COLLEGE OF TEACHER EDUCATION

SOUTHERN DE ORO PHILIPPINES COLLEGE

Julio Pacana St., Licuan, Cagayan de Oro City

Subject: Teaching Science in the Primary Grades

Prepared by: Clarisse Allyza F. Cabasan
Charimar Julian

Lesson Plan in Mathematics 3

(Commutative Property of Multiplication)
I. Objectives
At the end of the lesson, the pupils are expected to:
a. Explain the commutative properties of multiplication;
b. Implement the commutative property of multiplication in real situation;
c. Alter a multiplication problem to a commutative property.

II. Subject Matter

a. Topic: Multiplication of Whole Numbers
b. Sub – Topic: Commutative Property of Multiplication
c. Reference: Mathematics 3 pages 119 – 122; Mathematics 3 Teacher’s Guide
pages 128 - 130
d. Materials: creative instructional materials, printed pictures, meta cards, activity
sheets

III. Procedures
A. Preparatory Activity
1. Preparations
Teacher’s Activity Students’ Activity
Good morning, Grade Three Resilient.
Good morning, Teacher!
Before we start our class today, we will start
with a prayer. May I request Venjie to please
come in front and lead the prayer?

(Venjie) Yes, Teacher.

Dear Father in heaven, your children are here

before you. We offer this day all we do, think
and say. Please give light to our minds so that
we will understand our lessons well. Help us to
be obedient and truthful. Help us to love one
another because we are all your children. Bless
our school, our teachers, our parents, and our
 country. And bring us all to heaven. Amen.

Please be seated as I will be checking your

attendance.

Very good! There’s no absent today! Now, get

your Math notebook so we can check your
assignment from yesterday’s lesson.

2. Review
Teacher’s Activity Students’ Activity
Now, class, who among you here can still
remember our lesson yesterday? Our lesson
yesterday is about?
Associative Property of Multiplication, Teacher!

Very good! What is it about? What does

Associative Property of Multiplication mean
again? Kindly read the meaning, class.
It is a math rule that says the way in which
factors are grouped in a multiplication problem
does not change the product.

Very good!

B. Developmental Activities
1. Motivation / Drill
Teacher’s Activity Students’ Activity
Today class, we will be discussing about a
different topic. Are you excited to learn?
Yes, Teacher!
Excellent! But before that, I want you to recite
first the multiplication tables 3, 4 and 5.

3x0=0
3x1=3
3x2=6
3x3=9
3 x 4 = 12
3 x 5 = 15
3 x 6 = 18
3 x 7 = 21
3 x 8 = 24
3 x 9 = 27
3 x 10 = 30
 4x0=0
4x1=4
4x2=8
4 x 3 = 12
4 x 4 = 16
4 x 5 = 20
4 x 6 = 24
4 x 7 = 28
4 x 8 = 32
4 x 9 = 36
4 x 10 = 40

5x0=0
5x1=5
5 x 2 = 10
5 x 3 = 15
5 x 4 = 20
5 x 5 = 25
5 x 6 = 30
5 x 7 = 35
5 x 8 = 40
5 x 9 = 45
Well done, class! 5 x 10 = 50

2. Presentation
Teacher’s Activity Students’ Activity
Today, we will be learning about the
Commutative Property of Multiplication. Are you
all ready?
Yes, Teacher!
Good! Can you still remember your lesson in
your Grade 1 or Grade 2 about the
Commutative property of Addition and
Subtraction?
Yes, Teacher!
Then it’s also the same concept as our lesson
for today. The commutative property is a math
rule that says that the order in which we
multiply numbers does not change the product,
or it is when switching the order of the
multiplicand and the multiplier does not change
the product.

This only means that no matter how many What does it mean, Teacher?
times you switch the factors, the answer will still
be the same. Did you guys get it?

Yes, Teacher!

3. Discussion
Teacher’s Activity Students’ Activity
So, I have here a board with pictures of – what
is this fruit?

Apples, Teacher!

Very good! How many columns of apples do we

have on the left?
Two, teacher!
Can you count the apples on the first column?
1, 2, 3, 4, 5, 6!
Now, multiply the number of apples on the first
column to the number of columns if the number
of apples on the first column is 6 and the
number of columns is 2.
6 times 2 equals 12, Teacher!
Very good, children! Now, how about if we
switch 6 and 2? 2 times 6 is equal to?
12 also, Teacher!
That is correct! Now that is what commutative
property of multiplication. When you switch the
factors, the answer doesn’t change. Did you
understand the lesson?
Yes, Teacher!

4. Generalization
Teacher’s Activity Students’ Activity
We’ll have a short summary of the lesson. All
you have to do is to supply the missing number
and provide the answer. Are you ready?

Okay, number 1. 9 x _ = 2 x 9 =? What is the Yes, Teacher!

missing number?

Very good. How about the product of 9 and 2? 2, Teacher!

Next, 3 x 6 = 6 x _? What is the missing

number? It’s 18, Teacher!
Very good. How about the product of 6 and 3?
3, Teacher!
Very good, students! Now, would you like to
play a little game?
It’s also 18, Teacher!

Yes, Teacher!

5. Application
Teacher’s Activity Students’ Activity
This game is called “Flash Game”. All you have
to do is to group yourselves according to your
rows. Each one of you will take turn in
answering the problems that I will dictate. You
will write the problems in equation form and
you will provide the missing number. Whoever
answers first will receive a point. The group
that can acquire the most number of points will
win the game and will be exempted in the
graded activity. So, do you have any questions
about the game?
Teacher! I have a question.
Yes, what is it?
Do we have to answer the problem after writing
the equation, Teacher?
Ah, yes. Brilliant question. Yes, you have to
provide the answer to the equation.
Okay, Teacher. Thank you!
No worries! So, shall we start the game?
Yes, Teacher!

IV. Evaluation
Teacher’s Activity Students’ Activity

Well done, row 2! Congratulations to everyone

for the participation!
Thank you, Teacher!
You’re welcome, everyone.

For your activity today, copy what has been

written on the board on your notebook and
answer what has been asked in each activity.
 Teacher, do we write it on our notebook?
Yes, Justine. Listen carefully to my instructions.
Sorry, Teacher. Thank you!
On Test 1, you do not have to answer the
equation. Just fill in the missing numbers on the
space provided. On Test 2, that is where you’re
going to give the product of the given
equations. Understood?
Yes, Teacher!
Very good. You may begin answering because
we will still have to check your work after. I will
give you 15 minutes to answer.

Answer the activities that follow.

Test I. Write the missing numbers.

1. 3 x 6 = __ x 3
2. 5 x __ = 1 x 5
3. __ x 9 = 9 x 4
4. __ x 4 = 4 x 3
5. 5 x 10 = 10 x __

Test II. Give the answer to the following problems.

1. 2 x 6 is equal to 6 x 2 = ______
2. 5 x 7 is equal to 7 x 5 = ______
3. 4 x 1 is equal to 1 x 4 = _____
4. 9 x 10 is equal to 10 x 9 = _____
5. 10 x 5 is equal to 5 x 10 = _____

V. Assignment
Teacher’s Activity Students’ Activity
For your assignment, I have given you each a
piece of paper. What can you see in there?
What are the kids doing?
They’re playing Tug of War, Teacher.
Very good, Ira. Do you know how to play Tug
of War?
Yes, Teacher.
Very good. Now, can you read the directions
written above your activity sheet?

Tug of War: Commutative Property

Look at the equation in the middle of the tug of
war. Draw a line to the side with the matching
Excellent. Now, like what has been written, you
have to examine each number. Underline the equation.
side in which corresponds the number at the
center. Do you understand the activity?

Very well then. That is all for today, class.

Goodbye, Grade Three – Resilient.
Yes, Teacher!

Goodbye and thank you, Teacher. See you

tomorrow morning.