Lesson Plan in Mathematics 3

Week 9

Day 1

I. OBJECTIVE:
 Estimate the difference of two numbers with 3 to 4 digits

II. LEARNING CONTENT:

Estimating differences

References: BEC PELC – I .C.1.1.4

Materials: flashcards

II. PROCEDURE:
A. Preliminary Activities:
1. Drill: (flashcards)
Flashcards with numerals written on it. The pupils will read the numeral and tell the place
value of the underlined digit.

2. Review:
Checking of assignment
Rounding numbers to the nearest
Hundredths Thousands
a. 253 __________ d. 3 437 _________
b. 125 __________ e. 6 053 _________
c. 478 __________ f. 4 857 _________

3. Motivation:
Present a problem opener
Mr. Cruz has 782 square meters of land planted to corn and 575 square meters to palay.
About how many square meters more of land were planted to palay than to corn?

B. Developmental Activities:
1. Presentation:
1. Let us understand the problem.
a. How many square meters of land were planted to corn?
b. How many square meters of land were planted to palay?
c. What is asked in the problem?
d. What word clues tell that wed do not need an exact answer?
e. What operation are we going to use?
2. Let understand the problem.
a. What will be the number sentence for the problem?
3. Let us do our plan
To find the estimate, difference, round each number to the greatest place value
position.
782 800
- 575 - 600
Then subtract
 2. Fixing Skills:
Estimate the difference by rounding the numbers to the highest place value then subtract.

1. 673  _______ 3. 846  _______

- 448  _______ - 551  _______
_______ _______

2. 558  _______ 4. 452  _______

- 98  _______ - 125  _______
_______ _______

3. Generalization:
1. How do we estimate difference?
2. How did you do it?
3. Did you follow the rules in estimating difference?

IV. EVALUATION:
Estimate the difference by rounding the numbers to the highest place value then subtract.

1. 758  _______ 3. 8 435  _______

- 174  _______ - 2 526  _______
_______ _______

2. 9 071  _______ 4. 4 892  _______

- 2 052  _______ - 1261  _______
_______ _______

V. ASSIGNMENT:
Write a good estimate in the 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: ________________

Day 2

I. OBJECTIVE:
 Subtract mentally 2 digit numbers with minuends up to 99 without regrouping.

II. LEARNING CONTENT:

Subtracting mentally 2 digit numbers with minuends up to 99 without regrouping.

References: BEC PELC – I .C.1.2

Materials: flashcards

II. PROCEDURE:
A. Preliminary Activities:
 1. Drill: Basic Subtraction Facts
Solve it mentally
a. 8 – 4 = b. 10 – 5 = c. 10 – 8 = d. 7 – 5 =

2. Review:
Checking of assignment

3. Motivation:
Present a problem opener
Dickk gathered 56 shells at the beach. He gave 24 shells to his friend. How many shells
were left?

B. Developmental Activities:
1. Presentation:
1. Have you been to a beach?
What are the things you saw there?
Who gathered sells?
How many sells did Dick gathered?
2. Let a pupil write the number sentence on the board.
56 – 24 = N
3. Give more examples

2. Fixing Skills:
Subtract mentally.
1. 13 2. 56 3. 94
-25 - 32 - 72

3. Generalization:
So, how do we subtract mentally?
Where do we start subtracting?

IV. EVALUATION:
Subtract the following mentally.
1. 74 2. 86 3. 97 4. 94 5. 79
-12 - 35 - 84 - 72 - 45

V. ASSIGNMENT:
Subtract mentally. Write only the letter.

1. 36 2. 89 3. 56 4. 67 5. 81

-12 - 36 - 34 - 45 - 51

Day 3

I. OBJECTIVE:
 Solve one step word problems involving subtraction of whole numbers including money with
 minuends up to 100 000 without and with regrouping.

II. LEARNING CONTENT:

Solving word problems involving subtraction.

References: BEC PELC – I .C.2.1

Materials: flashcards

II. PROCEDURE:
A. Preliminary Activities:
1. Drill:
Flashcards of Basic Subtraction Facts
4 9 6 8 9
-2 -1 -2 -8 -3

2. Review:
Checking of assignment

3. Motivation:
Present a problem opener.
Two of the highest mountains in the Philippines are Mt. Apo in Mindanao which is 2 953
meters high and Mt. Pulog in Luzon which is 2 930 meters high. How many meters higher is
Mt. Apo than Mt. Pulog.

B. Developmental Activities:
1. Presentation:
1. Let a pupil read the problem aloud to the class while the rest follow reading it silently.
2. Ask: Have you seen a mountain? Where?
What happened to some of our mountains?
3. Let us analyze and solve the word problem using POLYA’s steps.
a. Understand the problem.
- What are the two highest mountains in the Philippines
- Where can you find Mt. Apo? What about Mt. Pulog?
- What are given?
- What is being asked?
- What operation is needed to solve the problem?
- Why did you say so? What key words/word clues were used?
b. Plan
- What operation will solve the problem?
c. Solve
- Ask pupils to write the equation on the board.
2 953 – 2 930 = N

2. Fixing Skills:
Solve the problem through illustration. Use the following geometric shapes as
representation.
Shape Value

1 000

500
 100

10

1. The baker baked 3 948 cupcakes. He sold 2437 of them. How many cupcakes were left?
2. Aling Maria earned P4 976 from selling meat. She spent P 3 365 for the family’s food.
How much money was left to her?

3. Generalization:
How do we analyze and solve word problems involving subtraction?
What are the 4 steps in solving problems?

IV. EVALUATION:
Read analyze and solve. Use the 4 steps of POLYA.
1. Mrs. Castro wants to buy a washing machine for P5 795. she saved P3 273. How much more does
she need?
2. Rhona wanted to sell 1 876 tickets for a dance exhibition. She has sold 934 tickets. How many
more tickets should she sell?

V. ASSIGNMENT:
Read analyze and solve. Use the 4 steps of POLYA.
1. A total of 1750 tourist 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 P1590. she bought groceries worth P1587. How much was her change?

Day 4

I. OBJECTIVE:
 Solve mentally 1 – step word problems involving subtraction without regrouping.

II. LEARNING CONTENT:

Solving word problems mentally

References: BEC PELC – I .C.2.2

Materials: flashcards, problem chart

II. PROCEDURE:
A. Preliminary Activities:
1. Drill:
Mental computation. Use flashcards
8 4 10 18 12
-5 -2 - 7 -7 -5

2. Review:
Name the place value of the underline digit.
485 376 362 785 109
 B. Developmental Activities:
1. Presentation:
Felly 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:
Expanded Form
48 = 40 + 80
- 36 = 30 + 6
Subtract the ones  8 – 6 = 2
Subtract the tens  40 – 30 = 10
Then add the two differences
 2 + 10 = 12

2. Fixing Skills:
Solve the problems mentally. Write your answer in a piece of paper or notebook.
1. Cindy had P95. She spent P30 for juice and biscuits. How much did she have left?
2. Give the number that is less than 21 if one number is 57?
3. The sum of two numbers is 75. One number is 32. What is the other number?

3. Generalization:
How do we solve mentally 1-step word problems without regrouping?
Did you do it fast?
Were your answer correct?

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 Mar count?

V. ASSIGNMENT:
 Study the pricelist of the fruits per kilogram then answer the questions that follow.

Apples - P89

Bananas - 30

Oranges - 32

Ponkan - 44

Mangoes - 68

1. Which fruits is the cheapest?

2. Which fruit is the most expensive?
3. How much more expensive are apples that mangoes?
4. How much cheaper are oranges than ponkan?
5. How much cheaper are bananas than ponkan?

Day 5

I. OBJECTIVE:
 Solve two-step word problems involving addition and subtraction of whole numbers including
money.

II. LEARNING CONTENT:

Solving two-step word problems involving addition and subtraction of whole numbers
including money.

References: BEC PELC – I .C.3.1

Materials: flashcards

II. PROCEDURE:
A. Preliminary Activities:
1. Drill: Mental Computation
Conduct a drill in the basic subtraction and addition facts using flashcards.
12 – 5 = 11 + 6 = 14 – 8 = 18 -9 = 16 + 9 =

2. Review: Subtraction with zero difficulty

600 – 426 = ________
900 – 810 = ________
2000 – 1593 = ________

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:
1. Understand
- What is asked?
- How many were left?
- What are given?
- Pick 115 yellow mangoes, 73 green mangoes, sold 56 in all
2. Plan
- At this point, ask what question we have to answer first to get the final answer?
3. Solve
- What operation/s are needed to solve the problem?
4. Look Back
- Does our answer make sense?

2. Fixing Skills:
Daniel earned P35 by delivering water to several house. He gave P15 of earnings to his
mother and P12 to his sister. How much money was left to him.

Answer each question bellow

1. What are given?
2. What is being asked?
3. What operation/s is/are needed to solve?
4. What equation will solve the problem?
5. Solve the operation.
6. Label and look back

3. Generalization:
What are the 4 important steps in solving word problems?

IV. EVALUATION:
Answer the following problems using POLYA’s strategy.
1. Mr. Reyes gathered 165 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 and kept the remainder for his family’s
needs. How many sacks of palay were left?

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?

Week 10 Day 1

I. OBJECTIVE:
 Show the changing the order and/or regrouping in multiplication makes computation easy.
II. LEARNING CONTENT:
Changing the order or regrouping in multiplication

References: BEC PELC – I .D.1.1.1.1

Materials: flashcards

II. PROCEDURE:
A. Preliminary Activities:
1. Drill: Basic Multiplication Facts
a. 6 x 4 = b. 8 x 3 = c. 3 x 5 = d. 4 x 8 =

2. Review:
Checking of assignment

3. Motivation:
What game/sport do you enjoy playing?
If you do not win in a game, how would you feel?

B. Developmental Activities:
1. Presentation:
a. In a race, Lady Rabbit takes 4 hops and 3 Mr. Frog takes 3 hops and 4. Who is ahead?

Discuss:
1. How many hops did Lady Rabbit take?
2. How about Mr. Frog? Who won the race?
3. Why did you say it’s a tie?
4. Compare the number of hops done/

2. Fixing Skills:
Find the blanks to complete each equation.
1. 5 x 3 = ___ x 5
2. 6 x 2 = ___ x 6
3. ___ x 5 = 5 x 7

3. Generalization:
Does the product change when we change the order of the factors?

IV. EVALUATION:
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:
Perform the operations. Multiply the numbers inside the parenthesis first.

1. ( 4 x 5 ) x 7
2. ( 6 x 5 ) x 4
 3. ( 7 x 3 ) x 8
4. ( 9 x 4 ) x 2
5. ( 3 x 2 ) x 6
Day 2

I. OBJECTIVE:
 Multiply 2 to 4 digit numbers by 1 to 2 digit number regrouping.

II. LEARNING CONTENT:

Multiplying 2 to 4 digit numbers by 1 to 2 digit number regrouping.

References: BEC PELC – I .D.1.1.1.2

Materials: flashcards, problem written on manila paper

II. PROCEDURE:
A. Preliminary Activities:
1. Drill: Basic Multiplication Facts
a. 8 x 1 = b. 3 x 7 = c. 9 x 2 = d. 10 x 5 =

2. Review:
Checking of assignment

3. Motivation:
Find the products
4x2=8 6x7= 13 x 3 = 10 x 6 = 9x8=

B. Developmental Activities:
1. Presentation:
a. Present this problem.
1. Bardias 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 12 = 20 + 4
x 12 = 10 + 2

2. Fixing Skills:
Let the pupils do these exercises in their seats
23 23 233 312
x 22 x 12 x 23 x 12

3. Generalization:
How do you multiply 2 to 4 digit numbers by 1 to 2 digit number without regrouping.
IV. EVALUATION:
Find the product.
a. 234 b. 143 c. 322 d. 2 233
x 2 x 21 x 13 x 32

V. ASSIGNMENT:
Find the product.

a. 452 b. 313 c. 23 d. 421

x 11 x 13 x 21 x 21

Day 3

I. OBJECTIVE:
 Multiply 2 to 4 digit numbers by 1 to 2 digit numbers with regrouping

II. LEARNING CONTENT:

Multiplying 2 to 4 digit numbers by 1 to 2 digit numbers with regrouping.

References: BEC PELC – I. D. 1.1.1.3

Materials: flashcards, activity cards

II. PROCEDURE:
A. Preliminary Activities:
1. Drill: Multiplying by 1 digit number
a. 25 x 2 = b. 20 x 4 = c. 43 x 2 = d. 11 x 6 =

2. Review:
Give the factors of the given numbers.
72 = ( 9 x 8 ) 36 = ? 24 = ?
64 = ? 45 = ? 18 = ?

3. Motivation:
Be alert in answering the multiplication sentence while singing. (written in the chart)

B. Developmental Activities:
1. Presentation:
a. There are 36 news papers is 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 36
125
x 36
750
+ 3750
4500

- emphasize that the multiplier 36 in the example, means multiplying the multiplicand
by 6 ones and by 3 tens (3)
 2. Fixing Skills:
Find the product
1. 22 x 39 = b. 232 x 16 = c. 31 x 15 = d. 128 x 22 =

3. Generalization:
How do we multiply 2 to 4 digit numbers by 2 digit numbers with regrouping.

IV. EVALUATION:
Find the product
a. 32 x 15 = b. 42 x 52 = c. 25 x 35 = d. 821 x 52

V. ASSIGNMENT:
Compare using > , < or =

a. 179 x 12 ___ 123 x 15

b. 643 x 12 ___ 685 x 21
c. 370 x 16 ___ 280 x 24
d. 14 x 18 ____ 280 x 24
e. 224 x 10 ___ 80 x 70

Day 4

I. Objective:
Solve 2-3 step word problems involving multiplication and anyone of addition/subtraction

Value: Honesty

II. Learning Content

Skill: Solving 2-3 Step Word Problems Involving Multiplication and Any One of Addition!
Subtraction
References: BEC PELC I D 1.3
Materials: textbooks, charts, flashcards, "Show Me Card", real objects

II. Learning Experiences:

A. Preparatory Activities:
1. Drill:
The teacher flashes the flashcards and the children write their names on their "Show Me"
board.
32 83 21
x 2 x3 x 2

2. Review:
Present the problem written on manila paper
Laura made 56 sampaguita garlands. Each garlands has 13 pieces of sampaguita. How
many sampaguita did she use in all?
 Ask: a. Who made sampaguita garlands?
b. What are given?
c. What is the operation to be used to solve the problem?

3. Motivation:
Present the following problem?
Gaily bought 5 shirts for P94.50 I' each. If he had P475.00, how much change would he get?

Who bought 5 shirts?

How much did each shirt cost? How much money had he?
How much would he spend for his five shirts?
What if the salesgirl happened to give a change more than what he should receive, if you
were Gaily, what would you do? Why?
Is it good to return the money that does not belong to you? Why?

B. Developmental Activities:
a. Presentation:
1. Using the problems in the motivation, ask the pupils to act out through "Play Store"
wherein pictures or objects like
2. Present the problem using a diagram

2. Guided Practice
Solve the problem.
1. Allan and Andy have one garden plot each. Allan has 4 rows of 12 pechay 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 P386.00. He has been saving
P20.00 a day for ten days. How - much more has he to save to buy new pants?

3. Generalization:
What are the important points to consider in solving 2-step word problems?

IV. Evaluation:
Solve the following operations:
1. A Iitson manok vendor uses 2 sacks charcoal a day. How much is paid from charcoal in 30 days,
if each sack costs P80.00?
2. Cherry has P500.00. She bought 3 books for P150.00 each. How much .did she pay for the
books? How much money was left?

V. Assignment
Solve these problems
1. Joseph earned P35.00 each day for 5 days. He spent P55.00 for his snacks. How much did he
have left?
2. Alma bought 2 sandwiches and a can of pineapple juice. How much did she spend in all?
3. Fely packed bottles of honey in 8 boxes. Each box had 3 layers of 12 bottles. How many bottles
 did Fely pack?
4. Jun bought 18 baskets of mabolo. Each basket costs P90.00. How much change would he get

Day 5

I. Objective:
Divide 2 to 3 digit numbers by 1 digit numbers without remainder

Value: Sharing

II. Learning Content

Skill: Dividing 2 to 3 digit numbers by 1 digit numbers without remainder
References: BEC PELC II E 1.1.1.2
Materials: flashcards, number cards, show me boards

II. 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 is
underlined. Ask the pupils to identify - the underlined numbers. The first player to get the
most number of correct answers wins the game.

2. Review: Rename the following numbers:

35 = 30 + 5
186 = 100 + 80 + 6
47 = 40 + 7

3. Motivation:
1. 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?
2. How many bananas does Noli want to share with his 5 friends?

B. Developmental Activities:
1. Presentation:
a. Acting out the problem.
How many bananas are there in all?
To how many friends will these be distributed?
b. Division as separated subtraction
10 ÷ 5 means how many 5 are there in 10.
10
-5 - 1
5
-5 - 2
0
How many times did we subtract five from ten?
Division is repeated subtraction

2. Guided Practice
 Supply the missing numbers in the box

1. 4 √ 48 2. 8 √ 96
- 40 (  x 4 ) - 80 (  x 8 )
8 16
- 8 (x4) - 16 (  x 8 )
0 0

3. Generalization:
How do we divide 2 to 3 digit numbers by 1 digit numbers?

IV. Evaluation:
Divide pupils into LBs
1. Distribute activity cards to the LBs.
2. Let them to solve the division exercises.
3. Ask them to supply the missing numbers in the table.
4. The firs LB to present the table with the correct answer wins the contest.

V. Assignment
Divide then check if the answer is correct.
a. 2 √ 126 d. 4 √ 432
b 3 √ 231 e. 6 √ 294

c. 5 √ 536