Lesson Guides

in

ELEMENTARY MATHEMATICS

GRADE III

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2005
2005
Lesson Guides in Elementary Mathematics
Grade III

Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form
without a written permission from the Bureau of Elementary Education, Department of
Education.

The Mathematics Writing Committee

GRADE 3

Region 3 Ateneo de Manila University

Agnes V. Canilao – Pampanga Pacita E. Hosaka

Josefina S. Abo – Tarlac City
Alma Flores – Bataan Support Staff

Region 4 Ferdinand S. Bergado

Ma. Cristina C. Capellan
Galileo L. Go – Marinduque Emilene Judith S. Sison
Felicima Murcia – Palawan Julius Peter M. Samulde
Marissa J. de Alday – Quezon Roy L. Concepcion
Myrna D. Latoza
National Capital Region (NCR) Eric S. de Guia - Illustrator

Laura N. Gonzaga – Quezon City Consultants

Dionicia Paguirigan – Pasig/San Juan
Yolita Sangalang – Pasig/San Juan Fr. Bienvenido F. Nebres, SJ – President,
Ateneo de Manila University
Bureau of Elementary Education (BEE) Ms. Carmela C. Oracion – Principal,
Ateneo de Manila University
Elizabeth J. Escaño High School

Project Staff

Teresita G. Inciong – Director IV

Merlita A. Nolido – Chief, Curriculum Development Division
Mirla R. Olores – Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator

EXECUTIVE COMMITTEE

Edilberto C. de Jesus – Secretary, Department of Education

Juan Miguel M. Luz – Undersecretary for Finance and Administration
Fe A. Hidalgo – Undersecretary for Programs and Projects

Printed in the Philippines.

ISBN – 971-92775-2-1

i
 TABLE OF CONTENTS

Introduction ............................................................................................................................ i
Matrix .................................................................................................................................. ii-xiii

I. WHOLE NUMBERS

A. Comprehension of Whole Numbers

Cardinal Numbers 1 000 to 10 000 ............................................................................. 1

Cardinal Numbers 10 001 to 100 000 ........................................................................ 11
Value of 4-to 5-Digit Numbers ................................................................................... 15
Reading Numbers through 100 000 ........................................................................... 19
Writing Numbers through 100 000 ............................................................................. 24
Number Relationships ............................................................................................... 28
Numbers in Expanded Form ...................................................................................... 33
Rounding Numbers to the Nearest Tens and Hundreds ............................................. 37
Rounding Numbers to the Nearest Thousands .......................................................... 41
Odd and Even Numbers ............................................................................................ 44
Reading Money in Symbols and Writing Money Value
through 1,000............................................................................................. 49
Comparing Values of Coins/Bills ............................................................................... 52
Reading and Writing Roman Numbers (L-C) .............................................................. 57
Reading and Writing Roman Numbers (C-D) ............................................................. 61
Reading and Writing Roman Numbers (D-M) ............................................................. 64

B. Addition

Adding 4- to 5-Digit Numbers without Regrouping ..................................................... 69

Adding 4- to 5-Digit Numbers with Regrouping in the:
• Tens and Hundreds ...................................................................................... 72
• Thousands and Ten Thousands .................................................................... 76
Estimating Sums of 3- to 5-Digit Addends .................................................................. 80
Adding Mentally 1- to 2-Digit Numbers ...................................................................... 84
Mental Computation of 1-Step Word Problems .......................................................... 89
Solving Word Problems involving Addition ................................................................. 92

C. Subtraction

Subtracting Numbers without Regrouping

• 3-Digit Numbers from 4- to 5-Digit Numbers .................................................. 98
• 4-Digit Numbers from 4- to 5-Digit Numbers .................................................. 104
Subtracting Numbers with Regrouping in the:
• Tens Place ................................................................................................... 112
• Hundreds Place ............................................................................................ 118
• Thousands Place .......................................................................................... 125
• Ten Thousands Place ................................................................................... 129
Subtracting Numbers with Zero Difficulty ................................................................... 135
Estimating Differences .............................................................................................. 142
Subtracting Mentally without Regrouping ................................................................... 146
Solving Word Problems ............................................................................................. 152
Solving Word Problems Mentally ............................................................................... 158
Solving 2-Step Word Problems involving Addition and Subtraction
including Money ........................................................................................... 163

iii
 D. Multiplication

Changing the Order or Regrouping in Multiplication ................................................... 167

Multiplying Numbers
• without Regrouping ....................................................................................... 172
• with Regrouping ........................................................................................... 177
• with Zero in the Multiplicand
- 2-Digit Numbers by 1-Digit Numbers ....................................................... 182
- 3- to 4-Digit Numbers by 1-Digit Numbers ............................................... 186
• by Multiples of 10 .......................................................................................... 191
• by Multiples of 100 ........................................................................................ 196
Estimating Products
• 2- to 3-Digit Numbers by 1- to 2-Digit Numbers ............................................. 201
• 4-Digit Numbers by 1- to 2-Digit Numbers ..................................................... 205
Multiplying Mentally without Regrouping .................................................................... 209
Solving Word Problems involving Multiplication of Whole Numbers............................. 214
Solving 2- to 3-Step Word Problems .......................................................................... 217

E. Division

Renaming 2- to 3-Digit Numbers in Division ............................................................... 220

Dividing 2- to 3-Digit Numbers by 1-Digit Numbers
without Regrouping ....................................................................................... 226
Meaning of Remainder .............................................................................................. 231
Dividing 2- to 3-Digit Numbers by Multiples of 10 up to 90 ......................................... 234
Dividing Numbers
• with Zero Difficulty ( 2- to 3-Digits by 1- to 2-Digits) ....................................... 240
• without Remainder (3- to 4-Digits by 1- to 2-Digits) ....................................... 246
• with Remainder (3- to 4-Digits by 1- to 2-Digits) ............................................ 252
• with Zero Difficulty ........................................................................................ 256
• by Multiples of 5 ........................................................................................... 264
• by Multiples of 10 and 100 ............................................................................ 268
• Mentally without Remainder .......................................................................... 274
Solving 1-Step Word Problems .................................................................................. 278
Solving 2-Step Word Problems .................................................................................. 283
Solving 3-Step Word Problems .................................................................................. 287

II. RATIONAL NUMBERS

A. Fractions

Identifying Fractions Less than One .......................................................................... 291

Relationship between Fractions Less than One ......................................................... 295
Ordering Fractions Less than One ............................................................................. 299
Identifying Fractions Equal to One ............................................................................. 302
Identifying Fractions More than One .......................................................................... 306
Ordering Fractions .................................................................................................... 310
Finding the Greatest Common Factor (GCF) ............................................................. 315
Reducing Fractions to Lowest Terms ......................................................................... 319
Finding Fractional Part of a Set/Region ..................................................................... 323

iv
III. GEOMETRY

Lines and Line Segments .......................................................................................... 327

Identifying Perpendicular, Parallel and Intersecting Lines .......................................... 330
Visualizing Congruent Line Segments ....................................................................... 335
Identifying Congruent Line Segments ........................................................................ 338
Turns ...................................................................................................................... 342
Flips ...................................................................................................................... 344
Slides ..................................................................................................................... 349
Forming Simple Symmetrical Designs ....................................................................... 353

IV. MEASUREMENT

A. Time Measure

Converting Days to Years and Vice Versa ................................................................. 359

Understanding Seconds, Minutes, Hours ................................................................... 364
Exact Time between Dates ........................................................................................ 369
Solving 1-Step Word Problems involving Time Measure ............................................ 372

B. Area

Visualizing Area of Rectangle .................................................................................... 376

Visualizing Area of Square ........................................................................................ 380
Deriving a Formula for Finding:
• Area of Rectangle ......................................................................................... 384
• Area of Square ............................................................................................. 389
Solving Word Problem involving:
• Area of Rectangle ......................................................................................... 394
• Area of Square ............................................................................................. 398

C. Capacity

Finding Capacity using Units of Measure ................................................................... 402

Converting Capacity Measure ................................................................................... 406
Solving Word Problems ............................................................................................. 409

V. GRAPHS

Naming Parts of a Pictograph .................................................................................... 413

Interpreting the Legend in a Pictograph ..................................................................... 418
Reading the Parts of a Pictograph ............................................................................. 422
Organizing Data Presented in a Pictograph ............................................................... 426

VI. INFORMATION TECHNOLOGY

Identifying Parts of a Calculator ................................................................................. 430

Telling Functions of the Parts of a Calculator ............................................................. 433

v
 I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by

the Department of Education through the Bureau of Elementary

Education in coordination with the Ateneo de Manila University. These

resource materials have been purposely prepared to help improve the

mathematics instruction in the elementary grades. These provide

integration of values and life skills using different teaching strategies

for an interactive teaching/learning process. Multiple intelligences

techniques like games, puzzles, songs, etc. are also integrated in each

lesson; hence, learning Mathematics becomes fun and enjoyable.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These

should be used by the teachers as a guide in their day-to-day teaching

plans.

vi
 Matrix in Elementary Mathematics
Grade III

List of Competencies Values Integrated Strategies Used Multiple Intelligence Techniques

I. Whole Numbers
A. Comprehension of Whole
Numbers
1. Read and write the numbers
through 100 000 in symbols
and in words
1.1 Identify cardinal numbers
1.1.1 1000 through 10 000 Active Participation Looking for patterns Manipulative (Bodily
Modeling kinesthetic)

1.1.2 10 001 though 100 000 Orderliness Looking for patterns Chart (Spatial)

1.2 Give the place value of Cooperation Make a table Cooperative groups
each digit in 4-to 5 digit Guess and check (Interpersonal)
numbers Hands and feet movements (B.
kinesthetic)
Puzzle (Logical mathematics)

1.3 Read numbers through Speed and accuracy Looking for patterns Manipulative (Bodily kinesthetic)
100 000 in symbols and in
words

1.4 Write numbers through Acceptance of Make a table Puzzle (Logical mathematics)
100 000 in symbols and in challenge Play (Bodily kinesthetic)
words Reading/writing numbers
(Linguistic)

1.5 Express the relationship of Respectfulness Modeling Diagram (Spatial)

numbers using expressions Simplifying the problem
"less than," greater than
and equal to (>, <, =)

1.6 Write 4- to 5-digit numbers Respectfulness Listing Movements and manipulative

in expanded form (Bodily kinesthetic)

2. Round number to the

2.1 Nearest tens and hundreds Cooperation Modeling Diagram (Spatial)
Simplifying the problem Manipulative (Bodily kinesthetic)

2.2 Nearest thousands and ten Physical fitness Modeling Diagram (Spatial)
thousands Simplifying the problem

3. Tell when a number is odd or Cooperation Looking for patterns Diagram (Spatial)
even Acting out the problems Cooperative groups
Concept development (Interpersonal)

vii
 4. Read and write money in
symbols through 1000
4.1 Read money value in Thriftiness Simplifying the problem Storytelling (linguistic)
symbols through 1000 Manipulative (Bodily kinesthetic)

4.2 Write money value in Thriftiness Simplifying the problem Storytelling (linguistic)
symbols through 1000 Manipulative (Bodily kinesthetic)

4.3 Compare value of the Cooperation Simplifying the problem Manipulative (Bodily kinesthetic)
different denominations of
coins and bills through 1000

5. Express Roman numbers

through M in Hindu-Arabic
symbols and vice-versa
5.1 Read and write the value of
Roman numbers in
Hindu-Arabic and
vice-versa
5.1.1 L to C Love and care for Looking for patterns Play (Bodily Kinesthetic)
animals Puzzle (Logical mathematics)

5.1.2 C to D Taking care of the sea Listing Global theme (Naturalist)

5.1.3 D to M Active participation Simplifying the problem Song (Musical)

Cooperative groups
(Interpersonal)

B. Addition of Whole Numbers

1. Comprehension of Addition
1.1 Add 4- to 5-digit numbers up
to four addends with sums
up to 100 000
1.1.1 Without regrouping in Cleanliness Simplifying the problem Clean and Green campaign
short forms Global theme (Naturalist)
Chart (Spatial)

1.1.2 With regrouping in

1.1.2.1 Tens and Recycling Simplifying the problem Cooperative groups
hundreds places (Interpersonal)
Chart (Spatial)

1.1.2.2 Thousands and ten Forest conservation Simplifying the problem Global theme (Naturalist)
thousands places Cooperative groups
(Interpersonal)
Chart (Spatial)

viii
 1.2 Estimate the sums of 3- to 5- Active participation Simplifying the problem Storytelling (linguistic)
digit addends Cooperative groups
(Interpersonal)

1.3 Add mentally 1- to 2-digit Active participation Puzzle (Logical mathematics)

numbers with sums up to
100 without regrouping

2. Application of Addition
2.1 Solve word problems Polya's steps in problem Song (Musical)
involving addition of whole solving Diagram (Spatial)
numbers with sums up to Acting out the problems Movements (Bodily kinesthetic)
100 000 including money
following the steps in
problem solving

2.2 Solve mentally 1-step word Speed and accuracy Polya's steps in problem Cooperative groups
problems involving addition solving (Interpersonal)
with sums up to 100 without
regrouping

C. Subtraction of Whole Numbers

1. Comprehension of
Subtraction
1.1 Subtract 3- to 4-digit
numbers from 4 to 5 digit
numbers with minuends up
to 100 000 without and with
regrouping and with zero
difficulty
1.1.1 Subtract 3 digit Cooperation Modeling Diagrams and chart (Spatial)
numbers from 4- to 5- Simplifying the problem Cooperative groups
digit numbers with (Interpersonal)
minuends up to
100 000 without
regrouping

1.1.2 Subtract 4-digit number Cooperation Draw pictures Puzzle (Logical mathematics)
from 4- to 5-digit Simplifying the problem Diagrams and chart (Spatial)
numbers with minuends Cooperative groups
up to 100 000 without (Interpersonal)
regrouping

1.1.3 Subtract 3- to 4-digit

numbers from 4- to 5-
digit numbers with
regrouping

ix
 1.1.3.1 in the tens place Helpfulness and following Draw pictures Body movements (Bodily
rules kinesthetic)
Manipulative (Bodily kinesthetic)
Diagram (Spatial)

1.1.3.2 in the hundreds Cooperation Simplifying the problem Song (Musical)

place Manipulative (Bodily kinesthetic)

1.1.3.3 in the thousands Helpfulness Draw pictures Cooperative groups

place Simplifying the problem (Interpersonal)
Puzzle (Logical mathematics)

1.1.3.4 in the ten thousands Cooperation Draw pictures Cooperative groups

place Simplifying the problem (Interpersonal)
Manipulative (Bodily kinesthetic)

1.1.3.5 with zero difficulty Helpfulness Polya's steps in problem Body movements (Bodily
in either tens or solving kinesthetic)
hundreds place Acting out the problems

1.1.4 Estimate the difference Following simple Simplifying the problem Puzzle (Logical mathematics)
of two numbers with 3 directions
to 4 digits

1.2 Subtracts mentally 2-digit Speed and accuracy Simplifying the problem Number Puzzle (Logical
numbers with minuends up mathematics)
to 99 without regrouping Illustrations (Spatial)
Body movements (Bodily
kinesthetic)

2. Application of Subtraction
2.1 Solve 1-step word problems Cooperation/Helpfulness Drawing pictures/figures Song (Musical)
involving subtraction of Polya's steps in problem Body movements (Bodily
whole numbers including solving kinesthetic)
money with minuends up to
100 000 without and with
regrouping following the
steps in problem solving

2.2 Solve mentally 1-step word Speed and accuracy Draw the problem Body movements (Bodily
problems involving kinesthetic)
subtraction without Illustrations (Spatial)
regrouping

x
 3. Application of Addition and
Subtraction
3.1 Solve 2-step word problems Active participation Polya's steps in problem Cooperative groups
involving addition and solving (Interpersonal)
subtraction of whole
numbers including money
following the steps in
problem solving

D. Multiplication of Whole Numbers

1. Comprehension of
Multiplication
1.1 Multiply 2- to 4-digit numbers
by 1- to 2-digit numbers
without and with regrouping
in all places
1.1.1 Multiply 2- to 4-digit
numbers without and
with regrouping
1.1.1.1 Show that Industry Concept development Singing (Musical)
changing the order Simplifying the problem Climbing the ladder (Bodily
and/or regrouping kinesthetic)
in multiplication Game
makes computation Drawing (Spatial)
easy

1.1.1.2 Multiply 2- to 4-digit Accuracy/carefulness Simplifying the problem Game "Giant Step" (Bodily
numbers by 1- to 2- kinesthetic)
digit numbers
without regrouping

1.1.1.3 Multiply 2- to 4-digit Speed and accuracy Simplifying the problem "Solve and Deliver" Game
numbers by 1- to 2- (Bodily kinesthetic)
digit numbers with
regrouping

1.1.1.4 Multiply 2-digit Care and concern for the Drawing pictures Movements (Bodily kinesthetic)
numbers by 1-digit environment
number with zero
in the multiplicand

1.1.1.5 Multiply 3- to 4-digit Following rules and Simplifying the problem Song (Musical)
numbers by 1-digit regulations Game "Flaglet Race" (Bodily
numbers with zero kinesthetic)
in the multiplicand

xi
 1.1.1.6 Multiply 2- to 4-digit Develop the habit of Looking for patterns "Skip" movement (Bodily
numbers by being independent kinesthetic)
multiples of 10

1.1.1.7 Multiply 2- to 4-digit Cooperation Looking for patterns Cooperative groups

numbers by (Interpersonal)
multiples of 100

1.1.2 Estimate the product of Neatness Simplifying the problem Cooperative groups
2- to 3-digit numbers by (Interpersonal)
1 to 2 digit numbers

1.1.3 Estimate the product of Active participation Simplifying the problem Listening to music while doing the
4-digit numbers by 1 to game (Musical)
2-digit numbers

1.1.4 Multiply mentally 2-digit Cooperation and Drawing pictures Puzzle (Logical mathematics)
numbers by 1 digit Independence Coloring (Spatial)
numbers without Manipulative (Bodily kinesthetic)
regrouping with
products up to 100

2. Application of Multiplication
2.1 Solve word problems Thriftiness/Cooperation Polya's steps in problem Cooperative groups
involving multiplication of solving (Interpersonal)
whole numbers including Drawing table
money following the steps in
problem solving

3. Application of Multiplication and

any one of Addition/Subtraction
3.1 Solve 2-3 step word Honesty Acting out the problem Diagram (Spatial)
problems involving Polya's steps in problem Cooperative groups
multiplication and any one solving (Interpersonal)
of addition/subtraction
following the steps in
problem solving

E. Division of Whole Numbers

1. Comprehension of Division
1.1 Divide 2- to 4-digit numbers
by 1- to 2-digit numbers
without or with remainder
and with zero difficulty
1.1.1 Divide 2- to 3-digit
numbers by 1-digit
number without/with
remainder

xii
 1.1.1.1 Show that Industry Simplifying the problem Song (Musical)
renaming 2- to 3- Cooperative groups
digit numbers help (Interpersonal)
make computation
easy

1.1.1.2 Divide 2- to 3-digit Sharing Acting out the problem Cooperative groups
numbers by 1-digit Making a table (Interpersonal)
number without
remainder

1.1.1.3 Divide 2- to 3-digit Honesty Simplifying the problem Manipulative (Bodily kinesthetic)
numbers by 1-digit
number with
remainder

1.2 Divide 2- to 3-digit numbers Physical fitness Modeling Diagram (Spatial)

by multiples of 10 up to 90 Simplifying the problem Maze (Logical math)

1.3 Divide 2- to 3-digit numbers Eating the right kind of Modeling Cooperative groups
by 1- to 2-digit numbers with food Drawing pictures (Interpersonal)
zero difficulty

1.4 Divide 3- to 4-digit numbers

by 1- to 2-digit numbers
without or with remainder
and with zero difficulty
1.4.1 Divide 3- to 4-digit Eating the right kind of Drawing pictures Cooperative groups
numbers by 1-digit food Making a table (Interpersonal)
number without
remainder

1.4.2 Divide 3- to 4-digit Kindness/Friendliness Acting out the problem Chart (Spatial)
numbers by 1- to 2-digit Polya's steps in problem Manipulative (Bodily kinesthetic)
numbers with solving
remainder

1.4.3 Divide 3- to 4-digit Politeness Polya's steps in problem Ladders (Spatial)

numbers by 1- to 2-digit solving
numbers with zero
difficulty

1.4.4 Divide whole numbers Cooperation Acting out the problem Puzzle (Logical mathematics)
by 5

1.4.5 Divide whole numbers Helpfulness Simplifying the problem Maze (Logical math)
by 10 and 100 Number chart (Spatial)

xiii
 1.5 Divide mentally 2 digit Accuracy Simplifying the problem Number wheels (Logical Math)
numbers through 99 by 1- Manipulative (Bodily kinesthetic)
digit numbers without
remainder

2. Application of Division
2.1 Solve 1-step word problem Industry/Love of work Acting out the problem Maze (Logical math)
involving division of 2- to 4- Polya's steps in problem Song (Musical)
digit numbers by 1- to 2-digit solving
numbers including money

3. Application of the Four

Fundamental Operations
3.1 Solve 2-step word problems Helpfulness/ Industry Polya's steps in problem Movements (Bodily Kinesthetic)
involving division and any solving Cooperative groups
one of the fundamental Acting out the problem (Interpersonal)
operations including money

3.2 Solve 3-step word problems Wise use of time Polya's steps in problem Illustrations (Spatial)
involving division and any solving Cooperative groups
two of the other Making a table (Interpersonal)
fundamental operations
including money

II. Rational Numbers

A. Comprehension of Fractions
1. Order fractions less than
one/equal to one/more than one

1.1 Identify fractions less than Sharing Modeling Drawing (Spatial)

one Drawing pictures

1.2 Order fractions less than Active participation Drawing pictures Play (Bodily kinesthetic)
one Modeling Drawing (Spatial)

1.2.1 Tell the relationship Health consciousness Simplifying the problem Cooperative groups
between fractions less Modeling (Interpersonal)
than one Drawing pictures Drawing (Spatial)

1.3 Identify fractions equal to Neatness Modeling Games (Bodily kinesthetic)

one Write equation

xiv
 1.4 Identify fractions more than Concern for others Simplifying the problem Song (Musical)
one Drawing pictures "Looking for a Partner" Game
(Bodily kinesthetic)
Drawing (Spatial)
Game "Giant Step" (Bodily
kinesthetic)
Cooperative groups
(Interpersonal)

1.5 Order fractions less than Health conciousness Modelling/drawing "Giant Step" Game (Bodily
one/equal to one/more than pictures kinesthetic)
one Cooperative groups
(Interpersonal)

2. Change fractions to lower forms

2.1 Tell the greatest number by
which two given numbers
can exactly be divided

2.1.1 Give the GCF (Greatest Thriftiness Listing Games (Bodily kinesthetic)
Common Factor) of 2 Cooperative groups
given numbers (Interpersonal)

2.2 Reduce fractions to lowest Sharing Simplifying the problem Illustrations (Spatial)
terms Song (Musical)

3. Find the fractional part of Helpfulness Acting out the problem Games (Bodily kinesthetic)
set/regions Cooperative groups
1
e.g. /3 of 12 (Interpersonal)
1
/4 of 20
1
/2 of 8

III. Geometry
A. Comprehension of Line and Line
Segment
1. Draw perpendicular, parallel,
intersecting lines
1.1 Visualize perpendicular, Cooperation Concept development Outdoor activities (Naturalist)
parallel and intersecting Acting out the problem
lines

1.2 Identify perpendicular, Sportsmanship Drawing pictures Imagery (Musical)

parallel and intersecting Games (Bodily kinesthetic)
lines

xv
 2. Draw congruent line segments
2.1 Visualize congruent line Appreciation of the Concept/Concept Graphs (Spatial)
segments uniqueness of an development Games (Bodily kinesthetic)
object or person Listing
Drawing pictures

2.2 Identify congruent line Constructing figures Movements (Bodily kinesthetic)

segments

B. Comprehension of Slides,
Flips, Turns
1. Determine which motion, turn,
flip or slide creates a given
tessellation
1.1 Visualize the turn of figures Working harmoniously Concept development Drawing (Spatial)
with others

1.2 Identify flip Orderliness Concept development Drawing (Spatial)

1.3 Visualize slide Following standard set Concept development Drawing (Spatial)

C. Comprehension of Symmetry
1. Form simple symmetrical Creativity Modeling Tracing (Spatial)
designs out of given shapes Demonstrating Cooperative groups
(triangles and squares) (Interpersonal)

IV. Measurement
A. Comprehension of Time
Measure
1. Convert time measure from
smaller to larger units and
vice-versa
1.1 days to years, years to Cooperation Simplifying the problem "The Boat is Sinking"
days Graphs (Spatial)

1.2 seconds to minutes, Wise use of time Modeling Game (Interpersonal)

minutes to hours, hours to Demonstrating Movements (Bodily kinesthetic)
day Simplifying the problem

2. Find the exact time between Love of country Simplifying the problem Cooperative groups
dates (Interpersonal)

3. Application of time measure

3.1 Solve 1-step word Spending time wisely Looking for patterns Cooperative groups
problems involving time Polya's steps in problem (Interpersonal)
measure following the steps solving
in problem solving

xvi
B. Comprehension of Area
1. Find the area of a figure in
square meters
1.1 Visualize the area of a Sportsmanship Modeling "Paper Folding" Singing (Musical)
rectangle Manipulative (Bodily kinesthetic)

1.2 Visualize the area of a Cooperation Modeling Play (Bodily kinesthetic)

square Drawing pictures Puzzle (Logical mathematics)

1.3 Derive a formula for finding

the area of a
rectangle/square
1.3.1 Derive a formula for Self-discipline Simplifying the problem Cooperative groups
finding the area of a (Interpersonal)
rectangle

1.3.2 Derive a formula for Teamwork Drawing pictures Drawing (Spatial)

finding the area of a Modeling Play, Movement (Bodily
square kinesthetic)

2. Application of concept of area

2.1 Solve word problems
involving area of
2.1.1 rectangle Industry Polya's steps in problem Puzzle (Logical mathematics)
solving Outdoor activity (Naturalist)

2.1.2 square Thriftiness Modeling Movements (Bodily kinesthetic)

Simplifying the problem

C. Comprehension of Capacity
1. Find capacity using standard Water conservation Listing Movements (Bodily kinesthetic)
units of measure Using real objects
e.g. small units-milliliter

2. Convert capacity measure from Reduce waste Simplifying the problem Manipulative (Bodily kinesthetic)
smaller to larger units and vice Cooperative groups
versa (Interpersonal)
Global Theme (Naturalist)

3. Application of measurement of
capacity

3.1 Solve word problems Drinking the right Acting out the problem Cooperative groups
involving capacity measure amount of water Drawing pictures (Interpersonal)
following the steps in
problem solving

xvii
V. Graphs
A. Comprehension of graphs
1. Read/interpret data presented in
graphs, table
1.1 Name the following parts of Cooperation Drawing pictures Graphs (Spatial)
a pictograph Singing (Musical)
a. title
b. legend
c. labels

1.2 Interpret the legend Gratitude Drawing pictures Reading numbers (Linguistic)
Cooperative groups
(Interpersonal)

1.3 Read pictographs Appreciation of nature Drawing pictures Reading numbers (Linguistic)
Cooperative groups
(Interpersonal)
2. Construct pictograph
2.1 Organize data presented in Cooperation Constructing graphs Cooperative groups
a pictograph (Interpersonal)

VI. Calculator
1. Identify the parts of a calculator Cooperation Showing pictures Manipulative (Bodily kinesthetic)

2. Tell the function of each part of a Cooperation Show pictures of calculator Puzzle (Logical mathematics)
calculator Play (Bodily kinesthetic)

xviii
Identifying Cardinal Numbers from 1000 to 10 000

I. Learning Objectives

Cognitive: Identify cardinal numbers from 1000 through 10 000

Psychomotor: Write the correct cardinal number in the given exercise
Affective: Participate actively during the group and class discussion

II. Learning Content

Skill: Identifying cardinal numbers from 1000 to 10 000

Reference: BEC-PELC I A.1.1.1
Materials: flash cards, flats, longs, ones cube (thousand block)
geometric cut outs, place value charts/mat, show-me-board
Value: Active participation

III. Learning Experiences

A. Preparatory Activities

1. Drill

* Game – “What Number Comes Next”

* The teacher will divide the class into 2 groups.
* Then, she/he will ask one representative from each group to be the first players.
* The pupils stand at the far end of the room and tell the number that comes next to
the number flashed by the teacher.
* The pupil who answers first moves one step forward. The pupil who reaches the
front has the score. The group who scored 5 points wins.

253 549 736 165 934

107 350 472 609 828

316 563 755 218 839

923 575 856 976 1000

2. Review

Match column A with column B by drawing a line that connects them.

A B

1. eight hundred five a. 346

2. one hundred fifteen b. 625
3. four hundred eighty c. 805
4. six hundred twenty-five d. 480
5. three hundred forty-six e. 115

1
 3. Motivation

Present the illustration below.

Flats Longs Cubes

* How many flats are there?

* How many longs are there?
* How many cubes are there?
* What numeral do they represent?

B. Developmental Activities

1. Presentation

a. Let the pupils get their flats, longs and cubes in their Math Kit.

Ask: How many ones are there in a (cube)? (1)

How many cubes are there in a (long)? (10)

How many cubes are there in a (flat)? (100)

Is 999 correctly represented in the place value mat?

What is the first place value starting from your right?
What is the next? What is the third place value?

b. Represent the numeral, 999 through your flats, longs, cubes. Do it with a partner.

Ask: “What happens if we add one more cube in the place?”

Let the pupils add one in the ones place.

2
 * How many s are there now?
* What will you do if there are 10 s in the ones place?

(Trade it/Exchange it with one (long)

* How many longs can be made with 10 s?

* Where will you place it now?

(flats) (longs) (cubes)

Hundreds Tens Ones

c) b) a)

c. How many longs do we have now?

* What will you do if there are 10 s in the tens place?

(Trade/Exchange it with one (flat)

* How many flats can be made with 10 s?

* Where will you place it now?

d. How many flats do we have now?

* What will you do if there are 10 s in the hundreds place?

* What will you trade it for? (Introduce the thousands block)

3
 * Where will you place it now? (Draw the next place value to compare hundreds
which is the THOUSANDS)

(flats)

(longs) (cubes)

(thousand block)
THOUSANDS Hundreds Tens Ones

c.

1 0 0 0

e. What is the next higher place value to hundreds?

* How many cubes do we have now? (none)
* How many longs do we have now? (none)
* How many flats do we have now? (none)
* How many blocks do we have now? (one)

Introduce the number 1000.

10 flats are traded for 1 thousand-block.

1000 is 1 thousand 0 hundreds 0 tens 0 ones
* How many is 1000 in hundreds? tens? ones?
1000 = 10 hundreds
= 100 tens
= 1000 ones

f. Ask the pupils to represent 9000.

Then ask them to add 1 more block to the thousands place.

* How many blocks do you have now? (10)
* What must you do with 10 blocks? (trade/exchange)
* What will you trade for it? (10 thousand-block)
But since the number is so large, we will represent it with a picture of bundle straws
with 10 000 label.
* Where will you place it now? (Draw and introduce the next place value to thousands
which is the TEN THOUSANDS.)

4
 Note: bundled straws will be used in 10 000 numerals

or or or or

bundle of 10 000 bundle of or thousand bundled or flats bundled of or longs straw or one-
straws 1 000 blocks of 100 10 straws cube
straws straws
Ten Thousands Hundreds Tens Ones
Thousands

1 0 0 0 0

g. What is the next higher place value to thousands?

* How many cubes do you have now?

* How many longs do you have?
* How many flats do you have?
* How many blocks do you have?
* How many bundles of 10 000 straws do you have?

Introduce 10 000.

10 cubes are traded for 1 bundle of 10 000 straws.

10 000 is 1 ten thousand 0 thousands 0 hundreds 0 tens 0 ones.

* How many is 10 000 in thousands? hundreds? tens? ones?

10 000 = 10 thousands
= 100 hundreds
= 1 000 tens
= 10 000 ones

5
 2. Fixing Skills

The teacher posts some strips of cartolina with written numbers of blocks, flats, longs and
cubes. She calls pupils to write the correct numeral opposite the strips.
A

7 flats, 4 longs, and 6 cubes = 746

3 flats, 0 longs and 3 cubes = 303
4 flats, 1 long and 4 cubes = 414

B
1 block, 0 flats, 8 longs, 0 cube = 1 080
7 blocks, 5 flats, 2 longs, 3 cubes = 7 523
5 blocks, 1 flat, 7 longs, 8 cubes = 5 178

10 blocks = 10 000

Ask: What have you noticed with the numerals in set A?

How many digits are there in each numeral?
What about the numerals in set B, how many digits are there in each numeral?
In set C, how many digits are there in the numeral?
What is the highest place value in a 3-digit number?
What is the highest place value in a 4-digit number?
What is the highest place value in a 5-digit number?

How do you know if a number is in hundreds only?

What about the number in thousands?
What about the number in ten thousands?

How do they differ from one another?

3. Guided Practice

a. Group Work – Game – (flash cards, place value mats/charts)

Divide the class into 5 groups. The group will represent the given numeral through
their cubes, flats, longs and ones. They will put their answer on the place value
mats/charts on the board. The group with the most number of correct answers wins.

3 502 7 345 5 040 2 197 1 259

10 000 8 052 6 372 1 475 4 856

6
 b. Individual Work - Written

The teacher gives the number of blocks, flats, longs and cubes orally and pupils will
write the correct numeral on their show-me-board.

1) 6 blocks, 4 flats, 0 long, 4 cubes

2) 8 blocks, 6 flats, 3 longs, 3 cubes
3) 9 blocks, 3 flats, 0 long, 6 cubes
4) 1 block, 8 flats, 2 longs, 8 cubes
5) 4 blocks, 7 flats, 0 long, 1 cube
6) 2 blocks, 0 flat, 1 long, 5 cubes
7) 3 blocks, 5 flats, 5 longs, 2 cubes
8) 5 blocks, 1 flat, 4 longs, 7 cubes
9) 7 blocks, 2 flats, 7 longs, 0 cube
10) 9 blocks, 9 flats, 6 longs, 9 cubes

Match column A with B. Write the letters only.

A B

_____ 1) 10 bundles of 1000 straws a. 2 500

_____ 2) 7 bundles of 1000 straws and 1 bundle of b. 9 000
10 straws c. 3 140
_____ 3) 21 bundles of 100 straws d. 2 120
_____ 4) 9 bundles of 1000 straws e. 1 001
_____ 5) 1 bundle of 1000 straws and 1 straw f. 4 680
_____ 6) 3 bundles of 1000 straws and 14 bundles g. 7 010
10 straws h. 3 210
_____ 7) 25 bundles of 100 straws i. 2 100
_____ 8) 4 bundles of 1000 straws 6 bundles of j. 10 000
100 straws and 80 pieces more
_____ 9) 21 bundles of 100 straws and 20 pieces more
_____10) 3 bundles of 1000 straws and 210 pieces more

* Ask the pupils what they feel during the activities.

Did you participate actively during the activities? How?

Did you cooperate with your group?

4. Generalization

How did we identify cardinal numbers from 1000 to 10000?

To identify cardinal numbers in thousands and in ten thousands, count the number of
digits in the numeral.
Thousands (1000) has 4 digits while ten thousands (10000) has 5 digits.

7
 C. Application

Work by pairs

a. Reproduce the activity cards shown below. Give each pair a copy.

Directions: Circle the correct numeral for each of the following.

1)
1 000 1 000 100 1

1 000 1 000 100 1 947

1 000 1 000 100 1 9 404

1 000 1 000 100 9 047

1
1000

2)
1 000 100 10 1 1 4 537

1 000 4 573
100 10 1 1

1 000 100 10 753

1 1

1 000 100 1

100

8
3)
10 7 684
1 000 100 1 1

1 000 100 10 1 1 7 864

1 000 100 10 1 7 635

1 000 100

1 000 100

1 000 100

1 000

4) 1 000 10
100 1 1 111

1 000 100 10 1 2 213

2 223

5)
1 000 100 10 1 1 3 11

1 000 100 10
4 110

1 000 4 222

1 000

IV. Evaluation

A. Individual Work
Give the next number in the pattern. Write your answer on the blank.

1) 5 652, 5 653, ________, 5 655, 5 656

2) 1 047, 1 048, 1 049, ________, 1 051
3) ________, 3 125, 3 126, 3 127, 3 128
4) 9 996, 9 997, 9 998, 9 999, ________
5) 1 000, ________, 1 002, 1 003, 1 004
6) 1 425, 1 426, ________, 1 428, 1 429
7) ________, 2 304, 2 305, 2 306, 2 307
8) 8 411, ________, 8 413, ________, 8 415

9
 9) 7 123, 7 124, ________, 7 126, ________
10) 2 564, ________, ________, 2 567, 2 568

B. Work by Pairs
CONNECT-THE-DOTS

Directions: Complete the picture by connecting the dots starting from 9988.

V. Assignment

A. Name the numeral that comes before the given cardinal numbers.

1) ________ 2 599 2) ________ 1 001

3) ________ 1 053 4) ________ 2 410
5) ________ 9 999 6) ________ 4 647
7) ________ 8 409 8) ________ 6 751
9) ________ 5 142 10) ________ 3 144

B. Give the numeral.

1) 123 bundles of 10 straws

2) 25 bundles of 100 straws
3) 59 flats and 4 cubes
4) 31 flats, 4 longs and 5 cubes
5) 1 block, 24 longs and 1 cube

C. Write the numeral.

1) 100 more than 9 000 is ____________.

2) 1 000 less than 800 is ____________.
3) 10 more than 2 100 is ____________.
4) 100 more than 2 587 is ____________.
5) 1 000 less than 570 is ____________.

10
Identifying Cardinal Numbers from 10 001 to 100 000

I. Learning Objectives

Cognitive: Identify cardinal numbers from 10 001 – 100 000

Psychomotor: Read and write numbers from 10 001 – 100 000
Affective: Tell the importance of doing things in order

II. Learning Content

Skills: Identifying cardinal numbers from 10 001 to 100 000

Reading and Writing Cardinal Numbers from 10 001 to 100 000
Reference: BEC PELC I A 1.1.2
Materials: place value chart, flashcards
Value: Orderliness

III. Learning Experiences

A. Preparatory Activities

1. Drill

a. Conduct a drill on reading four to five-digit numbers using flash cards.

Have them read these numbers.

Then let them tell the place value of the underlined digit.

3 254 4 581 8 206 7 005

3 028 9 750 4 010 6 796

4 126 5 002 3 572 6 003

b. Divide the class in groups with 4 members in each group.

- Give each group a set of numbers.

1 2 3 4 Round 1

0 1 2 3 Round 2

4 5 6 7 Round 3

8 9 0 1 Round 4

- From these digits the pupils will form the highest

and the lowest three or four digit numbers.

11
 2. Motivation

a. Tell the pupils to go outside for a few minutes. Disarrange their chairs/desks but be
sure each chair/desk is numbered.

b. Tell the pupils to come in and find their seats.

Ask: Can you find your seats easily?
Why? Why not? Let the children arrange their seats in order.

c. After the activity, lead the pupils to cite the importance of putting things in order.
Ask: What helps you put this chairs/desks in their proper places?

d. Relate this to the order of numbers. Say that the order of numbers makes counting
and writing number easy.

C. Developmental Activities

1. Presentation

a. Present this problem.

Mount Everest is the highest mountain on earth. It is part of the Himalayan

ranges. It is about 29 140 feet high.

Look at the place value chart and see how the digits are grouped.

Thousands Units
Hundreds Tens Ones Hundreds Tens Ones
2 9 1 4 0

We read: Twenty nine thousand one hundred forty

We write: 29 140

The digits are grouped by threes. Each group of three digits is called a period.
Each period has hundreds, tens and ones places. A space separates the thousands
period from the units period.

Ask: How many digits are there in ten thousands?

b. Present another problem.

Mt. Pinatubo, a volcano in Zambales, erupted in June 1991. It was the most
destructive volcanic eruption. Newspaper reports said that about 100 000 houses
were destroyed at that time.

Thousands Units
Hundreds Tens Ones Hundreds Tens Ones
1 0 0 0 0 0

thousands period units period

12
 We read: One hundred thousand
We write: 100 000
How many digits are there in hundred thousands?

2. Guided Practice

a. Working in Triads

Give the next number in the pattern.

1) 27 253, ______ 47 253, 57 253

2) 85 578, 86 578, ______ 88 578
3) 56 584, 56 684, 56 784, ______
4) 45 254, 45 354, _____, 45 554
5) 73 067, 74 067, _____, 76 067

b. Working in Dyads

Name the numeral that comes before or after the given cardinal numbers.

1) 18 607 ________ 2) ________ 100 000

3) 39 415 ________ 4) ________ 23 985
5) 73 069 ________ 6) ________ 40 365
7) 90 108 ________ 8) ________ 59 668
9) 96 768 ________ 10) ________ 78 564

c. Group Activity

1. Divide the class into 5 groups.

2. Teacher prepares numbers in the pocket chart.
3. The pupils line-up and determine the order of the players who are going to play
from each group.
4. The teacher calls out a number from the pocket chart. The first player of each
group will get the number from the pocket chart.
5. Pupils read the number after they get it.
6. Repeat the procedure.
7. The group with the most points wins the game.

Examples:

36 208 73 100 10 051 25 815

99 989 100 000 75 231 50 026

13 483 39 276 47 201 15 653

19 056 2 321 66 511 39 400

d. Another Activity

- Teacher dictates a number then the pupils write it on their show-me-board.

13
 3. Generalization

How do you identify cardinal numbers through 100 000?

Numbers through 100 000 have two periods – unit period and thousand period.
Hundred thousands have six digits.

C. Application

Match column A with column B by drawing a line to connect them.

Column A Column B

1) 18 901 a. sixty-one thousand five hundred thirty-eight

2) 89 973 b. forty-six thousand three hundred twenty-two
3) 46 322 c. eighteen thousand nine hundred one
4) 61 538 d. seventy-eight thousand nine hundred eighty-six
5) 78 986 e. eighty-nine thousand nine hundred seventy-three

IV. Evaluation

A. Write the number that comes before and after.

1 _________ 80 040 __________

2) _________ 53 456 __________
3) _________ 99 954 __________
4) _________ 43 201 __________
5) _________ 11 561 __________

B. Using all the given digits, write the smallest number and the largest number that can be
formed.
smallest biggest

1) 0, 3, 4, 1, 8 _______ _______
2) 7, 6, 5, 9, 0 _______ _______
3) 3, 5, 7, 0, 1 _______ _______
4) 9, 4, 2, 1, 5 _______ _______
5) 6, 3, 0, 1, 5 _______ _______

V. Assignment

Name the counting number between each of the following pairs of numbers.

1) 13 407 and 13 411

2) 41 880 and 41 885
3) 72 751 and 72 759
4) 94 970 and 94 975
5) 67 841 and 67 846

14
Giving the Value of Each Digit in 4- to 5-Digit Numbers

I. Learning Objectives

Cognitive: Give the place value of each digit in 4-to 5-digit numbers
Psychomotor: Write the value of each digit in 4- to 5-digit numbers
Affective: Cooperate with group activities

II. Learning Content

Skill: Giving the value of each digit in 4- to 5-digit numbers

Reference: BEC PELC I.A 1.2
Materials: number cards, place value chart, chart
Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill

a. Search for the five numbers on the face of the child.

b. Form numbers using the five numbers you found following the characteristics
below.
1. smallest five-digit number (30 478)
2. biggest five-digit number (87 430)
3. largest four-digit number that uses two digits twice
4. smallest four-digit number that uses two digits twice
5. biggest five-digit number that uses one digit twice and one digit thrice.

2. Review

Write the numeral for each using the show me board.

a. 6 hundreds, 5 tens, 3 ones =
b. 7 hundreds, 2 tens, 7 ones =
c. 3 hundreds, 8 tens, 1 ones =
d. 5 hundreds, 7 tens, 4 ones =
e. 2 hundreds, 4 tens, 8 ones =

3. Motivation

Form 3 groups with five members each. Give each group five number cards like the
ones below. Before we proceed with our activity, what should each member remember
when doing activities in group. Focus on cooperation. How do non-members cooperate?

15
 Formed Numbers

9 7

2 8 4

a. Form the highest number using all the digits.

b. Form the smallest number.
c. Do this again using another set of numbers.

B. Developmental Activities

1. Presentation

a. Present the place value chart. Use the numbers that the pupils formed.
Ten
Thousands Thousands Hundreds Tens Ones
9 8 7 4 2
2 4 7 8 9
1 2 3 4 6

b. Read the first number in the chart.

How many digits are there?
What is the place value of 9?, 8?, 7?, 4?, 2?
Give the value of each digit.

Meaning of Numeral Value Place Value

98 742

2x1 2 ones
4 x 10 40 tens
7 x 100 700 hundreds
8 x 1 000 8 000 thousands
9 x 10 000 90 000 ten thousands

Meaning of Numeral Value Place Value

24 789

9x1 9 ones
8 x 10 80 tens
7 x 100 700 hundreds
4 x 1 000 4 000 thousands
2 x 10 000 20 000 ten thousands

Meaning of Numeral Value Place Value

12 346

6x1 6 ones
4 x 10 40 tens
3 x 100 300 hundreds
2 x 1 000 2 000 thousands
1 x 10 000 10 000 ten thousands

16
2. Guided Practice

a. Working in pairs
Look at the place value chart then complete the table below.

Ten Thousands Thousands Hundreds Tens Ones

6 7 5 2 1
5 3 6 7 8

1) 67 521 means ___ ten thousands ___ thousands ___ hundreds ___ tens ___ ones
2) 53 678 means ___ ten thousands ___ thousands ___ hundreds ___ tens ___ ones
3) 67 521 means 60 000 + ____ + ____ + ____ + ____
4) 53 678 means ____ + 3 000 + ____ + ____ + ____ + ____

b. Working in Fours
Give the place value of the following numbers by changing the place value to
some body movements.
ones – clap your hands
tens – stamp your foot
hundreds – vow your head
thousands – move the hand sideward
then thousands – Jumping Jack
Do the actions based on the value of the number under each place value.

Example 21 511
Meaning – one clapping of hand
one stamping of foot
five vowing of heads and so on and so forth
Numbers:
12 321
22 321
33 212

c. Individual activity
Give the place value of the underlined digit. Raise your show me board!
1) 67 415
2) 33 216
3) 87 412
4) 91 578
5) 61 432

3. Generalization

How many digits do numbers with thousands place have?

How many digits do numbers with ten thousands place have?
What are the place values?

Numbers with thousands place have four digits.

Numbers with ten thousands place have five digits.
The place values are ones, tens, hundreds, thousands and ten thousands.

17
 C. Application

Guess and check

Build a five-digit number out of the following. List 3 possible answers for each.

8 in the ten thousands 9 in the thousands place

1)
place

6 in the hundreds place 5 in the ones place

2)

3) 7 in the ten thousands 1 in the ones place

place

IV. Evaluation

A. Give the place value and value of the encircled number.

Place Value Value
1) 6 1 215 ____________ ______________

2) 9 0 273 ____________ ______________

3) 5 9 0 16 ____________ ______________

4) 9 8 768 ____________ ______________

5) 8 0 702 ____________ ______________

B. Give the numeral.

1) 50 000 + 4 thousands + 3 hundreds + 90 + 7 ones ________
2) 50 000 + 3 000 + 500 + 40 + 3 ________
3) 4 ten thousands 3 thousands 2 hundreds 9 tens and 7 ones __________
4) 60 000 + 2 000 + 3 hundreds + 2 tens + 1 ones _________
5) 6 ten thousands + 2 000 + 400 + 5 tens + 4 ones _________

V. Assignment

Crack the code

Identify the digit referred to by the place value beside it. Look for the code then write the code
in the boxes below.
1) 10 215 ten thousands
2) 93 264 thousands
3) 82 541 ten thousands
4) 23 154 tens
5) 70 467 thousands
6) 62 111 thousands
7) 31 478 hundreds
8) 57 612 thousands
9) 49 564 thousands
10) 12 215 ten thousands

18
 M A T H T A L I N O
1 2 3 4 5 6 7 8 9 10

1–M (first 1) 7–I

2–A 8–T
3–A 9–N
4–L 0–T
5–H 1 – O (last 1)

Reading Numbers through 100 000

I. Learning Objectives

Cognitive: Read numbers through 100 000 in symbols and in words

Psychomotor: Match numbers through 100 000 in symbols and in words
Affective: Show speed and correctness in reading numbers

II. Learning Content

Skill: Reading numbers through 100 000 in symbols and in words

Reference: BEC PELC I A.1.3
Materials: number board, cartolina strips, charts
Value: Speed and accuracy

III. Learning Experiences

A. Preparatory Activities

1. Drill

Write the missing number in series.

1) 100, 150, 200, ___, 300

2) 200, 400, 600, ___, 1000
3) 150, 300, ___, 600, 750
4) 50, 100, ___, 200, 250
5) 1 000, 2 000, 3 000, ____, 5 000

2. Review

Identify the digit referred to by the place value beside the number. Then look for the
code and write them in the boxes provided for on the following page.

1) 67 421 thousands
2) 34 578 ten thousands
3) 5 321 thousands
4) 12 521 thousands
5) 89 321 thousands
6) 15 465 hundreds
7) 71 399 thousands
8) 88 434 thousands
9) 51 043 hundreds
10) 16 215 thousands

19
 L O V E N U M B E R

0–E 5–V
1–M 6–R
2–E 7–L
3–O 8–B
4–U 9–N

1. Motivation

Draw five boxes on the board.

6 9 8 7 5

Say: We are going to write in the boxes a five-digit number.

Listen
3 apples + 2 apples = ___. Write the answer on the ones place
2 mangoes + 4 mangoes = ___. Write the answer on the ten thousands place.
1 pencil + 8 pencils = ____. Write on the thousands place.
7 blue birds + 1 blue bird = ____. Write on the hundreds place.
6 yellow flowers + 1 yellow flowers = ____. Write on the tens place.

Read the number. Then show them the number word. Ask them to read the word.

B. Developmental Activities

1. Presentation

a. Present this word problem.

Miss Canilao deposited some money in the bank. She wrote the following in the
deposit slip.

How much money did Miss Canilao deposit in the bank?

How did she write the amount in the deposit slip?

20
 b. Let’s read some more numbers.

51 761 fifty-one thousand seven hundred sixty-one

83 478 eighty-three thousand, four hundred seventy-eight
100 000 one hundred thousand

2. Guided Practice

a. Match column A with Column B.

A B
1) 12 103 a. ninety-one thousand four hundred fifteen
2) 39 430 b. twelve thousand one hundred three
3) 98 624 c. thirty-nine thousand four hundred thirty
4) 93 765 d. ninety-eight thousand six hundred twenty-four
5) 91 415 e. ninety-three thousand seven hundred sixty-five

b. ORGANIZE ME

* Working in Dyads

Give each pair strips of cartolina with numbers written on them. Chop the
number by period then let the pupils organize them. (Make at least five.)

624 534 six hundred twenty-four thousand

five hundred thirty four

100 001 one hundred thousand

one

57 784 fifty-seven thousand

seven hundred eighty-four

* Working in Fours
“Big Number Search”
Read each number word below then encircle that number on the number board.
The number may go down, across, diagonally or backward.

1. one hundred ninety thousand, five hundred sixty-four

2. one hundred seventy-eight thousand, three hundred five
3. ninety thousand, six hundred forty-two
4. fifteen thousand, four hundred eleven
5. forty thousand, five hundred twelve

21
 (Number Board)

4 1 9 0 5 6 4 1 2
0 5 0 3 3 1 7 7 8
5 4 6 2 2 0 3 8 7
1 3 4 4 1 4 2 3 4
2 2 2 4 6 5 9 0 1
0 1 0 8 1 1 4 5 1

3. Generalization

How do we read numbers?

To read numbers in figures follow these steps:

1. Read the digit in the first period at the left.
2. Say the period where the digits are.
3. Say only the digits in the units period.

C. Application

1. Read each address envelope. Match it by writing the letter in the correct mailbox.

A B C
Hesed Leo Go Jameson Rodil Wenson Leynes
15678 Math Village 47415 Math Village 59215 Math Village
Philippines Philippines Philippines

D E F
Kenneth Urbina Joven Limbo Lou Mariam Go
78564 Math Village 47789 Math Village 34567 Math Village
Philippines Philippines Philippines

22
 2. Use the table to identify the planet.

Planet Speed 1. Its speed has number 2 at the start and at

(miles per hour) the end.
Mercury 107 100 2. Its speed is a six-digit number.
Venus 78 336 3. Its speed is twenty one thousand five
Earth 66 636 hundred sixty-four
Mars 53 964 4. Its speed is sixty-six thousand six
Jupiter 29 232 hundred thirty-six
Saturn 21 564 5. Its speed is fifty-three thousand nine
hundred sixty-four
6. Its speed is seventy-eight thousand three
hundred thirty-six

Did you get the correct answers?

How did you do it? Were you able to finish answering all the items? Is it good to be fast
and accurate in doing an activity? Why?

IV. Evaluation

A. Choose the letter of the correct answer.

1) 15 thousand 4 hundred thirty-one

a. 15 331 c. 15 314
b. 15 431 d. 15 615

2) 100 thousand
a. 100 001 c. 1000
b. 10 000 d. 10 000

3) seventy-eight thousand five hundred sixty-one

a. 78 561 c. 78 517
b. 78 516 d. 78 571

4) ninety-five thousand, seven hundred sixty-three

a. 95 783 c. 95 763
b. 95 793 d. 95 773

5) eighty-six thousand eight hundred seventy-four

a. 86 874 c. 86 894
b. 86 884 d. 86 864

V. Assignment

Read the following numbers, then write the numbers that comes before and after.

1) ______________ 61 478 _______________

2) ______________ 57 692 _______________
3) ______________ 88 999 _______________
4) ______________ 57 643 _______________
5) ______________ 54 784 _______________
6) ______________ 99 999 _______________
7) ______________ 100 001 _______________
8) ______________ 57 694 _______________
9) ______________ 89 786 _______________
10) ______________ 78 630 _______________

23
Writing Numbers through 100 000

I. Learning Objectives

Cognitive: Write numbers through 100 000 in symbols and in words

Psychomotor: Write correctly the number words
Affective: Accept challenge during group activities

II. Learning Content

Skill: Writing numbers through 100 000 in symbols and in words

Reference: BEC PELC I A.1.4
Materials: cut-outs of triangles, puzzle, place value chart, cassette, cassette tape
Value: Acceptance of challenge

III. Learning Experiences

A. Preparatory Activities

1. Drill

a. Write the smallest three-digit number.

b. Write the biggest three-digit number.
c. Write a three-digit number which is 100 less than 999.
d. 10 more than 360
e. 100 more than 729
f. 1 000 more than 3 674
g. 1 000 less than 5 784
h. 234 and 1 000 put together
i. Combination of 154 and 2 000
j. 1 000 and count 500 more

2. Review

Display 10 triangles with numbers written on each. Ask the pupils to remove the
triangle when the teacher says the number inside it.

65 415 100 000 78 121 15 265 14 314

31 415 16 329 18 515 214 78 34 154

24
 3. Motivation

Puzzle.
Find the number words in the puzzle. They may go down, across or backwards.

S E V E N T Y S S

H S I T H R E E I

U W E W O I E A E

N I N E U O N E A

D B A N A T S I T

R X I T E T I G S

E Y E Y I W A H I

D N A S U O H T X

F S B I C B A Y A

I U C X F O R T Y

J S N I N E T Y A

B. Developmental Activities

1. Presentation

Present this situation.

a. About ninety-eight thousand, four hundred twenty-three boy scouts joined the
jamboree at Mt. Makiling.
Let the pupil place the number in the place value chart.

Thousands Ones
tens ones hundreds tens ones
9 8 4 2 3
To write in words – Ninety-eight thousand, four hundred twenty-three
To write in figures – 98 423

b. Here are other examples.

Pupils will continue putting the numbers in the place value chart.

Thousands Ones
tens ones hundreds tens ones We read
4 6 7 3 5 46 735
7 4 1 2 3 74 123
8 2 9 0 7 82 907
9 3 0 8 4 93 084
3 7 5 8 9 37 589

25
 We write
Forty-six thousand seven hundred thirty-five
Seventy-four thousand one hundred twenty-three
Eighty-two thousand nine hundred seven
Ninety-three thousand eighty-four
Thirty-seven thousand five hundred eighty-nine

2. Guided practice

a. Race with your partner to fill in the number puzzle. They are to write the number
symbol for each number word.

A B C D E
3 5 2 4 5 1 0 0 0 0 0
F
0 9 8 7 6 2
G L H I J K
5 0 5 1 3 1 8 7 6 5
L
1 3 2 4 5 1 M
1 0 1 3
N O
5 2 6 7 8 4 1 5 1 2
P
1 0 0 2 1
Q R
1 2 7 6 5 2 0 0 1 5

Across
A. thirty-five thousand two hundred forty-five
E. one hundred thousand
F. ninety-eight thousand seven hundred sixty-two
G. fifty thousand five hundred thirteen
H. eight thousand seven hundred sixty-five
L. thirty-two thousand four hundred fifty-one
M. one thousand thirteen
N. twenty-six thousand seven hundred eighty-four
O. one thousand five hundred twelve
P. ten thousand twenty-one
Q. twelve thousand seven hundred sixty-five
R. twenty thousand fifteen

Down
A. thirty thousand five hundred fifteen
E. twelve thousand one hundred fourteen

b. Rewrite the number words to match the given number.

1) 932 – two thirty hundred nine

2) 4 516 – sixteen hundred four thousand five
3) 8 735 – thirty seven thousand eight five hundred
4) 50 127 – one hundred fifty twenty-seven thousand
5) 68 387 – sixty eight hundred seven eighty thousand three

26
 c. Game – “Pass it on”
Ask the children to form a circle.
An object will be passed from one child to another while the music plays.
When the music stops, the child who holds the object will answer the exercises
below.
Supply the missing words and read.
1) 62 136 ____ thousand one ____ six
2) 18 250 eighteen ____ two ____ fifty
3) 57 812 fifty _____ thousand _____ hundred ____
4) 60 127 ____ thousand one hundred ______ seven
5) 83 463 eighty three thousand ______ hundred _____

3. Generalization

What are the things that we should remember when we are writing numbers in
figures? In words?

• To write large numbers in figures, we use spaces to separate the digits into periods
or groups of three starting from the right.
• Thousands have two periods – the units should always be composed of three digits.
Use zero as a place holder when necessary.
• To write numbers in words, write them as they are read.

How did you find the activities? Was it challenging? Were you able to do all the activities
effectively?

C. Application

Read the following sentences and write each number in words.

1. There are about 20 865 people who attended the 4th World Meeting of families at the
Luneta.
2. Mother gathered 6 125 eggs from their poultry.
3. All the 4 250 pupils of Bagong Silang Elementary School participated in the launching
of Zero Garbage in the school.
4. There are about 25 160 registered voters in Barangay Kaunlaran.
5. Mr. Gonzales picked 2 561 mangoes from his orchard.

IV. Evaluation

A. Answer each question in number words.

1. What number is 1 000 more than 3 650?

2. What number is 1 500 more than 5 365?
3. What number is 10 000 more than 23 150?
4. What number is 1 500 less than 8 725?
5. What number is 10 000 less than 13 786?

B. Write each number word in standard form.

1. Seventy thousand eight hundred one
2. nine thousand three
3. fourteen thousand two hundred eighty-six
4. twenty-five thousand one hundred thirty
5. two thousand ninety

27
V. Assignment

A. Write the underlined number in words.

1. Mr. Go sold 1 560 coconuts on the first day.
2. On the second day, he sold 2 564 coconuts.
3. On the third day, he sold 7 876 coconuts.
4. He sold a total of 12 000 coconuts in three days.

B. Write the underlined number word in figures.

A shoe factory has delivered the following items in different stores.
1. three thousand, eight hundred ninety-two pairs of ladies shoes
2. seven thousand, five hundred pairs of men shoes
3. five thousand, six hundred fifty pairs of boy’s shoes
4. two thousand, nine hundred ten pairs of girl’s shoes and
5. one thousand, two hundred sixty-five pairs of shoes for infants
6. All in all, the shoe factory was able to deliver twenty-one thousand, two hundred
seventeen

Expressing the Relationship of Numbers

I. Learning Objectives

Cognitive: Express the relationship of numbers using the expressions “less than”,
“greater than” and “equal” (>, <, =)
Psychomotor: Use the symbols >, < or = in comparing numbers
Affective: Respect people differences

II. Learning Content

Skills: Expressing the relationship of numbers

Reference: BEC PELC I.A.1.5
Materials: charts
Value: Respect

III. Learning Experiences

A. Preparatory Activities

1. Drill

Call on a pair of pupils to answer the exercises. The pupil who answers it correctly is
the winner. Do the same with other pairs.

Example: Which numeral has more tens?

38 or 48 122 or 243
Which numeral has more hundreds?
893 or 900, 600 or 423
Which numeral has more thousands?
4 623 or 2 625, 3 643 or 7 415

28
 2. Review

Write the appropriate sign in each pair of numbers. Use >, < or =.

1) 246 ___ 154 2) 497 ___ 168

3) 140 ___ 193 4) 87 ___ 64
5) 187 ___ 32 6) 99 ___ 78
7) 782 ___ 149 8) 538 ___ 767
9) 429 ___ 329 10) 199 ___ 991

3. Motivation

Call on two pairs of children with opposite qualities. Let the class compare these
pairs of pupils.
e.g. big/chinky eyes, straight/kinky hair, straight/curly hair, long/short hair

Stress the value of respecting other people. Should you laugh at other people’s
defects? Why?

B. Developmental Activities

1. Presentation

Look at the number line.

400 410 420 430 440 450 460 470 480 490 500 510
What numbers come before 450? Are they less than 450?
What numbers come after 450? Are they greater than 450?
We say:

400 is less than 450 420 is less than 450

400 < 450 420 < 450

460 is greater than 450 450 is equal to 450

460 > 450 450 = 450

How did we know that 400 is less than 450?

What did we compare first? Next?

● Let us compare bigger numbers.

Read.
Mr. Go gathered 2 525 eggs. Mrs. Go gathered 2 578 eggs. Who gathered more
eggs?

Compare 2 525 and 2 578.

1. Are the number of digits the same?
2. Are the left-hand digit or the greatest place value of each number the same?
3. Are the next digit the same?
4. Compare the third digit of each number
Which is greater, 2 or 7?
5. The greater number is 2 578
6. The smaller number is ____

29
 Therefore 2 525 < 2 578
2 578 > 2 525

Try other numbers.

78 416 __ 78 516 5 345 __ 5 345
32 141 __ 31 211 7 464 __ 7 464
4 789 __ 478 3 215 __ 3 000 + 200 + 10 + 5

2. Guided Practice

a. Divide the class into two.

Game – JUMP THE ANSWER
Draw the following on the floor or use cartolina. Each group should be
given/provided with a set of these symbols.

> = <
1. Look at the pair of numbers to be flashed by the teacher.
2. Compare the numbers – then jump to your chosen answer.
3. The group with more points wins.
(Samples)
1) 216 ___ 260
2) 400 + 50 + 3 ___ 443
3) 1 286 ___ 1 828
4) 3 946 ___ 3 000 + 900 + 60 + 4
5) 6 000 + 700 + 60 + 2 ___ 5 000 + 600 + 70 + 2
6) 3 478 ___ 13 478

b. Balancing mobiles
Working in pairs
Provide each pair a copy of this activity.
Explain.

1. If we are to use >, < or = What does this mean?

2. lesser value

greater value

30
 Supply the numbers.

1.

525

525

2.

3 010 +
1 000

3. 6 578 Give 5 possible answers. Write only 1 in the

scale. Write the other 4 beside the scale.

4. Give 5 possible answers. Write only one in

the scale. Write the other four beside the
17 541 scale.

15 000
5. Give 5 possible answers. Write only one in
the scale; the other four beside the scale.

c. Math Kinesthetics – (Individual)

Compare the following numbers using the following gestures.

less than greater than equal

31
 1) 2 345 _____ 4 263 2) 7 904 _____ 70 00 + 900 + 0 + 4
3) 6 212 _____ 6 212 4) 4 576 _____ 5 000 + 400 + 70 + 6
5) 7 476 _____ 7 568 6) 9 300 _____ 9 000 + 300 + 0 + 0
7) 9 806 _____ 8 315 8) 6 232 _____ 6 000 + 200 + 30 + 4
9) 8 943 _____ 8 952 10) 2 040 _____ 2 000 + 0 + 40 + 0

3. Generalization

In comparing large numbers:

1. Compare first the number of digits. If they are not equal the number with more
digits has the greater value. The number with lesser digits has the lesser value.
2. If the number of digits are the same we compare first the digit on the left. If these
are the same, we compare the next and so on. The symbol > means greater
than, < stands for less than and = is equal to.

C. Application

Read the following problems then answer the questions that follow.

1. Ate Agnes bought a piano for 28,575 while Tita Laura bought her piano for
29,350. Who bought a cheaper piano?
2. The dining set costs 6,750. The sala set costs 9,385. Which set of furniture
costs more?
3. Mr. Santos bought a horse for 4,980. Mr. Reyes also bought a horse for
3,985. Whose horse costs more?

IV. Evaluation

A. Read and solve.

1. Mr. Rosales sold a piece of land for 455,200. Mr. Hermosa sold his piece of land for
460,350. Whose piece of land costs more?
2. Edwin and Conrado gathered 2350 chicos on Monday. On Tuesday, they gathered 2125
chicos. When did they gather fewer chicos?

B. Which has more thousands? Copy the number.

1) 9 878 or 8 789
2) 5 946 or 9 465
3) 6 897 or 1 689
4) 4 800 or 8 640
5) 7 643 or 6 437

C. Answer the following:

1. What number is 10 000 less than 86 784?

2. 15 678 more than 50 000 is what number?
3. 5 225 is 1 005 more than what number?
4. 2 455 is 1 000 less than what number?
5. What number is equal to 8 000 + 900 + 50 + 6?

32
V. Assignment

A. Write >, < or = for each _____ to compare the numbers.

1) 4 860 ___ 4 587 2) 15 678 ___ 51 784

3) 5 862 ___ 8 652 4) 27 431 ___ 27 314
5) 2 738 ___ 7 321 6) 39 812 ___ 39 712
7) 7 876 ___ 6 787 8) 48 678 ___ 48 786
9) 6 234 ___ 2 346 10) 57 891 ___ 57 891

B. Fill in the blank with the appropriate answer.

1) 78 thousand + 500 + 78 = _____ 2) 16 215 > ____ or ____

3) 87 541 < ____ or ____ 4) 21 891 > ____ or ____
5) 84 3416 < ____ or ____ 6) 8911 < ____ or ____
7) 7678 > ____ or ____ 8) 18 000 + 7000 + 600 + 50 + 4 = ____
9) 26 000 + 3 000 + 500 = ____ 10) 4 125 + 678 = ____

Writing Numbers in Expanded Form

I. Learning Objectives

Cognitive: Write 4-to 5-digit numbers in expanded form.

Psychomotor: Give the values of number
Affective: Show respect to opposite sex

II. Learning Content

Skill: Writing numbers in expanded form

Reference: BEC PELC I A 1.6
Materials: straws, number cards, chart
Value: Respect

III. Learning Experiences

A. Preparatory Activities

1. Drill

Relay
The pupil will make a big step going to the finish line as he answers correctly.
Give the value of the following numbers.

375 6941 2749

4893 2378 6548

33
 2. Review

Regroup the following numbers.

Ex. 613 = 600 + 10 + 3

523 = ______ + _______ + _______

476 = ______ + _______ + _______
477 = ______ + _______ + _______
925 = ______ + _______ + _______
894 = ______ + _______ + _______

3. Motivation

Giving names.

Give at least five names for each number.

2 4 7 8 9 6

Ex.
Two
II
1+1
2+0
1x2

Today you shall learn the other name of numbers.

B. Developmental Activities

1. Presentation

a. ● Group the class into four.

● Provide each group a box of straws.
● Let the pupils separate the green, yellow, red, blue and white straws.
● Remind the color coding of the straws.
(Write them on the board)

Green - ten thousands

Yellow - thousands
Red - hundreds
Blue - tens
White - ones
● Show a number. Example 26 578
● The pupils will have:
two green straws + 6 yellow straws + 5 red straws + 7 blue straws + 8 white
straws
or 2 ten thousands + 6 thousands + 5 hundreds + 7 tens + 8 ones
or 2(10 000) + 6 (1 000) + 5 (100) + 7 (10) + 8 (1)
or 20 000 + 6 000 + 500 + 70 + 8 – Expanded Form

b. Give other examples: Follow the steps above.

17 415, 13 201, 113 001

32 784, 15 678,

34
2. Guided Practice

a. Working in Groups

Form groups of 12 members. Give each group the following number cards.

0 000 000 00 0 1 2 3 4

5 + + + +

Mechanics:

1) Listen to the number the teacher will say or/the teacher may write it on the board.
2) Form the expanded form by arranging the numbers from left to right.

Ex. 54 321 54 123 45 132 32 145

b. Working in dyads

Complete the chart.

4 000 + 300 + 50 + 8

15 275

30 000 + 6 000 + 500 + 50 + 7

63 254

10 000 + 1 000 + 700 + 10 + 8

c. “SEARCH ME”

Divide the class into two – There should be equal members for both groups. Give
each female pupil a card with numbers and the boys, cards with expanded form.
They are to search for his/her right partner.

Ask: What should you remember when doing activities that involve boys and girls
like you? Respect each other.

15 454 10 000 + 5 000 + 400 + 50 + 4

35
 3. Generalization

What should you know first in writing numbers in expanded form? Place value of
each digit.
After the place value, what will you find? The value of each digit.

Now how do we write a number in expanded form?

Write it as a sum of the value of each digit.

C. Application

Write the underlined number in expanded form.

1. Mr. Simon harvested four thousand fifteen coconuts from his farm. His brother
harvested three thousand two hundred twelve.

2. The gas station in Fourth Street sold fourteen thousand one hundred twenty-six litres of
gasoline. The station in Fifth Street sold nine thousand six hundred forty-one litres.

3. Two basketball games were played at the Bagong Lakas Sports Complex. In the first
game, ten thousand and twelve tickets were sold. In the second game, eleven
thousand one hundred twenty-three tickets were sold.

4. The mayor wanted to know the number of people in two barangays. Barangay
Masagana reported 14 826 people. Barangay Masikap reported 12 975 people.

5. Roxas City Lions club had a benefit show for the deaf and blind. They sold out blue
tickets worth 11,450 and red tickets worth 18,796.

IV. Evaluation

A. Write in standard form.

1) 60 000 + 5 000 + 400 + 30 + 5 _____________
2) 10 000 + 7 000 + 800 + 70 + 6 _____________
3) 70 000 + 8 000 + 900 + 10 + 2 _____________
4) 90 000 + 1 000 + 200 + 30 + 4 _____________
5) 50 000 + 4 000 + 300 + 20 + 1 _____________

B. Write in expanded form.

1) 16 245 2) 53 748 3) 17 413
4) 13 765 5) 35 174 6) 14 321
7) 28 999 8) 15 846 9) 47 846
10) 13 215

V. Assignment

A. Write in expanded form.

1) 20 946 2) 16 259 3) 73 815

4) 24 343 5) 71 158 6) 26 483
7) 27 364 8) 27 364 9) 26 483
10) 25 815

36
 B. Write in standard form.

1) 30 000 + 1 000 + 200 + 80 + 5

2) 40 000 + 4 000 + 300 + 90 + 6
3) 10 000 + 3 000 + 200 + 70 + 9
4) 50 000 + 1 000 + 200 + 50 + 7

Look at the chart below. Answer the questions that follow.

Barangay Population
Katipunan 15 211
Makabayan 11 313
Magiting 9 384
Mabini 8 578
Mayumi 16 321
Masagana 7 254
Mapayapa 5 321

Write in expanded form:

1. biggest population
2. smallest population
3. second biggest population
4. population with the same digit in the thousand and ones
5. the population with the same digit in the ten thousands and thousands place
6. population of Barangay Magiting
7. population of Barangay Masagana

Rounding Numbers to the Nearest Tens and Hundreds

I. Learning Objectives

Cognitive: Round off numbers to the nearest tens and hundreds.

Psychomotor: Write the rounded form of numbers
Affective: Cooperation in group activities

II. Learning Content

Skill: Rounding numbers to the nearest tens and hundreds

Reference: BEC PELC I A.2.1
Materials: number cards, flaglets, bottle of beads
Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill

Reading of numbers and matching number figures with number words

Twenty-one five hundred eighty-

583 647 21 86 174 three

six hundred forty-

seven One hundred seventy-four

37
 Distribute flaglets and number cards to the pupils. Ask them to line up in front of the
class and show their flaglets one by one. Ask other pupils to match their number cards
with the figures.

2. Review

Identifying the digit in the tens and hundreds place

The teacher flashes some number cards with underlined digits.

The pupils will identify the place value of the underlined digit.

492 578 69
tens hundreds tens

364
hundreds 3 692 tens hundreds
1 285

3. Motivation

a. Show a bottle full of beads. Can we tell the exact number of beads at a glance?
About how many beads are there in the bottle?

b. Show a picture with a big crowd of people i.e.: watching boxing, baseball tournament,
beauty pageant.

Describe what you see in the picture.

Can you tell the exact number of people watching the activities? About how many
people are watching the beauty pageant, the boxing tournament? the baseball
tournament?
Sometimes there is no need for us to give the exact number. Instead we just tell
about how many people or things are there.

B. Developmental Activities

1. Presentation

Use the number line.

11 17 25

0 10 20 30 40 50

Find the point for 11. Is it closer to 10 or 20.? It is closer to 10

Since it is closer to the smaller one we round it down.
So 11 rounded to the nearest tens is _____.

Find 17. To what number is it closer? 20 or 10?

Since it is closer to twenty we round it up.
So 17 rounded to the nearest tens is _____.

Find 25. Where is it located? It is halfway between 20 and 30.

When a number is halfway between the two tens, round it up to the higher tens.
So 25 rounded to the nearest tens is _____.

38
IV. Evaluation

A. Round off each number in the box to the nearest ten. Write it in the correct column.

ROUND OFF TO

56 72 81 68 40 50 60 70 80 100 200 300 400 500

143 273

195 78 385 64

361 456

32

B. Match the numbers with their rounded form by using a line.

1. 649

2.
476
50 40

600 3. 73
10
200

4. 195
500 70

5. 42

6 11

V. Assignment

A. Round off to the nearest place value indicated.

1) 392 2) 85 3) 751
4) 91 5) 638

B. Round off to the nearest place value indicated.

1) 1 783 2) 2 645 3) 7 288

4) 6 924 5) 5 763

40
Rounding Numbers to the Nearest Thousands

I. Learning Objectives

Cognitive: Round numbers to the nearest thousands and ten thousands

Psychomotor: Write the rounded form of numbers
Affective: Keep oneself physically fit

II. Learning Content

Skill: Rounding numbers to the nearest thousands and ten thousands

Reference: BEC PELC I- A-2.2
Materials: numberline, cut outs, chart, flash cards
Value: Physical Fitness

III. Learning Experiences

A. Preparatory Activities

1. Drill

Identifying the place value of the digits of a given number.

The teacher flashes some number cards with underlined digit.

The pupils write the place value occupied by the underlined digit in their show-me-card
and show the answer to the teacher.

45 678 4 321 88 765 26 785 54 712 34 567 16 278

thousands hundreds ten thousands tens thousands ten thousands thousands

2. Review

Rounding off numbers to the tens and hundreds place

Game – “Go Fishing”

a. The teacher asks the pupils to make a big circle.

b. She spreads cut outs of fish on the floor.
c. She distributes fishing poles made from sticks and string with magnets tied to the
end of the string.
d. The pupils will go fishing and they will round off the number in the cut outs to the
nearest tens or hundreds.

34 283 78

41
 428 66 853

3. Motivation

Have you gone to a gymnasium? Does your school have a gymnasium? What are
the activities done in a gymnasium? Do you know that you can play basketball,
volleyball, table tennis and badminton in this place? Who among you know how to play
these sports? Do you know that playing these sports keep a person physically fit?

B. Developmental Activities

1. Presentation

a. The teacher presents a problem.

A certain number of people are in a gymnasium watching a volleyball

tournament. If the number of people is rounded to 2 000, what is the exact number
of people in the gymnasium. Is it 2 400 or 2 600? Why?

b. Use of number line

1) Thousands Place

2 000 2 100 2 200 2 300 2 400 2 500 2 600 2 700 2 800 2 900 3 000

Look for 2 400 on the number line. Is it nearer to 2 000 or 3 000? It is nearer to 2 000.
So 2 400 rounded off to the nearest thousands is 2 000.

2) Ten Thousands Place

10000 10000 12000 13000 14000 15000 16000 17000 18000 19000 20000

Find the point for 18 000. Is it closer to 10 000 or 20 000?

Shall we round it up or down?
18 000 is nearer to 20 000 so we round it up.
18 000 rounded off to the nearest ten thousands is 20 000.

The teacher gives other examples in rounding off numbers to the nearest thousands
and ten thousands.

Using the number line show how the following numbers are rounded off to the
nearest thousands and ten thousands.

1) 3 500 2) 6 543 3) 89 134

4) 94 683 5) 87 391

42
 2. Guided Practice

a. Work in Pairs

Each pair will be given some exercises to work on. After answering them, the
pupils will write their answers on the board. The pair with the most number of correct
answers will be given a “yes clap”.

Round off to the place indicated.

1) 4 329 2) 69 125 3) 8 149

4) 89 134 5) 71 592 6) 33 781
7) 56 342 8) 8 241 9) 45 678

b. Matching Game – Work in Triads

Match the numbers with their rounded form.

Each triad will be given a copy of the activity sheets.
The pupils match the numbers with their rounded form by using a line.
The first triad to submit the most number of correct answers wins the game.

1) 8 241 a. 5 000
2) 71 592 b. 70 000
3) 69 125 c. 8 000
4) 3 378 d. 4 000
5) 94 705 e. 7 000
6) 8 749 f. 3 000
7) 54 342 g. 60 000
8) 7 248 h. 9 000
9) 4 329 i. 50 000
10) 4 653 j. 90 000

3. Generalization

How do you round off numbers?

1. Look for the digit of the place value to be rounded.

2. Check the digit to its right. If it is 4 or below, round it down. If it is 5 or above, round it
up.
3. Change to zero all the digits to the right.

C. Application

Encircle the correct answer.

1. Which is the smallest four-digit number that can be rounded off to 1 000?
a. 1 634 b. 1 310 c. 1 536 d. 1 258
2. Which is the largest five-digit number that can be rounded off to 10 000?
a. 14 195 b. 13 795 c. 15 681 d. 12 831
3. Which is the smallest five-digit number that can be rounded off to 30 000?
a. 29 453 b. 34 467 c. 32 781 d. 24 938

43
IV. Evaluation

A. Round off each number to the place indicated.

Write the letter of the correct answer.

______1) 5 419 a. 3 000 b. 4 000 c. 5 000 d. 6 000

______2) 2 937 a. 3 000 b. 4 000 c. 5 000 d. 6 000
______3) 47 324 a. 40 000 b. 50 000 c. 60 000 d. 70 000
______4) 82 181 a. 70 000 b. 80 000 c. 90 000 d. 100 00
______5) 6 263 a. 4 000 b. 5 000 c. 6 000 d. 7 000

B. Round off the answer to the nearest thousands or ten thousands

1. Mt. Apo is 2 954 metres high. About how many metres high is Mt. Apo? ________
2. The Philippines has about 7 100 islands, 2 773 of them have names. About how many
thousands are the islands with names? __________
3. The average number of pupils in our school is 4 268. About how many pupils are there in
our school? ________

V. Assignment

1. Round off each number to the nearest

Thousands Ten Thousands

a) 23 418
b) 76 163
c) 89 246
d) 15 102
e) 52 813

Odd and Even Numbers

I. Learning Objectives

Cognitive: Tell when a number is odd or even

Psychomotor: Write odd or even numbers
Affective: Work cooperatively with others.

II. Learning Content

Skills: Telling when a number is odd or even

Writing odd or even numbers
Reference: BEC PELC I- A.3
Materials: cut-outs, pictures, counters
Value: Cooperation

44
III. Learning Experiences

A. Preparatory Activities

1. Drill

Division basic facts with 2 as divisor.

2. Review

1. The teacher flashes a number card.

2. The pupils write the answers on their show-me-board.
3. The pupils show the answers to the teacher by raising the show-me-board over their
heads.

Direction – Look at the pattern and write the missing number.

EXAMPLES

2, 4 ___, 8, ___, 12, ___,___, 18, ___, 22 6, 10, 14, 16, 20

1, 3 ___, ___, ___, 11, ___, 15, ___, ___, 21 5, 7, 9, 13, 17, 19

24, ___, 28, ___, 32, ___, ___, 38, ___, ___, 44 26, 30, 34, 36, 40, 42

53, ___, 57, ___, 61, ___, ___, 67 ___, ___ 55, 59, 63, 65, 69, 71

3. Motivation

Acting out the problem

The teacher calls on 2 pupils. Then ask another pupil to give the 4 cupcakes equally
to the 2 pupils.
Ask: How many cupcakes does each child get?
Is there a leftover?

B. Developmental Activities

1. Presentation

a. Analysis of example

1. What division sentence can we make out of the 4 cupcakes divided equally
among 2 pupils. 4 ÷ 2 = 2
2. Is there any remainder?
3. The teacher calls on 2 pupils at a time and distribute candies to them.

a. 5 candies ÷ 2 pupils
How many candies will each pupil receive?
Is there a leftover?

45
 b. 6 candies ÷ 2 pupils

c. 7 candies ÷ 2 pupils

d. 8 candies ÷ 2 pupils
Ask the same
questions with e. 9 candies ÷ 2 pupils
exercises b to h.
f. 10 candies ÷ 2 pupils

g. 11 candies ÷ 2 pupils

h. 12 candies ÷ 2 pupils

Write the corresponding division sentence beside each exercise.

5 candies ÷ 2 pupils 5 ÷ 2 = 2 remainder 1

6 candies ÷ 2 pupils 6÷2=3
7 candies ÷ 2 pupils 7 ÷ 2 = 3 remainder 1
8 candies ÷ 2 pupils 8÷2=4
9 candies ÷ 2 pupils 9 ÷ 2 = 4 remainder 1
10 candies ÷ 2 pupils 10 ÷ 2 = 5
11 candies ÷ 2 pupils 11 ÷ 2 = 5 remainder 1
12 candies ÷ 2 pupils 12 ÷ 2 = 6

Let’s make a table and organize our data.

A B
Even Odd

6 5
8 7
10 9
12 11

From our division sentence, write all the numbers that can be divided exactly by
2 under column A, and those with remainders under column B.
Numbers in column A are called even numbers. And those in column B are odd
numbers.

b. Use the cut outs

Rosita picked 19 ripe guavas. She gave each of her 6 friends 2 guavas. Did she
give away all the guavas?

Ask the pupils to draw the problem.

Write a division sentence for the practice.

13 ÷ 2 = 6 remainder 1

46
 What kind of number is 13, odd or even? Why?
The teacher uses the same procedure with other numbers, using different kinds
of fruits.

Let the pupils read the numbers.

.
What do you notice about the remainder of odd numbers when they are divided
by 2? The remainder is always 1.

c. Working in Triads

Use the number line

1 2 3 4 5 6 7

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Write a division sentence for the illustration.

14 ÷ 2 = 7

Can 14 be exactly divide by 2?

What kind of number is 14, odd or even?
Provide more exercises on the number line.

2. Guided Practice

a. Group the pupils into Learning Barkada’s. Copy and color the even numbers blue
and the odd numbers red. Remind the LB members to work cooperatively with each
other.

After the activity, ask each group how they did their activity. Is it good to cooperate
with the group in doing an activity? Why?

b. Game – “PICK ME OUT”

The teacher distributes number cards to the pupils. The 1st pupil to come up
with the correct answer wins the game.

47
 Direction: Pick out the number which does not belong to the group by putting
a cross on it.

8 18 7 14 60 53 55 69

27 65 47 52 72 67 68 76

27 57 65 62

3. Generalization

Differentiate odd from even numbers.

Numbers which can be divided by 2 without a remainder, are called even

numbers. Numbers which have a remainder of 1 when divided by 2, are odd
numbers.

C. Application

Write all numbers under the column where they belong.

Even Odd

840 4 638 5 478 9 431 3 509

125 7 243 9 705 1 002 4 574
3 476 3 817 4 901 8 426 3 012

IV. Evaluation

A. Write the next greater odd or even number

1) 331 _____ 2). 3 827 _____ 3) 9 654 ______

4) 573 _____ 5) 8 306 _____ 6) 1 836 ______
7) 204 _____ 8) 4 570 _____
9) 9 282 ______ 10) 8 537 ______

48
 B. Do what each item tells you to do.

1. List all even numbers between 310 and 320.

2. Write all odd numbers larger than 31 but less than 50.
3. Write a 2 digit odd number between 17 and 20.

V. Assignment

Write E if the number is even and O if the number is odd.

1) 4 639 ________ 2) 307 + 283 = ________

3) 5 634 ________ 4) 278 ÷ 13 = _______
5) 152 + 10 _______ 6) 312 ÷ 3 = _______
7) 75 + 13 = ________ 8) 4 928 ________
9) 3 464 ________ 10) 5 x 20 = ________

Reading Money in Symbols through 1,000/ Writing Money Value through

1,000

I. Learning Objectives

Cognitive: Read money in symbols through 1,000

Psychomotor: Write money value through 1,000
Affective: Practice the habit of being thrifty/spending money wisely

II. Learning Content

Skills: Reading money in symbols through 1,000

Writing money value through 1,000
Reference: BEC PELC IA.4.1-4.2
Materials: real or play money, money chart
Value: Thrift/Spending money wisely

III. Learning Experiences

A. Preparatory Activities

1. Drill
Divide the class into four or five groups. Assign a leader. Ask them to form a circle.
The leader will ask his members to read the money symbols. When the members read
them properly, they will be allowed to sit. (Note – 1.00 to 100 only).

2. Review
Match column A with column B.
A B

1. twenty-five pesos and thirty centavos a. 90.50

2. one hundred pesos b. 25.30
3. ninety-three pesos and seventy-five centavos c. 93.75
4. eighty-seven pesos and ten centavos d. 87.10
5. ninety pesos and fifty centavos e. 100.00

49
 3. Motivation

(Storytelling)

Have the children listen to the story.

Mother goes to market every Saturday. She buys fruits, vegetables, fish and
other foods. Then she keeps the rest of her money in a saving box.

b. What does Mother do every Saturday?

c. What does she do with the rest of her money?
d. Why do you think Mother saves money? Do you also save money? Why?

B. Developmental Activities/Lesson Proper

1. Presentation

a. Present the different Philippine denominations (bills & coins). (Use play or real
money)

1000 500 200 100

50 20 10 5.00

1.00 25 ⊄ 10 ⊄ 5⊄

Ask first the pupil to read the different denominations. What is the symbol for peso?
centavo?

b. Make several combinations out of the denominations presented. Then ask the pupils
to read.

2. Guided Practice

a. Divide the class into 4 groups. Each group will play mini-store. Teacher will give
each group a certain amount of play money. Then the group will look for the items
that can be bought from their money. The group with more correct items bought
wins.
Items Price
electric fan 950
T-shirt 299
pants 555
shorts 420
shoes 875
cup 320
belt 180

50
 b. Play a Game (at this point the pupils will have to read and write money values in
symbols)
Show folded empty wrappers of candies. Inside the wrappers are certain amount of
money. Ask each pupil from the group to write the amount on the show-me-board.
The group with the highest points wins.

Examples:

five hundred pesos 675 pesos and 30 415 pesos and 50

and fifty centavos centavos centavos

3. Generalization

How do we write money values?

* We write money values using the centavo sign (⊄) or peso sign ( ) and a
point.

C. Application

Write the amount for each set.

1.
500 200 100

5.00 5.00

2. 500 200 200 100

3. 100 5
4. 200 20 2
5. 200 100 100 20 20

IV. Evaluation

A. Give the missing numbers.

1. 150.25 means _______ pesos and _______ centavos

2. 212.75 means _______ pesos and _______ centavos
3. 763.50 means _______ pesos and ________ centavos
4. 874.25 means _______ pesos and ________ centavos
5. 946.50 means _______ pesos and ________ centavos

B. Write on the blank spaces the number of paper bills and coins equivalent to each of the
amount indicated on the left.

1. 1,000 a. _____ five hundred-peso bill and _____ one hundred

peso bills
b. _____ five hundred-peso bill
2. 500 a. _____ one hundred-peso bills
b. _____ fifty-peso bills

51
 3. 200 a. _____ two hundred-peso bills
b. _____ one hundred-peso bills
4. 330.30 a. _____ two hundred-peso bill _____ one hundred
peso-bill _____ ten peso-bills and _____ ten
centavo coins
5. 990.50 a. _____ five hundred-peso bill _____ two hundred-peso
bills _____fifty-peso bill _____ twenty-five centavo
coins

V. Assignment

Fill in the blanks with the correct amount to complete each sequence.

1. 500, ________, 700, 800, ________ 1000

2. 150, 250, 350, ________, ________, 650
3. 225, 325, ________, ________, ________, 725
4. 520, 540, ________, ________, ________, 620
5. 110, 210, 310, ________, ________, ________

Comparing Values of the Different Denomination of Coins/Bills through

1,000

I. Learning Objectives

Cognitive: Compare values of the different denominations of coins and bills through
1,000
Psychomotor: Show equivalent amount of different denominations through 1,000
Count money values with speed and accuracy
Affective: Say thank you after receiving gifts

II. Learning Content

Skill: Comparing Values of the Different Denomination of Coins/Bills

through 1,000
Reference: BEC PELC A. 4.3
Materials: Philippine money, play money, flash cards, charts
Value: Gratitude

III. Learning Experiences

A. Preparatory Activities

1. Drill

Give each pupil cards with written symbols. As the teacher flashes the cards like the
ones below, the pupils will raise the card appropriate to the mathematical sentence.

< > =

52
 1. 50.00 Ο 100.00

2 ten-peso bills Ο 30.50

2.

50 & 50 Ο sixty-five pesos

3.

4. 5 twenty-peso bills Ο 100

5. sixty five-pesos Ο 75.00

2. Review

Write the money values in symbols.

1. 500 pesos 100 pesos 50 pesos 5 pesos

+ + +

2. 35 pesos + 100 pesos + 50 pesos + 20 pesos

3. nine hundred fifty pesos and fifty centavos

4. seven hundred seventy-eight pesos and twenty-five centavos
5. one thousand pesos

3. Motivation

Problem opener: Show real money while presenting this problem.

Last Christmas Edmar’s godparents gave him 500

100 100 50 . Allyssa’s godparents gave

her
1, 000

Ask: Did you also receive Christmas gifts from your godparents? What did you say
after you received such gift?

B. Developmental Activities

1. Presentation

a. Present the situation used in the motivation. Put the real money in a pocket chart.

Edmar received 650 while Alyssa received 1, 000.

53
 Let us compare the amount. Use >, < and =. Which is more, 650 or 1 000? Which
is less?

b. Present this chart.

The chart shows the savings of six persons in a bank.

Depositor Savings

1. Josie 595.00
2. Agnes 300.00
3. Laura 650.00
4. Alma 1,000.00
5. Mariz 995.00
6. Gally 650.00

Ask: Who has the biggest savings?

Who has the least savings?
Who have the same savings?

Compare 595, 1 000 and 300, 650.

650  650
595  1,000
300  650

Is the number of digits the same?

Is the first digit to the left of each number the same?
Which is greater 3 or 6?

Now we say 595 < 1,000

300 < 650
How about 650? 650. They are equal

Why did you say that 595 is less than 1,000?

595 is a three-digit number while 1 000 is a four digit number thus 595 has the
lesser value.
(Compare the other amounts. Do the same process.)

2. Guided Practice

* Working in Four

a. Put your play money on your desk.

b. Look at the money the teacher puts in the pocket chart.
c. Show me the equivalent amount of

200 = 50 50 50 50

100 100

The pupils may give as many combinations.

(Put more bigger amount like 1,000, 500, 100 then do the same process.

54
 * Working in Dyads

Play “Higher or Lower”. On the board are covered money values. Uncover the
squares one by one. Write “Higher or Lower” on show-me-board, if the next amount
is higher or lower than the previous one.

Inside 100 95.50 205 1,000 950.50 801.00 715.00 650.00 540.75

* Working in Triads

Give the amount that is 500 greater than each of the following:

1. 150 ____________ 4. 478.10 ____________

2. 325 ____________ 5. 300.00 ____________
3. 70.85 ____________

Give the amount that is 100 less than each of the following:

1. 1,000 ____________ 4. 555 _____________

2. 425 _____________ 5. 325 _____________
3. 628 _____________

3. Generalization

How do you compare money values?

C. Application

Compare the following. Write >, < or =.

50 10 20 20
1.

100 100 10

2. 500 500 1,000 10

30

3.
10 10 500
50 50 20

200 200

4. 00 200
5 500

55
 5.
100 50 20 10

IV. Evaluation

A. Read the situation below. Answer the questions that follow.

Nora went shopping at SM Mega Mall. She bought the following items:

a pair of ladies shoes 550.95

a dress 450
a bag 399.95
a towel 250.00
a pair of slippers 169.50

Fill in the blank with more or less.

1. a bag costs _______ than the towel.

2. a pair of shoes costs _______ than the dress
3. a dress costs _______ than the bag
4. a towel costs _______ than the pair of shoes

B. Write <, > or = on the blank.

1. seven 10-peso bills _____ 800

2. 200 _____ 20 10-peso bills
3. four 50-peso bills ______ 200
4. ten 100-peso bill _____ 900
5. two 500-peso bill _____ 800

V. Assignment

A. Write the amount that is:

1. 100 greater than 623.50 __________

2. 50 greater than 645.50 ___________
3. 300 greater than 500.00 __________
4. 400 lesser than 1,000.00 ___________
5. 225 lesser than 725 ____________

B. Write >, < or = on the blanks.

1. 100 + 100 + 100 _____ 300

2. three 20-peso bills _____ two 50-peso bills
3. 955.00 _____ 595.00
4. 1,000.00 _____ 100.00
5. 99.95 _____ 59.95
6. 678 _____ 876
7. 345 _____ 100 + 100 + 10 + 5
8. 498 _____ 894
9. ten 50-peso bills _____ ten 20-peso bills
10. six-peso coins _____ six 100-peso bills

56
Reading and Writing Roman Numbers (L to C)

I. Learning Objectives

Cognitive: Read and write Roman numbers from L to C

Psychomotor: Give the value of Roman numerals from L to C in Hindu-Arabic and vice-
versa
Affective: Realize that animals should be loved and taken cared

II. Learning Content

Skills: Reading and writing Roman Numbers from L to C

Giving the value of Roman numbers from L to C in Hindu-Arabic and vice-
versa
Reference: BEC PELC IA 5.1.1
Materials: charts, picture of a ranch
Value: Love and care for animals

III. Learning Experiences

A. Preparatory Activities

1. Drill

Compare the values of the following. Use >, < or =.

1. 565 ____ 400 + 165
2. 250 ____ 350
3. 500 ____ 456
4. 150.50 ____ 75.50 + 60.00
5. 78.50 ____ 0.00 + 30.00

2. Review

Game between Boys and Girls

(The first to complete changing the numbers to Roman or Hindu-Arabic wins the
game.)
XXXV XXXVII
XVI 34 XL XXXIX

29 45

29 27 XLIV 36

XXV 28

3. Motivation

Show a picture of a ranch. Ask something about it. What can be found inside it and
who takes care of them? How does a rancher takes care of the animals? Do you have
animals at home? How do you take care of your animals?

57
 B. Developmental Activities

1. Presentation

a. Let us pretend that we are in a ranch. Cesar, a rancher is counting the animals. He
was asked by his master to prepare the list in Roman number and Hindu-Arabic.
Here is the list.

Animal Roman Numeral Hindu-Arabic

Numerals
sheep XCIX 99
cow C 100
goat LXXXVII 87
carabao LXXV 75
horse LXVI 66
chicken LXXX 80
turkey XCV 95
duck LXXVIII 78
pig LIV 54
Lead the class in reading the chart.
Ask: How do we write 87 in Roman numbers?
What symbol comes first? A symbol of higher value or a symbol of lower value?
What do we do with the value? Add or subtract?
How do we write 99 in Roman numbers?
Ask the same questions for the remaining numbers.

2. Guided Practice

Group the students into four. Have them do the activities inside the envelope which
the teacher will give them.

Group 1
Complete the ladder. Change to Roman or Hindu-Arabic. Write your answer at the
steps above the number.
55
64
73
82
91 59
90 54
89 66
78 77
67 86
56 95
81
72
63
54

58
Group 2
(For a group with more bright pupils)

Complete the number in series.

LI, LII, LIII, ____, ____, LVI, ____, LVIII, ____, LX

LXI, ____, LXIII, ____, LXV, LXVI, ____, ____, ____, LXX
LXXXI, LXXXII, LXXXVII, ____, ____, ____, ____, ____, ____, ____
XC, ____, ____, XCIII, XCIV, ____, ____, XCVII, XCVIII, ____, C

Group 3

Match column A with column B.

A B

1. LXXX a. 51
2. LI b. 62
3. LXII c. 73
4. LXXIII d. 84
5. LXXXIV e. 95
6. XCV f. 100
7. LXXIX g. 57
8. LXVIII h. 68
9. LVII i. 79
10. C j. 80

Group 4

Complete the puzzle below. Write the numbers in Roman numerals.

Across Down
1 2 1) 100 2) 71
C L X X V 2) 75 3) 70
3 4 3) 60 4) 95
L X X 4) 10 5) 50
5 6 5) 80 6) 20
L X X X X C 6) 90
7) 11
7 8
X I L X V 8) 65

59
 3. Generalization

How do we find the value of a Roman number from L to C?

Remember:

1. The Roman numbers are written in capital letters.

Roman numbers I V X L C
Hindu-Arabic 1 5 10 50 100

2. Add if the symbols are repeated. The letters I and X can be repeated up to three
times only.

Example:

II = 1 + 1 = 2 XX = 10 + 10 = 20
III = 1 + 1 + 1 = 3 XXX = 10 + 10 + 10 = 30

3. Add if the symbol of greater value is followed by a symbol of lesser value.

Example:

LV = 50 + 5 = 55 LXI = 50 + 10 + 1 = 61

4. Subtract when a symbol of lesser value is placed before a symbol of greater value.

Example:

IX = 10 – 1 = 9 XC = 100 – 10 = 90

Note: Only letter I and X can be placed before a symbol of greater value.

C. Application

Write the answer in Roman numerals.

- Ray used 25 stones. Ed doubled that number. How many stones did they used in all?
Write the sum in Roman numeral.
- Jim has 94.00. How do you write 94 in Roman numerals?
- Carlos had 95.00. He bought a notebook for 23.00. How much does he have left?
- Mother went to the supermarket. She bought 12 cans of milk, 14 cans of biscuits and 40
cans of sardines. How many cans of groceries did she buy in all?
- In a classroom there are 33 boys and 55 girls. How many pupils are there in all?

IV. Evaluation

* Match column A with column B.

1) 67 a. C
2) 78 b. LXVII
3) 89 c. LXXVIII

60
 4) 94 d. XCIV
5) 100 e. LXXXIX
6) 68 f. XCVI
7) 59 g. LXXVIII
8) 78 h. LXXXIV
9) 84 i. LIX
10) 96 j. LXVIII

V. Assignment

Look for the things inside and outside your house which are less than 101. List them
down. Follow the format below

QUANTITY
THINGS ROMAN HINDU-ARABIC
NUMERALS

Reading and Writing Roman Numbers (C to D)

I. Learning Objectives

Cognitive: Read and write Roman numbers from C to D

Psychomotor: Give the value of Roman numerals from C to D
Affective: Practice ways on taking care of the sea

II. Learning Content

Skill: Reading, writing and giving the value of Roman Numbers from C to D.
Reference: BEC PELC IA. 5. 1. 2
Materials: textbooks, chart, trees drawn on illustration board
Value: Taking care of the sea

III. Learning Experiences

A. Preparatory Activities

1. Drill (Roman numeral I to L)

Game “Picking Fruits” (Two groups)

Call on pupils and ask them to pick pictures of fruits with Roman numerals written at
its back. If the child reads it correctly, he gets the fruit. The group with the most number
of fruits picked is the winner.
(The teacher should make a drawing of a tree and cut-out fruits then write at the back
of the fruits the Roman numeral I to L.)

61
 2. Review

Write True if the statement is correct. If incorrect write the

correct Roman numerals.
a. XCIX = 99
b. XCIV = 96
c. LXXXV = 85
d. LXIII = 62
e. LXXVII = 77

3. Motivation

What do you notice about our sea? Is it still clean? Who contributed much on the
pollution of our sea? What should you do to lessen sea pollution?

B. Developmental Activities

1. Presentation

a. The pupils of Paye Elementary School through the guidance of their teacher-in-
charge, Mr. Galileo L. Go participated in the Worldwide Coastal Clean-Up Day. He
asked them to make a listing of the waste materials they picked. The listing is as
follows:

Waste Materials Roman Numeral Hindu-Arabic

Numerals
Candy wrappers CDXCV 495
Cans CCCLXXVIII 378
Shampoo sachet wrappers CCLIV 254
Disposable glass D 500
Disposable spoons CLXXXIII 183
Disposable fork CDLXII 462

b. Ask: Did the pupils of Paye Elementary School show care for the sea?
c. Lead first the pupil in reading the Roman numeral with their corresponding Hindu-
Arabic numerals.
d. Ask: How do we write 495 in Roman numerals?
Which symbol comes first, small or big value?
Do we add or subtract the value?
Let’s look at how we write 200 and 300.
Up to how many times are we going to repeat C? Discuss also the other
numbers.

2. Guided Practice

a. Game: “Search Me”

1. Group the pupils into 4.

2. Give each group two boxes. One box containing Hindu-Arabic numerals and the
other with Roman numerals.
3. Get one from any box, then search for the equivalent in the other box.
4. Paste your work on a Manila paper.

62
 b. Working in Dyads

Complete the table.

Roman numerals Hindu-Arabic numerals

CCCLVI

444

CCXXII

187

CDXLIV

3. Generalization

How do we write 100, 200, 300, 400 and 500 in Roman numerals?
Up to how many times are we allowed to repeat C?

Remember:
1. Here is how we write the following numbers in Roman numerals
Hindu-Arabic Roman numeral
100 - C
200 - CC
300 - CCC
400 - CD
500 - D

2. The symbol C can be repeated up to three times only and can be placed
before a symbol with a greater value.

C. Application

Write the following numbers in Roman Numerals.

1) 456 2) 148
3) 500 4) 321
5) 348 6). 125
7) 248 8) 302
9) 146 10) 118

IV. Evaluation

Write the answer in Roman numerals.

1. This summer, Redentor read 535 pages from 3 Science books. His sister read 230 pages.
How many more pages did Redentor read more than his sister?
2. Mang Kardo sold 1 000 coconuts. Five hundred twenty-one of them were young coconuts.
How many were not young coconuts?
3. Of the 1 035 registered voters in Brgy. Maligaya 555 are males. How many are females?
4. Rudy had 1 240 pineapples to sell. He sold 912 of them. How many pineapples were left?

63
 5. Find the difference of 2600 and 2120.

Match column A with column B.

a. 478 1. CCCXCIX
b. 254 2. CDLXXVIII
c. 362 3. CLXXXIII
d. 183 4. CCCLXII
e. 399 5. CCLIV

V. Assignment

As a sign of your love and concern for the sea, together with your classmates pick up
trashes in the seashore. Make a listing like the one below. Note: up to 500 only

ROMAN HINDU-ARABIC
TRASH NUMERALS

Reading and Writing Roman Numbers from D to M

I. Learning Objectives

Cognitive: Read and write Roman numbers from D to M

Psychomotor: Give the value of Roman numerals from D to M in Hindu-Arabic and vice
versa
Affective: Participate actively in the different activities

II. Learning Content

Skill: Reading and writing Roman Numbers from D to M

Reference: BEC PELC I. A. 5. 1.3
Materials: textbooks, fish bowl, picture of coconut, improvised roulette
Value: Active participation

III. Learning Experiences

A. Preparatory Activities

1. Drill

“Hook the Fish”

Hook one fish from the bowl. Open the rolled paper and do what is asked. It can be
done in a contest manner.

64
 Example of problem written on
the rolled paper.
Change to Hindu-Arabic
LI
LXXV
LXXXVI
C

2. Review

“Climb the Coconut Tree”

Form 2 groups. Each member of the group will draw one question from the bowl and
he will answer it by himself. One correct answer means one step on the tree. The first
group to reach the top of the tree wins the game.

Sample Questions
1. What is 100 in Roman Numerals?
2. CLX is _____ in Hindu-Arabic.
3. Carlos has one hundred fifty books in his room. What is 150 in Roman numerals?
4. What is 400 in Roman numerals?
5. What will you add to C to make it 300?
6. Write 200 in Roman numerals.
7. There are 278 pupils in Silangan Elementary School. Write 278 in Roman
numerals.
8. 250 + 100 is what in Roman numerals.
9. 900 – 450 = Write the difference in Roman numerals.
10. D – CL = ______ Write the difference in Hindu-Arabic.

65
 3. Motivation

Song: Math Time (It’s a small World)

Oh its Math time after all 3x
Come together and come all
There is just one class
We enjoy a lot
Where our mind think hard
And compute so much
Though the drills are so fast
And the problem so tough
We enjoy our class in Math.

B. Developmental Activities

1. Presentation

a. Before the year ends, Mr. Cruz makes a listing of the unsold items in the bookstore.

Items Hindu-Arabic Roman Numeral

Numerals
Greeting cards 900 CM
Ballpen 800 DCCC
Pencil 700 DCC
Folders 600 DC
Fasteners 999 CMXCIX
Paper clips 844 DCCCXLIV

b. Lead the pupils in reading both numbers.

Ask: What is the symbol for 900?
What comes first, the symbol with greater value or the symbol with smaller
value? What do we do with the value?
Do the same process with the remaining numbers.

c. Present another set of examples using roulettes.

First, spin the Roman numeral roulette. Have the pupils read the number, then let
them change it to Hindu-Arabic. Do this until you finish all the numbers. Follow the
same procedure in the Hindu-Arabic roulette.

2. Guided Practice

Ask: What should you do during group activities? Do you participate actively? Why is it
necessary to participate in every group activity?

66
1. Individual activity
Prepare two bowls with strips of paper. One for Hindu-Arabic and one for Roman
numerals. Have the pupils pick out one strip from either of the two bowls. Then the
pupils find their partner.
2. Form 4 groups (Provide each group with activity sheets.)

Group A

Give the missing numbers.

1. CMXCIV = 900 + ____ + 9 = ____

2. CMXLV = ____ + 40 + 5 = ____
3. DCCCXII = 500 + ____ + 12 = ____
4. DCCLXXVII = 700 + 70 + ____ = 777
5. DCCC = 500 + ____ + 100 + ____ = ____
6. DCXCVIII = 600 + ____ + 8 = ____
7. DCLXXVI = ____ + 70 + 6 = ____
8. CMLXV = 900 + ____ + 5 = ____
9. DCCIII = ____ + 3 = ____
10. DCCVI = 700 + ____ = ____

Group B

Write the missing numerals in series.

1. DCCL, DCCLX, ____, ____, ____
2. DCV, ____, DCXV, ____, DCXXV, ____
3. DC, ____, ____, CM, M
4. DCCCXV, ____, ____, DCCCXVIII, DCCCXIX, ____
5. CMVII, CMXIV, ____, CMXXVIII

Group C
Change the following to Roman numerals. Substitute the following for Roman
numeral letters. Sing the following lines.
D – I have two hands the left and the right,
M – Hold them up high so clean and bright,
C – Clap them softly one, two, three,
L – Clean little hands are good to see.
X – Mathematics, mathematics (Are you sleeping?)
V – How it thrills, how it thrills,
I – It is so exciting and so interesting. I love Math. (2x)

1) 654 6) 505
2) 785 7) 955
3) 965 8) 833
4) 100 9) 550
5) 841 10) 660
Group D
1. Change to Roman numerals. Substitute the following movements for the letters.
I – jump once V – clap two times
X – stamp your feet L – sway your hips
C – turn around M – waive your hands two times
D – sit down

Say first the letter before you do the action.

1) 765 2) 886
3) 706 4) 920

67
 5) 570 6) 954
7) 528 8) 789
9) 803 10) 940

3. Generalization

What is the symbol for 600, 700, 800, 900 and 1000?
What did we add to D to make 600, 700, 800? What process is involved here?
What did we put before M to make it 900? What process is used here?

a. The symbol M means 1000.

b. We can repeat the symbol C up to three times only and add the value of each.
Example:
CC = 100 + 100 = 200 CCC = 100 +100 + 100 = 300

c. We add when a symbol of greater value is followed by a symbol of lesser value.

Example:
DC = 500 + 100 = 600
DCC = 500 + 100 + 100 = 700
DCCC = 500 + 100 + 100 + 100 = 800

d. We subtract when a symbol of lesser value is placed before a symbol of greater value.
Example:
CM = 1 000 – 100 = 900
Note:
1. Only letters I, X and C can be placed before a symbol of greater value.
2. Only letters I, X, C and M can be repeated up to three times

C. Application

Form 4 groups. Assign a leader and a recorder to record the correct responses of each
pupil.

Mechanics:

The pupils sit in a circle. The game leader flashes a card and asks his member to read
first. The pupil then gives the equivalent Roman numeral. If he is not able to give the correct
answer others will do it. A pupil should have at least 5 points to win the game.

654 786 945 513 983

846 762 940 831 678

IV. Evaluation

Match column A with column B.

1) 875 a. DCCCXXXV
2) 623 b. CMI
3) 642 c. DCXLII

68
 4) 901 d. DCXXIII
5) 835 e. DCCCLXXV
6) 952 f. CMXCIX
7) 862 g. DXCIX
8) 960 h. CMLX
9) 599 i. DCCCLXII
10) 999 j. CMLII

V. Assignment

Change the numbers in Roman numerals.

1. Nestor wanted to buy a pair of rubber shoes that costs approximately 865.00.
2. During the first day of Palarong Panlalawigan 998 public officials came.
3. 625 + 346 = _____ Write the total in Roman numeral.
4. Jose receives 550 an hour for repairing computer.
5. 615 + 326 = _____

Adding 4- to 5- Digit Numbers up to 4 Addends with Sums up to 100 000

without Regrouping in Short Form

I. Learning Objectives

Cognitive: Add 4- to 5- digit numbers up to four addends with sums up to 100 000
without regrouping in short form
Psychomotor: Write numbers in proper column before adding
Affective: Show cleanliness in doing assigned tasks

II. Learning Content

Skill: Adding 4- to 5- digit numbers up to 4 addends with sums up to 100 000

without regrouping in short form.
Reference: BEC PELC I.B.1.1.1
Materials: textbooks, flash cards, picture of a model community, place value chart
Value: Cleanliness

III. Learning Experiences

A. Preparatory Activities

1. Drill – Addition Basic facts

Game “Sit down”

a. Ask all the pupils to stand by their desks/chairs.

b. The teacher flashes some combinations of numbers.
c. The first pupil to give the correct answer will sit down.

69
 2. Review

Find the sum.

3214 7845 3847 4654 789
+ 4623 + 2023 + 2120 + 5211 + 200

3. Motivation

Show picture of a clean community. How would you help maintain cleanliness in your
community? How about in our school? Let’s see whose desk will remain clean up to the
last minute of the class.

B. Developmental Activities

1. Presentation

a. Present this problem.

In response to the government’s “Clean and Green” campaign, the Boy and Girl
Scouts of Region IV held a tree planting activity. They planted 5 143 narra
seedlings, 5 000 mahogany seedlings, 3 010 molave seedlings and 4 835 ipil-ipil
seedlings. How many seedlings did they plant in all?

b. Lead the pupils in analyzing the word problem.

b. Put the given numbers in the place value chart before adding them. Emphasize that
the numbers must be written in proper column, otherwise they will arrive at the wrong
answers.

Thousands Hundreds Tens Ones

5 1 4 3
5 0 0 0
3 0 1 0
4 8 3 5

Do the steps one by one.

5 143 add 5 143 add the 5 143

add the 5 000 the 5 000 hundreds 5 000
ones 3 010 tens 3 010 3 010
4 835 4 835 4 835
8 88 988

add the 5 143

thousands 5 000
3 010
4 835
17 988

d. Present more examples. Do the steps again one by one. Stress that the numbers
must be written first in proper column.

2. Guided Practice

Working with learning partner.

Game: Let’s build the house
Two houses will be built by the boys and the girls.

70
 One correct answer will contribute one pillar or post to the house.

2
1
3
4

5 8 9 6

7
Give each learning partner a number problem to solve. The teacher will check the
answer.

3. Generalization

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

adding?

To add whole numbers with 4 to 6 digits, add the ones digit first, then the tens, then
the hundreds and so on.

C. Application

Add.
52 345 90 000 25 036
82 101 80 502 52 121
60 231 93 230 10 210
+ 92 320 + 60 122 12 230

IV. Evaluation

A. 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 =
B. Answer each question below. Use the chart.

Sales at de Luna Farm

Animal 1996 1997 1998 1999
chickens 11 302 11 511 12 021 12 121
ducks 10 021 11 021 12 022 12 234
pigs 12 111 12 034 12 221 12 333
goats 10 222 13 230 13 121 13 200

Find:
1. Total sales in 1996, in 1997, in 1998 and in 1999.
2. Total sale of: chickens; ducks; pigs; and goats.

71
V. Assignment

Look at the pictures then answer the questions that follow.

WATERMELON SQUASH PEANUTS PILI

How many nuts are there altogether?

1. watermelon, squash, peanuts and pili nuts
2. watermelon, squash, and pili nuts
3. watermelon, peanuts and pili nuts
4. squash, peanuts and pili nuts
5. peanuts, pili nuts and watermelon

Adding 4- to 5- Digit Numbers up to Four-Addends with Regrouping in the

Tens and Hundreds

I. Learning Objectives

Cognitive: Add 4- to 5- digit numbers up to four addends with sums up to 100 000 with
regrouping in tens and hundreds place
Psychomotor: Regroup in the tens and hundreds digit correctly
Affective: Appreciate the value of recycling

II. Learning Content

Skill: Adding 4- to 5- digit numbers up to four addends with regrouping in tens and
hundreds digit
Reference: BEC PELC I B-1.1.2.1
Materials: textbooks, small basin with sand, rubber band, sticks, place value chart
Value: Recycling

III. Learning Experiences

A. Preparatory Activities

1. Drill – Basic addition facts

(The teacher will prepare a small basin with sand. Under the sand are 20 rubber
bands. On the rubber bands are basic addition sentences which the pupils will answer
correctly.)
a. Call a pupil and ask him/her to get one rubber band from the basin using a stick.
b. Once he gets a rubber band, he reads the sentence and gives the correct answer.
c. They may do this in the form of a contest.

72
 2. Review

Working in dyads:
Add.

2 514 11 310 22 461 63 322 12 434

5 423 42 301 31 203 25 012 32 234
+ 2 041 11 211 42 122 10 231 11 001
21 107 +12 212 +11 122 +12 120

3. Motivation

Who among you reads newspaper? What does your family do with old newspaper?
Why do we need to recycle them?

B. Developmental Activties

1. Presentation

a. Present this problem.

The pupils of Mogpog Central School brought old newspapers to support the
school’s “Newspaper Fund Drive.”

The table shows the contribution of newspapers per section in Grade Three.

Newspaper Fund Drive

Section Contribution (in kg)
Masunurin 12 721 kg
Malinis 13 372 kg
Masinop 12 526 kg
Maunlad 12 270 kg

How many kilograms of newspaper did the Grade Three pupils bring? What will you
do to find the sum?

b. Lead the pupils in analyzing the problem. Let the pupils put the number in the place
value chart.

Ten
Thousands Thousands Hundreds Tens Ones
1 2 7 2 1
1 3 3 7 2
1 2 5 2 6
1 2 2 7 0

c. Stress the importance of putting the numbers in proper column.

d. Add the numbers slowly.

What are we going to add first? The ones
What is the answer? 9
Now let us add the tens.
What can you say about the sum?
What is the answer?
Is this one group of one hundred and 8 tens?
Let us regroup it into the hundreds place.

73
 What number remains in the tens place?

Repeat the process up to the last place value. Regroup when necessary.

e. Present other examples.

2 973 2 321
6 415 2 553 etc.
+ 5 732 2 125
+ 2 432

Repeat the process as what you did in c and d.

2. Guided Practice

Working in triads. Stress that each member must cooperate with the group.
Arrange the numbers in the windmill in column then add and check.

Individual Activity. Peer checking.

Add:
54 432 35 678
21 265 24 324
10 526 14 125
11 432 10 421

3. Generalization

How do we add 4- to 5- digit numbers with 4 or 5 addends?

Where do we usually start?
What do we do if the answer in each column is 10 or more?

74
 C. Application

Add:

2 973 21 471 2 321

6 415 22 342 2 553
+5 732 21 421 2 125
+11 424 +2 432

IV. Evaluation

A. Look at the letter number chart below. Each letter has an equivalent point. Find out the total
number of points for a word.

Example:

MANILA Letter Number chart

M 13 A – 10 461 O – 11 347
A 1 B – 21 354 P – 11 621
N 14 C – 11 425 R – 10 434
I 9 E – 10 324 S – 10 467
L 12 I – 10 341 T – 10 467
A 1 L – 10 357 U – 11 464
50 points N – 21 565 Y – 11 521
Z – 24 894

Find the number of points for the following:

1. CEBU 2. PASAY
C= P=
E= A=
B= S=
U= A=
Total Y=
Total

3. TANAY 4. RIZAL
T= R=
A= I=
N= Z=
A= A=
Y= L=
Total Total

5. CUBAO
C=
U=
B=
A=
O=
Total

Find the sum.

1) 2 316 2) 3 561 3) 80 612

1 284 1 426 14 768
+ 4 844 + 2 729 + 3 252

75
 4) 23 805 5) 32 743
42 127 11 846
12 996 16 421

V. Assignment

Get a partner and answer these at home.

1) 4 657 2) 2 793
2 328 4 308
+ 1 472 + 1 411

3) 23 472 4) 15 278
12 563 11 470
+11 421 +11 561

5) 32 571
22 432
12 473
+11 261

Adding 4- to 5- Digit Numbers up to Four-Addends with Sums up to 100 000

with Regrouping in the Thousands and Ten Thousands Place

I. Learning Objectives

Cognitive: Add 4- to 5- digit numbers up to four addends with sums up to 100 000 with
regrouping in the thousands and ten thousands place
Psychomotor: Regroup in the thousands and ten thousands places correctly
Affective: Show concern for the environment by giving the importance of forest
conservation

II. Learning Content

Skill: Adding 4- to 5- digit numbers up to four addends with sums up to 100 000
with regrouping in the thousands and ten thousands place
Reference: BEC PELC B-1.1.2.2
Materials: textbooks, charts
Value: Concern for the environment

III. Learning Experiences

A. Preparatory Activities

1. Drill – Basic addition facts

Game: 2 Groups

76
 Pick two fruits from the tree. Open them and look for the numbers. Give the total of
the two numbers. (If the child gives the correct answer he gets the fruits. The group that
picked more fruits wins the game. (Provide as many fruits as you can.)

2. Review

Working in triads:
Add.

12 345 43 254 26 541

16 278 15 781 31 578
10 578 + 10 257 40 525
+ 10 625 + 11 525

3. Motivation

Who among you have gone to a forest or mini-forest? What did you feel when you
were in this place? Did you feel cold? What must pupils like you do to save our forest?
Why is it important to conserve our forests?

B. Developmental Activities

1. Presentation

a. Present this problem.

Mr. Go initiated a reforestation project in Marinduque. He donated all the
seedlings that were planted: 10 147 mahogany seedlings, 6 130 narra, 7 322 lauan
and 25 400 fruitbearing trees. How many tree seedlings were planted in all?

b. Lead the class in analyzing the problem. Write the numbers in a place value chart
first to emphasize the need to write the number in column.

Ask: What are we going to add first?

If the sum is ten or more, what will you do?
Ask the same question up to the ten thousands digit.

Ten
Thousands Thousands Hundreds Tens Ones
1 0 1 4 7
6 7 3 0
7 3 2 2
2 5 4 0 0

Add the ones first. Add the tens. Add the hundreds.

10 147 10 147 10 147

6 130 6 130 6 130
7 322 7 322 7 322
+ 25 400 25 400 25 400
9 99 999

77
 Add the thousands. Add the ten thousands.
Regroup. Regroup when necessary.

10 147 10 147
6 130 6 130
7 322 7 322
+ 25 400 25 400
7 999 47 999 Final Answer

c. Bring out a bowl which contains strips of numbers like the ones below. Ask each pupil
to draw numbers up to 5 addends then do the addition cooperatively.

3 742 41 025 29 102

4 304 45 421 10 252
2 613 74 320 31 342
4 220 16 101 24 100

2. Guided Practice

a. Working in dyads:
Write in column and add. (Regroup in all places)
1) 24 157 + 38 621 + 15 254 + 10 268
2) 32 476 + 12 784 + 21 468 + 15 211
3) 17 434 + 23 245 + 31 254 + 18 201
4) 25 319 + 30 218 + 19 264 + 11 785
5) 48 215 + 15 211 + 15 612 + 18 785

b. Form several groups of 5 members. Each group will answer one column. Then
together they will check their work. Provide at least 3 number problems to be
answered by them.

3. Generalization

Where do we usually start in adding four to five digit numbers up to 4 addends with
regrouping? If the sum is 10 or more, what do we do?

We start adding with the ones period. We regroup if the answer in each column is 10
or more.

C. Application

Write in column and then add.

1) 21 654 + 21 114 + 21 864 + 14 676 =
2) 7 846 + 21 241 + 45 216 + 24 3561 =
3) 14 201 + 24 567 + 65 432 + 11 673 =
4) 12 654 + 24 641 + 11 200 + 34 544 =

IV. Evaluation

A. Write in column and then add.

1) 24 157 + 37 974 + 15 678 + 12 321

2) 32 784 + 12 534 + 22 233 + 15 712

78
 3) 16 148 + 21 372 + 35 622 + 4 212
4) 14 035 + 23 572 + 18 404 + 24 156
5) 15 367 + 42 194 + 17 509 + 13 506

B. Use the table in solving the answer to each question.

PALARONG PAMBANSA
DAYS NUMBER OF PEOPLE
Sun 23 475
Mon 18 904
Tues 20 648
Wed 19 053
Thu 24 186
Fri 17 509
Sat 14 136

How many people came to see the Palaro on the following days?

1. Sunday, Monday, Tuesday

2. Monday, Tuesday, Wednesday and Thursday
3. Tuesday, Wednesday, Thursday, Friday
4. Wednesday, Thursday, Friday, Saturday
5. Thursday, Friday, Saturday, Sunday
6. Sunday, Saturday, Monday and Friday
7. Monday, Saturday, Friday, Thursday
8. Wednesday, Sunday, Saturday and Tuesday
9. Sunday, Monday and Thursday
10. Saturday, Wednesday, Thursday, Monday

V. Assignment

Below are leaves that fall from a tree. Pick up at least four dry leaves and copy the
numbers on them. Add the numbers. Do this at home.

35 011
67 212
78 411

34 211 36 210

56 111
76 111

65 011

79
Estimating Sums of 3- to 5- Digit Addends

I. Learning Objectives

Cognitive: Estimate the sums of 3- to 5- digit addends

Psychomotor: Round numbers to the indicated place correctly
Affective: Participate actively in group activities

II. Learning Content

Skill: Estimating sums of 3- to 5- digit addends

Reference: BEC PELC 1.B.1.2
Materials: textbooks, charts, picture of a palace, king, wicked woman
Value: Active Participation

III. Learning Experiences

A. Preparatory Activities

1. Drill

Answer as fast as you can

10 100 1 000 400 7 000

+ 20 + 400 + 7 000 + 500 + 6 000 etc.

2. Review

Contest between boys and girls.

“Climb the ladder”
Each member of the group will round the number flashed by the teacher to the
highest place value. Correct answer means one step in the ladder. The first to reach the
top of the ladder wins.
10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1

3. Motivation

Let us pretend that we are in a palace.

In a faraway palace, lived a king, a prince, followers of the kings and a wicked
woman. One day, the wicked woman got angry because one of the soldiers killed her cat.
She turned everybody into stone except the prince. The wicked woman told the prince,
“Everything will become normal again after you answer this problem correctly”. The
prince consulted the wise men in the neighboring kingdom to be able to come up with the
correct solution.

80
B. Developmental Activities
1. Presentation

a. Here is the problem given by the wicked woman.

There are 25 678 girls and 13 211 boys in the palace. About how many children
are there in the palace?

25 678 rounded to 30 000

13 211 rounded to 10 000
40 000 – estimated sum
b. Let us analyze the problem given by the wicked woman and the solutions done by
the wise men.
In estimating what do we do first with the addends?
After rounding the addends what is the next step?

c.Let us go back to the story. The wicked woman did not fulfill her promise. Instead she
told the little prince, “You still need to solve this problem.
Since the reign of your father 19 254 soldiers died. Now the palace has only
37 634 living soldiers. About how many soldiers were in this palace before?”
Solution:
19 254 rounded to 20 000
37 634 rounded to 40 000
60 000
2. Guided Practice (stress here the need for active participation in group activities)

Form 4 groups.
Give each group an activity to perform.

Group A

Read each problem carefully, then give the estimated sum.

a. Edward and Fred played chess for 173 minutes before lunch and 167 minutes
after lunch. About how many minutes did they play?
b. The Blue Team and the Red Team played basketball. The Blue Team had a
score of 172 while the Red Team had a score of 242 points. About how many
points did they make in all?
c. There were 284 boys and 302 girls at the program. About how many children
were at the program?
d. Mr. Luna spent 16,575 for the appliances and 54,567 for the house down
payment. About how much did Mr. Luna spend?
e. In 1999, there were 96 200 cable subscribers while in 2000 there were 15 968.
Estimate the total number of cable subscribers in 1999 and 2000.

Group B

Encircle the letter of the closer estimate.

1. 67 857 a. 90 000
+ 23 269 b. 80 000

2. 78 293 a. 120 000

+ 47 179 b. 130 000

81
 3. 51 476 a. 90 000
+ 39 174 b. 100 000

4. 86 478 a. 140 000

+ 51 976 b. 130 000

5. 27 464 a. 110 000

+ 78 248 b. 120 000

Group C

Estimate the sum.

1) 1 267 2) 8 320 3) 35 784

+ 7 340 + 6 780 + 48 961

4) 57 611 5) 31 811
+ 61 112 + 48 988

Oral Practice. Estimate the sum of the following addends.

1) 284 2) 756 3) 524 4) 634 5) 374

+534 +381 +678 +194 +430

6) 3246 7) 1874 8) 6781 9) 15 678 10) 11 465

+6784 +3981 +7891 +14 278 +16 878

3. Generalization

What are the steps that we must follow in estimating 3- to 5- digit addends?

In estimating 3- to 5-digit addends, first we round the addends to the highest place value
then we add.

C. Application

Estimate each sum by rounding the numbers.

Estimated Sum
1) 211 and 271 is about the same as 200 + 300 = 500
2) 333 + 321 is about the same as ___________ = ______
3) 17 781 + 16 211 is about the same as _________ = ______
4) 61 478 + 78 211 is about the same as _________ = ______
5) 31 182 + 49 511 is about the same as _________ = ______

IV. Evaluation

A. Look for the hidden message by solving each problem. Find the letter in the code that
matches each answer. Write the correct letters in the boxes.
1 2 3 4 5 6 7 8 9 10

I L O V E M A T H !

82
 1) 62 784 2) 17 321 3) 33 171 4) 34 154
+ 35 321 + 65 478 + 43 251 + 48 587

5) 72 534 6) 10 578 7) 43 000 8) 24 134

+ 63 254 + 13 000 + 15 000 + 28 578

9) 17 321 10) 31 578

LEGEND:
+ 13 576 + 12 634
20 000 - M
30 000 - H
40 000 - !
50 000 - T
60 000 - A
70 000 - O
80 000 - V
90 000 - L
100 000 - I
130 000 - E

B. Refer to the given table for the problems below.

Activity Club Member

Volleyball 13 578
Basketball 75 254
Tennis 34 786
Art 66 931
Cooking 58 561
Softball 42 154

a. Estimate the combined number of members of the following:

1. volleyball and basketball

2. volleyball and tennis
3. volleyball and art
4. volleyball and cooking
5. volleyball and softball

b. About how many members are in the following:

1. basketball and tennis

2. basketball and art
3. basketball and cooking
4. basketball and softball
5. tennis and art
6. tennis and cooking
7. tennis and softball
8. art and cooking
9. art and softball
10. cooking and softball

V. Assignment

Estimate the sum.

1. There are 187 Girl Scouts in grade five and 135 Girl Scouts in grade six. About how
many Girl Scouts are there in grades five and six?

83
 2. There were 2 421 Mathematics textbooks and 3 578 workbooks delivered to Boac North
Central School. About how many Mathematics books were delivered in all?
3. Mr. Nicolas harvested 6 755 coconuts from his plantation. His brother harvested 8 461.
About how many coconuts did they harvest altogether?
4. Aida’s class sold 5 678 tickets for a benefit show for the handicapped children in their
town while Nelly’s class sold 3 415 tickets. Estimate the total number of tickets sold.
5. Aling Norma bought a television set at 18,565 and a washing machine at 6,543.
About how much did she pay the cashier?

Adding Mentally 1- to 2- Digit Numbers with Sums up to 100 without

Regrouping

I. Learning Objectives

Cognitive: Add mentally 1- to 2- digit numbers with sums up to 100 without regrouping
Psychomotor: Give the sum of 1- to 2- digit numbers without using paper and pencil
Affective: Participate actively in the different activities

II. Learning Content

Skill: Adding mentally 1- to 2- digit numbers with sums up to 100 without

regrouping
Reference: BEC PELC I B 1.3
Materials: Show me board, puzzle, square chips
Value: Active participation

III. Learning Experiences

A. Preparatory Activities

1. Drill

The age of each “number persons” can be found by adding the person’s numbers.
How old is each? After knowing each age make combination of number like 7 + 7 = 14
and so on.

2. Review

Contest: boys and girls

“Put-together Puzzles”
a. Give 10 square chips of the same size to each of the two groups.

84
 b. Using these chips the pupils will form at least two 5-square figures like the one below.

How to play the game

The teacher will call on two pupils – one from each group. She will flash combination
of numbers. Pupils will give the correct estimated sum. The pupil who is able to give the
correct answer first will be given the chance to paste the first square until they were able
to form 5 square figures. The first to complete the two figures wins the game.

Remember.
One side of the square must touch the other square.

Example 1

Letter C Letter L

After completing the figure, the members of the group will recognize the figure
formed.

3. Motivation

Who among you watch “Game Shows?” Why do you watch such program? As young
children like you, what TV program should you watch?
Today we have lots of games and activities. I’m sure you’ll enjoy them. What should
you do when you’re in a group? (Participate actively) Why should you participate in group
activities?

B. Developmental Activities

1. Presentation

A. Form groups of five members each. Give one Show Me Board.

B. Explain the mechanics of the game.
Emphasize time limit.

1. First Round (5 seconds only) Answer Correct or Incorrect

(2 points each)
1) 56 + 23 = 79 2) 78 + 21 = 98
3) 35 + 43 = 79 4) 65 + 24 = 89
5) 38 + 51 = 89 6) 36 + 21 = 56
7) 47 + 21 = 68 8) 34 + 51 = 85
9) 33 + 66 = 96 10) 78 + 20 = 98

2. Second Round – Solve Me Mentally (2 pts.)

(5 seconds only) I will read the problem once. Listen carefully. When I say go,
That’s the time for you to write your answer.

When the buzzer rings, raise your Show Me Board.

a. There are 23 adult passengers and 45 youth passengers. How many
passengers are in the bus station?
b. Mang Rico harvested 48 chicos and 31 mangoes. How many fruits did he
harvest?
c. Nonoy sold 45 sampaguita garlands. Rita sold 22 sampaguita garlands. How
many sampaguita garlands did the two sell?

85
 d. Peter picked 32 chicos on Sunday. He picked 41 chicos on Wednesday. How
many chicos did he pick in two days?
e. Nena made 46 paper dolls in one week. She made 22 in another week. How
many dolls did she make in two weeks?
f. Rita prepared 26 tuna sandwiches and 13 chicken sandwiches. How many
sandwiches did she prepare in all?
g. Nolan sold 73 bananas and 22 mangoes. How many fruits did he sell in all?
h. The Grade III pupils went on a field trip. 65 were boys and 34 were girls. How
many went on a field trip?
i. Regina has 80 eggs to sell. Roger has 15 more to sell. How many eggs do
they have to sell altogether?
j. The Grade III class registered 28 boy scouts and 71 girls scouts. How many
scouts did they register in all?

3. Round 3

(under time limit – one minute)

Make at least five combinations of numbers with the sum of 75.

2. Guided Practice

Regroup the class into 3 groups. Have them do this activity. They will do this as fast
as they can. For the other group just change the sentences.

Mechanics:

Have you received a letter from a friend? Well, trace the path and look for it. Look for
a card in the box and drop the answer in the correct mailbox from START. Follow the
arrow until you reach the FINISH LINE.

86
 Working in dyads. (under time limit)

What did the girl say when she met her teacher? Look for the hidden message by solving
the exercises. Find the letter in the code that matches each answer. Write the correct
letter in the last row inside the circle.

31 62 32 42 21 74 61 51 22 21 63

+ 33 32 33 40 23 20 32 43 42 61 36

I T S M A T H T I M E

A – 44 F – 72 K – 16 P – 50 U – 68
B – 76 G – 55 L – 39 Q – 83 V – 80
C – 17 H – 93 M – 82 R – 13 W – 56
D – 30 I – 64 N – 22 S – 65 X – 46
E – 99 J – 95 O – 15 T – 94 Y – 11
Z – 90

Ask: Class, did you enjoy our lesson today? Why?

3. Generalization

How do we add mentally?

87
 C. Application

1. Number puzzle

Look at the numbers which I am going to flash. Encircle the answer from the number
puzzle. Look for the answer for the number in the first line and so on.

1. 5 9 5 8 5 7 6 7 4 3 2

2. 8 1 9 8 9 7 9 6 9 4 9

3. 7 8 7 9 7 5 7 6 7 4 7

4. 7 6 7 7 7 5 7 8 8 7 4

5. 5 6 8 8 8 7 8 6 8 9 8

6. 9 6 9 5 9 4 9 1 9 0 9

7. 9 6 9 5 8 4 9 1 9 0 9

8. 7 6 7 7 7 8 7 9 7 1 7

9. 5 1 5 0 5 2 5 6 5 4 5

10. 8 6 8 5 8 1 8 6 8 7 8

Add mentally.

1) 33 2) 71 3) 23 4) 33
+ 51 + 45 + 26 + 21

5) 62 6) 42 7) 31 8) 54
+ 27 + 24 + 22 + 54

9) 35 10) 67
+ 21 + 20

IV. Evaluation

A. Look at the flashcards and answer it quickly.

1) 61 2) 71 3) 54 4) 38 5) 51
+ 28 + 23 + 15 + 21 + 24

6) 33 7) 54 8) 61 9) 34 10) 81
+ 24 + 31 + 27 + 64 + 14

V. Assignment

Make 5 addition sentences for each sum.

1) 87 2) 76 3) 64 4) 57 5) 96

6) 84 7) 88 8) 76 9) 64 10) 53

88
Mental Computation 1-Step Word Problems involving Addition

I. Learning Objectives

Cognitive: Solve mentally 1-step word problems involving addition with sums up to
100 without regrouping
Psychomotor: Write an equation correctly
Affective: Show speed and accuracy in solving problems mentally

II. Learning Content

Skill: Mental computation 1-step word problems involving addition

Reference: BEC PELC 1.B.2.2
Materials: textbook, flashcards, manila paper
Value: Speed and accuracy

III. Learning Experiences

A. Preparatory Activities

1. Drill – Add mentally (use flashcard)

8 9 4 7 3 8 7
+3 +6 +5 +5 +9 +9 +6

2. Review

(Recall the steps in solving word problems involving addition) Group the pupils into 4
teams. Each team will analyze the word problem then answers the questions.

Chona has 35 stamps. Her friend gives her 49 more. How many stamps does she
have in all?
• What is asked? • What are given?
• What are the word clues? • What process should be used?
• Write the number sentence?

3. Motivation

Present problem opener:

Chito was arranging the social hall for the grade 3 program. He arranged 60 chairs in
rows. Then he added 40 more chairs in rows. How many chairs did he arrange
altogether?

B. Developmental Activities

1. Presentation

A. Let us solve the problem using Polya’s 4-steps in problem solving.

Trivia: George Polya is the father of Problem Solving. He

listed 4 simple steps to use when solving any
given problem. These are: UNDERSTAND –
PLAN – SOLVE – LOOK BACK

89
 ■ Understand a. What are given? 60 chairs and 40 chairs
b. What is being asked? Total number of chairs Chito arranged
c. What operation will solve the problem? Addition

■ Plan What equation will solve the problem?

60 + 40 = n

■ Solve Lead the pupils to note that the addends end in 0. The
tens digits add up to 10.
This equation maybe solved mentally by simply adding the
tens digits and annexing a 0
60
+ 40
100

■ Look Back Does the answer make sense? Yes

What is the correct label? 100 chairs

• Stress accuracy and speed.

B. Divide the class into 4 teams. Solve the problems that the teacher will read. Write
your answer on the “Show Me Board.” The group with more points wins the game.

Give the sum of the following:

1. 10 straws and 20 bottle caps
2. 20 stones; 10 sticks and 10 marbles
3. 50 straws and 30 bottle caps
4. 40 sticks and 10 bottle caps
5. 20 marbles; 10 sticks and 20 stones

Were you able to give the sum at once without using pencil and paper? Why?

2. Guided Practice

a. Work in groups of four. Give each group a show-me-board. Solve the problems
written on a chart mentally.

1. Edmar bought 12 red roses and 12 white roses. How many roses did he buy in
all?
2. Mary collected 50 shells last Saturday and 60 more last Sunday. How many
shells did she collect in all?
3. Mang Andres harvested 95 cavans in July and 98 cavans in August. How many
cavans of palay did he harvest altogether?
4. A fisherman caught 80 fish in the morning and 55 fish in the afternoon. How
many fish did he catch in all?
5. Nelda picked 75 guavas while Yoly picked 25 guavas. How many guavas did
they pick altogether?

b. Work in groups of 8.
Play “Aim High.” Each group will be given strips of colored papers.
Group 1 – red Group 3 – blue
Group 2 – yellow Group 4 – orange

The teacher will post a problem on the board. Pupils read the problem silently. The first
group who gives the correct answer will have a chance to paste the strips of colored
paper on the ladder. Repeat the same procedure until a group reaches the top.

90
 red
7
yellow 6

blue 5
4
orange
3
2
1

• 110 mangoes and 200 santols. There are _______ fruits in all?
• 300 members last year. 70 more joined this year. How many in all?
• Gathered 150 pebbles yesterday; 40 more today. How many in all?
• Counted 54 blue pens, counted 60 red pens. How many pens in all?
• Planted 60 okra seedlings and 45 tomato seedlings. How many seedlings were
planted altogether?

c. Work in pairs

Give short story problems on manila paper and have each pair answer them mentally
in their notebook or on paper.
1. Gally gathered 45 eggs the first day and 50 eggs the second day. How many
eggs did they gather in 2 days?
2. Joey picked 54 star apples in the morning and 60 in the afternoon. How many
star apples did he pick?
3. Hazel and Shara brought pasalubong for their grandfather, 44 chocolate cookies
and 45 butter cookies. How many cookies did they bring for their grandfather?
4. Rico went fishing. He caught 34 fish before lunch and 22 more after lunch. How
many fish did Rico catch?
5. Ester has 420 stamps. Joyce gave her 175 stamps more. How many stamps has
she?

3. Generalization:

What are Polya’s 4 steps in problem solving? Were you accurate in adding mentally? Did
you add quickly?

C. Application

Look at the table below and answer the questions that follow.

An orchard in Brgy. Sto. Niño has the following fruit-bearing trees:

Trees Number
star apple 50
avocado 45
macopa 30
guava 22
santol 20

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 1. How many star apples and avocados are there in all?
2. How many macopas, guavas and santols are there in all?
3. How many avocados, santols and macopas are there in all?
4. How many guavas and star apples are there in all?
5. How many fruit-bearing trees are there in all?

IV. Evaluation

Solve these problems as fast as you can. (Compute mentally)

1. Mother sold 150 calamansi and 100 caimito. How many calamansi and caimito did she
sell altogether?
2. What number when added to 200 is equal to 500?
3. A balut vendor sold 110 balut last Saturday and 120 last Sunday. How many balut did
she sell in two days?
4. In San Miguel Central Elementary School there are 550 boys and 420 girls. How many
pupils are there in all?
5. The baker sold 700 pandesal on Monday and 800 on Tuesday. How many pandesal did
he sell in two days?

V. Assignment

Complete the table below using mental computation. Find the sum of:

1) 20 cups 20 saucers ?
2) 40 duck’s eggs 55 hen’s eggs ?
3) 34 yellow buttons 45 white buttons ?
4) 80 spoons 80 forks ?
5) 55 plates 50 glasses ?
6) 45 pens 45 pencils ?
7) 50 bottles 36 cases ?
8) 90 red balloons 65 yellow balloons ?
9) 42 Math Books 36 Science books ?
10) 53 flowers 40 fruits ?

Solving Word Problems involving Addition

I. Learning Objectives

Cognitive: Solve 1-step word problems involving addition of whole numbers with
sums up to 100 000 including money
Psychomotor: Tell what is/are given, the word clue/s and the operation to be used in
the problem
Write the number sentence/equation correctly
Affective: Participate actively and work cooperatively in group/class activities

II. Learning Content

Skill: Solving word problems involving addition

Reference: BEC PELC I.B.2
Materials: flash cards, problem chart, play money, cut-out of trees and fruits
Value: Active participation and cooperation

92
III. Learning Experiences

A. Preparatory Activities

1. Drill

Mental Computation
Give the sum orally. (flash cards)

Set A

20 80 70 50 40 30 60 20 80 50
+ 40 + 90 + 60 + 70 + 90 + 80 + 30 + 90 + 70 + 60

Set B

300 500 600 800 200 400 600

+ 200 + 800 + 70 + 50 + 700 + 700 + 800

2. Motivation

Present a problem opener.

Jose and Nilo helped their family in their poultry farm. They gathered 2 509 eggs in
January and 3 488 eggs in February. How many eggs did they gather in all?

B. Developmental Activities

1. Presentation

a. Let the pupils read the problem silently.

Ask:
Who are the children in the story?
What can you say about them?
Are you also helpful at home?
In what ways are you helpful?

Activity 1 – Polya’s 4 steps

Now, let us analyze and solve the problem using Polya’s 4 steps.

■ Understand
a. What are given? What do we already know?
b. What is being asked?
c. What operation is needed to solve the problem?

■ Plan
What equation will solve the problem?
2 509 + 3 488 = n

93
 ■ Solve
2 509
+ 3 488
5 997

■ Look Back
Did you use the correct operation?
Does the answer make sense? Did you label the answer correctly?

5 997 eggs

b. Let us analyze and solve another problem.

Susan collected 1 085 shells while Ellen collected 589 more shells than
Susan. How many shells did Ellen collect?

Activity 2 – Using table

Person in the Story Number of Shells Collected

Susan 1 085
Ellen Susan’s + 589 = ?

■ Understand

a. Who collected shells in the story?

b. How many shells were collected by Susan?
c. What about Ellen’s collections? Do you know exactly the number of shells
she collected?
d. What condition was given about Ellen’s collection? 589 more than Susan
e. How can we find the total shells collected by Ellen?
f. What word clues tell what operation to be used?

■ Plan

What operation are we going to use? What equation?

Susan’s + 589 1 085 + 589 = N

■ Solve
1 085
+ 589
1 674

■ Look Back

Did you use the correct operation?

Does the answer make sense?
Did you label the answer correctly?

1 674 shells were collected by Ellen.

94
 c. Present another problem.

Mrs. Gonzales bought a TV set worth 9,300, a refrigerator worth 18,500 and a
washing machine worth 5,150. How much did she spend in all?

• What did Mrs. Gonzales buy in the story?

• How much did each cost?
• What is asked in the problem?
• What word clue/s tell what operation to use?
• What operation are we going to use? What will be the number sentence?

Strategy – Acting Out the problem

• Let the pupils solve the problem by acting it out using play money as their
materials.
• Then let them report the answer to the class.
Expected answer:
9,300
18,500
5,150
32,950 - total amount spent by Mrs. Gonzales
Look back
• Is their answer right?
• Did they write the correct label?
• Is the answer sensible?

2. Guided Practice

Group work

Divide the class into 5 groups. Each group will choose their leader, pick a fruit from
the tree and solve the problem written on the fruit.

Problems written on each fruit.

(It should be written first on a bond paper and pasted at the back of each fruit)
1. When the “Clean and Green Campaign” was launched in Quezon City, 3 425
boys and 5 342 girls from different schools joined the parade. How many pupils
joined the parade?
2. If Dino picked 2 452 siniguelas from one tree and 1 535 siniguelas from another
tree, how many siniguelas would he picked in all?
3. There were 2 421 Mathematics textbooks and 3 233 workbooks delivered to
Baclaran Central Elementary School. How many Mathematics books were
delivered in all?

95
 4. The secretary of Mr. Virgilio Cruz can type 39 840 words in the morning and 40
765 words in the afternoon. How many words can the secretary type in one day?
Instruction: Use Polya’s steps to answer the problem. Report your work to
the class.
5. Mr. Cruz harvested 72 850 coconuts from his plantation. His brother harvested
35 730 coconuts. How many coconuts did they harvest altogether?
Instruction: Answer the following questions. Then report your answer to the
class.
a. What is asked in the problem?
b. What are the needed data to solve the problem?
c. What words tell what operation to use?
d. What operation will you use? What will be the equation?
e. Solve the equation.
f. Look back.

• Ask the pupils about their feeling during the group activity.
• Did they participate and cooperate with the group?
• What happened to the work when everybody is cooperating?
• Which strategy do you like best? Why?
• Why do we need to analyze the problem?

3. Generalization:

How do we analyze and solve word problems involving addition of whole numbers?
What are the questions we ask to analyze word problems?
What are the 4 steps of Polya in solving word problems?

Remember:
• To analyze and solve word problems, we can use Polya’s 4-step in solving them.
The steps are:

UNDERSTAND : Understand the problem

• What are given?
• What do we already know?
• What is being asked?
• What operation is needed to solve the problem?
• What word clue/s tell what operation to be used?

PLAN : Make a plan.

• What operation will solve the problem?

SOLVE : Work your plan.

• Strategies can be:
1. Using table, manipulatives, cut-outs
2. Drawing/Illustrations
3. Acting out the problem
4. Direct solving

LOOK BACK : Check you work.

• Did you use the correct operation?
• Does the answer make sense?
• Did you label the answer correctly?

96
 C. Application

Written:

Directions: Read the problem. Write what is asked, the given facts, word clues, operation to
be used and the number sentence/equation for the problems. Then solve.
1. There are 2 135 victims of the volcanic eruption and 1 124 typhoon victims. How many
people in all need help?
2. Candy factory A manufactures 8 196 candies a day. Factory B manufactures 1 783 more
candies than factory A. How many candies does factory B manufacture in a day?
3. The pupils of Juan Luna Elementary School went on a field trip. The Grade 4 pupils paid
2,420 for their bus fare. The Grade V pupils paid 3,115 and the Grade VI pupils
paid 2,142. How much was the total bus fare?
4. In a certain district, there are 4 325 boys and 5 648 girls. What is the total population of
the district?
5. There were 4 485 boys and 5 645 girls who watched the Laguna Art Exhibit on its
opening day. How many children in all watched the exhibit on the first day?

IV. Evaluation

Group work with 4 members each

Create simple problems using the given data below. Then, solve the problem you have
created.

1. 3,553 – 1st day 2. Central Visayas Region

5,382 – 2nd day • Bohol – 4 117 square kilometres
2,420 – 3rd day • Cebu – 5 088 square kilometres
• Negros Oriental – 5 402 square
kilometres
• Siquijor – 344 square kilometres

3. Mr. Lopez – 26 482 votes 4. TV set – 12,500

Mr. Cruz – 25 907 votes Typewriter – 3,700
Radio – 1,300

5. Narra trees – 37 280

Mahogany trees – 12 415
Eucalyptus trees – 11 528
Ipil-Ipil trees – 14 236

Work in pairs
The pairs will create one-step word problem and exchange their work with other pairs.
Then, they will solve it and publish their work for the class to check.

V. Assignment

Answer the problems using Polya’s 4-steps. Don’t forget to “look back.”
1. The earth’s diameter is 12 762 kilometres, while that of the moon is 3 482 kilometres.
What is the total diameter of the earth and the moon?
2. Father earned 25,400 in selling dressed chickens last November and 39,300 last
December. How much did he earn in all?

97
 3. Workers from different sectors attended a peace rally. If 12 342 people were from the
south, 5 694 people from the north, 7 269 from the east and 6 492 people from the west
attended the rally, how many people were in the rally?
4. Mr. Bautista bought a sofa for 6,500, a bed for 5,350 and a cabinet for 4,950.
How much did Mr. Bautista spend for his furniture?
5. Two farmers in Laguna planted their fields to corn. The first farmer harvested 2 386 ears
of corn and the second farmer harvested 3 129. How many ears of corn did they harvest
altogether?

Problems for Enrichment:

1. Nitoy saved 956 in 3 months. Carlo saved 548. How much did they save together?
2. Mang Jerry harvested 3192 calamansi. Mang Noli harvested 876. How many calamansi
did the 2 men harvest altogether?

Subtracting Numbers without Regrouping

I. Learning Objectives

Cognitive: Subtract 3-digit numbers from 4- to 5-digit numbers with minuends up to

100 000 without regrouping.
Psychomotor: Write correctly the numeral in vertical column according to their place value.
Affective: Work cooperatively during the class and group activities

II. Learning Content

Skill: Subtracting numbers without regrouping

Reference: BEC PELC I.C.1.1.1
Materials: 0-9 number cards, place value pocket chart, flash cards of basic subtraction
Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill: (flash cards of basic subtraction)

8 3 9 6 5 7 2 4 10 1
-5 -2 -7 -2 -3 -4 -1 -0 -6 -1

2. Review – Game

Divide the children into 5 groups. Distribute place value pocket charts and number
cards. The teacher will give instructions on what number they will form. The group who
answers first will have the point and the group with the highest points will be the winner.

Tell the pupils to do the following:

Ask: Form the largest 3-digit numbers without repetition

Form the smallest 3-digit numbers without repetition
Form the largest 4-digit numbers without repetition
Form the smallest 4-digit numbers without repetition.

98
 Using the digits 4, 7, 3 and 0, what is the largest number you can form? the smallest
number you can form?

3. Motivation: Present the table.

Number of Trees Planted in Barangay Malinis

Trees Number of Trees
Acacia 3 875
Narra 2 554
Molave 432

How many more acacia trees are there than molave trees?

B. Developmental Activities

1. Presentation

a. Compare the number of acacia trees to the number of molave trees. Which has more
trees, acacia or molave? How many trees more?
So, what process are we going to use to find the answer?
What will be the number sentence?
Ask a pupil to write the number sentence on the board.
(3 875 – 432 = N)
Which is our minuend? subtrahend?

b. Let the pupils work in pairs. Ask them to represent the minuend through their cubes,
flats, longs and ones.

cube long flat

10 flats = (100 cubes) 1 block = (1000 cubes)

99
 Activity 1 – Using Manipulatives – Working by pairs

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

How many acacia trees are there? What about molave trees?
How many more acacia trees are there than molave trees?
Ask: How will you represent 3 875 using the cubes, flats, longs and ones?
How many cubes, flats, longs and ones will you use?
(3 blocks, 8 flats, 7 longs and 5 cubes)

Thousands Hundreds Tens Ones

XX
X
XX X

XX X

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 – 432? 3 443

Activity 2 – Using the expanded form

Here is another way of subtracting numbers by Expanded Form.

3 875 3 000 + 800 + 70 + 5

- 432 400 + 30 + 2
3 000 + 400 + 40 + 3 = 3 443

100
 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:
3 875 minuend
- 432 subtrahend
N
Thousands Hundreds Tens Ones
3 8 7 5
- 4 3 2
3 4 4 3

1. Subtract ones. (5 – 2 = 3)
2. Subtract tens. (7 tens – 3 tens = 4 tens)
3. Subtract hundreds. (8 hundreds – 4 hundreds = 4 hundreds)
4. Subtract thousands. (3 thousands – 0 thousands = 3 thousands)

So, 3 875 – 432 is 3 443

c. Give again another problem. Group the class into three.

Let the 1st group solve it by manipulative (blocks, flats, long and cubes);
the 2nd group by expanded form (value form) and,
the 3rd group by short-cut form (short form-place value chart).
What is 4 356 minus 243?

Expected Answer:

1st Group: 4 blocks, 1 flat, 1 long and 3 cubes = 4,113

2nd Group: 4 356 4 000 + 300 + 50 + 6

- 243 200 + 40 + 3
4 000 + 100 + 10 + 3 = 4 113

3rd Group: Th H T O
4 3 5 6
– 2 4 3
4 1 1 3

Did you get the same difference?

2. Guided Practice

a. Group Work – (4 members per group)

Let the pupils group themselves with 4 members each. Ask them to answer the
following numbers using only their blocks, flats, long and cubes. Then they will put
their answers in the place value pocket chart with the use of their number cards.

101
 Number Cards Place Value Pocket Chart
0 1 2 3 4 Th H T O

5 6 7 8 9

(Note to the teacher: Make the materials

ready before the activity)

1) 3 674 2) 4 356 3) 5 243 4) 6 532 5) 8 547

- 532 - 143 - 112 - 321 - 217

Did you get all the answers right? Why?

b. Work by pairs

Use the expanded form method in solving the number problem. You will work now in
pairs.

1) 19 236 2) 24 379 3) 17 874 4) 26 728 5) 36 745

- 220 - 234 - 762 - 312 - 233

Did you get all the answers right? Why?

c. Individual Work

Let us use the short-cut method.

1) 7 419 2) 7 923 3) 8 465 4) 24 936 5) 35 985

- 306 - 412 - 254 - 224 - 865

Did you get all the answers correctly?

Which of the three methods do you prefer or like? Why?

Why do you think you got the right answer easily?
Which group got the answer first?
Why do you think they got it easily?
What did the group do to make their work easy?

3. Generalization:

How do we subtract numbers without regrouping?

How do we write the numeral when subtracting?
Where do we start subtracting?

Remember:

In subtracting 3-digit numbers from 4-digit numbers, the numerals must be aligned
according to their place value. Then, subtract the ones first, then the tens, the hundreds
and the thousands.

102
 C. Application

Individual work (Use of show-me-board, chalk and flash cards)

Subtract the numbers I’m going to show you. Then write the difference on your show-me-
board.

1) 8 537 2) 3 489 3) 7 642

- 315 - 158 - 132

4) 5 783 5) 9 857 6) 16 476

- 241 - 315 - 324

7) 22 879 8) 34 364 9) 21 976

- 524 - 134 - 235

10) 19 752
- 421

IV. Evaluation

A. To be done by pairs.
Find the missing numbers.

1) 8 362 2) 2 514 3) 4 _ _2 4) 3 2_5

- _50 - 1_ _ - 261 - _3_
8 21_ 2 _11 4 63_ 3 063

5) 7 384 6) 12 _ _ _ 7) 4 _ _2 8) 3 2_5
-___ - 315 - 261 -_3_
7 120 2 _11 4 63_ 3 063

9) 8 362 10) 2 514

- _50 - 1_ _
8 21_ 2 _11

B. Individual Work

Find what number is being asked.

1. What is the difference between 8 753 and 213?
2. What number is 320 less than 1 975?
3. Subtract 514 from 2 758.
4. What is 6 788 less 351?
5. What number is 502 less than 4 735?
6. Take away 485 from 13 596.
7. What is 24 359 minus 134?
8. What is the difference between 523 and 21 785?

103
V. Assignment

Do as indicated.

1. What is the difference between the largest 4-digit numbers without repetition and the smallest
3-digit numbers without repetition?
2. What is the difference between the largest 4-digit numbers with repetition and the smallest 3-
digit numbers without repetition?
3. What is the difference between the largest 4-digit numbers with repetition and the largest 3-
digit numbers with repetition?

Subtracting Numbers without Regrouping

I. Learning Objectives

Cognitive: Subtract 4-digit numbers from 4-5 digit numbers with minuends up to
100 000 without regrouping.
Psychomotor: Write correctly the numeral in vertical column according to their place value.
Affective: Work cooperatively during the class and group activities

II. Learning Content

Skill: Subtracting numbers without regrouping

Reference: BEC PELC I.C.1.1.2
Materials: puzzle maze, play money (money kit)
Value: Cooperation, Helpfulness

III. Learning Experiences

A. Preparatory Activities

1. Drill – Puzzle Maze

104
 Procedure:

a. The teacher will post the maze on the board. There will be 2 teams with 10 members
each.
b. Each member will unblock the path on the maze by answering the subtraction
sentence written inside the box.
c. Each member will answer one at a time. A member goes to the board only upon the
return of the member before him/her.
d. The first group to finish and unblock the path wins the game.
(Note to the teacher: Each box should have basic subtraction fact written inside)

2. Review

a. Find the difference

7 436 3 853 8 789 2 432 5 859

- 215 - 701 - 237 - 102 - 325

b. Checking of Assignment

3. Motivation: Present a problem opener.

The Boy and Girl Scouts Drama Group presented a play. On the first day, they
earned 4,865. On the second day, they earned 5,985. How much more did they
earn on the second day than on the first day?

B. Developmental Activities

1. Presentation

a. Let us analyze and solve the problem.

- Who presented the play in the problem?
- How much did they earn on the 1st day? 2nd day?
- How much more did they earn on the second day than on the first day?
- What operation are we going to use to know how much more?
- What will be our number sentence? ( 5,985 – 4,865 = N)

Activity 1. Using Play Money/Drawing Pictures – Work in pairs

Ask the pupils to work in pairs. Let them get their money kit and represent the money
earned on the first day and second day.

105
 1st Day 2nd Day

1,000 1,000

1,000 1,000

1,000 1,000

1,000
1,000

500
1,000

100
500
100
100
100
100
50
100

10 100

50

10 10

10 5

4,865 5,985

106
From the money kit can you tell how much more did they earn on the second day
than on the 1st day? Why/Why not?
Let them pair the money earned on the 1st day to the money earned on the second
day.
1st Day 2nd Day

1,000 1,000

1,000 1,000

1,000 1,000

1,000 1,000

500 1,000
has no pair

100 500

100 100

100 100

50 100

10 100 has no pair

50
5

10

10 has no pair

10
has no pair
5

4,865 5,985

107
 Do all the money earned on the first day have pairs on the 2nd day?
What about the other way around? Do all the money earned on the 2nd day have
pairs on the first day?
How much money do not have pairs?
1,000 + 100 + 10 + 10 = 1,120
Therefore, how much more money did they earn on the 2nd day? 1,120
Does our answer make sense?

Activity 2 – Expanded Form:

Let’s recall the problem, “How much more did they earn on the second day than on
the first day?”
What process are we going to use? Subtraction
Why did you say subtraction? Let’s write the number sentence.
(Ask the pupil to write the number sentence on their drill board and show it to the
teacher.)

Ask the pupils to write the given numerals in expanded form.

5 985 5 000 + 900 + 80 + 5

- 4 865 4 000 + 800 + 60 + 5
1 000 + 100 + 20 + 0 = 1 120

partial differences

Subtract each number, vertically then add the partial differences horizontally.

Activity 3 – Short Form:

Let us use the short cut method. Place the minuend and subtrahend in the place
value chart.
th rd nd st
4 3 2 1
Short Form Th H T O
5 985 5 9 8 5
- 4 865
4 8 6 5
1 120
1 1 2 0
1st – Subtract ones (5 – 5 = 0)
2nd – Subtract tens (8 tens – 6 tens = 2 tens)
3rd – Subtract hundreds (9 hundreds – 8 hundreds = 1 hundreds)
4th – Subtract thousands (5 thousands – 4 thousands = 1 thousands)

Did we get the same answer from the 3 activities?

b. Group Work
Group 1 will answer no. 1, Group 2, no. 2 and Group 3, no. 3
Group 1 will use the drawing method either by one to one pairing or crossing-out just
like what we did yesterday.

Use _______ for 1000, for 100, for 10 and __ for 1

Group 2 will use the expanded form method.

Group 3 will use the short-cut method

1. What is the difference between 2 532 and 8 975?

2. Subtract 3 526 from 64 729
3. From 78 324, take away 5 302

108
 Expected Answers:

1.
Drawing (Pairing) Drawing (crossing-out)
8975
no pair

How many
have no pairs?

1 000
1 000
1 000
1 000 6 000
1 000
1 000
take away 2 532
100 How many were left?
100 1 000 + 1 000 + 1 000 + 1 000
100 400
+ 1 000 + 1 000 + 100 + 100 +
100
100 100 + 100 + 10 + 10 + 10 + 10
+ 1 + 1 + 1 = 6 443
10
10
10 40
10

1 3

2 532 8 975
6 443

2.
64 729 60 000 + 4 000 + 700 + 20 + 9
- 3 526 - 3 000 + 500 + 20 + 6
= 60 000 + 1 000 + 200 + 0 + 3
= 61 203
3.
78 324 Ten Thousands Hundreds Tens Ones
- 5 302 Thousands
7 8 3 2 4
- 5 3 0 2
7 3 0 2 2

Which group finished first?

Why do you think they have done the activity easily?
What did each member do to make their work easy?

109
 2. Guided Practice

a. Work in pairs
Subtract the following. Use the short-cut method.

1) 7 635 2) 2 304 3) 6 287 4) 6 789 5) 4 236

- 3 413 - 1 203 - 6 152 - 3 436 - 2 225

6) 98 325 7) 88 766 8) 83 293 9) 72 844 10)54 678

- 3 103 - 2 513 - 1 021 - 1 342 - 1 325

b. Group Work – (with 3 members)

Number Puzzle – (Provide each group with number puzzle to work on.)
Subtract the following numbers and write your answer on the number puzzle. You
have 5 minutes to complete it.

a b c

d e

g h

i j

Across
a. 6 898 – 4 353
d. 1 215 less than 4 885
f. 6 548 minus 1 240
g. 5 487 less 4 035
i. 1 270 – 1 230
j. What is the difference between 4 562 and 4 510?
k. Subtract 1 231 from 2 477

Down
b. What number is 1 000 less than 6 755?
c. From 5 244, subtract 1 212
d. 5 346 – 2 132
e. 3 866 minus 2 014
h. The difference between 2 726 and 1 325

Did you get the answers right?

Did your team work together to finish the puzzle fast?
How did you subtract easily? Which method did you use?

3. Generalization

How do we subtract 4-digit numbers from 4 to 5-digit numbers?

Where do we start subtracting?

110
 Remember

In subtracting 4-digit numbers, the numbers must be aligned properly according to

their place value. Then start subtracting from ones first, then tens, hundreds and
thousands.

C. Application

a. Find the missing numbers.

1) 4 921_ 2) 69 4_ _ 3) 32 9_8
- _ 112 - 3 _12 - 2 _0_
45 _ _1 6_ 220 3_ 135

b. Do as indicated.
1. What number is 2 541 less than 87 876?
2. Subtract 3 487 from 56 899.

IV. Evaluation

(To be done individually) Paper and pencil

Write in column then subtract.

1) 4 732 – 2 301 = N 2) 73 259 – 1 143 = N

3) 7 857 – 3 412 = N 4) 62 987 – 2 543 = N
5) 8 576 – 4 253 = N 6) 25 737 – 3 705 = N
7) 5 436 – 1 034 = N 8) 48 635 – 2 125 = N
9) 6 258 – 2 153 = N 10) 75 557 – 5 423 = N

V. Assignment

Write in expanded form then subtract.

1) 59 875 = _____ + _____ + _____ + _____ + _____

- 4 362 = _____ + _____ + _____ + _____ + _____

2) 37 589 = _____ + _____ + _____ + _____ + _____

- 3 251 = _____ + _____ + _____ + _____ + _____

3) 87 639 = _____ + _____ + _____ + _____ + _____

- 3 318 = _____ + _____ + _____ + _____ + _____

111
Subtracting Numbers with Regrouping in the Tens Place

I. Learning Objectives

Cognitive: Subtract 3- to 4-digit numbers from 4- to 5-digit numbers with regrouping in

the tens place
State the rules in subtracting numbers with regrouping
Psychomotor: Follow the rules in subtracting numbers with regrouping in the tens place and
use the body-number coding (kinesthetic math) properly
Affective: Follow simple rules correctly. Practice helpfulness at all times

II. Learning Content

Skill: Subtracting numbers with regrouping in the tens place

Reference: BEC PELC I-C 1.1.3.1
Materials: chart of the body number coding, problem chart, flash cards of basic
subtraction, Popsicle sticks or straws
Value: Following simple rules correctly/Helpfulness

III. Learning Experiences

A. Preparatory Activities

1. Drill – Body Number Coding

Let the pupils do the coding of numbers through their hands and body. (Write the
code on a manila paper)

Digit Movement
0 - Forefinger and thumb together forming zero
1 - Right arm forward closed fist
2 - Left arm forward closed fist
3 - Left and right arms bend forward close to the body
4 - Hands on waist
5 - Right hand on the chest
6 - Bend forward to pick something
7 - Stand straight
8 - Arms obliquely upward
9 - Do McDonald sign

The teacher will flash some flashcards about basic subtraction and the pupils will give
the answer through their body action without giving the answer.
Example: 7 – 3 = 4 (They have to act the code for number 4 which is hands on waist)

8 5 3 5 6 10 9 8 9 10
-7 -1 -0 -5 -4 -5 -2 -2 -1 -1

2. Motivation – Present a problem opener.

Mang Pedro brought 2 752 eggs to sell in the public market. Danny, his eldest son
helped him sold 1 345 eggs. How many eggs were left?

112
B. Developmental Activities

1. Presentation

a. What do you think is the work of Mang Pedro?

What did he sell in the public market?
Who is his eldest son?
What kind of son is he? Are you also helpful? In what ways are you helpful?
How many eggs did Mang Pedro bring?
How many eggs were sold by his eldest son?
What is asked in the problem?
How are we going to solve it? What process are we going to use?
What will be our number sentence?

b. Let a pupil write the number sentence on the board.

2 752 – 1 345 = N
(Pre-Activities)
Note to the Teacher:
(The pupils should have their Math Kit where they can place their Popsicle
sticks/straws, rubber bands, counters, etc. A place value containers should always be
inside their classroom. If possible, the place value containers should be made as a
project of the pupil.)

Place Value Containers

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

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.

Ask: How will you represent 2 752?

2 bundles of 1 000 straws
7 bundles of 100 straws
5 bundles of 10 straws
2 pieces of straws

113
 Thousands Hundreds Tens Ones
A

1 4 0 7

So, 2 752 therefore, 1 407 eggs were left.

- 1 345
1 407

Now, let us take away the number of eggs sold by Danny.

How many eggs were sold by Danny? 1 345 eggs
How will you represent 1 345 in bundled straws?
1 bundle of 1 000 straws, 3 bundles of 100 straws each, 4 bundles of 10
straws each and 5 pieces of straws)
• Ask the pupils to take away 1 345 from 2 752.
• Did you get all the straws in each place value containers?
• In what place value container did you find it difficult to get the straws?
• Can you get 5 straws from 2 straws? You cannot subtract 5 from 2;
• Therefore, we will regroup 1 group of ten straws from the tens cup and place it in
the ones cup.
• But we cannot still get 5 straws because the straws are still in bundle.
• So, what should we do? (Unbundle the tens straws)
• So, how many straws are there in the ones container now? 12
• How many group of tens straws were left at the tens container?
• Can you get 4 bundles of 10 straws from it? What about 3 bundles of 100 straws
each, can you get it from the hundreds container?
• What about a bundle of 1 000 straws, can you get it from the thousands
container?
• So, how many straws were left in each container?

114
• How will you read it in numeral?
• So, how many eggs were left? Does our answer make sense?

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.
2 752 2 000 + 700 + 50 + 2 You cannot subtract 5
- 1 345 1 000 + 300 + 40 + 5 from 2; therefore,
regroup one 10 from the
2. Regroup the tens. tens column and add it
2 000 + 700 + (50 – 10) + (10 + 2) to 2.
- 1 000 + 300 + 40 + 5 _

2 000 + 700 + 40 + 12 Subtract 5 from 12

- 1 000 + 300 + 40 + 5
7

3. Subtract the tens.

2 000 + 700 + 40 + 12
- 1 000 + 300 + 40 + 5 Subtract 40 from 40
0 + 7

4. Subtract the hundreds.

2 000 + 700 + 40 + 12
- 1 000 + 300 + 40 + 5 Subtract 300 from 700
400 + 0 + 7

5. Subtract the thousands.

2 000 + 700 + 40 + 12 Subtract 1000 from
- 1 000 + 300 + 40 + 5 2000. Add all the
1 000 + 400 + 0 + 7 = 1407 partial differences.

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

2) Let us try using the short cut method or the short form.

Th H T O 4 12
2 752 4 1 2 75 2
2 7 5 2
- 1 345 -13 4 5
N -1 3 4 5
14 0 7
1 4 0 7

1. Subtract the ones. But since you cannot subtract 5 ones from
• 2 ones; we will regroup the tens place.
• 5 tens becomes 4 tens and 1 ten; then 1 ten becomes 10 ones
• then, we will rename the ones place.
• 10 ones + 2 ones equals 12 ones
Then subtract the ones place. (12 ones – 5 ones = 7 ones)
2. Subtract the tens. (4 tens – 4 tens = 0 ten)
3. Subtract the hundreds. (7 hundreds – 3 hundreds = 4 hundreds)
4. Subtract the thousands. (2 thousands – 1 thousand = 1 thousand)
Did we get the same difference? 1 407 eggs were left.

115
 2. Guided Practice

Group work with 5 members each

a. Solve by using the place value containers and straws/Popsicle sticks.

1) 1 343 – 236 = N
2) 2 491 – 1 358 = N
3) 2 635 – 1 217 = N

Work in Triads

b. Solve the following by Expanded Form Method.

1) 3 942 – 719 = N
2) 7 363 – 247 = N
3) 6 475 – 2 136 = N
4) 32 635 – 2 217 = N
5) 25 136 – 4 018 = N

Work in Dyads

c. Subtract the following using the Short Form Method.

1) 5 785 – 349 = N 2) 15 324 – 2 106 = N
3) 3 642 – 235 = N 4) 26 483 – 3 248 = N
5) 4 384 – 248 = N 6) 56 587 – 2 359 = N
7) 8 252 – 4 036 = N 8) 43 462 – 1 357 = N
9) 7 461 – 3 237 = N 10) 34 677 – 2 338 = N

Were you able to finish all the exercises? Why?

How did each of your member work to come up with the correct answer?
Did you help each other during the activities?

3. Generalization:

Which method do you like best? Why?

How do we subtract numbers with regrouping in the tens place?

To subtract whole numbers, start with the ones column. If the digit in the minuend is
smaller than the digit in the subtrahend, regroup from the next column to the left. To
check the difference, add it to the subtrahend to get the minuend.

C. Application

a. Work in Dyads – (Use flash cards and show me board.)

The teacher will flash some cards and the pupils will give the answer using their show me
board.

1) 2) 3) 4) 5)
3 521 8 463 7 482 5 366 6 834
- 417 - 237 - 158 - 139 - 318

116
IV. Evaluation

A. Group work (with 4 members each) – Body Number Coding and flash cards
Form groups with 4 members each. Let the pupils answer on a piece of paper the exercise on
the flash card. They will give the answer orally using the body-number coding. One pupil will
act out the ones digit, the other one on the tens digit, the next one will act out the hundreds
th
digit and the 4 member will act out the thousands digit.

1) 2) 3) 4) 5)
7 853 2 746 3 745 4 853 8 597
-3 614 -1 327 -1 316 -1 315 -4 319

B. Individual Work – (Paper and Pencil)

Subtract the following.

1) 67 893 2) 25 876 3) 37 735 4) 49 852 5) 57 651

- 5 376 - 2 138 - 1 317 - 5 214 - 3 425

V. Assignment

A. Find the missing minuend, subtrahend or difference.

1) 3 462 2) 5 463 3) _____ 4) 8 364 5) _____

- 345 - _____ - 134 - _____ - 418
_____ 5 227 7 228 8 227 6 124

6) _____ 7) 9 594 8) _____ 9) 5 866 10) 3 425

- 3 158 - _____ - 2 136 - 1 437 - 1 207
3 224 6 358 2 559 _____ _____

B. Write the missing numerals.

1) 2) 3)
8 5 4 7 5 2 6 7 3
- 3 2 6 - 2 - 2 3 1
8 4 0 4 4 7 6 5 3 9

4) 5)
3 4 5 7 5 8 2
- 1 7 6 - 3 1 2
3 3 1 5 7 3 5

117
Subtracting Numbers with Regrouping in the Hundreds Place

I. Learning Objectives

Cognitive: Subtract 3- to 4-digit numbers from 4- to 5-digit numbers with regrouping in

the hundreds place
Psychomotor: State the rule in subtracting whole number with regrouping
Affective: Work cooperatively with others in finding the difference of the given number
with accuracy

II. Learning Content

Skill: Subtracting numbers with regrouping in the hundreds place

Reference: BEC PELC I.C.1.1.3.2
Materials: flash cards of subtraction (2-digit by 1), Math kit (cubes, flats, longs and
ones), Show Me Board, place value pocket chart, chart of exercises
Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill – Mental Computation

12 17 15 11 13 19 14 16 18 15
-5 -8 -6 -7 -4 -9 -7 -9 -5 -8

2. Review

Checking of assignment.

3. Motivation

Song: Math Time

(Tune: It’s a Small World)
Chorus: Oh, it’s Math time after all (3x)
Come together and come all.

There is just one class

We enjoy so much
Where our mind think hard
And compute a lot
Though the drills are so fast
And the problem so tough
We enjoy our class in Math
(Repeat Chorus)

Do you really enjoy our Math class? Why?

What are the things we do in Math?

118
B. Developmental Activities

1. Presentation

a. Let us read and analyze this number sentence.

Subtract 275 from 1 359

b. Ask the pupils which is the minuend and the subtrahend in the number sentence. Let
them write the numerals in column and analyze it.

Ask:
1 359 Can we subtract the ones place?
- 275 What is the answer?
What about the tens place?
Can we subtract 7 from 5?

1. Activity 1 – Manipulatives (cubes, longs, flats and blocks)

c. Now, ask the pupils to get their Math kit and get their cubes, longs, flats and blocks.
Let them do it by pairs. Let them represent first the minuend. Ask: How many
blocks, flats, longs and cubes can make 1 359?

= 1,359

(blocks) (flats) (longs) (cubes)

d. Ask the pupils to take away 275 from the blocks, flats, longs and cubes.

Ask: How many flats, longs and cubes will make 275?
Do I have enough cubes to take away 5 from it?
How many cubes will be left?
What about the longs, do I have enough to take away 7 from it?
What shall we do then?

119
 Thousands Hundreds Tens Ones

X X
X X X

120
 X X
X X X

1 0 8 4

So, we will regroup 1 flat and rename it as longs.

How many longs will there be in 1 flat? (10)
So, how many longs do we have now? Can we not get 7 longs from it?
How many longs were left?

e. Now, ask the pupils to focus on flats. Let them take away 2 flats from it. Ask how
many flats remain in the flats column. Then, ask if they are going to take away
anything from the blocks column and then ask why. Let the pupils express their
answers.
f. Let them now count the number of blocks, flats, longs and cubes that were left in
each column. How do you read the numeral?

Let’s solve the same problem using the expanded form method.

2. Activity 2 – Expanded Form Method

1 359 → 1 000 300 + 50 + 9 a. Subtract 5 from 9.

- 275 → - 200 + 70 + 5 b. Subtract 70 from 50. Is it
possible? (No)
?+4

121
 Rename → 1 000 + 200 + 100 + 50 + 9 c. So, 50 will regroup 1 hundred
from three hundred because
three hundred allows borrowing
only by hundreds.

Regroup → 1 000 + 200 + 150 + 9 d. Then, add it to 50, and subtract

- 200 + 70 + 5 70.
80 + 4

1 000 + 200 + 150 + 9 e. Then, subtract 200 from 200

- 200 + 70 + 5 and bring down 1 000.
1 000 + 0 + 80 + 4

= 1 084 f. Lastly, add the partial

differences.

Let’s solve it again using the short form. Write the numeral in their place value chart.

Th H T O 1) Subtract the ones (9 – 5 = 4)

1 3 5 9
- 2 7 5 2) Subtract the tens. Can you take away 7 tens from 5
tens? Why not?
4

Th H T O Regroup 3 hundreds into 2 hundreds and 10 tens. Then

1 2(3) 15(5) 9 rename the tens. How many tens are there now? Can
- 2 7 5 we subtract 7 tens from it? Then subtract. How many
1 0 8 4 hundreds were left?
3) Subtract the hundreds.
(2 hundreds – 2 hundreds = 0 hundreds)
4) Then bring down the digit in the thousands place
because you will not subtract anything from it.
Did we get the same difference?
Which of the three method do you like best? Why?

2. Guided Practice

a. Group Work

1. Divide the class into 3 groups and the members of the groups will work in pairs.
2. The first group will use the manipulative method to find the difference.
3. The 2nd group will use the expanded method.
rd
4. The 3 group will use the short form method.
5. Then they are going to report to the class the answer they got.

Write in column then subtract.

Group 1 Group 2 Group 3

3 735 – 562 8 628 – 4 253 56 816 – 3 745

122
 b. Work in Pairs

The teacher will show some numbers to be subtracted. The pupils will write their
answer on their Show Me Board. They will use the short form method.

8 237 5 648 7 525 4 419

- 162 - 353 - 281 - 345

9 456 5 645 8 266 7 538

- 7 271 - 2 183 - 1 173 - 3 252

25 325 15 815 32 546 47 679

- 4 151 - 2 732 - 1 476 - 2 385

1. Which pairs got the most number of correct answers?

2. What do you think they did to get all the correct answers?
3. Did they work cooperatively?
4. Did they get the correct answer fast by working in pairs?

3. Generalization

How do we subtract 3- to 4-digit numbers with regrouping?

Where do we start?

Remember this:

• Regroup the numeral in the hundreds place of the minuend

• Rename the numeral in the tens place
• Then, start subtracting from the right going to the left. (Start with ones place, then
tens place, etc.)

C. Application

Subtract the following:

1) hth tth th h t o 2) hth tth th h t o

7 4 2 5 8 5 3 6
- 3 5 3 - 1 6 2

3) hth tth th h t o 4) hth tth th h t o

2 8 6 1 4 4 5 6 4 6
- 4 2 4 2 - 3 2 7 1

5) hth tth th h t o
3 2 6 3 4 8
- 4 1 5 3

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IV. Evaluation

A. Write in column then subtract.

1) 4 537 – 352 2) 2 913 – 771

3) 6 435 – 2 152 4) 2 854 – 1 692
5) 13 429 – 2 275

B. Write the missing minuend, subtrahend or difference.

1) 7 325 2) . 3) 8 526 4) 53 436 5) .

- _ . - 2 391 - _ . - _ . - 3 145
7 172 1 072 4 153 52 074 24 171

V. Assignment

A. Fill in the blanks with the correct numerals then subtract.

1) 3 538 = ____ + ____ + ____ + ____ → ____ + ____ + (____ + ____) + ____
- 253 = 200 + 50 + 3___
-____ + ____ __ ____ + ____
_____________
_____ +____ + ____ __ ____ + ____
= ___________________

2) 5 627 = ____ + ____ + ____ + ____ → ____ + ____ + (____ + ____) + ____
- 4 353 = 4000 + 300 + 50 + 3___
-_____ + ____ + ____ _ ____ + ____
_______________________________
____ + ____ + ____ _ ____ + ____
= ___________________

3) 47 859 = ____ +___ + ___+ ____ +___ → ____ + ____ + ____ + (___ + ___) + ____
- 5 383 = 5 000 + 300 + 80 + 3__
- ____ + ____ + ________ + ____
___________________________________
_____ +_ ____ + ____+ ________ + ____
= ___________________

B. Fill in the box the missing numeral.

1) 3


9 2) 7
5 2 6 3) 5 8 5 3

- 1 2 7 3 - 434
- 23

2

24
7 2

1

3 8 4

C. Complete the table.

- 9 537 9 835 87 563

273 9 562
6 356
7 393 80 170

124
Subtracting 3- to 4-Digit Numbers from 4- to 5-Digit Numbers with Regrouping
in the Thousands Place

I. Learning Objectives

Cognitive: Subtract 3- to 4-digit numbers from 4- to 5-digit numbers with

regrouping in the thousands place
Psychomotor: Write numbers neatly and correctly
Affective: Practice helpfulness

II. Learning Content

Skills: Subtracting 3- to 4-digit numbers from 4- to 5-digit numbers with

regrouping in the thousands place
Reference: BEC PELC I C 1.1.3.3
Materials: flash cards, show me board, leaf cut-outs, puzzle board
Value: Helpfulness

III. Learning Experiences

A. Preparatory Activities

1. Drill (Basic Subtraction Facts)

Using the flash cards, ask the children to give the answer orally.

10 7 12 16 11 15 8 14
-2 -4 -6 -9 -3 -9 -3 -7

Check the assignment.

2. Review

• Subtraction with regrouping in the hundreds place

Have a group game, boys against girls. Ask each group to answer number
problems written on a chart. Ask them to write their answers on show me board.

1) 349 2) 765 3) 734 4) 649 5) 6 734

- 76 - 194 - 282 - 82 - 291
____ ____ ____ ____ ____

3. Motivation

Present a problem through storytelling. Ask children to listen to the story problem.
• Edgar is a vendor. He received 25 855 newspapers. At the end of the day, 3 935
newspapers were left. How many newspapers were sold?

B. Developmental Activities

1. Presentation

a. Have a comprehension check-up about the story problem presented in the

motivation.
Ask:

125
 • Who’s the newspaper boy?
• Have you seen a boy like Edgar? Why do you think he is selling newspapers?
• Do you think he can help his parents by doing this kind of work? How?

b. Let’s try solving the problem using these steps.

Step 1:
■ Understand the problem

a. How many newspapers did Edgar receive?

b. How many were left?
c. What is asked in the problem?

Step 2:
■ Plan

a. What process is involved in the problem?

b. What helps you decide to use this process?

Step 3:
■ Carry out the plan
Ask a pupil to write the number sentence. (25 855 – 3 935 = N)

Activity 1:
Let’s solve the problem using the method.

Expanded form:
4 000 1 800 .
25 855 = 20 000 + 5 000 + 800 + 50 + 5
- 3 935 = 3 000 + 900 + 30 + 5
= 20 000 + 1 000 + 900 + 20 + 0
= 21 920 newspapers sold

In what place did we have the regrouping?

Why?

Step 4:
■ Looking back
a. Have we answered the problem?
b. Is our answer sensible?
c. Did we place the correct label?

Activity 2:
Now, let’s use the short method. Compare the digits in the minuend and
subtrahend in each place where regrouping is needed.

1. Start from the ones. 2. Subtract 3 tens from 3. Regroup 1 thousand

Subtract 5 ones 5 tens. from 5 thousands as 1
from 5 ones. thousand. Rename 8
as 18 hundreds.
25 855
- 3 935 25 855 4 18
0 - 3 935 25 855
20 - 3 935
920

126
 4. Subtract 3 5. Bring down the last Answer: There were 21
thousands from 4 digit 2. 920 newspapers sold.
thousands.
4 18 21 920 difference
4 18 25 855 + 3 935 subtrahend
25 855 - 3 935 25 855 minuend
- 3 935 21 920
1 920

To check: Add the difference and the subtrahend to get the minuend.

Give more examples. Ask pupils to explain how the difference was obtained.

9 736 8 245 9 364 75 864 8 369

- 924 - 813 - 2 721 - 2 942 - 1 925
8 812 7 432 6 643 72 922 6 444

2. Guided Practice

a. Work in pairs.

Give each pair a leaf cut-out with a number problem. Ask them to write their
answers on a piece of paper.

3 486 7 645 26 598 5 345 54 394

- 924 - 813 - 1 732 - 1 824 - 2 653

b. Work in groups of 4.
Each group will be given a puzzle board. Ask them to complete the puzzle using
subtraction. The first group to finish wins.

1) 9 7 6 2) 8 4 3) 5 3 4
9 2 8 1 3 2 2
8 4 2 4 2 6 4 3

4) 7 8 4 5) 6 3 3 9
2 9 4 1 2
7 2 2 2 6 5 2 4

3. Generalization:

How do we subtract 3- to 4-digit numbers from 4- to 5-digit numbers with regrouping

in the thousands place?

Remember:
To subtract 3- to 4-digit numbers from 4- to 5-digit numbers with regrouping in the
thousands place, we do the following:
• Compare the digits in the minuend and subtrahend.
• Start subtracting from the ones, then the tens.
• If the subtrahend in the hundreds place is greater than the minuend, regroup 1
thousand.
• Rename the hundreds place and the thousands place, then subtract up to the
last digit.
• To check: add the difference and the subtrahend.

127
 C. Application

Match the number problem with the correct answer on the right.

1) 3 695
- 934 a. 4822

2) 78 478
- 59 264 b. 74 322

3) 5 633
- 811 c. 6961

4) 76 146
- 1 824 d. 2761

5) 7 686
- 725 e. 19 214

IV. Evaluation

Solve these problems:

1) The pupils in Tucop Elementary School need to collect 7 345 “Lucky Me” wrappers for their
school project. They had collected 4 531 wrappers. How many more wrappers do they need
to collect?
Answer: ________________

2) Lyn bought 1 355 eggs. She sold 822 eggs. How many eggs were left?
Answer: ________________

3) 76 895 4) 98 674 5) 86 738

- 7 443 - 9 432 - 7 424

V. Assignment

A. Do as indicated. Write the answer on the blank.

1. The difference between 9 349 and 825 ___________

2. Subtract 8911 from 29 834 __________
3. From 36 384 take away 4 962 _________
4. 9 369 minus 3 924 _________
5. Take away 5 925 from 38 567 ___________

B. Fill in the box with the correct difference.

1. 7 349 – 826 =

2. 9 298 – 3 436 =

3. 24 364 – 2 952 =

128
 4. 59 462 – 7 621 =

5. 73 398 – 964 =

Subtracting Numbers with Regrouping in the Ten Thousands Place

I. Learning Objectives

Cognitive: Subtract 4-digit numbers from 5-digit numbers with regrouping in the ten
thousands place
Psychomotor: Write the numbers vertically according to their place value
Affective: Work cooperatively in the class during the activities and discussion
Choose the leader wisely

II. Learning Content

Skill: Subtracting numbers with regrouping in the ten thousands place

Reference: BEC PELC IC 1.1.3.4
Materials: problem chart, exercises chart, colored chalk, picture chart for coloring
activity, regrouping game chart.
Value: Wise choice of leader

III. Learning Experiences

A. Preparatory Activities

1. Drill – Regrouping Game

Divide the class into 5 groups. Choose a leader for each group. Give each group a
regrouping activity sheet. Ask them to match the numeral in column A with the renamed
numerals in column B by drawing a line that will connect them. The group who will post
their work first on the board will be the winner.

A B
1. 41 325 • • a. 4 ten thousands + 16 thousands + 3 hundreds + 85
ones
2. 32 853 • • b. 3 ten thousands + 13 thousands + 584 ones
3. 56 385 • • c. 1 ten thousands + 17 thousands + 26 tens + 7 ones
4. 27 267 • • d. 3 ten thousands + 11 thousands + 325 ones
5. 43 584 • • e. 2 ten thousands + 12 thousands + 85 tens + 3 ones

2. Review – Checking of assignment

3. Motivation: Present a problem opener

In an election, Mr. Santos received 21 785 votes. His opponent, Mr. Gomez, received
9 465 votes. How many more votes did Mr. Santos receive than Mr. Gomez?

129
 B. Developmental Activities

1. Presentation

a. Ask:
Are you familiar with the word “election?”
When do we hold election here in our country?
If you are going to elect a person, what good qualities of a leader/candidate would earn
your vote? Why?

Who were the candidates in the story problem?

How many votes did Mr. Santos receive?
How many votes did Mr. Gomez receive?
Who won in the election?
How many more votes did Mr. Santos receive than Mr. Gomez?
What process are we going to use to get the answer?
What will be our number sentence?

b. Let a pupil write the number sentence on the board.

21 785 – 9 465 = N

Activity 1 – Drawing/Pictorial
Let us draw the problem to see how many more votes did Mr. Santos receive than
Mr. Gomez.

10 000 1000 10 10 10 1 1
Mr. Santos 100 100 100 100
10 000 10 10 10 1 1

100 100 100 10 10 1

1000 1000 1000 10 10 1 1

Mr. Gomez 100 100 100 100
1000 1000 1000 10 10 1 1

1000 1000 1000 10 10 1

Now ask the pupil to draw again the diagram vertically starting with Mr. Santos. Then
let them do the pairing.

Mr. Santos Mr. Gomez

10 000

10 000

1000 1000 1000 1000 1000 1000

1000 1000 1000 1000

100 100 100

100

100 100 100

100
100

100 100

130
 10 10 10 10 10 10 10

10 10 10
10 10 10 10

1 1 1 1 1 1 1 1 1 1

What have you observed with the thousands drawing. Does Mr. Santos have enough
thousands to compare or pair with Mr. Gomez? What shall we do?

10 000
Regroup 1 ten thousand from the ten
10 000 thousands drawing and rename it as
thousands.
1000 How many thousands are there in 1 ten
1000 1000 1000 thousand? 10
1000 1000
How many thousands do we have now?
1000 1000
Can we now pair it with Mr. Gomez’s
1000 thousands?
1000 1000
How many ten thousands drawing were
left?

Mr. Santos Mr. Gomez

10 000

1000 1000 1000

1000 1000 1000 1000
1000 1000 1000 1000
1000 1000 1000
1000 1000 1000
1000 1000 1000

100 100 100 100

100 100 100 100

100 100 100

10 10 10 10 10 10 10

10 10 10 10 10 10 10

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 1 1 1 1 1 1 1 1 1 1

Which of the candidates has drawings with no pairs at all?

Let us count how many of each were left with Mr. Santos.
How many 10 000 were left? 1 10 000 = 10 000
How many 1000 were left? 2 1000 = 2 000
How many 100
were left? 3 100
= 300
How many 10 were left? 2 10 = 20
How many 1 were left? 0 1 = 0
How many in all were left? 12 320
How many more votes did Mr. Santos receive than Mr. Gomez? 12 320 votes
Does our answer make sense?

c. Let us use the Expanded Method.

21 785 20 000 + 1000 + 700 + 80 + 5
- 9 465 9000 + 400 + 60 + 5
N

20 000 + 1000 + 700 + 80 + 5

Regroup : 10 000 + (10 000 + 1000) + 700 + 80 + 5

Rename : 10 000 + 11 000 + 700 + 80 + 5

Subtract : 9000 + 400 + 60 + 5
Difference : 10 000 + 200 + 300 + 20 + 0 = 12 320

Did we get the same difference?

Activity 3 – Short Form Method

d. Let us use the Short form method.

TTh Th H T O
21 785 2 1 7 8 5 21 785
- 9 465 9 4 6 5 - 9 465
N ? 3 2 0 ? 320

Steps:
1. Subtract the ones. (5 ones – 5 ones = 0 ones)
2. Subtract the tens. (8 tens – 6 tens = 2 tens)
3. Subtract the hundreds. (7 hundreds – 4 hundreds = 3 hundreds)
4. Subtract the thousands. Can you subtract them? Why not?

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 TTh Th H T O
1+ 10 +
1 1
2 1 7 8 5
9 4 6 5
3 2 0

• Rename the ten thousands.

2 ten thousands becomes 1 ten thousands + 1 ten thousands
How many thousands are there in 1 ten thousands? 10 thousands?
• Regroup 1 ten thousands to the thousands place.
• Rename the thousands.
10 thousands + 1 thousands becomes 11 thousands or
10 000 + 1000 = 11 000
Can we now subtract 9 thousands from it?

TTh Th H T O 1 11
21 785 21 1 11 7 8 5 21 785
- 9 465 9 4 6 5 - 9 465
N ? 3 2 0 12 320

• Then, subtract the thousands place.

(11 thousands – 9 thousands = 2 thousands)

5. Bring down the digit that was left in the ten thousands.

How many more votes did Mr. Santos receive than Mr. Gomez?
Did we also get the same difference?

2. Guided Practice

a. The pupils will work in groups with 4 members each. They are going to solve the
following numbers using the three methods.

1) 34 659 – 9 327 = N
2) 51 485 – 2 135 = N
3) 23 764 – 5 321 = N

Ask: Which method do you like best? Why?

Were you able to finish the activity faster when you used that method? Why?

Work in pairs – Written

b. Write the following in column then subtract. Use the short method.
1) 73 864 – 7 321 = N 6) 24 856 – 6 313 = N
2) 65 492 – 8 252 = N 7) 32 583 – 6 321 = N
3) 51 276 – 3 214 = N 8) 53 642 – 7 120 = N
4) 83 472 – 7 122 = N 9) 81 731 – 7 401 = N
5) 31 597 – 4 132 = N 10) 44 367 – 6 135 = N
Ask: Were you able to finish all the exercises? Why?
How did you work as a pair so that you will come up with the correct answer?
Did you help each other during the activities?

133
 3. Generalization:

How do we subtract numbers with regrouping in the ten thousands place?

Remember:
To subtract numbers with regrouping in the ten thousands place:
1. Write the numbers vertically to align the digits in each place value.
2. Regroup the ten thousands place and rename the thousands place.
3. Then, subtract from right to left, starting with the ones.

C. Application

Palarong Pambansa
Team Scores
Team Points
NCR 12 535
Region 4 8 302
Region 3 9 421

1. Which team scored the highest points? the lowest points?

2. How many more points does Region 3 have than Region 4?
3. How many more points does NCR have than Region 3?

IV. Evaluation

A. Do what is asked.
1. Subtract 4 312 from 73 852.
2. What is 26 321 – 9120?
3. Take away 7313 from 42 763.
4. What is 5 235 less than 51 659?
5. How much more is 36 859 than 8 312?
6. What is 25 867 minus 8 314?
7. From 72 859, subtract 9 424.
8. What is the difference between 13 598 and 4 323?

B. Complete the table. Find each output.

Rule: Subtract 7 537 Rule: Subtract 8 231

Input Output Input Output
a. 41 215 a. 92 587
b. 35 136 b. 34 346
c. 24 523 c. 75 973
d. 73 213 d. 23 832
e. 56 105 e. 16 763

V. Assignment

Find the difference then compare. Write >, < or = in the box.
1) 72 859 – 9 424 _____ 68 633
2) 27 613 _____ 32 789 – 6 413
3) 21 473 – 7 152 _____ 14 321
4) 75 272 _____ 82 659 – 7 417
5) 24 593 – 5 321 _____ 19 275

134
Subtracting Numbers with Zero Difficulty in either Tens or Hundreds Place

I. Learning Objectives

Cognitive: Subtract 3– to 4-digit numbers from 4– to 5-digit numbers with zero

difficulty in either tens or hundreds place
Psychomotor: State the rule in subtracting whole numbers with zero difficulty in the
tens or hundreds place
Affective: Help other in doing group activities

II. Learning Content

Skill: Subtracting numbers with zero difficulty in either tens or hundreds place
Reference: BEC PELC I C 1.1.3.5
Materials: flash cards of basic subtraction, chart of body-number coding, cut-outs
of different geometrical shape with number value, secret message
activity sheets, strips of cartolina with subtraction sentences
Value: Helpfulness

III. Learning Experiences

A. Preparatory Activities

1. Drill : Kinesthetic Math

Review the body symbols for digits 0 – 9. Then the teacher will show some basic
subtraction facts (flash cards) and the pupils will act out the answer.

Digit Movement
0 - Forefinger and thumb together forming zero
1 - Right arm forward closed fist
2 - Left arm forward closed fist
3 - Left and right arms folded vertically closed to the body
4 - Hands on waist
5 - Right hand on the chest
6 - Bend forward to pick something
7 - Stand straight
8 - Arms obliquely upward
9 - Do the McDonald sign

7 9 10 8 5 6 5 10 10 10
- 3 -7 -1 -3 -2 -5 -5 -3 -4 -2

2. Motivation : Present a problem opener.

The Grade Three class collected bottle caps for their doormat project. The boys collected
3 234 caps while the girls collected 5 405 caps. How many more caps did the girls collect
than the boys?

135
 B. Developmental Activities

1. Presentation

a. Ask: What was the project of the grade three class?

Do you know what a doormat is?
Is the project of the grade three pupils a good project? Why?
What benefit can we get from it?
Is it an expensive project?
Is it helpful and useful in our lives?

b. Let us solve the problem using Polya’s 4 steps in problem solving.

■ Understand the problem

a. How many bottle caps did the grade three boys collect?
b. How many caps did the grade three girls collect?
c. Who collected the most number of caps?
d. How many more caps did the girls collect than the boys?
e. What process are we going to use?

■ Make a plan
What equation will solve the problem?

■ Carry out the plan

Ask a pupil to write the number sentence on the board.
5 405 – 3 234 = N

Activity 1 – Acting Out the problem

• The class forms 5 groups. Each group chooses a leader.
• Give each group a set of different geometric shapes with different number
value written on it. Let them illustrate the number of caps collected by the
grade three boys and the number of caps collected by the grade three girls
through acting out.

1000 10 1
100

1000 1000 1 1
Girls 100 100 1

1000 1000 1 1
100 100

1000

1000 1000 10 10 1 1
Boys 100 100

1000 10 1 1

• Let them use pairing technique wherein the number of caps collected by the
grade three boys will be paired to the number of caps collected by the grade
three girls. Starting with the 1 s place, how many 1 s were left with no pair?

136
 1000 100 10 1

1000 1000 X
1 X
1
Girls 100 100 1

1000 1000 X
1 X
1
100 100

1000

1000 1000 10 10 X
1 X
1
Boys 100 100

1000 10 X
1 X
1

• Pair the 10 s. Did you find it easy to do so? Why not? Since the girls’ number
of caps do not have 10 s, what shall we do?

• Borrow one 100 in the 100 s place. Rename it as 10 .

How many 10 s are there in 1 100 ? 10 10 s

1000 10 1
100

1000 1000 10 10 10 X
1 X
1
Girls 100 100 1
10 10 10
1000 1000 X
1 X
1
100 100 10 10

1000 10 10

1000 1000 10 10 X
1 X
1
Boys 100 100

1000 10 X
1 X
1

• How many 10 s were left with no pair?

• Pair the 100 s and 1000 s. How many 100 s and
1000 s were left with no pairs?

1000 10 1
100

1000 1000 10 10 10 X
1 X
1
Girls 100
X
100
10 10 10
1

X X
1000 1000
X X
1 X
1
100
X10 10

X
1000
X X
10 10

Boys X X
1000 1000
X100
X
100 X X
10 10 X
1 X
1

X
1000
X
10 X
1 X
1

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 1000 1000 10 10 1
No pair 10
100

10 10 10

10

Answer 2 1 7 1

• Count how many 1000 s, 100 s, 10 s and 1 s

were left with no pair at all?
• How will you read it in numerals?
• So, how many more caps did the girls collect than the boys?

■ Look back
Is your answer sensible?
What is the correct label?
Did all the groups get the same difference?

Activity 2: Expanded Form Method

Let the children solve the same problem using the expanded form. Will you
get the same difference?

a. Subtract the ones.

5 405 5 000 + 400 + 0 + 5 Subtract 4 from 5.
- 3 234 3 000 + 200 + 30 + 4
1

b. Subtract the tens.

5 000 + 400 + 0 + 5 You cannot subtract 30
- 3 000 + 200 + 30 + 4 from 0; therefore borrow 100
?+1 from the hundreds column and
put it in the tens column
5 000 + (400 – 100) + (100 + 0) + 5
- 3 000 + 200 + 30 +4
?+1

5 000 + 300 + 100 + 5 Subtract 30 from 100.

- 3 000 + 200 + 30 + 4
70 + 1

c. Subtract the hundreds.

5 000 + 300 + 100 + 5 Subtract 200 from 300.
- 3 000 + 200 + 30 + 4
100 + 70 + 1

d. Subtract the thousands.

5 000 + 300 + 100 + 5 Subtract 3 000 from 5 000. Add
- 3 000 + 200 + 30 + 4 all the partial differences.
2 000 + 100 + 70 + 1

So, we also get the same difference.

138
 Activity 3 – Short form method
Solve the same problem using the short cut method.

Th H T O
5 405 5 4 0 5 5 405
- 3 234 3 2 3 4 - 3 234
N 1 1

Steps:
a. Put the numerals in the place value chart or align them according to their
place value.
b. Subtract the ones. (5 ones – 4 ones = 1 ones)
c. Subtract the tens. Is it possible to subtract 3 tens from 0 tens?
Th H T O Checking :
3 + 1 10 + 0 310
5 405 5 4 0 5 5 405 3 234
- 3 234 3 2 3 4 - 3 234 + 2 171
N 1 2 171 5 405

• Regroup the hundreds.

4 hundreds = 3 hundreds + 1 hundreds.
• Transfer 1 hundreds to the tens place.
How many tens are there in 1 hundred?
• Rename the tens.
10 tens + 0 tens = 10 tens
• Can we now subtract 3 tens from it?
(10 tens – 3 tens = 7 tens)

d. Subtract the hundreds.

(3 hundreds – 3 hundreds = 1 hundreds)
e. Subtract the thousands.
(5 thousands – 3 thousands = 3 thousands)

• Did we get the same difference?

4. Solve the number sentence.

What is 37 067 – 2 532?

• Divide the class into 3 groups. Each group will work by partners.
• The first group will solve it using the geometric cut-outs with numbers
written on it.
nd
• The 2 group will solve it using the expanded form.
rd
• The 3 group will solve it using the short cut method.

Ask:
• Did we get the same difference?
• Which of the three methods do you like best? Why?

2. Guided Practice

a. SECRET MESSAGE – To be done by groups with 4 members each. The teacher will
provide each group with the secret message activity.

139
 Direction: Find the secret message. Find the difference of the number sentences in
the box of Activity A. The difference will give the letters. Then use them in Activity B
to decode the message.

Activity A

4 305 8 607 5 906 5 037

- 142 - 473 - 283 - 516
A B C E

2 086 7 049 3 608 4 509 6 907 23 075

- 423 - 635 - 1 273 - 1 393 - 2 273 - 2 532
H I N O R S

32 095 47 032 54 308 38 053 12 507

- 1 731 - 3 412 - 135 - 4 531 - 1 242
T U W Y Z

Activity B
SECRET MESSAGE:

33 522 3 116 43 620 4 163 4 634 4 521 4 163

20 543 43 620 8 134 30 364 4 634 4 163 5 623 30 364 6 414 3 116 2 335

54 173 1 663 6 414 11 265

b. Math kinesthetic – (Body Number Coding)

Group work with 5 members in each group.

The teacher shows some subtraction sentences written in strips of cartolina. Each
group will solve the number sentence on their paper. When they get the correct
difference, each member acts out the answer using the body number coding.

(To be written in strips of cartolina)

1. What is 3 050 minus 1 322?
2. Subtract 3 435 from 28 078?
3. Find the difference of 735 and 8 809.
4. Take away 1 345 from 8 907?
5. What is 3 253 less than 8 094?

c. Dyads
Ask the pupils to write some subtraction sentences in a piece of paper. The pair
exchanges their work with the other pair. Both pairs answer the problem they are
holding. Let them publish their answers for the class to check.

140
 What makes you enjoy the activities we had?
What happens to your work when you help one another?

3. Generalization:

How do we subtract numbers with zero difficulty in tens or hundreds?

Remember:
To subtract numbers with zero difficulty in tens or hundreds:
1. Align the numerals according to their place value.
2. Subtract starting with the ones place.
3. If the tens digit in the minuend is smaller than the subtrahend, regroup hundreds
then rename the tens
4. To check: Add the difference and the subtrahend.

C. Application

Individual work – Written

Find the difference using the short cut method.

1) 3 059 2) 7 306 3) 6 059 4) 15 025 5) 27 309

- 432 - 132 - 1 325 - 4 321 - 4 132

IV. Evaluation

Work by pairs.
Find the missing minuend, subtrahend or difference.

1) 3 059 2) 4 603 3) ____ 4) 13 087 5) 24 809

- 432 - ____ - 2 823 - ______ - 1 372
____ 2 471 622 11 355 ______

V. Assignment

A. Write in column then subtract.

1) 3 405 – 393 = N 2) 7 049 – 1 323 = N

3) 25 306 – 2 134 = N 4) 16 087 – 3 053 = N
5) 73 059 – 2 124 = N

B. Fill in the box with missing numeral.

1) 5 _05 2) _ 087 3) 8 _ _3 4) 1_ 03_

- 79_ - 1 _43 - 132 - 2 _34
5 1_2 4 7_4 7 27_ 15 9_3

C. Read and solve.

1. What should your minuend be if you have 45 453 as difference and 2 173 as
subtrahend?

2. Patrick was able to save P5,430 from his monthly allowance. He wants to buy a cabinet
that cost P9,050. How much more does he need to save so that he can buy the cabinet?

141
 3. Bicycles are popular all over the world. The first bicycle was invented about 1790. How
many years ago was the first bicycle invented?

Estimating Differences

I. Learning Objectives

Cognitive: Estimate the difference of two numbers with 3- to 4-digits

Psychomotor: State the rules in estimating differences
Affective: Follow the rules in estimating differences correctly

II. Learning Content

Skill: Estimating differences

Reference: BEC PELC I.C.1.1.4
Materials: flash cards, Show Me Board, word problem chart, cards with subtraction
sentences and estimated difference, puzzle, table chart
Value: Following simple directions correctly

III. Learning Experiences

A. Preparatory Activities

1. Drill (flash cards)

Flash cards with numerals written on it. The pupils will read the numeral and tell the
place value of the underlined digit.

4 753 1 543 84 387 47 259 547 203 3 575 4 385

59 367 38 732

2. Review

a. Checking of assignment

b. Rounding Numbers

Round the following numbers to the nearest:

Hundreds Thousands
1) 253 _____________ 2) 3 437 _____________
3) 125 _____________ 4) 6 053 _____________
5) 478 _____________ 6) 4 857 _____________
7) 659 _____________ 8) 8 210 _____________
9) 304 _____________ 10) 7 489 _____________

3. Motivation

a. Guessing Game

1. Present a bottle filled with multicolored buttons.

Ask: How many buttons do you think are there in this bottle?

142
 2. Give 10 seconds for the pupils to give their guesses. Let them write their
answers on the show-me-board.
3. Call 1 or 2 pupils to count the number of buttons in the bottle. The one who can
give the closest guess will be the winner.

Ask: How did you come up with the correct/nearest answer?

Why is it not possible to get the exact answer immediately?

• There are times that we do not need the exact answer to a problem. All we need is
just the closest possible answer.

b. Present a Problem Opener

Mr. Cruz has 782 square metres of land planted to corn and 575 square metres to
palay. About how many square metres more of land were planted to palay than to
corn?

B. Developmental Activities

1. Presentation
a. Let us understand the problem.
1. How many square metres of land was planted to corn?
2. How many square metres of land was planted to palay?
3. What is asked in the problem?
4. Do we need an exact answer?
5. What word clues tell that we do not need an exact answer?
• The phrase “about how many” tell us that we should estimate the answer.
6. What operation are we going to use?

b. Let us plan on how we can solve the problem.

1. What will be the number sentence for the problem?
2. Ask a pupil to write the number sentence on the board.

c. Let us execute our plan.

1. To find the estimated difference, round each 782 800

number to the greatest place value - 575 - 600

2. Then subtract. 800

- 600
3. Around 200 square metres of land were planted
to palay than corn.

d. Check your work.

Exact Difference Estimated
Difference
1. Did I answer the question? 782 800
2. Compare the estimated difference - 575 - 600
with the exact difference. 207 200
3. Is my answer sensible? 207 is close to 200
e. The teacher will give more exercises for the pupils to solve.
Round each number then estimate the difference.

845 → ____?____ 7 541 → ____?____

- 458 → ____?____ - 1 825 → ____?____

143
 Did you get the correct estimated difference?

2. Guided Practices

a. Individual Work (flashcards and show me board)

1. Teacher shows some flashcards with subtraction sentences.
2. The pupils give the numerals rounded to the highest place value and then find
their difference. Let them write the answer on their show me board.

483 536 296 748

- 124 - 275 - 154 - 334

882 4 615 6 427 7 086

- 416 - 3 243 - 3 281 - 2 540

8 937 6 836
- 4 352 - 2 595

B. Game: Finding Patterns

1. Divide the class into 2. Give sets of cards with subtraction sentence in one
group and cards with estimated difference in another group.
2. The first pair who matched the correct sentence with the correct estimated
difference wins.
Subtraction Sentence Cards

534-357 919-422 856-580 8 545-7 903

7 581-2 614 842-221 667-308 5 049-2 836

858-139 425-186 893-754 7 145-3 780

7 943-3 607 8 605-2 807 9 145-1 863 9 045-1405

Estimated Difference Cards:

100 200 300 400 500

600 700 800 1 000 2 000

3 000 4 000 5 000 6 000 7 000

8 000 Joker cards: 900 9 000

• Did you find your partner easily?
• How did you do it?
• Did you follow the rules in estimating difference?
• Did you get the correct answer?

3. Generalization

a. What are the steps in estimating the difference?

b. Why do we need to estimate?

144
 c. In what situation in life is estimation important?

Remember:

To estimate the difference:

a. Round the minuend and the subtrahend to their greatest place value.
b. Subtract the rounded numbers.

C. Application

Individual Work (Written)

1. Write the puzzle on the board.

2. Complete the puzzle boxes by estimating. The answer in the bottom right corner of
each box will be the same when subtracting across or down.

1 287 891
888 641

IV. Evaluation

Work by Pairs (Written)

Estimate the difference by rounding the numbers to its highest place value then subtract. Write
the answer in your notebook.

1) 673 → _______ 2) 846 → _______ 3) 558 → _______

- 448 → _______ - 551 → _______ - 98 → _______
_______ _______ _______

4) 452 → _______ 5) 758 → _______ 6) 8 435 → _______

- 125 → _______ - 174 → _______ - 2 526 → _______
_______ _______ _______

7) 9 071 → _______ 8) 4 892 → _______ 9) 8 465 → _______

- 2 052 → _______ - 1 261 → _______ - 3 259 → _______
_______ _______ _______

10) 4 936 → _______

- 2 143 → _______
_______

V. Assignment

A. Answer the following questions based on the table below.

LAND AREAS OF SOME PROVINCES

Province Area (sq. km)
Oriental Mindoro 4 365
Leyte 6 268
Bohol 4 117
Marinduque 959
Tawi-Tawi 1 087

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 1. About how much bigger is Oriental Mindoro than Leyte?
2. Estimate the difference between the areas of Tawi-Tawi and Marinduque.
3. About how much smaller is Marinduque than Leyte?

B. Write a good estimate after each problem, then solve.

1. Mr. Reyes wanted to sell 302 tickets for a cultural show. He sold 191 tickets. About how
many more tickets should he sell?
Estimate by rounding to the nearest hundred: ___________
Answer: ___________

2. There are 8 936 books in Manuel L. Quezon Elementary School. Manuel Roxas
Elementary School has 7 642 books in its library. How many more books does Manuel L.
Quezon Elementary School have than Manuel Roxas Elementary School?
Estimate by rounding to the nearest thousand: ___________
Answer: ___________

Subtracting Mentally 2-Digit Numbers without Regrouping

I. Learning Objectives

Cognitive: Subtract mentally 2-digit numbers with minuends up to 99 without regrouping

Psychomotor: Tell the difference without using paper and pencil
Affective: Show speed and accuracy when working in the activities

II. Learning Content

Skill: Subtracting mentally 2-digit numbers without regrouping

Reference: BEC PELC I.C.1.2
Materials: spinner numbered 0 to 9 and 10 to 18, drill boards, flash cards, number
coding chart
Value: Speed and accuracy

III. Learning Experiences

A. Preparatory Activities

1. Drill

Conduct a drill on basic subtraction facts using spinners. Provide a pair of spinner as
shown below.

a. First, use the 0 to 9 spinner to generate two single-digit subtraction facts.

b. Then call two pupils.
c. Let pupil A spin Spinner 1 and pupil B spin Spinner 2 to generate 2-digit minuends
such as 18-4 and other subtraction facts. (15-6, 12-2)

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 d. The rest of the class answer them on their drill boards.
e. At a given signal they show their answer to the teacher and to their seatmates.

2. Review

Distribute 2 sets of strips of cartolina with numbers written on it. Then ask the pupils
to find the expanded form of the number on their strips. The first partner to find each
other wins. (The teacher may add more to the given strips)

59 87 68 76 95 74

50 + 9 80 + 7 60 + 8 70 + 6 90 + 5 70 + 4

3. Motivation

Present a problem opener.

Dick gathered 56 shells at the beach. He gave 24 shells to his friend. How many
shells were left?

B. Developmental Activities

1. Presentation

a. Have you been to a beach? What are the things you saw there? In our story problem
who gathered shells? What did he do after gathering some shells? What kind of
friend is he? Are you also kind to your friends? In what ways?
How many shells did Dick gather?
How many shells did he give to his friends?
How many shells were left? What process are we going to use?
What will be our number sentence?

b. Let a pupil write the number sentence on the board.

56 – 24 = N
Ask somebody to write the number in vertical column.
56
+ 24
N
Say: Today, we will not use paper and pencil to find the difference but instead we will
try to compute it using our mind.
Think of how we subtract numbers. In what direction do we follow when we subtract
number?

Subtract mentally the ones, then the tens

Think: 56 56 Then give

-24 24 the
2 32 difference
32
So, 32 shells were left to Dick. Is
this the correct answer? Is it
sensible?

147
 c. The teacher will give more example.

84 84 84
-21 21 21 63
3 63

78 78 78
-35 -35 -35 43
3 43

2. Guided Practices

a. Let the pupils study the coding of numbers. Let them do it afterwards and memorize if
possible
(To be written in manila paper)
Digit Movement
0 - Say “Yo!”
1 - Clap once
2 - Clap twice
3 - Clap thrice
4 - Raise your left hand
5 - Raise your right hand
6 - Say “Ole”
7 - Do the yes clap
8 - Say “Mabuhay!”
9 - Say “Be Happy!”

(To be done by pairs)

Direction: Find the missing number in the difference. Use the number coding.
(Use flashcards)

1. 46 2. 88 3. 96 4. 78 5. 98
- 21 - 25 - 24 - 35 - 35
2_ _3 7_ _3 6_

6. 95 7. 29 8. 59 9. 62 10. 39
- 25 - 19 - 20 - 51 - 11
_0 1_ 3_ _1 2_

b. Cross number puzzle – (Individual work)

Subtract mentally the following numbers to solve the puzzle.
(Make 1 copy of the puzzle for every pupil.)

148
 a b

c d

e f

g h

I j

Across Down
a. 95 – 63 a. 42 – 12
b. 72 – 20 b. 68 – 11
c. 89 – 29 c. 84 – 21
d. 68 – 21 d. 79 – 34
e. 98 – 33 e. 99 – 32
g. 49 – 12 f. 68 – 43
h. 35 – 20 h. 25 – 21
j. 28 – 14 i. 92 – 20
k. 56 – 33 j. 49 – 33

d. Telephone Game – (By Group)

Direction: Group the pupil by column with 10 members each. The teacher gives
subtraction sentence written on a piece of paper to the last pupil in every
column. On cue, the pupils who received the piece of paper
simultaneously solve the subtraction sentence mentally. Then whisper
the answer to the next pupil until it reaches the pupils in front. The pupils
in front will then write the answer on the board. The group with the
correct answer gets a point. The first group to get 5 points wins.

149
 Illustration:

Chalk Board

The following subtraction sentences should be written on a strip of paper as many as

the number of groups formed.

1) 85 2) 79 3) 67 4) 59 5) 89
- 24 - 34 - 35 - 32 - 25

6) 79 7) 94 8) 83 9) 99 10) 68
- 45 - 72 - 23 - 26 - 34

3. Generalization

How do we subtract mentally?

Where do we start subtracting?
Did you do it fast? Were all your answers correct?

Remember:
To subtract mentally 2-digit numbers mentally without regrouping, subtract the ones
first, then the tens. Then give the difference.

C. Application

Subtract mentally. (Use drill board and flash cards)

1) 35 2) 56 3) 94 4) 48 5) 68
- 12 - 32 - 72 - 25 - 34

150
IV. Evaluation

A. Subtract the following mentally.

1) 74 2) 86 3) 97 4) 94 5) 79
- 12 - 35 - 84 - 72 - 45

B. Game – Rally Robin

Pupils will make their own subtraction sentence. Then they will pass it to their right and
the pupils on the right answers the question. Then, they will do the reverse way. The one
who answered correctly will also make a subtraction sentence and pass it to her/his right.

V. Assignment

A. Subtract mentally. Write only the answer.

1) 36 2) 89 3) 56 4) 67 5) 83
- 12 - 36 - 34 - 45 - 51

B. Find the difference of the numbers on the fruits by subtracting them mentally.

76 89 86 68 95
- 24 - 36 - 41 - 43 - 62
___ ___ ___ ___ ___

C. Have the pupils subtract each number from 86 using mental arithmetic and write their
answers in the triangles.

43 34

86

22 57

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Solving Word Problems involving Subtraction

I. Learning Objectives

Cognitive: Solve 1-step word problems involving subtraction of whole numbers including
money with minuends up to 100 000 without and with regrouping
Psychomotor: Write the number sentence correctly
Affective: Work cooperatively by helping one another in the group activities

II. Learning Content

Skill: Solving word problems involving subtraction

Reference: BEC PELC I.C.2.1
Materials: flash cards of basic subtraction facts, chart of the song, problems written on
manila papers, activity answer sheet, activity cards, play money, geometric
cutouts with value written on it
Value: Cooperation and helpfulness

III. Learning Experiences

A. Preparatory Activities

1. Drill: Kinesthetic Math

The teacher will show flashcards (butterfly design) of basic subtraction facts and the
pupils will act out the answer through body number coding.

Digit Movement
0 Forefinger and thumb together forming zero
1 Right arm forward, closed fist
2 Left arm forward, closed fist
3 Both fists folded vertically close to the body
4 Hands on waist
5 Right hand on the chest
6 Bend forward to pick something
7 Stand straight
8 Arms obliquely upward
9 Do Mcdonald sign

4 8 10 9 7 5
-2 -3 -4 -1 6 2

6 9 10 8
-2 -2 -1 -8

2. Review

Checking of assignment.

152
 3. Motivation

A. Song: This is the Time

(Tune: This is the Day)

This is the time (2x)

That we’re waiting for (2x)
We’ll learn our Math (2x)
And apply them all (2x)

So this is the time

That we solve problems
We’ll learn them all
And apply them well.

This is the time (2x)

That we’re waiting for

1) Did you like the song?

2) What is the song all about?
3) What are we going to do with the problems?

B. Present a problem opener.

Two of the highest mountains in the Philippines are Mt. Apo in Mindanao which is
2 953 metres high and Mt. Pulog in Luzon which is 2 930 metres high. How many
metres higher is Mt. Apo than Mt. Pulog?

B. Developmental Activities

1. Presentation

a. Let a pupil read the problem aloud to the class while the rest follow silently.
b. Ask: Have you seen a mountain? Where?
What happened to some of our mountains?
What can we do to preserve our natural resources especially mountains?
c. Let us analyze and solve the word problem using Polya’s 4 steps.

■ Understand the problem

a. What are the two highest mountains in the Philippines?
b. Where can you find Mt. Apo? What about Mt. Pulog?
c. What are given? How high is Mt. Apo? How high is Mt. Pulog?
d. What is being asked?
e. What operation is needed to solve the problem?
f. Why did you say so? What keywords/word clues were used?

■ Plan
What equation will solve the problem?

■ Solve
Ask a pupil to write the equation on the board.
2 953 – 2 930 = N

d. Let the pupils draw the given height of the 2 mountains using the following
geometric shapes and their equivalent values.

153
 Shape Value

1000

500

100

10

Mt. Apo =

Mt. Pulog =

• Cross out the drawings that will make a pair.

• What were left? How many are there?  I I I = 10 + 10 + 3 = 23
• How many metres higher is Mt. Apo than Mt. Pulog? 23 metres

■ Look Back
a. Did you use the correct operation?
b. Does the answer make sense?
c. Did you label the answer correctly?
d. Mt. Apo is 23 metres higher than Mt. Pulog.

e. Present another word problem for the pupils to analyze and solve.

There were 2 995 people who went to see the basketball game. Nine hundred
eighty-six were in the front rows and the rest were in the back rows. How many were
left in the back rows?

■ Understand
a. What are given? What do we already know?
b. What is being asked?
c. What operation is needed to solve the problem?
d. Why did you say so? What keywords/word clues were used in the
problem?

■ Plan
What equation will represent the problem?

■ Solve
a. Ask a pupil to write the equation on the board.
2 995 – 986 = N
b. Write the number sentence in vertical column.
The numerals must be aligned according to their place value.
Subtract starting from ones column. If the minuend is smaller than the
subtrahend, borrow 1 from the next column on the left.
8 15
2 995 2 995
- 986 - 986
2 009

154
 ■ Look Back
a. Did you use the correct operation?
b. Does the answer make sense?
c. Did you label the answer correctly?
2 009 people were left in the back rows

2. Guided Practices

Group Work

Divide the class into small groups, around 3-4 members in a group. Have them
answer the following problems cooperatively using the different strategies suggested.
Then, discuss the solutions to the problems with the whole class.

To be written in an index card:

1. The baker baked 3 948 cupcakes. He sold 2 437 of them. How many cupcakes
were left?

Instructions: Solve the problem through illustration. Use the following geometric
shapes as representation.

Shape Value
- 1 000

- 500

- 100

- 10

- 1

2. Aling Maria earned 4,976 from selling meat. She 3,365 for the family’s food.
How much money were left?

Instructions: Solve the problem by acting it out. Use play money as your materials.

3. Cora sold 5 485 raffle tickets. Four thousand three hundred seventy-three were paid.
How many raffle tickets were not paid?

Instructions: Solve the problem by acting it out. Use geometric cutouts with value
written on it.

Ex.:

1 000 10

100 1

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 4. Mang Rexon harvested 6 884 ears of corn. He sold 4 693. How many ears of corn
were unsold?

Instruction: Solve the problem using the 4 steps of Polya.

5. Fely picked 3 953 flowers for the festival. She used 1 842. How many flowers were
unused?

Instruction: Use the 4-step in solving problems by Polya.

6. Ask the pupils about their feelings during the group activity.
• How did you work with your group?
• Did you help one another? Did you cooperate with the group?
• What happened to your work when everybody is cooperative and helpful?
• Were you able to arrive at the correct answer?

3. Generalization

How do we analyze and solve word problems involving subtraction?

What are the 4 steps in solving problems?
What are the questions under each step?

Polya’s 4 steps in solving problems are:

a. UNDERSTAND – Understand the problem.
What do I know?
What do I need to find?
b. PLAN – Make a plan.
What shall I do?
c. SOLVE – Carry out the plan.
I will put my plan to work.
d. LOOK BACK – Look back.
Have I answered the question?
Is my answer sensible?

C. Application

Group Work (5 members in each group)

The teacher will give each group an activity card where a problem is written, and an activity
answer sheet where they are going to write their answer.
The group will report to the class about their work/solution for the class to check.

156
 Example of an activity answer sheet:
Answer Sheet for Problem #1

■ Understand
a. What are the given facts?
b. What is being asked?
c. What are the necessary information or facts?
d. What words tell what operation to use?
e. What operation will you use?

■ Plan
What equation will solve the problem?

■ Solve
Solve the equation.

■ Look Back
a. Did you use the correct operation?
b. Does the answer make sense?
c. Did you label the answer correctly?

IV. Evaluation

A. Read, analyze and solve the following problems.

1. Mrs. Castro wants to buy a washing machine for 5,795. She saved 3,273. How
much more does she need?
2. In a basketball game, 1 735 people watched the game. After the first half of the game
214 left. How many people stayed to watch the game?
3. Rhona wanted to sell 1 876 tickets for a dance exhibition. She has sold 934 tickets.
How many more tickets should she sell?
4. During the local elections. Mr. Gonzales received 7 859 votes while Mr. Manzano
received 6 347 votes. How many more votes did Mr. Gonzales receive than Mr.
Manzano?
5. A morning newspaper has 29 347 subscribers. An afternoon newspaper has only 8 732
subscribers. How many more subscribers do the morning newspaper has than the
afternoon newspaper?

B. Written – Triads

The problems below have no numbers. Decide how you would solve each one. Tell if you
would add or subtract to find the answer. If it will help you, fill in reasonable numbers.

1. Mario saved some money by buying a book of movie passes rather than individual
tickets. How can he figure out how much money he had saved?
2. John knows the weight and price of two different sizes of boxes for dog food. How can he
figure out which of the two is a better buy?
3. Anna bought a pair of rubber shoes. She went to the cashier to pay for it. How will she
know how much change she had received?
4. Rebecca wanted to buy a refrigerator. She only save a certain amount. How can she
figure out how much more does she need to save?
5. Laura made some circles. She colored some of them red and the rest blue. How will she
know how many circles were colored blue?

(The group will publish their work on the board for the class to check.)

157
 C. Work in Pairs

Ask the pupils to create their own problem, then let her/his partner answer it. Then they are
going to publish their work for the class to check.

V. Assignment

Read, analyze and solve. Use the 4 steps of Polya.

1. A total of 1750 tourists went to Baguio City in April and 639 in May. How many more
tourists went to Baguio in April than in May?
2. Mother had 1,590. She bought groceries worth 1,587. How much was her
change?
3. Robert harvested 1 659 cavans of palay from his farm. He sold 735 cavans. How many
cavans of palay were left?

Solving Word Problem Mentally

I. Learning Objectives

Cognitive: Solve mentally 1-step word problems involving subtraction without

regrouping
Psychomotor: State the complete answer
Affective: Show speed and accuracy in solving word problems

II. Learning Content

Skill: Solving word problem mentally

Reference: BEC PELC I.C.2.2
Materials: problem chart, flash cards, body number coding chart
Value: Speed and accuracy

III. Learning Experiences

A. Preparatory Activities

1. Drill: Mental Computation

Use flashcards.

8 4 10 18 12 29 17
-5 -2 -7 -7 -5 -8 -8

2. Review

Name the place value of the underlined digit.

485 376 109 362 785

158
 3. Motivation

Ask the pupils to subtract each number in the outer circle from the number in the inner
circle.

32 41 11 21 32 20 37 52
87 43 75 96
56 25 33 12 14 53 34 56

B. Developmental Activities

1. Presentation

Fely helped her mother sold pineapples in the market. She had 48 pineapples to
sell. She sold 36 pieces in the morning. How many pineapples were not sold?

Let us analyze and solve the problem mentally.

What is asked in the problem?

What are the given facts?
What operation are you going to use?
What will be the number sentence?
How will you solve it mentally?

Activity 1

Try to draw the problem in your mind.

1 1 1 1
→ 48 pineapples
10 10 10 10 (number of pineapples to
be sold)
1 1 1 1

1 1 1 1
→ 12 pineapples
(number of pineapples left)
10 10 10 10

1 1 1 1

Does the answer make sense?

Is it reasonable?

159
 Activity 2 – Expanded Form

48 = 40 + 8 Subtract the ones → 8 – 6 = 2.

- 36 = 30 + 6 Subtract the tens → 40 – 30 = 10.
10 + 2 Then add the two differences = 2 + 10 = 12.

Activity 3 – Short Cut Form

To solve mentally → Think

Subtract the ones, then the tens.

48 48 48
- 36 - 36 - 36
2 12 12

12 pineapples were not sold.

Let us have another problem.

Arlene has 98 in her wallet. She bought a kilogram of sugar for 32. How
much was left with her?

To solve mentally → Think

Subtract the ones, then the tens.

98 98
- 32 - 32
6 66

66 was left with Arlene.

2. Guided Practices

a. Individual Work

The pupils will solve the problems mentally then write their answer on their show me
board. After 5 seconds, they will show their answer to their teacher and classmates.

a. Aling Nena washed 14 pieces of clothes while Rosa washed 26 pieces. How
many more pieces did Rosa wash?
a. The following day, Aling Nena ironed 34 pieces of clothes. Of the 34 pieces, 12
were blouses and the rest were t-shirts. How many t-shirts did she iron?
b. A flower vendor had 85 roses to sell. She sold 63 roses in the morning and the
remaining roses in the afternoon. How many roses did she sell in the afternoon?
c. Mr. Santos planted 38 tomato seedlings and 15 eggplant seedlings. How many
more tomato seedlings did Mr. Santos plant?

160
 d. There are 98 pupils in the school ground. Forty-two of them are Grade Three
and the rest are Grade Four. How many Grade Four pupils are there?

Kinesthetic Math – Body Coding Number

To be done by pairs. The pupils will solve the problems mentally then they will act
out the answer by pairs. One pupil will act out the tens place digit and the other will
act out the ones place.

a. Mother gave Agnes 95. She bought a notebook for 35. How much
money was left?
b. Kim had 78 marbles. He gave his brother 32 marbles. How many were left
to him?
c. Laura’s tomato plants have 89 ripe tomatoes. She picked 28 ripe tomatoes.
How many ripe tomatoes were left?
d. Maris counted 36 flowers in their school garden. Fely counted 98 flowers in
the flower shop. How many more flowers did Fely count than Maris?
e. Robert gathered 56 shells at the beach. He gave 24 shells to his friend.
How many shells were left to Robert?

Creative Math – To be done by group with 3 members.

Ask the pupils to make their own problem and solve it using the given data.

1) 76 flower pots to sell; 42 pots were sold

2) 99 hen’s eggs; 65 duck’s eggs
3) 58 Math books; 32 Science books
4) 67 Grade 3 pupils; 35 are boys
5) 95 pink balloons; 60 white balloons

3. Generalization

How do we solve mentally 1-step word problems without regrouping?

Did you do it fast?
Were your answers correct?

Remember:
In solving word problem mentally involving subtraction, analyze the problem first,
then subtract the ones places and the tens place.

C. Application

Individual Work

Solve the problems mentally. Write your answer on a piece of paper or in your notebook.

1. Cindy had 95. She spent 30 for juice and biscuits. How much money was left?
2. Sarah has 78 baseball cards. Tricia has 40 cards. Who has more cards? How many more?
3. The sum of two numbers is 75. One number is 32. What is the other number?
4. Give the number that is 21 less than the other number, if the other number is 57.
5. The farmer gathered 93 bananas in his orchard. 42 bananas were yellow. How many were
not yellow?

161
IV. Evaluation

Solve the following problems.

At the market, Mar, Kim, Mae and Ken helped their mother count the vegetables she has to sell.
They recorded the vegetables they counted.

Name Eggplants Tomatoes

Mar 88 76
Kim 32 54
Mae 59 67
Ken 27 15

Answer the following questions:

1. How many more eggplants did Mar count than Kim?

2. How many more eggplants did Mae count than Ken?
3. How many more tomatoes did Mar count than Kim?
4. How many more tomatoes did Mae count than Ken?
5. How many more eggplants than tomatoes did Mae count?

Did you all get the answers correctly? What should you always remember every time you solve a
problem? Is it good to work fast? Why?

V. Assignment

Study the price list of fruits per kilogram then answer the questions that follow.

1. Which fruit is the cheapest?

2. Which fruit is the most expensive?
3. How much more expensive are apples than mangoes?
4. How much cheaper are oranges than ponkan?
5. How much cheaper are bananas than ponkan?
6. How much more expensive are mangoes than oranges?
7. Which is cheaper, mangoes or ponkan? How much cheaper?
8. Which is more expensive, oranges or bananas? How much more expensive?

162
Solving Two-Step Word Problems involving Addition and Subtraction of Whole
Numbers including Money

I. Learning Objectives

Cognitive: Solve two-step word problems involving addition and subtraction of

whole numbers including money
Psychomotor: Tell what is asked, what are given and the word clue/s to be able to
write the equation that will solve the problem
Affective: Participate actively in class activities

II. Learning Content

Skills: Solving two-step word problems involving addition and subtraction of

whole numbers including money
Reference: BEC PELC I C 3.1
Materials: flash cards
Value: Active participation

III. Learning Experiences

A. Preparatory Activities

1. Drill (Mental Computation)

Conduct a drill in the basic subtraction and addition facts using flashcards with the
shape of a flower.

2. Review

“Subtraction with zero difficulty”

Two students compete with each other, trying to answer the equation mentally.
Sample equations: 600 – 426 = ______
900 – 810 = ______
2 000 – 1 593 = ______

163
 Strategy:
a. Mentally, deduct one from the hundreds digit; change zeros to 9, except in the
ones. Change 0 in the ones place to 10.
Ex. 5 9 10
600
-426

b. Subtract: 59(10)
- 42 6
174
3. Motivation

Present a two-step word problem.

Mang Carlos picked 115 yellow mangoes and 73 green mangoes. He sold 56
mangoes in all. How many mangoes were left to him?

B. Developmental Activities

1. Presentation

a. At this point, ask the class to recall the 4-steps on problem solving according to
George Polya:
Understand → Plan → Solve → Look Back

b. Looking at the problem, elicit from the students the following:

■ Understand
a. What is asked? How many were left?
b. What are given? 115 yellow mangoes, 73 green mangoes, sold 56 in all

■ Plan
At this point, ask what question do we have to answer first to get the final
answer? This question is called “hidden question.”

■ Solve
What operation/s are needed to solve the problem? Addition; subtraction.
What equation will solve the problem?
115 + 73 – 56 = n
Which do we perform first?
Addition: 115
+ 73
188

then subtract 188

- 56
132 mangoes

■ Look back
Does our answer make sense?
Yes, since 132 is less than the total.
Yes, since the 2 steps used were to find the total number of mangoes first,
then the number of mangoes left.
Did we label it correctly?

164
 c. Give another problem.
Regina has 80 eggs to sell. She sold 25 eggs in the morning and 46 eggs in the
afternoon. How many more eggs does she need to sell?

d. Ask:
1. What are given? 80 eggs in all to sell
25 eggs sold in the morning and 46 eggs in the
afternoon
2. What is being asked? How many more eggs to sell?
3. What operations are needed? Addition and subtraction or subtraction only.
4. What equation will solve the problem? 80 – (25 + 46) = n or
80 – 25 – 46 = n
5. Solve: 25 80 80 55
+ 46 - 71 or - 25 - 46
71 9 55 9
6. Check if the answer makes sense and if labeled properly.

2. Guided Practice

a. Activity: Column Relay

Present the following problem.
Daniel earned 35 by delivering water to several houses. He gave 15 of
his earnings to his mother and 12 to his sister. How much money was left to him?
Directions:
1. Divide the class into 6 groups. Each member will answer one column.
2. Give the first student a copy of the questions. He answers the question then
passes the copy to the second student. The second student answers the end
question and then passes the copy to the 3rd student and so on.
3. Read the problem posted on the board, then answer each question below:
a. What are given? ___________________________________
________________________________________________
b. What is being asked? _______________________________
________________________________________________
c. What operation/s is/are needed to solve? _______________
________________________________________________
d. What equation will represent the problem? _________________
e. Solve the operation:
f. Label and look back.

b. Cooperative Learning Activity:

“Rally Table”
1. Group the class in pairs; players A and B.
2. Each member of the pair takes turn in answering the questions posted on the
board.
3. Present these problems on the board.

Rules:
 Player A writes the hidden question.
 Player B answers the hidden question.
 Player A writes the equation that will solve the problem.
 Player B answers/solves the equation.

1. Mang Carlos raised 35 piglets for sale. He sold 10 piglets to his mother
and 5 piglets to his friend. How many piglets were left to him?

165
 b. Danilo arranged 564 books in the library. The next day, he arranged
345 books. There are 1 500 books in the library. How many more
books will Danilo arrange?
c. In the pupils’ government election, Alexis received 112 votes. Brylle
received 186 votes. The winner Joric received 312 votes. How many
more votes did Joric receive than Alexis and Brylle?

3. Generalization

What are the 4 important steps in solving word problems?

a. Understand the problem.

- Find the hidden question.
b. Make a plan.
c. Solve/carry out plan.
d. Look back.

C. Application

Direction.
 Give each group a copy of the problems below on strips of paper.
 Let each group solve the problems.
 Write their solutions on the board.
 Present the work afterwards

1. Mr. Javier has to deliver 760 sacks of rice. He delivered 510 to Mr. Rosales and 140
to Mr. Acosta. How many more sacks of rice will be delivered?
2. After spending 75.00 for a shirt and 125.00 for a pair of pants, Michelle had
50.00 left in her wallet. How much money did she have at first?
3. There are 246 yellow mangoes and 152 green ones. Out of these, 120 are in the
basket and the rest are in the crate. How many are in the crate?
4. Mang Luis is a farmer who sells coconuts and watermelons. He earned 843.00
from selling coconuts and 832.00 from watermelons. Before going home, he
bought 1 kilo of pork for 120.00. How much money was left to him?
5. Mother and Lito picked tomatoes in their vegetable garden. Mother picked 19
tomatoes and Lito picked 12. Mother used 5 tomatoes for cooking. How many
tomatoes were left?

IV. Evaluation

Answer the following problems using Polya’s strategy.

1. Mr. Reyes gathered 365 mangoes on Monday and 453 on Tuesday. He sold 650
mangoes on Wednesday. How many mangoes were left unsold?
2. A farmer harvested 425 sacks of palay. He sold 258 sacks to Buyer A and 120 to Buyer B
and kept the rest for his family. How many sacks of palay were left?
3. Rita bought a dress for 235.00 and a pair of shoes for 574.00. She gave a 1000-
peso bill to the cashier. How much is her change?
4. Alex wants to buy a T-shirt worth 185.00 and a school bag worth 240.00. He has
only 300.00. How much more money does he need?

166
V. Assignment

Solve the following:

1. There are 262 boys and 528 girls in Grade Three. Out of these, 174 pupils are 10 years
old. How many pupils are not 10 years old?
2. Pia spelled 26 words correctly on Monday, 25 on Wednesday and 37 on Friday. If there
are 100 words to be spelled, how many words did she misspell?
3. Rosalinda bought a bag for 165.00 and a pair of shoes for 395.00. How much
change did she get from 1,000.00?
4. A shoe factory in Marikina produced 235 pairs of shoes in one week and 324 pairs in
another week. If 450 pairs were delivered to a department store, how many pairs were
not delivered?
5. Rose had a balance of 3,500.00 in her account in the bank. She deposited
1,200.00 the following month and withdrew 950.00. How much was left in her
account?

Changing the Order or Regrouping in Multiplication

I. Learning Objectives

Cognitive: Show that changing the order and/or regrouping in multiplication makes
computation easy
Psychomotor: Illustrate multiplication in different orders of factors
Affective: Show sportsmanship when working in the activities

II. Learning Content

Skill: Changing the order or regrouping in multiplication

Reference: BEC PELC I.D1.1.1.1
Materials: counters, flash cards, cut-outs of a rabbit and a frog, cut-outs of
rectangular arrangements, drawings
Value: Sportsmanship

III. Learning Experiences

A. Preparatory Activities

1. Drill “Climbing the Ladder”

Call two pupils to answer the multiplication facts as fast as they can. The one who
makes a mistake will fall from the ladder.

6x6
4x8
3x5
8x3
6x4

167
 2. Review

In 3 x 4 = 12, what are 3 and 4?

Give the factors of: 10, 16

18
21 32
24
16

3. Motivation

What game/sport do you enjoy playing?

If you do not win in a game, how would you feel?
What will you do to show that you are a good sport?
Is it good to indulge in sports? Why?

• Let all the pupils stand and form

- two lines
- three lines
- four lines
Ask: Did the number of pupils change as they change their position/groupings?

B. Developmental Activities

1. Presentation

a. In a race, Lady rabbit takes 4 hops of 3. Mr. Frog takes 3 hops of 4. Who is ahead?

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Discuss:
- 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
Transform 3 hops of 4 into addition and multiplication sentence.
4 + 4 + 4 = 12 3 x 4 = 12
Is 4 x 3 the same as 3 x 4? Why?

168
 b. Present another activity.
● Have the pupils get 8 counters. Let them group the counters by 4s
● Ask: How many groups of 4 did you get?
Give the multiplication sentence.
● This time, have the pupils group the counters by 2s
● Ask: How many groups of 2s did you get?
What is the multiplication sentence for this?
● Guide the pupils to analyze the number sentence on the board.
a.) 2 x 4 = 8 b.) 4 x 2 = 8
● What are the factors of 8? Which factor comes first in sentence a, 2 or 4?
How about in sentence b? What did we do to the order of the factors? Did the
product change?

c. Mang Tony bought 2 bunches of bananas at the market. Each bunch had 8 bananas.
He cut each banana into 3 pieces. How many pieces were there in all?
2 bunches

Cut into 3
pieces

Sometimes a number pattern can help when we multiply three or more numbers.

16 16 x 3 = 48

(2 x 8) x 3 = 48 thirds of banana

2 x (8 x 3) = 48 thirds of banana

24 24 x 2 = 48

Give more examples:

(4 x 2) x 3 = 24 4 x (2 x 3) = 24
(6 x 3) x 2 = 36 6 x (3 x 2) = 36
(5 x 3) x 3 = 45 5 x (3 x 3) = 45

2. Guided Practice

a. Write two multiplication sentences for the following.

4 sets of 3 3 sets of 4

______ x _____

______ x _____

169
 5 sets of 2 2 sets of 5

______ x _____ ______ x _____

4 sets of 6 6 sets of 4

______ x _____
______ x _____

3. Generalization:

Does the product change when we change the order of the factors?

Changing the order of the factors does not affect the product. Regrouping of the
factors makes computation easy.

C. Application

1. Fill in the blanks to complete each equation.

1) 5 x 3 = __ x 5 2) 6 x 8 = 8 x __
3) 6 x 2 = __ x 6 4) __ x 5 = 5 x 7
5) __ x 5 = 5 x 7

2 sets of 3 3 sets of 2

170
2. Activity
The learners are asked to examine a set of rectangular arrangements and explore
the situation.
Rectangle cut outs

Rectangle B

Rectangle A

Rectangle E
Rectangle D
Rectangle C

Activity Card
Direction:
Examine the following figures. How many squares does each figure have? _______
Hold it in vertical and horizontal positions and take note how the number of rows and
column change.
NOTE: Do these in all rectangles.
a. Write all the possible multiplication sentences.
Rectangle A 3 x 6= 18 6 x 3 = 18
Rectangle B ___________ ___________
Rectangle C ___________ ___________
Rectangle D ___________ ___________
Rectangle E ___________ ___________

b. How many multiplication sentences did you form in each rectangle? _____

c. Complete the table

Rectangle Write the multiplication What are the What is their

sentences based on the factors in each product?
rectangle. multiplication
sentence?
A
B
C
D
E

d. Compare the two multiplication sentences for each rectangle. What do you
observe about their factors?

171
 3. Draw a if the number sentence is correct and a ∆ if it is wrong.

____ 1) (3 x 4) x 2 = 3 x (4 x 2)
____ 2) 2 x (8 x 3) = (3 x 7) x 2)
____ 3) 4 x (5 x 2) = 4 x (7 x 3)
____ 4) 8 x (6 x 2) = (8 x 6) x 2
____ 5) 10 x (2 x 3) = (10 x 2) x 4

4. Find the missing numbers.

1) 2 x (3 x 9) = (2 x _) x 9
2) (5 x 4) x _ = 5 x (4 x 8)
3) (7 x 8) x 3 = _ x (8 x 3)
4) (6 x 2) x 9 = 6 x (_ x 9)
5) 8 x (3 x 1) = (_ x 3) x 1

IV. Evaluation

A. Complete the following.

1) (4 x 2) x 3 = 4 x (__ x 3)
2) 2 x (2 x 4) = (2 x 2) x __
3) 8 x (3 x 5) = (8 x __) x 5
4) (6 x 7) x 4 = __ x (7 x 4)
5) 9 x (6 x __) = (9 x 6) x 3

B. Group the following in two ways. Find the product.

1) 2 x 5 x 8 = ______
2) 3 x 3 x 10 = ______
3) 3 x 4 x 2 = ______
4) 6 x 2 x 5 = ______
5) 7 x 2 x 10 = ______

V. Assignment

A. Perform the operations. Multiply the numbers inside the parenthesis first.
1) (4 x 5) x 7 2) (9 x 4) x 2
3) (6 x 5) x 4 4) (3 x 2) x 6
5) (7 x 3) x 8

B. Let N represent the missing number in each sentence. Find N.

1) 9 x 8 = N x 9 2) (2 x 3) x 5 = N x (3 x 5)
3) N x 3 = 3 x 7 4) 5x6=Nx 6
5) (5 x 8) x 2 = 5 x (N x 2)

Multiplying 2- to 4- Digit Numbers by 1- to 2- Digit Numbers without

Regrouping

I. Learning Objectives

Cognitive: Multiply 2- to 4- digit numbers by 1- to 2- digit number without regrouping

Psychomotor: Compute the product of 2 numbers with accuracy
Affective: Show accuracy/carefulness in solving number problems

172
II. Learning Content

Skill: Multiplying 2- to 4- digit numbers by 1- to 2- digit numbers without regrouping

Reference: BEC PELC I.D.1.1.1.2
Materials: flash cards, problem written on manila paper
Value: Accuracy/Carefulness

III. Learning Experiences

A. Preparatory Activities

1. Drill: Basic multiplication facts

8 3 4 9 5 10
x1 x7 x0 x2 x6 x4

2. Review

Recall the importance of accuracy and carefulness in doing things.

In 8 x 3 = 24. What do you call 8? 3? 24?
Put the factors and the products in the correct box.

4x2=8 12 x 3 = 36 9 x 5 = 45
6 x 7 = 42 5 x 5 = 25 10 x 6 = 60
11 x 3 = 33 9 x 8 = 72 13 x 3 = 39

FACTORS PRODUCTS

3. Motivation

Message in Boxes
Multiply. Write the letter that is next to each answer in the correct box below. Read
the secret message.

9 4 3 9 5
x2 x9 x4 x7 x2
A E H O R

9 5 9 9 6
x8 x9 x9 x3 x9
S T U W Y

173
 27 63 27 45 12 18 45 72 81 10 36
W O W T H A T S U R E

27 18 72 36 18 72 54
W A S E A S Y

B. Developmental Activities

1. Presentation

a. Present this problem.

Andres Bonifacio Elementary School received 12 boxes of toys from the
governor of the province. Each box had 24 assorted toys. How many toys were there
in all?
Let us analyze the problem.

■ Understand the problem

What is asked in the problem? Number of toys in all.
What are given? 12 boxes of toys, 24 assorted toys.
What process will you use? Multiplication.

■ Plan
What is the number sentence? What is your answer?
Did you do it this way?

12 x 24 = N 24= 20 + 4
x 12= 10 + 2

■ Carry out the plan

Tell the pupils that the following solutions used expanded notation.

Step 1: Step 2: Step 3:

20 + 4 20 + 4 24 = 20 + 4
x 10 + 2 x 10 + 2 x 12 = 10 + 2
40 + 8 200 + 40 40 + 8
2x4=8 10 x 4 = 40 + 200 + 40
2 x 20 = 40 10 x 20 = 200 240 + 48
= 288 toy planes

Introduce now the short method.

Multiply the multiplicand by the ones in the multiplier. Write the product (48)
beginning from the ones place.
Multiply the multiplicand by the tens in the multiplier. Write the product (240)
Multiply by ones. Multiply by tens.

24 24 24
x 12 x2 x 10
48 48 240
240

174
 Add the two partial products.
24
x 12
48 partial products
+ 240
288 product

■ Look back
Did you answer correctly the given problem? Check your answer.

Let the class do these on the board.

1) 22 2) 322 3) 31 4) 1 243
x 11 x3 x 33 x 21

Let the pupils do these exercises on their seats.

1) 23 2) 23 3) 223 4) 312
x 22 x 12 x 23 x 12

2. Guided Practice

a. Game (GIANT STEP)

Teacher will call on 5 pupils. Provide each pupil illustration board and chalk.
They will stand and start from the back. The teacher will flash the multiplication. The
first one who will give the correct answer will step forward, the one who reaches first
the front desk wins the contest.

1) 232 2) 24 3) 231 4) 321 5) 4 321

x2 x 22 x 32 x 33 x2

6) 1 431 7) 324 8) 33
x 12 x 22 x 22

b. Group Activity: (4 groups)

Give each group an activity card. Each group will present their work after 3
minutes. After working, ask questions that will emphasize the value of accuracy and
carefulness.

Group I = 124 6321 21

x2 x 12 x 21

Group II = 221 32 412 13

x4 x 12 x 12

Group III = 212 4 213 14

x 13 x 12 x2

Group IV = 212 2 134 23

x3 x 12 x 13

c. Problem Solving
1. Miss Cruz arranges 142 books in every shelf in the library. If there are 12
shelves, how many books are there in all?

175
 2. Gerry spent his vacation working in a supermarket. He worked 8 hours a day for
11 days. How many hours did he work in all?
3. Marnelyn counted 24 small chocolate bars in a package. If there were 21
packages in the shelf, how many chocolate bars were there?
4. Marlon delivers 50 letters each day. How many letters does Marlon deliver in 3
days?
5. Tony has 4 packs of pencils. There are 20 pencils in each pack. How many
pencils does Tony have?

3. Generalization

How do you multiply 2- to 4- digit numbers by 1- to 2- digit number without

regrouping?

In multiplying 2- to 4- digit numbers by 1- to 2- digit numbers without regrouping, start

with the ones, then the tens, then the hundreds, and lastly the thousands.

C. Application

1. What is the greatest product you can get using the digits 3, 2, 1, 4 as factors?
Write in the boxes the factors that will give the largest product.
Product = _______ __ __
x __ __
2. Pick a number from box X. Multiply it by a number from box Y to find the given answers.

Box X Box Y
42 22 123 21 12 32
23 31 431 24 33 20

1) 483 2) 8620 3) 3936

X = _______ X = _______ X = _______

Y = _______ Y = _______ Y = _______

4) 504 5) 528 6) 1023

X = _______ X = _______ X = _______

Y = _______ Y = _______ Y = _______

IV. Evaluation

A. Find the missing digits.

1) 234 2) 4321 3) 24
22 x23 x11
+4 _ 8 129_ _ 2_
_68_ 8_42_ ___
5_48 99_83 _64

176
 4) 32 5) 123
x12 x13
__ _69
_2_ 12__
384 1_99

B. Find the product:

1) 234 2) 143 3) 322

x2 x 21 x 13

4) 2 233 5) 6 321
x 32 x3

V. Assignment

A. Find the product.

1) 452 2) 313 3) 23
x 11 x 13 x 21

4) 2 431 5) 421
x 22 x 21

B. Solve the following problems.

1. Ellen has 23 pages of stamps. Each page has 112 pieces. How many stamps does she
have in all?
2. Mang Mario needs 4 poles for his vegetable garden. Each pole should be 122
centimetres long. What will be the total length of 4 poles?
3. The bookstore received a shipment of 13 boxes of books. Each box contained 112
books. How many books were in the shipment?
4. Puring and Linda are going home after visiting their grandmother. The trip takes 3 hours.
If the bus travels 122 kilometres an hour, how far away is their house?
5. Edith bought 231 pieces of linen paper at P3 each. How much did she spend for the linen
paper?

Multiplying 2- to 4- Digit Numbers by 1- to 2- Digit Numbers with Regrouping

I. Learning Objectives

Cognitive: Multiply 2- to 4- digit numbers by 1- to 2- digit numbers with regrouping

Psychomotor: Write the product of 2- to 4- digit numbers by 1- to 2- digit numbers
Affective: Compute the product of two numbers with speed and accuracy

II. Learning Content

Skill: Multiplying 2- to 4- digit numbers by 1- to 2- digit numbers with

regrouping
Reference: BEC PELC I.D.1.1.1.3
Materials: chalkboard, flash cards, activity cards
Value: Speed and accuracy

177
III. Learning Experiences

A. Preparatory Activities

1. Drill : (Multiplying by 1-digit number)

25 20 43 32 11
x2 x4 x2 x4 x6

2. Review

Give the factors of the given number.

72 = (9 x 8) 24 = ? 36 = ? 81 = ?
64 = ? 18 = ? 45 = ? 90 = ?

3. Motivation (Song) Be alert in answering the multiplication sentence while singing. (Tune:
Skip to My Love)

Teacher: I’m Mathematics how do you do?

Children: I’m Mathematics how do you do?
Teacher: Who are you? Tell me too?
Children: I’m just a child but I know you.
Teacher: Speak, speak, 7 x 7
Children: _____ (The pupils will answer)
Teacher: Speak, speak, 5 x 8
Children: _____
All: It’s so easy I tell you.

B. Developmental Activities

1. Presentation

a. There are 36 newspapers in a bundle. How many newspapers are in 125 bundles?
Analyze the problem with the pupils to determine the solution. To find the answer, we
multiply 125 by 36.

Multiply 125 by 6 ones. Multiply 125 by 3 tens.

125 125 125
x 36 x6 x 30
750 750 3750

Add the partial products.

125
x 36
750
+ 3 750 There are 4 500 newspapers.
4 500

- Emphasize that the multiplier 36 in the example, means multiplying the

multiplicand by 6 ones and by 3 tens. (30)

178
 b. Copy then complete.

240 256
x25 x24
12 0 0 1024
4800 512_
____ ____

2. Guided Practice

a. Write the missing numbers.

22 232 8721 32 128

x 39 x 16 x 24 x 15 x 22
198 1392 34884 160 256
___ ____ _____ ___ ____
___ ____ _____ ___ ____

b. Show a chart “How many Fruits Are There in All.” Group the pupils into 4. Each group
will work on one fruit. Ask each group to present their work on the board.

Number of Mangoes Avocados Atis Melon

Baskets 24 146 36 18
25 baskets 24 x 25 = 600
30 baskets
12 baskets
36 baskets

c. Game (SOLVE AND DELIVER) Be fast and accurate while answering the
multiplication sentences. Why is it necessary to be accurate in solving any problem?
1. Get a partner.
2. Pretend you are cousins who live in the same house. Your grandmother is sick.
You are asked to bring food to her. Just like Little Red Riding Hood, you will meet
lots of danger and obstacles along the way. These obstacles are in the form of
multiplication exercises like the ones below.
3. Cut and place them on the table upside down. Take turns with your partner in
picking up a card.
4. Answer the problem in the card. If you get the correct answer, you will move one
step forward towards grandma’s house.
5. If your answer is wrong, you will move one step backward. Use a marker to
indicate your position. Let us see who can deliver the food to grandma.

45 18 29 84 92
x 23 x 46 x 51 x 70 x 12

15 24 77 32 40
x 65 x 62 x 14 x 56 x 63

179
 3. Generalization:

How do we multiply 2- to 4- digit numbers by 2- digit numbers with regrouping?

• Multiply the 2- to 4- digit multiplicand by the ones of the multiplier. Regroup if

needed.
• Multiply the multiplicand by the tens of the multiplier. Regroup if needed.
• Add the partial products to get the final product.

C. Application

a. Find the product:

1) 2) 3) 4) 5)
32 42 25 821 1503
x 15 x 52 x 35 x 52 x 22

b. Follow the arrows. Fill in the missing numbers.

1) 73 x ___ → 365 - ___ → 305 x 9 = ___
2) ___ x 8 → 200 + ___ → 449 x 6 = ___
3) 39 x ___ → 78 + 294 → ___ x 7 = ___
4) ___ x 4 → 256 – 178 → ___ x 5 = ___
5) The sum of all four numbers is ____.

180
IV. Evaluation

A. Compare using >, < or =.

1) 179 x 12 ____ 123 x 15 2) 643 x 12 ____ 685 x 21
3) 370 x 16 ____ 280 x 24 4) 14 x 18 ____ 18 x 14
5) 224 x 10 ____ 80 x 70

B. Find the missing digits.

1) 2) 3)
33_ 60_ _48
x 16 x _8 x 36
2_22 4_32 26_ _
33_ _ 1_08_ 1 _4
5_9_ 169_ _ _6 12 8

4) 5)
_8 4_0
x 1_ x 3_
_34 _52_
78_ _260_
10_ _ 15_ _0

V. Assignment

A. Find the missing digits.

1) 2) 3)
39 25 247
x14 x 31 x36
156 _5 1482
_ 9_ 75_ 7 4 1_
__6 775 ____

4) 5)
261 183
x 13 x25
_83 9__
261_ _ 6 6_
339_ _5_5

B. Find the products.

1) 2) 3) 4) 5)
137 4500 538 763 1256
x 12 x 38 x 26 x 46 x 49

181
Multiplying 2-Digit Numbers by 1-Digit Number with Zero in the Multiplicand

I. Learning Objectives

Cognitive: Multiply 2-digit numbers by 1-digit number with zero in the multiplicand
Psychomotor: Apply basic skills in multiplying numbers
Affective: Show care and concern for the environment

II. Learning Content

Skills: b. Multiplying 2-digit numbers by 1-digit number with zero in the

multiplicand
c. Applying basic skills in multiplying numbers
Reference: BEC PELC I.D.1.1.1.4
Materials: number wheel, flash card, strips, drawing
Value: Care and concern for the environment

III. Learning Experiences

A. Preparatory Activities

1. Drill : Conduct a contest by spinning the wheels and giving the product.

8 1 8 1 8 1
7 2 7 2 7 2
x7 x8 x9
6 3 6 3 6 3
5 4 5 4 5 4
2. Review

If (4 x 3) x 2 = 24, then 4 x (3 x 2) = N
If (6 x 1) x 7 = 42, then 6 x (1 x 7) = N
If 4 x (2 x 5) = 40, then (4 x 2) x 5 = N
If 3 x (2 x 4) = 24, then (3 x 2) x 4 = N

Name the missing factors.

8 x 3 = 3 x ___ 8 x 4 = ___ x 8
5 x 4 = ___ x 5 6 x 8 = ___ x 6
12 x 2 = ___ x 12 15 x 7 = ___ x 15

3. Motivation

Present a problem opener.

Mang Ato harvested 5 crates of mangoes. If each crate has 50 mangoes, how
many mangoes were there in all?

What trees do you have in your backyard?

Why are trees important?
What do you think will happen if there are no trees around us?

182
B. Developmental Activities

1. Presentation

a. Analyze the problem.

How many crates of mangoes did Mang Ato harvest?

How many mangoes were there in each crate?
What is asked in the problem?
What facts are given?
What process is to be used?
(Steps in solving the problem)
Step 1 50
x5 Multiply the ones on the multiplicand by the
0 multiplier.

Step 2 50
x5 Now multiply the tens on the multiplicand by the
250 multiplier.

- Remind the pupils about the zero property of multiplication.

• Any number multiplied by zero, the product is zero.

b. Present another problem.

Mr. de Alday gave 90 santol seedlings to each of the 8 classes, how many seedlings
were given out?

What seedlings did Mr. de Alday give to each of the 8 classes?

How many santol seedlings did each class receive?
What is asked in the problem?
What are the given facts?
What process will you use?
How will you solve the problem?

90 90
x8 8
0 720 santol seedlings

More examples:

1) 70 70 2) 60 60 3) 20 20
x7 7 x5 5 x8 8
0 490 0 300 0 160

4) 40 40 5) 90 90
x9 9 x6 6
0 360 0 540

183
 2. Guided Practice

a. Let the pupils study the coding of numbers.

Let them do it afterwards.

Digit Movement
0 - Forefinger and thumb together forming zero
1 - Right arm forward closed fist
2 - Left arm forward closed fist
3 - Left and right arm folded vertically
4 - Hands on waist
5 - Right hand on the chest
6 - Bend forward to pick something
7 - Stand straight
8 - Arms obliquely upward
9 - Do the McDonald sign

(Dyads)
Direction: Find the missing number in the product. Use the number coding in
answering.

1) 50 2) 90 3) 70 4) 20 5) 60
x4 x3 x6 x8 x6
20_ _70 4_0 _ _0 36_

6) 30 7) 80 8) 10 9) 40
x9 x5 x7 x6
_70 4_0 _0 _40

b. Group Activity (Draw Lots)

The teacher will prepare a box with word problems inside. Any member of
the group will draw 1 strip inside the box, then the group will answer it afterwards.
The group will be given 2 minutes to answer the problem. The group with the highest
points wins.

Sample problems:

1. There are 50 passengers in one provincial bus. How many passengers are there
in 8 buses?
2. Jean saves 90 a month. How much will she save in 5 months?
3. Celia can sell 50 sampaguita garlands a day. How many garlands can she sell in
9 days?
4. Mang Dianong has 9 rows of corn plants in his farm. There are 20 plants in each
row. How many corn plants are there?
5. Aldy planted 30 pechay seedlings in each plot. How many seedlings did he plant
in 8 plots?
What should you remember in multiplying a number with zero?

c. (Little Brother Approach)

Let the fast learners develop their own simple word problems, They’ll answer
these together with the slow learners.
1. Mang Andy saves __ a day. How much will he save in __ days?
2. Jojo has __ piles of tanzan. Each pile has ___ tanzans. How many tanzans are
there in all?

184
 3. There were __ students in the library. Each student borrowed ___ books. How
may books were borrowed by the students?
4. Maris has __ boxes of chalk. Each box contains __ pieces of halk. How many
pieces of chalk does Maris have?
5. Edith earned __ a day in selling newspaper. How much will she earn in __
days?

3. Generalization:

How do we multiply 2-digit numbers by 1-digit number with zero in the multiplicand?

a. Multiply the ones in the multiplicand by the multiplier.

b. Multiply the tens in the multiplicand by the multiplier.
• Any number multiplied by zero is equal to zero.

C. Application

Solve the following problems.

1. A baker bakes 60 pieces of bread in one day. How many pieces of bread will he bake in 7
days?
2. Aling Marta has 8 baskets of tomatoes. If each basket contains 90 tomatoes, how many
tomatoes will she have in all?
3. Mang Ading harvested 20 mangoes from each of the 9 mango trees. How many
mangoes did he harvest in all?
4. There are 30 cans of milk in a box. If there are 9 boxes, how many cans of milk will there
be in all?
5. A Mathematics Dictionary cost 80.00. How much will 6 Mathematics Dictionary cost?

IV. Evaluation

A. Give the product.

1) 80 x 5 = 2) 60 x 4 =

3) 50 4) 70 5) 90
x6 x5 x6

B. SECRET MESSAGE

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

A.
70 10 50 90 90
x4 x9 x8 x4 x7
A C E H I

40 20 35 30 40
x4 x9 x2 x2 x7
L M N O P

20 30 60 70 80 60
x4 X8 x5 x7 x9 x7
R T U W Y Z

185
 2. Write the letter that matches with the numbers.

720 60 300 280 80 400 280

Y O U A R E A

180 300 160 240 630 280 160 630 90 280 240 630 60 70
M U L T I P L I C A T I O N

490 360 630 420

W H I Z

3. What is the secret message?

V. Assignment

A. Fill in the box with correct answer.

1) 90 2) 60 3) 40
x7 x6 x7
6_0 36_ 2_0

4) 80 5) 50
x8 x8
_40 4_ _

B. Write >, < or = in the box.

1) 80 x 6 ___ 60 x 8 2) 40 x 5 ___ 20 x 9
3) 50 x 7 ___ 70 x 4 4) 30 x 6 ___ 40 x 6
5) 70 x 5 ___ 90 x 2

Multiplying 3- to 4-Digit Number by 1-Digit Number with Zero in the

Multiplicand

I. Learning Objectives

Cognitive: Multiply 3- to 4-digit numbers by 1-digit number with zero in the

multiplicand
Psychomotor: Apply basic skills in multiplying numbers
Affective: Follow the rules and regulations in every activity

II. Learning Content

Skills: Multiplying 3- to 4-digit number by 1-digit number with zero in the

multiplicand
Applying basic skills in multiplying numbers
Reference: BEC PELC I.D.1.1.1.5
Materials: pictures, flaglets, box
Value: Following rules and regulations

186
 b. Ask the following questions to the pupils.
• Who is the student assistant?
• How many books are there in each shelf?
• What is asked in the problem?
• What facts are given?
• What process is to be used?
• How will you solve the problem?
- To find the number of Mathematics books, multiply 6 by 120
Step 1 – Multiply the ones by 6
120
x6
0

Step 2 – Multiply the tens by 6. Regroup the product.

120
x6
20

Step 3 – Multiply the hundreds by 6. Add the regrouped hundreds. 6

hundreds + 1 hundred = 7 hundreds.
120
x6
720 Mathematics books

Ask: How many Mathematics books are there in all?

c. Present another problem.

A bookstore sold 2 105 greeting cards each month for three successive
months. How many cards were sold altogether?

Ask the following:

- Have you received any greeting card? What kind of greeting card was it?
- How many greeting cards did the bookstore sell in one month?
- How many successive months did the bookstore sell greeting cards?
- How will you find the answer?
(Guide the pupils in answering the problem.)
Step 1 2 105
x 3 Multiply the ones by 3. Regroup the product.
5 15 ones is 1 ten and 5 ones.

Step 2 – Multiply the tens by 3. Add the regrouped ten. Zero ten + 1 ten = 1 ten
2 105
x 3
15

Step 3 – Multiply the hundreds by 3.

2 105
x 3
315

Step 3 – Multiply the thousands by 3.

2 105
x 3
6 315

The bookstore sold 6 315 greeting cards in 3 successive months.

188
2. Guided Practice

a. Game: (Flaglet Race) Divide the class into 4 teams. A representative from each
group will get a flaglet which has multiplication sentence written on it. The first one who
can answer it can claim that flag. Do these with the other members of the group. The
group who will earn more flaglets wins the game.

b. Another activity
(Find a Partner)
Let the individual pupil get one number from the box. The numbers in the box are the
multiplicands and the multipliers written separately on a strip of paper. The 1- digit
number represents the multiplier, while the 2-3-digit numbers represent as the
multiplicand. Every pupil will find a partner as – Multiplicand to multiplier and vice
versa. Partners will solve it together.

Multiplicand Multiplier

450 , 205 , 4501 8 9 4

1009 , 2380 , 8026 7 6 5

c. RIDDLE
“What is the term used when giraffes going in one direction get mixed-up with giraffes
going in another direction?

Here’s how to get the answer.

1. Find the products of the exercises given below.
2. Then cross out the letters that show the same products in the boxes found on the
next page.
3. The remaining letters spell the answer to our riddle.

1) 405 2) 360 3) 1204 4) 830

x 3 x 8 x 5 x 2

5) 310 6) 2035 7) 4510 8) 7068 9) 3205

x 8 x 6 x 4 x 9 x 5

4 305 1 660 18 040 1 215 8 550 7 065 16 025

A I T S G I U
15 270 2 480 4 501 7 782 8 900 2 880 4 320
R R A F F A I
2 670 12 210 7 028 6 020 4 950 63 612 3 201
C B J E A T M

Answer:

A GIRAFFIC JAM

3. Generalization:

How do we multiply 3- to 4-digit numbers by 1-digit number with zero in the

multiplicand?

189
 • Multiply the ones, tens, hundreds and thousands in the multiplicand by the
multiplier.
• Regroup when necessary.
• Zero times any number is zero and zero plus any number equals the same
number.

C. Application

Solve the following problems.

1. A baker bakes 1 052 pieces of bread in one day. How many pieces of bread will he
bake in 7 days?
2. Aling Marta has 8 baskets of tomatoes. If each basket contains 405 tomatoes, how
many tomatoes will she have in all?
3. Mang Ading harvested 105 mangoes from each tree in his orchard. How many
mangoes did he harvest from 7 trees? from 9 trees?
4. Pinky can read 260 words in 1 minute. If she spends 4 minutes reading, how many
words can she read?

IV. Evaluation

Seatwork

A. Fill in the blanks with the missing number.

1) 302 2) 4 510 3) 820

x 4 x 6 x 3
1 2_8 2_ 0_0 2 46_

4) 905 5) 1 075
x 7 x 8
6 _ _5 8 _00

B. Check the multiplication problems and encircle any incorrect solution.

1) 408 2) 3 450 3) 6 071

x 5 x 7 x 8
2 040 20 157 48 568

4) 4 095 5) 5 708
x 3 x 4
12 126 22 832

C. Solve the following problems.

1. Miss de Alday arranges 140 books in every shelf in the library. There are 9 shelves. How
many books are there in all?
2. Brylle collects 8 pages of stamps. Each page has 306 pieces. How many stamps are
there in all?
3. Gloria helps her mother sell calamansi in the market. She puts 150 calamansi in each
bag. How many calamansi are there in 7 bags?
4. Mrs. Pantoja bought 3 kilos of meat at 130 per kilo. How much did she pay the
vendor?
5. There are 250 apples in a box. If an apple cost 5, how much will the apples cost?

190
V. Assignment

A. Multiply the following:

1) 360 2) 4 008 3) 7 005

x 5 x 2 x 3

4) 6 041 5) 5 730
x 4 x 6

B. Cross number puzzle

Multiply the following number to solve the puzzle.
a b

d g e f

Across Down
a. 170 x 5 a. 406 x 2
b. 160 x 3 c. 3 520 x 2
d. 320 x 8 e. 506 x 8
h. 8 702 x 4 f. 1 620 x 3
i. 108 x 2 g. 908 x 7

Multiplying 2- to 4-Digit Numbers by Multiples of 10

I. Learning Objectives

Cognitive: Multiply 2 to 4 digit numbers by multiples of 10

Psychomotor: Solve multiplication sentence accurately
Affective: Show the value of doing work independently

II. Learning Content

Skills: Multiplying 2 to 4 digit numbers by multiples of 10

Solving multiplication sentence accurately
Reference: BEC PELC I. D.1.1.1.6
Materials: flash cards, activity cards
Value: Independence

191
III. Learning Experiences

A. Preparatory Activities

1. Drill: Have a drill on multiplication basic facts using flash cards.

4 3 1 4 8 9
x5 x6 x5 x9 x7 x3

5 2 5 3 2 3
x7 x9 x0 x8 x7 x5

2. Review

Find the product.

a) 21 b) 122 c) 3 012 d) 4 024 e) 313

x5 x6 x4 x2 x3

3. Motivation

Let all the pupils stand and do the skip movement on the floor.
As they skip, let them count by 10s.

(Say “10, 20, 30, 40, 50, 60, 70…)

Ask: What do you observe about these numbers?
(Possible answers are: “These numbers end in zero; or, These numbers can be
divided by 10.”)
Can you give other numbers that end in zero or that can be divided by 10? (Accept
possible answers.)
Say, “These numbers are called multiples of 10.”

B. Developmental Activities

1. Presentation

a. Present this problem.

1) In a toy factory, a group of workers filled the 21 boxes with 50 toy cars each How
many toy cars were filled in all the boxes?

2) Analyze the problem.

Ask: What is asked? (The total number of toy cars that were filled in all the
boxes)
What are the given facts? (21 boxes and 50 toy cars)
What shall we do to find the answer? (multiply)
What is the number sentence for the problem? (21 x 50 = N)

192
 3) Discuss with the pupils the three steps of multiplication.

Step 1 Ask, “What shall we do first?

21 (Multiply 21 by 0)
x 50
00

Step 2 “What shall we do next?

21 (Multiply 21 by 5)
x 50
00
105_

Step 3
21
x 50 “What shall we do with the partial
00 products?”
+ 105_ (Add the partial products to get the
1 050 final product.)

“So, what’s the answer to the problem?” (1050 toy cars were filled in all the boxes.)

b. Now, let them study other examples. This time, help them discover a pattern that will
help them multiply by multiples of 10 easily.

25 22 210 3140
x 10 x 30 x 40 x 40
250 660 8400 125 600

Ask,” How many zeros are there in the factors in the first and second examples? (1
zero) in the product? (1 zero)
How about in the 3rd and 4th examples, how many zeros are there in the
factors? (2 zeros each) in the product? (2 zeros)
1. Point out that the number of zeros in the factors is equal to the number of zeros
in the product.
Say, “Multiply the non-zero digits and then annex zeros in the product.
The number of zeros in both factors is equal to the number of zeros in the
product.

c. Now look at the number line.

0 | | | | | | | | | | | | |
10 20 30 40 50 60 70 80 90 100 110 120 130

How many zeros are there in 12 tens? 12 x 10 = 120

How many zeros are there in 10? (1)
What did you do with zero?

12
x 10 or 12 x 10 = 120
120

(Do the same process/procedure in the remaining numbers in the number line?)

193
 d. Error Analysis – For some exercises, some pupils might do this:
20 x 5 = 10
Have pupils who made this error look first at the product to see if it made sense.
Ask: “Can 5 twenties be equal to 10? (No)
Then have the pupils concentrate first on the product of 5 and 2 (10), then on writing
the correct number of zeros after the product.

2. Guided Practice

a. Divide the class into 3 groups. Let each group do the following:
Look for the hidden message by solving each problem. Find the letter in the code
that matches each answer. Write the correct letters in the boxes. (Each group will
work independently.)

1) 10 2) 80 3) 10 4) 560 5) 10
x7 x 10 x 37 x 10 x 20

6) 70 7) 80 8) 90 9) 70 10) 80
x5 x 70 x 30 x 80 x 50

11) 90 12) 300 13) 630 14) 72 o.) 640

x 70 x 70 x 10 x 30 x 20

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

you are a Math Whiz

Code
A – 5 600 I – 2 160 T – 4 000
K – 700 V – 40 Z – 12 800
H – 6 300 X – 210 M – 2 700
L – 560 R – 200 P – 240
W – 21 000 E – 350 U – 370
Y – 70 O – 800 S – 720

b. Investigation

Divide the class into 2 groups. Give them activity card.

ACTIVITY CARD # 1

Investigate, then write your investigation afterwards.

6 x 10 = 60
3 x 30 = 90
7 x 20 = 140
4 x 40 = 160

Questions:
1. How many zeros are there in each factor? ______
2. How about the zeros in the products? ______
3. Do they have the same number of zeros?
4. What is your investigation about it?

194
 ACTIVITY CARD # 2

Investigate, then write your investigation afterwards.

5 x 20 = 100
2 x 50 = 100
5 x 40 = 200
8 x 50 = 400

Questions:
1. How many zeros are there in each factor? ______
2. How about the zeros in each product? ______
3. Are the number of zeros in the factors the same with the number of zeros in the
product? ________
4. What is your investigation about it? __________

How did you answer your activity?

Did you copy from the other group? Why? Stress the value of doing ones work
independently.

3. Generalization

How do we multiply 2- to 4-digit numbers by multiples of 10?

a. To multiply by a multiple of 10, multiply the non-zero digits first, and then annex zeros
in the product.
b. The number of zero in the factors is equal to the number of zeros in the product.

C. Application

Solve the following problems.

1. There are 165 trays of oranges. Each tray has 20 oranges. How many oranges are there
in all?
2. Grade Three SPED A class has 43 pupils. Each pupil has 10 books each. How many
books did they have altogether?
3. If there are 24 bottles in a case, how many bottles will there be in 30 cases?

IV. Evaluation

A. Encircle the letter of the correct product.

1) 36 a. 36 b. 360 c. 3 610
x 10

2) 25 a. 2 520 b. 2 500 c. 500

x 20

3) 45 a. 1 350 b. 1 530 c. 1 340

x 30

4) 232 a. 2 320 b. 6 420 c. 4 640

x 20

195
 5) 9 201 a. 276 030 b. 270 603 c. 273 060
x 30

B. Write >, <, or = in the blank.

1) 55 x 10 _____ 25 x 20 2) 500 x 70 _____ 50 x 70
3) 315 x 30 _____ 154 x 50 4) 750 x 20 _____ 20 x 750
5) 81 x 10 _____ 75 x 10

C. Solve the following problems.

1. A vendor sold 15 boxes of soap. Each box has 20 bars of soap. How many bars of soap
did he sell?
2. Mang Ben gathered 213 baskets of mangoes. Each basket has 30 mangoes. How many
mangoes did he gather?

V. Assignment

A. Answer the following:

1) 73 x 10 =
2) 25 x 30 =
3) 15 x 10 =
4) 62 x 10 (<, >, =) 60 x 10
5) 43 x 20 (<, >, =) 53 x 10

B. Find the product.

1) 77 x 10 =
2) 250 x 20 =
3) 2 248 x 20 =
4) 1 623 x 30 =
5) 4 132 x 40 =

Multiplying 2- to 4- Digit Numbers by Multiples of 100

I. Learning Objectives

Cognitive: Multiply 2- to 4- digit numbers by multiples of 100

Psychomotor: Annex the same number of zeros in the factors to the product
Affective: Show cooperation in doing the activities

II. Learning Content

Skill: Multiplying 2- to 4- digit numbers by multiples of 100

Reference: BEC PELC D.I.1.2.3
Materials: flash cards, picture, bean bags
Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill

Present the TIC-TAC-TOE GAME. Divide the class into 2 groups. Show flash cards
on multiplication by tens. To determine which group will play first, show a card to the
representative of each group and the first one to answer correctly after a go signal will

196
 have his/her turn first. The group will choose another representative to answer the first
card. If he/she gets it right, the group gets a on the Tic-Tac-Toe board: if not, the group
will get an X.

40 20 60 40 40 50 40 50
x6 x2 x3 x3 x8 x5 x5 x7

2. Review

Show cards 1 to 10 for the pupils to multiply mentally by 10s. Tell them that they will
just add 1 zero after the number.

3. Motivation

Show a picture of an Indian.

Ask: Have you seen an Indian?
Say: Long ago a man in India decided to write a small dot to mean “zero”. Later the small
dot became a circle. The circle is now called zero
Working Together: Each member should cooperate.

● Work in a small group. Pretend zero does not exist. Try to write the numbers below
without using zero. Talk about what you do.
• one hundred twenty
• one thousand, two
• one thousand, two hundred
• one hundred two

What if the man in India had never invented zero?

What symbol would you use to stand for nothing?
Say: Now we are going to work with zeros.

B. Developmental Activities

1. Presentation

a. Present this problem.

A pharmacy ordered 100 packs of surgical gloves. Each pack contained 15
pairs of surgical gloves. How many pairs were delivered to the pharmacy?
Show number card again and now multiply with 100.

100 x 15 = ____

To find the answer, we count by 100s.

Long Method
Step 1 100
x 15 (Multiply 100 by 5)
500

Step 2 100
x 15 (Multiply 100 by 1)
500
100_

197
 Step 3 100
x 15 (Add the partial products to get
500 the final product)
+ 100_
1 500

1 500 pairs of surgical gloves were delivered

Short method
100
x 15 (Multiply the non-zero digits 15 by 1)
15__

100
x 15 (Affix the number of zeros to the product)
1 500

b. 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?

2. Guided Practice

a. 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 1 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.

b. 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.

198
 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?

Solutions

Problem No. 1 Problem No. 2

400 300
x 18 x 26
7 200 7 800

Problem No. 3 Problem No. 4

114 100
x 200 x 18
22 800 1 800

c. Problem solving using a table

The table shows how fast some animals can travel. Use the table to solve the
problems below.

Animal Kilometre Each Hour

Dragonfly 600
Lion 500
Horse 400
Cat 300

1. If a dragonfly could fly for 3 hours without stopping, how far could it go?
2. If the lion travel for 2 hours, how far could it go?
3. If the horse, together with his master, traveled for 3 hours going to the town
proper, how many kilometers could they travel?

3. Generalization:

How do we multiply 2- to 4- digit numbers by multiples of 100?

• Multiply the non-zero digits.

• Then affix to the product the number of zeros from both the factors.

C. Application

Solve each problem.

1. There are 500 bags of peanuts. If each bag of peanuts contains 125 peanuts, how many
peanuts will there be in all?
2. Jack delivers a magazine to 400 customers. How many magazines did he deliver?
3. One volume of encyclopedia has 400 pages. How many pages are there in 3 volumes?

199
 Try harder:

When one-digit number is multiplied by 100, the

product is 720 more than the product of the
number and 10. What is the number?

8 x 100 = 800 720 more

8 x 10 = 80
The number is 8.

IV. Evaluation

A. Write the missing number.

1) 13 x 3 hundreds = ___ hundreds
13 x 300 = ___
2) 24 x 2 hundreds = ___ hundreds
24 x 200 = ___
3) 16 x 7 hundreds = ___ hundreds
16 x 700 = ___
4) 14 x 8 hundreds = ___ hundreds
14 x 800 = ___
5) 15 x 6 hundreds = ___ hundreds
15 x 600 = ___

B. Put a check before the letter of the correct answer.

1) 219 multiplied by 100 gives the product of ___
a. 21 900 b. 25 c. 2 500 d. 2 600
2) 25 times 100 equals ___
a. 250 b. 25 c. 2 500 d. 2 600
3) 24 times 200 = ___ what number should be placed in the box.
a. 2 400 b. 4 800 c. 2 242 d. 24 000
4) What number when multiplied by 100 gives the product of 2800?
a. 28 b. 2 807 c. 280 000 d. 2 888
5) What is the missing number in this sentence? 36 x ___ = 3 600
a. 10 b. 100 c. 1 000 d. 120

C. Supply with the multiples of 100.

1) 5 x ___ = 3 500
2) 8 x ___ = 7 200
3) 4 x ___ = 2 400
4) 12 x ___ = 6 000
5) 23 x ___ = 13 800

V. Assignment

A. Multiply mentally. Write the product.

1) 800 2) 600 3) 900

x 24 x 17 x 25

200
 4) 300 5) 700
x 18 x 24

B. Write >, < or = in the blank.

1) 9 x 900 ___ 9 x 8000

2) 600 x 7 ___ 70 x 600
3) 70 x 500 ___ 50 x 70
4) 500 x 81 ___ 50 x 800
5) 800 x 21 ___ 31 x 900

Estimating the Product of 2- to 3-Digit Numbers by 1- to 2-Digit Numbers

I. Learning Objectives

Cognitive: Estimate the product of 2- to 3-digit numbers by 1- to 2-digit numbers

Psychomotor: Follow the steps in estimating the product
Affective: Show neatness in one’s computation

II. Learning Content

Skill: Estimating the product of 2- to 3-digit numbers by 1- to 2-digit numbers

Reference: BEC PELC I.D.1.1.2
Materials: chart, activity sheets, flash cards, roulette
Value: Neatness

III. Learning Experiences

A. Preparatory Activities

1. Drill

Give a drill on multiplication using flashcard. Present the Give-Me-The-Card Game to the
class.

Arrange the cards on the chalk ledge. The teacher will give the product and the pupils
from each team will find the card of its factors. The first one to get the correct card wins a
point.

9 8 9 3 9 7 5 2 8 9
x6 x7 x6 x7 x9 x4 x8 x8 x3 x 10

201
 2. Review

Let the pupils spin the roulette then round off the numbers to the nearest tens,
hundreds and thousands.

75 372

23 32 734 415
Nearest Nearest
Tens Hundreds
68 84 524 850

46 296

3. Motivation

(Show a picture of a school garden.)

What vegetables grow in the school garden? How many okra plants are there?
Estimate the numbers of each kind of plants. What should you do to make your
plants healthy and robust?

B. Developmental Activities

1. Presentation

a. Let us read this problem.

A farmer prepares 15 plots for vegetables. About how many seedlings will be
needed if each plot could be planted with 9 seedlings?

How many plots are being prepared by the farmer?

How many seedlings could be planted in one plot?
What is the mathematical sentence?
Multiply: 9 x 15 = N
Think:
15 20
x 9 = is rounded off to x9
180 estimated product

b. Let’s have another problem.

Mang Delfin harvested 263 sacks of rice in one hectare. About how many sacks of
rice will be harvested in 12 hectares?

Multiply: 263 x 12 = N
Estimate the product.
Think:
263 300
x 12 = is rounded off to x 10
3 000 estimated product

202
 Now multiply 263 x 12.
263 300 Step 1 – Round off the multiplicand.
x 12 x 10 Step 2 – Round off the multiplier.
526 3 000 Step 3 – Multiply the rounded
263 . factors.
3 156

3 156 is close to 3 000. The answer is reasonable.

c. How did you round off 263?

1. What is its highest place value? (hundreds)

2. Are you going to round off 263 to the nearest tens? to the nearest hundreds?
(Yes) Why? (Because it is its highest place value)
3. Did you do the same with 12? What is its highest place value? (tens)

d. Here are some examples.

491 is rounded off to 500
x4 x4
2 000 estimated product

Remember that we do not round off a 1-digit number.

98 is rounded off to 100
x 23 x 20
2 000 estimated product

832 is rounded off to 800

x 67 x 70
56 000 estimated product

2. Guided Practice

a. Estimate each product. Please avoid too many erasures.

1) 73 2) 87 3) 74 4) 473 5) 664
x5 x6 x4 x6 x8

6) 38 7) 76 8) 526 9) 89 10) 479

x 23 x 44 x 48 x 23 x 29

b. 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.)

203
 c. Perfect Score

Pamela Perfect would like you to check her Math problems so she can get a perfect
score. Estimate to check the product. Encircle any incorrect solution.
Ex.:
325 → 300
X 12 → x 10
650 3000
+ 325 .
3900

1) 22 2) 163 3) 573
x 16 x5 x 45
132 815 2865
+ 22 . + 2292
352 25785

4) 465 5) 727 6) 26
x 15 x 36 x 14
2325 4362 104
+ 465 . + 2181 + 26
6975 26172 364

7) 982 8) 230 9) 318

x 43 x 75 x 48
2946 1150 2544
+ 3928 . + 1610 + 1272 .
42226 17350 23264

3. Generalization

How do we estimate the product of 2- to 3-digit numbers multiplied by 1- to 2-digit

numbers?

To estimate the product:

• First, round the multiplicand to the greatest place value.
• Then round the multiplier to the greatest place value.
• Multiply the rounded factors.

C. Application

Estimate and solve each problem.

1. There are 5 cages. Each cage has 38 birds. About how many birds are there?
2. There are 35 pupils in a class. Each pupil collected 125 copies of old newspapers.
About how many copies of newspapers did the class collect?
3. Mang Celso gathered 285 eggs from his poultry farm in one day. About how many eggs
would he gather in one week?
4. Simon spends 645 for his 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?

204
IV. Evaluation

A. Estimate the products.

1) 83 2) 67 3) 365
x 12 x 41 x 77

4) 622 5) 776 6) 634

x 56 x 52 x 59

B. Multiply then estimate to check the product.

1) 183 x 6 = _____ 2) 698 x 7 = _____

___ x ___ = _____ ___ x ___ = _____

3) 68 x 71 = _____ 4) 236 x 18 = _____

___ x ___ = _____ ___ x ___ = _____

5) 732 x 5 = _____
___ x ___ = _____

V. Assignment

A. Find the factors that when multiplied will give each estimated product on the left.

1) 60 6 x 14 5 x 18 5 x 13
2) 150 4 x 34 4 x 36 5 x 28
3) 270 9 x 24 9 x 26 8 x 31
4) 360 6 x 53 7 x 47 6 x 58
5) 4500 8 x 542 7 x 684 9 x 487

B. Estimate the products then compare using <, > or =.

1) 321 x 6
119 x 23
2) 506 x 12
605 x 9
3) 159 x 4
591 x 18
4) 679 x 4
663 x 4
5) 872 x 37
834 x 27

Estimating the Product of 4-Digit Numbers by 1- to 2- Digit Numbers

I. Learning Objectives

Cognitive: Estimate the product of 4-digit numbers by 1- to 2- digit numbers

Psychomotor: Follow the steps in estimating the product
Affective: Participate actively in the discussion

II. Learning Content

Skills: a. Estimating the product of 4-digit numbers by 1- to 2- digit numbers

b. Following the steps in estimating the product
Reference: BEC PELC I D 1.1.3
Materials: roulette, word problems written on manila paper
Value: Active participation

205
III. Learning Experiences

A. Preparatory Activities

1. Drill : Spin a roulette. Multiply the numbers by 10.

2. Review

Round off the following numbers.

Number Nearest ten Nearest hundred Nearest thousand

9 375 9 380 9 400 9 000
12 478
13 265
24 563
46 814

3. Motivation (Problem Opener)

A bookstore sold 2 165 greeting cards each month for 3 successive months. About
how many cards were sold in these months?

B. Developmental Activities

1. Presentation

a. How many successive months did the bookstore sell greeting cards?
How many greeting cards were sold in each month?
To find out, estimate the product. Circle the thousands digit in the multiplicand.
Round off the multiplicand to the place value of that digit. Then multiply to estimate
the product.

2165 2 000 Round off to the nearest thousand.

x 3 x 3
6 000

About 6 000 cards were sold in 3 months. We can also use estimation to check the
answer.
- How many digit number is the multiplicand?
Into what place are you going to round off 2 165?
Do we need to round off 3? Why?

b. Let’s try another example.

Aling Cora sells big watermelons in the market every summer. If she can sell
1 023 watermelons in a month, about how many watermelons can she sell in 12
months?

206
 • Step 1: Round the multiplicand and the multiplier to the highest place value.
1 025 watermelons 1 000
x 12 months x 10

• Step 2: Multiply to find the product.

1 000
x 10
10 000 Estimated numbers of watermelons.

c. Examine carefully how the estimated products of these examples are found.
4 735 5 000 6 423 6 000
x 28 x 30 x 6 x 6
150 000 36 000

In example A, did you round off both the multiplicand and the multiplier? Into
what places were they rounded off?
In example B did you round off the multiplier? Why?

2. Guided Practice

a. Let all the pupils chant with the “Pass it On” music.
Let the pupils form a big circle. They are going to pass a rolled strip of cartolina.
When the music stops, the one who holds the strip will answer what is written on
through estimation.

3 882 1 392 7 056 4 481 6 970

x 26 x 38 x 2 x 12 x 78
b. Estimate to solve each problem.

1) A bus travels 1 263 kilometres in a week. About how many kilometres does it
travel in 6 weeks?
2) Mang Simon spends 2 645 for his transportation per month. About how much
will be spend for 3 months?
3) A movie theater can accommodate 3 405 people in each show. About how many
people will it be able to accommodate in 24 shows?
4) The Sport Club ordered 1 171 boxes of basketball. Each box contains 4 balls.
About how many balls did they order?
5) Sta. Catalina Central School received 35 boxes of pencils from a rich balikbayan.
Each box contains 2 356 pencils. About how many pencils did the school
receive?

c. Round the multiplicands to their highest place, then find the estimated products.
Write the answers on your paper.

1) 1 208 2) 3 946 3) 6 854 4) 8 309

x 8 x 5 x 3 x 7

5) 9 287
x 9

207
 d. Try harder. Find the actual and the estimated products. Write the answers on your
paper.

1) 5 456 2) 7 812 3) 8 743 4) 1 090 5) 6 731

x 2 x 16 x 41 x 7 x 8

3. Generalization:

How do we estimate the product of a 4-digit number by 1- to 2- digit numbers?

• When we estimate a product, we round off each factor to its highest place value,
then multiply. We do not need to round off a one-digit factor.

C. Application

Solve each problem.

1. Mang Mario can harvest 1 252 ears of corn from his farm a day. About how many ears of
corn can he harvest in 3 days?
2. Mang Delfin harvested 2 637 sacks of rice in one hectare. About how many sacks of rice
will be harvested in 12 hectares?
3. Last year, a car manufacturer shipped 3 705 cards to each of his 14 dealers. About how
many cars were shipped in all?
4. There are 1 203 subdivisions in Cavite. Each subdivision has 85 houses. About how
many houses are there in Cavite?
5. Chris delivers 1 710 letters each month. About how many letters will Chris deliver in 9
months?

IV. Evaluation

A. Find the factors that when multiplied will give each estimated product on the left.
1) 12 000 6 x 1 561 5 x 1 842 5 x 3 423
2) 15 000 7 x 2 165 3 x 4 583 6 x 1 252
3) 24 000 4 x 5 983 3 x 9 754 5 x 8 392
4) 45 000 8 x 5 425 7 x 6 846 9 x 4 873
5) 200 000 42 x 4 868 49 x 4 869 34 x 4 863

B. Estimate each product.

1) 8 025 2) 3 676 3) 4 236 4) 7 632 5) 6 423

x 4 x 12 x 23 x 35 x 82

V. Assignment

A. Estimate the products.

1) 6 620 2) 7 676 3) 3 812

x 8 x 28 x 28

4) 8 905 5) 9 135
x 34 x 36

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 B. Multiply then estimate to check the product.

1) 2 183 x 6 = _____ 4) 2 360 x 18 = _____

2) 1 681 x 71 = _____ 5) 8 953 x 26 = _____
3) 6 098 x 7 = _____

Multiplying Mentally 2-Digit Numbers with Products up to 100 without

Regrouping

I. Learning Objectives

Cognitive: Multiply mentally 2-digit numbers by 1-digit number with product up to 100
without regrouping
Psychomotor: Solve mentally word problems involving multiplication
Affective: Work well with classmates

II. Learning Content

Skill: Multiplying mentally 2-digit numbers with product up to 100 without

regrouping
Reference: BEC PELC I.D.1.1.4
Materials: flash cards, drawing, crayon
Value: Cooperation and independence

III. Learning Experiences

A. Preparatory Activities

1. Drill

Look at the numbers drawn on the 2 faces. Get 2 numbers from each, then find their
product.

209
 2. Review

GAME: Color the Mailbox – 2 Groups

Teacher will call out 2 pupils, one from each group. She will flash combination of
numbers. Then the pupils will give the estimated product. The first one who can give
the correct answer will have the chance to color the first figure in the mailbox. The
teacher will repeat the process until the group had completed coloring the figures in
the mailbox. The first group to complete coloring the mailbox wins the game.

Flashcards:

1 212 326 4 213 3 214 1 432

x2 x5 x 12 x 25 x 32
Group I Group II

2 2

1 1

4 4
3 3

5 6 5 6

7 7

8 8

3. Motivation

Astronomers at Mt. Palomar sometimes need calculators and computers in their

study of space.
When do you need a calculator?
When is mental Math a faster way to find an answer?
Find these products as quickly as you can.

9x3 8x9 6x8 7x7

B. Developmental Activities

1. Presentation

a. Present this problem.

Four boys helped their teacher return some workbooks to the library. Each
boy carried 12 workbooks. How many workbooks did they carry altogether?

210
 Multiply 12 by 4. Do it mentally.

Think:
Multiply the ones by ones. Multiply the tens by ones. Give the product.

1 2 12
X 4 x4
8 48 The product is 48.

So, 48 workbooks were carried by the boys.

Marlon picked avocados from their farm. He put them in 3 bags. If there are
13 avocados in each bag, how many avocados did Marlon pick?

Think:
1 3 13
X 3 x3
9 39

b. The teacher will give more examples.

11 1 1 11
X5 x 5 x5
55
5 55

22 2 2 22
X3 x 3 x3
66
6 66

13 1 3 13
X2 x 2 x2
26
6 26

12 1 2 12
X2 x 2 x2
24
4 24

2. Guided Practice

a. Divide the class into four groups then assign a leader in each group.

• Each group will be given an activity sheet with word problems to be answered
mentally. The first group to finish shall post their work on the board. What
should you do when you work in groups?
• Will it give better results? Why?

ACTIVITY SHEET
Find the answer as fast as you can by multiplying mentally.
• There are 22 eggs in a tray. How many eggs are there in 4 trays?
• Tina has 3 pencil cases. If there are 12 pencils in each case, how many
pencils does she have?
• Fifteen pupils are seated in a row. If there are 4 rows in the classroom, how
many pupils are there?
• Thirty two guavas were placed in a basket. If there are 4 baskets, how many
guavas are there in all?

211
 After 5 minutes, post your work on the board.
• Which group got the highest score?
• What does it mean?
b. Work in Pairs
Answer mentally.

13 12 20 23 13 12
x3 x4 x1 x2 x2 x3

c. Treasure Hunting
Have you experienced hunting treasures? Do you want to experience it? Well, trace
the path by passing the obstacles. Look for a card in the box and tape the answer in
the correct tree from the START. Follow the arrow until you reach the finish line.

212
 3. Generalization

How do you multiply mentally 2-digit numbers by 1-digit number without regrouping?
To multiply mentally 2-digit numbers without regrouping:

● Multiply the ones by ones.

● Multiply the tens by ones.
● Then give the product.

C. Application

What did the boy say when he met his teacher? Look at the hidden message by solving the
exercises. Find the letter in the code that matches each answer. Write the letter inside the
circles.

12 13 23 11 12 13 13 26 20 22 23
x5 x2 x2 x4 x3 x2 x3 x1 x3 x2 x3

          

A – 36 F – 66 K – 61 P – 38 U – 72 Z – 2
B – 28 G – 53 L – 30 Q – 41 V – 94
C – 59 H – 39 M – 44 R – 42 W – 76
D – 54 I – 60 N – 48 S – 46 X – 89
E – 69 J – 77 O – 34 T – 26 Y – 57

IV. Evaluation

A. Listen to these multiplication facts. Find their products without using paper and pencil.
Answer as fast as you can.
1) 34 2) 23 3) 44 4) 20 5) 13
x2 x3 x2 x3 x3
B. Solve each problem.
1. Elvie planted 3 rows of sampaguita. Each row had 12 sampaguita plants. How many
sampaguita plants did she plant in all?
2. Francis planted 11 plots with eggplant seedlings. Each plot has 8 eggplant seedlings.
How many eggplant seedlings did he plant?
3. A jeepney driver charges each passenger 20 for a sight-seeing trip. How much will he
earned if he has 5 passengers?
4. A farmer prepares 11 plots for vegetables. How many seedlings will be needed if each
plot is planted with 9 seedlings?
5. You need 2 oranges to make a glass of orange juice. How many oranges do you need to
make 13 glasses of orange juice?

V. Assignment

A. Solve mentally.
1) 11 2) 12 3) 23 4) 24 5) 13
x7 x2 x3 x2 x3
1
B. Cut out colorful pictures from magazines and paste them on 2 index card. Write a word
problem involving multiplication of 2-digit by 1-digit without regrouping. Answer each problem
mentally. Write the answer at the back of the card.

213
Solving Word Problems ivolving Multiplication of Whole Numbers including
Money

I. Learning Objectives

Cognitive: Solve word problems involving multiplication of whole numbers including

money
Psychomotor: Write the solution to the problem correctly
Affective: Practice being thrifty

II. Learning Content

Skills: Solving word problems involving multiplication of whole numbers including

money
Giving solution to the problems correctly
Reference: BEC PELC I D 2.1
Materials: textbook, flash cards, roulette, chart, activity cards, pictures of plants
Value: Thrift

III. Learning Experiences

A. Preparatory Activities

1. Drill: Basic multiplication facts using this double roulette.

2. Review:

Transform this problem into number sentence.

Jobette helped his father in the garden. They planted 63 tomato

seedlings in a row. How many tomato seedlings did they plant in 7 rows?

Ask: Who helped father in the garden?

What did they plant?
How many tomato seedlings did they plant in a row?
How many rows were planted with tomatoes?
What are you going to look for in this problem?
What are the given data?
What is the number sentence?

214
 3. Motivation

Present this story problem.

Cheena saves 15.00 a day. How much will she save in 5 days?

Ask: How much does Cheena save in a day?

For how many days will Cheena save?
Who among you are like Cheena?
How much do you save in a day?
Is it good to save? Why?

B. Developmental Activities

1. Presentation

a. Group the children into four. Using the problem, let each group illustrate the problem.
Present this guide to the children in analyzing and illustrating the problem.
Problem:
What is asked for?
What are the given
information?
Draw/illustrate the
problem.
What is the process or
operation to be used?
What word/s help you
determine the
operation to use.
Write the number
sentence.

Let the pupils publish their work and involve the class in checking to see whether
what the group did is correct or not.
If you were to solve the problem, what process would you use?
Is there a word or words in the problem that tell what process or operation to
use?

b. Present problems that used different keywords or word clues to determine the
operation to be used. Let them analyze.
1. A vendor buys 85 boxes of candies. Each box has 100 candies. How many
candies are there in all?
2. Nena bought 12 sets of baby dresses. Each set costs 185. How much did she
pay for all the dresses?
3. Mr. Santos is a postman. He has to deliver 178 letters in a day. How many letters
will he deliver in 25 days?

Problem 1 Problem 2 Problem 3

How many candies; in How much; for all How many
all

What operations will you use if you see these words?

215
 c. Assign the problems to three group. Let them solve the problem showing the correct
solution and operation.
Ex.
What is asked? Total number of candies
What data/facts are given?
85 boxes of candies
100 candies in each box
What is the operation/process to be used? Multiplication
What is the number sentence?
85 x 100 = n
Solve the number sentence.
85 x 100 = 8 500
What is the complete answer?
There are 8 500 candies in all.

2. Guided Practice

Using the strategy – multiplication concentration.

Materials: 12 cards with multiplication problems
12 cards with their products
Procedures:
• Shuffle all 24 cards and place them face down in four rows of six cards each.
• Players take turns turning over two cards. If one shows a problem and the other
card shows its product, the player keeps those cards. If the cards do not match,
the player will read the problem in the cards and solve it showing the correct
solution and operations.
- The player with the most cards or who solve the most number of problems
will be declared winner.

3. Generalization

What did you do to solve/get the correct answer?

What are the steps that we should follow in solving problems.

C. Application

Read and understand each problem. Solve using Polya’s method.

1. Mang Berto picked 25 small baskets of atis. If each basket contained 45 atis, how many
atis were there in all?
2. If each basket of atis cost 120.00, how much will Mang Berto receive for 25 small
basket of atis?
3. Mr. Lee sells mangoes by baskets. Each basket contains 26 mangoes. How many
mangoes does 34 baskets have?
4. Alma saves 25.00 a day in her piggy bank. How much money will she save in twelve
days?
5. Pet could read 75 pages of his favorite pocket book in a day. If he would read for 12
days, how many pages would he finished?

IV. Evaluation

A. Read and solve the following.

1. Grandma gave her 6 grandsons 100 each last Christmas. How much did she give-
away in all?
2. Mr. Cruz deposits 2 500 every month. How much will be his deposit in 8 months?
3. A tray contains 30 eggs. How many eggs will there be in 115 trays?

216
 4. A one-way plane ticket to Cebu costs 1 540. If there were 100 passengers with one-
way tickets, how much did all their tickets cost?
5. A dictionary costs 1 345.00 pesos each. A teacher needs a dictionary for her class.
How much will it costs her to buy the dictionary?

V. Assignment
Read and solve.
1. A bus can accommodate 72 passengers. How many passengers can be accommodated in
15 buses?
2. Three vendors sold small flags at 3.00 at Luneta during the Independence Day
celebration. These vendors were able to sell 320 flags. How much was the total sale of the
three vendors?
3. The Grade III class of 45 pupils used bottle caps for their project. Each child used 25 pieces
of bottle caps. How many bottle caps did the children use?
4. Simon spends 645 for his transportation per month. How much is his total transportation
expenses for 9 months?
5. Nancy can type 32 words per minute. How many words can she type in 400 minutes?

Solving 2- to 3-Step Word Problems involving Multiplication and any one of

Addition/Subtraction

I. Learning Objectives

Cognitive: Solve 2- to 3-step word problems involving multiplication and any one of
addition/subtraction
Psychomotor: Follow the steps in problem solving
Affective: Practice the habit of being honest

II. Learning Content

Skill: Solving 2-3 step word problems involving multiplication and any one of
addition/subtraction
Reference: BEC-PELC I.D.3.1
Materials: Textbooks, charts, flash cards, “Show Me Card”, real objects
Value: Honesty
III. Learning Experiences

A. Preparatory Activities

1. Drill
The teacher flashes the flash cards and the children write their answers on their “Show
Me” board.

32 20 83 42 21
x2 x4 x3 x2 x2

2. Review

Present the problem written on Manila paper.

Laura made 56 sampaguita garlands. Each garlands has

13 pieces of sampaguita. How many pieces of sampaguita did she use in all?

217
 Ask:
Who made sampaguita garlands?
How many sampaguita garlands did she make?
What is asked in the problem?
What are given?
What is the operation to be used to solve the problem?

Let the children solve the problem and show the answer in their “Show Me Board.”

3. Motivation

Present the word problem.

Gally bought 5 shirts for 94.50 each. If he had 475.00,

how much change would he get?

Ask:
Who bought 5 shirts?
How much did each shirt cost?
How much money had he?
How much would he spend for his five shirts?
The salesgirl happened to give a change more than what Gally should receive? If
you were Gally, what would you do? Why?
Is it good to return the money that does not belong to you? Why?

B. Developmental Activities

1. Presentation

a. Using the problems in the motivation, ask the pupils to act out through “Play Store”
wherein pictures or objects like shirts, play money, etc are used. A pupil will go to
the store and buy shirts.

b. Present the problem using a diagram.

■ Read How many shirts were bought?

How much did a shirt cost?
How much money did Gally have?

■ Plan What is the hidden question?

the cost of 4 shirts
What is asked?
change Gally would get
What operation should be used?
What is the number sentence?
475 - ( 94.50 x 5) = N

218
 ■ Solve
STEP 1 - Look for the cost of 5 shirts.

94.50 cost of 1 shirt

X 5 number of shirts bought
472.50 cost of 4 shirts

STEP 2

475.00 money of Gally

-472.50 costs of 4 shirts
2.50 change

■ Check Go over the solution.

Is it correct?
Is your answer reasonable?
Is it complete?

2. Guided Practice

Learning Barkadas
LBs will be given 5 two-step word problems to solve. The first LBs who will get the
most points wins.

Solve each problem.

1. Allan and Andy have one garden plot each, Allan has 4 rows of 12 pechays in each
row. Andy has 5 rows of 10 pechay in each row. How many pechay plants do they
have altogether?
2. Rafael is saving money for a new pair of pants worth 386.00. He has been saving
20.00 a day for ten days. How much more has he to save to buy new pants?
3. Mr. Rey went on a vacation. He bought 35 pasalubong items for his relatives and
friends. If each item costs 50.00 and he gave the seller 2 000, how much
change would he get?
4. In the canteen’s refrigerator, there were four trays of eggs. Each tray had 12 eggs.
The cook got 15 eggs. How many eggs were left in the refrigerator?

3. Generalization

What are the important points to consider in solving 2-step word problems?

In solving 2-step word problems, first answer the hidden question

then the given question. The operation inside the parenthesis
is done first.

C. Application

Solve the following problems.

1. A “litson manok” vendor uses 2 sacks of charcoal a day. How much will be paid for
charcoal in 30 days, if each sack costs 80.00?

2. Cherry has 500.00. She bought 3 books at 150.00 each. How much did she pay
for the books? How much money was left ?

219
IV. Evaluation

Read and solve the following problems.

1. Joseph earned 35.00 each day for 5 days. He spent 55.00 for his snacks. How much
money was left?

2. Alyssa bought three kilograms of sugar at 26.00 per kilogram and a bottle of chocolate
for 25.00. How much did she spend in all?

Using the table below, answer the questions that follow.

sandwich 25.00
pineapple juice 15.00
cookies 10.00

3. Alma bought 2 sandwiches and a can of pineapple juice. How much did she spend in all?
4. If Josie bought 3 cookies, how much change would she get from her 50.00?
5. If Marlon bought two packs of pineapple juice and gave the vendor 100.00, how much
change would he get?

V. Assignment

Solve these problems.

1. Fely packed bottles of honey in 8 boxes. Each box had 3 layers of 12 bottles. How many
bottles did Fely pack?

2. Jun bought 18 baskets of mabolo. Each basket costs 90.00. How much change would he
get from his 2,000.00?

Renaming 2- to 3-Digit Numbers in Division

I. Learning Objectives

Cognitive: Show that renaming 2- to 3-digit numbers help make computation easy in
division
Psychomotor: Write the expanded form of numbers
Affective: Be industrious

II. Learning Content

Skill: Renaming 2- to 3-digit numbers make computation easy in division

Reference: BEC PELC I.E.1.1.1.1
Materials: cut-outs, flash cards, number cards, show me cards
Value: Industry

220
III. Learning Experiences

A. Preparatory Activities

1. Drill: Division Basic Facts

Contest – “Giant Steps”

a. The teacher calls on 4 pupils at a time.
b. She flashes the number cards and the pupils outdo each other by giving the correct
answers.
c. The first pupil to give the correct answer will take one step forward.
d. The first pupil to reach the finish line wins the game.

64 ÷ 8 = __ 72 ÷ 9 = __ 25 ÷ __ = 5 32 ÷ 4 = __ 48 ÷ __ = 6 30 ÷ 6 = __

2. Review – Renaming Numbers

a. The teacher flashes the number cards.

b. The pupils write the expanded form of the number in their show me cards.

126 100 + 20 + 6 935 900 + 30 + 5

473 400 + 70 + 3 228 200 + 20 + 8

564 500 + 60 + 4

3. Motivation

Introduce the song “I’m Mathematics” to the tune of “Skip to my Loo”

(I’m mathematics, how do you do?) 2x

Who are you, tell me true
I’m just a child, but I 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, Multiplication and Division
Let’s see if you can tell the operation that we shall use in solving the problem on the
chart.

B. Developmental Activities

1. Presentation

a. Present problem 1 (2 digits dividend)

Tony and Peter wanted to help their family in earning 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?

221
 b. Analysis

● 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?

c. Solve the problem through illustration. Let us look at the seedlings on the chart.

How many seedlings are there in all?

How many rows are there?
How many seedlings are there in each row?
Write the division sentence.

36 ÷ 6 = 6

6
6 36
36
0

d. 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

222
 Rename 36 using the expanded form of the number.

30 + 6 = 36 6 36
30 ÷ 6 = 5
6÷6=1
5+1=6

e. Solve the problem using the short form.

Step 1 Step 2
6 36 6 is not contained in 3. Multiply 6 by 6.
so, take 36 6 x 6 = 36
36 ÷ 6 = 6 subtract 36 – 36 = 0

f. Present problem 2 (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.

4 248 200 + 40 + 8
200 ÷ 4 = 50
40 ÷ 4 = 10
8÷4=2
50 + 10 + 2 = 62

Let’s show it in another way.

50 + 10 + 2 = 62
4 200 + 40 + 8
200
0 40
40
0 8
8
0

Who can compute the answer using the short form?

62
4 248

Step 1 Step 2 6
Divide the hundreds. Multiply 4 by 6. 4 248
4 is not contained in 2 4 x 6 = 24
so take 24, 24 ÷ 4 = 6 subtract 24 from 24 24
24 – 24 = 0 0

223
 Step 3 62
Bring down 8. 4 248
8÷4=2
24
Multiply 4 by 2.
2x4=8 08
Subtract 8 – 8 = 0 8
0

Did we get the same answer when we divide 248 by 4 using the expanded
notation and the short form?
Which method is easy to use?
Why?

2. Guided Practice

a. Work in pairs

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.

3 633
5 525 6 336
5 155

2 42 3 93 3 366
4 84

b. 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.

224
 3. Generalization

How do we make our computation in division easy?

We can make computation in division easy by renaming the dividend with the use of
the expanded form.

What are the steps in division of numbers using the expanded form?

1. Rename the dividend using the expanded form.

2. Divide each number by the divisor.
3. Add the partial quotients.

C. Application
Write the missing numbers.

1) 2 844 800 + ____ + 4

800 ÷ ____ = ____
40 ÷ 2 = _______
______ ÷ 2 = _____

2) 2 252 200 + 50 + 2 =252

200 ÷ 2 = _______
50 ÷ 2 = _______
2 ÷ 2 = _____
_____ + _____ + _____ = _____

+ + = ___
3) 5 255 5 200 + 50 + 5

0 50
__
0 5
_
0
IV. Evaluation

Rename the dividend, then divide. The first one is done for you.
200 + 40 + 4
2 488 2 400 + 80 + 8
400
0 80
80
0 8
8
0

225
 1) 3 633 2) 5 525 3) 3 963

4) 5 245 5) 3 393

V. Assignment

A. Fill the blank with the correct answer.

1) 5 285 285 = ______ + ______

______ ÷ 5 = ______
______ ÷ 5 = ______
______ ÷ 5 = ______
______ + ______ + ______ = ______

2) 2 542 542 = ______ + ______

______ ÷ 2 = ______
______ ÷ 2 = ______
______ ÷ 2 = ______
______ + ______ + ______ = ______

B. Rename, then find the quotient.

1) 5 655 2) 4 88 3) 2 46

Dividing 2- to 3-Digit Numbers by 1-Digit Numbers without Remainder

I. Learning Objectives

Cognitive: Divide 2- to 3-digit numbers by 1-digit numbers without remainder

Psychomotor: Write the expanded form of given numbers
Affective: Share one’s blessings to others

II. Learning Content

Skill: Dividing 2- to 3-digit numbers by 1- to 2-digit numbers without remainder

Reference: BEC PELC II E 1.1.1.2
Materials: flash cards, number cards, show me boards
Value: Sharing

226
III. Learning Experiences

A. Preparatory Activities

1. Drill: Division Basic Facts

The teacher writes the following division sentence on the board.

15 ÷ 3 = 5

Ask volunteers to identify the dividend, divisor and quotient.

The teacher calls on 5 players.
She flashes the cards with division sentence on them. One of the numbers in the
sentence is underlined.
Ask the pupils to identify the underlined numbers.
18 ÷ 6 = 3

Dividend
The first player to get the most number of correct answers wins the game.

2. Review “Rename Me”

Rename the following numbers:

35 = 30 + 5
186 = 100 + 80 + 6
47 = 40 + 7
96 = 90 + 6
458 = 400 + 50 + 8
293 = 200 + 90 + 3

The teacher groups the pupil into LBs.

Then she gives a number.
The pupils write the expanded form of the number on the board.
The LB with the most number of correct answer wins the game.

3. Motivation

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?

B. Developmental Activities

1. Presentation

a. 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.

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 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?

b. Division as repeated subtraction

10 ÷ 5 means how many 5s are there in 10? Let us subtract 5 from 10 until we
get 0.

10 How many times did we subtract

-5 - 1 five from ten? 2
5
-5 - 1
0

Division is repeated subtraction.

c. Present another problem.

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?

3 336 Which is the dividend?

Which is the divisor?

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

Group 1

100 + 10 + 2 = 112 Steps

3 300 + 30 + 6 1. Divide the hundreds.
300 2. Divide the tens.
3. Divide the ones.
0 30
- 30
0 6
-6
0
Group 2 Steps
1. Divide 3 by 3.
112 3÷3=1
Write 1 in the hundreds place.
3 336 2. Multiply 1 by 3.
3 1x3=3
3. Subtract 3 from 3.
3 3–3=0
-3 4. Bring down 3.
06 3÷3=1
Write 1 in the tens place.
-6 5. Multiply 1 by 3.
0 1x3=3
6. Subtract 3 from 3.
3–3=0
7. Bring down 6.
6÷3=2
8. 2 x 3 = 6
9. 6 – 6 = 0

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 Did we get the same answer even if we used 2 ways of solving the problem?

Let’s check if the quotient is correct.

How do we check if our answer is correct?
112 - quotient
x3 - divisor Multiply the quotient by the
336 - dividend divisor.
If the answer is exactly the same
as the dividend, the answer is
correct.
2) Solve the problem below using the short method.
14
6 876 8÷6=1 27 ÷ 6 = 4
1x6=6 4 x 6 = 24
6 8–6=2 27 – 24 = 3
27 2<6 3<6
- 24 Bring down 7 Bring down 6
36
- 36 36 ÷ 6 = 6
0 6 x 6 = 36
36 – 36 = 0
2. Guided Practice

Work in triads
Supply the missing numbers in the box.

1. 4 48 2. 8 96
4 (__ x 4) 8 (__ x 8)
8 16
- 8 (__ x 4) - 16 (__ x 8)
0 0

3. 6 318 4. 9 288
30 (__ x 6) 27 (__ x 9)
__ 18
- 18 (__ x 6) - 18 (__ x 9)
0 0

3. Generalization

How do we divide 2- to 3-digit numbers by 1 digit number?

To divide 2- to 3-digit numbers by 1 digit number, follow these steps: Divide,

multiply, subtract, compare and bring down, until all the digits in the dividend are
divided.

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 C. Application

1. Work in group of four

Divide. Fill in the _ with the correct number. Do this on your drill board.

a. 4 68 b. 5 75
4 (4 x 1) 5 (5 x 1)
__ 25
-__ (4 x 7) -__ (5 x 5)
_ _

c. 4 312 d. 3 234
28 (4 x 7) 21 (3 x __)
__ 24
-__ (4 x 8) - 24 (3 x __)
_ 0

e. 4 212
20 (4 x __)
12
- 12 (4 x __)
0

IV. Evaluation
1. Divide pupils into LBs.
2. Distribute activity cards to the LBs.
3. Let them solve the division exercises.
4. Ask them to supply the missing numbers in the table. (Dividend, Divisor, Quotient)
5. The first LB to present the table with the correct answer wins the contest.

2 126 3 231 6 294 5 365 5 480

6 66 5 75 4 212 6 198 7 147

LB1 LB2
Dividend Divisor Quotient Dividend Divisor Quotient
126 2 62
365 5 43

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V. Assignment

Divide. Then check if the answer is correct.

1) 2 126 2) 3 291 3) 5 365

4) 4 432 5) 6 294

Meaning of Remainder

I. Learning Objectives

Cognitive: Divide 2- to 3-digit numbers by 1-digit number with remainder

Psychomotor: Tell the meaning of remainder
Affective: Practice the habit of being honest

II. Learning Content

Skills: Meaning of Remainder

Division of 2- to 3-digit numbers with remainder
Reference: BEC PELC I.E.1.1.1.3
Materials: textbook, Math kit, 1 bottle can, popsicle stick
Value: Honesty

III. Learning Experiences

A. Preparatory Activities

1. Drill: Basic multiplication facts

2. Review

2 24 4 96 7 64

8 64 9 63 4 36

B. Developmental Activities

1. Presentation

a. Present the story problem.

• Mr. Golez packed 54 tomatoes into small boxes. If 4 tomatoes can be placed in
each box, how many boxes did he fill? How many tomatoes were left out?

1) Ask the children to bring out their counters (stones, popsicle sticks, etc)
Let’s show this problem using our counters.
- How many tomatoes are there? 54
- How many tomatoes can be placed in a small box? 4

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 - How many boxes will be filled?

2) Have the children illustrate the problem using their counters.

13 boxes were filled

2 tomatoes were not put in the box
We call 2 as the remainder.

3) Let’s solve the problem using the steps in problem solving.

■ Understand
What are given? 54 tomatoes in small boxes
4 tomatoes in each box
What is being asked? How many boxes did he fill?
How many were left out?
What operation will solve the problem? Division

■ Plan
What equation will represent the problem? 54 ÷ 4 = N

■ Solve
Guide the children in solving the problem following the steps:
13 • Divide: How many 4s are in 5?
4 54 • Multiply: 1 x 4 = 3
4 • Subtract: 5 – 4 = 1
14 • Bring down 4 beside 1
- 12 • How many 4s are in 14?
2 • Multiply 3 x 4 = 12
• Subtract 14 – 12 = 2

Ask: How many boxes were filled?

■ Look Back
How many tomatoes were not included?
Does your answer make sense?

b. Present another problem. This time with 3-digit by 1-digit using Polya’s method.

Mang Tasyo divided 848 mangoes equally into 6 big basket. How many mangoes
were there in each basket?

Divide to find the answer. 6 848

What are given?

What is being asked?
What operation will solve the problem?
What equation will solve the problem?

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 Show how this is done.

1. Divide hundreds 8 ÷ 6 2. Bring down the tens. Divide 3. Bring down the ones.
Multiply, subtract and tens (24 ÷ 6 = 4) Multiply (4 Divide ones 6 ÷ 8 = 1
compare. x 6 = 24) Subtract and Multiply, subtract/compare.
compare.
1__ 141
6 848 14 6 848
-6 6 848 -6 .
2 -6 . 24
24 - 24
- 24 8
8 -6
2 remainder

2. Guided Practice

Solve the following number sentences.

1) 2 345 2) 4 87 3) 3 67

4) 4 745 5) 5 394

3. Generalization

How do we divide 3-digit by 1-digit number?

What is the meaning of remainder?

We divide the hundreds, then the tens and the ones. Then we multiply and
subtract. Remainder – is the left-over.

C. Application

Solve the following:

1) 3 619 2) 9 813 3) 7 432

4) 5 617 5) 4 914

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IV. Evaluation

Divide and write the letters above the given quotients to answer these questions. What is another
word for left over?

R 5 23 N 9 613 S 2 313

A 4 217 M 6 39 B 7 236

E 5 62 D 3 214 I 8 821

____ ____ ____ ____ ____ ____ ____ ____ ____

4r3 12r2 6r3 54r1 102r5 68r1 40r4 12r2 4r3

V. Assignment

Divide

1) 2 126 2) 3 231

3) 4 232 4) 5 365

5) 6 253

Dividing 2- to 3-Digit Numbers by Multiples of 10 up to 90

I. Learning Objectives

Cognitive: Divide 2-to 3-digit numbers by multiples of 10 up to 90

Psychomotor: Write the quotient accurately
Affective: Practice the habit of keeping healthy

II. Learning Content

Skill: Dividing 2-to 3-digit numbers by multiples of 10 up to 90

Reference: BEC PELC I E 1.2
Materials: activity cards, flash cards, show me boards
Value: Keeping physically fit

III. Learning Experiences

A. Preparatory Activities

1. Drill: Division Basic Facts

a. Distribute flash cards with division number sentences to the pupils.

234
 b. The teacher shows a number card one by one. (The number in the card is a quotient
which is an answer to the division exercises of the pupils.)
c. The pupil who has the division sentence will raise the card.

2 6 12 ÷ 3 = N
3 7 30 ÷ 5 = N
4 8 63 ÷ 9 = N
5 9 81 ÷ 9 = N
25 ÷ 5 = N
Note: The quotient/answer may have 1 or more 48 ÷ 6 = N
division sentence.
18 ÷ 3 = N

2. Review – Dividing 2- to 3-digit numbers by 1-digit divisor.

Form 2 groups.

Group 1 – Divide 355 by 5 using the expanded form.

60 + 10 + 1 = 71
5 300 + 50 + 5
300
0 50
50
0 5
5
0

Group 2 – Divide 355 by 5 using the short form.

71
5 355
35
05
5
0

What are the steps in dividing whole numbers using the short form?

1. Divide
2. Multiply
3. Subtract
4. Compare and bring down
5. Repeat the procedure until all the digits in the dividend are divided.

3. Motivation

Present the story problem.

Mr. Flores did some brisk walking. In 10 minutes he was able to walk a distance of 50
metres. How far did he walk in one minute?

What did Mr. Flores do?

Who can demonstrate how to walk briskly?
Do you know that brisk walking is good for the heart?

235
 If done regularly, it keeps a person physically fit.
Do you exercise to make yourself healthy?

B. Developmental Activities

1. Presentation

a. Use of number line.

5 4 3 2 1

0 10 20 30 40 50 60 70

How many metres did Mr. Flores walk in 10 minutes? 50 m

How far did he walk in one minute?
Write the number sentence: 50 ÷ 10 = N
Let’s show with the use of number line that division is a repeated subtraction.
50 – 10 = 40
40 – 10 = 30
30 – 10 = 20
20 – 10 = 10
10 – 10 = 0

How many times did we subtract 10 from 50?

50 ÷ 10 = 5
How far did Mr. Flores walk in 1 minute?
Let’s see if the answer is correct?
5 x 10 = 50 Quotient x divisor = dividend

quotient divisor dividend

b. Use of the short method

Step 1 5
Divide 10 50 5 cannot be divided by10
50 can be divided by 10

Step 2 5
Multiply
10 50
5 x 10 = 50
50

Step 3
Subtract 5
10 50 50 – 50 = 0
50
0

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 Check: 5 x 10 = 50

Quotient Divisor Dividend

c. Present another problem.

Masantol Elementary School has 20 booths for the School Foundation Day. The
school buys 346 prizes. Each booth will share the prizes equally. How many prizes
should each booth get? Are there any left over prizes?
How many booths does Masantol Elementary School have for the School
Foundation Day?
How many prizes did the school buy?
What shall we do to solve the problem?
Write the number sentence.
346 ÷ 20 = N 20 346

Call on 8 pupils. Tell them to fall in line, in single file. The pupils will take turns in
solving the problem following the steps in dividing whole numbers.

1
Pupil 1 – Step 1 Divide the hundreds by 20. 20 346
3 cannot be divided by 20.
Divide 34 by 20.
34 can be divided by 20.
34 ÷ 20 = 1
Write 1 in the tens place.

1
Pupil 2 – Step 2 Multiply 1 x 20 = 20. 20 346
20

1
Pupil 3 – Step 3 Subtract 34 – 20 = 14. 20 346
20
14

1
Pupil 4 – Step 4 Bring down 6. 20 346
20
146

17
Pupil 5 – Step 5 Divide 146 by 20. 20 346
20
146
- 140

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 Pupil 6 – Step 6 Multiply 7 x 20.
17
Pupil 7 – Step 7 Subtract 146 – 140. 20 346
20
146
- 140
6

Pupil 8 – Step 8 Write the remainder.

What shall we do to check if the answer is correct?

17
x 20 Multiply the quotient and the divisor.
340 Then add the remainder.
+ 6 If the answer is the same as the dividend, then the
346 answer is correct.

2. Guided Practice

a. Work in Pairs – Content

Group pupils by 2. Each pair will be given a card with number equation. The
first pair to solve the equation wins.

80 ÷ 40 = N 63 ÷ 30 = N 990 ÷ 30 = N 680 ÷ 60 = N 500 ÷ 20 = N 623 ÷ 20 = N

b. Work in groups of 5.
1) Each group will be given a copy of the mailbox trails.
2) Trace the path on the trail and look for the message at the end of the trail.
3) Look for a card in the box and drop the answer in the correct mailbox from
START.
4) Follow the arrow until you reach the FINISH LINE.
5) The first group to come up with the most number of correct answers will get the
message from the teacher and wins the contest. The message is HAPPY
MATHEMATICKING.
6) The teacher calls the attention of the pupils with divisors and dividends having
terminal zeros.
7) Make them realize that computation will be easy if the terminal zeros in the
divisor and dividend are cancelled first before dividing the numbers.

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 The Mailbox Trail
3. Generalization

What are the steps in dividing 2- to 3-digit numbers by multiples of 10?

Step 1 – Divide.
Step 2 – Multiply.
Step 3 – Subtract.
Step 4 – Compare and bring down.
Step 5 – Repeat the procedure until all the digits in the dividend are divided.
Step 6 – Check the answer by multiplying the quotient with the divisor.

If there are terminal zeros in the divisor and dividend, what shall we do with them
before dividing the numbers?
Cancel the terminal zeros in the divisor and dividend.
The number of zeros to be cancelled in the divisor and dividend must be equal.

C. Application

Write the answers on the blanks.

1. The divisor is 50. The dividend is 300. What is the quotient? ______
2. In 625 ÷ 10, the quotient is ______.
3. The remainder in 865 ÷ 20 is ______.
4. The quotient is 30, the dividend is 900, what is the divisor? ______
5. 800 ÷ 80 is ______.

IV. Evaluation

A. Solve the problem below.

1. If Ricky walked 240 metres in 20 minutes, how many metres did he walk in 1 minute?
________
2. Rosa gathered 400 popsicle sticks to make flower vases. She used 40 popsicle sticks for
each flower vase. How many flower vases did she make? ________

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 3. Mr. Santos bought 60 pads of paper to be given to 30 poor children. If they will be given
equal share, how many pads will each child get?
4. Mr. dela Cruz bought 500 mahogany seedlings. If the seedlings will be planted equally in
ten rows, how many seedlings will each row have?
5. One hundred twenty Grade VI pupils will have a field trip. If there are 10 adults, how
many pupils will each adult take care of?

B. Find the quotients.

1) 20 40 2) 30 60 3) 10 50

4) 40 938 5) 50 750 6) 60 863

7) 30 586 8) 20 380 9) 10 89

10) 70 788

V. Assignment

Divide.

1) 50 500 2) 30 630 3) 20 780

4) 20 690 5) 40 560

Dividing 2- to 3-Digit Numbers by 1 to 2-Digit Numbers with Zero Difficulty

I. Learning Objectives

Cognitive: Divide 2- to 3-digit numbers by 1- to 2-digit numbers with zero difficulty

Psychomotor: Write the division sentence in vertical column
Affective: Eating the right kinds of food regularly

II. Learning Content

Skills: 1. Dividing 2- to 3-digit numbers by 1- to 2-digit numbers with zero difficulty

2. Writing the division sentence in vertical column
Reference: BEC PELC I E 1.3
Materials: cut outs of stars, diagrams
Value: Eating the right kind of foods

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III. Learning Experiences

A. Preparatory Activities

1. Drill

Light up each bulb mentally every time you get an exact quotient by dividing the
middle number by the other number.

8
3 10
12
5 2 5 3 4 3
24 40 72

6 9 8 2
6 9

2. Review:

Find the quotient and remainder if any.

1) 5 694 2) 12 5871

3) 6 917 4) 35 9645

5) 7 2561

3. Motivation

Do you eat vegetables?

What kind of vegetables do you like to eat most?
Do you eat carrots? Why should you eat carrots?
Don’t you know that carrots are good for our eyes?

B. Developmental Activities

1. Presentation

a. Present this problem.

A farmer puts 30 carrots in 2 bags equally. How many carrots are in each bag?

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 To solve the problem, follow these steps:

■ Understand
Know what is asked. Number of carrots in each bag.
Know the given facts. 30 carrots, 2 bags
Know the word clue. each bag

30 carrots
■ Plan
Decide what process to use. Division
Draw a picture for the problem.
15

15 carrots in each bag

Write the mathematical sentence. 30 ÷ 2 = N

■ Solve
Solve the equation 30 ÷ 2 = 15
Write the complete answer 15 carrots

• Divide • Divide
Step 1 3÷2=1 Step 2 10 ÷ 2 = 5
1 • Write 1 in the 15 • Write 5 in the
2 30 tens place 2 30 ones place
• Multiply 2 • Multiply
2
1x2=2 5 x 2 = 10
10 10
• Subtract • Subtract
- 10
3–2=1 10 – 10 = 0
0
• Bring down 0

Answer: There are 15 carrots in each bag.

■ Look back
See if the answer makes sense. Check by multiplying.
 Multiplying 2 by 15 gives 30.
 There are 15 carrots in each bag.

b. Present another problem.

An auditorium has 240 seats in all. If there were 12 rows of seats, how many
seats were there in each row?
To solve the problem, follow these steps

■ Understand
Know what is asked. Number of seats in each row
Know the given facts. 240 seats, 12 rows
Know the word clue. each row

■ Plan
Decide what process to use. Division
Write the mathematical sentence. 240 ÷ 12 = N

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 ■ Solve
Solve the equation. 240 ÷ 12 = 20

Step 1
2 • Divide 24 tens by 12 = 2 tens.
12 240 • Write 2 in the tens place.
24 • Multiply
0 2 x 12 = 24
• Subtract
24 – 24 = 0
Step 2
20 • Bring down 0.
12 240 • Divide
24 0 ÷ 12 = 0
00 • Write 0 in the ones place.
-0 • Multiply
0 2 x 12 = 0
• Subtract
0–0=0

Write the complete answer: there are 20 seats in each row.

Each time you bring down a digit, you must write a digit in the
quotient. Sometimes that digit is zero.

■ Check and Look back

See if the answer makes sense. Check by multiplying.
 Multiplying 12 by 20 gives 240.
 There are 20 seats in each row.

2. Guided Practice

a. Write the missing numeral in each step on your paper.

1. Step 1 Step 2

5 160 5 160
15 __ x 5 15
1 10
- 10 __ x 5
0

2. Step 1 Step 2

7 105 7 105
7 7
3 35
- 35
0

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 3. Step 1 Step 2 Step 3

3 306 3 306 3 306

3 __ x 3 3 3
0 0 0
- 0 __ x 3 -0
6 6
- 6 __ x 3

4. Step 1
r. 1
25 51
50 __ x 25
1

5. Step 1 Step 2

8 720 8 720
72 __ x 8 72
0 0
- 0
__

b. Food for Thought

These food facts may or may not be true! Divide and decide if the quotient is
true or false. If the quotient is true, then the fact is true!
1. The shape of a pretzel was invented by a priest who gave “pretzels to children
when they memorized prayers.
90 ÷ 3 = 30 True False
2. Cracker Jack was the brainchild of a man named Jack Cracker, who invented the
snack after some popcorn got stuck in his tooth.
208 ÷ 12 = 16 r.4 True False
3. Hot dogs can be traced back 3,500 years ago, when Babylonians stuffed animal
intestines with spicy meat.
950 ÷ 5 = 190 True False
4. Pasta was first made in China from rice and bean flour.
700 ÷ 15 = 46 r.10 True False
5. Ketchup became popular when Alice White dropped a tomato and dipped some
French fries in the juice.
560 ÷ 3 = 186 r.1 True False

c. Discover the message. Use the letter code.

40 ÷ 8 = a 120 ÷ 12 = n
80 ÷ 2 = f 830 ÷ 12 = s
401 ÷ 16 = h 607 ÷ 11 = t
300 ÷ 5 = i 302 ÷ 3 = u
760 ÷ 9 = m

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 M A T H I S F U N
84 R.4 5 55 R.2 25 R.1 60 69 R.2 40 100 R.2 10
3. Generalization:

How do we divide 2- to 3-digit numbers by 1- to 2-digit numbers with zero difficulty?

In dividing whole numbers

• divide
• multiply
• subtract
• bring down
• if the dividend is less than the divisor put zero.

C. Application

Fill in the missing numerals.

r. __ r. __
0
1) 5 200 2) 4 50 3) 8 306
20 4 24
0 10 66
-0 -8 - 64
0 __ __

r. __ r. __
4) 16 420 5) 23 508
32 46
100 48
- 96 - 46
__ 2

IV. Evaluation

A. Find the quotient.

1) 3 60 2) 11 403 3) 4 500

4) 12 860 5) 21 701

B. Solve the following problems:

1. The 150 Grade Three pupils were divided into 6 equal groups to participate in a dance
contest. How many pupils were there in each group?

245
 2. A class of 60 pupils was divided into 3 equal groups to participate in different activities for
the “Clean and Green” project of their barangay. How many pupils were in each group?
3. Imon and Bato harvested 109 pieces of camote. They placed them equally in 15 baskets.
How many pieces of camote were in each basket?
4. There are 360 books to be given equally among 4 classes. How many books will be given
to each class?
5. Arnel place 70 books equally in 5 shelves. How many books were in each shelf?

V. Assignment

A. Divide.

1) 13 80 2) 5 600 3) 11 780

4) 22 220 5) 15 301

B. Solve.

1) (88 – 8) ÷ 4 2) (765 + 44) ÷ 32

3) (149 + 11) ÷ 8 4) (15 x 8) ÷ 4
5) (500 x 3) ÷ 13

C. Divide then check the answer.

1) 4 800 2) 8 90 3) 14 620

4) 11 403 5) 21 610

Dividing 3- to 4-Digit Numbers by 1- to 2-Digit Numbers without Remainder

I. Learning Objectives

Cognitive: Divide 3- to 4-digit numbers by 1- to 2-digit numbers without remainder

Psychomotor: Write division equation correctly.
Affective: Practice eating the right kind of foods.

II. Learning Content

Skills: Dividing 3- to 4-digit numbers by 1- to 2-digit numbers without remainder

Writing division equation correctly.
Reference: BEC PELC I E 1.4.1
Materials: Show me board, wheel card, cut-outs of fruits/baskets
Value: Being healthy

246
III. Learning Experiences

A. Preparatory Activities

1. Drill: Basic Division Facts

Write the quotients in the outer circle.

2. Review – Dividing 2 to 3-digit numbers by 1-digit divisor

Divide the following numbers. Use “Show-Me-Board.”

1) 2) 3)
36 ÷ 2 = 39 ÷ 3 = 51 ÷ 3 =

4) 5) 6)
44 ÷ 4 = 86 ÷ 2 = 64 ÷ 2 =

3. Motivation

Present a problem opener.

Anne bought 120 mangoes in the market. She placed the mangoes equally in 3
baskets. How many mangoes were placed in each basket?

B. Developmental Activities

1. Presentation

a. Ask:
Who bought mangoes?
How many mangoes did she buy?
Where did she place the mangoes?
Why do you think Anne bought mangoes?
Is it good to eat mangoes? Why?

a. Solve the problem using the 4 steps in problem solving.

■ Understand the problem

Where did Anne buy mangoes?
How many mangoes did she buy?
How many baskets did she use?

247
 How many mangoes were placed in each basket?
What process are we going to use?

■ Make a plan
What operation will solve the problem?

■ Carry out the plan

Ask a pupil to write the number sentence: 120 ÷ 2 = N

Activity 1
1) Divide the class into 4 teams.
2) Each team will show the solution by using paper cut outs of mangoes and
baskets.

Answer: Each basket will have 60 mangoes. Did each team get the correct
answer? Prove your answer.

Activity 2

Solve the problem in another way using expanded notation:

How many hundreds are there in 120?
How many tens are there?
How many ones are there?
50 + 10 + 0 = 60 mangoes
120 ÷ 2 = 2 100 + 20 + 0

■ Look back:
Is the answer correct?
What should be the correct label?

Let us try to solve the problem using another way.

Step 1 Divide the tens.

6 12 tens ÷ 2 = 6 tens
2 120 Write 6 in the tens place
12 Multiply:
6 x 2 = 12
0 Write 12 under 12.
Subtract 12 – 12.
Bring down 0.

Step 2 Divide the ones.

60 0 ones ÷ 2 = 0 ones
2 120 Write 0 in the ones place.
12 Multiply:
0x2=0
0
Write 0 under 0.
0
Subtract 0 – 0 = 0.
x

248
 Answer: 60 mangoes were placed in each basket.

To check:
Multiply: 60 quotient
x2 divisor
120 dividend

b. Give more examples.

171 46 1609 352

a) 2 342 b) 12 552 c) 6 9654 d) 21 7392
2 48 6 63
14 72 36 109
14 72 36 105
2 0 5 42
2 0 42
0 54 0
54
0

2. Guided Practice

a. Work in groups of four.

Divide: Fill in the blank with the correct number. Do this on your paper.

1) 4 664
2) 15 375
-4 (4 x 1)
- 30 (15 x 2)
- _ (4 x 6)
- _ (15 x 5)
- _ (4 x 6)

4) 32 9984
3) 3 5868
- 96 (32 x 3)
-3 (3 x 1)
- _ (32 x 1)
- _ (3 x 9)
- _ (32 x 2)
- _ (3 x 5)

- _ (3 x 6)

• Work in pairs: (Dyads)

Solve the number problem in each box. Then find the answer written in the
cut outs of apples. Place the apples in their correct box.

249
 1) 386 ÷ 2 a. 684

2) b. 15

195 ÷ 13

3) c. 377

4788 ÷ 7

4) d. 193

9425 ÷ 25

5) e. 53

636 ÷ 12

3. Generalization

What should you remember in dividing 3- to 4-digit numbers by 1- to 2-digit divisor?

To divide 3- to 4-digit numbers by 1- to 2-digit divisor:

Step 1:
• Take the first number at the left of the dividend. If the first digit of the
dividend is less than the divisor, take the first two digits.
Step 2:
• Divide, multiply, subtract and bring down.
• Repeat the same procedure up to the last digit in the dividend.
To check the answer:
• Multiply the quotient by the divisor
• The answer is correct if the product is equal to the dividend.

250
 C. Application

1. Analyze the table below. Divide the given numbers to find the number of trays to be used
if each tray holds 12 eggs. Then complete the table with the correct answers.

360 eggs
432 eggs
1 524 eggs
1 008 eggs
8 940 eggs

IV. Evaluation

A. Divide each number problems. Check if the quotient is correct. Write True if it is correct and
False if it is not.

1) 596 ÷ 4 = 149
2) 975 ÷ 15 = 95
3) 1 234 ÷ 2 = 617
4) 5 682 ÷ 21 = 362
5) 4 806 ÷ 54 = 89

B. Solve each problem.

1. Alyssa has a vegetable garden in their farm. If she planted 819 okra seeds in 9 rows.
How many seeds were in each row?
Answer: ___________
2. Father gathered 1 500 guavas. He placed them equally in 12 baskets. How many guavas
were there in each basket?
Answer: ___________

V. Assignment

A. Complete the division problem by putting the correct number in each circle.

1. 2 432 2. 27 1134 3. 4 6352

- _ - _ - _
3 54 23
- _ - 54 - _
12 x 35
- 12 - _
x 32
- 32
x

B. Divide and check:

1) 5 535 2) 21 630

3). 52 7904 4). 78 7644

251
Dividing 3- to 4-Digit Numbers by 1- to 2-Digit Numbers with Remainder

I. Learning Objectives

Cognitive: Divide 3- to 4-digit numbers by 1- to 2-digit numbers with remainder

Psychomotor: Perform division of whole numbers with accuracy
Affective: Practice the habit of sharing and being friendly

II. Learning Content

Skill: Dividing 3- to 4-digit numbers by 1- to 2-digit numbers with remainder

Reference: BEC PELC I E 1.4.2
Materials: real objects (popsicle sticks), flash cards, chart
Value: Friendliness/Kindness

III. Learning Experiences

A. Preparatory Activities

1. Drill – Basic Division Facts

The teacher will show a chart containing division number problems.

Message in the Boxes

56 ÷ 8 40 ÷ 8 50 ÷ 5 54 ÷ 6 32 ÷ 8
A 7 E 5 H 10 O 9 R 4

48 ÷ 6 15 ÷ 5 6÷6 18 ÷ 9 36 ÷ 6
S 8 T 3 U 1 W 2 Y 6

2 9 2 3 10 7 3 8 1 4 5 2 7 8
W O W T H A T S U R E W A S

5 7 8 6
E A S Y

For the teacher:

To decode the message in the boxes, let the children answer the division problems.
Match the answer with the letters. Write the letters under the answers and form the
message.

2. Review:

• Terms used in divisions of whole numbers.

The teacher distribute strips of paper with questions. The pupils take turns in getting
a strip of paper and answer the question.

a. In 488 ÷ 8 = 61 what do we call 488? 8? 61?

b. Which number should be greater, the divisor or the dividend?
c. To check if our answer in division is correct, what shall we multiply?
d. To find the divisor, what shall we do with the dividend and quotient?
e. What do we call the left over number after all the digits in the dividend were
divided?

252
 3. Motivation

Present a word problem.

Henry collected 152 popsicle sticks. He distributed the sticks to his 9 friends equally.
How many sticks did each of his friends get? How many were left?

B. Developmental Activities

1. Presentation

a. Comprehension check-up

● Who picked popsicle sticks?

● What did he do with the sticks?
● What character traits did Henry show?
● Is it good to share what you have with your friends? Why?

Activity 1: Role Playing

● Ask a pupil to get 150 sticks. Then tell him to call 9 of his friends. Ask him to
distribute the sticks to them.

How many sticks did each of his friends receive?

Did each child get equal number of sticks?
Were there sticks left?
How many sticks were left?

b. Let us solve the problem using Polya’s 4 steps in problem solving.

■ Understand the problem

a. How many sticks did Henry collect?
b. How many friends had he?
c. What process are we going to use?

■ Plan
Decide what operation will be used to solve the problem.

■ Carry Out the Plan

Write the number sentence.
152 ÷ 9 = N

253
 Activity 2: (Short Form Method)
Let’s solve the problem using another way:

Step 1:
Divide: 15 ÷ 9 = 1
1
Write 1 in the tens place.
9 152 Multiply: 1 x 9 = 9
9 Write 9 under 15.
62 Subtract: 15 – 9 = 6
Bring down 2.

Step 2:
16 r. 8 Divide: 62 ÷ 9 = 6
9 152 Write 6 in the ones place.
9 Multiply: 9 x 6 = 54
62 Write 54 under 62.
54 Subtract: 62 – 54 = 8
8
Is there any remainder?
What is the remainder?
Answer: 16 r. 8 popsicle sticks

■ Look back

To check: multiply

16 quotient
Is the answer x 9 divisor
reasonable? 144
+ 8 remainder
152 dividend
c. Give more examples

151 540 1423

1) 5 756 2) 12 6487 3) 7 9962
5 60 7
25 48 29
25 48 28
6 7 16
5 0 14
1 7 22
21
1

Check: Check : Check:

151 540 1423
x 5 x 12 x 7
755 1080 9961
+ 1 540_ + 1
756 6480 9962
+ 7
6487

254
2. Guided Practice

a. Work by teams.
1. Each team will be given an activity card to work on. The team who will get the
most number of correct answers wins.

Activity Card:
Read and understand each question. Write your answers on a sheet of
paper.
1. What is the remainder if we divide 956 by 8? ______
2. Divide 543 by 42.
3. 21 278 4. 15 305 5. 12 604

B. Work in groups of four:

(Chalkboard Challenge)
1. Each would be given a challenge.
2. Solve the challenge on the chalkboard.
3. The first group to finish with the right answers wins.

1)
546
?

÷9 3)
?
3942

2) 3453
?
÷ 32

÷8

3. Generalization:
How do we divide 3 to 4-digit numbers by 1 to 2-digit divisors with remainder? What
do we do with the remainder? How do we check if the answer is correct?

Remember:
To divide 3- to 4-digit numbers by 1- to 2-digit divisors with remainder:
• Start dividing digit with the highest place value. If it is less than the
divisor take the next digit.
• Then multiply, subtract and bring down.
• Repeat the same procedure up to the last digit of the dividend.
• Indicate the remainder in the quotient.

To Check
• Multiply the quotient by the divisor.
• Add the remainder, to get the complete answer.

255
 C. Application

Divide and check:

1) 8 642 2) 13 9678 3) 21 439

4) 5 7638 5) 36 4989

IV. Evaluation

Find the quotient and the remainder. Then complete the table below.

Number Problem Quotient Remainder

1) 639 ÷ 4 = _____________ ______________
2) 948 ÷ 25 = _____________ ______________
3) 7631 ÷ 8 = _____________ ______________
4) 6349 ÷ 14 = _____________ ______________
5) 7872 ÷ 28 = _____________ ______________

V. Assignment

Read and analyze the problem. Answer the questions that follow:
• There were 1479 pupils in Dinalupihan Elementary School. They were divided
equally into 12 groups for “Share for a Cause” school activity. How many pupils were
there in each group? How many pupils were left to join any of the groups?

1. What process is involved in the problem?

_________________________

2. Write the number sentence.

_________________________

3. Solve the problem.

_________________________

4. Is there a remainder? What is the remainder?

_________________________

Dividing 3- to 4- Digit Numbers by 2- to 3-Digit Numbers with Zero Difficulty

I. Learning Objectives

Cognitive: Divide 3- to 4-digit numbers by 2- to 3-digit numbers with zero difficulty

Psychomotor: Write division sentences in different ways.
Affective: Show politeness while answering.

II. Learning Content

Skills: 1. Dividing 3- to 4-digit numbers by 2- to 3-digit numbers with zero difficulty

2. Writing division sentences in different ways.
Reference: BEC PELC I E 1.4.3
Materials: crayons, flash cards, show me card, diagrams, number cards
Value: Politeness

256
III. Learning Experiences

A. Preparatory Activities

1. Drill

Direction: For the teacher

a. The teacher distributes number cards to the pupils cut from old calendars.
b. She shows a number chart on the board. (See number chart below.)
c. The pupils analyze the number chart.
d. Those holding the correct number card for each of the number problems will place
the card under the appropriate numbers.

÷ 12 15 18 21 24 ÷ 8 12 16 20 24 28 32 36
3 4 4

÷ 10 15 20 25 30 35 45
5

÷ 6 12 18 24 30 36 42
6

2. Review

a. Divide the following numbers.

b. Pupils will solve for the answer on the “show me card.”

1) 2 90 2) 13 405 3) 11 308

4) 6 203 5) 9 400

3. Motivation

Have you gone on a field trip?

What did you take to reach the place?
(bus, jeeps)

B. Developmental Activities

1. Presentation

a. Present this problem.

A group of 2 860 pupils went on a field trip. Their teacher hired some buses to
transport them. Each bus can carry 55 pupils. How many buses were hired?

To solve the problem, follow these steps:

■ Understand
a. Know what is asked. number of hired buses.
b. Know the given facts. 2 860 pupils, 55 pupils
c. Know the word clue. each bus

257
 ■ Plan
a. Decide what process to use. division
b. Write the mathematical sentence. 2860 ÷ 55 = N

■ Solve
Solve the equation. 2860 ÷ 55 = 52

Step 1

5 • Divide 286 ÷ 55 = 5
55 2860 • Multiply 5 x 55 = 275
• Subtract 286 – 275 = 11
275
11 .

Step 2

52 • Bring down 0.
55 2860 • Divide 110 ÷ 55 = 2
275 • Multiply 2 x 55 = 110
• Subtract 110 – 110 = 0
110
- 110
0

Complete answer There are 52 buses hired.

■ Check and Look Back

• Does your answer make sense? Check by multiplying
 Multiplying 55 by 52 gives 2 860.
 There are 52 buses hired.

b. Present another problem.

Mrs. de Castro has 207 pencils to be given to her pupils. There are 29 pupils.
How many pencils can she give to each pupil?

To solve the problem, follow these steps:

■ Understand
a. Know what is asked. number of pencils to be given to each pupil.
b. Know the given facts. 207 pencils, 29 pupils
c. Know the word clue. each pupil

■ Plan
a. Decide what process to use. division
b. Write the mathematical sentence. 207 ÷ 29 = N

258
 ■ Solve
Solve the equation

Step 1

7 • Divide 207 ÷ 29 = 7
29 207 • Multiply 7 x 29 = 203
203 • Subtract 207 – 203 = 4
4

Step 2

7 r. 4 • Write the remainder.

29 207
203
4

Answer: Each pupil was given 7 pencils and there were 4 pencils left.

■ Check and Look Back

Does you answer make sense? Check.
 Multiplying 7 by 29 gives 203.
 Adding 203 and 4 gives 207.
 Each pupil was given 7 pencils. There are still 4 pencils left to Mrs. de
Castro.

c. Give more examples

253 r. 1 174 r. 2 217 r. 9

1) 3 760 2) 12 2090 3) 23 5000
6 12 46
16 . 89 40
- 15 . - 84 - 23
10 50. 170
-9 - 48. - 161
1 2. 9

2. Guided Practice

(Dyads)

a. Write the missing numerals in the boxes.

30 Check: 1 6 r. 9 Check:
1) 15 4 5 0 30 2) 12 2 0 1 16
x 15 x 12
-__ -__ ___
___
0 _1 + ___
-0 -__ ___
0 _

259
 1 2 2 r. 17
Check:
3) 25 3 0 6 7 122
-__ x 25
_6 ___
-__ + ___
__ ___
-__
__

4 2 4 r. 4 2 3 4 r. 15 Check:
Check: 234
4) 12 5 0 9 2 424 5) 32 7 5 0 3
x 32
-__ x 12 -__ ___
29 ___ 110 + ___
-__ + ___ -__ ___
__ ___ __3.
-__ -___.
4 15

b. Work in group with 4 members.

Divide. Use the code.
Match your answers with the letters. Write the answers on the lines. Read
the message.

1) 10 3005 2) 11 5011 3) 13 9046

4) 35 7008 5) 21 2036 6) 20 750

CODE
O O O G R W D K
96 r. 20 695 r. 11 455 r. 6 300 r. 5 37 r. 10 200 r. 8 29 r.11 15 r.13

____ ____ ____ ____ ____ ____ ____ ____

Answer: Good Work

c. Triads
Division Patterns
Directions:
1. Solve the division problems.
2. Then color the squares.
3. Look for the pattern created by the answers.

260
 402 ÷ 24 3 060 ÷ 21 300 ÷ 12

7 302 ÷ 35 280 ÷ 14 6 001 ÷ 31

4 030 ÷ 23 6 300 ÷ 32

4 200 ÷ 15 7 603 ÷ 16

Color the squares below that answer the division problems.

38 r. 9 16 r. 18 208 r. 22 145 r. 15

140 r. 7 475 r. 3 75 r. 3 20

251 196 r. 28 280 25

365 r. 8 68 r. 5 901 193 r. 18

473 175 r. 21 32 r. 1 175 r. 5

What pattern do the colored squares make? _______

(ans. Figure 9)

261
 3. Generalization:

How do we divide whole numbers with zero difficulty?

• Stress politeness while answering.

In dividing whole numbers with zero difficulty

 Follow the steps in dividing whole numbers.
a. Divide, multiply, subtract, bring down (Repeat the same procedure until
all digits in dividend are divided.)
 Write 0 in the quotient if the trial dividend is less than the divisor.
• Check you answer by multiplying the quotient by the divisor.
- Add the remainder if needed.

C. Application

Find the missing digits.

r. __ r. __
1) 42 260 2) 12 905
252 84
__ 65
- 60
__

r. 10 r. __
3) 11 4003 4) 32 6502
33 64
70 10
- 66 -0
4_ 102
- 33 - 96
10 6

r. 9
5) 12 8061
72
86
- 84
_1
- 12
9

262
IV. Evaluation

4 Groups
It’s Trivia Time.

What is the tallest mountain in the Philippines?

Directions
Divide the equations inside each box. Then use the code below to answer the question.
CODE
P N M A T O U
48 r. 14 105 13 r. 5 168 r. 27 83 r. 35 352 r. 8 500.8

10 5008

15 200 21 7400 20 2100 36 3023

42 7083 17 830 21 7400

Answer: Mount Apo

Divide the following.

1) 14 906 2) 14 340

3) 21 1660 4) 20 8302

5) 15 2170

V. Assignment

A. Divide and check by multiplying

1) 14 603 2) 25 750 3) 19 1203

4) 24 6709 5) 11 3201

B. Solve the following problems.

1. Miss Caponpon distributed 302 squares of cloth equally among 16 girls to make a table
cover. How many squares of cloth did each girl get?

263
 2. Each box contains 12 handkerchiefs. If 1260 handkerchiefs were placed in boxes, how
many boxes were used?
3. There are 4660 peanuts to be packed in 14 boxes. Each box will contain the same
number of peanuts. How many peanuts will there be in each box?

Dividing Whole Numbers by 5

I. Learning Objectives

Cognitive: Divide whole numbers by 5

Psychomotor: Write division facts with 5 as divisor
Affective: Cooperate actively in the activities

II. Learning Content

Skills: 1. Dividing whole numbers by 5

2. Counting by 5’s (forward and backward)
Reference: BEC PELC I E 1.4.4
Materials: cut outs of leaves, pocket charts, flash cards
Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill

Supply the missing number in series.

a. 5 ___ 15 20 ___ 30 35 ___ 45 ___
55 ___ 65 ___ 75 80 ___ 90 ___ ___

b. Count backward. Start at 50.

50 45 40 35 30 25 20 15 10 5

2. Review – Checking of Assignment

3. Motivation

Divide the class into 4 groups. Give each group an envelope with the strips. The
pupils will be looking for the card that represents 5. Then they will put them in the pocket
chart. The first to complete the set will win the game. Give time limit.
-Cards inside the envelope-

V 7-3 IIII 5 ones 2+8

8x3 6-1 IV 6+3

9-4 2+3 4+1 5x1

264
B. Developmental Activities

1. Presentation

At the summer camps, children share happy times singing their favorite songs.
Sometimes they take turns singing in groups.
Around the campfire, 20 campers are singing in groups of 5. How many groups of 5
are there?

Let us analyze and solve the problem.

■ Read

a. What is asked in the problem? How many groups of 5 are there?

b. What are the given facts? 20 campers, 5 groups
c. What is/are the word clue/s? groups of 5

■ Plan

a. What is the operation needed? Division

b. What is the mathematical sentence? 20 ÷ 5 = N

■ Do

Activity 1: ACTING OUT

- Call out 20 pupils from the class.

- Let them group themselves into 5.
- How many pupils were there in each group? (4)

Activity 2: SHORT CUT METHOD

4 groups
20 ÷ 5 = 4 or 5 20
20
0

■ Check

1. Think: 20 campers, 5 in a group.

There are 4 groups.
4 groups of 5 equals 20, or 4 x 5 = 20
4
so 20 ÷ 5 = 4 5 20
There are 4 groups of campers.

2. Give another examples.

Write a division fact for each.

a. 25 campers
5 in each group
How many groups are there? (25 ÷ 5 = 5)

265
 b. 40 campers
5 in each group
How many groups are there? (40 ÷ 5 = 8)
c. 60 mangoes
5 in each basket
How many are in each basket? (60 ÷ 5 = 12)
d. 90 marbles
5 in each box
How many are in each box? (90 ÷ 5 = 18)

2. Guided Practice

(Dyads)

Give cut-outs of the leaves to each pair. Tell them to write the correct quotient for
each on their show me board.

266
 Play the game blockbuster using the game board below.

50 ÷ 5 10 ÷ 5 100 ÷ 5 40 ÷ 5 75 ÷ 5 45 ÷ 5 750 ÷ 5

35 ÷ 5 30 ÷ 5 55 ÷ 5 15 ÷ 5 65 ÷ 5 85 ÷ 5

90 ÷ 5 5÷5 10 ÷ 5 95 ÷ 5 300 ÷ 5 425 ÷ 5 500 ÷ 5

20 ÷ 5 60 ÷ 5 80 ÷ 5 25 ÷ 5 130 ÷ 5 140 ÷ 5

Direction
1. Divide the class into two groups. Assign a colored marker to each group. One group
will use blue markers, the other group, red markers. Have a representative from each
group toss a die. The group who gets the highest number play first.
2. The first team member chooses a slot on the game board and answers the division
sentence. If his/her answer is correct, he/she places his/her group’s marker on the
game board. The play continues with the next team member as long as the answer is
correct. If a wrong answer is given the other team will have the chance to play.
3. The first team to make a chain of correct answers from end to end (whether from top
to bottom or side to side) wins the game.

3. Generalization:

How do you divide whole numbers by 5?

Dividing whole numbers by 5 is like counting by 5.

C. Application

Divide
1) 30 ÷ 5 = __ 2) 35 ÷ 5 = __ 3) 5 ÷ 5 = __

4) 15 ÷ 5 = __ 5) 5 20 6) 5 40

7) 5 10 8) 5 45 9) 5 90

10) 5 120

IV. Evaluation

A. Write a division fact for each

1. 30 campers
5 in each group
How many groups?

267
 2. 45 campers
5 in each group
How many groups?

3. 115 rubber bands

5 in each box
How many boxes of rubber bands?

4. 180 shells
5 in each group
How many groups?

5. 300 mangoes
5 in each plastic bag
How many plastic bags of mango?

B. Write division facts for each.

1) 4, 5, 20 2) 3, 5, 15 3) 5, 7, 35

4) 5, 16, 130 5) 245, 49, 5

V. Assignment

1. Write a division fact with 5 as the divisor and 8 as the quotient. What is the dividend? Explain
how you did it?

2. Draw a picture to solve this problem. There are 30 campers in 5 tents. Each tent has the
same number of campers. How many campers are in each tent?

Dividing Whole Numbers by 10 and 100

I. Learning Objectives

Cognitive: Divide whole numbers by 10 and 100

Psychomotor: Cancel the same number of zeros from both the divisor and dividend
Affective: Help each other in doing the group activities

II. Learning Content

Skills: 1. Dividing whole numbers by 10 and 100

2. Canceling the same number of zeros from both the divisor and the
dividend
Reference: BEC PELC I E 1.4.5
Materials: roulette, diagrams
Value: Helpfulness

268
III. Learning Experiences

A. Preparatory Activities

1. Drill

Spin a wheel then multiply.

2. Review

Divide the class into 2 groups. Let each group compete by spinning the roulette with
multiples of 10 and 100. The first group works on multiples of 10, the second group on
multiples of 100. The first group to finish wins the game.

Write these on the board

Multiples of 10

Multiples of 100

3. Motivation (Problem Opener)

The Tulungan Credit Union granted loans of 5 000 to its member-farmers. If the
loans were paid by the farmers in equal monthly payments, how much would each pay
for:
a. 10 monthly payments?
b. 100 monthly payments?

B. Developmental Activities

1. Presentation

What is the name of the union?

In your place, do you have also a credit union.
What help does credit union can give to its members?
How much was the loan granted by Tulungan Credit Union to its members?

• Let us analyze and solve the problem.

■ Read
a. What is asked in the problem? number of payments for
10 equal monthly payments
100 equal monthly payments
b. What are the given facts? 5 000 loan granted 10 equal
monthly payments, 100 equal monthly payments
c. What are the clue words? equal monthly payments

269
 ■ Plan
d. What operation is needed to solve the problem? division
e. What is the mathematical sentence?
5 000 ÷ 10 = N
5 000 ÷ 100 = N

■ Do 5 000 ÷ 10 = N

Long Method

Step 1
5
10 5000 • Divide: 50 ÷ 10 = 5
• Multiply: 5 x 10 = 50
50
• Subtract: 50 – 50 = 0
0

Step 2
50
• Bring down zero in the tens
10 5000
place.
50 • Divide: 0 ÷ 10 = 0
0 • Multiply: 0 x 10 = 0
-0 • Subtract: 0 – 0 = 0
0

Step 3
500
10 5000 • Bring down zero in the ones
50 place.
• Divide: 0 ÷ 10 = 0
0
• Multiply: 0 x 10 = 0
-0
• Subtract: 0 – 0 = 0
0
-0
0

5000 ÷ 100 = N

Step 1
5
• Divide: 500 ÷ 100 = 5
100 5000
• Multiply: 5 x 100 = 500
500 • Subtract: 500 – 500 = 0
0

270
 Step 2
50
100 5000 • Bring down zero.
500 • Divide: 0 ÷ 100 = 0
• Multiply: 0 x 100 = 0
0
-0 • Subtract: 0 – 0 = 0
0

Short Cut Method

Cancel 1 zero in the dividend and the divisor.

5 000 ÷ 10 500 ÷ 1 = 500
5 000 ÷ 100 = N Cancel 2 zeros
5 000 ÷ 100 50 ÷ 1 = 50

Remember: Cancel the same number of zeros from the dividend and the divisor.
Answer: Each monthly payment was a.) 500 b.) 50

■ Check:
Did you copy the numbers from the problem correctly?
Did you follow the correct steps?
Is your answer reasonable?
Since 500 x 10 = 5 000 and 50 x 100 = 5 000, the answers are
reasonable.

• Other examples: Cancel zeros from both the dividend and the divisor.

4 200 ÷ 100 = 42 390 ÷ 10 = 39

7 800 ÷ 10 = 780 8 000 ÷ 100 = 80

2. Guided Practice

a. Follow the number paths. Work in pairs (Stress the value of helpfulness.)

START 30 END
÷ 010 X 10
1.
300 ?
X 10 ÷ 100

START END
2. x 100 X 10
÷ 10
700 ?
÷ 100

271
 START END
3. X 10 x 100
? 2000
÷ 100 ÷ 10

START END
4. X 10
2500 ÷ 10 ?

÷ 100

START END
5.
? ÷ 100 X 10 8000

b. Work in Group (4 groups) ÷ 10 ÷ 100

SPOT THE QUOTIENTS
Directions: Solve then encircle the answer in the box.
The answers may go down, backward, across and diagonally.

2 4 0 0 9 1 6 6 2
1000 456000
10.
1. 10 360
9 5 4 3 3 5 7 7 8
6 8 6 7 4 3 9 3 4
6 4 7 8 8 5 2 6 0
2. 0 7 5 0 1 1 4 8 5 9.
100 8000 100 73800
2 5 8 1 2 0 4 0 0
0 1 4 7 4 1 5 9 3
6 1 7 1 5 1 9 9 1
10 7500 5 4 0 6 6 8 6 0 1 100 24000 8.
3.
100 48500 10 2800 10 4000 10 660
4.

5. 6. 7.

272
 c. Solve each problem. (Four in each group)

1. Four hundred ninety pupils are going on a field trip. They will be distributed into
10 buses. How many pupils will be in each bus?
2. One thousand four hundred books are to be packed in 100 boxes. How many
books will be packed in each box?
3. There are 730 mangoes to be placed equally in 10 baskets. How many mangoes
will be in each basket?
4. There are 3 000 kilos of rice to be distributed among 100 typhoon victims. How
many kilos of rice will each victim receive?
5. There are 11 000 fingerlings (young fish) to be evenly placed in 10 fish ponds.
How many fingerlings will be in each pond?

3. Generalization:

How do we divide whole numbers by 10 and 100?

• To divide whole numbers by 10 and 100, cancel the same number of zeros in
both the dividend and the divisor.
• Divide.

C. Application

Find the quotient. Cancel the correct number of zeros.

1) 400 ÷ 100 4) 9 300 ÷ 100

2) 1 800 ÷ 100 5) 620 ÷ 10
3) 2 900 ÷ 10

IV. Evaluation

A. Give the missing number.

1) 650 ÷ 10 = _______ 2) 3 900 ÷ ___ = 39

3) 7 800 ÷ ___ = 78 4) 2 000 ÷ ___ = 200
5) 180 ÷ ___ = 18

B. Divide and check by multiplication.

1) 100 5200 2) 100 8500

3) 100 9000 4) 10 6000

5) 10 3570

V. Assignment

A. Divide mentally. Write the quotients

1) 630 ÷ 10 = _____ 2) 5400 ÷ 100 = ____
3) 480 ÷ 10 = ____ 4) 63000 ÷ 100 = ____
5) 3600 ÷ 10 = ____

273
 B. Solve each problem
1. There were 3 400 sacks of sand donated to Barangay Matulungin for the repair of its foot
bridge. If there were 100 donors, how many sacks of sand did each one donate?
2. A sack of cement costs 100. How many sacks can one buy with 6 200?
3. If the 3 400 sacks were used by 10 groups of workers, how many sacks did each group
use?
4. Operation Pagtatanim distributed 8 400 different kinds of seedlings equally among 10
elementary schools. How many seedlings did each school receive?
5. Edgar has 230 as school allowance for 10 days. How much is his daily allowance?

Dividing Mentally 2-Digit Numbers through 99 by 1-Digit Number

without Remainder

I. Learning Objectives

Cognitive: Divide mentally 2-digit numbers through 99 by 1-digit number without

remainder
Psychomotor: Solve word problems involving division mentally
Affective: Show accuracy in solving mentally

II. Learning Content

Skills: 1. Dividing mentally 2-digit numbers through 99 by 1-digit number without

remainder
2. Solving word problems involving division mentally
Reference: BEC PELC I E 1.5
Materials: counters, roulette, flash cards
Value: Accuracy

III. Learning Experiences

A. Preparatory Activities

1. Drill

Have a drill on basic division facts.

1) 36 ÷ 9 2) 42 ÷ 6 3) 7 ÷ 7
4) 49 ÷ 7 5) 9 ÷ 0 6) 5 ÷1

2. Review

Spin any of the roulettes. Then multiply.

274
 Give the factors.

36 = ___ x ___ 63 = ___ x ___

72 = ___ x ___ 48 = ___ x ___

3. Motivation

(Use the counters-pebbles)

How many ways can you group equally 24 pebbles.

B. Developmental Activities

1. Presentation

a. Miss Rosas distributed 48 Math books equally among the 4 rows in her class.
How many books were given to each row?

- What did Miss Rosas do?

- How many rows were there in her class?
- How many Math books were distributed?
- How will you solve this problem?

You can divide 48 by 4 mentally.

Rename 48 as 40 + 8
40 ÷ 4 = 10 divide the tens

275
 8÷4=2 divide the ones
10 + 2 = 12 add the answer
Answer: Twelve (12) Math books were given to each row.

b. A farmer puts 36 carrots in 2 bags. He puts the same number in each bag. How
many carrots are in each bag?
Divide 36 by 2. (36 ÷ 2 = N)
Rename 36 as 20 + 16
20 ÷ 2 = 10
16 ÷ 2 = 8
10 + 8 = 18
Answer: Each bag has 18 carrots.

3. The teacher will give more examples.

Divide mentally. (written on card)
a. 24 ÷ 8 = N f. 36 ÷ 6 = N
b. 42 ÷ 2 = N g. 26 ÷ 2 = N
c. 48 ÷ 4 = N h. 38 ÷ 2 = N
d. 18 ÷ 3 = N i. 16 ÷ 4 = N
e. 24 ÷ 6 = N j. 45 ÷ 3 = N

2. Guided Practice

a. Divide each number by the center number.

Write the answer in the empty spaces.

b. Contest – “Giant Step”

1. The teacher calls on 4 pupils at a time.
2. She flashes the number cards and the pupils outdo each other by giving the
correct answers.
3. The first pupil to give the correct answer will take one step forward.
4. The first pupil to reach the finish line wins the game.

50 ÷ 2 64 ÷ 4 39 ÷ 3 80 ÷ 4 75 ÷ 5

35 ÷ 7 72 ÷ 8 45 ÷ 3 20 ÷ 5 90 ÷ 3

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 c. Career Changes
- Many Filipinos change careers during their lives. Even our heroes have different
jobs.
- What jobs/career do you think these Filipinos had before they became heroes?
- Your job is to find out.

Instruction for the activity

1. Divide mentally, then match the quotient.
2. The quotient will tell you the job/career of the heroes.

Divide Mentally Quotient and Career

1. Jose P. Rizal 9 Writer
99 ÷ 3 = ___
2. Andres Bonifacio 15 Lawyer
72 ÷ 2 = ___
3. Apolinario Mabini 33 Doctor–Ophthalmologist
81 ÷ 9 = ___
4. Manuel L. Quezon 8 Priest
90 ÷ 6 = ___
5. Gomburza 36 Fan Vendor
72 ÷ 9 = ___

3. Generalization:

How do we divide mentally 2-digit numbers through 99 by 1-digit number without

remainder?

1. Rename mentally.
2. Then divide.

C. Application

Give the answers orally

1) 24 ÷ 6 2) 28 ÷ 7
3) 49 ÷ 7 4) 36 ÷ 6
5) 48 ÷ 8 6) 40 ÷ 8
7) 56 ÷ 8 8) 18 ÷ 6
9) 14 ÷ 2 10) 32 ÷ 8

IV. Evaluation

A. Compare. Use >, < or = for __. Use mental Math.

1) 48 ÷ 6 ___ 63 ÷ 7 2) 42 ÷ 7 ___ 48 ÷ 8
3) 56 ÷ 7 ___ 24 ÷ 3 4) 28 ÷ 7 ___ 36 ÷ 6
5) 35 ÷ 7 ___ 16 ÷ 4

B. Solve the following problems mentally. Be accurate.

1. Lina works in a slipper factory. Her work is to pair slippers. There are 86 slippers for her
to pair In the morning. How many pairs does she make in the morning?
2. There are 80 pupils. They will be distributed equally in 4 classes. How many pupils will
be in each class?
3. Mrs. Medina will teach a Muslim dance to 56 Grade III children for the school’s Field Day.
She wants to make groups of 4 children. How many groups can she make?
4. There are 24 chairs to be divided evenly into 2 rows. How many chairs will be in each
row?

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 5. A farmer picked 81 pineapples. He has 9 boxes. If he will put equal numbers in each box,
how many pineapple will each box have?

V. Assignment

A. Find the quotients of the following. Do it mentally.

1) 36 ÷ 9 2) 48 ÷ 6
3) 63 ÷ 7 4) 16 ÷ 8
5) 63 ÷ 9

B. Choose one divisor and one dividend to make a division sentence. You may use each
number more than once.

Divisor Dividend

3 2 4 16 56 54
8 96 51

Construct a division sentence whose quotient is:

1) 17
2) 12
3) 18
4) 8
5) 14

C. Solve each problem mentally.

1. Mother divided 20 oranges equally among her 4 children. How many oranges did each
child receive?
2. The grade three class has 2 booths for the school Foundation Day. The class buys 88
prizes. Each booth will share the prizes equally. How many prizes should each booth
get?
3. Marsha has 48 shells for each of her three friends. How many shells does each of her
friends get?
4. There are 54 tomatoes. There are 9 tomatoes in each box. How many boxes are there?

Solve 1-Step Word Problems involving Divisions of 2- to 4- Digit Numbers by

1- to 2- Digit Numbers including Money

I. Learning Objectives

Cognitive: Solve 1- step word problems involving divisions of of 2- to 4- digit numbers

by 1- to 2- digit numbers including money
Psychomotor: Tell the word clues/operations to be used. Use the correct operation in
solving word problems
Affective: Show love of work

II. Learning Content

Skill: Solve 1-step word problems involving divisions of 2- to 4- digits numbers by

1- to 2- digits including money
Reference: BEC PELC I E 2.1

278
 Materials: chart, paper money, drawing
Value: Love of work

III. Learning Experiences

A. Preparatory Activities

1. Drill (mental division)

Flash card with division facts, let the pupil solve mentally.

32 ÷ 4 48 ÷ 6 25 ÷ 5 21 ÷ 7

2. Motivation

Present the song: “Top of the World”

Come and join our Mathematics class.
You will surely enjoy being here with us
Mastering basic facts, multiply, add, subtract.
Everything is being learned the easy way.

Solve a problem in many ways, we know…

Number sentence helps
Ask the questions how
Learn with ease and success
Make us do our very best
Our Math today is nice if it is like this.

We’re on the top of the world solving…

Down in our land of numbers learning concepts
By discovery. It’s the love that we found
Right from very start and come let’s be
Happy learning Math

Ask the following questions:

1. What does the song tell us?
2. What do we do in Mathematics class?
3. What do you enjoy doing in your Math class?

B. Developmental Activities

1. Presentation

a. Storytelling
Present the story with a hand puppet.
Nestor sells newspapers after class. He earns 36.00 a day. He divides his
earnings to his 3 brothers for their baon. How much does each of his brother get?

Ask.
Who earned money from selling newspaper?
How much does he earn?
Let’s solve this problem using POLYA’s 4-steps in problem solving.
How does he earn money? Do you think he love his work? Why?

279
 ■ Understand
a. What are given?
b. What is asked?
c. What operation will solve the problem?

■ Plan
What equation will solve the problem?

■ Solve
Solve the equation.
Strategy – (acting out the problem)
The pupil will use play money to demonstrate the story problem.

1) How much money did each child get?

( 12.00)

■ Look back
Does the answer make sense? Yes.

b. Story 2
Present another word problem:

Laura picked 124 guavas. She placed them equally in 2 plastic bags. How
many guavas were placed in each bag?

Let’s solve this problem using the expanded form.

50 + 10 + 2 = 62 guavas
2 100 + 20 + 4
100
20
- 20
4
-4

2. Guided Practice

a. Work in groups of 5.
• Distribute index cards with problems to solve.
• Let them answer the following questions:

■ Understand:
a. What are given?
b. What is asked?
c. What are the necessary information or facts needed to solve the
problem?
d. What words tell what operation to use?
e. What operations will you use?

■ Plan
What equation will solve the problem?

280
 ■ Solve
Solve the equation.

■ Look back
a. Did you use the correct operation?
b. Does the answer make sense?
c. Did you label the answer correctly?

Problem 1 –
(written on ¼ Manila Paper)
Michelle has 873 chicos. She puts the same number of chicos in 4
baskets. How many chicos are in each basket?

Problem 2 –
Raffy bought 132 pieces of comic magazines. If he puts them equally
in 12 envelopes, how many magazines will each envelope have?

Problem 3 –
A baker bakes 1 720 cookies. He placed 25 pieces in each plastic
bag. How many plastic bags of cookies were there in all?

b. Secret Place

Rina and Apol are going to a “Secret Place”

Let us join them in their fun.
- The teacher will draw similar maze on 8 bond papers. Each group leader will be
given one, and the first to solve the problem in the maze wins.

Problems
1. Vilma received 375.00 for 5 baskets of chicos. How much did each basket
cost?
2. Mr. Reyes’ store had 144 pairs of socks. The socks were sold in packages of 12
pairs. How many packages were there?

281
 3. Mrs. Villamor has 945.00 to be divided equally among her 3 children for their
school needs. How much did each child get?
4. Seven boys ate their lunch at a restaurant. The meal cost 238. They agreed
to share equally the expenses. What was the share of each boy?

3. Generalization:

What are the steps in analyzing and solving word problem?

Steps to be followed in solving one-step word problems are:

1. Understand
2. Plan
3. Do
4. Look Back

C. Application

Let us solve the problem.

1. Miss Canilao has 135 pupils in her P.E. class. They form 5 groups. How many pupils
are in each group?
2. A small pack of biscuits costs 4.00. How many packs of biscuits could one buy
with 120.00?

IV. Evaluation

1. Harris is making plant hangers. She needs 7 beads for each hanger. She has 427 beads.
How many hangers can she make?
Number sentence: ________________
Complete Answer: ________________

2. Edgardo spent 326.00 for 2 chairs. How much did each chair cost?
Number sentence: ________________
Complete Answer: ________________

3. Mrs. Abo sells 3 orchid plants for 195.00. What is the price of 1 orchid?
Number sentence: ________________
Complete Answer: ________________

4. A sampaguita vendor gathered 800 sampaguita flowers. She used 10 flowers to make a
garland. How many garlands did she make?
Number sentence: ________________
Complete Answer: ________________

V. Assignment

Read and solve the problem

1. Nine high school students contributed 720.00 to buy their seedlings from a nearby
plant nursery. How much did each of them pay?
2. A family drove 7285 kilometres in 5 hours. How many kilometres did they drive in one
hour?

282
Solving 2-step Word Problems involving Division and any one of the
Fundamental Operations including Money

I. Learning Objectives

Cognitive: Solve 2-step word problems involving division and any one of the
fundamental operations including money
Psychomotor: Write the number sentences
Affective: Help parents in earning daily living. Cooperate in group activities

II. Learning Content

Skills: Solving 2-step word problems involving division and any one of the
fundamental operations including money
Writing number sentences
Reference: BEC PELC I – E 3.1
Materials: textbooks, problem chart, activity sheet
Value: Helpfulness, industriousness

III. Learning Experiences

A. Preparatory Activities

1. Drill – Basic Division Facts

81 ÷ 9, 64 ÷ 8 56 ÷ 7 42 ÷ 6 35 ÷ 5

2. Review – Steps in solving problems

In a store for school supplies, 480 sheets of bond paper were placed equally in 20
envelopes. How many sheets of paper were placed in each envelope?

What are the steps in solving one-step word problems?

■ Understand
a. What is asked in the problem? Number of sheets of paper placed in each
envelope.
b. What are given? 480 sheets of bond paper, 20 envelopes

■ Plan
a. What is the operation to be used in solving the problem? Division
b. Write the number sentence. 480 ÷ 20 = N

■ Solve
Write the answer. N = 24

■ Look back
Is my answer reasonable? correct?

3. Motivation

Mr. Santos gathered 384 eggs from his poultry farm. He kept 24 eggs for home use
and sold the rest equally to 3 vendors. How many eggs were sold to each vendor?

283
 B. Developmental Activities

1. Presentation

a. Problem analysis

Have the class read the problem.

Ask:

What is asked in the problem? number of eggs sold to the vendor.

What are given? 384, 24, 3
What is the hidden question? number of eggs left after Mr. Santos kept 24 for
home use
What operation shall we use to answer the hidden question? subtraction
Write the number sentence for the hidden question. 384 – 24 = N
What operations shall we use to answer the given question? subtraction and
division
Write the number sentence for the given question. (384 – 24) ÷ 3 = N
Give the answer. N = 12
Is the answer reasonable?

b. Acting out a problem.

1. Present another problem to the pupils.

2. Let them act out the problem (role playing)

Cora and Rene helped their parents earn money by selling newspapers
and magazines. Cora earned 640.00 while Rene earned 940.00. They
divided their earnings equally between their father and mother. How much did
each of them get?

How did Cora and Rene help their parents earn money?
What kind of children are they?
Are they industrious? Helpful?
Who among you help your parents?

3. Call on 6 pupils. Let them form a line. Assign each one of them to answer a
question about the problem.

Pupil 1 – What is asked?

2 – What are given
3 – What is the number sentence for the
hidden question?
4 – Write the number sentence for the hidden
question.
5 – Write the number sentence for the given
questions.
6 – Solve the problem.

2. Guided Practice

a. Divide the class into learning barkadas

b. Distribute activity cards to different groups.
c. Let the group match the answers to the questions.

284
 Nena prepared 284 sandwiches. Rita prepared 368 sandwiches. They
distributed the sandwiches equally among the 4 classes. How many did each class
receive?

A B
1. What are given? a. 284 + 368 = N
2. What is asked? b. addition
3. What is the hidden question? c. total number of sandwiches
4. What operation to be used to d. 284, 368, 4
find the hidden question? e. number of sandwiches that
5. What is the number sentence of each class received
the hidden question ? f. (284 + 368) ÷ 4 = N
6. What is the number sentence of g. addition and division
the given question? h. 163
7. What operations to be used to
find the answer?
8. What is the answer?

3. Generalization:

What are the steps in solving 2-step word problems?

Understand
What is asked in the problem?
What are given?
What is the hidden question?

Plan
What is the operation to be used to find the answer to the hidden question? given
question?
Write the number sentences: hidden question, given question.

Solve
Write the answer.

Look Back
Is my answer reasonable?

C. Application

Group Work – Work in Triads

1. Distribute activity cards to the pupils.
2. Have them answer the questions on the sheets.
3. Let them post their answers on the board.

285
 Activity Card

1. What is asked?
___________________

2. What are given?

___________________

3. What is the hidden question?

___________________

4. Write the number sentence.

Hidden question __________________
Given question __________________

5. Write the answers.

___________________

IV. Evaluation

Read and solve each problem.

1. Amanda Flower Shop used 159 flowers to make 3 bouquets that had the same number of
flowers. How many flowers were used for 2 bouquets?

2. Ralph and Laurel paid 45 each for their hair cut every month. By the time they spent
540, how many months would they have had their hair cut?

3. Mrs. Laura Gonzales earns 2,130, for 6 days a week. If she works only 4 days in one
week, how much will she be paid?

4. Carlos put 212 tennis balls into 4 wire baskets. He put the same number of balls in each
basket. He brought 3 baskets of balls to the tennis court. How many balls did Carlos bring?

5. Four boys work 6 hours in one day. If the job takes 192 hours to complete, how many days
will the boys have to work?

V. Assignment

Read the problems and answer the questions that follow.

1. Ronie picked 240 santols while Mario picked 260. They placed the santols equally in 50
baskets. How many santols will there be in each basket?
2. Olive baked 6 cakes for 245 each. If she shared her earnings equally with her brother
and sister, how much did each of them get?

286
Solving 3- Step Word Problems involving Division and any two of the other
Fundamental Operations including Money

I. Learning Objectives

Cognitive: Solve 3-step word problems involving division and any two of the other
fundamental operations including money
Psychomotor: Write the complete answer.
Affective: Use time wisely

II. Learning Content

Skills: 1. Solving 3- step word problems involving division and any two of the other
fundamental operations including money
2. Writing complete answer
Reference: BEC PELC I E 3.2
Materials: textbooks, problem chart, number cards, flash cards
Value: Wise use of time

III. Learning Experiences

A. Preparatory Activities

1. Drill – Division, multiplication, subtraction and addition basic facts

The teacher divides the class into 2 groups. She designates a leader and let all
members form a straight line. Then she distributes number cards and asks the pupils to
look for the answer of their number combinations from the cut-outs on the chalkboard.
The first group to get all the correct answers wins the race.

54 ÷ 9 = __ 7 x 8 = __ 5 x __ = 20 __ ÷ 6 = 7

16 - 8 = __ 63 ÷ __ = 9 9 + __ = 18 64 ÷ __ = 8

4 42 7 8 9
6 56 8

2. Review

Have a review in analyzing and solving 2-step word problem.

a. Group the pupils in fours
b. Each group will answer a set of word problems.
c. Before the pupils answer the word problems, guide them to analyze an example.

Buddy saved 80, 90 and 100 for 3 months. What was his average
monthly savings?

287
 ■ Understand
a. Draw a picture about the problem
80 90 100
b. What is asked in the problem?
c. What information is needed to solve the problem?
d. Can you find the answer to the problem at once?
e. What do you need to do?
Find the hidden question.

■ Plan
a. What process will you use to find the hidden question?
b. What process will you use to find the given question?
c. Who can write the number sentence?

■ Solve
Solve the problem.
Step 1 80 + 90 + 100 = 270
Step 2 270 ÷ 3 = 90

■ Look back
Does the answer make sense?

3. Motivation – Present a problem.

Johnny worked in a factory. He receives daily salary of 300 and 150 overtime
pay. If Johnny receives the same rate, how much will he receive for 5 days? 2 days?
a. Where does Johnny work?
b. Is Johnny an industrious person?
c. Did he use his time wisely?
d. Read the part of the problem showing that Johnny is industrious.
e. Does it pay to be industrious? Why?

B. Developmental Activities

1. Presentation

a. Analysis
1. What are the given facts that can help us solve the problem?
2. What is asked in the problem?
3. Can you find the answer to the problem at once?
4. Look for the hidden question.
5. What process/processes will you use to answer the hidden question?
6. Write the number sentence for the hidden question.
7. What other operation will you use to answer the given question?
8. Write the number sentence for the given question.
9. Solve the problem.

Step 1
300 + 150 = 450

Step 2
450
x 5
2 250

288
 Step 3
450
x 2
900

10. Does the answer make sense?

b. Organize the data in a table

The teacher distributes strips of paper with the steps in problem solving
written on them. Then she posts the 4 big steps on the board.

UNDERSTAND PLAN SOLVE LOOK BACK

1. What are given? 1. What are the Solve the 1. Is my answer
processes to number reasonable?
2. What is asked? be used to sentence
solve the
hidden and
3. What is the given
hidden questions?
question?
2. Write the
number
sentence.

The teacher asks the pupils to post the strips of paper under the appropriate
column.

2. Guided Practice

a. Contest – Working in pairs

1. Group pupils in pairs.

2. Give them problems to work on.
3 Each pair will work cooperatively.
4. Ask them to write their answers on the board.
5. The team to get the most number of correct answers wins the contest.

Word Problems

1. A group of 42 grade three pupils went on a picnic by the seashore. In the

morning they gathered two bags of shells with 336 shells in each bag. In the
afternoon they gathered 3 bags of shells with 420 shells in each bag. They
divided the shells equally among themselves. How many shells did each
pupil get?
2. The streets were lit with multicolored neon lights. There were 3 rows of
multicolored neon lights. Each row had 148 neon lights. After the holidays,
the neon lights were removed. Thirty-four neon lights were given away while
the rest were kept in a box. Each box has 10 neon lights. How many boxes
were used?

b. Work in group of 6.
1. Form groups with 6 members.
2. Give each group a problem.

289
 3. Ask each group to solve the problem and report their output to the class by
supplying the data called for in the table below.

Number Number
Given Asked Processes Sentence Sentence Answers
to be used (Hidden (Given
Question) Question)
Group 1
Group 2
Group 3
Group 4
Group 5
Group 6

4. The group who gets the most number of correct answers wins the game.

3. Generalization:

What are the steps to be followed in solving 3-step word problems?

Read and understand the problem.

Understand
Find out what are given.

Find out what is asked.

Know the hidden question.

Decide the process to be used.

Plan

Write the number sentence.

Solve Solve the problem.

Look Back Check if the answer is reasonable/correct.

C. Application

Read and solve the following problems.

1. The teaching force of an elementary school has 85 male and 97 female teachers. If
26 are special teachers and the rests are assigned equally in 6 grades, how many
teachers are there in each grade?

290
 2. The grade III pupils went on a field trip to Tagaytay. They hired a bus for 2,445
and a minibus for 1,235. The school gave 1,120 and the rest was shared
equally by among the 32 pupils. How much did each pupil pay?

IV. Evaluation

Write the missing data on the blanks.

In the children’s store, 285 blue notebooks and 325 red notebooks were delivered.
Out of these, 190 notebooks were sold and the rest were arranged in 15 shelves. How many
notebooks were in each shelf?

1. Given ____________________
2. Asked ___________________
3. Hidden Question ___________
4. Number sentence for the hidden question ____________
5. Number sentence for the given question ____________
6. Answer _________________

V. Assignment

Read, analyze and solve the problem.

1. For the school fund-raising projects, the primary classes collected 89 kg of old newspapers,
and the intermediate classes collected 125 kg. The children sorted out the old and crumpled
newspapers which weighed 6 kg. They bundled the remaining newspapers at 8 kilograms
per bundle. How many bundles were made?

Identifying Fractions Less Than One

I. Learning Objectives

Cognitive: Identify fractions less than one

Psychomotor: Read and write fractions less than one
Affective: Practice the habit of sharing

II. Learning Content

Skills: 1. Identifying fractions less than one

2. Reading and writing fractions less than one
Reference: BEC PELC III A.1.1
Materials: textbooks, flash cards, coloring materials
Value: Sharing

291
III. Learning Experiences

A. Preparatory Activities:

1. Drill

1 1 2 3
2 3 4 8
2. Review – Parts of a fraction

1. What are the parts of a fraction?

2. What does the numerator tell us? The denominator?

3. Motivation

Show a cake model.

On Mary’s birthday, her mother baked a cake. She divided it into 8 equal parts to be
shared among her friends.

1
What do you call one of the equivalent parts? 8
1
Who can write the fraction in figure? 8
Write it in words. One eighth

Mary is a generous girl because she shares the cake to her friends. Do you also
share things to your friends and family? What are the things that you share to your
friends? Your family?

B. Developmental Activities:

1. Presentation

a. Show an illustration of the cake on the board

b. Let the pupil shade two of the eight equivalent parts.

How many parts are shaded?
The shaded parts were given to Rose and Josie.
What part of the whole cake was given to Rose and Josie?
Who can represent the shaded parts in figures? 82

292
 Read the fraction.
How do we write it in words? Two eighths
6
Now, what part of the whole cake was left? six eighths 8
Ask the pupil to write the fraction in figures and in words.
Let the pupils shade the whole region.
What fraction represents the whole region? 88
8
Is 8
equal to the whole region?
8
Write: 8
=1
2 8 6 8
Is 8
less than 8
? Is 8
less than 8
?

c. Comparing parts of whole region (use cut-out of shapes)

Present the figures below.

Let the pupils observe the figures.

Ask: How many equivalent parts does each figure have?
Have the pupils write the numerals representing the number of equal parts each
figure has.
Let the pupils write the numerals representing the shaded parts in their show me
cards.
Ask the pupils to match their show me cards with the cut-out shapes.
Let the pupils compare the fraction by using the symbols >, <.
1
Which is greater? 4
or 32 , 3
4
or 41 , 3
5
or 41 , 3
2
or 34
1 4 3 5 2 3
4
or 4
, 5
or 5
, 3
or 3

2. Guided Practice

a. Drawing regions for the given numerals.

Let the pupils draw regions to represent the following fractions.
1 2 3 1 1
4 3 4 5 6
b. Comparing parts of a fractions (Numerator and Denominator)
What do we call? 1 in 41 , 2 in 32 , 3 in 34 etc.
What does the numerator represent?
What does the denominator tell us?
c. Using a number line, ask pupils to divide it into 5 equivalent parts.

1 2 3 4 5
5 5 5 5 5
Into how many equivalent parts is the line segment divided?
What do you call 2 of the equivalent parts?
Write the fraction in figure and in words. 52 two fifths

293
 5
You can see in the illustration that 1 is equal to 5
, read all the fractions less than
5
one or .
5
What can you say about the numerators of these fractions in relation to their
denominators? The numerators are less than the denominators.
We call these, fractions less than one.

3. Generalization

When is a fraction less than one?

A fraction is less than one when the numerator is less than the denominator.

C. Application

Play “Who Am I?”

1. I am a fraction equal to one. My denominator is 9. Who am I?
2. I am a fraction that shows 5 of 9 equal parts. Who am I?
3. I am a fraction whose denominator is 4 and my numerator is 2 of the equivalent parts.
Who am I?

IV. Evaluation

A. Do what is asked.
a. Divide the following regions into halves, thirds and fourths.

b. Shade one of the equivalent parts.

c. Write the fraction name for the shaded part.

B. Write √ if the fractions is less than one and x if it’s is not less than one.
2 4
_____ 1) _____ 2)
3 12
4 8
_____ 3) _____ 4)
3 7
7 11
_____ 5) _____ 6)
9 10
8 3
_____ 7) _____ 8)
11 7
12 3
_____ 9) _____ 10)
10 2

294
V. Assignment:

A. Circle the fractions less than 1.

2 5 4
1) , ,
4 3 4
6 12 1
2) , ,
6 10 5
5 9 6
3) , ,
8 7 5
1 3 4
4) , ,
2 2 3
5 3 6
5) , ,
5 7 4

B. Draw and shade to show the fraction.

1. 2. 3.

5
6 2
4
3
5

4. 5.

2 1
4 8

Telling the Relationship Between Fractions Less Than One

I. Learning Objectives

Cognitive: Tell the relationship between fractions less than one

Psychomotor: Show relationship between fractions by using the symbols > and <
Affective: Practice eating the right kinds of food

295
II. Learning Content

Skills: 1. Telling the relationship between fractions less than one

2. Reading and writing fractions less than one
Reference: BEC PELC II A.1.2.1
Materials: cut-outs with color shaded parts, diagram showing fractions less than one
Value: Health consciousness

III. Learning Experiences

A. Preparatory Activities

1. Drill: Naming fractions less than one.

1. Show cut-outs of regions with shaded parts

2. Ask the pupils to name the shaded parts.

2. Review – What do you call fractions whose numerators are less than the denominators?

3. Motivation

Problem illustration
2
Corn is grown in 6
of a farm and vegetables in 61 . Which is greater, the part where
corn is grown or the part where vegetables are planted?

B. Developmental Activities:

1. Presentation

a. Show a representation of the problem.

This figure is a representation of the
farm in the problem.

Ask the pupils to shade the part where corn is grown and the part where vegetables
are planted.
Part where corn is grown.
Part where vegetables are planted.

2
Write the fraction representing the part where corn is grown. 6
1
Write the fraction representing the part where vegetables are planted. 6
3
What part of the farm is not planted? 6
6
What fraction represents the whole farm? 6

Which of these fractions are less than one? 26 1

6
3
6
Why do we call these fractions less than one?

296
 b. Have pupils compare the fractions representing the parts of the farm.

1. Which is greater, the part where corn is grown or the part where vegetables are
planted? Which is lesser the part representing where nothing is planted or the
part where corn is grown?
2. Show the relationship of the fractions by using symbols > and <.
2 1 3 2
> >
6 6 6 6
1 2 2 3
< <
6 6 6 6
c. Observing illustrations and comparing fractions less than one.
Show 2 cut-out of fractions.

1
Write the fractions in figures and in words. 4
one-fourth
1
3
one-third
1 1
Which is greater 4
or 3
?

Which expression tells correctly the relationship between the 2 fractions?

1. 41 > 31
1 1
2. 4
< 3
1 1
3. 4
= 3

d. Ask the pupils to illustrate the problem below.

One-third of Tom’s vegetable plot is planted to camote and two-sixths to mongo

seedlings? Show the relationship of the fraction by using > and <.

To what food groups do camote, camote tops and mongo belong? Go, glow or grow?
Why do we need to eat these kinds of food?
Do you eat enough of these kinds of food daily?

2. Guided Practice

a. Use of number line

Ask the pupils to divide the line segment into 5 equivalent parts.

1 2 3 4 5
5 5 5 5 5

297
 b. Show the relationship by using > or <.

• Group pupils into learning barkadas.

• Distribute illustrations of regions and number lines representing fractions less
than one.
• Ask pupils to write the fractions in figures and in words.
• Ask other pupils to show the relationship of the fractions by using > and <.

3. Generalization

What symbols do we use to show relationships between fractions less than one?

We use the symbol > (is greater than) and < (is less than) to show relationship
between fractions less than one.

C. Application

Compare the following fractions. Write <, > on the blanks.

1 2 1 2
1) ___ 2) ___
2 4 8 10
3 1 2 1
3) ___ 4) ___
4 2 5 9
4 8
5) ___
5 9

IV. Evaluation

A. Look at the illustrations. Compare the shaded part. Use > or <.

1 4 1 1 4 1
1) ___ 2) ___ 3) ___
4 8 3 4 8 3
B. Show by illustrations the relationship of the following fractions.

7 1 5 3 2 2
1) 2) 3)
8 3 6 6 3 4

1 1 1 3
4) 5)
4 2 5 4

298
V. Assignment

A. Ring the fraction in column B which is greater than the given fraction in column A.
A B
1 1 1 2
1)
2 4 5 3
3 1 9 1
2)
4 8 10 2
2 2 1 3
3)
8 5 4 8
1 1 4 2
4)
4 2 5 3
2 4 2 1
5)
3 6 7 5
B. Write < or > on the blank to make each sentence true.

1 3 2 2
1) ______ 2) ______
6 4 6 3

1 4 3 4
3) ______ 4) ______
3 6 9 8

3 4
5) ______
8 8

Ordering Fractions Less Than One having 1 as Numerators

I. Learning Objectives

Cognitive: Order fractions less than one having 1 as numerators

Psychomotor: Shade parts of whole regions and write their fraction names
Affective: Participate actively in group activities

II. Learning Content

Skill: Ordering fractions less than one having 1 as numerators

Reference: BEC PELC II A 1.2
Materials: textbooks, fraction kit, flash cards, coloring materials, Show Me Cards
Value: Active participation in group activities

299
III. Learning Experiences

A. Preparatory Activities

1. Drill: Distribute “Show me cards” to the pupils with fraction names. As the teacher
flashes the cards, the pupil show the fraction name of the shaded part of each region.

2. Review: What are fractions less than one?

Is 12 a fraction less than one? Why?

3. Motivation

1 1 1
A group of friends was given a rice cake. Mary ate 2
, Rose 6
, Carol 8
and Camille
1
4
. Who consumed the most? the least?

B. Developmental Activities

1. Presentation

a. Problem illustration using regions

1. Distribute fraction circles to pupils. Let them divide the circular regions by
showing the amount of cake consumed by each. Ask the pupils to shade the
designated part using crayons.

1 1 1 1
Mary Carol Camille Rose
3 8 4 6
Who consumed the least? Who consumed the greatest?

2. Arrange a diagram to compare fractions less than one.

b. Observing a diagram to compare fractions less than one

1
2
1
3
1
4
1
5
1
6
1
7
1
8

1. From the diagram, write 2 fractions on the board and compare them using the
symbols > and <.
2. Order the fractions on the diagram from least to greatest.

300
 c. Problem illustration using a number line

1
In the fable, “The Turtle and the Hare”, the hare had covered a distance of 2
from the starting point to the end point before it decided to take a nap. Meanwhile the
persistent turtle has covered 81 .

Show the distance covered using the number line

Turtle Hare

1 1
8 2

1 1
Which is greater, 2
or 8

2. Guided Practice

a. Game – Using cut-outs and show me cards.

1. Distribute cut-outs to pupils with fractions printed on them.

1 1 1 1 1 1 1 1 1 1 1 1 1 1
4 5 10 9 2 4 3 6 8 12 4 7 3 2

1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1
3 2 8 9 6 2 3 5 6 7 9 2 4 6 10 8 5

2. Tell them to read the direction at the back of the cut-out.

3. Have them write their answer on their show me cards.
Directions: Order the fractions from greatest to least
Order the fractions from least to greatest

b. Cooperative Learning – group activities – contest

1. Group pupils into learning barkadas
2. Distribute cut-outs showing fractions with shaded parts.
3. Let the pupils arrange them from least to greatest and vice-versa.
4. Ask them to read the fractions as they move forward to show the regions.
5. The fastest group to form the line in correct order wins the game.

3. Generalization

What shall we remember when ordering fractions less than one having one as
numerators?

When ordering fractions less than one with one as the numerators, remember that
the greater the denominator the lesser is the value of the fraction.

C. Application

1 1 1
1. In a pie-eating contest, Mary ate 2
of a pie, Lori 4
and Mercy 8
. Who ate the most? the
least?
2. Contest – Let the pupils participate in a softdrink drinking contest, Measure the amount of
liquid consumed by each contestant. Write the fraction names.

301
IV. Evaluation

1 1 1 1 1
1. Draw regions showing 2
, 3
, 4
, 5
and 6
. Color the shaded parts and arrange them from
least to greatest.

2. Arrange the fractions from least to greatest.

1 1 1 1 1 1 1 1
1) 2)
7 5 2 3 9 10 4 3
1 1 1 1 1 1 1 1
3) 4)
4 3 6 2 8 2 3 7
1 1 1 1
5)
9 8 10 4
V. Assignment

a. Do what is asked.
1. Show the following fractions by using rectangular regions.
1 1 1 1 1
and
2 3 4 5 6
2. Color the part being considered.
3. Arranged them from least to greatest.

b. Arrange the fractions from greatest to least.

1 1 1 1 1
8 9 2 4 5
c. Arrange the fractions from least to greatest.
1 1 1 1 1
3 6 7 10 5

Identifying Fractions Equal to One

I. Learning Objectives

Cognitive: Identify fractions equal to one

Psychomotor: Read and write fractions equal to one
Affective: Develop the habit of writing neatly

II. Learning Content

Skills: Identifying fractions equal to one

Reading and writing fractions equal to one
Reference: BEC PELC II A.1.3
Materials: fraction circles, fractional bars, activity sheet, coloring materials
Value: Neatness

302
III. Learning Experiences

A. Preparatory Activities

1. Drill – Fractions less than one

Give the fractions for the shaded parts.

2. Review – Part of a fraction

What are the parts of a fraction?

Which part of a fraction represents the number of equal parts?
Which part represents the number parts being considered?

3. Motivation

Game: Pupil describes a fruit and let their classmates give the name of the fruit.

B. Lesson Proper

1. Presentation

a. Use a real object for problem illustration.

1. Show a papaya and cut it equally into halves.

Into how many parts is the papaya divided? 2
How will you write one of the equal parts? 12
2
How will you write two halves? 2
2
Are two halves equal to one? 2
=1

2. Let the pupils write the fractions in figures and in words.

1
2
one half
2
2
two halves
3. Compare the fractions.
1
What kind of fraction is 2
? Fraction less than one
2
What about 2
? Fraction equal to one
2
What can you say about the numerator and denominator of 2
? They are the
same

b. Use of cut-outs
1. Distribute cut-outs of different parts of a cake to the pupils.
2. The pupils put the parts together to form a whole.
3. Ask: Into how many parts is the whole divided? What do you call each part?
4. Guide the pupils in recognizing the whole as six-sixths.
How many 6 equal parts has the whole region? 6

303
 6
The whole region is equal to 6
.
6
We say six-sixths and write 6

Is 66 equal to one?
What can you say about the numerator and denominator of the fraction? They
are the same.

c. Observing illustrations and identifying fractions equal to one.

2 4 5
2 4 5
1. Let pupils shade each part one after the other.
2. Ask them to identify the shaded parts.
3. When all the parts have been shaded, ask them to write the fraction names for
the shaded parts.
4. Is 22 equal to 1? 44 ? 55 ?
5. What do you notice about the numerators and denominators of fractions equal to
one? They are the same.

2. Guided practice

a. Let the pupils identify which fractions are equal to one.

Write the fraction name for the shaded parts and encircle the fraction equal to one.
(At this point remind the pupils to write their numbers neatly and legibly).
b. Distribute fraction words and figures to the pupils.
Call out a fraction and ask the pupils holding the fraction figure and fraction word to
stand side by side in front of the class.
Two Four Five Six
2 halves
4 fourths
5 fifths
6 sixths
2 4 5 6

c. Ask the pupils to read the numbers.

3. Generalization

When are fractions equal to one?

Fractions are equal to one when their numerators and denominators are the same.

304
 C. Application

Ring the fractions equal to one

4 2 5 3
1) 2)
4 4 5 5
3 6
3)
6 6 3 9
4)
2 3 9 9
5)
3 3

IV. Evaluation

A. Write the fraction numerals for the following.

1. five-fifths _____
2. two-halves ____
3. four-fourths ____
4. eight-eights ____
5. six-sixths ____

B. Encircle the fractions equal to one.

2 2 2 2 7 7 3 3
1) 2)
3 6 2 4 7 6 8 6

7 5 4 3 4 3 5 8
3) 4)
10 8 5 3 9 4 5 6

4 4 4 4
5)
6 4 9 12

V. Assignment

A. Write 5 fractions having a value of one.

B. Write the fraction words for the following:

6 8
1) ________ 2) ________
6 8
4 7
3) ________ 5) ________
4 7
9
5) ________
9

305
 C. Encircle the fractions equal to one.

5 3
1) 2)
5 3

2 1
3) 4)
4 8

9
5)
9

Identifying Fractions More Than One

I. Learning Objectives

Cognitive: Identify fractions more than one

Psychomotor: Read/Write fractions more than one
Affective: Be considerate to others/Work well with others

II. Learning Content

Skills: Identifying fractions more than one

Reading/Writing fractions more than one
Reference: BEC PELC II A 1.4
Materials: textbooks, cut-outs, activity cards, coloring materials
Value: Concern for others

III. Learning Experiences

A. Preparatory Activities

1. Drill - "Climbing the Ladder"

a. Call on 2 pupils.
b. Let them have a race in climbing the ladder by checking out all fractions less than
one. (note: The ladder should have the same fractions)
c. The first pupil to come up with the most number of correct answers wins the game (At
this point give some safety precautions to pupils like telling them not to push each
other.

306
 2 2
8 8
3 3
2 2
4 4
3 3
1 1
9 9
2
2 6
6
3
3 7
7
5
5 5
5 8
8 4
4 3
3 10
10 1
4
1
4

2. Review – When is a fraction less than one?

A fraction is less than one when the numerator is less than the denominator.

3. Motivation

Let the pupils sing a fraction song to the tune of "The Farmer in the Dell"

One whole, one whole, one whole

Divided into 2
One part is called 12 (Substitute 12 with other unit fraction)
And so the other too.

B. Developmental Activities

1. Presentation

a. Problem Illustration

1. Present the following with all parts shaded. (cut-outs)

A
C
B
Into how many equal parts is figure A divided? Figure B? Figure C?
What fractional parts are shaded?
What do you call the fractions 22 , 44 , and 66 ?

307
 2. Remind the pupils that fractions equal to one have the same numerators and
denominators.
3. Present other figures. (Cut-outs)

D E F

a. How many fourths does Figure D show?

b. How many halves does Figure E show?
c. How many thirds does Figure F show?
d. Write the fraction for the shaded parts of D, E and F.
5 3 5
4 , 2 , 3
e. Are these fractions less than one? equal to one? more than one?
f. What do you notice about the numerators and denominators of fractions
more than one?

2. Guided Practice

a. What kind of fractions are the following:

3 4 7 8 8
, , , ,
2 3 4 6 7
1. Are these fractions more than one? Why?
2. What do you notice about their numerators and denominators?

b. Game - "Looking for a Partner"

Distribute cut-outs of regions divided into equal parts.

a. Let the pupils find their partners by showing their cut-outs to the others.
b. Ask them to look for the regions with shapes similar to their cut-outs.
c. When everybody has found his partners, let them stand side by side and show
their regions and say the fraction represented by their cut-outs.

3 7
2 4

308
 3. Generalization:

When are fractions called fractions more than one?

Fractions are called fractions more than one when their numerators are greater than
the denominators.

C. Application

1. Draw regions showing the following fractions.

6 5 3 7 8
1) 2) 3) 4) 5)
4 3 2 6 5
2. Put a check mark before fractions equal to one, a cross mark after fractions more than
one and encircle fractions less than one

2 9
1) 2)
2 3
3 4) 12
3)
6 10
5 2
5) 6)
4 5
6 7
7) 8)
6 7
8 10
9) 10)
7 8

IV. Evaluation

A. Write the fraction for these names

1. Five-halves _____________
2. Six-thirds ______________
3. Five-fourths ___________
4. Nine-eighths ____________
5. Twelve-tenths ___________

B. Circle the fractions which are equal to one.

Box the fractions which are greater than one.

2 4 6 7 3 8 9
3 4 6 5 5 9 8

8 7 4 3 2 7 9
8 7 3 4 7 9 7

309
V. Assignment

Write the following fractions in words.

6
1) ___________
2
5
2) ___________
4
7
3) ___________
5
8
4) ___________
6
9
5) ___________
3

Ordering Fractions Equal to One, Less Than and More Than One with the same
Denominators

I. Learning Objectives

Cognitive: Order fractions equal to one, less than and more than one with the same
denominators
Psychomotor: Write fractions from least to greatest and vice versa
Affective: Practice good health habits

II. Learning Content

Skills: Ordering fractions equal to one, less than and more than one with the same
denominators
Writing fractions equal to one, less than and more than one from greatest to
least and vice versa
Reference: BEC PELC II A.1.5
Materials: textbooks, fraction circles, activity cards, cut-outs
Value: Health consciousness

III. Learning Experiences

A. Preparatory Activities

1. Drill – Identifying fractions equal to one, more than and less than one

1. Play “Giant Step” (Pupils play in pairs)

2. The teacher flashes the cards containing fraction numerals. (equal to one, more than
one and less than one)
3. Tell whether the fraction is equal to one, more than one or less than one.
4. The contestants beat each other in giving the correct answer.
5. The first pupil who gives the correct answer takes one step forward.
6. The first pupil to reach the finish line wins the game.

310
 2. Review:

Circle all fractions less than one, box those which are more than one and cross those
which are equal to one.

2 7
3
3 2 5 10
1 4
4 8 12
9 5
4 17 12
5 6
11 10 4 2 8
8 5
11 9 5
6

3. Motivation

Do you eat your breakfast before going to school?

How many meals do you eat everyday?
(Show picture of Go, Grow and Glow foods)
Which of these food do you eat everyday?
Are these foods good for the body?

B. Developmental Activities

1. Presentation

a. Problem illustration

Are fruits good for the body?

Show two apples, an orange and papaya cut in fourths.
Into how many equal parts is the orange divided?
Get 2 pieces of the equal parts and show them.
How many fourths are there? 2
Write the fraction for the pieces. 24
What kind of fraction is 24 ?
Into how many equal parts is the papaya divided?
Get all the pieces and show them.
What fraction names the parts? 44
What kind of fraction is 44 ?
Into how many equal parts are the apples divided?
Get 5 pieces of the sliced apples and show them.
Can we get one whole from these pieces?
What fraction names the pieces? 54
5
What kind of fraction is 4
?
2 4
Which is greater, 4
or ? 54 or 44 ? 24 or
4
5
4
?
Arrange the fractions from greatest to least.

311
 2 4 5
4 4 4
b. Use the regions

A B C D
1. Write a numeral for the shaded parts.
2 5 4 7
A= B= C= D=
4 4 4 4
2. Compare the fractions by using > or <
2 4 5 4 5 7
< , > , <
4 4 4 4 4 4
3. Arrange the fractions from least to greatest.
2 4 5 7
4 4 4 4
4. Arrange the fractions from greatest to least
7 5 4 2
4 4 4 4
5. How do we order fractions with the same denominators?

c. Use number lines.

1 2 3 4 5
0
5 5 5 5 5

1 2 3 4 5
0
5 5 5 5 5

1 2 3 4 5 6
0
5 5 5 5 5 5

1. Observe the distances covered in the number line.

2. Compare the distances covered by using > or <
3 5 6 5 6 3 5 6
< , > , > , >
5 5 5 5 5 5 5 5

312
 3. Arrange the fractions from greatest to least.
6 5 3
5 5 5
4. How do we order fractions with the same denominator?

2. Guided Practice

a. Cooperative learning – group pupils into learning barkadas (triads)

1. Show flashcards with fractions arranged from least to greatest and vice versa.

2. Using their show me cards, the pupils will write More if the fractions are arranged
from greatest to least and Less, if arranged from least to greatest.

2 3 5 8 10 2 5 9 12 15
less less
3 3 3 3 3 9 9 9 9 9

6 5 4 2 1 2 4 6 7 9
more less
5 5 5 5 5 7 7 7 7 7

1 4 5 8 10 9 7 5 3 1
less more
8 8 8 8 8 10 10 10 10 10
C. Application

1. Write the fractions in order from least to greatest

2 4 1 8 10
1) ______________
8 8 8 8 8
1 8 5 3 4
2) ______________
5 5 5 5 5
3 10 15 4 1
3) ______________
10 10 10 10 10
2. Work with a partner. Pupils will be paired with learning partners. Write the fractions in
order from smallest to biggest and vice versa
Pupil 1 Learning Partner
Greatest to Least Least to Greatest
2 4 1 8 6
1) ______________ _______________
8 8 8 8 8
1 5 3 4 8
2) ______________ _______________
5 5 5 5 5
7 4 5 6 1
3) ______________ _______________
6 6 6 6 6

313
 3. Generalization

What shall we remember when ordering fractions less than one, equal to one and
more than one?

When ordering fractions less than one, equal to one and more than one with the
same denominator, remember that the greater the numerator, the greater is the value of
the fraction.

IV. Evaluation

A. Draw regions to represent these fractions. Arrange the region as directed.

greatest to 1 2 3
least 1) , ,
2 2 2
least to 2 5 3
greatest 2) , ,
3 3 3
greatest to 4 9 12
least 3) , ,
9 9 9

B. Which sets of fractions are written in order from greatest to least?

2 1 4 6 7 5 4 3
1) 2)
5 5 5 5 8 8 8 8
5 4 3 2 7 6 8 5
3) 4)
4 4 4 4 7 7 7 7
9 6 5 2
5)
6 6 6 6
V. Assignment:

A. Answer the problem

Karen bought 2 whole big pizzas. Each pizza was divided into 12 equal parts. She
3
gave 12 to Karie, 12
12
5
to her friends, 12 to her brothers and sisters and ate the rest. Who got
the biggest share? Who got the least share?

B. Inside the boxes are fractions and shaded portions of regions representing fractions. Arrange
the fractions from least to greatest by writing numbers 1 to 7 on top of the boxes.

7 5 1
8 8 8

314
 C. Arrange the following fractions from greatest to least

3 1 4 5 6 8 2
1)
6 6 6 6 6 6 6
4 9 1 6 5 2 8
2)
9 9 9 9 9 9 9
2 4 7 9 1 3 8
3)
7 7 7 7 7 7 7

Finding the GCF (Greatest Common Factor) of Two Given Numbers

I. Learning Objectives

Cognitive: Find the GCF (Greatest Common Factor) of two given numbers
Psychomotor: Tell/Write the GCF of two given numbers
Affective: Spend money wisely

II. Learning Content

Skills: Finding the GCF (Greatest Common Factor) of two given numbers
Telling/Writing the GCF of two given numbers
Reference: BEC PELC II A 2.1.1
Materials: Learning Activity Sheets, cut-outs
Value: Thriftiness

III. Learning Experiences

A. Preparatory Activities

1. Mental Computation

There are 56 boxes with 8 crayons in each box. How many crayons are there in all?

2. Drill: Games

315
 a. The pupils give the product as the teacher points to the combinations in the number
wheel.
b. The teacher gives a product and the pupils give the factors.

3. Review – Term used in Multiplication

a. Write a multiplication sentence on the board.

9 x 8 = 72
b. Pupils read the sentence.
c. What do we call 9 and 8, the numbers that we multiplied? Factors
d. What do we call 72? Product

4. Motivation

Julie has 3 piggy banks. If she has 8 in each bank, how much does she have?

Who among you have piggy banks at home?

What do you do if you have extra money from your baon?
Do you put them in your piggy bank?
Is it good to save money for the future? Why?

B. Developmental Activities

1. Presentation

a. What shall we do to solve our problem? Multiply

3 x P8 = 24 3 and 8 are factors of 24.
24 is the product of 3 and 8.
b. Distribute cut-outs to pupils.

6 1
2 4 12 24

1. Aside from 3 and 8, what 2 numbers when multiplied will give a product of 24?
2. Call on the pupils holding the cut-outs to compare the numbers and come up with
a pair of cut-outs which are factors of 24.

6 x 4 = 24 2 x 12 = 24 1 x 24 = 24

3. Who can give all the factors of 24? 1, 2, 4, 6, 12, 24,

How many factors has 24? 6

c. Listing of and comparing factors of given numbers.

Ask the pupils to list the factors of 12.
What are the factors of 12? List them from least to greatest.
1, 2, 3, 4, 6, 12
Tell the pupils to compare the factors of 24 and 12 on the board, you can see the
factors of 12 and 24.

316
 24 12
1 1 1. How many factors has 12? 24?
2 2 2. Look at the list and find the common factors of the
numbers. Circle the factors.
3 3
3. What are the common factors of 24 and 12? 1, 2,
4 4 3, 4, and 12
6 12 4. From the common factors, put a check mark beside
the greatest number common to both 24 and 12.
8
5. What is the greatest common factor of 24 and 12?
12 12
24 6. 12 is the greatest common factor of 12 and 24.
7. 12 is the GCF of 12 and 24.

2. Guided Practice

a. Use of cut-outs
• Distribute cut-outs of petals of flowers with printed numerals.
• Group pupils into threes.
• Ask them to form a flower from the petals and post the petals around the circle
cut-outs posted on the board.
• The numeral on the circle cut-out is the pupils’ cue for the products. The pupils
will select petals with numerals that are factors of the number on the circle cut-
out.

• Ask pupils to select 2 products and write the GCF on the show me cards.
• Let them say: The GCF of 15 and 20 is 5.
The GCF of 10 and 15 is 5.
The GCF of 16 and 8 is 8.
The GCF of 10 and 20 is 10.

b. Use of activity cards

• Form 2 teams. Distribute activity cards. Two cards per group.

2 9 6 3 5 18 1 7 4 18 18 1 3 2 4 7 8 6 12 9 36 10 36

24 6 2 12 8 5 1 8 4
5 7 3 4 1 24 40 9 3 7 40

• In each card, circle or ring all the factors of the given numbers.
• Then ask the pupils to supply the missing data on the board.

Number Total no. of Common GCF

factors factors
18 8 1, 2, 3 18 18 is the GCF of 18
36 6 6, 9, 18 and 36.

317
 Number Total no. of Common GCF
factors factors
24 8 1, 4, 8 8 8 is the GCF of 24 and
40 6 40.

3. Generalization

What are the steps in finding the GCF of 2 given numbers?

a. List down the factors of each number.

b. Find the common factors of the given numbers.
c. Look for the greatest factor common to the numbers.

C. Application

Use the number in the box to answer each of the questions.

1 2 4 6 9 10
12 14 15 24 27 28

1. Which pair of numbers has a GCF 5?

2. Which pair of numbers has a GCF 6?
3. Which pair of numbers has 12 as GCF?
4. Which pair of numbers has 4 as GCF?
5. Which pair of numbers has 9 as GCF?

IV. Evaluation

A. Find the GCF.

1) 6 and 12 2) 12 and 18
3) 15 and 21 4) 12 and 16
5) 10 and 20

B. Match Column A with Column B by drawing a line.

A – Given Numbers B - GCF

1) 24 and 12 a. 25
2) 28 and 32 b. 5
3) 25 and 50 c. 8
4) 10 and 15 d. 4
5) 8 and 24 e. 12

V. Assignment:

A. Find the missing pair of each number:

Pair of Numbers GCF

1) 2 and _____ 6
2) _____ and 10 10
3) 24 and _____ 8
4) 48 and _____ 6
5) _____ and 15 5

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 3. Motivation

a. Song

(Tune: The Farmer in the Dell)

One whole, one whole, one whole

Divided into 2
One part is called 12
And so the other too.

B. Developmental Activities:

1. Presentation

a. Present a problem
Aling Beatriz bought a whole piece of buko pie.
She cut it as shown on the picture.
given to Alice

given to Zeny

1
What part of the buko pie did Alice receive? 2
What part was given to Zeny? Both girls received parts of the buko pie. If you
were Zeny and Alice would you share your buko pie to others? Why?

b. Analysis of the problem

Did both girls receive the same size of buko pie? Yes
Do 12 and 24 have the same size?
Since 12 and 24 have the same size, they are called equivalent fractions. What do we
call fractions showing the same size? Equivalent Fractions
A fraction can be expressed in lowest terms.
1
2
is the lowest terms of 24
2
Observe how 4
is reduced to lowest terms in the example below:
2
4
÷ 22 = 12
What is the GCF of the denominators?
What is done with the GCF to find the lowest terms of the fraction?
The numerator and denominator are divided by the GCF.
c. Problem Illustration

Look at the pieces of sticks.

How is the 2nd piece of stick divided?
Do 31 and 26 show the same parts?
What is the GCF of the denominators?
2 1
Using the same pattern above let's see how 6
is reduced to 3

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 2
÷ 22 = 31
6
What did we do with the fraction and the GCF to reduce it to lowest terms?

d. Use of fraction bars

1 1
2 2

1 1 1 1
4 4 4 4

1 1 1 1 1 1 1 1
8 8 8 8 8 8 8 8

1
How many fourths are there in 2
?
2 1
Are 4
and 2
the same?
1
How many eights are there in 2
?
4 1
Are 8
and 2
the same?
1
How many eights are there in 4
?
2 1
Are 8
and 4
the same?
2
Show how 8
, 24 and 48 are reduced to lowest terms.

2 2 1 2 2 1 4 4 1
8
÷ 2
= 4 4
÷ 2
= 2 8
÷ 4
= 2

2. Guided Practice

a. Divide the class into triads. One of the pupils will read the fraction. The second
pupil will give the GCF and the third pupil will give the lowest term of the fraction.
Each correct answer merits one point. The team with the highest no. of points
wins.

3 1
Ex. 6
GCF = 3 LT = 2

b. Group the class into dyads.

Each player takes turn in answering questions about the exercises.
Which is the lowest term of the following fractions?

3
1) 6
= ( 12 , 3
4
, 26 )
2
2) 8
= ( 24 , 31 , 41 )
2
3) 10
= ( 12 , 41 , 51 )
5
4) 20
= ( 31 , 102
, 41 )

c. Try these:

6 2
1) 8
÷ 2
= ___
9 3
2) 12
÷ 3
= ___
10 5
3) 15
÷ 5
= ___

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 3. Generalization

How do we reduce fractions to lowest terms?

To express the lowest terms of a fraction, divide both the numerator and the
denominator by the GCF.

C. Application

Read the problems and answer the questions.

1. Linda bought 12 eggs. She boiled 26 of the eggs and fried 2
8
of them. What are 2
6
2
and 8
in lowest terms?
2. Mother cooked 12 kg of chicken and 12 4
kg of beef. Did she cook the same amount
of meat? Why?
3. Aling Rosa cut a large squash into 6 equal parts. She gave 36 to her neighbors and
kept 12 for family use. Did she keep the smaller part of the squash? What kind of
person is Aling Rosa? Is she generous to her neighbors? Do you also share some
food to your neighbors and friends?

IV. Evaluation

A. Express each fraction in lowest terms by supplying the missing number.

4 [] 2) 3
= [1]
1) 12
= 3 12
9 3 6
3) 24
= [] 4) 15
= [2]
8 []
5) 24
= 3

B. Write the missing number in each box.

2 [] [ ]
1) 4
÷ [ ] = 12 2) 7
14
÷ [ ] =
1
2

3 [] [ ]
3) 15
÷ [ ] = 51 4) 2
10
÷ [ ] =
1
5

V. Assignment

A. Copy the fractions that are not in the lowest form. Then find the GCF and change them to
lowest terms.

2 1 4 2 2 4 6 5
3
, 3
, 10
, 4
, 5
, 8
, 9
, 18

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 B. Choose the lowest terms of the given fractions.

6 10
1) 15
2) 15
2 2
a. 5
a. 3
2 2
b. 3
b. 5
1 3
c. 2
c. 5
1 3
d. 3
d. 8

8
3) 24
7
1 4) 21
a. 4
1
1 a. 6
b. 3
1
1 b. 5
c. 2
1
2 c. 4
d. 10
1
d. 3
9
5) 12
3
a. 5
3
b. 8
3
c. 4
1
d. 2

Finding Fractional Part of a Set/Region

I. Learning Objectives

Cognitive: Find fractional part of a set/region

Psychomotor: Write the fractional part of a number
Affective: Help do household chores

II. Learning Content

Skills: Finding fractional part of a set/region

Writing the fractional part of a number
Reference: BEC PELC II.A.3
Materials: textbooks, set of real objects, geometric regions activity sheets, coloring
materials
Value: Helpfulness

III. Learning Experiences

A. Preparatory Activities

1. Drill – Basic Division Facts (Flash cards) Game "Giant Steps"

a. Call 2 or 3 contestants at a time.

b. Flash the cards.

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 c. The pupil who gives the correct answer first gets a point.
d. The first pupil to reach the finish line wins the game.

Review - Naming the shaded parts of figures. Writing the fractions in words

e. Call on 2 pupils.
f. One of the pupils will name the shaded part of the figure.
g. The other one will write the fraction word on the board.

2. Motivation

What are the things that we use when eating our meals?
Show sets of glasses, saucers, cups, spoons, forks, etc.
Do you help in washing the dishes at home?
Who among you help in the household chores at home?
What are the household chores that you do at home?

B. Developmental Activities

1. Presentation

a. Using Fractional Parts of Set (Real Objects)

1. Arrange 14 glasses on the table.

2. Let the pupils fill 7 glasses with water.
3. Present this problem: One-half of the 14 glasses are full.
How many glasses are full?
4. Write 12 of 14 = ___
5. How many glasses are full?
1
2
of 14 = 7
6. Let pupils arrange 16 saucers on the table. How many saucers are there?
7. Let them put candies on 8 saucers.
8. Ask: How many saucers have candies?
9. Write 12 of 16 = ___ 1
2
of 16 = 8
10. Do the same procedure with the cups.
What is 31 of 9?

b. Grouping Elements of Sets

1. Group pupils into learning barkadas.

2. Distribute activity sheets to the groups.

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 1 1
Group by 5s 5
of 15=3 Group by 6s 6 of 18 = 3

1 1
Group by 8s 8
of 24 = 3 Group by 4s 4
of 16 = 4

1
. Group by 7s 7
of 21 = 3
1
Group by 4s 4
of 20=5

3. Ask the pupils to group the elements as directed.

4. Let them observe the number of group formed.
5. Ask: How many groups are formed after grouping the hearts by fives?
6. 51 of 15 = 3
7. Do the same procedure with the other sets.

2. Guided Practice

a. Let the pupils observe the number sentences.

1
1) 2
of 14 = 7
1
2) 2
of 16 = 8
1
3) 5
of 15 = 3
1
4) 4
of 16 = 4
1
5) 7
of 21 = 3

325
 b. In the first example, what is the whole number? the denominator? What did we do
with the whole number and the denominator to get the answer?
c. Use the same procedure in analyzing the other number sentences.
d. Group pupils in dyads.
e. The pupils takes turn in writing the answers on the output column.

1 1
Find 5
of the input Find 4
of the input

Input Output Input Output

15 3 12 3
25 8
30 20
10 16

f. Game - "Come and Get Me"

1. Call on 3 contestants at a time.
2. Arrange fractions & whole numbers written on cut-outs of shapes on the
table.
3. Ask pupils to select cut-outs which will produce a number sentence and post
them on the board.

1
1 of 10 =5 3 of 21 =7
2

1
1 of 20 =5 6 of 18 =3
4

The pupil who comes up with the most number of sentences wins the game.

3. Generalization

How do we find the fractional part of a number?

To find the fractional part of a number, divide the whole number by the denominator.

C. Application

Read the problems and answer the questions that follow.

1
1. Aling Dolores buys 20 oranges for her children. 2
of them are ripe. How many are ripe?
_________
2. Raymund had 30. He gave 12 of it to his brother. How much did he give his
brother?_________
3. Thirty-six children went to the park. 61 just watched the others swim. How many children
did not go swimming?________

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IV. Evaluation

A. Complete the tables by finding fractions of a number.

Fraction 10 8 6 16 24 28
1
2

Fraction 9 12 15 21 27 30
1
3

B. Find the missing numbers.

1
1) 5
of 15 = ____
1
2) 4 of 20 = ____
1
3) 2
of 12 = ____
1
4) 3
of 30 = ____
1
5) 6 of 24 = ____

V. Assignment

A. Find the missing numbers.

1
1) 8
of ___ = 2
1
2) 3
of ___ = 3
1
3) 10
of 50 = ___
1
4) 4
of 100 = ___
1
5) 6 of ___ = 8

B. Write the answer on the box under output. Follow the rule.
Rule: Find 41 of the input
1
Find 2
of the input.

1. In p u t O u tp u t 2. In p u t O u tp u t
16 18
20 6

Lines and Line Segments

I. Learning Objectives

Cognitive: Visualize perpendicular, parallel and intersecting lines

Psychomotor: Show perpendicular, parallel and intersecting lines through models
Affective: Show cooperation in small group activities

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II. Learning Content

Skill: Comprehension of line and line segments

Reference: BEC PELC III A 1.1
Materials: pictures, pieces of string, sticks
Value: Cooperation

III. Learning Activities

A. Preparatory Activities
1. Drill
Match column A with column B. The teacher may print these in cartolina strips and give
them to his/her pupils. Use color-coding to facilitate the drill.

a. dotted lines
b. broken lines
c. curve lines
d. clockwise
e. counter clockwise

2. Motivation
Ask the pupils to go outside. Have them form the following line.
What letter is
similar to the
lines that
Group I
formed? Group
2? What object
is similar to the
lines of Group
3?

Group 1 Group 2 Group 3

B. Developmental Activities

1. Presentation

Grace likes to play pick-up sticks, a Chinese game. When she threw the sticks on the
floor she found them in these positions.

A C E B
O
T
F H
B D G Y W

(Figure A) (Figure B) (Figure C)

328
 a. Ask the following questions:
Does line AB meet line CD?
If we extend the lines at both ends, will they meet?

b. Look at the corners of figure B. What do they form? What letter is similar to figure B?
How many lines are shown in figure C?
Name the lines. Is point O on line BW?
Is point O on line YT? What is the point where the two lines meet? What letter in the
alphabet is similar to this figure?

Introduce the terms parallel lines, intersecting lines and perpendicular lines.

c. Can you recall the figures that you form outside the classrooms? What do we call the
line form by group 1? Group 2? Group 3?
d. Present another example. Use cartolina strips. Discuss again.

2. Guided Practice

a. Dyads:
1. Group students in pairs and give each pupil a string.
2. Let them show in front of the class perpendicular, parallel and intersecting lines.
(Let the pupils hold the string at both ends during the presentation)

b. Divide the class into three or four groups. Provide each group pictures and a cartolina
or manila paper. Ask the pupils to encircle the perpendicular, parallel and intersecting
lines in the pictures. Let them paste their work on the cartolina. They may use this
format:

Intersecting lines Parallel lines Perpendicular lines

c. Form two groups. Ask them to make a big model of perpendicular, parallel and
intersecting lines.
Caution: Splitting is not allowed. They may do this by lying on the floor of the room
Ask: What should you do as a member of your group? Why is it good to cooperate
with your group?

3. Generalization

What can you say about parallel lines, intersecting lines, and perpendicular lines?

Lines that will never meet are called parallel lines. Lines that meet are
intersecting lines. Lines that form a right angle are called perpendicular lines

C. Application
1. Ask the pupils to draw perpendicular lines, parallel lines, and intersecting lines on the air.
2. Ask the pupils to give examples each of intersecting, parallel, and perpendicular lines
found in the room.

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IV. Evaluation

A. Identify the kinds of lines referred to in the following.

Write P for perpendicular, PL for parallel, IL for intersecting lines.

1. hands of the clock at 3 o’ clock

2. capital letter L
3. letter x
4. capital letter T
5. striped T-shirt

B. Study the map, then fill in the blanks with parallel, intersecting, and perpendicular lines.

MAP

RUIZ STREET
LUNA STREET

MALVAR STREET
LUIZ STREET

RIZAL STREET

LOPEZ STREET

1. Lopez Street is _____________ to Ruiz Street.

2. Rizal Street is ______________ to Lopez Street.
3. Malvar Street is _____________ to Luna Street.
4. Luis Street and Ruiz Street are __________.
5. Malvar Street and Rizal Street are_________.

C. Draw
5 perpendicular lines
5 parallel lines
5 intersecting lines

V. Assignment

Cut pictures from old magazines or newspapers. Mark the parallel, intersecting and
perpendicular lines. Paste them on a bond paper and label them.

Identifying Perpendicular, Parallel and Intersecting Lines

I. Learning Objectives

Cognitive: Identify perpendicular, parallel and intersecting lines

Psychomotor: Illustrate/show perpendicular, parallel and intersecting line through various
games
Affective: Show sportsmanship during games

330
II. Learning Content

Skill: Identifying perpendicular, parallel and intersecting lines

Reference: BEC PELC III A 1.2
Material: road map
Value: Sportsmanship

III. Learning Activities

A. Preparatory Activities

1. Drill
Color all the squares red.

Cross out all the circles.

Connect all the letter A.

What lines are formed?

2. Review

Match column A with column B

1. lines that form a square corner a. parallel lines

2. lines that do not meet b. intersecting lines
3. lines that cross each other c. perpendicular lines

3. Motivation

Who among you have gone to cities like Manila? What can you say about the roads
in Manila?

B. Developmental Activities

1. Presentation

a. Marian is a tourist guide. She takes Japanese tourist to different places in Metro
Manila, passing through EDSA.

331
 2. Guided Practice

Game: The boat is sinking (instead of grouping yourselves into two or three …. Use
statements like “form intersecting lines, parallel lines and perpendicular lines”.

Bring me a handkerchief with parallel lines, etc.

In games, we either win or loose. What attitude should you show? If you win, would
you boast? Why? If you lose would you be angry? Why?

3. Generalization

What are perpendicular lines? parallel lines? intersecting lines?

Perpendicular lines form square corners.

Parallel lines are lines that do not meet.
Intersecting lines are lines that cross each other at a single point.

C. Application

Identify all the perpendicular, parallel, and intersecting lines you see from the figure below.
Write the answers in symbols:
1
Parallel Lines:
Intersecting Lines:
Perpendicular Lines:

2 3
4 5

6 7
IV. Evaluation

A. Write P for perpendicular, PL for parallel and IL for intersecting lines.

1. 2.

3. 4.

333
 5. 6.

7. 8.

9. 10.

B. Name the different kinds of line shown in this figure.

B A C

D E

F G

H J
I

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V. Assignment

A. Given below are lines. Identify all the perpendicular, parallel, and intersecting lines that you
can see. Write the answer using symbols.

A Parallel Lines:
D B Intersecting Lines:
Perpendicular Lines:
C
E

I
G
F
H

B. Make cut outs of perpendicular, parallel, and intersecting lines.

Visualizing Congruent Line Segments

I. Learning Objectives

Cognitive: Visualize congruent line segments

Psychomotor: Draw congruent line segments
Affective: Appreciate the uniqueness of an object or a person

II. Learning Content

Skill: Visualizing congruent line segments

Reference: BEC PELC III 2.1
Materials: cut-outs of squares, circles and triangles, objects of the same length
Value: Uniqueness of an object or a person

III. Learning Experiences

A. Preparatory Activities

1. Drill

Give each pupil cut-outs of squares, circles and triangles. Ask them to form
perpendicular, parallel and intersecting lines by pasting the cut-outs on manila paper.

335
 2. Review

Study the drawing and tell whether the statements are true or false.

A B
C
D

E
F G
H

1. Line AB is parallel to line BG.

2. Line BD is perpendicular to line AB.
3. Line CH intersect line AB and FG.
4. Line AF is perpendicular to line EG.
5. Line DB is perpendicular to line EG.

3. Motivation

Show objects of the same length. What can you say about their length? Are all things
here on earth have the same length? God did not create things of the same length. He
created things differently. What do you think is the reason?

B. Developmental Activities

1. Presentation

a. The teacher draws line segments having the same length

C D
Let the pupils measure the line segments with the
use of a string and ruler.

E F
b. What can you say about the two line segments? Do they have the same length?
What is the other word for “the same length”? How do we write “line segment CD is
congruent to line segment EF” in symbol?
CD ≅ EF
c. Show a rectangle.

J R

A C
d. Using the ruler, ask a pupil to measure the sides of the rectangle. Which segments
are of the same length?

336
 2. Guided Practice

a. Game
Give each pupil a stick. Have them look for the stick of the same length as theirs.
b. Divide the class into 3 groups. Give group A string, group B, cartolina strips and
group C sticks. Ask them to make pairs of congruent line segments using the
materials given to them.

3. Generalization

When are line segments congruent?

Line segments are congruent if they have the same length.

C. Application

Using a ruler, make line segments congruent to the line segments in each number.

1.
A 10cm B
2.
X 15cm Y
3.
U 5cm V
4.
20cm
L M
5.
W 7cm X
IV. Evaluation

A. Connect all points from A to S then back to A. Be sure not to make curve lines. List down at
least 10 combinations of congruent line segments.

10 E F
G
9
D H
8
I
J
7

6
K
5
O M L
C
4
N
3
B R P
2
S Q
1
A
0 1 2 3 4 5 6 7 8 9 10

337
 B. Get your ruler and pencil. Draw congruent line segments with the following measurements.
1. 10 cm
2. 15 cm
3. 20 cm
4. 25 cm
5. 30 cm

C. Look at the line. List down 10 pairs of congruent line segments.

A B C D E F G H
• • • • • • • •
V. Assignment

List down things in your house which show congruent line segments.

Identifying Congruent Line Segments

I. Learning Objectives

Cognitive: Identify congruent line segments

Psychomotor: Draw/measure congruent line segments
Affective: Show neatness in the different activities

II. Learning Content

Skill: Identifying congruent line segments

Reference: BEC PELC III-A 2.2
Materials: textbooks, cut-outs of different polygons, grid, ruler
Value: Neatness

III. Learning Experiences

A. Preparatory Activities
1. Drill (flash card)
Stamp your feet if the figure shown are parallel lines, clap your hands twice if
intersecting and say yes if perpendicular.
2. Review
Look at the figure below then complete the statement.
A

AB ≅ ___

B C

338
 W X

Y Z

WY ≅ ___
WX ≅ ___

A
B E BC ≅ ___
AB ≅ ___

C D

3. Motivation

Show congruent shapes like squares, circle, triangle, and the like. Ask questions about
the shapes.

B. Developmental Activities

1. Presentation

a. Present a regular decagon.

Ask: What kind of figure is this?
How many line segments are found in this figure?
b. Ask the pupils to measure the line segments?
Are they congruent?

Lead the students in making combinations like.

AB ≅ BC EF ≅ GH

CD ≅ DE IJ ≅ JK

c. Show another example.

E F
5 cm 6 cm 5 cm
J G

5 cm 5 cm
6 cm
I H
Which line segments are congruent?

339
 2. Guided Practice

a. Working in triads. (Do not ask the pupils about the name of each shape.)

Give each group a ruler and cutouts of either triangle, rhombus, parallelogram,
trapezoid, heptagon, octagon, or nonagon. Follow the steps.

1. measure each side of the polygon

2. name all the line segments
3. name the congruent line segments.

b. Work in Dyads

List all the congruent line segments. Anybody who listed the most number of
congruent line segments will receive a prize.

F
A D

B G C
3. Generalization

What do you call line segments with the same length?

Line segments with the same length are called congruent line segments.

C. Application

Draw pairs of congruent line segments with the following measurements.

1. 15cm
2. 25cm
3. 20cm
4. 17cm
5. 12cm

IV. Evaluation

(Prepare five crayons of different colors)

A. Look at the grid. Color the congruent lines. Use only one color for each pair. Ask:
What should you observe in coloring this grid? Why? (Neatness)

340
 B. Are the two line segments congruent? Measure them using your ruler. Write yes or
no.

1) 2.

3. 4.

5.

V. Assignment

Use your ruler. Construct the following:

1. Line segments GH and IJ with 7 cm length.
2. Line segments KL, MN, LN, KM with 6 cm length. Form them into a square.
3. Line segments TS, SP and PT with 4 cm length. Form them into an equilateral triangle.
4. Line segments AB BC CD DE EF and FA with 3 cm length. Form them into a regular
hexagon. (a 6-sided figure)
5. Line segments BC, CF, FH, HI, IJ with 5 cm length. Form them into a regular pentagon.
(a 5-sided figure).

341
TURNS
I. Learning Objectives

Cognitive: Visualize the turn of figures

Psychomotor: Create a simple reflection by turning given figures
Affective: Work harmoniously in a group

II. Learning Content

Skill: Visualizing turn of figures

Reference: BEC – PELC III. A. 3a
Materials: cut-outs of figures, isometric paper, centimetre dot paper, crayon, ruler
Value: Working harmoniously with the group

III. Learning Experiences

A. Preparatory Activities

1. Drill
Divide the class into two. Give each group cutout of figures.

Mechanics:
a. Create shapes that look like person, place, animal, or thing by using all of the
given figures.
b. Paste on a cartolina the shapes that you formed.
c. Publish your work.

B. Developmental Activities

1. Presentation

a. On the chalkboard, pin the triangle and trace it.

Move the triangle to the right and trace it again.

342
 The new position shows the turn of the image. The point that is pinned is the turn
center.

Ask: What movement is shown by the figure?

How is it like the original triangle?
Are they congruent?

b. Present these figures

Ask: Which of the drawings show turns?

Call the pupils to show more turns of the drawings.

2. Guided Practice

a. Divide the class into five groups. Give each group a figure and dot paper. Let them
copy the figures in the dot paper and draw turns.

Examples:

Have them compare their drawings with other groups. How are they the
same? How are they different?

How did you work with your group? What happens if you cooperate with your
group? Do you also do this at home or in your barangay? In what way?

3. Generalization

What is a turn? To which direction will it turn?

Turn is a clockwise or counterclockwise movement of figures.

C. Application

How many turns does each triangle make?

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IV. Evaluation

Choose the correct figures that show turn images of the shaded figure.

V. Assignment

Find in your kitchen 5 examples of images that show turns of figures. List them.

FLIPS

I. Learning Objectives

Cognitive: Identify flip

Psychomotor: Create simple tessellation using flip
Affective: Return things to their proper places

II. Learning Content

Skill: Visualizing flip

Reference: BEC – PELC III.A.3.1
Materials: mirror, cutouts
Value: Orderliness

III. Learning Experiences

A. Preparatory Activities

1. Drill

Group the pupils into two. Have them look at the alphabet and number charts.
Let them find the letters and numbers that have line of symmetry. The group with
more correct answers wins the game.

344
 2. Review (Working in triads)

Which of the following figures create tessellations?

IV.

3. Motivation

Show a mirror. When you face a mirror, what do you see? Is that your real self? What
do you call that?

B. Developmental Activities

1. Presentation

a. Present the situation.

Lanny and Chris are experimenting with mirrors. They looked at the mirror
image of a figure.

Show to the class the figure they used.

Ask:
 What figure did Lanny and Chris use?
 What do you call the figure that appeared on the mirror?
(The mirror image is called the Flip image.)

b. Group Activities

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 Activity 1

Divide the pupils into 5 groups.

Give each group a mirror and cutouts of letters/ figures. Have them find where
to place the mirror and the cutouts to show a flip.
After a while let each group present their image and find out if it shows a flip.

Ask: How are the cutouts alike?

How are they different?
Are the figure and its flip congruent? Explain.

Activity 2

Have each group look for 5 sets of objects that flip. Let them arrange the
objects in such a way that they show a flip. Let them explain their work.

Example:

Let them change the position of the objects so that it won’t show a flip.

Example:

What did you do with the objects that you used in your activity?
Why do you have to return those objects to their proper places?
Do you do this at home?
What did you do? How about your sisters and brothers?

2. Guided Practice

a. Working in fours

Give each group 2 cutouts of letters/numbers. Have them paste one

letter/number on one side of the bond paper. Let them flip the other and paste it
down.

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 Examples:

b. Working in groups ( 5 in each group)

Copy the figure into the dot papers, and make several cutouts. Use cutouts
to show the mirror images. The dotted line shows where the mirror is.

Etc.

3. Generalization

Why is a mirror image called a flip image?

What is a flip?

A flip is a reflection of an object wherein size and shape do not change.

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 C. Application

Which of these pictures show a flip? Write the letters of the correct answer.

1. 2.

3. 4.

5. 6.

IV. Evaluation

A. Copy each of the following in the dot papers. Draw the flip image.

1. 2. • • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
3. 4.
• • • • • • • • • • • • • •
• • • • • • • • • • • • • •
• • • • • • • • • • • • • •
• • • • • • • • • • • • • •
5. • • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
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 B. Explain how you got your answer.

V. Assignment

List down 5 objects that show flip. Locate them inside your houses or in the playground.

SLIDES

I. Learning Objectives
Cognitive: Visualize slides
Psychomotor: Create simple slides
Affective: Follow the standards for ones safety

II. Learning Content

Skill: Visualizing slides
Reference: BEC – PELC III A.3C
Materials: dot paper, cutouts
Value: Following standards

III. Learning Experiences

A. Preparatory Activities

1. Drill
Which figures are congruent?

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 2. Review
Do “yes clap” if the figure shows flip, “No clap “ if not.

(Yes clap – clap 3x, stamp right foot 3x, then raise right hand then shout Yes.)

3. Motivation
Show a picture of a slide. Ask. What is this? Who usually use this? Show the picture
of the child in the slide.

What do you notice about the position of the boy from the original to its image?
Did he change position?

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B. Developmental Activities

1. Presentation
a. Present the cutouts of the following figures.

Ask: Does the first triangle in Figure A change its size and shape when it moved
down? How about its position?
Call a child to match the triangle.

Do the same with figures B and C

Did the position of each figure change?
Look at the line. This is called the slide line.

b. Present these figures

You can see a repeating pattern. If you trace a part of the pattern and slide it, will the
tracing match the pattern farther along?
Will the tracing match no matter what distance you slide it?

2. Guided Practice
a. Group the class into 4. Ask them to go outside and look for patterns that show slides.
Set standards before the pupils go out.
Why do we have to set standards before doing an activity outside the room?
Where else do we set standards?
Do you follow the standards set by your parents?

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 Have pupils cite examples.
Let each group report what they have found.

b. Work in pairs
Give each pair cutouts of figures.
Let them arrange the figures in such a way that it will show slides.

Examples:

3. Generalization
What is a slide? What will happen to the original figure if we slide it?

Slide is a movement of figures or objects without changing the position.

C. Application
Will the slide image match the original?
Draw the slide image.

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IV. Evaluation
Draw the slide image for the given figures.

V. Assignment
Draw 5 figures and draw its slide image for the given slide arrow.

Forming Simple Symmetrical Designs

I. Learning Objectives

Cognitive: Form simple symmetrical designs out of given shapes

Psychomotor: Draw/create/cut simple symmetrical designs
Affective: Practice creativity in one’s work

II. Learning Content

Skill: Forming simple symmetrical designs

Reference: BEC PELC III.A.4
Materials: textbooks, cartolina, pair of scissors, crayon, samples of symmetrical
designs, picture showing summer time
Value: Creativity

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III. Learning Experiences

A. Preparatory Activities

1. Drill

Match column A with column B.

1. a. perpendicular lines

2. b. intersecting lines

3. c. parallel lines

2. Review

Trace each picture and draw the other side.

1.
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •

• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •

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 2.
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •

3.
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •
• • • • • • •

3. Motivation

Show several pictures showing summer time. Ask questions like: What game do little
boys love to play during summer time? Do you know why kites can fly? One reason the
kite can fly is that it is symmetrical. Do you know the meaning of symmetrical? You’ll
know that during our lesson.

B. Developmental Activities

1. Presentation
a. Present cut-outs of the following.

b. Fold each figure as many as long as each half is symmetrical to one another. Lead
the child in counting the folds you’ve made. Draw dotted lines along the fold. Let
them compare the two halves. Ask: Are they the same? Do they match exactly?

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 c. Present another set of cut-outs. (This time use design other than geometrical figures.

Repeat procedure b.

d. This time the teacher gets blank square sheets. Demonstrate how to make simple
symmetrical designs. (Reminder: Show first to the class the designs before cutting.)

Procedure:
1. Fold a piece of paper.
2. Draw a shape along the fold.
3. Cut-out the shape and unfold it.

2. Guided Practice

a. Group the class into four. Provide each group an activity envelope which contains
different kinds of figures. Instruct them to follow the direction.

Group 1

Color the figures that show symmetry.

356
Group 2
If you fold each one into two, which will have symmetry? Draw a dotted line
to help you.

Group 3
How many lines of symmetry does each figure have? Draw them.

357
 Group 4
Color the shape that has symmetry.

b. Working in dyads

Group pupils in pairs. Ask: In doing your activity what should you remember?
To make your work more beautiful, what should you show? Where else can you show
your creativity? Do you know who among your classmates/friends are known for their
creativity? In what aspect?

1. Get a piece of paper.

2. Fold it.
3. Draw a shape along the fold.
4. Cutout the shape

3. Generalization

What do you call the broken line that we draw when we match the halves of the
figure? Line of symmetry.

When are figures symmetrical? Figures are symmetrical when they match exactly
when folded together in halves.

C. Application

Make symmetrical figures by drawing the other half.

1. 2. 3.

4. 5.

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IV. Evaluation

A. These figures have more than one line of symmetry. Trace each figure then draw the lines of
symmetry.

1. 2. 3.

4. 5.

B. Draw half of a picture on grid paper. Exchange papers with your classmate. Each of you draw
the other half of the picture so the complete picture has symmetry. Return the pictures. Ask:
Did they draw the other half exactly?

V. Assignment

A. Draw the other half of the figures below.

B. Draw several figures that have symmetry. Write few sentences to explain why they are
symmetrical.

Converting Days to Years and Vice Versa

I. Learning Objectives

Cognitive: Convert time measure from larger to smaller units and vice versa (days to
week, days to years, weeks to years)
Psychomotor: Convert years to decade – decade to century
Affective: Cooperate in group activities

II. Learning Content

Skills: Converting days to years and vice versa.

Converting days to weeks, weeks to years, and vice versa
Reference: BEC PELC IV A-1.1
Materials: calendars, cartolina strips
Value: Cooperation

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III. Learning Experiences

A. Preparatory Activities

1. Drill

a. What is the day after Monday?

b. What is the day before Tuesday?
c. What is the day between Wednesday and Friday?
d. What day is 2 days after Monday?
e. How many days are there from Sunday to Wednesday?

2. Review

a. first month of the year

b. last month of the year
c. month when classes begin
d. month when we celebrate Christmas
e. month when we celebrate Heart’s Day
f. month when we celebrate New Year’s Day
g. month when we celebrate Edsa Day

3. Motivation.

Group the pupils into two. Give each group ordinary year calendar and a leap year
calendar. Give them activity sheet that contains the following directions.

a. Cut the months of the year. Staple them.

b. Cut the days of the week. One set only. Staple them.
c. Cut the last date of each month. Add them.
d. Divide the total number of days in a year by 12.
e. Divide the total number of days in a year by 7.

B. Developmental Activities

1. Presentation

a. Ask the following questions.

1. Get the months. How many months were you able to cut? 12 months means
what?
2. How many days are there in one week?
7 days = 1 week
3. How many days are there in one year?
365 days = 1 year
366 days = 1 leap year
4. How many weeks are there in one month?
4 weeks
5. How many days or what is the average number of days in one month?
30 days
6. How many weeks are there in one year?
52 weeks

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 b. Show the cutout of years i.e. 1999 – 2000. The teacher may write them on cartolina
strips.

Ask: How many years are there?

10 years = 1 decade
100 years = 1 century

c. How many months are there in 2 years? 24 months How did you get 24 months?
12 x 2 = 24

There are 36 months. How many years will there be? 3 years? How did you get 3
years?
3 6 ÷ 12 = 3
There are 21 days. How many weeks will there be? 3 weeks? How did you get 3
weeks?
21÷ 7 = 3
How many days are there in 2 years? How did you get 730?
365 x 2 = 730

2. Guided Practice:

(To be played by the whole class)

a. “THE BOAT IS SINKING”

Give each pupil a card with the days – Sunday – Saturday.

The boat is sinking. Group yourself into.

1 week – (7 pupils) (7 days) 3 weeks = (21 pupils)/21 days
2 weeks – 14 days/14 pupils 4 weeks = (28 pupils)/28 days
Check after each grouping. They should arrange themselves accordingly.

Give each pupil name of months. What are you holding now?

The boat is sinking group yourself into:

1 year – 12 months (12 pupils)

2 years – 24 months (24 pupils)
3 years – 36 months (36 pupils)
4 years – 48 months (48 pupils)

Check according to the cards they are holding. Give each pupil a card with the words
“One Week”. What’s your name now?

1 month – 4 weeks (4 pupils)

2 months – 8 weeks (8 pupils)
3 months – 12 weeks (12 pupils)
4 months – 16 weeks (16 pupils)
5 months – 20 weeks (20 pupils)
6 months – 24 weeks (24 pupils)

Check according to the cards they are holding.

Give name of years ex. 1990, 1991 . . . . .

What are you holding?

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 The boat is sinking group yourself into:

1 decade – 10 years
2 decades – 20 years
3 decades – 30 years
Check! Let the pupils repeat the conversions.

b. “FIND YOUR HEARTMATE”

Give each pupil a part of the heart. Then let them look for their partners.

4 weeks 30 days 1 month 12 1 year 365 1 year 52 weeks

months days

c. Write multiply or divide to change each of the following:

1. months to years
2. years to months
3. weeks to months
4. months to weeks
5. years to days
6. days to years
7. weeks to days
8. days to weeks
9. years to decade
10. years to century

3. Generalization

How do we convert a smaller unit of measure to a bigger unit of measure? How

about a bigger unit to a smaller one? How do we convert years to days? Days to year?
Weeks to year?

To convert:
years to days multiply by 365
years to weeks multiply by 52
years to months multiply by 12
decade to years multiply by 10
weeks to days multiply by 7

days to weeks divide by 7

days to months divide by 30
days to years divide by 365
weeks to month divide by 4
weeks to years divide by 52
months to years divide by 12

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 C. Application

Answer the following:

1. Which is longer, 365 days or a year?
2. Which is shorter 150 days or 6 months?
3. Is 52 weeks the same as 2 years?
4. Which is longer 4 weeks or 40 days?
5. Two leap years is = _________ days.

IV. Evaluation

A. Look at the chart then answer the questions that follow.

S M T W T F S S M T W T F S S M T W T F S S M T W T F S S M T W T F S

Week Week Week Week Week

Supply the missing number
2 weeks = _______ days 3 weeks = ______ days
35 days = _______ weeks 28 days = ______ weeks
5 weeks = ______ days

Jan Feb Mar Apr May June July Aug Sep Oct Nov Dec Year
1990
1991
1992
1993
1994
1995
1996
1997
1998
1999
2000

1 year = ______ months 1 decade = _____ years

2 years = ______ months 5 decades = _______ months
60 months = ________ year

B. Write the missing number. Use mental mathematics.

1) 2 weeks = ________ days

2) 24 months = _______ years
3) 3 years = ________ days
4) 2 months = _________ days
5) 90 days = _________ months
6) 21 days = _________ weeks
7) 30 years = _________ decades
8) 200 years = __________ centuries
9) 104 weeks = _________ years
10) 3 years = __________ weeks

C. Read and Solve

1. Aristotle’s baby brother has lived for 2 years. How many days has he lived?
2. Melba has been going to school for 48 months. How many years has Melba been going
to school?

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 3. How many years are there in 36 months?
4. If there are 312 weeks, how many years are there?
5. Carlos has been staying in Manila for 120 days. How many months has Carlos been
staying in Manila?

V. Assignment

Fill each ○ with >, < or =.

1) 120 days ○5 months
2) 365 days ○ 2 years
3) 5 year ○ 1 000 days
4) 4 months ○ 90 days
5) 100 years ○ 10 decades

Understanding Seconds, Minutes, Hours

I. Learning Objectives

Cognitive: Convert time measure from larger to smaller units and vice versa (seconds-
minute, minutes-hour, hours to day)
Psychomotor: Show how to convert minutes to second etc.
Affective: Use time wisely

II. Learning Content

Skills: 1. Converting seconds, minutes, hours

2. Converting time measure
Reference: BEC PELC IV A 1.2
Material: model clock with movable hands
Value: Wise use of time

III. Learning Experiences

A. Introduction

1. Drill

Tell the time

7:15 8:45 9:30 10:10 12:50

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 2. Review (Use model clock. Point/Demonstrate when asking question)

1. What does the long hand tell?

2. What does the short hand tell?
3. How many minutes are in between numbers like 12 and 1?
4. How many minutes are there in all from 1 to 12?
5. What does the third hand tell? Seconds. How many seconds are there in all
when it moves from 1 to 12?

3. Motivation.

Post the saying: “TIME IS GOLD”. What does this saying mean? How are you
going to use your time? Do you also have time schedule in your home? Do you follow
it? Why?

B. Developmental Activities

1. Presentation

a. Show a real clock. Guide the pupils in observing the movements of the clockhands.

• Look at the minute hand and the second hand.

Ask: Which one moves faster?
Observe what happens to the minute hand as the second hand moves from 1 to 12?

(The minute hand moves to the next number or add 1 minute)

• Let the pupils observe again to verify their observation. Ask: How many
seconds is one round of the second hand? How many seconds is equivalent to
one round of the second hand? What is equal to 60 seconds?

So 1 minute = 60 seconds

• Manipulate the clock. Move the minute hand from 1 to 12. Repeat the process.

What happened to the hour hand?

It moves to the next higher number. It adds one hour.

What is equal to one complete round of the minute hand? 60 minutes

What is equal to 60 minutes?

60 minutes = 1 hour

Now get a model clock. Move the hour and minute hand from 1 to 12.

How many hours is equal to one round of the minute and hour hands?
12 hours

12 hours is equal to how many days?

one half day

One half day is from 1:00 AM to 12:00 noon or from 1:00 PM to 12:00 midnight.

365
 If the minute and hour hands make two rounds, how many hours will it be?
24 hours

If 12 hours is equal to one-half day, then 24 hours is equal to one day.

60 seconds = 1 minute
60 minutes = 1 hour
3 600 seconds = 1 hour
24 hours = 1 day
1 440 minutes = 1 day

b. Present a problem.
1. It rained continuously for 3 days and nights. How many hours did it rain?

What is asked?
What is given?
What operation will you use?
What is the number sentence?

3 x 24 = n
24 – (24 hours = one day)
x3
72 hours

2. Cora slept for 180 minutes. How many hours did Cora sleep?

one hour

180 ÷ 60 = n

3 hours
60 180
180
0

3. Mariel worked on her project in 7 200 seconds. How many hours did Mariel work
on her project?

3 600 seconds = 1 hour

7 200 ÷ 3 600 = n
2
3 600 7200 7 200 seconds = 2 hours
7200
0

How did we change:

120 seconds = 2 minutes = 120 ÷ 60 = 2

120 minutes = 2 hours = 120 ÷ 60 = 2
72 hours = 3 days = 72 ÷ 24 = 3

Which are the larger units of time? smaller? What should we do when we change a
smaller unit to a larger unit?

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 5 minutes = 300 seconds 5 x 60 = 300
5 hours = 300 minutes 5 x 60 = 300
5 days = 120 hours 5 x 24 = 120

How do we change larger unit to a smaller unit?

2. Guided Practice

a. Answer with Yes or No. Show your answer on your show-me-board.

1) 120 minutes = 2 hours

2) 6 hours = 60 minutes
3) 180 seconds = 3 minutes
4) 360 seconds = 6 minutes
5) 7 minutes = 400 seconds
6) 600 minutes = 10 hours
7) 3 days = 30 minutes
8) 10 days = 600 minutes
9) 4 minutes = 240 seconds
10) 6 days = 144 hours

b. Read and solve.

1. Francis drove for 2 hours in going to his grandparents’ house. How many
minutes did he drive?
2. Miguel stayed in the library for 240 minutes. How many hours did he stay in the
library?
3. Marlon spends one and one-half hour in playing? How many minutes does he
spend in playing?
4. Marian waited for her friend for 2 hours. How many minutes did Marian wait?
5. Therese watched TV for 180 minutes. How many hours did she watch TV?

3. Generalization

How did we change smaller units to larger units?

When you change a larger unit to a smaller unit you multiply.
minute to second x 60
hour to minute x 60
hour to second x 3 600
day to hour x 24
day to minutes x 1 440

When you change a smaller unit to a larger unit you divide.

second to minute ÷ 60
minute to hour ÷ 60
second to hour ÷ 3 600
hour to day ÷ 24
minutes to day ÷ 1 440

How did we change smaller units to larger units? Larger to smaller units?

+ When you change a smaller unit to a larger unit, you divide.

+ When you change a larger unit to a smaller unit, you multiply.

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 C. Application

Change to the indicated unit.

1) 240 seconds = ______ minutes

2) 420 minutes = ______ hours
3) 240 hours = ______ days
4) 8 minutes = ______ seconds
5) 9 hours = ______ minutes
6) 9 days = ______ hours

IV. Evaluation

A. Read and solve.

1. Sharon Cuneta stayed in the mall for 600 minutes. How many hours did she stay there?
2. Sex Bomb Dancers danced for 30 minutes. How many seconds did they dance?
3. Aiza Seguerra sang “Pagdating ng Panahon” for 240 seconds. How many minutes did
she sing?
4. Mr. Santos with his players at Pulang Lupa Elementary School, practiced 12 hours a
week. How many minutes did they practice?
5. Pupils are supposed to stay in the school for 6 hours a day. How many minutes would it
be?

B. Answer.

1. Which is more, 65 seconds or 1 minute?

2. Which is more, 29 minutes or 1 hour?
3. Which is more, 25 hours or 1 day?
4. Which is more, 368 days or 1 leap year?
5. Which is more, 361 seconds or 1 hour?
6. Which is less, 1 minute or 61 seconds?
7. Which is less, 1 hour or 52 minutes?
8. Which is less, 2 hours or 125 minutes?
9. Which is less, 26 hours or 2 days?
10. Which is less, 75 minutes or 2 minutes?

V. Assignment

Complete the sentences.

1) 3 minutes = ________ seconds

2) 3 days = ________ hours
3) 2 hours = ________ minutes
4) 4 hours = ________ minutes
5) 480 minutes = ________ hours
6) 360 seconds = ________ minutes
7) 2 days = ________ hours
8) 3 600 seconds = ________ hour
9) 48 hours = ________ days
10) 5 minutes = ________ seconds

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Exact Time Between Dates

I. Learning Objectives

Cognitive: Find the exact time between dates

Psychomotor: Give the estimated time between dates
Affective: Practice ways of love for country

II. Learning Content

Skill: Finding the exact time between dates

Reference: BEC PELC IV A-2
Materials: pictures of Pres. Cory Aquino, GMA, EDSA Revolution, chart with written
problems
Value: Love of country

III. Learning Experiences

A. Preparatory Activities

1. Drill (Working by Fours)

Show the answer on illustration board.

a. For Lola’s visit, Mother started getting the house ready from Tuesday to Thursday.
For how many days did Mother prepare the house?
b. Lola will stay with us from Sunday to Friday. For how many days will Lola stay with
us?
c. Allan saved money from Monday to Saturday. For how many days did he save
money?
d. Father goes to office from Monday to Saturday. That is _____ days a week.
e. We come to school ______ times a week.

2. Review
(The teacher may show first the calendar.)
a. How many days are there in June and July?
b. Our vacation is in April and May. How many days is our vacation?
c. Summer days are in March, April and May. How many days are the summer days?
d. The rainy months are June and July. How many days are the rainy months?
e. The cold months are December and January. How many days are the cold months?

3. Motivation.

Show the pictures of President Cory Aquino and Gloria M. Arroyo. How did these two
presidents assume their office? What events in our history came into our mind as you
hear the names of these two presidents?

Who can recall the exact date of EDSA I and EDSA II? Why is it important to remember
these events?

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 B. Developmental Activities

1. Presentation

a. The People’s Revolution happened in February 23, 1986. How long was it from,
March 17, 2003?

We get the estimate time by computing only the year of the highest time measure
given in the problem.
Find the difference.

2003
- 1986
17 years (approximate or estimate time)

To get the exact time, we first express the dates in figures.

2003 – March (3) – 17

1986 – February (2) – 23

March is the third month of the year, we write 3 for it.

February is the second month, we write 2.

Write these dates in column.

Year Month Days

2003 3 (2) 17 (47) (17 + 30)

1986 2 23
17 0 24

The exact time between these dates is 17 years. 0 month 24 days.

We subtract in columns – days, months and year. 17 in days columns is changed to

47 because we regroup 1 month to 30 days.

b. Show another example.

October 21, 1994 1994 10 21

September 19, 1970 1970 09 19

24 01 02

The estimate time is 24 years.

The exact time is 24 years 1 month & 2 days.

2. Guided Practice

a. Working in Pairs

1. Tony was born on January 17, 1976 while Celso was born on July 19, 1978.
What is the difference in their ages?
2. Mr. Reyes stayed in Capiz from October 25, 1985 to December 11, 1993. How
long did Mr. Reyes stay in Capiz?
3. Melissa was born on August 24, 1965 while Marites was born on November 25,
1975. What is the difference in their ages?

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 4. Paolo entered school on June 2, 1990 and graduated on March 31, 1997. How
many years did he stay in school?
5. Dr. Jose Rizal was shot at the Luneta on December 30, 1896. How long has he
been dead on this day?

b. Find the exact and approximate time between the two dates.

1. November 10, 1985 and October 6, 1998

2. January 12, 1982 and December 18, 1996
3. October 27, 1965 and October 27, 2000
4. December 11, 1998 and July 15, 2000
5. September 18, 1990 and June 25, 1995

c. Working in Pairs

1. Find your exact age.

2. Find the exact age of your seat mate.

3. Generalization

How do we get the approximate time between dates?

To get approximate time, we find the difference between the highest unit of time
given.
To get exact time, write the dates in figures and subtract in columns from days,
months to years.

C. Application

Find the approximate and exact time between these dates.

1. August 4, 1980 and September 20, 1962

2. July 16, 1979 and April 2, 1985
3. October 30, 1981 and December 8, 1970
4. First Philippine Independence – June 12, 1896
Independence from U.S. – July 4, 1946
5. Martial Law – September 21, 1972
People’s Revolution – February 26, 1986

IV. Evaluation

A. Read and Solve

1. Carlo was born on June 2, 1987 while Carla was born on December 12, 1990. How
much older is Carlo than Carla?
2. Alfred studied at Quirino Elementary School from June 10, 1995 to March 30, 2001. How
long did he study at Quirino Elementary School?
3. Mr. Marquez stayed in Cagayan from August 25, 1964 to December 12, 1983. How long
did Mr. Marquez stay in Cagayan?
4. Manuel was born on November 17, 1974 while Mario was born on June 16, 1975. What
is the difference in their ages?
5. Lucita was born on April 24, 1948 while Marta was born on December 15, 1968. How
much older is Lucita than Marta?

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 B. Find the exact time between the two given dates in the table.

Recent Date Previous Date Length of Time

1. Dec. 30, 1976 August 12, 1973 ____________
2. June 17, 1605 March 15, 1521 ____________
3. July 15, 1973 May 12, 1898 ____________
4. Oct. 25, 1978 Nov. 5, 1970 ____________
5. Feb. 25, 1947 Sept. 27, 1922 ____________

V. Assignment

1. Go over your history books, Take 5 important dates and compute the exact time as of today.
2. Ask for the birthday of your housemates. Compute their exact ages.

Solving One-Step Word Problems involving Time Measure

I. Learning Objectives

Cognitive: Solve one-step word problems involving time measure

Psychomotor: State the complete answer
Affective: Spend time wisely

II. Learning Content

Skill: Solving one-step word problem involving time measure

Reference: BEC PELC IV A 3.1
Material: chart
Value: Spending time wisely

III. Learning Experiences

A. Preparatory Activities

1. Drill
Choose the most sensible answers.

a. Marlon slept for 2 (seconds, hours, days).

b. Mario takes 15 (seconds, minutes, hours) to take a bath.
c. Marla can wink her eye in 1 (minute, hour, second).
d. Manny can solve a math problem in 5 (minutes, seconds, hours).
e. It takes 6 (minutes, seconds, hours) to travel from Manila to Baguio City.

2. Review

Show the time using a model clock/ improvised clock

a. 10 minutes past 3:00

b. 40 minutes past 9:00
c. 30 minutes past 7:00
d. 30 minutes before 7:00
e. 10 minutes before 6:00

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 3. Motivation.

Who among you help at home during vacation? What do you do to help your
parents? After helping them, what else do you do? How much time do you spend
playing? studying? watching TV?

B. Developmental Activities

1. Presentation

a. Present this problem.

Last Saturday Lenie helped her mother wash their clothes. They started washing
at 7:30 A.M. and finished at 10:30 A.M. How many hours did they wash the clothes?

■ Understand

a. What are given? 7:30 AM and 10:30 AM

b. What is being asked? The number of hours Lenie and her mother spent in
washing clothes?
c. What operation will solve the problem? Subtraction

■ Plan

What equation will solve the problem?

10:30 A.M.
- 7:30 A. M.

■ Solve

Tell the students to subtract the minutes from minutes and hour from hour.
Do we need to regroup?

10:30 A.M.
- 7:30 A. M.
3:00 hours

■ Look Back

a. Is the answer correct?

b. What is the correct label?
3 hours

b. We can also solve the problem by making a pattern.

1 hour 1 hour
1 + 1 + 1= 3 hours
7:30 8:30 1 hour 9:30 10:30

8:30 9:30

7:30 to 8:30 is equal to how many hours?

8:30 to 9:30?
9:30 to 10:30?

How many hours are there in all?

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 c. Present another problem. Solve by looking for patterns:

1. Bel left the house to shop at 1:00 in the afternoon. She was caught in traffic and
reached her destination at 2:30. How long did it take her to get there?
1 hour

2:30 1:00 – 2:00 excess 30 minutes

- 1:00
1 30 1 hour & 30 minutes so 1 hour and 30 minutes

2. Your favorite cartoon movie started at 6:30. It ended at 9:00. How long is the
movie?
1 hour

6:30 7:30 8:30 30 minutes excess

1 hour 2 hours and 30 minutes

3. It takes the family 2 hours to travel back home because of the traffic. If they start
the trip at 3:15, at what time will they arrive home?

What is asked? At what time will they arrive home? If you will solve this
problem, what process will you use? What is the clue word? It takes the family 2
hours to travel so let’s make a pattern.

One hour

3:15 4:15 5:15

One hour
They arrive home at 5:15 PM.

2. Guided Practice

a. Working in Triads. Solve by making a pattern.

1. Mrs. Paguinigan started writing her lesson plan at 7:00 in the evening. She
finished it at 8:30 in the evening. How long did she write her lesson plan?

2. Mrs. Guevarra took the train for Bicol. She left Alabang at 5:30 PM. She
reached her destination at Iriga at 4:30 AM. How long was her trip?

3. The Reyes family goes to church on Sundays. The service starts at 10:45 and
ends at 11:45 AM. For how long does the church service last?

4. We started our class at 6:15 and ended at 10:15 AM. How many hours did we
spend in class?

5. After going to church, the children visit their grandparents. They stay there from
12:00 NN to 3:00 PM. For how long do they stay with their grandparents?

b. Working in Dyads. Solve mentally.

1. Mrs. Reyes cooks dinner for the family. It takes her one hour to finish cooking. If
she starts cooking at 5:15, at what time will she finish?

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 2. Mr. Reyes and his children watch television shows after supper. They watch
from 7:15 PM to 9:15 PM. For how many hours do they watch TV?

3. Mariel started studying her lesson at 7:00 in the evening. She finished at 8:30 in
the evening. How long did she study her lesson ?

4. Ronnie took the train for his province and left 11:30 in the evening. He reached
his destination at 12:00 midnight. How long was his trip?

3. Generalization

How did we solve problems involving time measure?

1. First add or subtract the minutes, then the hours.

2. Write AM or PM to indicate if the time is in the morning or afternoon.

Sometimes we can make patterns.

C. Application

Solve the following problems:

1. The Doñes family goes to shopping mall on Sundays. They stay there from 8:45 AM
till 12:45 PM. For how long do they stay in the mall?

2. Elsa waited for her brother in school at 9:00 in the morning. While waiting she
worked on her projects. At 10:55, they went home. How long did Elsa work on her
projects?

3. Mr. Balangue started painting their room at 3:00. He finished it within 1 hour and 45
minutes. What time did he finish his work?

IV. Evaluation

A. Solve the following problems:

1. Sarah watched some TV programs yesterday. She switched on the TV set at 8:45
AM. After watching her favorite program she switched off the TV set at 11:30 am.
How many hours did she spend watching TV programs?

2. After classes, Al and Ric spend their time in the library. They stay there from 2:30 to
4:30 PM. How long do they stay in the library?

B. Solve mentally.

1. Mrs. F. Golia baked a cake for 30 minutes while Mrs. T. Loste for 40 minutes.
How many minutes more did Mrs. Loste spend in baking than Mrs. Golia?

2. Mrs. M. Dote sleeps 6 hours while Miss N. Garlego sleeps 8 hours. Who sleeps
more and by how many hours?

3. Ms. Mendoza completed her work in 30 minutes. It was 5:30 PM when she
completed her work. What time did she begin her work?

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 4. Dan and Manuel went to the library at 4:00 in the afternoon. They stayed there
for 45 minutes. At what time did they leave the library?

5. Romeo finished studying his lesson at 4:00 in the afternoon. He played with Lito
for 40 minutes and then went home. At what time did Romeo go home?

V. Assignment

Solve the following problems.

1. Marites arrived in school at 6:40. She cleaned Miss Go’s room for 20 minutes. What time did
she finish cleaning the room?

2. The bell rang at 7:00. The class had lessons in Mathematics from 7:00 to 8:00. How many
hours did the class have for Mathematics?

3. The class had English from 8:00 to 9:20. How many minutes did the class have for English?

4. Some children are in school at 6:15. The class starts at 7:00. How many minutes of free
time do the children have before class begins?

5. Carmie can walk from their house to the park in 25 minutes. She wants to meet her friends
there at 3:00 PM. At what time should she start walking?

Visualizing Area of Rectangle

I. Learning Objectives

Cognitive: Visualize the area of rectangles

Psychomotor: Show the area of rectangles
Affective: Participate in class activity

II. Learning Content

Skill: Visualizing the area of rectangles

Showing the area of rectangles
Reference: BEC PELC III C-1.1
Materials: textbooks and teacher’s manual in Math III, rectangular shape/cut-outs of
figures, cartolina, illustration board, pentel pen, chart, manila paper
Value: Sportsmanship/cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill/Review

a. How many sides are there in a square?

What can you say about its sides?
b.

How many square units are there in the figure?

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 2. Motivation

Let’s sing a song

(Tune: “Bahay-Kubo”)
What’s Mang Kiko made of
What’s Mang Kiko made of (3)
and
and
That’s what Mang Kiko is made of
- What is Mang Kiko made of?

B. Developmental Activities

1. Presentation

a. Present square cut-outs to the pupils.

Ask: What do you call this figure?
How many squares do you think would cover the surface of the chalkboard?
b. Ask some pupils to cover the chalkboard with square cut-outs and count the number
of squares.
c. Ask: How many square units did you use to cover the chalkboard.
d. Ask: How many square units are there in its rows? Column?
e. Ask: Which is longer, square units in rows or in columns?
f. Introduce – the length and width of the rectangle.
g. Ask: Which has more square units, the length or the width?
h. Show cut out of this figure.

i. Ask: How many square units are there in this figure?

j. Ask: How many square units are there in the length this figure? Width?

2. Using Geoboard the teacher shows different number of squares using rubber
bands.

- Let the pupils count the number of squares on the geo-board.

Example:

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 3. Guided Practice

a. Paper folding – Group the class into five groups. Each group must have pieces of
rectangular sheets.
1. Fold the paper into many square units as you can.
2. Guide the pupils in doing the activity.
3. Ask: How many square units did you form?
4. Ask: How many square units are there in the length of this paper? width?
5. Ask: Which is longer? the length or the width?

b. Oral exercises
1. The teacher presents rectangles with different square units written on
cartolina/manila paper.
1.

2. Ask: How many square units are there in figure 1?

How many square units are there in its length? width?

2. 3. 4.

3. Give more examples.

4. Paper Dot

- Group in pairs
a. Distribute the paper dots to the pupils
b. Connect the dots and form rectangles. Count the square units.
c. How many square units are in its length? width?

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 3. Generalization

How will you know the number of square units of a figure?

By counting the number of square units inside the figure.

C. Application

Draw the figure being described.

1. A rectangular board – 5 square units long and 2 square units wide.
2. A table that measures 3 square units wide and 4 square units long.
3. Draw the square units of a rectangular tiled floor with 18 square units.
4. A bed that measures 5 square units and 3 square units.
5. A blackboard which is 6 square units and 5 square units.
6. Work in groups of four.
Find the area of each shaded figure by counting the number of square units.

C D
A B

E
F

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 A = ____ square units D = _____ square units

B = ____ square units E = _____ square units

C = ____ square units F = _____ square units

IV. Evaluation

Answer the following:

1. Write your answer in your notebook.

_____ square units

How many square units are in the figure?

2.
What is the area of the rectangle?

_____ square units

3. Father has a garden. Its area is 10 square units. Draw the square units.
5

4. – 5. Draw the rectangular area using the given square units.

a. 12 square units
b. 20 square units

V. Assignment

Draw rectangles with the following square units.

1. 15 square units
2. 48 square units
3. 12 square units
4. 21 square units
5. 28 square units

Visualizing the Area of Square

I. Learning Objectives

Cognitive: Visualize the area of square

Psychomotor: Show the area of square
Affective: Cooperate actively

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II. Learning Content

Skill: Visualizing the area of square

Showing the area of square
Reference: BEC PELC IVB 1.2
Materials: textbooks and teacher’s manual in Math III, square things/cut-outs of figures,
cartolina, illustration board, pentel pen, chart, manila paper, ruler
Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill/Review

Let us play. Group yourselves into 10.

I have here 5 boxes. Each box has different shapes.
Group the things the way you want.
How did you group the different shapes? Group I? Group II? III? IV? (Pupils will defend
their answer.)

2. Motivation

Answer the questions about the puzzle.

a. How many different-sized squares are there?

b. How many squares are there like ?

c. How many squares are there like ?

(Hint: There are more than 4)

d. How many squares are there like ?

(Hint: There are more than 1)

e. How many total squares are there in all sizes?

B. Developmental Activities

1. Presentation

a. Present square cut-outs to the pupils.

Ask: What do you call this figure?
How many squares of this size, do you think would be enough to
cover the surface of the teacher’s table?

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 b. Ask some pupils to cover the table with square cut-outs and count the number of
squares.
c. Introduce the term square units.
Ask: How many square units did you use to cover the table?
d. Show other cut-outs of figures as shown on the cartolina/manila paper.

A B

Ask: How many square units are there in figure A? B?

In figure A, how many square units are there in the rows?
In the columns? (3 rows, 3 columns = 3 x 3)
e. Introduce the term Area.
f. Lead them to come up with rows and columns and finally a multiplication
sentence.
Figure B. (4 rows, 4 columns = 4 x 4)
g. Give more examples.

2. Guided Practice:

a. Cooperative Learning: Stress the value of cooperation.

1) Giant Steps
Pupils will be grouped into two – Team A and Team B.
Each correct answer is one step.

Sample Questions:
1. How many square units are there in this figure?
2. How many square units are there in its rows? Columns?
3. Give the total number of squares.

2. Give more figures.

3. Generalization

How will you know the number of square units of the figure?

By counting the number of square units inside the figure.

C. Application

Work in pairs
Show figures on the board.

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 Questions to be answered:
1. How many square units are there in
figure at the left?

2. How many square units are in its

rows? Columns?

3. Give the total number of squares.

IV. Evaluation

A. What is the total number of square units in the following squares?

1.

_____ square units

2.

_____ square units

3.

_____ square units

4.

_____ square units

5.

_____ square units

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 B. Read and analyze each problem, Draw what is asked.

1. If the side of the square is 7 units what is the area?

2. The side of the handkerchief is 8 units. What is the area?
3. Give the area of a square room whose one side measures 10 units?
4. Mrs. Estrella has a square flower garden with one side measuring 9 units. What is the
area of the garden?
5. What is the area of a square table, with one side measuring 2 units?

V. Assignment

Draw a square with the following square units.

1. 4 square units
2. 8 square units
3. 16 square units
4. 9 square units
5. 12 square units

Deriving a Formula for Finding the Area of Rectangle

I. Learning Objectives

Cognitive: Derive a formula for finding the area of rectangle

Psychomotor: Tell a formula for finding the area of rectangle
Use the formula in finding the area of a rectangle
Affective: Observe self-discipline

II. Learning Content

Skills: Deriving a formula for finding the area of rectangle

Telling a formula for finding the area of rectangle
Reference: BEC PELC IV B 1.3.1
Materials: textbooks and teacher’s manual, activity cards/sheets with rectangle figure,
cartolina, illustration board, pentel pen, chalkboard, manila paper, ruler
Value: Self-discipline

III. Learning Experiences

A. Preparatory Activities

1. Drill
Give: Kinesthetic Math exercises
0 – forefinger and thumb together forming an O
1 – right arm forward closed fist
2 – left arm forward closed fist
3 – arms closed towards the body
4 – hand on waist
5 – right hand on the chest

2. Review

How did you find the area of a square?

Checking of assignment

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 3. Motivation

Game: Treasure hunting

Materials: Concrete objects
Mechanics:
- Form 4 groups of three members each.
- When the teacher gives the signal to start the activity, the pupils will get all the
objects inside the box.
- The group which has the greatest number of objects collected from the box, wins
the contest
- (The teacher asks about the common size of objects collected from the box)
(Rectangle)

B. Developmental Activities

1. Presentation

The teacher will ask the pupils to draw a rectangle on the board.

- Look at the given figure.

- What do you call the figure on the board?
- Guide the pupils to identify the length and width of the rectangle.
- What can you say about the length and width of a rectangle? Are they equal?

Aside from counting square units, let us find another way of getting the area of a
rectangle. (Present illustration like the one below.)
In our figure what is the length of our rectangle? 6 cm width? 4 cm
What shall we do with 6 and 4 to get 24?
- Guide the pupils to find the area of the rectangle.

6 cm

Area (rectangle) = L x W or
A (rectangle) = 4 x 6
2
4 cm = 24 cm

What shall we do with the length and width to find the area of a rectangle?

2. Guided Practice

a. Contest (by pairs)

Mechanics”
The teacher calls two pupils for every number.
Teacher will flash figures like the one below.

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 Using the short cut method find the area of a rectangle (L x W)
The player who gives first the correct answer, gets the point.

b. Find the area of the rectangle.

1. 2.
3 cm
5 cm
4 cm

15 cm

3. Complete the chart

Length Width Area

18m2
30m2
5m 4m

3. Generalization

How can you find the area of a rectangle?

- Multiply the length and the width.

A=LxW

C. Application

Solve.
1. Mrs. Murcia has a carpet in the shape of a rectangle. The rug is 2 metres long
and 3 metres wide. What is the area of the carpet?

IV. Evaluation

A. Find the area of the rectangle.

1.

6 cm

8 cm

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 2.

6 cm

6 cm

5 cm
3.

4 cm

4.

7m

9m

5.

3 cm

4cm

B. Complete the chart

Figure Figure
9
3 8

L 4
W L
A W
A

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 Figure Figure
3 6

7 4

L L
W W
A A

C. Solve each problem.

1. Mrs. Santos has a bed sheet in the shape of a rectangle. The bed sheet is 2 m long and
3 m wide. What is the area of the bed sheet?
2. The length and width of a sheet of paper are 10 cm and 5 cm respectively. What is the
area?
3. Mr. Abe is covering a wall with cork. A piece of cork is 20 cm wide and 25 cm long. What
is the area of a cork?
4. A piece of fabric is shaped like a rectangle. The length of the fabric is 10 metres. The
width is 4 metres. What is the area?
5. What is the area of a city hall which is 130 m long and 98 m wide?

V. Assignment

A. Using the given length and width find the area.

1. L = 8 cm
W = 3 cm

2. L = 5 cm
W = 4 cm

3.

3m

2m

B. Solve the following problems.

1. Grandpa’s white house is 15 m long and 12 m wide. What is its area?

2. The medicine cabinet is 15 dm long and 12dm wide. Find the area.
3. The ballroom plaza has a length of 25 m and a width of 20 m. What is it’s area?

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 b.

3 cm

Ask: What is the side of the figure?

What is the area of the figure, using the short cut formula?

A=SxS A=3x3
A = S2 A = 9 cm2

c. Find the area of a floor whose side is 5 m 5m

Ask: What is the area of the floor?

A=5mx 5m
A = 25 m2

2. Guided Practice:

Activity I

a. Pupils will be divided into two groups: Team A and Team B. The teacher will give
instruction to the pupils.
b. Teacher will give figures drawn on a manila paper.
He will ask:
What is/are the given side/s?
What is the formula for finding the area of the square?
What is the area of the square?

1. 3 cm

3 cm
4m
4.

4m

2.

5m

5.
2 cm
3.

6 cm

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 Those who can give most correct answers win.

Acitivity 2

Cooperative Learning

a. Rally Robin
- Pupils will be divided into triads.
- They have to answer 3 questions.
- The first group who got the correct answer will be the winner.

1) 3 cm

2) 1 cm

3)

9 cm

4)

8 cm

5)

7 cm

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 - Questions (see Activity 1)
- Teacher will give more figures/numbers.

3. Generalization

What can you say about the sides of a square?

How do you find the area of a square?

Multiply the side by itself.

A = S x S or
2
A=S

C. Application (Solve by pairs.)

a. Find the area of the figures.

1) 2)
6 cm
10 cm

b. Find the missing number.

1) Figures Sides Area

A. 5 cm ______
B. 4 cm ______
C. 9 m2

IV. Evaluation

1. Find the area.

3 cm

5 dm
4m
2. Find the side of a square.
?
2 2
A = 49 cm ? A = 4 cm

3. Father has a 25 m2 garden. What is the side of his garden?

a. 5 m b. 4 m c. 3 m

4. The guest room in Mr. Estrella’s house is in the shape of a square. One side measures 5
metres. Find the area of the room.

5. Joy drew a picture on a square piece of paper. Each side of the paper is 18 centimetres.
What is the area of the paper?

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V. Assignment

A. Written

Do the following. Write your answer on your notebook.

2
1. Draw a square with 81 cm . Give its side.
2
2. Draw a square with 49 cm . Give its side.

B. Read the following problems, then solve.

1. A hall with a square floor has a side measuring 15 metres. What is the area of the floor?
a. Draw a picture to find the answer.
b. Solve the problem using the formula.
c. Answer: ___________

2. Mr. Flores has a vegetable garden in the shape of a square with a side measuring 8
metres. What is the area of the garden?
a. Draw a picture to find the answer.
b. Solve the problem using the formula.
c. Answer: ___________

Solving Word Problem involving Area of a Rectangle

I. Learning Objectives

Cognitive: Solve word problem involving area of a rectangle

Psychomotor: Give the length when width and area are given or give the width when the
length and area are given
Affective: Help one another in doing assigned duties

II. Learning Content

Skills: Solving word problem involving area of a rectangle

Following the steps in problem solving
Reference: BEC PELC IV B.2.1
Materials: textbook, chart, number wheel
Value: Helpfulness

III. Learning Experiences

A. Preparatory Activities

1. Drill

Basic multiplication facts.

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 2. Review

Find the area of the following rectangles.

a. 4m b. 10 m

2m
5m

c. L = 20 m d. L = 7 m e. L = 20 m
W = 10 m W=5m W = 15 m

3. Motivation.

Ask pupils to go out in two groups. Give each group a metre stick, string and sticks.
Ask them to make a rectangle 10 metres long and 7 metres wide. Ask: Who can give the
area of this rectangle?

B. Developmental Activities

1. Presentation

a. Our room measures 12 metres long and 10 metres wide. Only Lyn and Lenie swept
the floor. What is the area of the room they swept? Stress the value of helping one
another.

What is the shape of our room?

Rectangle. Why? It has length and width.

How do we find the area?
We multiply the length and the width.
Let’s write the mathematical sentence and solve. State the complete answer.

12 x 10 = N
120 sq. m

What is the unit of measure? sq.m

Is this the correct answer?

b. If your garden measures 9 metres long and its width is 8 metres, what is its area?
What is the mathematical sentence?

A = 9 x 8 = 72 sq. m

c. What is the width of a garden which has an area of 96 sq. metres and a length of 12
sq. metres?

What are we solving for in the problem?

What are given? Area – 96 sq. metres
Length – 12 metres
What operation are we going to use?
What is the number sentence?

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 96 ÷ 12 = n

96 ÷ 12 = 8

The final answer is 8 metres.

Is the answer correct? Is it really the width? Why? Which is longer the width or the
length?

2. Guided Practice

• Form groups of 10 members each. Solve each problem correctly. Write each digit of
the answer on each box that corresponds to the letter across and down.
1 2 3 4
8 7 5 sq m 3 0 sq. tiles
5 6
2 0 8 sq. units 8 0 sq. units
7 8
9 0 sq. m 1 2 0 sq. units
9
sq. cm 9 6 sq. cm

Across.

1. Mr. Sison bought a piece of land which is 35 m long and 25 m wide. What is the
area?

4. Mang Roy and his son were laying tiles on the kitchen floor. The length of the
kitchen floor is 6 sq. tiles and the width is 5 sq. tiles. How many square tiles
were laid in all?

5. Dionie has a rose garden. It is 26 units long and 8 units wide. What is its area?

6. Harry’s Math book is 10 sq. units long and 8 units wide. What is the area of his
Math book?

7. Jumbo’s garden is 15 sq. units in length and 6 square units in width. How many
square units is Jumbo’s garden?

8. What is the area of a page of a calendar which is 10 square units and length is
12 square units?

9. A chocolate box measures 12 cm long and 8 cm wide. What is its area?

Down

2. What is the area of a box, when the length is 48 cm and the width is 15 cm.

3. My vegetable garden is 10 metres long and 5 metres wide. What is the area?

• Working in Dyads.

1. What is the width of a rectangle with a length of 8 cm and an area of 96 square

cm?

2. The area of a rectangle is 30 square cm. If the length is 6 cm, what is its width?

3. What is the width of a rectangle with a length of 12 cm and an area of 120 sq.
cm?

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 4. The garden has an area of 60 sq. m If the length is 10 m what is the width?

5. The room has an area of 72 sq. m What is the width if the length is 12 metres?

3. Generalization

How do you solve problems involving area of a rectangle?

To solve problems involving area of a rectangle.

• Multiply the length and the width.
• If the length is unknown, divide the area by the width.
• If the width is unknown, divide the area by the length.

C. Application

Read then solve.

1. The movie theatre is 15 metres wide and 22 metres long. What is its area?

2. What is the area of the auditorium whose length is 35 metres and whose width is 32
metres?

3. The playing field is 250 metres long and 100 metres wide. What is its area?

4. Mr. Samson a subdivision owner, donated a lot for a chapel measuring 15 metres by
25 metres. What is the area of the site for the chapel?

5. Mang Berto has a rice field which is 120 metres long and 95 metres wide. What is its
area?

IV. Evaluation

Read & solve.

1. The area of the room is 108 sq. metres. If the length is 12 metres, what is its width?

2. Ressie sets a table for twelve people. The table is 9 units long and 6 units wide. What is the
area of the table?

3. The swimming pool is 12 units long and 8 units wide. How big is the swimming pool in
square units?

4. The area of the park is 200 sq. units. If the width is 10 units, what is the length?

5. Mr. Hernandez added one more bathroom to their house. The bathroom is 4 units long and 3
units wide. How big is the bathroom?

V. Assignment

Solve.

1. Tony made a chopping board which is 20 cm long and 15 cm wide. What is its area?

2. Abdul made a banner for the program. The banner is 25 cm long and 18 cm wide. What is
the area of the banner?

3. The area of a lot is 500 sq. metres. If the length is 25 metres, what is the width?

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 4. A farmer has a ricefield which is 120 metres long and 92 metres wide. What is the area of this
land?

5. The municipal plaza has a length of 48 metres and a width of 36 metres. What is its area?

Solving Word Problems involving Area of a Square

I. Learning Objectives

Cognitive: Solve word problems involving area of a square

Psychomotor: Tell what is asked, given, word clues and the operation to be used
Transform the word problem into a number sentence
Affective: Save an amount for the future

II. Learning Content

Skill: Solving word problems involving area of a square

Reference: BEC PELC IV B.2.1.2
Material: chart
Value: Thrift

III. Learning Experiences

A. Preparatory Activities

1. Drill

Give the most appropriate unit of measure for the following. (cm, m or km)

a. room b. coupon bond c. shoebox

d. toilet e. manila paper f. table
g. book h. cartolina i. fish pond
j. distance from
Pampanga to
Manila

2. Review

Find the area of the following.

2 cm 3 cm

10 cm

12 cm
15 cm
3. Motivation.

How much is your daily allowance? Are you saving a little amount from your daily
allowance? Who among you has a savings box? What do you do with the amount you
save? Why do we need to save some amount?

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B. Developmental Activities

1. Presentation

a. Mario is a thrifty boy. Out of his savings, he was able to buy a handkerchief for his
friend. The handkerchief has a side of 25 cm. What is the area?

DISCUSSION

What is the shape of the handkechief? Square

What is asked? area of the handkerchief
What is given?
What is the process to be used?

Who can give the number sentence?

25 x 25 = N How did you get the other 25?

Now let us multiply the numbers.

1
2
25
x 25
125
50_
625 square centimetres

Is the answer correct? Did we answer the question in the problem?

b. If the area of a square parking lot is 100 square metres, what is the measurement of
the side?

• Show a cut-out graphing paper with 100 square units. Let us pretend that a
small square is equal to one metre?

• Let us measure one side and the other side. How many square units? So what
is the answer to our problem? 10 metres

399
 • We can also solve the problem by thinking of the number which when we multiply
by itself, will have a product of 100. What is that number? 10; so what is our
complete answer? 10 metres.

• Let us try this problem. The area is 64 square m. What is the side?

What is asked? What is given?

What is the number that when multiplied by itself, will give 64?

What is the complete answer to our problem? 8 metres

2. Guided Practice

a. Working in Dyads.

1. The area of a parking lot is 144 sq. m. What is the side?

2. A square mirror has a side of 49 cm. What is the area?
3. What is the area of a table tray which has 48 cm on all sides?
4. A teacher’s table has 45 cm on all sides. What is the area?
5. What is the area of a living room which measures a side of 15 m?

b. Form learning partners. One fast or average learner + slow learner. They will play
“Winners Take All” as in MTB Channel 2.

1. Call two pairs of contestants.

2. They will be asked to listen to a problem.
3. Without using ballpen and paper they have to give the answer.
4. The first to give the correct answer remains.
5. The pair who remains will choose their opponent.
6. Repeat the process until only one pair is left.

Questions:

1. A square shaped lawn is 5 sq. metres on its side. What is the area?
2. A square mirror has a side of 30 cm. What is the area?
3. A parking lot has a side of 20 m. What is the area?
4. A table cloth has a side of 2 metres. What is the area?
5. Nene’s handkerchief has a side of 6 dm. What is the area?
6. The area of a square lot is 100 square metres. What is the side?
7. A square mirror has a side of 40 cm. What is the area?
8. Mr. Araneta bought a square lot which measures 8 metres on one side. What is
its area?
9. Mrs. Paguirigan’s handkerchief has a side of 30 cm. What is the area?
10. Cielo’s handkerchief is a square. It is 50 centimetres on each side. What is its
area?

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 3. Generalization

How did we solve the problems involving area of a square?

To solve a one-step word problem involving the concept of area, follow the POLYA’s
problem solving steps.

a. Understand
b. Plan
c. Decide
d. Look Back

• In solving for area just multiply the given side by itself.

• In solving for a side – think of a number which when multiplied by itself will give the
area.

C. Application

Read and solve.

1. What is the area of a table tray which has 54 cm on all sides?

2. What is the area of Deo’s board which has a side of 49 cm?
3. If the area of a handkerchief is 144 square cm, what is the side?
4. What is the area of a handkerchief which has 35 cm on all sides?
5. Mr. Cruz has a square vegetable garden with one side measuring 8 metres. What is the
area of the garden?

IV. Evaluation

Choose the letter of the correct answer.

1. The guest room in Mr. Santos’ house is square in shape. One side is 5 metres long.
Find the area of the room.

a. 25 sq. m c. 21 sq. m
b. 20 sq. m d. 15 sq. m
2. Mommy Rose bought a square birthday cake for her daughter Mariedeth. If the cake
measures 45 centimetres on each side, what is the area of the cake?

a. 180 sq. cm c. 2 052 sq. cm

b. 280 sq. cm d. 2 025 sq. cm

3. Sharon’s square vegetable garden measures 5 metres on one side. What is the area of
the garden?

a. 20 sq. m c. 30 sq. m
b. 25 sq. m d. 35 sq. m

4. A handkerchief measures 40 centimetres on each side. What is its area?

a. 120 sq. m c. 1500 sq. m

b. 1600 sq. m d. 900 sq. m

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V. Assignment

Read and solve.

1. One side of a square table measures 120 centimetres. What is its area?
2. Pilo put up a sari-sari store on a square lot in front of his house. The lot measures 12 m on
each side. Find the area.
3. A plastic bag measures 60 cm on each side. What is the area?
4. A square scarf measures 62 dm on its side. Find the area.
5. Mr. Nicanor Tan ordered five boxes of square tiles. Each tile measures 45 cm on each side.
What is the area of one tile?
6. Mr. Balangue bought a square lot which measures 15 metres on one side. What is its area?

Finding Capacity using Units of Measure

I. Learning Objectives

Cognitive: Find capacity using standard units of measure

Psychomotor: Estimate capacity of a given container
Affective: Practice ways of conserving water

II. Learning Content

Skill: Finding capacity using units of measure

Reference: BEC PELC IV C 1
Materials: empty medicine and shampoo bottles, cup, glass, medicine dropper
Value: Water conservation

III. Learning Experiences

A. Preparatory Activities

1. Drill

“Listing Down” (Contest between Boys & Girls)

In 3 minutes list down all the liquids that you know.

2. Review

Which can be used as a liquid container? Say Yes if it is, No if it’s not.

a. basket f. plate
b. glass g. cup
c. kettle h. flower pot
d. bottle i. flower base
e. can j. pitcher

3. Motivation

Put two glasses on your table, one glass with water, the other one empty. Pour a
small amount of water from one glass to the other.

Ask: What is the exact amount of water poured in the empty glass?

402
 What units of measure should be used to determine the amount of liquid in the
glass? Nowadays we suffer from water shortage, what can you do to conserve water? Is
there need for us to campaign? How would you do it?

B. Developmental Activities

1. Presentation

a. The millilitre and litre are units used to measure amounts of liquid.
Show the materials while saying the following:
Say:
This bottle holds 1 litre of fruit juice?
A medicine dropper holds about 1 millilitre of liquid.

b. Get a medicine dropper, glass with water and a small medicine bottle. Show how
many millilitres of water can be put in the bottle? (Pour only some amount then let
pupils guess.)
Get a pail and one litre bottle. Find out how many litres of water can be put in the
pail.
Which container can hold millilitres of liquids? Litres of liquid?

2. Guided Practice

a. What unit of measure will you use in each container. Write your answer on the show-
me-board (Show the bottle/containers)

1. soy sauce bottle

2. shampoo bottle
3. 10 mL medicine bottle
4. 50 mL medicine bottle
5. pail
6. 1.5 litres softdrinks bottle
7. pitcher
8. water jug
9. dipper
10. sprinkler

b. Working in Dyads.

For mL make the following movements

403
 For L make this movement

What would you use to measure each?

1. water in an acquarium
2. a cup of tea
3. water in the glass
4. soup in a small cup
5. a drop of rain
6. juice in a pitcher
7. cologne in a small bottle
8. baby oil in a small bottle
9. a pail of water
10. water in a big flower base

c. Use show-me-board in answering the next activity. Which estimate is better for the
capacity of each?

1. large container of milk

4 L or 9 mL
2. glass of juice - 200 mL or 2 L
3. a dropper of medicine
1 mL or 50 L
4. pot of soup
50 mL or 5 L
5. spoonful of medicine
15 mL or 1L
6. bottle of salad dressing
500 mL or 2 L
7. large can of juice
1 L or 150 mL
8. bottle of cough syrup
200 mL or 1 L
9. bottle of bleach
50 mL or 3 L
10. 1 pail of water
500 mL or 5 L

3. Generalization

When do we use millilitre? Litre?

The millilitre (mL) is a metric unit used to measure the capacity of small containers.
The litre (L) is used to measure the capacities of large containers.

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 C. Application

A. Choose millilitres or litres to complete each sentence.

1. Carlos put 10 ________ of water in his acquarium.

2. The can holds about 750 _________ of pineapple juice.
3. The squeaky door needs about 2 ________ of oil.
4. The swimming pool holds about 90 000 ________ of water.
5. Tina uses 100 _________ of water in preparing orange juice.

IV. Evaluation

A. Choose the appropriate measurement.

1. A cup holds about _______ of tomato sauce.

a. 200 mL
b. 20 L

2. A pitcher holds about ________ of juice.

a. 200 mL
b. 2 L
3. A watering can holds about ________ of water.
a. 10 mL
b. 10 L
4. A drinking glass holds about ________ of milk.
a. 250 mL
b. 250 L
5. A paint can hold about ________of paint.
a. 4 mL
b. 4 L

B. Write mL or L for the unit you would use to measure each.

1. a cup of milk
2. juice in a glass
3. water in a tank
4. a cup of tea
5. honey in a bottle
6. juice in pitcher
7. paint in a bucket
8. water in a pail
9. milk in a glass
10. water in a fish bowl

V. Assignment

Name containers that hold about one litre

Name containers that hold more than 1 litre
Name containers that hold more than 1 mL

405
Converting Capacity Measure

I. Learning Objectives

Cognitive: Convert capacity measure from smaller to larger units and vice-versa
(mL to L, L to mL)
Psychomotor: Divide/Multiply given numbers by 1000
Affective: Help the government in promoting proper waste management

II. Learning Content

Skill: Converting capacity measure from smaller to larger units and

vice versa
Reference: BEC PELC IV D.2
Materials: 1 litre coke bottle, 4 tetra packs, funnel
Value: Reuse,recycle, reduce waste

III. Learning Experiences

A. Preparatory Activities

1. Drill

(Contest between two groups)

Write on the board the correct unit of measure to use.

a. cup f. mineral water bottle (small)

b. small bottles g. glass
c. pail h. pitcher
d. can i. kettle
e. water jug j. jar

2. Review

Find the product.

1 000 1 000 1 000 1 000 1 000
x 5 x 6 x 7 x 8 x 9

Find the quotient.

10 10 000 9 9 000 8 8 000 7 7 000 6 6 000

3. Motivation

Nowadays, there are lots of things that we buy that add waste in our surrounding.
Could you give examples? Empty bottles of mineral water, tetra packs, cans. How can
you help minimize waste in our surrounding? Recycle/Reuse/Reduce waste. Now in our
lesson we will be using empty bottles and tetra packs.

B. Developmental Activities

1. Presentation

a. Divide the class into 3 groups. Each group will perform an activity. Remind first the
pupils the standards to be observed while doing the activity.

406
 ACTIVITY CARD

Materials
4 tetra packs (250 mL each) (cut at the top)
one 1L softdrinks bottle
1 funnel
1 pail with water (¼ of the pail only)

Procedure
1. Pour water in the four-tetra packs.
2. Then transfer the water in the four-tetra packs in the coke bottle.

Answer these questions.

1. How many millilitres of water are there in each tetra pack?

2. How many millilitres in all?
3. How many millilitres of water did you pour in the 1 litre coke bottle?
Thus 1 litre = __________millilitres

b. Let us try solving this problem.

It takes 2 litres of iced tea to fill Cary’s Thermos. How many millilitres does the
Thermos hold.

What is asked?
What are given?
What operation are we going to use?
What is the number sentence?
2 x 1000 = n

Let us solve.

2 x 1000 = 2000 millilitres

We can also solve the problem this way.

In 1 litre there are 1000 millilitres.
Just add 1000 + 1000 = 2000 ml.

c. Change 5000 millilitres to litre = 5000 ÷ 1000 = 5 litres

2. Guided Practice

a. Working in Dyads.
Write the missing numbers.

1) 3 L = ______ mL 2) 11 L = _______ mL
3) 34 L = ______mL 4) 59 L = _______ mL
5) 83 L = _______ mL 6) 7 000 mL = _______ L
7) 64 000 mL = _______ L 8) 32 000 mL = _______ L
9) 54 000 mL = _______L 10) 274 000 mL = _______ L

407
 b. Working in Triads. (Use > , < or =)

1) 5L 6 000 mL 2) 10 L 10 000 mL
3) 10 L 9 000 mL 4) 8L 8 000 mL
5) 2L 3 000 mL 6) 6L 5 000 mL
7) 3L 2 000 mL 8) 4L 4 000 mL
9) 9L 8 000 mL 10) 5L 3 000 mL + 2 000 mL

c. Work individually.
Match Column A with Column B.

1) 16 L a. 7 000 mL
2) 11 L b. 16 000 mL
3) 7 L c. 1 000 mL
4) 1 L d. 4 000 mL
5) 4 L e. 11 000 mL

3. Generalization

How do you convert L to mL? mL to L?

To convert L to mL. Multiply the given number by 1000?

To convert mL to L divide the given number by 1000?

C. Application

Supply the missing numbers.

1) 1 L, 2 000 mL, ______, 4 000 mL, 5 L, ______
2) 7 000 mL, ______, 9 000 mL, 10 L, ______ 11 000 mL
3) 12 000 mL, 13 L, ______, 15 L
4) 20 L, ______, 22 mL, 23 000 mL
5) 4 000 mL, 5 L, 6 000 mL, ______

IV. Evaluation

A. Solve

1) 10 000 mL of water. How many litres?

2) 8 litres of gasoline. How many in mL?
3) 9 000 mL crude oil = ________ L
4) 5 000 mL used oil = ________ L
5) 7 litres petroleum = ________ mL

B. Answer

Which is more?
1) 9 000 mL crude oil or 10 L gasoline
2) 5 L water or 6 0000 mL vinegar
3) 18 000 mL cooking oil or 16 L patis
4) 7 000 mL soy sauce or 7 L cooking oil
5) 8 000 mL cooking oil or 9 L soy sauce

408
V. Assignment

Supply the missing number.

1) 36 L = _______ mL 2) 12 L = ________ mL
3) 78 L = _______ mL 4) 13 000 mL = _________ L
5) 35 000 mL = _______ L 6) 15 000 mL = _________ L
7) 72 L = ________ mL 8) 17 000 mL = _________ L
9) 55 000 mL = ________ L 10) 21 L = __________ mL

Solving Word Problems involving Capacity Measures

I. Learning Objectives

Cognitive: Solve word problems involving capacity measure

Psychomotor: Draw/Make illustrations to solve word problem
Affective: Practice to drink right amount of water

II. Learning Content

Skill: Solving word problems involving capacity measures

Reference: BEC PELC IV C 3.1
Materials: chart with problems written on them
Value: Drinking the right amount of water

III. Learning Experiences

A. Preparatory Activities

1. Drill
Choose the appropriate measurement. Write your answer on the show-me-board.

a. A drinking glass holds about _______ of milk.

a. 250 mL b. 250 L

b. A teaspoon holds about ________ of liquid.

a. 5 mL b. 5 L

c. A sprinkler can hold about _________ water

a. 5 mL b. 5 L

d. A small mineral water bottle can hold ________ liquid.

a. 500 mL b. 500 L

e. A pitcher holds about _________ of juice.

a. 200 mL b. 2 L

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 2. Review

Use >, < or = in the box. Write your answer on the show-me-board.

a. 500 mL water 1 L oil

b. 1 L softdrink 2000 mL juice
c. 2 000 mL mango juice 3 L buko juice
d. 5 000 mL Patis 5 L soy sauce
e. 7 000 mL gasoline 9 L petroleum

3. Motivation

How many glasses of water do you take everyday? How many glasses of water do
we need to take? Why do we need to take such amount of water? What will happen to
us if we don’t drink the right amount of water?

B. Developmental Activities

1. Presentation

a. Luz drinks 3 litres of water in one day. How many millilitres does she drink in one
day?
Let’s draw the problem to know the answer to the question. We will need 6 empty
bottles (500mL each).

What is the answer? (3000mL)

b. Manny bought 2 litres of mineral water. The mineral water comes in 250 mL bottle.
How many bottles did Manny get for the 2 litres?

What is asked?
Let’s act out the problem. We need 2 actors.
One storekeeper and a buyer. The storekeeper gave the bottle in fours.

410
2. Guided Practice

a. Working in Triads.
Read and solve.

1. Jeremy drinks 4 000 millilitres of water in one day. How many litres does he drink?
2. Ella buys juice in 1-litre bottles. There are 4 bottles in one case. How many millilitres
are there in one case?
3. A bottled soft drink labeled 1.5 L. How many mL is this?
4. A water container holds 5 000 mL. How many litres is this?
5. For the picnic Julio brought 2 litres of juice. June brought 3000 mL and August
brought 1000 mL. Who brought the most juice? Who brought the least?

b. Solve the following problems. You may draw a picture to solve them.

1. A water container can hold 5000 mL of liquid. How many litres can the water
container hold?

2. Hesed fetched 5 litres of water, Leo 4 000 mL and Mariam 6 000 mL. Who fetched
the most water? the least?

3. Manny put 20 litres of water in the washing machine. How many millilitres of water
did he put in the washing machine?
4. Each of the five soccer players drank 200 millilitres of juice. How many millilitres of
juice did they drink? How many litres?
5. One hundred participants in the seminar-workshop seminar consumed 20 litres of
drinking water every meal. How many millilitres of drinking water did they consume?

3. Generalization

How do we solve word problems involving capacity measure?

Use Polya’s step. We sometimes draw and make a pattern. We add, subtract,
multiply, or divide depending on the problems.

411
V. Assignment

Read and solve.

1. A pitcher holds 800 mL. Another one holds 4L. Which pitcher holds more?
2. A jug can hold twice the capacity of the two pitchers. What is its capacity?
3. The content of the jug can fill 48 medium sized cups of the beverage. How much liquid
can fill each cup?
4. Ricky was so thirsty that he was able to drink three cups of the beverage. How much
juice was he able to consume?

Naming the Parts of a Pictograph

I. Learning Objectives

Cognitive: Name the parts of a pictograph

Psychomotor: Show the parts of a pictograph
Affective: Cooperate actively in class activities

II. Learning Content

Skills: Naming the parts of a pictograph

Showing the parts of a pictograph
Reference: BEC PELC V-A 1.1
Materials: chart, activity cards, pictographs
Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill

Name the following pictures

2. Review

Fill in the missing digits.

a. 3 ___ 9 ___ 15 ___ 21, 24

b. 5, 10 ___, 20, ___, ___, 35
c. 10, 20, ___, 40, ___, ___

413
 3. Motivation

Have the pupils sing a song. The teacher plays the song “Rainbow Connection” on
the cassette player.
Have you seen a rainbow? Where do you see rainbow?
What are the colors of a rainbow?
Which color do you like best?

B. Developmental Activities

1. Presentation

a. The teacher presents the graph.

Pupils’ Favorite Colors

Violet 
Blue 
Green 
Orange 
Yellow 
Red 
Legend:  = 3 children

Look at the graph. What is it all about?

What is the title of the graph?
What information is on the left side of the graph?
What does the legend tell us?
How many pupils like blue?
Yellow is the favorite color of how many children?
Which color is the least favorite of the pupils?
Which color is the most favorite of the pupils?
What part of the graph gives the main idea?
What do we call the other information on the graph?

b. Analysis of other examples (Graphs)

Children Enrolled This School Year

VI
 
Grade Level

V
 
IV
 
III
 
II
 
I
 
Legend:  = 10 boys  = 10 girls

414
 Let the pupils name the parts of this pictograph.
1. Where do you find the title?
2. What is the title of the pictograph?
3. What information does the legend tell us?
4. What are the labels of the graph?

c. Work in groups of five

The teacher distributes activity cards with pictograph to the pupils.
Study the graph and answer the questions below.

Sales of Boiled Eggs in the School Canteen in 5 Days

Days of the Week

Monday 
Tuesday 
Wednesday 
Thursday 
Friday 
Legend:  = 5 eggs

1. What part of the graph tells us what the graph is all about? ________.
2. What is the title of the graph? _________.
3. What does the label at the left tell us? _________.
4. Where is the legend found? _________.
5. What does the legend tell us? _________.
6. What does  stand for? _________.

2. Guided Practice

a. Work in pairs.

The pupils will be given a copy of a pictograph printed on activity cards.

The pair will answer the questions below the pictograph.
The first pair to write the correct answers wins the game.

Number of Children Fed in One Week

Sunday
☺☺☺☺☺
Monday
☺☺☺
Days of the Week

Tuesday
☺☺☺☺
Wednesday
☺☺☺☺☺☺
Thursday
☺☺☺☺☺☺☺
Friday
☺☺☺
Saturday
☺☺
Legend: ☺ = 5 children
1. What is the title of the pictograph?
2. What does ☺ stand for?
3. In what days were there the same number of pupils fed?
4. What is the least number of pupils fed?
5. What day has the most number of pupils fed?

415
 6. How many pupils were fed on Thursday?
7. What is the total number of pupils fed?

3. Generalization:

What are the parts of a pictograph?

Where do you find the title of a pictograph? labels? legend?

A pictograph is a pictorial representation of data. The parts are title, legend and label.
The title tells what the graph is all about. The legend tells the number of person or things
each picture stands for. The label is the data at the left side of the pictograph.

C. Application

Name the parts of the graph.

Mang Jose’s Harvest for Five Years

Year Total Harvest

2003

2002

2001

2000

1999

= 10 cavans of palay

IV. Evaluation

A. Identify the parts of the graph.

Fish Caught for Six Days by Mang Juan 1.

Days Fish Caught in a Day
Monday

Tuesday

2.
Wednesday

Thursday

416
 Friday

Saturday

= 5 fishes 3.

B. Fill in the blanks with the correct answer.

1. _______ is a pictorial representation of data.
2. It tells what the graph is all about _________
3. _______ tells the number of persons or things each picture stands for.

C. Study the graph. Then answer the questions that follow.

Participants in the Field Day

Grade I

Grade II

Grade III

Grade IV

Grade V

Grade VI

Legend: Each  represents 10 pupils.
1. What is the title of this graph?
2. What is the legend of the graph?
3. What are the labels on the graph?

V. Assignment

Read the pictograph and answer the questions below.

Fruits Harvested in One Week

Monday

Tuesday
Days of the Week

Wednesday

Thursday

Friday

Saturday

Sunday

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 Legend – each fruit = 10
1. Name all the parts of the pictograph.
2. What does the legend tell us?
3. How many fruit does each picture represent?
4. What does the label at the left tell us?
5. How many mangoes were harvested?
6. Which fruit has the least number of harvest?
7. How many guavas were harvested on Thursday?
8. How many fruits were harvested in all?

Interpreting the Legend in a Pictograph

I. Learning Objectives

Cognitive: Interpret the legend in a pictograph

Psychomotor: Read and write the legend in a graph
Affective: Appreciate what the government is doing for the homeless

II. Learning Content

Skills: Interpreting the legend in a pictograph

Reading and writing the legend in a pictograph
Reference: BEC PELC V-A 1.2
Materials: textbook, colored strips of paper, manila paper, example of graph on a
chart, activity sheets
Value: Gratitude

III. Learning Experiences

A. Preparatory Activities
1. Review
Parts of the graph
2. Motivation
Ask: Who among you have participated in tree planting in your barangay? In the school?
Why is it important to plant trees?
B. Developmental Activities
1. Presentation
a. Tell a story about tree planting.
Gina and her classmates joined the tree planting project of their school. After
planting, Gina made a record of the number of trees the group planted.

418
b. Guide the children in analyzing the problem.
Number of Trees Planted
1.

Groups
2.

3.

4.

5.

Legend: = 5 trees
• Tell the pupils that this is a graph using pictures. It is called picture graph or
pictograph.
• Let the children look at the pictograph.
Ask them to answer the following questions orally
1. What is the title of the pictograph?
2. How many trees does each picture represent?
What part of the pictograph gives us this information?
3. How many trees did each group plant?
4. Which group planted the most number of trees?
5. Which group planted the least number of trees?
6. Which group planted the same number of trees?
c. Show another pictograph
One of the projects of the government for the people is the housing project.
The graph below shows the project.

Number of Housing Project, 2003

District 1
↸ ↸ ↸
District 2
↸ ↸ ↸
District 3
↸ ↸
District 4
↸ ↸ ↸ ↸
District 5
↸ ↸ ↸ ↸ ↸
District 6
↸ ↸ ↸ ↸ ↸ ↸ ↸
Each ↸stands for 10 housing projects
Ask:
- What is the title of this pictograph?
- How many districts are shown on the left side?
- What does each ↸ mean?
- How many housing projects are there in District I?
- Which district has the most number of housing projects?
- Which district has the least number of housing projects?
- Which district has the same number of housing projects?
- Should the government continue this kind of project? Why?
- If your family is one of the recipients of this kind of project, what will you do?

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 2. Guided Practice
a. Group pupils into 5. Distribute the activity sheets.
Activity 1

Read and interpret the data by answering the following questions:

Trees Planted by Kabataang Barangay in

Palawan 1. How many mango trees did the
Mango Kabataang Barangay plant?
Mahogany? Narra? Molave?
Mahogany Gemelina?
2. How many more narra trees than
Narra mahogany were planted?
3. How many more mango trees than
Molave Gemelina were planted?
4. How many trees were planted
Gemelina altogether?

Legend: Each stands for 30 trees.

Activity 2

Number of Pupils in Grade Three

Mrs. Javarez’ Class

 
Mrs. Castillo’s Class
 
Mrs. Revilla’s Class
 
Mrs. Maringit’s Class
 
Each  stands for 5 boys. Each  stands for 5 girls.

Answer each question.

1. What is the title of the pictograph?
2. How many classes are shown?
3. How many pupils are in Mrs. Javarez’ class? Mrs. Castillo’s class? Mrs. Revilla’s
class? Mrs. Maringit’s class?
4. How many boys are there in the four classes altogether?
5. How many girls are there in the four classes altogether?
6. How many pupils are there in the four classes altogether?

3. Generalization:

What does the legend tell us?

What process will you use to come up with the correct data when using the legend?

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 C. Application

Answer the questions correctly.

Books in the Library

Number of Books per Subject Area
Math 
Science 
HEKASI 
Filipino 
English 
Legend:  = 10 books

1. What are the different books in the library?

2. How many Filipino books are there?
3. What book has the biggest number?
4. What book has the smallest number?
5. How many books are there in all?

IV. Evaluation

A. Examine the pictograph and answer the questions at the left side.

Year Houses Constructed by

1. How many houses were built in 2001? Construction Company
2. How many houses were built in 1999? 1998 ↸↸↸↸↸↸↸
3. How many houses were built in 2001 1999 ↸↸↸↸↸↸↸↸↸↸
and 2002? 2000 ↸↸↸↸↸↸↸↸
4. How many more houses were
constructed in 2000 than in 1998? 2001 ↸↸↸↸↸↸↸↸↸↸↸
5. How many houses were constructed 2002 ↸↸↸↸↸↸↸↸↸↸↸
over a period of five years? ↸↸↸
Legend: Each ↸ represent 5 houses

Savings of Five Boys in One Month

1. What does each stand for? Obet
2. How much did Idar save?
3. How much did Aldi save?
Idar
4. Who has the most savings? Owen
5. Who has the least savings? Mandy
6. Who have the same savings? Aldi
7. How much did they save altogether?
Legend: Each stand for 20 pesos

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V. Assignment

Copy and complete the pictograph to show the number of sacks of palay harvested by the
following farmers:

Palay Harvested Mang Ambo 500 sacks

Mang Ambo Mang Iking 300 sacks
Mang Belo 400 sacks
Mang Iking Mang Angel 400 sacks
Mang Berto 550 sacks
Mang Belo

Mang Angel

Mang Berto

Each stands for 100 sacks of palay

stands for 50 sacks of palay

Reading the Parts of a Pictograph

I. Learning Objectives

Cognitive: Read the pictograph

Psychomotor: Answer questions about the different parts of a pictograph
Affective: Appreciate plants as one of God’s creation

II. Learning Content

Skill: Reading the parts of a pictograph

Reference: BEC PELC V-A 1.3
Materials: activity cards, chart with pictographs
Value: Appreciation of nature

III. Learning Experiences

A. Preparatory Activities

1. Drill - Game

The teacher divides the pupils into groups of five. She distributes pictographs written on
activity cards. The pupils will name the parts of the pictograph. The first group to submit the
correct answer wins the game.

2. Motivation

Show pictographs taken from magazines. What do pictographs show? Do you understand
the information shown in the picture?

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B. Developmental Activities

1. Presentation

a. Present a pictograph.

b. Have the pupils talk about the importance of plants to us. Have them appreciate
plants as one of God’s creation. Have them make commitments that they will take
care of plants around them.

c. Let the pupils read the graph and answer the following questions:

1. What is the title of the graph? _________

2. What do the numbers on the left side represent? _________
3. What do the letters below the graph represent? _________
4. What are the names of the plants?
______________, _____________, ______________,
______________, _____________, ______________
5. How tall is plant E? ____________
6. How tall is plant B? ____________
7. What plants have the same height? _____________
8. What is the tallest plant? ___________
9. What plant is 90 centimetres tall? ______________

2. Guided Practice

Group Activity

• Let the pupils read and answer the questions on the graph individually. Then
compare their answers with the other members of the group and let the rapporteur
write the correct answers on the board.

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 Activity I
Study this pictograph.

Vegetables Harvested in the School Garden in One Day

How many tomatoes were harvested?

How many onions were harvested?
How many carrots were harvested?
How many peppers were harvested?
How many eggplants were harvested?
What vegetable had the greatest number of harvest?
What vegetable had the least number of harvest?
What vegetables were harvested in equal number?

3. Generalization:

What are the things that will help us read a pictograph?

Where do we find the legend? The labels?
C. Application

Read and study this pictograph.

Look at the pictograph. Then, answer the following questions:

1. What is the title of the pictograph? __________

2. How many people harvested corn? __________
3. How many ears of corn did Mr. Reyes harvest? __________
4. Who harvested the greatest number of corn? ____________
5. Who harvested the least number of corn? ____________

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IV. Evaluation

Read and answer the questions about the pictograph.

Boxes Made by Three Boys in a

Week 1. What is the title of this graph?
2. How many boys made boxes?
3. How many boxes did Boyet make?
4. How many boxes did Mandy
make?
5. How many boxes did Aldy make?
6. Who made the most number of
boxes?
7. How many more boxes did Boyet
make than Mandy?
8. How many more boxes did Aldy
make than Mandy?
9. Who made the least number of
boxes?
10. How many boxes did they make
altogether?

Boyet Mandy Aldy

Legend = 10 boxes
V. Assignment

Let the pupils read and answer the questions on the graph.

Mrs. Fely Mores, the school librarian, drew a graph showing the number of books read by the
students from June to December.

Number of Books Read in the Library

June 
July 
August 
September 
October 
November 
December 

Legend  = 50 books

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 Answer the following:

1. What is the title of the graph?

2. How many months does the graph cover?
3. How many books are represented by each ?
4. In what month has the least number of books read?
Why do you think it has the least number?
5. How many books were read from June to September? From October to December?

Organizing Data Presented in a Pictograph

I. Learning Objectives

Cognitive: Organize data presented in a pictograph

Psychomotor: Construct pictograph
Affective: Cooperate in group activity

II. Learning Content

Skills: Organizing data presented in a pictograph

Constructing pictograph
Reference: BEC PELC V – A 2.1
Materials: activity cards, show me cards, chart, pictograph
Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Review – Naming parts of a graph

What are the parts of a graph?

2. Motivation

Have you gone to a library?

What do you do in the library?
The teacher tells a story:
Mrs. Lyn Lapid, the school librarian was asked by her principal to draw a graph
showing the number of books read by the pupils from June to December in their school.
What did the principal ask from Mrs. Lyn Lapid? Let’s use the data presented by the
teacher.
Legend  = 50 books

Months
June 
July 
August 
September 
October 
November 
December 

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 What are the given data?

The books read by the students per month.

The legend  = 50 books

B. Developmental Activities

1. Presentation

a. Organizing the data

Let’s now organize the data presented by Mrs. Lyn Lapid.
What do you think is the title of the graph?
Number of Books Read in the Library

June 
July 
August 
September 
October 
November 
December 

Legend  = 50 books
1. What does the legend tell?
2. How many books were read in July?
3. Which months have the same number of books read?
4. What is the total number of books read?
5. In what month is the least number of books read?

b. Work in pairs.

Distribute activity cards to the pupils.

Let them organize the data written on the activity card into a pictograph.

Rice harvested

Legend = 100 cavans

Year

1991 - 400 cavans

1992 - 500 cavans
1993 - 300 cavans
1994 - 400 cavans
1995 - 500 cavans

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 Title: Yield of Peanuts in 5 years

Legend  = 50 sacks of peanuts

Data:
Year:
1981 – 150 sacks
1982 – 200 sacks
1983 – 250 sacks
1984 – 200 sacks
1985 – 150 sacks

2. Guided Practice

Work in groups of 8

Give each group a set of materials (poster, pencil, crayons) and an activity card. Let
them do what is indicated on it.

Using the data below draw and organize the parts of the pictograph.
What should you remember when you work in groups?

Title: Eggs Collected by Five Pupils

Legend  = 10 eggs

Pupils:
Elaine – 
Mark – 
Nico – 
EJ – 
Alyssa – 

3. Generalization:
How do you organize or construct a pictograph?
What are the things needed to construct it?

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 C. Application
Construct a pictograph using the data below.

Title: Squash Gathered in Five Weeks

Legend = 10 squash

Week 5 –

Week 4 –

Week 3 –

Week 2 –

Week 1 –

IV. Evaluation
A. Construct a pictograph using the data below.

Barangay San Jose organized different clubs in the community. Each symbol
stands for 5 members.
Legend  = 5 members
Number of Club Members
Garden Club – 45
Poultry Club – 30
Hog Raising Club – 60
Quail Raising Club – 25

B. Complete the data in the pictograph

Pupils With Pets

Grade 1
Grade 2 Grade 1 50
Grade 3 Grade 2 60
Grade 4 Grade 3 70
Grade 5 Grade 4 70
Grade 6 Grade 5 80
Grade 6 60

Legend: ☺ = 10 pupils

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V. Assignment

Make a pictograph to show the number of marbles that the following boys have. Legend: o = 10
marbles.

Dennis – 70
Lito – 90
Tony – 100
Cesar – 40
Allan – 50

Identifying the Parts of a Calculator

I. Learning Objectives

Cognitive: Identify the parts of a calculator

Psychomotor: Show the parts of a calculator
Affective: Cooperate in class activities

II. Learning Content

Skills: Identifying the parts of a calculator

Illustrating the parts of a calculator
Reference: BEC PELC VI-I
Materials: calculator, improvised calculator, pictures, activity sheets, manila paper,
illustration board
Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill

The teacher shows pictures of different inventions (telephone, cellphone, sewing

machine, telescope, computer, fluorescent bulb, TV sets, washing machine, etc.) As she
flashes the cards, the pupils write the names of the inventions on their show me cards
and show them to the class.

2. Motivation

Tony wants to know the sum of 1 432 and 9 865 at once. Which of the inventions
shall he use to get the answer?

B. Developmental Activities

1. Presentation

a. Present a real calculator. Aside from it, present an improvised calculator on the
board.

Who among you has a calculator?

Are you familiar with the parts of the calculator?
Let us identify the parts.

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 Call the attention of the pupils to the improvised calculator.
The teacher points to the different parts of the calculator one by one and let the
pupils identify them.

b. Distribute 5 calculators to the learning barkadas.

Let them manipulate the calculators and familiarize themselves with the parts.
Then let each LB write the parts of the calculator on a sheet of paper and post it on
the board. Let the leader name the parts.

2. Guided Practice

Game: Passing the Ball

The pupils will form a big circle. Music will be played. A ball will be passed around
from one pupil to another. When the music stops the pupil who is holding the ball will
answer a question to be asked by the teacher. A correct answer corresponds to one
point. The pupil who has the most number of correct answers wins the game.

1. What part of the calculator is used when you want to get the sum of numbers?
2. What part of the calculator is used for turning it on?
3. What part of the calculator will you press if you want to clear your entry?

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 3. Generalization:

Can you name the parts of a calculator? What are the parts of a calculator? How did
you work in group? Did everybody cooperate in the activity?

C. Application

Work in Dyads:
The teacher distributes activity cards to the pupils. Each pair will answer the
questions on the activity cards. The first pair to submit their work to the teacher, with the
correct answers, wins the game.

What signs will you press on the calculator if:

1. you want to find out the sum of 24 and 57
2. you want to switch off the calculator
3. you want to use the calculator
4. you want to find the product of 8 and 7
5. you want to find the difference of 200 - 57

IV. Evaluation

Identify the following parts of a calculator.

V. Assignment

Draw a calculator and label the parts.

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Telling the Function of each Part of a Calculator

I. Learning Objectives

Cognitive: Tell the function of each part of a calculator

Psychomotor: Write the function of each part of a calculator
Affective: Cooperate actively in class activities

II. Learning Content

Skills: 1. Telling the function of each part of a calculator

2. Writing the function of each part of a calculator
Reference: BEC PELC VI-2
Materials: calculator, manila paper, illustration board, cartolina, pentel pen, show
me board, chalkboard
Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill

Divide the class into triads. The teacher will give each group some pieces of puzzle
to form the picture of a calculator.
Direction: You are going to put the pieces together to form the picture of a calculator.
The first group to finish arranging the puzzle wins.

2. Review

The teacher shows a real calculator.

What are the parts of a calculator?

3. Motivation

Who among you knows how to use a calculator?

Present the problem:

Cora collected 108 local stamps and 299 foreign stamps. How many stamps did
Cora collect in all?

B. Developmental Activities

1. Presentation

a. Analyze the problem

How many local stamps did Cora collect? How about foreign stamps?
What is asked in the problem?
What process shall we use to solve the problem?
Who can write the number sentence?
108 + 299 = N
Can we solve the problem by using the calculator?
Which part of the calculator can help us find the answer?
108 + 299 = 407 Write the answer on the board.

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 What is the function of the addition key?
What key do you press if you do a wrong entry?
Let’s try to find the answer to the following problems by using the calculator.

b. The teacher calls on pupils at random to compute the answer using the calculator.
1. 485 + 296 = N 4. 9 374 – 567 = N
2. 1 055 ÷ 5 = N 5. 7 896 + 2 845 = N
3. 38 x 97 = N

2. Guided Practice

a. “Game ka na ba?”
The teacher tells the pupils to stand. Then she gives a function of a part of a
calculator. The pupils will respond by writing the parts on their show me cards. The
pupils who have no answers and whose answers are wrong will be asked to sit down.
The pupil who remains standing at the end of the game wins.

1. I am a part of a calculator that displays the number that you entered.

2. I turn on the calculator.
3. I add the numbers on display.
4. Press me to turn the calculator off.
5. I can clear the last entry on the calculator.

b. Show an improvised calculator on the board. Ask the pupils to write the functions of
each part of the calculator.

3. Generalization:

What are the parts of a calculator?

Can you tell the function of each part?
Did everyone participate actively in the activities?

ON Turns the calculator on.

OFF Turns the calculator off.

CE Clear the last entry on the calculator.

C Clear the entry in the calculator.

÷ Divide numbers.

+ Add numbers.

Screen/ Shows the numbers and symbols entered in the

display calculator.

- Subtract numbers.

x Multiply numbers.

Numbers Press the number you want to compute.

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 C. Application

Fill in the blanks with the correct answer.

1. _____ shows the entries on the calculator.

2. I am the symbol you use to add numbers ______
3. To divide numbers, what symbol will you use? ______
4. What key will you press to turn the calculator on? _____
5. _____ clears the last entry on the calculator.

IV. Evaluation

A. Use a calculator to find the sum of 15 and 34.

Follow the directions.

1. Turn the calculator on.

2. Press 1 and 5.
3. Press +.
4. Press 3 and 4.
5. Press =.
6. The sum of 15 and 34 is ____.

B. Solve the following number problems using a calculator.

245 + 1 286 = _____ 1 288 ÷ 4 = _____

28 x 95 = _____ 465 x 233 = _____

2 553 - 195 = _____ 12 842 + 3 000 = _____

C. Match the key with the functions.

CE Turns the calculator on.

- Turns the calculator off.

x Clear the last entry on the calculator.

OFF Clear the entry in the calculator.

C Use the division key to divide numbers.

Screen/ Press the addition to add numbers.

display

÷ Shows the numbers and symbols entered in the

calculator.

+ Use the subtraction key to find the difference

between numbers.

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 ON Press the multiplication key to multiply numbers.

V. Assignment

Use the calculator to answer the following:

1. Sum of 200 and 30

2. Difference of 350 and 110
3. Divide 150 by 5
4. Find the product of 108 and 25.
5. Find the difference of the product of 30 and 20 and the sum of 650 and 480.

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