Math Grade 3

2nd Quarter

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 2nd Quarter Grade 3
Supplemental Lesson Plan

Problem Solving Involving Multiplication or

with Addition or Subtraction of Whole Numbers Knowledge
Two-step Word
Including Money
Problems Involving
Introduction Multiplication
1. Assess the pupils’ knowledge on multiplication
of whole numbers including money using the Learning
Knowledge Rating Chart below: Competency
M3NS-IIf-46.2
Knowledge Rating Chart
Problem Solving involving Multiplication Creates problems
Direction: Circle the number that represents your learning
involving
experience. multiplication or
1. I’ve never heard of this. with addition or
subtraction of
2. I’ve heard of this, but I have never experienced how to
create problems involving multiplication or with addition or whole numbers
subtraction of whole numbers. including money
3. I know how to create problems involving multiplication or with
addition or subtraction of whole numbers. KU
How are context
2. Ask pupils who gave a rating of 3 to share their clues help in solving
experiences on the topic. problems?
Body
KQ
1. Call on pupils to act out on the situation that will The context
be narrated. The narration includes a problem of a problem
involving multiplication including money. This situation and its
may be prepared beforehand so that the pupils interpretation can
will know what to do. lead to different
Example: representations.
Rico has started with his savings using a bank
account. He consistently deposits ₱250 a week.
How much is his savings in a bank if he decided
to withdraw ₱850 to buy a pair of shoes after 6
months of deposits?
2. Call on some volunteers to answer the following
questions:
a. How can we get the answer to the given
problem? What operation/s should you use?

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 b. What are the context clues in the word
problem that helped you determine the
operations to use?
c. What is the number sentence that
represents the problem?
d. What is the final answer?
3. Tell the class that in a word problem involving
money, it is important to indicate the legend
and the currency of the money (Peso symbol).
4. Using Think-Pair-Share activity (Lyman, 1981),
ask the pupils to create their own problem
involving multiplication of whole numbers
with addition or subtraction involving money.
Then let them form in pairs to share their word
problem and discuss the construction and the
answer. The pairs will share the problem and
their answers to the whole class.
5. For skill building, let the pupils choose a task Differentiated
from the following: Activities
a. Create two problems involving
multiplication only including money.
b. Create a problem involving multiplication
with addition including money.
c. Create a problem involving multiplication
with subtraction including money.

Conclusion
Assess the pupils’ understanding of the lesson and
skills learned using response cards (Lujan, 2011) below:

4 – Understands fully

3 – Demonstrates an understanding or application of the goal

2 – Minimal understanding

1 – No understanding

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Problem Solving Involving Division or Any of the Knowledge
Other Operations of Whole Numbers Including Word Problems
Money Involving Division

Introduction
Learning
1. Using flash cards, conduct a mental drill on Competency
dividing 2-digit numbers by 1-digit numbers
and 2–3 digit numbers by 10 mentally. M3NS-IIj-57.2
a. 98 ÷ 2 f. 870 ÷ 10 • Creates problems
involving division
b. 550 ÷ 10 g. 56 ÷ 8
or with any
c. 33 ÷ 3 h. 345 ÷ 10 of the other
d. 98 ÷ 10 i. 45 ÷ 5 operations of
e. 78 ÷ 6 j. 210 ÷ 10 whole numbers
including money
2. Call on volunteers to give their answers.
KU
Body How are context
1. Show to the class a picture of a grandparent, clues help in solving
three children, and money/coins. Create a story problems?
out of the picture.
Sample: KQ
The context
of a problem
situation and its
interpretation can
lead to different
representations.

Example:
“Lola Rosa gave an additional weekly allowance
to her 3 grandchildren. She has ₱330 to give. If she
will give each an equal amount, how much does
each grandchild receive? (₱110)

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 2. Ask a volunteer to read aloud the given problem
and answer the question.
3. Create a follow-up question from the previous
situation that includes another operation.
Example:
If one of the grandchildren has a weekly
allowance of ₱250, how much is the grandchild’s
allowance for the week?
110 + 250 = ₱360

4. Show them another set of pictures. This time,

ask the pupils to create a situation based on the
picture shown.
5. Call on a volunteer to share his/her work.
6. For practice, ask the pupils to create a story
that involves division but this time, ask them to
draw an illustration for the problem.
7. Conduct a spin-off People Hunt (Kagan, 1998)
where pupils may circulate in the classroom
and try to find classmates who could answer
the problem they created.

Conclusion
To facilitate the synthesis of the lesson, ask pupils to
complete the following sentences:
• I learned that...
• I discovered that...
• I rediscovered that...
• I realized that...
• I need help on...