a short review in the 50 points
minutes) value of recycling. previous lesson.

Add. Letter Number chart

2 514 11 310 A - 10 461 O - 11 347

5 423 42 301 B - 21 354 P - 11 621
+ 2 041 11 211 C - 11 425 R - 10434
+ 21 107 E - 10 324 S - 10 467
I - 10 341 T - 10 467
After Solving L - 10 357 U - 11 464
Teacher may ask: M - 10 212 Y - 11 521
Who among you reads newspaper? What does your family do N - 21 565 Z - 24 894
with old newspaper? Why do we need to recycle them?

Find the number of points for the

Presentation of the Lesson: following:

The teacher will present a problem. 1. CEBU 2. PASAY

C= P=
The pupils of Mogpog Central School brought old newspapers E= A=
to support the school's "Newspaper Fund Drive." B= S=
U= A=
The table shows the contribution of newspapers per section in Total Y=
Grade Three. Total
News Paper Fund Drive
Section Contribution (in 3. TANAY 4. RIZAL
kg) T= R=
Masunurin 12 721 A= I=
Malinis 13 372 N= Z=
Masinop Maunlad 12 526 A= A=
12 270 Y= L=
Total Total
How many kilograms of newspaper did the Grade Three pupils
bring? What will you do to find the sum? 5. CUBAO
C=
U=
The teacher will lead the pupils in analyzing the problem. Let B=
the pupils put the number in the place value chart. A=
Stress the importance of putting the numbers in proper O=
column. Total
Ten Thous Hund Tens Ones
Thous ands reds
ands
1 2 7 2 1 Assignment
1 3 3 7 2
1 2 5 2 6
1 2 2 7 0 Get a partner and answer this at
home.
After that add the numbers carefully.
1.) 4 647
Teacher may ask: 2 328
+ 1 472
What are we going to add first? The ones
What is the answer? 9
Now let us add the tens. 2.) 2 793
What can you say about the sum? 4 308
What is the answer? + 1 411
Is this one group of one hundred and 8 tens?
Let us regroup it into the hundreds place.
3.) 32 571
What number remains in the tens place? 22 432
Repeat the process up to the last place value. Regroup when 12 473
necessary. + 11 261

Present other examples.

2 973 2 321 4. ) 23 472
6 415 2 553 12 563
+ 5 732 2 125 + 11 421
+ 2 432
5.) 15 278
Repeat the process as what you did in the table. 11 470
+ 11 561

Activity 1
Group Activity

Working in triads. Stress that each member must cooperate

with the group. Arrange the numbers in the windmill in
column then add and check.
Activity 2

Individual Activity. Peer checking.

Add:
54 432 35 678
21 265 24 324
10 526 14 125
+ 11 432 + 10 421
 Quarter 1 - Week 5 Learning Objectives: Motivational Activity: Assessment:
At the end of the lesson
Lesson: Subtraction the pupils will be able to: The teacher will show flashcards of basic subtraction. A.
a. Describe the steps Group the class into three. Let the 1"
Subtracting Numbers in subtracting 3- 8 3 9 6 group solve it by manipulative
without Regrouping digit numbers from (blocks, flats, long and cubes); the 2 g
4- to 5 – digit -5 -2 -7 -2 group by expanded form (value
Time Allotment: numbers with form) and,
Weekly: 1 hour per minuends up to 99
day ( Monday to 999 without 5 7 10 4 the 3 group by short-cut form (short
Thursday) regrouping. -3 -4 -6 -2 form-place value chart).
Friday – Play Day (60 b. Write correctly the
minutes) numeral in vertical What is 4 356 minus 243?
column according
0 1 2 3
to their place value.
c. Work B.
cooperatively Let the
4 pupils5 group themselves
6 7 with
during the class and Divide the children into 5 groups. Distribute place value pocket 4 members each. Ask them to
group activities. charts and number cards. The teacher will give instructions on answer the following numbers using
what number they will form. The group who answers first will only8their blocks,
9 flats, long and
have the point and the group with the highest points will be cubes. Then they will put their
the winner. answers in the place value pocket
Using the digits 4, 7, 3 and 0, what is the largest number you chart with the use of their number
can form? the smallest number you can form? cards.

Number Cards
Teacher may ask:

Who among you has a bank account? What are you doing with
your savings? What happens to your money if you deposit and
withdraw? Is it okay to withdraw money from your savings
account? Why?

Presentation of Lesson:
Present the table.
Number of Trees Planted in Barangay Malinis Place Value Pocket Chart
Trees Number of Trees
Th H T O
Acasia 3 875

Narra 2 554

Molave 432

How many more acasia trees are there than molave trees?
Compare the number of acacia trees to the number of molave C. Individual Work
trees. Which has more trees, acacia or molave? How many
trees more? What process are we going to use to find the Find what number is being asked.
answer? What is the number sentence?
1. What is the difference between 8
Ask a pupil to write the number sentence on the board.
753 and 2137?
(3 875-432=N)
2. What number is 320 less than 1
Which is the minuend? the subtrahend?
9757 Subtract 514 from 2 758?

3. What is 6788 less 3517

Let the pupils work in pairs.
Ask them to represent the minuend through their cubes, flats, 4. What number is 502 less than 4
longs and ones. 7357?

5. Take away 485 from 13 596

6. What is 24 359 minus 134?

cube long flat 1 flat = (100 7. What is the difference between

523 and 21 7857?

cubes) 1 block = (100 cubes) Assignment

Do as indicated.

1. What is the difference between

the largest 4-digit number without
Activity 1
repetition and the smallest 3-digit
Using Manipulatives - working by pair. number without repetition?

Let us solve the problem by using manipulative. Let us do it by

2. What is the difference between
pairs. How many acacia trees are there? What about molave the largest 4-digit number with
trees? How many more acacia trees are there than molave repetition and the smallest 3-digit
trees? number without repetition?
How will you represent 3 875 using the cubes, flats, longs and
ones? 3. What is the difference between
the largest 4-digit number with
repetition and the largest 3-digit
number with repetition?
How many cubes, flats, longs and ones will you use? (3 blocks,
8 flats, 7 longs and 5 cubes)

Thousands Hundreds Tens Ones

What about our subtrahend, 432? How many flats, longs and
cubes will there be? (4 flats. 3 longs and 2 cubes) Since 432 is
the number to be taken away, let's get it from 3 875. (Let the
pupil get 4 flats, 3 longs and 2 cubes from 3 blocks, 8 flats, 7
longs and 5 cubes.)
How many blocks, flats, longs and cubes were left?
(3 blocks, 4 flats, 4 longs and 5 cubes)
How will you read blocks, flats, longs and ones in numeral?
How will you write it in figure? 3 443
So, what is 3 875-4327 3 443
Activity 2
Using the expanded form.
Here is another way of subtracting numbers by Expanded
Form.

3875 -> 3000+800+70+5

-432 -> 400+30 +2
3000+ 400+40 +3 =3443

What is the difference? 3 443

Activity 3
Short Cut Method
Let us represent the same number through the place value
chart. How will you write the numerals in the place value
chart. Short Form:
3875 -> minuend
- 432 N -> subtrahend

Thousands Hundreds

3 8 7 5

4 3 2

3 4 4 3

1. Subtract the ones. (5-2-3)

2. Subtract the tens. (7 tens-3 tens 4 tens)
3. Subtract the hundreds. (8 hundreds-4 hundreds = 4
hundreds)
4. Subtract the thousands. (3 thousands-0 thousands = 3
thousands)
So, 3875-432 is 3 443.
 Quarter 1 - Week 6 Learning Objectives: Motivational Activity: Assessment:

Lesson: Subtraction At the end of the lesson The teacher will let the pupils do the coding of numbers A. Solve by using the place value
the pupils will be able to: through their hands and body. (Write the code on a manila containers and straws/Popsicle
Subtracting Numbers a. Subtract 3- to 4- paper) sticks.
with Regrouping in digit numbers from
the Tens Place 4- to 5-digit Digit Movement 1) 1 343 - 236=N
numbers with 0 - Forefinger and thumb together forming zero. 2) 2 491 - 1 358=N
Time Allotment: regrouping in the 1 - Right arm forward closed fist 3) 2 635-1 217=N
Weekly: 1 hour per tens place. State 2 - Left arm forward closed fist
day ( Monday to the rules in 3 - Left and right arms bend forward close to the body
Thursday) subtracting 4 - Hands on waist B. Solve the following by Expanded
Friday – Play Day (60 numbers with 5 - Right hand on the chest Form Method.
minutes) regrouping. 6 - Bend forward to pick something
b. Follow the rules in 7 - Stand straight 1) 3 942 - 719 N
subtracting 8 - Arms obliquely upward 2) 7 363 - 247 N
numbers with 9 - Do McDonald sign 3) 6 475 - 2136 = N
regrouping in the 4) 32 635 - 2217=N
tens place and use The teacher will show some flashcards about basic subtraction 5) 25 136 - 4018=N
the body-number and the pupils will give the answer through their body action
coding (kinesthetic without giving the answer, Example: 7-3-4 (They have to act
math) properly. the code for number 4 which is hands on waist) C. Subtract the following using the
c. Follow simple rules Short Form Method.
correctly. Practice
helpfulness at all 1) 5 785-349-N
times. 2)15 324-2 106=N
8 5 3 5 6
3) 3 642 - 235=N
-7 -1 -0 -5 -4 4) 26 483 - 3 248 = N
5) 4 384 - 248=N
6) 56 587-2 359 = N
6 10 9 7) 8252 - 4 036=N
8 10
8) 43 462 - 1 357 = N
-4 -5 -2 -2 -1 9) 7461 - 3 237 = N
After that the teacher will present a problem opener. 10) 34 677 - 2 338=N

Mang Pedro brought 2 752 eggs to sell in the public market. Assignment
Danny, his eldest son. helped him sell 1345 eggs. How many
eggs were left? A. Find the missing minuend,
subtrahend or difference.
Presentation of the Lesson:
After that, the teacher will introduce the lesson about 1.) 3 462 2.) 5 463
subtracting numbers with regrouping in the tens place. - 345 - 5 227

Let a pupil write the number sentence on the board.

3.) 4.) 8 364
2752-1345=N - 134 -
7 228 8 227
(The pupils should have their Math Kit where they can place 5.)
their Popsicle sticks/straws, rubber bands, counters, etc. A - 418
place value containers should always be inside their classroom. 6 124
If possible, the place value containers should be made as a
project of the pupil.)
B. Write the missing numerals.
Place Value Containers
1.)
8 5
- 3 2 6
8 4 0

2.)
• Guide the pupils to bundle 10 straws which should be placed 4 7 5 2
in the tens place of the place value container. - 2
• Let them bundle 10 groups of 10 straws each which will be 4 4 7
placed in the hundreds place of the place value container.
• Lastly, let them bundle 10 groups of 100 straws to be placed 3.)
in the thousands place of the place value container. 6 7 3
• Let them see and observe how many is 1 ten, 1 hundred and - 2 3 1
1 thousand. 6 5 3 9

4.)
3 4 5
- 1 6
3 3 1 5

5.)
7 5 8 2
- 3 1 2
7 3 5

Activity 1

Using Manipulatives and Drawings/Diagram

Tell the pupils to work in groups with 5 members each. Let

them represent the number of eggs brought by Mang Pedro
through their straws/Popsicle sticks and place value
containers.

Guide Questions:
How will you represent 2 7527?
2 bundles of 1 000 straws
7 bundles of 100 straws 5 bundles of 10 straws
2 pieces of straws
 Thousands Hundreds Tens Ones

1 4 0 7

So, 2 752
- 1 345
1407 therefore, 1 407 eggs were left.

Activity 2-Using Expanded Form

1) Let us try solving the same problem using the Expanded

Form. Let us see if we can get the same difference.

1. Subtract the ones.

2752 -> 2000 + 700 + 50 + 2

-1345 -> 1 000 + 300 + 40 + 5

You cannot subtract 5 from 2 therefore, regroup one 10 from

the tens column and add it to 2.

2. Regroup the tens

2000 + 700+ (50-10)+(10+2)

- 1 000 + 300 + 40 + 5

2000+ 700+40 +12

- 1000+300+40+ 5
7
Subtract 5 from 12.
3. Subtract the tens.

2000 + 700 + 40 + 12
- 1 000 + 300 + 40 + 5
0+7
Subtract 40 from 40.

4. Subtract the hundreds.

2000 + 700 40 +12

- 1000 300+ 40+ 5
400 + 0 + 7
Subtract 300 from 700.

5. Subtract the thousands.

2000+ 700+40 +12

- 1 000+300+ 40+ 5
1000+ 400+0+ 7 = 1407

Subtract 1000 from 2000. Add all the partial differences.

Did we get the same difference? 1407 eggs were left.

Activity 3

Let us try usingthe short cut method or the short form.

2 752
- 1 345
N
Th H T O
2 7 6 2
-1 3 4 5
1 4 0 7
 Quarter 2 - Week 7 Learning Objectives: Motivational Activity: Assessment

Lesson: Multiplication At the end of the lesson The teacher will call two pupils to answer the multiplication A. Fill in the blank to complete each
the pupils will be able to: facts as fast as they can. The one who makes a mistake will fall equation.
Changing the Order or a. Show that changing from the ladder.
Regrouping in the order and/or 1.) 5 x 3 = ____ x 5
Multiplication regrouping in 2.) 6 x 8 = 8 x ____
multiplication 3.) 6 x 2 = ____ x 6
makes computation 4.) ____ x 5 = 5 x 7
Time Allotment: easy. 5.) Write the multiplication sentence:
Weekly: 1 hour per b. Illustrate
day ( Monday to multiplication in
Thursday) different orders of Review:
Friday – Play Day (60 factors. In 3 x 4 = 12, what are 3 and 4?
minutes) c. Show Give the factors of: 10, 16
sportsmanship
when working in
the activities.

________ x ________

B. Group the following in two ways.

Teacher may ask: Find the product.
What game/sport do you enjoy playing? If you do not win in a
game, how would you foot? What will you do to show that you 1.) 2 x 5 x 8 = _________
are a good sport? Is it good to engage in sports? Why?
2.) 3 x 3 x 10 = _________
Let all the pupils and form
• two lines 3.) 3 x 4 x 2 = _________
• three lines
• four lines 4.) 6 x 2 x 5 = _________

Teacher may ask: 5.) 7 x 2 x 10 = _________

Did the number of pupils change as they change their
position/groupings?
Assignment
Presentation of the lesson:
Teacher will introduce the lesson about changing the order or A.
regrouping in multiplication. And the following activities have Perform the operations. Multiply the
done is connected. numbers inside the parenthesis first.

1) ( 4 x 5) x 7
2) (9x4)x2
3) (6x5)x4
4) (3x2)x6
5) (7x3)x8
 B. Let N represent the missing
number in each sentence. Find N.

1) 9x8=Nx9
2) (2x3)x5 Nx (3 x 5)
3) Nx3=3x7
4) 5x6=Nx6
Discuss:
5) (5x8) x2=5x (Nx2)
-How many hops did Lady Rabbit take?
-How about Mr. Frog? Who won the race?
-Why did you say it's a tie?
-Compare the number of hops done.
-Ask some pupils to hop as what Lady Rabbit and Mr. Frog did.

Lady Rabbit - 4 hops of 3

Mr. Frog - 3 hops of 4

Transform 4 hops of 3 into addition and multiplication

sentence.

3 + 3 + 3 + 3 = 12 4 x 3 - 12

Is 4 x 3 the same as 3 x 4? Why?

Activity 1
Mang Tony prepared 2 groups of sugarcane seedlings for his
plantation. Each group had seedlings. He cut each seedling into
3 pieces. How many pieces were there in all?

Sometimes a number pattern can help when we multiply three

or more numbers.
Give more examples:
(4 x 2) x3=24 4x (2 x 3)=24
(6 x 3) x2=36 6x (3x2)=36
(5x3) x3=45 5x (3x3)=45

Activity 2
Write two multiplication sentences for the following.

1.) 4 sets of 3

_______ x _______

2.) 3 sets of 4

________ x ________
 3.) 4 sets of 6

________ x ________

Quarter 2 - Week 8 Learning Objectives: Motivational Activity: Assessment

Lesson: Multiplication At the end of the lesson The teacher will show treat bags with a chocolate inside it. Let Solve the following problems.
the pupils will be able to: the pupils count how many chocolates inside each bag, and 1.) There are 30 cans of milk in a box.
Multiplying 2- to 3- solve how many chocolates altogether inside the three treat If there are 9 boxes, how many cans
Digit Numbers by 1 a. Review the steps of bags. of milk will there be in all?
digit Numbers without multiplying 2-to 3
Regrouping digit numbers by 1 There are three treat bags and 12 chocolates inside each bag. 2.) Aling Marita has 8 baskets of
digit number How many pieces of chocolates are there in all? tomatoes. If each basket contains 20
Time Allotment: without regrouping tomatoes, how many tomatoes will
Weekly: 1 hour per b. Perform and solve be she have in all?
day ( Monday to problems involving
Thursday) the multiplication 3.) Tony has 4 packs of pencils. There
Friday – Play Day (60 numbers are 20 pencils in each pack. How
minutes) c. Participate solving Teacher may ask: many pencils does Tony have?
problems in a group How we are going to solve this problem?
activity We are going to multiply. 4.) Marlon delivers 50 letters each
day. How many letters does Marlon
Presentation of the lesson: deliver in 3 days?

Present how to solve problem using the steps of multiplying 5.) Gerry spent his vacation working
whole numbers such as 2 to 3 - digit numbers by 1 - digit in a supermarket. He worked 8 hours
numbers without regrouping. a day for 11 days. How many hours
did he work in all?
There are four cartoon boxes in the classroom, and each box
has 212 popsicles sticks. How many pieces of popsicles sticks
are there in all? Assignment

How will you multiply the numbers in vertical form? We will do Create at least five window cards
it by place value. about multiplying 2- to 3-digit
numbers by 1 digit
numbers without regrouping.
Step 1 Multiply the digit in the ones place.
Hundreds Tens Ones
2 1 2
x 4
8

Step 2 Multiply the digit in the tens place.

Hundreds Tens Ones
2 1 2
x 4
4 8

Step 3 Multiply the digit in the hundreds place.

Hundreds Tens Ones
2 1 2
4
8 4 8

Teacher may ask:

So, what is the product?

There are 848 pieces of popsicles sticks in the combination of
the 4 boxes.

Activity 1

Secret Message

Look for the hidden message by solving each problem. Find the
letter in the code that matches the answer. Write the correct
letters in the boxes.

1. ) Find the product. Write the answer on the boxes.

11 12 4 5 22
x 2 x 3 x 3 x 2 x 3
A C H I M

21 3 14
x 2 x 2 x 2
R S T
 2.) Write the letter that matches with the numbers.

36 12 42 10 6 28 66 22 6

Activity 2
Find the product.
1. ) 2 x 5 = _____
2.) 4 x 3 = _____
3.) 21 4.) 23 5.) 123
x 4 x 2 x 2

Quarter 2 - Week 9 Learning Objectives: Motivational Activity: Assessment

Lesson: Multiplication At the end of the lesson Arrange the cards on the chalk ledge. The teacher will give the A.
the pupils will be able to: product and the pupils from each team will find the card of its Estimate each product. Please avoid
Estimating the a. Estimate the factors. The first one to get the correct card wins a point. too many erasures.
Product of 2 - to 3 product of 2- to 3-
digit numbers by 1 to - digit numbers by 1- 1.) 73 2.) 87
2 Digit Numbers to 2-digit numbers 9 8 5 8 x 5 x 6
b. Follow the steps in x 6 x 7 x 8 x 3
Time Allotment: estimating the 3.) 74 4.) 473
Weekly: 1 hour per product After that, let the pupils spin the roulette then round off the x 4 x 6
day ( Monday to c. Show neatness in numbers to the nearest tens, hundreds and thousands.
Thursday) one's computation 5.) 664 6.) 38
Friday – Play Day (60 x 8 x 23
minutes)
7.) 76 8.) 526
x 44 x 48

9.) 89 10.) 479

x 23 x 29

B.
Presentation of the lesson:
Pamela Perfect would like you to
check her Math problems so she can
The teacher will let the pupil read the problem that can be
get a perfect score. Estimate to
related to estimate the product of 2- to 3-digit numbers by 1-
check the product. Encircle any
to 2-digit numbers
incorrect solution.

A farmer prepares 15 plots for vegetables. About how many

Ex.:
seedlings will be needed if each plot could be planted with 9
seedlings?
325 ---> 300
x 12 x 10
Teacher may ask:
3000
How many plots are being prepared by the farmer? 1) 22
How many seedlings could be planted in one plot? x 16
What is the mathematical sentence?
2) 163
Multiply: 9 x 15 = N x 5

15 ----> rounded to 20 3) 573

x 9 x 9 x 45
180 estimated product

15 ----> rounded to 15 Assignment

x 9 x 10
150 estimated product Estimate and solve each problem.

1. There are 5 cages. Each cage has

therefore 15 38 birds. About how many birds are
x 10 there?
150 nearest estimated product.
2. There are 35 pupils in a class. Each
pupil collected 125 copies of old
newspapers. About how many copies
Activity 1 of newspapers did the class collect?

Let's Try. 3. Mang Celso gathered 285 eggs

Mang Delfin harvested 263 sacks of rice in one hectare. About from his poultry farm in one day.
how many sacks of rice will be harvested in 12 hectares? About how many eggs
would he gather in one week?
Multiply: 263 x 12 = N
4. Simon spends P 645 for his
Estimate the product. transportation per month. About
how much would his total
transportation expenses be for 18
months?

5. A movie theater can

accommodate 375 people in each
show. About how many people can
the theater accommodate in 24
shows?
 Activity 2

Group pupils into pairs then have them perform the activity
shown below.

MANIPULATIVE ACTIVITY CARD 19

Activity: Estimating Products

Materials: number cards (1-10)

Group Size: Pairs

Procedure:

• Distribute number cards to each pair, face down, in pile.

• Write on board: 374, 438, 152, 297.
• Partner 1 draws number card (e.g. 6).
• Partners write multiplication example using the number
on the board and number card. (374 x 6)
• Partner 1 rounds up 374 and finds the product (400 x 6);
Partner 2 rounds down and finds the product. (300 x 6)
Continue the activity with the remaining numbers on the
board. (5-10 min.)

Quarter 2 - Week 10 Learning Objectives: Motivational Activity: Assessment

Lesson: Multiplication At the end of the lesson Teacher will resent the TIC-TAC-TOE GAME. Solve each problem.
the pupils will be able to: Divide the class into 2 groups. Show flash cards on
Multiplying 2- to 4- a. Multiply 2- to 4- multiplication by tens. To determine which group will play 1. There are 500 bags of peanuts. If
Digit Numbers by digit numbers by first, show a card to the representative of each group and the each bag of peanuts contains 125
Multiples of 100 multiples of 100 first one to answer correctly after a go signal will have his/her peanuts, how many peanuts will
b. Annex the same turn first. The group will choose another representative to there be in all?
Time Allotment: number of zeros in answer the first card. If he/she gets it right, the group gets a
Weekly: 1 hour per the factors to the on the Tic-Tac-Toe board: if not, the group will get an x. 2. Jack delivers 25 magazine to 400
day ( Monday to product customers. How many magazines
Thursday) c. Show cooperation 40 20 60 40 40 50 40 50 does he deliver in all?
Friday – Play Day (60 in doing the x 6 x 2 x 3 x 3 x 8 x 5 x 5 x 7
minutes) activities 3. One volume of encyclopedia has
Show cards 1 to 10 for the pupils to multiply mentally by 10s. 400 pages. How many pages are
Tell them that they will just add 1 zero after the number. there in 3 volumes?
Show a picture of an Indian.
4. When one-digit number is
Ask: Have you seen an Indian? multiplied by 100, the product is 720
Say: Long ago a man in India decided to write a small dot to more than the product of the
mean "zero". Later the small dot became a circle. The circle is number and 10. What is the
now called zero number?
Working Together: Each member should cooperate.

•Work in a small group. Pretend zero does not exist. Try to Assignment
write the numbers below without using zero. Talk about what
you do, A. Write the missing number.

• one hundred twenty 1) 13 x 3 hundreds = ______

• one thousand, and two hundreds
• one thousand, two hundred
• one hundred two 13 x 300 =

What if the man in India had never invented zero? What 2) 24 x 2 hundreds = ______
symbol would you use to stand for nothing? hundreds
Say: Now we are going to work with zeros.
24 x 200 =

Presentation of the lesson: 3) 16 x 7 hundreds = _______

hundreds
a. Present this problem.
16 x 700=
A pharmacy ordered 100 packs of surgical gloves. Each pack
contained 15 pairs 4) 14 x 8 hundreds = _______
hundreds
of surgical gloves. How many pairs were delivered to the
pharmacy? 14 x 800 =

Show number card again and now multiply with 100. 5) 15 x 6 hundreds = _______
hundreds
100 x 15 =
15 x 600=
To find the answer, we count by 100s,
B. Write > , < or = in the blank.
Long Method
1.) 9 x 900 _____ 9 x 8 000
Step 1 2.) 600 x 7 _____ 70 x 600
100 (Multiply 100 by 5) 3.) 70 x 500 _____ 50 x 70
x 15
500

Step 2 100
x 15
500 (Multiply 100 by 1)
Step 3
100
x 15
500
+ 100
1500 (Add the partial products to get the final
product)

1 500 pairs of surgical gloves were delivered.

Short method
100
x 15
15
100 (Multiply the non-zero digits 15 by 1)
x 15
1 500 (Affix the number of zeroes to the product)

Present this number sentence.

1 100 x 100 = N

How many zeros are there in 11 hundreds? 100?

What are the non-zero digits in 11 x 100 ?
After multiplying the non-zero digits, what did you do with
zeros?
Activity 1

Give this activity sheet to the group.

The Bean Bag Game

Materials: 2 bean bags (x 100)

Have the children play a toss game to practice multiplying by

hundreds. Tape the numbered squares of paper to the floor
as shown below.

2 324 175 231 3 561

25 38 74
15

Divide the class into 2 teams. Provide each team with bean
bag. The bean bags represent the factor 100.

The teacher calls out a product 17 500. Since the factors of

17 500 are 175 and 100 a player from each team tosses the
bean bag to the correct number on the grid (175) and earns
one point for his/her team. For the product 1 500, the bean
bag should be tossed to the number 15 on the grid.

The first team to score 10 points wins the game.

Activity 2

Divide the class into 4 groups. Let each representative of the

group do the "Jack en Poy game. The first one to win can
choose the problem which he think is easier to solve. This will
be done respectively by all the representatives of the group.

Problems:

1. Cheryl bought 400 boxes of cough syrup from the drugstore.

Each box contained 18 bottles. How many bottles of cough
syrup did she buy?

2. Eva needs 300 packs of lozenges. Each pack contains 26

tablets. How many lozenges does she need in all?

3. Mary ordered 200 bags of syringes. Each bag has 114

syringes. How many syringes did she order?
 4. Glenda will distribute 18 bedsheets in every room in the
hospital. How many bedsheets will she need in all if there are
100 rooms?

Quarter 2 - Week 11 Learning Objectives: Motivational Activity: Assessment

Lesson: Division At the end of the lesson Division Basic Facts A. Write the missing numbers.
the pupils will be able to:
Dividing 2 - to 3 - Digit Contest-"Giant Steps" 1.) 884 / 4 --> 800 + ___ + 4
Numbers by a. Show that a. The teacher calls on 4 pupils at a time. 800 + ___ +___
Renaming renaming 2- to - 40 + 2 = ____
digit numbers help b. She flashes the number cards and the pupils out do each ____ + 2 = ____
Time Allotment: make computation other by giving the correct answers.
Weekly: 1 hour per easy in division c. The first pupil to give the correct answer will take one step 2.) 252 / 2 --> 200+50+2= 252
day ( Monday to b. Write the expanded forward. 200+2 = _____
Thursday) form of numbers 50+2 = ______
Friday – Play Day (60 c. Be industrious d. The first pupil to reach the finish line wins the game. 2+2 = ______
minutes) ___+___+___=
64 ÷ 8 = ____ 72 ÷ 9 = _____ 25 ÷ _____ = 5
32 ÷ _____ = 4 25 ÷ ____ = 32 ÷ 4 = _____
48 ÷ _____ = 6 30 ÷ 6 = _____ 9 ÷ 36 = _____ B. Find the quotient. Solve it in a
standard form.
After that the teacher will give a review about Renaming
Numbers. 3.) 255 ÷ 5 =
4.) 962 ÷ 3 =
A. The teacher flashes the number cards. 5.) 564 ÷ 4 =
B. The pupils write the expanded form of the number in their
show me cards.
C. Read, Analyze, and Solve.
100 + 20 + 6 126 Show your solution by renaming the
400 + 70 + 3 473 dividend.
500 + 60 + 4 564
900 + 30 + 5 935 There are 648 cans of sardines that is
200 + 20 + 8 228 to be distributed in 2 evacuation
centers of flood victims. How many
Introduce the song "I'm Mathematics" to the tune of "Skip to sardines were given equally among
my Loo" the evacuation center?
(I'm mathematics, how do you do?) 2x Who are you, tell me
true
I'm just a child, but know you.
You know addition, yes I do Multiplication, yes I do
Even division, yes I do
Let's get together, I like you
What are the operation mentioned in the song? Addition, Assignment
Multiplication and Division
Let's see if you can tell the operation that we shall use in Create a step by step solution in
solving the problem on the chart. in dividing 2 -3 digit numbers by 1
digit numbers. Write one for
Illustration, Expanded and Standard
form using short folder with
neatness.

Presentation of the lesson:

Present problem 1 (2 digits dividend)

Tony and Peter wanted to help their family in eaming a living.

They planted mustard seedlings in their garden plots. There
are 36 seedlings. They planted 6 seedlings in each row, how
many rows of mustard seedlings did they have?

Teacher may ask:

• Who wanted to help their family in earning a living?

• What did they do to increase the family income?
• Do you also help your family in earning a living?
• What kind of children are Tony and Peter?
• Are they industrious?
• How many seedlings do they have?
• How many seedlings did they plant in each row?
• What shall we do to answer the problem?

Solve the problem by renaming the dividend (use of expanded

form). Let's solve the problem with the use of the expanded
form. Write the number sentence.
36 ÷ 6 = N

Rename 36 using the expanded for of the number

30 ÷ 6 = 36
30 ÷ 6 = 5
5+1 =6

Solve the problem using the short form.

Step 1
6 is not contained in 3,
so take 36
36 + 6 = 6
Step 2
Multiply 6 by 6
6 x 6 = 36
subtract 36-36=0

Activity 1

Present problem (3 digits dividend)

There are 248 pupils in grade 3. They are distributed equally

among 4 classes. How many pupils are there in each class?

How many pupils are there? Into how many classes are they
distributed equally?
Write the number sentence. 248 ÷ 4 = N
Rename the dividend and solve.

Activity 2

Game "Compute Me"

Distribute number cards with division problem written on

them. The pupils answer the problem by renaming the
dividend as a sum of hundreds, tens and ones. (expanded
form)
Instruct them to write their answer at the back of the number
card.
The first pair to give the correct answer wins the game.

155 ÷ 5 633 ÷ 3 336 ÷ 6

93 ÷ 3 84 ÷ 4 42 ÷ 2

Activity 3

Group Activity
Group the pupils into Learning Barkadas. (LBS)

Game-"Come and Get Me

The teacher arranges number cards on the chalkboard.

 Then she distributes activity cards to the LBS. The pupils will
answer the problem in the activity card by renaming the
dividend using the expanded form.

After answering the problem, they will look for the answer on
the chalkboard.

The first LB to get the correct answer from the chalkboard

wins.

Quarter 2 - Week 12 Learning Objectives: Motivational Activity Assessment

Lesson: Division At the end of the lesson The teacher writes the following division sentence on the Read. Analyze, and Solve.
Dividing 2 - to 3 - Digit the pupils will be able to: board.
Numbers by 1-Digit a. Describe the steps 1. If you divide my number by 4, you
Number without in dividing 2 to 3 15 ÷ 3 = 5 get a quotient of 37. What is my
Remainder digit numbers by 1 number?
digit number Ask volunteers to identify the dividend, divisor and quotient.
Time Allotment: without regrouping 2. A scoutmaster has 75-metre piece
Weekly: 1 hour per b. Illustrate and solve The teacher calls on 5 players. of rope. How many pieces- each of
day ( Monday to the expanded form which is 6m long-can be cut from it?
Thursday) of the given She flashes the cards with division sentence on them. One of
Friday – Play Day (60 numbers the numbers in the sentence is underlined. Ask the pupils to 3. What number am I? If you divide
minutes) c. Participate in each identify the underlined numbers. me by 5 then add 3, you get 25.
activity and make
the assignment or 18 ÷ 6 = 3
project neatly. |
|---> Dividend Assignment

The first player to get the most number of correct answers Divide in Standard Form. Then check
wins the game. if the answer is correct.

1.) 126 ÷ 2 = ____

Presentation of the lesson: 2.) 291 ÷ 2 = ____
3.) 365 ÷ 5 = ____
The teacher will give the following problem about dividing 2 to 4.) 432 ÷ 4 = ____
3 digit numbers without regrouping. 5.) 294 ÷ 6 = ____

Noli has some bananas. He wants to share 10 bananas

equally to his 5 friends. How many bananas will he give to
each of them?

How many bananas does Noli want to share with his 5

friends? Do you also share your blessings to your friends?

Acting out the problem.

Call on 6 pupils. Ask one pupil to act as Noli, and the rest, his 5
friends. Let Noli distribute the 10 bananas equally to his
friends.

How many bananas are there in all? 10

How many friends will these be distributed? 5

Write 10 ÷ 5 = 2.

How many will each friend get?

Division as repeated subtraction

10 ÷ means how many 5s are there in 10? Let us subtract 5

from 10 until we get 0.

10
- 5 - 1 How many times did we subtract
5 five from ten? 2
- 5 - 1
0

Division is repeated subtraction.

How do we check if our answer is correct?

✓Multiply the quotient by the divisor. If the answer is exactly
the same as the dividend, the answer is correct
 Activity

A department store had 336 pairs of socks. The socks were

sold in packages of 3 pairs. How many packages were there?

How many pairs of socks has the department store? How were
the socks sold? What operation shall we use to solve the
problem?

336 ÷ 3 = N Which is the dividend?

Which is the divisor?

Group the pupils into 2. Let them solve the problem in two
ways.

Group 1 Expanded Form

Group 2 Standard Form

Prepared by: Genny Rose B. Bitoon - BEED 3A DAY

Date: November 21, 2022