GR 3 Math 1st 4th

1st
MATHEMATICS III
Date: ___________
I. Objective:
Identify cardinal numbers from 1 000 through 10 000
Value: Active Participation
II. Subject Matter:

Identifying cardinal numbers from 1 000 to 10 000
References: BEC PELC I A 1.1.1

Materials: Flashcards, place value charts/mat, show-me-board
III. Procedure:
A. Preliminary Activities:
1. Drill: Game What Number Comes Next
The pupils tell the number that comes next to the number flashed by the teacher
Example: 235 458 736 165 472 755 828
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
3. Motivation:
Present an illustration (illustrated in the chart)
How many flats are there?
How many longs are there?
How many ones are there?
B. Developmental Activities:
1. Presentation:
a. Let the pupils get their flats, long and ones in their Math Kit.
Ask: How many ones are there in a (block)?
b. Represent the numeral, 999 thru your flats, long, ones. Do it with a partner.
Ask: What happen if we add one more blocks/ones in the in the ones place.
2. Fixing Skills:
The teacher gives the number of cubes, flats, long and ones orally and pupils will write
the correct numeral on their show-me-card.
1. 6 cubes, 4 flats, 0 long, 4 ones
2. 8 cubes, 6 flats, 3 longs, 3 ones
3. 9 cubes, 3 flats, 0 long, 6 ones
3. Generalization: How did we identify cardinal numbers from 1000 to 10 000?
IV. Evaluation:
Individual work: Give the next number in the pattern. Write your answer on the blank.
1. 5652, 5653, _____, 5655, 5656
2. 1047, 1048, 1049, _____, 1051
3. ____, 3125, 3126, 3227, 3128
V. Assignment:
Name the numeral that comes before the given cardinal number.
1. ________ 2599
2. ________ 1053
3. ________ 9999
4. ________ 8409
5. ________ 5142
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Identify cardinal numbers from 10 001 100 000
Value: Orderliness
II. Subject Matter:

Identifying cardinal numbers from 10 001 to 100 000

Materials: Flashcards, place value charts
III. Procedure:
1. Drill:
Conduct a drill on reading four to five digit numbers using flashcards.
Examples: 3 254 4 581 8 206 7 005 6 796
2. Motivation:
a. Bring the pupils out of the classroom 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 no? Let the children arrange their seats
in order.
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
2. Practice Exercises:
Give the next number in pattern
1. 27 253 ______ 47 253 57 253
2. 85 578 86 578 ______88 578
3. 56 584 56 584 56 584 ______
3. Generalization:
How do you identify cardinal numbers through 100 000?
IV. Evaluation:
Write the number that comes before and after.
1. ________ 80 040 ________
2. ________ 53 456 ________
3. ________ 99 954 ________
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
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Give the place value of each digit in 4- to 5 digit number
Value: Cooperation
II. Subject Matter:

Giving the place value of each digit in 4- to 5 digit number

Materials: number cards, place value chart, chart
III. Procedure:
1. Drill:
1. Search for the numbers in the face of the child.
2. From numbers using the following characteristics below.
a. smallest five-digit number (30 487)
b. biggest five-digit number (87 430)
2. Review:
Write the numeral for each using the show me card.
1. 6 hundreds, 5 tens, 3 ones =
2. 7 hundreds, 2 tens, 7 ones =
3. Motivation:
What should each member remember when doing activities in group?
1. Presentation:
1. Present a place value chart. Use the numbers that the pupils formed.
Then Thousands Thousands Hundreds Tens Ones
9 8 7 4 2
2. 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.
2. Fixing Skills:
Look at the place value chart then complete the table below.
Then 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. Generalization:
How many digits do numbers with thousands place value? How many digits do numbers
with ten thousands place value? What are the place values?
IV. Evaluation:
Give the numeral
1. 50 000 + 4 thousands + 3 hundreds + 90 + 7 ones _______
2. 50 000 + 3 000 + 500 + 40 + 3 _______
3. 6 ten thousands + 2 000 + 400 + 5 tens + 4 ones _______
V. Assignment:
Give the place value and value of the underline number
Place Value Value
1. 61 125 ___________ ___________
2. 90 273 ___________ ___________
3. 59 016 ___________ ___________
4. 98 768 ___________ ___________
5. 80 702 ___________ ___________
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Read numbers through 100 000 in symbols and in words
II. Subject Matter:

Reading numbers through 100 000 in symbols and in words

Materials: number board, cartolina strips, charts
III. Procedure:
1. Drill:
Write the missing number in series
1. 100, 150, 200, _____, 300 3. 150, 300, _____, 600, 750
2. 200, 400, 600, _____, 1 000
2. Review:
Identify the numeral referred to by the place value beside the number
1. 67 421 thousands 3. 5 321 thousands
2. 34 578 then thousands
3. Motivation:
Draw the boxes on the board.
6 9 8 7 5
Say: We are going to write on the boxes a five-digit number.
Listen: 3 apples + 2 apples = _____. Write the answer on the one place.
2 mangoes + 4 mangoes = _____. Write the answer on the ten thousands place
1. Presentation:
a. Present this word problem.
Miss Canilao deposited some money in the blank. She wrote the following
How much money did Miss Canilao deposited in the blank? How did she write the
amount in the deposited slip?
2. Fixing Skills:
Write the following numerals in words
a. 12 103 b. 39 140 c. 98 624
3. Generalization:
How do we read numbers?
IV. Evaluation:
Choose the letter of the correct answer.
1. 15 thousands 4 hundred thirty one
a. 15 331 b. 15 431 c. 15 314 d. 15 615
2. 100 thousand
a. 100 000 b. 10 000 c. 78 517 d. 10 001
V. Assignment:
Read the following numbers, then write the numbers before and after.
1. ____________ 61478____________
2. ____________ 57 692 ____________
3. ____________ 88 999 ____________
4. ____________ 57 643 ____________
5. ____________ 54 784 ____________
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Write numbers through 100 000 in symbols and in words.
II. Subject Matter:

Writing numbers through 100 000 in symbols and in words.

Materials: cut-outs of triangles, puzzle, place value chart, cassette, cassette tape
III. Procedure:
1. Drill:
1. Write the smallest three-digit number
2. Write the biggest 3 digit number.
3. 10 more than 360
2. Review:
Display 10 triangles with numbers written on each. Ask the pupils to remove the triangle
with the number the teacher is saying.
1. Presentation:
a. About ninety-eight thousand, four hundred twenty-three boy scout 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
2. Fixing Skills:
Supply the missing words and read.
1. 62 136 _________ thousand one _________ six
2. 18 250 eighteen _______ two ________ fifty
3. 57 812 fifty ______ thousand ________ hundred _______
3. Generalization:
What are the things that we should remember when we are writing numbers in figures? In
words?
IV. Evaluation:
Answer each question in number words.
1. What number is 1 000 more than 3650?
2. What number is 1500 more than 5365?
3. What number is 10 000 more than 23 150?
V. Assignment:
a. Write the underline number in words.
1. Mr. Go sold 1560 coconuts on the first day.
2. On the second day. He sold 2564 coconuts.
3. On the third day. He sold 7876 coconuts
b. Write the underline numbers in figures
1. three thousand, eight hundred ninety-two pairs of ladies shoes
2. seven thousand, five hundred pairs of men shoes.
3. two thousand, six hundred ten pairs of girls shoes
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Express the relationship of numbers using the expressions less than greater than and equal
(><=)
II. Subject Matter:

Expressing the relationship of numbers.

Materials: charts
III. Procedure:
1. Drill:
Answer the following.
1. Which numeral has more tens? 38 or 48, 122 or 243
2. Which numeral has more hundreds? 893 or 900, 600 or 423
2. Review:
Write the sign > < or =
1. 246 _______ 154
2. 497 _______ 168
3. 140 _______ 193
3. Motivation:
Stress the value of respecting other people. If you have classmates who . Should you
laugh at other peoples defects? Why?
1. Presentation:
a. Present a problem
Mr. Go gathered 2525 eggs. Mrs. Go gathered 2578 eggs. Who gathered more eggs?
Compare 2525 and 2578. Ask the following

1. Is the number of digits the same?
2. Is the left-hand digit or the greatest place value of each number the same?
3. Are the next digit the same?
4. The greater number is____?
5. The smaller number is ____?
2. Fixing Skills:
Which has more than thousands?
1. 6734 or 7631
2. 5321 or 9256
3. 8934 or 3211
3. Generalization:
How do we compare the numbers? What if the numbers of digit are the same, what do
we compare next?
IV. Evaluation:
Answer the following
1. What number is 10 000 les than 86 784?
2. 15 678 more than 50 000 is what number?
3. 2 455 is 1000 less than what number?
V. Assignment:
Write >, < or = for each _____ to compare the numbers.
1. 4860 ________ 4587
2. 5862 ________ 8652
3. 2738 ________ 7321
4. 7876 ________ 6787
5. 6234 ________ 2346
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Write 4-to-5 digit numbers in expanded form.
II. Subject Matter:

Writing numbers in expanded form.

Materials: straw, number cards, chart
III. Procedure:
1. Drill:
Give the value of the following number.
375 6941 2749 4893 2378
2. Review:
Regroup the following numbers.
Example: 613 = 600 + 10 + 3
1. 523
2. 476
3. 477
3. Motivation:
Giving names. Today you shall learn the other way of naming numbers.
1. Presentation:
1. Group the class into four
2 Provide each group with a box of straws.
3. Let the pupils separate the green, yellow, red, blue and white straws.
4. Remind the color coding of the straw.
5. Show a number. Example 26 578
6. The pupils have:
Two green straws + 6 yellow straws + 5 red yellow straws + 7 blue straws + 8 white
straws. Or 2 ten thousands + 6 thousands + 5 hundreds + 7 tens + 8 ones or 20 000 + 6
000 + 500 + 70 + 8 expanded form.
2. Fixing Skills:
Write in expanded form.
1. 16 245
2. 17 413
3. 35 174
3. Generalization:
In writing numbers in expanded form, what do you should know first?
IV. Evaluation:
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
V. Assignment:
a. Write in expanded form
1. 20 946
2. 73 815
3. 71 158
b. Write in standard form
1. 30 000 + 1000 + 200 +30 + 5
2. 40 000 + 4000 + 300 + 90 + 6
3. 10 000 + 3000 + 200 + 70 + 9
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Round of numbers to the nearest tens and hundreds.
II. Subject Matter:

Rounding Numbers to the Nearest Tens and Hundreds.

Materials: number cards, flag lets, bottle of beads
III. Procedure:
1. Drill:
Reading of numbers and matching number figures with number words.
583 647 21 86 174
Twenty one Five hundred eighty three
Six hundred forty seven One hundred seventy four
2. Review:
Identifying the digit in the tens and hundred place.
492 tens 578 hundreds
69 tens 1 285 hundreds
3. Motivation:
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?
1. Presentation:
Use the numberline
Find the point for 11. is it closer to 10 or 20? It is closer to 10

Since it is close to the smaller one we round it down.
So 11 rounded to the nearest tens is _____.
Find 17 to the nearest 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 ______
2. Fixing Skills:
Round off to the nearest place value indicated.
a. 392 b. 85 c. 751 d. 638
3. Generalization:
How do we round off numbers?
IV. Evaluation:
Round off each number to the nearest ten.
1. 56 2. 273 3. 456 4. 361 5. 32
V. Assignment:
Round off to the nearest place value indicated.
1. 1783
2. 2645
3. 7288
4. 6924
5. 5763
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Round numbers to the nearest thousands and ten thousands.
II. Subject Matter:

Rounding numbers to the nearest thousands and ten thousands.

Materials: numberline, cutouts, chart, flashcards
III. Procedure:
1. Drill:
Identifying the place value of the digits of a given number.
a. 45678 b. 4321 c. 88765 d. 26785
2. Review:
Rounding off numbers to the tens and hundreds place.
a. 34 b. 283 c. 78 d. 428
3. Motivation:
Have you gone to a gymnasium? Does your school have a gymnasium? What are the
activities done in a gymnasium?
1. Presentation:
a. The teacher presents a problem.
A certain number of people are in a gymnasium watching a volleyball tournament.
Watching a volleyball tournament. If the number of people is rounded to 2000, what is
the exact number of people in the gymnasium. Is it 2400 or 2600? Why?
b. Use of number line.
1. Thousand Place
Look for 2400 on the numberline. It is nearer to 2000 or 3000?

2. Ten Thousand Place
Find the point of 1800. Is it closer to 10 000 or 20 000? Shall we round it up or

down?
2. Fixing Skills:
Round off the place indicated.
a. 4329 b. 89134
c. 56432 d. 69125
3. Generalization:
How do you round off numbers?
IV. Evaluation:
Round off each number to the place indicated. Write the letter of the correct answer.
1. 5 419
a. 3000 c. 5000
b. 4000 d. 6000
2. 2 937
a. 3000 c. 5000
b. 4000 d. 6000
3. 47 324
a. 40 000 c. 60 000
b. 50 000 d. 70 000
V. Assignment:
Round off each number to the nearest
Thousands Ten thousands
a. 23 418
b. 76 163
c. 89 246
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Tell when a number is odd or even
Value: Cooperation
II. Subject Matter:

Telling when a number is odd or even
References: BEC PELC I A 3

Materials: cut-outs, pictures, counters
III. Procedure:
1. Drill:
Division basic facts with 2 as divisor.
2. Review:
Look at the pattern and write the missing numbers.
a. 2, 4, __, 8, __, 12, __, 18, __, 22
b. 1, 3, __, __, __, 11, __, 15
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 each child get?
Is there a leftover?
1. Presentation:
a. Analysis of example
1. What division sentence can we make out of 4 cupcakes divided equally between 2
pupils.
42=2
2. Is there any remainder?
3. The teacher calls on 2 pupils at a time and distributes candies to them.
a. 5 candies 2 pupils
How many candies will each pupil receive? Is there a leftover?
b. 6 candies 2 pupils
c. 7 candies 2 pupils
2. Fixing Skills:
Write all numbers under the column where they belong
Even Odd
840 4638 5478 9431 3509 7243

3476 4901 8426 1002 4575 3012
3. Generalization:
Differentiate odd from even numbers.
IV. Evaluation:
Write the next greater odd or even number
a. 331 _____ d. 573 _____
` b. 573 _____ e. 9282 _____
c. 382 _____ f. 8306 _____
V. Assignment:
Write E if the number is even and O if the number is odd.
1. 4639 _____
2. 5634 _____
3. 152 + 10 _____
4. 75 + 12 _____
5. 3464 _____
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Read money in symbols through P1000
Value: Thrift/Spending Money Wisely
II. Subject Matter:

Reading money in symbols through P1000
References: BEC PELC I A. 4.1-4.2

Materials: real or play money, money chart
III. Procedure:
1. Drill:
Divide the class into four or five groups. Assign a leader. Ask them to from 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: P1.00 to P100 only.)
2. Review:
Match column A with column B
A B
1. twenty-five pesos and thirty centavos a. P100.00
2. one hundred pesos b. P90.50
3. ninety pesos and fifty centavos c. P25. 30
3. Motivation:
(Storytelling)
Have the children listen to the story.
1. What does Mother do every Sunday?
2. What does she do with the rest of her money?
1. Presentation:
a. Present the different Philippine denominations (bill and coins).
Ask first the pupil to read the different denominations. What are the symbols for peso?
Centavo?
b. Make several combinations out of the denominations presented. Then ask the pupils to
read.
2. Fixing Skills:
Write the amount for each set.
a. P500 P200 100
b. P100 P2
c. P200 P20 P2
3 Generalization:
We write money values using the centavos sign (c) or peso sign (P) and a point.
IV. Evaluation:
Give the missing numbers.
1. P150.25 means _____ pesos and _____ centavos
V. Assignment:
Fill the blanks with the correct amount to complete each sequence.
1. P500, _____, P700, P800, _____, P 1000
2. P150, P250, P350, _____, _____, P650
3. P225, P325, _____, _____, _____, P725
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Compare values of the different denominations of coins and bills through P1000
Value: Gratitude
II. Subject Matter:

Comparing values of the different denominations of coins and bills through P1000
References: BEC PELC I A. 4. 3.

Materials: Philippine money, play money, flashcards, charts
III. Procedure:
1. Drill:
Write greater than, less than or equal to the following
a. P50.00 __ P100.00
b. 2 ten peso bills __ P30.50
2. Review:
Write the money values in symbols.
a. nine hundred fifty pesos and fifty centavos
b. seven hundred seventy-eight pesos and twenty five centavos
3. Motivation:
Did you also receive Christmas gifts from your godparent? What did you say after you
receive such gift?
1. Presentation:
a. Present the situation used in the motivation. Put the real money in a pocket chart.
Edmar received P650 while Alyssa P1000.
Let us compare the amount. Use >, < and =. Which is more, 650 or 1000? Which
is less?
2. Fixing Skills:
Compare the following. Write >, < or ==
1. P50, P10, P100 ___ P20, P20, P100, P10
2. P500, P500 ___ P1000, P10, P30
3 Generalization:
How do you compare money values?
IV. Evaluation:
Write <, > or = in the blank
1. seven 10 peso bills ___ P800 3. four 50 peso bills ___ P200
2. P200 ___ 20, 10 peso bills
V. Assignment:
Write the amount that is:
1. P100 greater than P623.50 _____ 3. P300 greater than P500.00 _____
2. P50 greater than P 645.50 _____ 4. 400 greater than P1000.00 _____
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Read and write Roman Numbers from L to C
Value: Love and care for animals
II. Subject Matter:

Reading and writing Roman Numbers from L to C

Materials: charts, picture of a ranch
III. Procedure:
1. Drill: Compare the values of the following.
Use >, < or =
1. P565 ___ P400 + P165
2. P250 ___ P360
3. P500 ___ P456
2 Review:
Game between Boys and Girls
(The first to complete changing the numbers to Roman or Hindu wins the game.)
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 rancher does takes care of the animals?
1. Presentation:
a. 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 values? What do we do with the value? Add or
subtract? How do we write 99 in Roman Numbers?
Animal Roman Numeral Hindu-Arabic
Numerals
Sheep XCIX 99
Cow C 100
Goat LXXXVII 87
Carabao LXXV 75
2 Fixing Skills:
Write the answer in Roman numerals
1. Ruby used 25 stones. Ed used doubled that number. How many stones did they used in
all? Write the sum In Roman Numeral.
2. Jim has P94.00. How do you write 95 in Roman numerals?
3 Generalization:
How do we find the value of a roman number for L to C?
IV. Evaluation:
Match column A with column B.
A. B.
1. 67 a. 68
2. 78 b. 96
3. 89 c. LXVII
4. XCVI d. LXXXIX
5. LXVIII e. LXXVIII
V. Assignment:
Look for the things inside and outside your house which are less than 101. List
them down.
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Read and write Roman numbers for C to D
Value: Taking care of the sea
II. Subject Matter:

Read and write Roman numbers for C to D

Materials: Textbooks, chart, trees drawn on an illustration board
III. Procedure:
1. Drill: (Roman numeral I to L)
Game Picking Fruits (Two groups)
Call on pupils and ask them to pick fruits whose back bears Roan numerals. If the child read
it correctly he gets the fruit. The group with the most number of fruits picked is the winner.
2. Review:
Write true if the statement is correct. If false correct the Roman numerals.
a. XCIX = 99
b. XCIV = 96
c. LXXXV = 85
3. Motivation:
What do you notice in our sea? Is it still clean? Who contributed much on the pollution of
our sea? What should you do to lessen the sea pollution?
1. Presentation:
a. The pupils of Paye Elementary School through the guidance of the 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 they picked. The listing is as follows.
- Ask: Did the pupils of Paye Elementary School show care sea?
- Ask: How do we write 495 in Roman Numerals?
2. Fixing Skills:
Write the following numbers in Roman Numerals.
1. 456 3. 348 5. 146
2. 500 4. 248
3 Generalization:
How do we write 100, 200, 300, 400 and 500 in Roman numerals? Up to how many time
are we allowed to repeat C?
IV. Evaluation:
Write the answer in Roman numerals
1. Of the 10335 registered voters in Brgy. Maligaya 555 are males. How many are females?
2. Ruby had 1240 pineapples to sell. He sold 912 of them. How many pineapples were left?
3 Mang Kardo sold 1000 coconuts. Five hundred twenty-one of them were young coconuts. How
many were not young coconuts?
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
Trash Roman Numerals Hindu-Arabic
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Read and write Roman numbers from D to M
II. Subject Matter:

Reading and write Roman numbers from D to M

Materials: Textbooks, picture of coconut, improvised roulette
III. Procedure:
1. Drill:
Change the following to Hindu-Arabic Number
a. LI c. LXXVI
b. LXXV d. C
2. Review:
Answer the following.
a. What is 100 in Roman Numerals?
b. CLX is ___ in Hindu-Arabic
c. What will you add to C to make it 300?
b. Motivation:
Song: Math Time (Its a small World)
1. Presentation:
a. Before closing of the year, Mr. Cruz make a listing of the unsold items in the bookstore.
Items Hindu-Arabic Numerals Roman Numeral
Greeting Cards 900 CM
Ballpen 800 DCCC
Pencil 700 DCC
b. Lead the pupils in reading both numbers.
Ask: What is the symbol for 900? What comes first the symbol with greater value or
smaller value?
2. Fixing Skills:
Write the missing numbers
1. CMXCIV = 900 + _____ + 9 = _____ 3. DCCXII = 500 + ____ + 12 = _____
2. CMXLV = ____ + 40 + 5 = ______
3. Generalization:
What is the symbol for 600, 700, 800, 900, and 1000? What did we add to D to make
600, 700, and 800? What Process is involved here? What did we put before M to make it
900? What process is used here?
IV. Evaluation:
Change to Hindu-Arabic
1. 875 2. 623
3. 642 5. 835
4. 901
.
V. Assignment:
Change the numbers in Roman Numerals
1. 615 326 = ______

2. Nestor wanted to buy a pair of rubber shoes that costs approximately
P965.00
3. During the first day of Palarong Panlalawigan 998 public officials cames
Remarks:
____________________________________________________________________
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MATHEMATICS III
Date: ___________
I. Objective:
Add 4 to 5 digit numbers up to four addends with sums up to 100 000 without regrouping
in short from
Value: Cleanliness
II. Subject Matter:

Add 4 to 5 digit numbers up to four addends with sums up to 100 000 without regrouping in
short from
References: BEC PELC I B. 1. 1. 1.

Materials: textbooks, flashcards, picture of a model community, place value chart
III. Procedure:
1. Drill: Addition Basic Facts
5+9= 8+3 = 8+9= 7+8=
2 Review: Find the sum
3214 7845 3847 4654
+ 4623 + 2023 + 2120 + 5211
3. Motivation:
Show a picture of a clean community. How would you help maintain cleanliness in your
community? How about in our school?
1. Presentation:
In response to the governments Clean and Green campaign, the Boy and Girl
Scouts of the Linis-Ganda elementary School held a tree planting activity. They planted
5143 narra seedling, 5000 mahogany seedlings, 3010 molave seedlings and 4835 ipil
ipil seedlings. How many seedling did they plant at all?
b. Lead the pupils in analyzing the word problem.
c. Present more examples
2. Fixing Skills:
Add:
52 345 90 000 25 036
82 101 80502 52121
60231 93230 10210
+ 92320 + 60122 + 12 230
3. Generalization:
How do we add 4 to 5 digits number up to four addends? Where do we start doing?
IV. Evaluation:
Write the number in column, then add
1. 63 114 + 21 020 + 22 431 = ______ 3. 31 124 + 22 101 + 31 310 + 13 001 = ______
2. 25 040 + 13 102 + 61 213 + 11 213 = ______
V. Assignment:
Look at the pictures then answer the questions follows
11211 10121 10001 11411
Watermelon Squash Peanuts Pili
How many nuts are there altogether?
1. watermelon, squash, peanuts and pili nuts?

2. watermelon seeds, peanuts and pili nuts?
3. peanuts, pili nuts and watermelon seeds?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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MATHEMATICS III
Date: ___________
I. Objective:
Add 4 to 5 digits numbers up to four addends with sums up to 100 000 with regrouping in
tens and hundred place.
Value: Recycling
II. Subject Matter:

Add 4 to 5 digits numbers up to four addends with sums up to 100 000 with regrouping in tens
and hundred place.
References: BEC PELC I B 1. 1. 2. 1

Materials: textbooks, small basin with sand, rubber band, sticks, place value chart
III. Procedure:
1. Drill: Basic Addition facts
45 + 10 = 9+7= 23 + 11 = 89 + 2 =
2. Review: Working in dyads:
Add
11 310 22 461 63 322
42 301 42 203 25 012
11 211 42 122 10 231
+ 21 107 + 12 212 + 11 122
3. Motivation:
Who among you reads newspaper? What does your family do with old newspaper? Why
do we need to recycle them?
1. Presentation:
The pupils of Mogpog Central School brought old newspapers to support the
schools Newspaper Fund Drive.
Newspaper Fund Drive
Section Contribution (in
kg)
Masunurin 12 721 kg.
Malinis 13 372 kg.
Masinop 12 526 kg.
b. Letad the pupils in analyzing the problem. Let the pupils put the number in the place
value chart.
c. Stress again the importance of putting the numbers in proper column.
2. Fixing Skills:
Add:
21 471 2321 2973
22 342 2553 6415
21 421 2125 5732
+ 11 424 + 2432 + 9654
4. Generalization:
How do we add 4 to 5 digits numbers with 4 to 5 addends? Where do we usually start?
What do we do if the answer in each column is 10 or more?
IV. Evaluation:
Find the sum:
2316 3561 80612
1284 1426 14 768
+ 4844 + 2729 + 3 252
V. Assignment:
Get the partner and answer it at home
4657 2793 23 472 15 278
2328 4308 12 563 11 470
+ 1472 + 1411 + 11 421 + 11 561
Remarks:
____________________________________________________________________
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____________________________________________________________________
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____________________________________________________________________
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MATHEMATICS III
Date: ___________
I. Objective:
Add 4 to 5 digits numbers up to four addends with sums up to 100 000 with regrouping in
the thousands and ten thousands place
Value: Concern or the environment
II. Subject Matter:

Adding 4 to 5 digits numbers up to four addends with sums up to 100 000 with regrouping in
the thousands and ten thousands place.
References: BEC PELC 1.1. 2. 2

Materials: textbooks, charts
III. Procedure:
1. Drill: Basic addition facts
25+ 20 = 36 + 4 = 50 + 2 = 5+8=
2. Review:
Working in triads
Add:
12 345 43 325 26 541
16 278 25 781 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?
1. Presentation:
Mr. Go initiated a reforestation project in Marinduque. He donated all the seedlings that
were plante4d: 10 147 mahogany seedlings, 6 130 narra, 7322 lauan and 25 400
fruitbearing trees. How many tree seedlings were planted in all?
b. Lead the class in analyzing the problem.
Ask: What are we going to add first? If the sum is ten or more, what will you do?
2. Fixing Skills:
Write in column and add
a. 24 157 + 38 621 + 15 254 + 10 268
b. 32 476 + 12 784 + 21 468 + 15 211
c. 17 343 + 23 245 + 31 254 + 18 201
3. Generalization:
We start adding with the ones period. We regroup if the answer in each column in 10 or
more.
IV. Evaluation:
Write in column and then add
1. 24 157 + 37 974 + 15 678 + 12 321
2. 32 784 + 12 534 + 22 233 + 15 712
3. 16 148 + 21 372 + 35 622 + 4 212
V. Assignment:
Below is a tree and falling leaves. Pick up at least four dry leaves and add the
numbers on them. Do this five times?
64 521
Remarks:
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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____________________________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Estimate the sums of 3 to 5 digit addends
II. Subject Matter:

Estimating the sums of 3 to 5 digit addends
References: BEC PELC 1. B. 1. 2

Materials: Textbooks, charts, picture of palace, king, wicked woman
III. Procedure:
1. Drill: Answer as fast as you can
10 100 400 7 000
+ 20 + 200 + 500 + 6 000
2. Review:
Write in column and add
a. 32 476 + 12 784 + 21 468 + 15 211
b. 17 343 + 23 245 + 31 254 + 18 201
3. Motivation:
Let us pretend that we are in a place
In a faraway palace, lived a king, a prince, followers of the king 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 only after you have answered correctly the problem. The prince
consulted the wise men in the neighboring kingdom and he was able to come up with the
solution.
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.
2. Fixing Skills: Estimate the sum o the following addends

1. 284 2. 756 3. 524 4. 634
+ 534 + 382 + 678 + 194
3 Generalization:
What are the steps that we must follow in estimating 3 to 5 digits addends?
IV. Evaluation:
Refer to the given table for the problems below
Activity Club Member
Volleyball 13 578
Basketball 75 254
Tennis 34 786
Art 66 931
1. Estimate the combine number of members of the following
a. volleyball and basketball
b. volleyball and tennis
2. About how many members are in the following
a. basketball and tennis
b. tennis and art
V. Assignment:
Estimate the sum:
1. Aling Norma bought a television set at P18 565 and a washing machine at P6
543. About how much did she pay the cashier?
2. Aidas class sold 5 678 tickets for a benefit show for the handicapped children
in their town while Nellys class sold 3 415 tickets. Estimate the total number
of tickets sold.
Remarks:
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Add mentally 1 to 2 digit numbers with sums up to 100 without regrouping
Value: Active participation
II. Subject Matter:

Adding mentally 1 to 2 digit numbers with sums up to 100 without regrouping
References: BEC PELC I B 1.3

Materials: Show me board, puzzle, and square chips
III. Procedure:
1. Drill:
The age of each number persons can be found by adding the persons numbers. How
old is each? After knowing each age, make combinations of number like 7 + 7 = 14 and so
on.
2. Review: Estimate the sum by rounding the numbers

1. 333 + 321 is about the = ________
same as ________
2. 17 781 + 16 211 is about = ________
the same as ______
3. Motivation:
Who among you watch Game Ka Na Ba? Why do you watch such program? As young
children like you, what TV program should you watch?
1. Presentation:
a. Form groups of five members each. Give one Show Me Board.
b. Explain the mechanics of the game. Emphasize time limit.
First Round (5 second) Answer Correct or Incorrect (2 points)
a. 56 + 23 =
b. 78 + 21 =
Second Round solve me mentally (5 seconds)
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?
Third Round (Under time limit one minute)
Make at least five combinations of numbers with sum of 75.
2. Fixing Skills: Add Mentally

1. 33 2. 77 3. 42 4. 31
+26 +21 + 54 +27
3. Generalization:
How do we add mentally?
IV. Evaluation:
Look at the flashcards and answer it quickly
1. 61 2. 71 3. 54 4. 38
+28 +23 +15 +21
V. Assignment:
Make 5 combinations for each number.
1. 87 4. 57
2. 76 5. 96
3. 64 6. 84
Remarks:
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Solve 1-step word problems involving addition of whole numbers with sums up to 100
000 including money
Value: Active participation and cooperation
II. Subject Matter:

Solving 1-step word problems involving addition of whole numbers with sums up to 100 000
including money
References: BEC PELC I. B.

Materials: flashcards, problem chart, play money, cut-out trees and fruits
III. Procedure:
1. Drill: Mental Computation
Give the sum orally. (Flashcards)
20 80 800 900
+40 +90 +400 +300
2. Review: Add Mentally
67 88 42 65
+22 +55 +32 +33
3. 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 in two months?
1. Presentation:
a. Let the pupil read silently the problem.
Ask: Who are the children in the story?
What can you say about them?
Activity 1 POLYAs 4 steps
a. Understand:
What are given? What do we already know?
What is being asked?
What operation is needed to solve the problem?
b. Plan:
What equation will solve the problem?
c. Solve:
2 509 + 3 488 = n
d. Look back:
Did you use the correct operation? Does the answer make sense?
2. Fixing Skills:
Answer the problem using POLYAS 4 steps.
1. In a certain district, there are 4 325 boys and 5 648 girls. What is the total population
of the district?
2. There are 2 135 victims of the volcano eruption and 1 124 victims of typhoon. How
many people in all need help?
3. Generalization:
a. How do we analyze and solve word problem involving addition of whole numbers?
b. What are the questions we use to analyze word problems?
c. What are the 4 step of POLYA in solving word problems?
IV. Evaluation:
A. Group work with 4 members each.
Create simple problems using the given data below. Then, solve the problem you have
created.
1. TV set - P12 500
Typewriter - P 3 700
Radio - P 1 300
2. Mr. Lopez - 26 482 votes
Mr. Cruz - 25 907 votes
V. Assignment:
Answer the problem using POLYAs 4-steps. Dont forget to look-back
1. The earths diameter is 12 762 kilometers, while that of the moon is 3 482
kilometers. What is the total diameter of the earth and the moon?
2. Father earned P25 400 in selling dressed chickens last November and P39
300 last December. How much did he earn altogether?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Solve mentally 1-step word problems involving addition with sum up to 100 without
regrouping
Value: Speed and accuracy
II. Subject Matter:

Solving mentally 1-step word problems involving addition with sum up to 100 without
regrouping
References: BEC PELC 1. B. 2. 2

Materials: textbooks, flashcards, manila paper
III. Procedure:
1. Drill: Add mentally (use flashcard)
8 9 4 7 8
+3 +6 +5 +5 +9
2. Review:
Group the pupil into 4 teams. Each team will analyze the word problem then let them
answer the questions.
Problem:
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?
Solve the Problem
3. Motivation:
Present problem opener
Chito was arranging the social hall for the grade 3 program. He arranged 60 chairs in
rows. Then he arranged 40 more chairs in rows. How many chairs did he arranged altogether?
1. Presentation:
A. Let us solve the problem using POLYAs 4-step in problem solving.
a. Understand:
What are given?
What is being asked?
What operation will solve the problem
b. Plan:
c. Solve:
d. Look Back:
Stress accuracy and speed
2. Fixing Skills:
Work in groups of four. Give each group a show-me-board. Solve mentally the problem
written on a chart.
1. Edmar bought 12 red roses and 12 white roses. How many roses did she buy in all?
2. Mary collected 50 shells last Saturday and 60 more last Sunday. How many shells did
she collect?
3. Generalization:
What are POLYAs 4 steps in problem solving? Were you accurate in adding mentally?
Did you add quickly?
IV. Evaluation:
Solve these problems as fast as you can
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 500?
3. In San Miguel Central School there are 550 boys and 420 girls. How many pupils are there in all?
V. Assignment:
Complete to table below using mental computation. Find the sum of:
1. 20 cups 20 saucers ?
2. 40 ducks
eggs 55 hens eggs ?
3. 80 forks
4. 55 plates 80 forks ?
50 glasses ?
Remarks:
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Subtract 3-digit numbers from 4-to 5-digits numbers with minuends up to 100 000
without regrouping
Value: Cooperation
II. Subject Matter:

Subtracting 3-digit numbers from 4-to 5-digits numbers with minuends up to 100 000 without
regrouping
References: BEC PELC I. C. 1. 1. 1

Materials: 0-9 number cards, place value pocket chart, flashcards of basic subtraction
III. Procedure:
1. Drill: Flashcards of basic subtraction
8 3 9 6
-5 -2 -7 -2
2. Review:
Divide the children into 5 groups. Distribute place value pocket charts and number cards.
The teacher will give instructions on what number thy will form. The group who answers first
will have the point and the group with the highest points will be the winner.
Ask: Form the longest 3-digit number without repetition
Form the largest 4-digit number without repetition
3. Motivation: Present the table

Number of Trees Planted in Barangay Malinis
Trees Number of
Acacia Trees
Narra 3 875
Molave 2 554
432
1. Presentation: Activity 1 Using the expanded form
Another way of subtracting numbers by expanded form
3 875 3 000 + 800 + 70 + 5
- 432 400 + 30 + 2
3000 + 400 + 40 + 7
= 3 443
2. Fixing Skills: Individual Work
Subtract the number then write the difference in your show-me-board.
1. 8 537 2. 3 489 3. 7 642 4. 5 783
- 315 - 158 - 132 - 241
2. Generalization:
How do we subtract numbers without regrouping? How do write the numeral when
subtracting? Where do we start subtracting?
IV. Evaluation:
A. To be done by pairs
Find the missing numbers
1. 8 362 2. 2 514 3. 4__2 4. 32_5

- _50 - 1_ _ - 261 - _3_
8 21_ 2 _ 11 463_ 3063
V. Assignment:
Do as indicated
1. What is the difference between the largest 4 digit number without repetition
and the smallest 3 digit number without repetition?
2. What is the difference between the largest 4 digit number with repetition and
the smallest
3 digit number without repetition?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
2nd
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Subtract 3-4 digit numbers form 4-5 digit numbers with regrouping in the tens place
II. LEARNING CONTENT:

Subtracting numbers with regrouping in the tens place.
References: BEC PELC C 1.1.3.1

Materials: chart of subtraction
II. PROCEDURE:
1. Drill: Basic Subtraction facts
a. 7 3 = b. 6 5 = c. 5 4 = d. 8 4 = e. 7 6 =
2. Motivation:
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?
1. Presentation:
1. What do you think is the work of Mang Pedro?
What did he sell in the public Market?
Who is his eldest son?
2. Let a pupil write the number sentence on the board.
2 752 1345 = N
a. Using Expanded Form
1. Let us try solving the problem using the expanded form. Let us see if we can get
the same difference.
Subtract the ones
2 752 2000 + 700 + 50 + 2
- 1 345 1000 + 300 + 40+ 5
You cannot subtract 5 from 2; therefore, borrow 10 from the tens column and
add it to 2.
2. Guided Practice:
Solve the following Expanded Form Method.
1. 3 942 719 = N 3. 6 475 2 436 = N 5. 25 136 4 018 = N
2. 7 363 247 = N 4. 32 365 2 217 = N
3. Generalization:
How do we subtract numbers with regrouping in the tens place?
IV. EVALUATION:
Subtract the following.
1. 67 893 2. 25 876 3. 37 735
- 5 376 - 2 138 - 1 317
V. ASSIGNMENT:
Find the missing minuends, subtrahend or difference.
1. 3 452 345 = N
2. 5 463 - _____ = 5 227
3. ____ - 134 = 7 228
4. 8 365 - _____ = 8 227
5. ____ - 418 = 6 124
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Subtract 3-4 digit numbers from 4 to 5 digit numbers with regrouping in the hundreds
place

Subtracting numbers with regrouping in the hundreds place.
References: BEC PELC I .C.1.1.3.2

Materials: flashcards of subtraction
II. PROCEDURE:
12 5 = 17 8 = 15 6 = 11 7 = 13 4 =
2. Review:
Checking of assignment
3. Motivation:
Song: Math Theme
Tune: Its a Small Word)
Do you really enjoy our Math class?
What are the things that we do in Math?
1. Presentation:
1. Let us read and analyze this number sentence.
Subtract 275 from 1 359
2. Ask the pupils which is the minuend and the subtrahend in the number sentence?
Ask: Can we subtract the ones place?
What is the answer?
What about subtract 7 from 5?
a. Using Expanded Form Method

1 359 1000 + 300 + 50 + 9 (Subtract 5 from 9)
- 275 - 200 + 70 2 (Subtract 70 from 50 is it possible?
2. Fixing Skills:
Find the difference
1. 67 893 2. 25 876 3. 37 735
- 5 376 - 2 138 - 1 317
3. Generalization:
How do we subtract 3-4 digit numbers with regrouping?
Where do we start?
IV. EVALUATION:
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 =
V. ASSIGNMENT:
Complete the table
- 9 537 9 835 87 563
273 9 562
6 356
7 393 80 170
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Subtract 3-4 digit numbers form 4-5 digit numbers with regrouping in the tens place

Subtracting numbers with regrouping in the tens place.
References: BEC PELC C 1.1.3.1

Materials: chart of subtraction
II. PROCEDURE:
1. Drill: Basic Subtraction facts
a. 7 3 = b. 6 5 = c. 5 4 = d. 8 4 = e. 7 6 =
2. Motivation:
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?
1. Presentation:
1. What do you think is the work of Mang Pedro?
What did he sell in the public Market?
Who is his eldest son?
2 752 1345 = N
a. Using Expanded Form
1. Let us try solving the problem using the expanded form. Let us see if we can get
the same difference.
Subtract the ones
2 752 2000 + 700 + 50 + 2
- 1 345 1000 + 300 + 40+ 5
You cannot subtract 5 from 2; therefore, borrow 10 from the tens column and
add it to 2.
2. Guided Practice:
Solve the following Expanded Form Method.
1. 3 942 719 = N 3. 6 475 2 436 = N 5. 25 136 4 018 = N
2. 7 363 247 = N 4. 32 365 2 217 = N
3. Generalization:
How do we subtract numbers with regrouping in the tens place?
IV. EVALUATION:
Subtract the following.
1. 67 893 2. 25 876 3. 37 735
- 5 376 - 2 138 - 1 317
V. ASSIGNMENT:
Find the missing minuends, subtrahend or difference.
6. 3 452 345 = N
7. 5 463 - _____ = 5 227
8. ____ - 134 = 7 228
9. 8 365 - _____ = 8 227
10.____ - 418 = 6 124
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Subtract 3-4 digit numbers from 4 to 5 digit numbers with regrouping in the hundreds
place

Subtracting numbers with regrouping in the hundreds place.

II. PROCEDURE:
12 5 = 17 8 = 15 6 = 11 7 = 13 4 =
2. Review:
3. Motivation:
Song: Math Theme
Tune: Its a Small Word)
Do you really enjoy our Math class?
What are the things that we do in Math?
1. Presentation:
1. Let us read and analyze this number sentence.
Subtract 275 from 1 359
2. Ask the pupils which is the minuend and the subtrahend in the number sentence?
Ask: Can we subtract the ones place?
What is the answer?
What about subtract 7 from 5?
a. Using Expanded Form Method

1 359 1000 + 300 + 50 + 9 (Subtract 5 from 9)
- 275 - 200 + 70 2 (Subtract 70 from 50 is it possible?
2. Fixing Skills:
Find the difference
1. 67 893 2. 25 876 3. 37 735
- 5 376 - 2 138 - 1 317
3. Generalization:
How do we subtract 3-4 digit numbers with regrouping?
Where do we start?
IV. EVALUATION:
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 =
V. ASSIGNMENT:
Complete the table
- 9 537 9 835 87 563
273 9 562
6 356
7 393 80 170
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Subtract 3-4 digit numbers from 4-5 digit numbers with regrouping in the thousands place

Subtracting 3 to 4 digit numbers from 4 to 5 digit numbers with regrouping in the thousands
place.

II. PROCEDURE:
Using the flashcards, ask the children to give the answer orally.
10 2 = 12 6 = 15 9 = 16 9 = 74=
2. Review:
Subtraction with regrouping in the hundreds place.
1. 349 76 = 3. 765 194 = 5. 6 734 291 =
2. 734 282 = 4. 649 82 =
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 the day, 3 935 newspapers
were left. How man newspapers were sold?
1. Presentation:
a. Have a comprehension check-up about the story problem
Ask:
Whos the newspaper boy?
Do you think he can help his parents by doing the work? How?
b. Lets try solving the problem using these steps:
1. Understand the problem
2. Plan
3. Carry out the plan
4. Looking Back
5. Check
2. Fixing Skills:
Find the difference
1. 3 695 2. 3 695 3. 5 633
- 934 - 934 - 811
3. Generalization:
How do we subtract 3 to 4 digit numbers from 4 to 5 digit numbers with regrouping
in the thousands place?
IV. EVALUATION:
Find the difference
1. 76 895 2. 98 674 3. 86 738
- 7 443 - 9 432 - 7 424
V. ASSIGNMENT:
Do as indicated. Write the answer on the blank.
1. The difference between 9 349 and 825? __________________

2. Subtract 8 911 from 29 834? _____________
3. From 36 834 take away 4 962? ______________
4. 9 369 minus 3 924? ______________
5. Take away 5 925 from 38 567? ______________
Remarks:
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Subtract 4 digit numbers from 5 digit number with regrouping in the ten thousand place.

Subtracting numbers with regrouping in the ten thousand place.

Materials: problem chart, exercises chart, colored chalk, picture chart of coloring activity
II. PROCEDURE:
1. Drill: Basic Subtraction Facts. Solve it mentally
a. 16 8 = b. 10 5 = c. 15 5 = d. 20 10 =
2. Review:
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 then Mr. Gomez?
1. Presentation:
1. Ask: Are you familiar with the word election?
When do we hold election in our country?
21 785 9 465 = N
3. Let us use the Expanded Method
21 785 20 000 + 1 000 + 700 + 80 + 5 regroup
- 9 465 9 000 + 400 + 60 + 5
N
= 12 320
4. Let us use the Short Method
TTh Th H T O
2 1 7 8 5
9 4 6 5
? 3 2 0
21 785
- 9 645
12 320
2. Fixing Skills:
Write the following in column, then subtract. Use the short method.
1. 73 864 7 321 = N 3. 51 176 3 214 = N 5. 31 597 4
2. 65 492 8 252 = N 4. 83 472 7 122 = N
3. Generalization:
How do we subtract numbers with regrouping in the ten thousands place?
IV. EVALUATION:
Complete the table. Find each output
Rule: Subtract 7 537
Input Output
1. 41 215
2. 35 136
3. 24 523
4. 73 213
5. 56 105
V. ASSIGNMENT:
Find the difference then compare. Write >, < or = in the box.
1. 72 589 9 424 68 633

2. 27 613 32 789 6 413
3. 21 473 7 152 14 321
4. 75 272 82 659 7 13
5. 24 593 5 321 19 275
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Subtract 3 4 digit numbers from 4 5 digit numbers with zero difficulty in either tens or
hundreds place.

Subtracting numbers with zero difficulty in either tens or hundreds place.

Materials: flashcards of basic subtraction
II. PROCEDURE:
1. Drill: Basic Subtraction Facts
a. 7 3 = b. 10 1 = c. 5 5 = d. 10 4 =
2. Review:
3. Motivation:
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?
1. Presentation:
1. Ask: What was the project of the grade three class in the problem?
Do you know what a doormat is?
2. Let us solve the problem using POLYAs 4 step in problem solving.
a. Understand the problem.
a. How many caps did the grade three boys collect?
b. How many caps did the grade three girls collect?
c. Who collects the most number caps?
b. Make a plan
c. Carry out the plan.
Ask a pupil to write the number sentence on the board.
5 405 3 234 = N
d. Look back
Is your answer sensible?
Did all the groups get the same difference?
2. Fixing Skills:
Find the difference using the short cut method.
1. 3 059 2. 6 059 3. 27 309
- 432 - 1 325 - 4 132
3. Generalization:
How do we subtract numbers with zero difficulty in tens or hundreds?
IV. EVALUATION:
Find the missing minuend, subtrahend or difference
1. 3 059 432 = N 4. 4 603 - _____ = 2 471
2. ______ - 2 823 = N 5. 13 087 - _____ = 11 355
3. 24 809 1 372 = N
V. ASSIGNMENT:
Write in column then subtract
1. 3 405 393 = N 4. 16 087 3 053 = N

2. 7 049 1 323 = N 5. 73 059 2 124 = N
3. 25 306 2 134 = N
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Estimate the difference of two numbers with 3 to 4 digits

Estimating differences
References: BEC PELC I .C.1.1.4

Materials: flashcards
II. PROCEDURE:
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:
Rounding numbers to the nearest
Hundredths Thousands
a. 253 __________ d. 3 437 _________
b. 125 __________ e. 6 053 _________
c. 478 __________ f. 4 857 _________
3. Motivation:
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?
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:
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: ________________
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Subtract mentally 2 digit numbers with minuends up to 99 without regrouping.

Subtracting mentally 2 digit numbers with minuends up to 99 without
regrouping.
References: BEC PELC I .C.1.2

II. PROCEDURE:
Solve it mentally
a. 8 4 = b. 10 5 = c. 10 8 = d. 7 5 =
2. Review:
3. Motivation:
Dickk gathered 56 shells at the beach. He gave 24 shells to his friend. How many shells
were left?
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?
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
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Solve one step word problems involving subtraction of whole numbers including money
with minuends up to 100 000 without and with regrouping.

Solving word problems involving subtraction.

II. PROCEDURE:
1. Drill:
Flashcards of Basic Subtraction Facts
4 9 6 8 9
-2 -1 -2 -8 -3
2. Review:
3. Motivation:
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.
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 POLYAs steps.
- 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 familys 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:
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?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Solve mentally 1 step word problems involving subtraction without regrouping.

Solving word problems mentally

Materials: flashcards, problem chart
II. PROCEDURE:
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
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?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Solve two-step word problems involving addition and subtraction of whole numbers
including money.

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

II. PROCEDURE:
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?
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 POLYAs 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 familys
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?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Show the changing the order and/or regrouping in multiplication makes computation
easy.

Changing the order or regrouping in multiplication
References: BEC PELC I .D.1.1.1.1

II. PROCEDURE:
1. Drill: Basic Multiplication Facts
a. 6 x 4 = b. 8 x 3 = c. 3 x 5 = d. 4 x 8 =
2. Review:
3. Motivation:
What game/sport do you enjoy playing?
If you do not win in a game, how would you feel?
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 its 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
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Multiply 2 to 4 digit numbers by 1 to 2 digit number regrouping.

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

Materials: flashcards, problem written on manila paper
II. PROCEDURE:
a. 8 x 1 = b. 3 x 7 = c. 9 x 2 = d. 10 x 5 =
2. Review:
3. Motivation:
Find the products
4x2=8 6x7= 13 x 3 = 10 x 6 = 9x8=
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
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Multiply 2 to 4 digit numbers by 1 to 2 digit numbers with regrouping

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:
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)
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
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Multiply 2 digit numbers by 1 digit number with zero in the multiplicand

Multiplying 2 digit numbers by 1 digit numbers with zero in the multiplicand.
References: BEC PELC I .D. 1.1.1.4

Materials: flashcards, strips drawing
II. PROCEDURE:
1. Drill: Give the product of the following
a. 8 x 7 = b. 8 x 8 = c. 3 x 8 = d. 9 x 6 =
2. Review: Name the missing factor.

8 x 3 = 3 x ______
5 x 4 = 4 x ______
12 x 2 = ____ x 12
8 x 4 = ____ x 8
3. Motivation:
Present the problem opener
Mang Ato harvested 5 crates of mangoes. If each crate has 50 mangoes, how many
mangoes are there in all?
What trees do you have in your backyard?
1. Presentation:
a. Analyze the problem.
- How many crates of mangoes did Mang Ato harvested?
- How many mangoes are there in each crate?
- What facts are given?
- What process is to be used?
2. Fixing Skills:
1. A baker bakes 60 pieces of bread in one day. How many pieces of bread does he bake in
7 days?
2. Aling Marta has 8 baskets of tomatoes. If each basket contains 90 tomatoes, how many
tomatoes does she have in all?
3. Generalization:
How do we multiply 2 digit numbers by 1 digit number with zero in the multiplicand?
IV. EVALUATION:
Give the product.
a. 80 x 50 =
b. 60 x 4 =
c. 50 x 6 =
d. 70 x 5 =
e. 90 x 4 =
V. ASSIGNMENT:
Write >, < or = in the line
a. 80 x 6 _______ 60 x 8
b. 40 x 5 _______ 20 x 9
c. 50 x 7 _______ 70 x 4
d. 30 x 6 _______ 40 x 6
e. 70 x 5 _______ 90 x 2
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Multiply 3 4 digit number by 1 digit number with zero in the multiplicand

Multiplying 3 4 digit number by1 digit number with zero in the
multiplicand.

Materials: picture of boy in the library
II. PROCEDURE:
a. 8 x 3 = b. 9 x 8 = c. 3 x 7 = d. 5 x 6 =
2. Review:
3. Motivation:
Show a picture of boy in the library. Talk about the picture.
Ask: Have you been to a library?
How should you behave when youre in a library?
1. Presentation:
a. Present the problem.
Manolito is a student assistant in the school library. He is counting the number of
mathematics books in shelf. There are 120 books in each shelf. How many mathematics
books are there in the 6 shelves?
b. Ask the following questions to the pupils.
- Who is the student assistant?
- How many books are there in each shelf?
- How will you solve the problem?
2. Fixing Skills:
a. Aling Marta has 8 baskets of tomatoes. If each basket contains 405 tomatoes, how many
b. Mang Ading harvested 105 mangoes from each tree in his orchard. How many mangoes
did her harvest from 7 trees? From 9 threes?
3. Generalization:
How do we multiply 3 to 4 digit numbers by 1 digit number with zero in the
multiplicand?
IV. EVALUATION:
1. Mis de Alday arranges 140 books in every shelf in the library. There are 9 shelves. How many
books are there in all?
2. Byrlle collect 8 pages of stamps. Each pages has 306 pieces. How many stamps are there in all?
V. ASSIGNMENT:
Multiply the following
1. 360 x 5 \
2. 7005 x 3
3. 5730 x 6
4. 4008 x 2
5. 6041 x 4
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Multiply 2 to 4 digit numbers by multiples of 10

Multiplying 2 to 4 digit numbers by multiplies of 10.

II. PROCEDURE:
1. Drill: Have a drill on multiplication basic facts using flashcards.
4x5= 3x6= 1x5= 8x7= 9x3=
2. Review: Find the product.

21 122 3012 4024 313
x 5 x 6 x 4 x 2 x 3
3. Motivation:
Let all the pupils stand and to the skip movement on the floor.
As thy skip, let them count by 10s
1. Presentation:
1. In a toy factory, a group of workers filled in 21 boxes with 50 toy cars in each box.
How many toy cars were filled in all the boxes?
2. Analyze the problem.
Ask, What is asked? (How many toy cars were filled in all 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)
3. Discuss with the pupils the three steps of multiplication.
2. Fixing Skills:
a. There are 165 trays of oranges. Each trays has 20 oranges. How many oranges are there
in all?
b. If there are 24 bottles in a case, how many bottles will there in 30 cases?
3. Generalization:
How do we multiply 2 to 4 digit numbers by multiplies of 10?
IV. EVALUATION:
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 baskets has 3 mangoes. How many mangoes
did he gather?
V. ASSIGNMENT:
a. 73 x 10 =
b. 25 x 30 =
c. 15 x 10 =
d. 62 x 10 =
e. 77 x 10 =
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Multiply 2 to digit numbers by multiplies of 100

Multiplying 2 to digit numbers by multiplies of 100

Materials: flashcards, picture, bean bags
II. PROCEDURE:
4x6= 3x4= 8x5= 8x2= 9x4=
2. Review:
Find the product
a. 50 x 1 = c. 70 x 7 = e. 4 x 30 =
b. 40 x 4 = d. 80 x 5 =
3. Motivation:
Show a picture of an Indian
Ask: Have you seen an Indian?
Say: Long ago a man in India decide to write a small dot to mean zero.
Later the small dot became a circle. The circle is not called zero
1. Presentation:
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 how multiply with 100.
100 x 15 = N
To find the answer, we count by 100s.
Short Method.
100 x 15 = 500 (multiply 100 by 5)
2. Fixing Skills:
Solve each problem.
a. There are 500 bags of peanuts. If each bag of peanuts contain 125 peanuts, how many
peanuts are there in all?
b. Jack delivers a magazine to 400 customers for 52 weeks. How many magazines did he
deliver?
3. Generalization:
How do we multiply 2 to 4 digit numbers by multiples of 100?
IV. EVALUATION:
Write the missing number.
a. 13 x 3 hundreds = _______ hundreds
13 x 300 = ______ hundreds
b. 24 x 2 hundreds = _______ hundreds
24 x 200 = _______ hundreds
c. 16 x 7 hundreds = _______ hundreds
16 x 700 = _______ hundreds
V. ASSIGNMENT:
Multiply mentally. Write the product.
a. 800 b. 300 c. 600 d. 700

e. 900
x 24 x 18 x 17 x 24 x 25
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Estimate the product of 2 to 3 digit numbers by 1 to 2 digit numbers.

Estimating the product of 2 to 3 digit numbers by 1 to 2 digit numbers.
References: BEC PELC I .D.1.1.2

Materials: chart, activity sheets, flashcards
II. PROCEDURE:
a. 9 x 2 = b. 8 x 2 = c. 3 x 2 = d. 7 x 1 =
2. Review:
3. Motivation:
What vegetables grow in the school garden?
How many okra plants are there?
Estimate the numbers of each kind of plants.
1. Presentation:
a. Let us read the problem.
A problem 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 presented 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 of to x9
180 estimated product
2. Fixing Skills:
Estimate and solve each problem.
1. There are 5 cages. Each cage has 38 birds. About how many birds are there?
2. Mang Celso gathered 285 eggs from his poultry farm in one day. About how many eggs
will he gather in one week?
3. Generalization:
How do we estimate the product of 2- to 3 digit numbers multiplied by 1 to 2 digit
numbers?
IV. EVALUATION:
Estimate the products.
a. 83 x 12 = c. 365 x 77 = e. 776 x 52 =
b. 61 x 47 = d. 622 x 56 =
V. ASSIGNMENT:
Find the factors that when multiplied will give each estimated product on the
left.
1. 60 60 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
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Subtract 3-4 digit numbers from 4-5 digit numbers with regrouping in the thousands place

Subtracting 3 to 4 digit numbers from 4 to 5 digit numbers with regrouping in the thousands
place.

II. PROCEDURE:
Using the flashcards, ask the children to give the answer orally.
10 2 = 12 6 = 15 9 = 16 9 = 74=
2. Review:
Subtraction with regrouping in the hundreds place.
1. 349 76 = 3. 765 194 = 5. 6 734 291 =
2. 734 282 = 4. 649 82 =
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 the day, 3 935 newspapers
were left. How man newspapers were sold?
1. Presentation:
a. Have a comprehension check-up about the story problem
Ask:
Whos the newspaper boy?
Do you think he can help his parents by doing the work? How?
b. Lets try solving the problem using these steps:
1. Understand the problem
2. Plan
3. Carry out the plan
4. Looking Back
5. Check
2. Fixing Skills:
Find the difference
1. 3 695 2. 3 695 3. 5 633
- 934 - 934 - 811
3. Generalization:
How do we subtract 3 to 4 digit numbers from 4 to 5 digit numbers with regrouping
in the thousands place?
IV. EVALUATION:
Find the difference
1. 76 895 2. 98 674 3. 86 738
- 7 443 - 9 432 - 7 424
V. ASSIGNMENT:
Do as indicated. Write the answer on the blank.
6. The difference between 9 349 and 825? __________________

7. Subtract 8 911 from 29 834? _____________
8. From 36 834 take away 4 962? ______________
9. 9 369 minus 3 924? ______________
10.Take away 5 925 from 38 567? ______________
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Subtract 4 digit numbers from 5 digit number with regrouping in the ten thousand place.

Subtracting numbers with regrouping in the ten thousand place.

Materials: problem chart, exercises chart, colored chalk, picture chart of coloring activity
II. PROCEDURE:
1. Drill: Basic Subtraction Facts. Solve it mentally
a. 16 8 = b. 10 5 = c. 15 5 = d. 20 10 =
2. Review:
3. Motivation:
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 then Mr. Gomez?
1. Presentation:
1. Ask: Are you familiar with the word election?
When do we hold election in our country?
21 785 9 465 = N
3. Let us use the Expanded Method
21 785 20 000 + 1 000 + 700 + 80 + 5 regroup
- 9 465 9 000 + 400 + 60 + 5
N
= 12 320
4. Let us use the Short Method
TTh Th H T O
2 1 7 8 5
9 4 6 5
? 3 2 0
21 785
- 9 645
12 320
2. Fixing Skills:
Write the following in column, then subtract. Use the short method.
1. 73 864 7 321 = N 3. 51 176 3 214 = N 5. 31 597 4
2. 65 492 8 252 = N 4. 83 472 7 122 = N
3. Generalization:
How do we subtract numbers with regrouping in the ten thousands place?
IV. EVALUATION:
Complete the table. Find each output
Rule: Subtract 7 537
Input Output
6. 41 215
7. 35 136
8. 24 523
9. 73 213
10. 56 105
V. ASSIGNMENT:
Find the difference then compare. Write >, < or = in the box.
6. 72 589 9 424 68 633

7. 27 613 32 789 6 413
8. 21 473 7 152 14 321
9. 75 272 82 659 7 13
10.24 593 5 321 19 275
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Subtract 3 4 digit numbers from 4 5 digit numbers with zero difficulty in either tens or
hundreds place.

Subtracting numbers with zero difficulty in either tens or hundreds place.

Materials: flashcards of basic subtraction
II. PROCEDURE:
a. 7 3 = b. 10 1 = c. 5 5 = d. 10 4 =
2. Review:
3. Motivation:
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?
1. Presentation:
1. Ask: What was the project of the grade three class in the problem?
Do you know what a doormat is?
2. Let us solve the problem using POLYAs 4 step in problem solving.
a. How many caps did the grade three boys collect?
b. How many caps did the grade three girls collect?
c. Who collects the most number caps?
b. Make a plan
c. Carry out the plan.
Ask a pupil to write the number sentence on the board.
5 405 3 234 = N
d. Look back
Is your answer sensible?
Did all the groups get the same difference?
2. Fixing Skills:
Find the difference using the short cut method.
1. 3 059 2. 6 059 3. 27 309
- 432 - 1 325 - 4 132
3. Generalization:
How do we subtract numbers with zero difficulty in tens or hundreds?
IV. EVALUATION:
Find the missing minuend, subtrahend or difference
1. 3 059 432 = N 4. 4 603 - _____ = 2 471
2. ______ - 2 823 = N 5. 13 087 - _____ = 11 355
3. 24 809 1 372 = N
V. ASSIGNMENT:
Write in column then subtract
4. 3 405 393 = N 4. 16 087 3 053 = N

5. 7 049 1 323 = N 5. 73 059 2 124 = N
6. 25 306 2 134 = N
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Estimate the difference of two numbers with 3 to 4 digits

Estimating differences
References: BEC PELC I .C.1.1.4

II. PROCEDURE:
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:
Rounding numbers to the nearest
Hundredths Thousands
a. 253 __________ d. 3 437 _________
b. 125 __________ e. 6 053 _________
c. 478 __________ f. 4 857 _________
3. Motivation:
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?
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:
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:
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.
2. 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: ________________
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Subtract mentally 2 digit numbers with minuends up to 99 without regrouping.

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

II. PROCEDURE:
Solve it mentally
a. 8 4 = b. 10 5 = c. 10 8 = d. 7 5 =
2. Review:
3. Motivation:
Dickk gathered 56 shells at the beach. He gave 24 shells to his friend. How many shells
were left?
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?
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
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Solve one step word problems involving subtraction of whole numbers including money
with minuends up to 100 000 without and with regrouping.

Solving word problems involving subtraction.

II. PROCEDURE:
1. Drill:
Flashcards of Basic Subtraction Facts
4 9 6 8 9
-2 -1 -2 -8 -3
2. Review:
3. Motivation:
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.
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 POLYAs steps.
- 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 familys 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:
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:
3. 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?
4. Mother had P1590. she bought groceries worth P1587. How much was her
change?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Solve mentally 1 step word problems involving subtraction without regrouping.

Solving word problems mentally

Materials: flashcards, problem chart
II. PROCEDURE:
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
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 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:
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
6. Which fruits is the cheapest?

7. Which fruit is the most expensive?
8. How much more expensive are apples that mangoes?
9. How much cheaper are oranges than ponkan?
10.How much cheaper are bananas than ponkan?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Solve two-step word problems involving addition and subtraction of whole numbers
including money.

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

II. PROCEDURE:
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?
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 POLYAs strategy.
3. Mr. Reyes gathered 165 mangoes on Monday and 453 on Tuesday. He sold 650 mangoes on
Wednesday. How many mangoes were left unsold?
4. A farmer harvested 425 sacks of palay. He sold 258 sacks and kept the remainder for his familys
needs. How many sacks of palay were left?
V. ASSIGNMENT:
Solve the following:
3. 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?
4. 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?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Show the changing the order and/or regrouping in multiplication makes computation
easy.

Changing the order or regrouping in multiplication

II. PROCEDURE:
a. 6 x 4 = b. 8 x 3 = c. 3 x 5 = d. 4 x 8 =
2. Review:
3. Motivation:
What game/sport do you enjoy playing?
If you do not win in a game, how would you feel?
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 its 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.
6. ( 4 x 5 ) x 7
7. ( 6 x 5 ) x 4
8. ( 7 x 3 ) x 8
9. ( 9 x 4 ) x 2
10.( 3 x 2 ) x 6
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Multiply 2 to 4 digit numbers by 1 to 2 digit number regrouping.

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

Materials: flashcards, problem written on manila paper
II. PROCEDURE:
a. 8 x 1 = b. 3 x 7 = c. 9 x 2 = d. 10 x 5 =
2. Review:
3. Motivation:
Find the products
4x2=8 6x7= 13 x 3 = 10 x 6 = 9x8=
1. Presentation:
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
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Multiply 2 to 4 digit numbers by 1 to 2 digit numbers with regrouping

Multiplying 2 to 4 digit numbers by 1 to 2 digit numbers with regrouping.
References: BEC PELC I. D. 1.1.1.3

II. PROCEDURE:
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)
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 =
f. 179 x 12 ___ 123 x 15

g. 643 x 12 ___ 685 x 21
h. 370 x 16 ___ 280 x 24
i. 14 x 18 ____ 280 x 24
j. 224 x 10 ___ 80 x 70
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Multiply 2 digit numbers by 1 digit number with zero in the multiplicand

Multiplying 2 digit numbers by 1 digit numbers with zero in the multiplicand.
References: BEC PELC I .D. 1.1.1.4

Materials: flashcards, strips drawing
II. PROCEDURE:
1. Drill: Give the product of the following
a. 8 x 7 = b. 8 x 8 = c. 3 x 8 = d. 9 x 6 =
2. Review: Name the missing factor.

8 x 3 = 3 x ______
5 x 4 = 4 x ______
12 x 2 = ____ x 12
8 x 4 = ____ x 8
3. Motivation:
Present the problem opener
Mang Ato harvested 5 crates of mangoes. If each crate has 50 mangoes, how many
mangoes are there in all?
What trees do you have in your backyard?
1. Presentation:
a. Analyze the problem.
- How many crates of mangoes did Mang Ato harvested?
- How many mangoes are there in each crate?
2. Fixing Skills:
3. A baker bakes 60 pieces of bread in one day. How many pieces of bread does he bake in
7 days?
4. Aling Marta has 8 baskets of tomatoes. If each basket contains 90 tomatoes, how many
3. Generalization:
How do we multiply 2 digit numbers by 1 digit number with zero in the multiplicand?
IV. EVALUATION:
Give the product.
a. 80 x 50 =
b. 60 x 4 =
c. 50 x 6 =
d. 70 x 5 =
e. 90 x 4 =
V. ASSIGNMENT:
Write >, < or = in the line
f. 80 x 6 _______ 60 x 8
g. 40 x 5 _______ 20 x 9
h. 50 x 7 _______ 70 x 4
i. 30 x 6 _______ 40 x 6
j. 70 x 5 _______ 90 x 2
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Multiply 3 4 digit number by 1 digit number with zero in the multiplicand

Multiplying 3 4 digit number by1 digit number with zero in the
multiplicand.

Materials: picture of boy in the library
II. PROCEDURE:
a. 8 x 3 = b. 9 x 8 = c. 3 x 7 = d. 5 x 6 =
2. Review:
3. Motivation:
Show a picture of boy in the library. Talk about the picture.
Ask: Have you been to a library?
How should you behave when youre in a library?
1. Presentation:
a. Present the problem.
Manolito is a student assistant in the school library. He is counting the number of
mathematics books in shelf. There are 120 books in each shelf. How many mathematics
books are there in the 6 shelves?
c. Ask the following questions to the pupils.
- Who is the student assistant?
- How many books are there in each shelf?
- How will you solve the problem?
2. Fixing Skills:
c. Aling Marta has 8 baskets of tomatoes. If each basket contains 405 tomatoes, how many
d. Mang Ading harvested 105 mangoes from each tree in his orchard. How many mangoes
did her harvest from 7 trees? From 9 threes?
3. Generalization:
How do we multiply 3 to 4 digit numbers by 1 digit number with zero in the
multiplicand?
IV. EVALUATION:
3. Mis de Alday arranges 140 books in every shelf in the library. There are 9 shelves. How many
books are there in all?
4. Byrlle collect 8 pages of stamps. Each pages has 306 pieces. How many stamps are there in all?
V. ASSIGNMENT:
Multiply the following
6. 360 x 5 \
7. 7005 x 3
8. 5730 x 6
9. 4008 x 2
10.6041 x 4
Remarks:
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____________________________________________________________
MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Multiply 2 to 4 digit numbers by multiples of 10

Multiplying 2 to 4 digit numbers by multiplies of 10.

II. PROCEDURE:
1. Drill: Have a drill on multiplication basic facts using flashcards.
4x5= 3x6= 1x5= 8x7= 9x3=
2. Review: Find the product.

21 122 3012 4024 313
x 5 x 6 x 4 x 2 x 3
3. Motivation:
Let all the pupils stand and to the skip movement on the floor.
As thy skip, let them count by 10s
1. Presentation:
1. In a toy factory, a group of workers filled in 21 boxes with 50 toy cars in each box.
How many toy cars were filled in all the boxes?
2. Analyze the problem.
Ask, What is asked? (How many toy cars were filled in all 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)
3. Discuss with the pupils the three steps of multiplication.
2. Fixing Skills:
c. There are 165 trays of oranges. Each trays has 20 oranges. How many oranges are there
in all?
d. If there are 24 bottles in a case, how many bottles will there in 30 cases?
3. Generalization:
How do we multiply 2 to 4 digit numbers by multiplies of 10?
IV. EVALUATION:
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 baskets has 3 mangoes. How many mangoes
did he gather?
V. ASSIGNMENT:
f. 73 x 10 =
g. 25 x 30 =
h. 15 x 10 =
i. 62 x 10 =
j. 77 x 10 =
Remarks:
____________________________________________________________________
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MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Multiply 2 to digit numbers by multiplies of 100

Multiplying 2 to digit numbers by multiplies of 100

Materials: flashcards, picture, bean bags
II. PROCEDURE:
4x6= 3x4= 8x5= 8x2= 9x4=
2. Review:
Find the product
a. 50 x 1 = c. 70 x 7 = e. 4 x 30 =
b. 40 x 4 = d. 80 x 5 =
3. Motivation:
Show a picture of an Indian
Ask: Have you seen an Indian?
Say: Long ago a man in India decide to write a small dot to mean zero.
Later the small dot became a circle. The circle is not called zero
1. Presentation:
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 how multiply with 100.
100 x 15 = N
To find the answer, we count by 100s.
Short Method.
100 x 15 = 500 (multiply 100 by 5)
2. Fixing Skills:
Solve each problem.
c. There are 500 bags of peanuts. If each bag of peanuts contain 125 peanuts, how many
peanuts are there in all?
d. Jack delivers a magazine to 400 customers for 52 weeks. How many magazines did he
deliver?
3. Generalization:
How do we multiply 2 to 4 digit numbers by multiples of 100?
IV. EVALUATION:
Write the missing number.
a. 13 x 3 hundreds = _______ hundreds
13 x 300 = ______ hundreds
b. 24 x 2 hundreds = _______ hundreds
24 x 200 = _______ hundreds
c. 16 x 7 hundreds = _______ hundreds
16 x 700 = _______ hundreds
V. ASSIGNMENT:
Multiply mentally. Write the product.
a. 800 b. 300 c. 600 d. 700

e. 900
x 24 x 18 x 17 x 24 x 25
Remarks:
____________________________________________________________________
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MATHEMATICS III
Date: ___________
I. OBJECTIVE:
Estimate the product of 2 to 3 digit numbers by 1 to 2 digit numbers.

Estimating the product of 2 to 3 digit numbers by 1 to 2 digit numbers.
References: BEC PELC I .D.1.1.2

Materials: chart, activity sheets, flashcards
II. PROCEDURE:
a. 9 x 2 = b. 8 x 2 = c. 3 x 2 = d. 7 x 1 =
2. Review:
3. Motivation:
What vegetables grow in the school garden?
How many okra plants are there?
Estimate the numbers of each kind of plants.
1. Presentation:
a. Let us read the problem.
A problem 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 presented 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 of to x9
180 estimated product
2. Fixing Skills:
Estimate and solve each problem.
1. There are 5 cages. Each cage has 38 birds. About how many birds are there?
2. Mang Celso gathered 285 eggs from his poultry farm in one day. About how many eggs
will he gather in one week?
3. Generalization:
How do we estimate the product of 2- to 3 digit numbers multiplied by 1 to 2 digit
numbers?
IV. EVALUATION:
Estimate the products.
a. 83 x 12 = c. 365 x 77 = e. 776 x 52 =
b. 61 x 47 = d. 622 x 56 =
V. ASSIGNMENT:
Find the factors that when multiplied will give each estimated product on the
left.
1. 60 60 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
Remarks:
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
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____________________________________________________________
3rd
MATHEMATICS III
Date: ___________
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?
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
Remarks:
____________________________________________________________________
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________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Show that renaming 2 to 3 digit numbers help make computation easy in division
Value: Industry

Skill: Renaming 2 to 3 Digit Numbers Help Make Computation Easy in Division
References: BEC PELC I E.1.1.1.1.
Materials: cut outs, flashcards, number cards, show me cards

1. Drill:
Basic Division Facts
64 8 = 72 9 = 25 = 5 32 4 =
2. Review: Renaming numbers. Expanded form of numbers

126 100 + 20 + 6
473 400 + 70 + 3
564 500 + 60 + 4
3. Motivation
1. Introduce the song Im Mathematics to the tune of Skip to my Loo.
2. Ask: What are the operation mentioned in the song?
1. Presentation:
a. Present problem 1 (2 digit 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 seeds did they have?
b. Ask: How many seedlings are there in all?

How many rows are there?
How many seedlings are there in each row?
Write the division sentence.
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). The first
pair to give the correct answer wins the
game
4. Generalization:
How do we make our computation in division easy?
IV. Evaluation:
Rename the dividend, then divide.
1. 3 633
2. 5 525
3. 3 963
V. Assignment
Rename, find the quotient.
1. 5 655
2. 4 88
3. 2 46
4. 5 245
5. 3 393
Remarks:
____________________________________________________________________
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MATHEMATICS III
Date: ___________
I. Objective:
Divide 2 to 3 digit numbers by 1 digit numbers without remainder
Value: Sharing

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

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?
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
Remarks:
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Divide 2 to 3 digit numbers by 1 digit number with remainder
Value: Honesty

Skill: Division of 2 to 3 digit numbers by 1 digit number with remainder
References: BEC PELC I E 1.1.1.3
Materials: textbooks, Math kit, 1 bottle can, popsicle strick

1. Drill:
Basic multiplication facts
2. Review:
2 24 8 64 4 96
1. Presentation:
a. Present a story problem
1. Ask the children to bring out their counters
Lets show this problem using our counters
- How many tomatoes are there?
- How many tomatoes can a small box hold?
2. Have the children illustrate the problem using their counters
2. Guided Practice
Solve the following numbers sentences.
1. 2 345 2. 4 87 3. 3 67
3. Generalization:
How do we divide 3-digits by 1-digit number?
What is the meaning of remainder?
IV. Evaluation:
Solve the following numbers:
1. 3 619 2. 5 617 3. 9 813 4. 4 914
V. Assignment
Divide
1. 2 126 2. 4 232 3. 6 253 4. 3 231 5. 5 365

Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Divide 2 to 3-digit numbers by multiplies of 10 up to 90
Value: Keeping physically fit

Skill: Dividing 2 to 3-digit numbers by multiplies of 10 up to 90
References: BEC PELC I E 1.2
Materials: activity cards, flashcards, show me cards

1. Drill:
Division Basic Facts
a. 12 3 = N b. 30 5 = N c. 36 9 = N
2. Review:
a. Divide 355 by 5 using the expanded form
b. Divide 355 by 5 using the short form.
3. Motivation:
a. Present the story problem.
b. Ask:
What did Mr. Flores do?
Who can demonstrate how to walk briskly?
1. Presentation:
a. Use a number line
Ask: 1. How many meters id Mr. Flores walk in 10 minutes? 50 m

2. How far did he walk in one minute?
b. Use of short method
2. Guided Practice
Group the pupils by 2. each pair will be given a card with number equation. The first pair
to solve the equation wins.
a. 80 40 = N b. 63 30 = N c. 990 30 = N d. 680 60 =
N
3. Generalization:
What are the steps in dividing 2 to 3 digit numbers by multiplies of 10?
IV. Evaluation:
Find the quotients.
1. 20 40 2. 30 60 3. 10 50 4. 40 938 5. 10 89
V. Assignment
Divide
1. 50 500 2. 30 630 3. 20 780 4. 20 690 5. 40 560
Remarks:
____________________________________________________________________
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________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Divide 2 to 3-digit numbers by 1 to 2 digit numbers with zero difficulty.
Value: Eat right kinds of food

Skill: Dividing 2 to 3-digit numbers by 1 to 2 digit numbers with zero difficulty.
References: BEC-PELC I E 1.3
Materials: cut outs of stars, diagrams

1. Drill:
Light up each bulb mentally every time you get an exact quotient by dividing the middle
number by the other number.
2. Review:
Find the quotient and remainder if any.
a. 5 594 b. 6 917 c. 7 2561
3. Motivation:
Do you eat vegetables?
What kind of vegetables you like to eat most?
1. Presentation:
A farmer puts 30 carrots in 2 bags equally. How many carrots as in each bag?
To solve the problem, follow these steps.

1. Know what is asked?
2. Decide what process to use.
3. Solve the equation. Write the complete answer.
4. Checking the answer by multiplying
2. Guided Practice
Fill the missing numbers
0 r.
1. 5 200 2. 8 306
20 _. 4_ _.
0 10
- 0 - 8
0
3. Generalization:
How do we divide 2 to 3 digit numbers by 1 to 2 digit numbers with zero difficulty?
IV. Evaluation:
Find the quotients.
1. 3 60 2. 11 403 3. 4 500 4. 12 860 5. 21 701
V. Assignment
Divide then check the answer.
1. 4 800 2. 8 90 3. 14 620 4. 11 403 5. 21 610
Remarks:
____________________________________________________________________
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____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________
MATHEMATICS III
Date: ___________
I. Objectives:
Divide 3 to 4-digit numbers by 1 to 2 digit numbers without remainder
Values: Being healthy

Skills: Dividing 3 to 4-digit numbers by 1 to 2 digit numbers without remainder
References: BEC-PELC I E 1.4.1
Materials: show me board, wheel card, cut outs of fruits/baskets

1. Drill on the basic division facts
Write the quotients in the outer circle.
2. Review:
Dividing 2 to 3-digit numbers by 2 digit divisor.
a. 36 2 = b. 44 4 = c. 39 3 = d. 86 2 =
3. Motivation:
Anne bought 120 mangoes in the market. She placed the mangoes equally in 3 baskets.
How many mangoes were placed if' each basket?
1. Presentation:
1. Ask:
Who bought mangoes?
How many mangoes did she buy?
Where did she place the mangoes?
2. Guided Practice
Works in group of 4. Divide: Fill in the blank with the correct number.
1. 4 664 1. 15 375
- ___ ( 4 x 1 ) - 30 ( 15 x 2 )
- ___ ( 4 x 6 ) - ___ ( 15 x 5 )
- ___ ( 4 x 6 )
3. Generalization:
What should you remember in dividing 3 to 4 digit numbers by 1 to 2 digit divisor?
IV. Evaluation:
a. Alyssa has a vegetable garden in her backyard. She planted 819 okra seeds in 9 rows. How many
seeds were in each row? Answer: _____________
b. Father gathered 1500 guavas. He placed them equally in 12 baskets. How many guavas were
there in each basket? Answer: _____________
V. Assignment
Divide each number problem. Check if the quotient is correct. Write True if it is correct and False
if it is not.
______ 1. 596 7 4 = 149
______ 2. 975 715 = 95
______ 3. 123 472=617
______ 4. 5682 7 21 = 362
______ 5. 4806 754 = 89
Remarks:
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________
MATHEMATICS III
Date: ___________
I. Objectives:
Divide 3 to 4 digit numbers by 1 to 2 digit numbers with remainder.
Values: Friendliness/Kindness

Skills: Dividing 3 to 4 digit numbers by 1 to 2 digit numbers with remainder.
Materials: real objects, flashcards, charts

1. Drill:
a. 56 8 = b. 48 6 c. 15 5 d. 18 9 =
2. Review:
Terms used in divisions of whole numbers. The teacher distributes 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?
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?
1. Presentation:
1. Comprehension Check-up
a. Who picked popsicle sticks?
b. What did he do with the sticks?
c. What character traits did Henry show?
d. Is it good to share what you have with your friends? Why?
2. Guided Practice
Divide and check
a. 8 642 b. 13 9678 c. 5 7638
3. Generalization:
How to divide 3 to 4 digit numbers by 1 to 2 digit divisors with remainder?
IV. Evaluation:
Find the quotients and the remainder. Then complete the table below.
Number Problem Quotient Remainder
1. 639 4 =
2. 948 25 =
3. 7632 8 =
V. Assignment
Read and analyze the problem. Answer the questions that follow:
There were 1476 pupils in Dinalupihan Elementary School. They were divided equally into 12
groups for "Share for a Cause" school activity. How many pupils were 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 sentences.
3. Solve the problem
4. Is there a remainder? What is the remainder?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Divide 3 to 4 digit numbers by 1 to 2 digit numbers with zero difficulty.
Value: Politeness

Skill: Dividing 3 to 4 digit numbers by 1 to 2 digit numbers with zero difficulty.
Materials: crayons, flashcards, show me card, diagram, number cards.

1. Drill:
Solve the following
12 15 18 21 24
3 4
8 12 16 20 24 28 32 36
4
2. Review:
Divide the following numbers
a. 2 9 = b. 6 203 = c. 13 405 d. 9 400 =
3. Motivation:
Have you gone on a field trip?
What move you to and from what place?
1. Presentation:
1. 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
2. Decide what process to be used?
3. Solve the equation
4. Check and look back
2. Guided Practice
Solve and check : a. 15 450 = b. 12 201 = c. 25 3067 =
3. Generalization:
How do we divide whole numbers with zero difficulty?
IV. Evaluation:
Divide the following:
1. 14 906 = 2. 21 1660 = c. 15 2171 = d. 14 340
V. Assignment
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?
2. Each box contains 12 handkerchiefs. If 1260 handkerchiefs were placed in boxes, how many
boxes were used?
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Divide whole number by 5
Value: Cooperation

Skill: Dividing whole number by 5
Materials: cut outs of leaves, pocket chart, fashcards

1. Drill:
Supply the missing number in series.
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.
1. Presentation:
At summer camps, children share happy times singing their favorite songs.
Sometimes they take turns singing in groups.
a. What is asked in the problem?
b. What are the given facts?
c. What is/are the word clue/s?
d. What is the operation needed?
e. What is the mathematical sentence?
f. Check
2. Guided Practice
Divide
1. 30 5 = 2. 35 5 = 3. 5 5 =
3. Generalization:
How do you divide whole numbers by 5?
IV. Evaluation:
Write the division fact for each.
1. 30 campers 2. 45 campers 3. 115 rubber bands
5 in each group 5 in each group 5 in each box
How many groups How many groups How many boxes of rubber
bands?
V. Assignment
1. Write a division fact with 5 as the divisor and 8 as the quotient. What is the dividend? Explain
how you know.
2. Draw a picture to solve. There are 30 campers in 5 tents. Each tent has the same number of
campers. How many campers are, in each tent?
Remarks:
____________________________________________________________________
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____________________________________________________________________
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________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Divide whole numbers by 10 and 100
Value: Helpfulness

Skill: Dividing whole numbers by 10 and 100
Materials: Roulette, diagrams

1. Drill:
1. Spin a wheel then multiply
2. Review:
Multiples of 10
Multiples of 100
3. Motivation:
Problem Opener
The Tulungan Credit Union granted loans of P5000 to its member - farmers. If the
loans were paid by the farmers in equal monthly payments, how much would each
payment for:
a. 10 equal monthly payments?
b. 100 equal monthly payments?
1. Presentation:
What is the name of the union?
In your place, do you have a credit union like this?
f. Check
Find the quotient. Cancel the correct number of zeros.
a. 400 100 b. 1800 100 c. 9300 10 d. 620 10
3. Generalization:
How do we divide whole numbers by 10 and 100?
IV. Evaluation:
Find the missing number.
1. 650 10 = ______ 3. 7800 ___ = 78 5. 180 ___ = 18
2. 3900 ____ = 39 4. 2000 ___ = 200
V. Assignment
Divide.
1. 630 10 = ____ 3. 480 10 = ____ 5. 3600 10 = ____
2. 5400 100 = ____ 4. 6300 100 = ____
Remarks:
____________________________________________________________________
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____________________________________________________________________
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____________________________________________________________________
____________________________________________________________________
________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Divide mentally 2-digit numbers through 99 by 1-digit numbers without remainder.
Value: Accuracy

Skill: Dividing mentally 2-digit numbers through 99 by 1-digit numbers without remainder.
Materials: counters, roulette, flashcards

1. Drill:
Have a drill on basic division facts.
a. 36 9 b. 49 7 c. 42 6 d. 9 0
2. Review:
Spin any of the roulettes. Then multiply
Give the factors.
36 = _____ x _____ 63 = _____ x _____
72 = _____ x _____ 48 = _____ x _____
3. Motivation:
How many ways can you group equally 24 pebbles?
1. Presentation:
Miss Roxas distributed 48 math books equally among the 4 rows in her class. How many
books were given to each row?
a. What did Miss Roxas do?
b. How many rows where there in her class?
2. Practice Exercises
Give the answers orally
a. 24 6 b. 49 7 c. 48 8 d. 56 8
3. Generalization:
How do we divide mentally 2-digit numbers through 99 by 1-digit numbers without
remainders?
IV. Evaluation:
Compare. Use >, < or = for . Use mental Math.
1. 48 6 63 7 3. 35 7 14 4 5. 28 7 36 6
2. 56 7 24 3 4. 42 7 48 8
V. Assignment
Find the quotients mentally.
1. 36 9 2. 63 7 3. 63 9 4. 48 6 5. 16
8
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Solve 1-step word problems involving divisions of 2-4-digit numbers by 1-to-2-digit numbers
including money.
Value: Love of Work

Skill: Solve 1-step word problems involving divisions of 2-4-digit numbers by 1-to-2-digit
numbers including money.
References: BEC -PELC I E 2.1
Materials: chart, paper money, drawing

1. Drill: Mentally Division
Flashcards with division facts, let the pupils solve mentally
32 4 48 6 25 5 21 7
2. Motivation:
Present the song Top of the Word
Ask the following question:
a. What does the song tell us?
b. What do we do in mathematics class?
1. Presentation:
Present the story with the hand puppet
Nestor sells newspapers after class. He earns P36.00 a day. He divides his earnings to his
3 brothers for their baon. How much each of his brother get?
1. Who earned money from selling newspaper?
2. How much does he earn?
Let us solve the problem.
a. Miss Canilao has 135 pupils in P.E. class. They form 5 groups how many pupils are in
each group.
3. Generalization:
What are the steps in analyzing and solving word problem?
IV. Evaluation:
1. Harris is making plant hangers. She needs 7 beads for each hanger. She has 427 beads. How
many hangers can she made?
Number Sentence: _________________
Complete Answer: __________________
2. Edgardo spent P326.00 for 2 chairs. How much did each chair costs?
V. Assignment
Read and solve the problem.
1. Nine high school students contributed P720.00 to buy their seedlings from a nearby plant nursery.
How much did each of them pay?
2. A family drove 7285 kilometers in 5 hours. How many kilometers did they drive in one hour?
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Solve 2-step word problems involving division and any one of the fundamental operations including
money.
Value: Helpfulness, Industriousness

Skill: Solving 2-step word problems involving division and any one of the fundamental
operations including money.
Materials: textbooks, problem chart, activity sheet.

1. Drill:
Division Basic Facts.
81 9 64 8 56 7 42 6
2. Review:
Steps in solving problems
1. Understand
2. Plan
3. Do
4. Look Back
3. Motivation:
Problem Opener
Mr. Santos gathered 384 eggs from his poulty farm. He kept 24 eggs for home use and
sold the rest equally to 3 vendors. How many eggs were sold to each vendor?
1. Presentation:
a. Problem Analysis
1. What is asked in the problem?
2. What are given?
3. What is the hidden question?
4. What operation shall we use to answer the hidden question>?
5. What are the number sentence for the given sentence?
Group work - work in triads
a. Distribute activity cards to the pupils.
b. Have them answer the questions on the sheet.
1. What is asked?
2. What are given?
4. Write the number sentence?
5. Write the answers?
3. Generalization:
What are the steps in solving 2-step word problems.
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 P45 each to get their hair cut every month. By the time they spent
P540, how many months they have had their hair cut?
V. Assignment
Read the problems and answers the questions that follow.
a. Ronie picked 240 santos while Mario picked 260. They placed the santols equally in 50 baskets.
How many santols will there be in each basket?
b. Olive baked 6 cakes for P245 each. If she shared her earnings equally with her brother and sisters,
how much did each of the get?
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Solve 3-step word problems involving divisions and any two of the other fundamental operations
including money.
Value: Wise use of time.

Skill: Solving 3-step word problems involving divisions and any two of the other
fundamental operations including money.
Materials: textbooks, problem chart, number chards, flashcards

1. Drill:
Division, multiplication, subtraction, and addition Basic Facts
59 9 = ___ 7 x 8 = ___ 5 x ___ = 20 16 8 = ___ 6 + 3 = ____
2. Review:
Have a review on analyzing and solving 2-step word problem.
3. Motivation:
Present a problem.
Johnny worked in a factory. He received P9 each day for 5 days. He also received P30
overtime pay each for 5 days. How much pay did Johnny received for 5 days?
a. Where does Johnny work?
b. Is Johnny an industrious person?
1. Presentation:
a. Analysis through illustration.
1. What is asked?
2. What are given?
Read and solve the question.
a. The teaching force of an elementary school has 85 male and 97 female teachers. If 26 are
special teachers and the rest are assigned equally in 6 grades, how many teachers are in
each grade?
3. Generalization:
What are the steps to be following in solving 3 step word problems?
IV. Evaluation:
Write the missing data on the blank
In the childrens 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 tied the remaining newspaper in 8 kilogram bundles. How
many bundles were made?
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Identify fractions less than one
Value: Sharing

Skill: Identifhing fractions less than one
References: BEC -PELC III A. 1.1
Materials: textbooks, flashcards, coloring materials

1. Drill:
2/4
2. Review:
Parts of fractions
1. What are the parts of the fractions?
2. What does the numerator tell us?
3. Motivation:
On Marys birthday, her mother baked a cake. She divided it into 8 equal parts to be
shared with her friends.
a. What do you call one the equivalent parts?
b. Write it in words? In fraction?
1. Presentation:
a. Show an illustration of the cake on the board.
b. Let the student shade two of the eight equivalent parts.
How many parts are shaded?
What part of the whole cake was given to Rose and Josie?
2. Guided Exercises
Drawing regions for the given numerals. Let the pupils draw regions to represent the
following fractions.
1 2 3 1
4 3 4 5
3. Generalization:
When is the fraction less than one?
IV. Evaluation:
Divide the following regions into halves, thirds and fourths.
a.
b. Shade one of the equivalent parts.
c. Write the fractions name for the shaded part.
V. Assignment
Circle the fractions less than 1.
a. 2, 5, 4
4 3 4
b. 6, 12, 1
12 10 5
c. 5, 9, 6
8 7 5
d. 1, 3, 4
2 2 3
e. 5, 3, 6
5 7 4
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Tell the relationship between fractions less than one
Value: Sharing

Skill: Telling the relationship between fractions less than one
References: BEC -PELC I A.1.2.1
Materials: cutouts with color shaded parts, diagram showing fractions less than one

1. Drill:
Naming fractions less than one
2. Review:
What do you call fractions whose numerators are less than the denominators?
3. Motivation:
Problem Illustration
Corn is grown in 2/6 of a farm and vegetables in 3/6. which is greater, the part where
corn is grown or the part where vegetables are planted?
1. Presentation:
a. Show a representation of the problem
Ask the pupils to shade the part where corn is grown and the part where vegetables are
planted
Write the fraction representing the part were corn is grown and were the vegetables are
planted.
b. Have the pupils compare the fractions representing the parts of the farm.
1. Which is greater, the part where corn is grown of the part where vegetables are
planted?
2. Show the relationship of the fractions by using symbols > and <
Compare the following fractions. Write <, >.
a. 1 2 b. 3 1 c. 4 8
2 4 4 2 5 9
3. Generalization:
What symbols do we use when we show the relationship between fractions less than one?
IV. Evaluation:
Show the illustrations the relationship of the following fractions.
a. 7 < 1 b. 5 > 3 c. 2 2
8 3 6 6 3 4
V. Assignment
Write <, > on the blank to make each sentence true
1. 1/6 ___ 2. 2/6 ____ 2/3 3. 1/3 ____ 4/6 4. 3/9 ___ 4/8 5. 3/8 ___
4/8
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Order fractions less than one having 1 as numerators
Value: Active participating in group activities

Skill: Ordering fractions less than one having 1 as numerators
Materials: Textbooks, fractions kit, flashcards, coloring materials

1. Drill:
Distribute Show me Cards tot eh pupils with fractions names. As the teacher flashes
cards, the pupil shows the fraction name of the shaded part of each region.
2. Review:
What are the fractions less than one?
Is a fraction less than one? Why?
3. Motivation:
A group of friends was given a rice cake. Mary ate 1/2 , Rose 1/6, Carol 1/8 and Camille
. Who consumed the most? The least?
1. Presentation:
1. Problem illustration using regions.
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 designed parts using
crayons.
a. Who consumed the least?
b. Who consumed the greatest?
Arrange the fractions from the least to greatest.
1/3 1/6 1/7 1/10 1/5
3. Generalization:
What shall we remember when ordering fractions less than one having one as
numerators?
IV. Evaluation:
Draw regions showing , 1/3, , 1/5, and 1/6. color the shaded parts and arrange them from least
to greatest?
V. Assignment
Show the following fractions by using rectangular regions.
1 1 1 1 and 1
2 3 4 5 6
Color the part being considered and arrange them from least to greatest.
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Identify fractions equal to one
Value: Neatness

Skill: Identifying fractions equal to one
Materials: fraction circles, fractional bars, activity sheets, coloring materials.

1. Drill: Fraction less than one
Give the fractions for the shaded parts
2. Review:
Part of fractions
What are the parts of fractions?
Which part of the fractions represents the number of equal parts?
Which part represents the number parts being considered?
3. Motivation:
Game pupils describes a fruit and let their classmates give the name of the fruit.
1. Presentation:
1. Use real object for the problem illustration
a. show a papaya and cut it equally into half.
Into how many parts is the papaya divided?
How will you write one of the equal parts?
b. Let the pupils write the fractions in figures and in words.
c. Compare the fractions.
Ring the fractions equal to one.
a. 4 2
4 4
b. 2 3
3 3
3. Generalization:
What are the fractions equal to one?
IV. Evaluation:
Write the fractions numerals for the following
1. five fifths _____________
2. two halves _____________
3. four fourths _____________
4. eight eighths _____________
5. six sixths _____________
V. Assignment
Write 5 fractions each living a value of one.
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Identify fractions more than one
Value: Concern for others

Skill: Identifying fractions more than one
Materials: textbooks, cutouts, activity cards, coloring materials.

1. Drill:
Climbing the ladder
2. Review:
When is fraction less than one?
3. Motivation:
Lets the pupils sing a fraction song to tune of The Farmer in the Dell
1. Presentation:
a. Problem Illustration
Present the following with all parts shaded
A B
Into how many equal parts is figure A divided? Figure B?

What fractional parts are shaded?
Draw regions showing the following fractions
a. 6 b. 5 c. 3
4 3 2
3. Generalization:
What are fractions more than one?
IV. Evaluation:
Write the fractions for these names.
a. Five halves _________ c. Five fourths _________
b. Six thirds _________ d. Nine eights _________
V. Assignment
Write the following fractions in words.
1. 1/6 _______ 2. 5/4 _______ 3. 7/5 _______ 4. 8/6 _______ 5. 9/3
_______
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Order fractions equal to one, less than more than one with the same denominators.
Value: Health consciousness

Skill: Ordering fractions equal to one, less than more than one with the same denominators.
Materials: textbooks, fractions circles, activity cards, cut outs

1. Drill:
Identifying fractions equal to one, more than and less than one.
2. Review:
Circle all the fractions less than one, box those which are more than one and cross those
which are equal to one.
1 3 2 7 10 4 8 5
9 4 2 5 12 10 17 5
3. Motivation:
Do you eat your breakfast before going to school?
How many meals do you eat everyday?
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?
How many fourth are there?
Arrange the fractions from greatest to least.
7 5 4 2
4 4 4 4
3. Generalization:
What shall we remember when ordering fractions less than one, equal to one and more
than one?
IV. Evaluation:
Write the fractions in order from least to greatest.
a. 2/8, 4/8, 1/8, 8/8, 10/8
b. 1/5, 8/5, 5/5, 3/5, 4/5
c. 3/10, 10/10, 15/10, 4/10, 1/10
V. Assignment
Draw regions to represent these fractions. Arrange the region as directed.
Greatest to least a. 1, 2, 3
2 2 2
Least to greatest b. 2, 5, 3
3 3 3
Greatest to least c. 4, 9, 12
9 9 9
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Find the GCF of two given numbers
Value: Thriftiness

Skill: Finding the GCF of two given numbers
References: BEC -PELC III A. 2.1.1
Materials: learning activity sheets, cut outs

1. Mental Computation
There are 56 boxes with 8 crayons in each box. How many crayons are there in all?
2. Review:
Term used in multiplication
a. Write the multiplication sentence on the board.
b. Pupils read the sentence
c. What do we call 9 and 8?
d. What do we call 72?
3. Motivation:
Julie has 3 piggy banks. If she has P8 in each bank, how much does she have?
1. Presentation:
a. What shall we do to solve the problem?
Multiply. 3 x P8 = 24
3 and 8 are factors of 24
24 is the product of 3 and 8
Use the number in the box to answer each questions.
1 2 4 6 9 10
12 14 15 24 27 28
a. Which pair of numbers has a GCF 5?

b. Which pair of numbers has a GCF 6?
c. Which pair of numbers has a GCF 12?
3. Generalization:
What are the steps in finding the GCF of 2 given numbers?
IV. Evaluation:
Find the GCF?
a. 6 and 12 c. 15 and 21 e. 10 and 20
b. 12 and 18 d. 12 and 16
V. Assignment
Write the GCF of the following pairs of numbers on the blank.
a. 8, 12 c. 32, 24 e. 18, 36
b. 56, 48 d. 64, 16
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Reduce fractions to lowest forms
Value: Sharing

Skill: Reducing fractions to lowest forms
Materials: textbooks, cut outs, activity sheets, coloring materials

1. Drill: Giving the common factors of 2 given numbers
a. 12 and 16 b. 18 and 24 c. 15 and 18 d. 10 and 20
2. Review:
Writing the GCF of 2 given numbers.
3. Motivation:
Song (Tune: The Farmer in the Dell)
1. Presentation:
a. Present a problem.
Aling Beatriz bought a whole piece of buko pie. She cut it as shown in the pictures.
Given to Alice
Given to Zeny
What part of the buko pie did Alice received?

What part was given to Zeny?
Read the problems and answers the question.
a. Linda brought 12 eggs. She boiled 2/6 of the eggs and fried 2/8 of them. What are 2/6 and
2/8 in lowest terms?
b. Mother cooked kg. of chicken and 4/12 kg. of beef. Did she cook the same amount of
meat? Why?
3. Generalization:
How do we reduce fractions to lowest terms?
IV. Evaluation:
Express each fractions in lowest terms by supplying the missing number.
a. 4/12 = 11/3 c. 8/24 = 11/3 e. 6/15 = 7/11
b. 9/24 = 3/11 d. 3/12 = 1/11
V. Assignment
Find the lowest terms in the given fractions.
1. 6/15
2. 8/25
3. 9/12
4. 10/15
5. 7/21
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Find fractional part of the set/region
Value: Helpfulness

Skill: Finding fractional part of the set/region
References: BEC -PELC II A. 2.3
Materials: textbooks, set of real objects, geometric regions activity sheets, coloring materials.

1. Drill:
2. Review:
Writing the fractions in words
a. b. 5/8 c. 6/3 d. 2/4
3. Motivation:
What are the things that we use when eating our meals?
Do you help in washing the dishes at home?
1. Presentation:
a. Using fractional parts of set.
1. Arrange 14 glasses on the table
2. Present these problem: one-half of the 14 glasses are full. How many glasses are
full?
3. Write of 14 = ______
4. How many glasses are full?
Answer the following fractions
a. of 14 = 7 b. of 16 = c. 1/5 of 15 = d. of 16 =
3. Generalization:
How do we find the fractional part of a number.
IV. Evaluation:
Find the missing numbers.
1. 1/5 of 15 = _________
2. 1/8 of 20 = _________
3. of 12 = _________
V. Assignment
1. 1/8 of _____ = 2 3. 1/10 of 50 = _____ 5. 1-6 of ____ = 8
2. 1/3 of _____ = 3 4. of 100 = _____
Remarks:
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4th
MATHEMATICS III
Date: ___________
I. Objective:
Solve 2-3 step word problems involving multiplication and anyone of addition/subtraction
Value: Honesty

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

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. 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?
5. 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
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Show that renaming 2 to 3 digit numbers help make computation easy in division
Value: Industry

Skill: Renaming 2 to 3 Digit Numbers Help Make Computation Easy in Division
References: BEC PELC I E.1.1.1.1.
Materials: cut outs, flashcards, number cards, show me cards

1. Drill:
64 8 = 72 9 = 25 = 5 32 4 =
2. Review: Renaming numbers. Expanded form of numbers

126 100 + 20 + 6
473 400 + 70 + 3
564 500 + 60 + 4
3. Motivation
1. Introduce the song Im Mathematics to the tune of Skip to my Loo.
2. Ask: What are the operation mentioned in the song?
1. Presentation:
a. Present problem 1 (2 digit 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 seeds did they have?
b. Ask: How many seedlings are there in all?

How many rows are there?
How many seedlings are there in each row?
Write the division sentence.
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). The first
pair to give the correct answer wins the
game
6. Generalization:
How do we make our computation in division easy?
IV. Evaluation:
Rename the dividend, then divide.
1. 3 633
2. 5 525
3. 3 963
V. Assignment
Rename, find the quotient.
1. 5 655
2. 4 88
3. 2 46
4. 5 245
5. 3 393
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Divide 2 to 3 digit numbers by 1 digit numbers without remainder
Value: Sharing

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

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:
3. 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?
4. How many bananas does Noli want to share with his 5 friends?
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
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Divide 2 to 3 digit numbers by 1 digit number with remainder
Value: Honesty

Skill: Division of 2 to 3 digit numbers by 1 digit number with remainder
References: BEC PELC I E 1.1.1.3
Materials: textbooks, Math kit, 1 bottle can, popsicle strick

1. Drill:
Basic multiplication facts
2. Review:
2 24 8 64 4 96
1. Presentation:
a. Present a story problem
1. Ask the children to bring out their counters
Lets show this problem using our counters
- How many tomatoes are there?
- How many tomatoes can a small box hold?
2. Have the children illustrate the problem using their counters
2. Guided Practice
Solve the following numbers sentences.
1. 2 345 2. 4 87 3. 3 67
3. Generalization:
How do we divide 3-digits by 1-digit number?
What is the meaning of remainder?
IV. Evaluation:
Solve the following numbers:
1. 3 619 2. 5 617 3. 9 813 4. 4 914
V. Assignment
Divide
1. 2 126 2. 4 232 3. 6 253 4. 3 231 5. 5 365

Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Divide 2 to 3-digit numbers by multiplies of 10 up to 90
Value: Keeping physically fit

Skill: Dividing 2 to 3-digit numbers by multiplies of 10 up to 90
Materials: activity cards, flashcards, show me cards

1. Drill:
a. 12 3 = N b. 30 5 = N c. 36 9 = N
2. Review:
a. Divide 355 by 5 using the expanded form
b. Divide 355 by 5 using the short form.
3. Motivation:
a. Present the story problem.
b. Ask:
What did Mr. Flores do?
Who can demonstrate how to walk briskly?
1. Presentation:
a. Use a number line
Ask: 1. How many meters id Mr. Flores walk in 10 minutes? 50 m

2. How far did he walk in one minute?
b. Use of short method
2. Guided Practice
Group the pupils by 2. each pair will be given a card with number equation. The first pair
to solve the equation wins.
a. 80 40 = N b. 63 30 = N c. 990 30 = N d. 680 60 =
N
3. Generalization:
What are the steps in dividing 2 to 3 digit numbers by multiplies of 10?
IV. Evaluation:
Find the quotients.
1. 20 40 2. 30 60 3. 10 50 4. 40 938 5. 10 89
V. Assignment
Divide
1. 50 500 2. 30 630 3. 20 780 4. 20 690 5. 40 560
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Divide 2 to 3-digit numbers by 1 to 2 digit numbers with zero difficulty.
Value: Eat right kinds of food

Skill: Dividing 2 to 3-digit numbers by 1 to 2 digit numbers with zero difficulty.
References: BEC-PELC I E 1.3
Materials: cut outs of stars, diagrams

1. Drill:
Light up each bulb mentally every time you get an exact quotient by dividing the middle
number by the other number.
2. Review:
Find the quotient and remainder if any.
a. 5 594 b. 6 917 c. 7 2561
3. Motivation:
Do you eat vegetables?
What kind of vegetables you like to eat most?
1. Presentation:
A farmer puts 30 carrots in 2 bags equally. How many carrots as in each bag?
To solve the problem, follow these steps.

2. Decide what process to use.
3. Solve the equation. Write the complete answer.
4. Checking the answer by multiplying
2. Guided Practice
Fill the missing numbers
0 r.
1. 5 200 2. 8 306
20 _. 4_ _.
0 10
- 0 - 8
0
3. Generalization:
How do we divide 2 to 3 digit numbers by 1 to 2 digit numbers with zero difficulty?
IV. Evaluation:
Find the quotients.
1. 3 60 2. 11 403 3. 4 500 4. 12 860 5. 21 701
V. Assignment
Divide then check the answer.
1. 4 800 2. 8 90 3. 14 620 4. 11 403 5. 21 610
Remarks:
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MATHEMATICS III
Date: ___________
I. Objectives:
Divide 3 to 4-digit numbers by 1 to 2 digit numbers without remainder
Values: Being healthy

Skills: Dividing 3 to 4-digit numbers by 1 to 2 digit numbers without remainder
Materials: show me board, wheel card, cut outs of fruits/baskets

1. Drill on the basic division facts
Write the quotients in the outer circle.
2. Review:
Dividing 2 to 3-digit numbers by 2 digit divisor.
a. 36 2 = b. 44 4 = c. 39 3 = d. 86 2 =
3. Motivation:
Anne bought 120 mangoes in the market. She placed the mangoes equally in 3 baskets.
How many mangoes were placed if' each basket?
1. Presentation:
2. Ask:
Who bought mangoes?
How many mangoes did she buy?
Where did she place the mangoes?
2. Guided Practice
Works in group of 4. Divide: Fill in the blank with the correct number.
1. 4 664 1. 15 375
- ___ ( 4 x 1 ) - 30 ( 15 x 2 )
- ___ ( 4 x 6 ) - ___ ( 15 x 5 )
- ___ ( 4 x 6 )
3. Generalization:
What should you remember in dividing 3 to 4 digit numbers by 1 to 2 digit divisor?
IV. Evaluation:
a. Alyssa has a vegetable garden in her backyard. She planted 819 okra seeds in 9 rows. How many
seeds were in each row? Answer: _____________
b. Father gathered 1500 guavas. He placed them equally in 12 baskets. How many guavas were
there in each basket? Answer: _____________
V. Assignment
Divide each number problem. Check if the quotient is correct. Write True if it is correct and False
if it is not.
______ 1. 596 7 4 = 149
______ 2. 975 715 = 95
______ 3. 123 472=617
______ 4. 5682 7 21 = 362
______ 5. 4806 754 = 89
Remarks:
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MATHEMATICS III
Date: ___________
I. Objectives:
Divide 3 to 4 digit numbers by 1 to 2 digit numbers with remainder.
Values: Friendliness/Kindness

Skills: Dividing 3 to 4 digit numbers by 1 to 2 digit numbers with remainder.
Materials: real objects, flashcards, charts

1. Drill:
a. 56 8 = b. 48 6 c. 15 5 d. 18 9 =
2. Review:
Terms used in divisions of whole numbers. The teacher distributes 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?
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?
1. Presentation:
1. Comprehension Check-up
a. Who picked popsicle sticks?
b. What did he do with the sticks?
c. What character traits did Henry show?
d. Is it good to share what you have with your friends? Why?
2. Guided Practice
Divide and check
a. 8 642 b. 13 9678 c. 5 7638
3. Generalization:
How to divide 3 to 4 digit numbers by 1 to 2 digit divisors with remainder?
IV. Evaluation:
Find the quotients and the remainder. Then complete the table below.
Number Problem Quotient Remainder
4. 639 4 =
5. 948 25 =
6. 7632 8 =
V. Assignment
Read and analyze the problem. Answer the questions that follow:
There were 1476 pupils in Dinalupihan Elementary School. They were divided equally into 12
groups for "Share for a Cause" school activity. How many pupils were in each group? How many
pupils were left to join any of the groups?
5. What process is involved in the problem?
6. Write the number sentences.
7. Solve the problem
8. Is there a remainder? What is the remainder?
Remarks:
____________________________________________________________________
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MATHEMATICS III
Date: ___________
I. Objective:
Divide 3 to 4 digit numbers by 1 to 2 digit numbers with zero difficulty.
Value: Politeness

Skill: Dividing 3 to 4 digit numbers by 1 to 2 digit numbers with zero difficulty.
Materials: crayons, flashcards, show me card, diagram, number cards.

1. Drill:
Solve the following
12 15 18 21 24
3 4
8 12 16 20 24 28 32 36
4
2. Review:
Divide the following numbers
a. 2 9 = b. 6 203 = c. 13 405 d. 9 400 =
3. Motivation:
Have you gone on a field trip?
What move you to and from what place?
1. Presentation:
1. 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
2. Decide what process to be used?
3. Solve the equation
4. Check and look back
2. Guided Practice
Solve and check : a. 15 450 = b. 12 201 = c. 25 3067 =
3. Generalization:
How do we divide whole numbers with zero difficulty?
IV. Evaluation:
Divide the following:
1. 14 906 = 2. 21 1660 = c. 15 2171 = d. 14 340
V. Assignment
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?
2. Each box contains 12 handkerchiefs. If 1260 handkerchiefs were placed in boxes, how many
boxes were used?
Remarks:
____________________________________________________________________
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MATHEMATICS III
Date: ___________
I. Objective:
Divide whole number by 5
Value: Cooperation

Skill: Dividing whole number by 5
Materials: cut outs of leaves, pocket chart, fashcards

1. Drill:
Supply the missing number in series.
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.
1. Presentation:
At summer camps, children share happy times singing their favorite songs.
Sometimes they take turns singing in groups.
g. What is asked in the problem?
h. What are the given facts?
i. What is/are the word clue/s?
j. What is the operation needed?
k. What is the mathematical sentence?
l. Check
2. Guided Practice
Divide
1. 30 5 = 2. 35 5 = 3. 5 5 =
3. Generalization:
How do you divide whole numbers by 5?
IV. Evaluation:
Write the division fact for each.
1. 30 campers 2. 45 campers 3. 115 rubber bands
5 in each group 5 in each group 5 in each box
How many groups How many groups How many boxes of rubber
bands?
V. Assignment
1. Write a division fact with 5 as the divisor and 8 as the quotient. What is the dividend? Explain
how you know.
2. Draw a picture to solve. There are 30 campers in 5 tents. Each tent has the same number of
campers. How many campers are, in each tent?
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Divide whole numbers by 10 and 100
Value: Helpfulness

Skill: Dividing whole numbers by 10 and 100
Materials: Roulette, diagrams

1. Drill:
1. Spin a wheel then multiply
2. Review:
Multiples of 10
Multiples of 100
3. Motivation:
Problem Opener
The Tulungan Credit Union granted loans of P5000 to its member - farmers. If the
loans were paid by the farmers in equal monthly payments, how much would each
payment for:
a. 10 equal monthly payments?
b. 100 equal monthly payments?
1. Presentation:
What is the name of the union?
In your place, do you have a credit union like this?
f. Check
Find the quotient. Cancel the correct number of zeros.
a. 400 100 b. 1800 100 c. 9300 10 d. 620 10
3. Generalization:
How do we divide whole numbers by 10 and 100?
IV. Evaluation:
Find the missing number.
1. 650 10 = ______ 3. 7800 ___ = 78 5. 180 ___ = 18
2. 3900 ____ = 39 4. 2000 ___ = 200
V. Assignment
Divide.
3. 630 10 = ____ 3. 480 10 = ____ 5. 3600 10 = ____
4. 5400 100 = ____ 4. 6300 100 = ____
Remarks:
____________________________________________________________________
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MATHEMATICS III
Date: ___________
I. Objective:
Divide mentally 2-digit numbers through 99 by 1-digit numbers without remainder.
Value: Accuracy

Skill: Dividing mentally 2-digit numbers through 99 by 1-digit numbers without remainder.
Materials: counters, roulette, flashcards

1. Drill:
Have a drill on basic division facts.
a. 36 9 b. 49 7 c. 42 6 d. 9 0
2. Review:
Spin any of the roulettes. Then multiply
Give the factors.
36 = _____ x _____ 63 = _____ x _____
72 = _____ x _____ 48 = _____ x _____
3. Motivation:
How many ways can you group equally 24 pebbles?
1. Presentation:
Miss Roxas distributed 48 math books equally among the 4 rows in her class. How many
books were given to each row?
a. What did Miss Roxas do?
b. How many rows where there in her class?
Give the answers orally
a. 24 6 b. 49 7 c. 48 8 d. 56 8
3. Generalization:
How do we divide mentally 2-digit numbers through 99 by 1-digit numbers without
remainders?
IV. Evaluation:
Compare. Use >, < or = for . Use mental Math.
1. 48 6 63 7 3. 35 7 14 4 5. 28 7 36 6
2. 56 7 24 3 4. 42 7 48 8
V. Assignment
Find the quotients mentally.
1. 36 9 2. 63 7 3. 63 9 4. 48 6 5. 16
8
Remarks:
____________________________________________________________________
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MATHEMATICS III
Date: ___________
I. Objective:
Solve 1-step word problems involving divisions of 2-4-digit numbers by 1-to-2-digit numbers
including money.
Value: Love of Work

Skill: Solve 1-step word problems involving divisions of 2-4-digit numbers by 1-to-2-digit
numbers including money.
Materials: chart, paper money, drawing

1. Drill: Mentally Division
Flashcards with division facts, let the pupils solve mentally
32 4 48 6 25 5 21 7
2. Motivation:
Present the song Top of the Word
Ask the following question:
a. What does the song tell us?
b. What do we do in mathematics class?
1. Presentation:
Present the story with the hand puppet
Nestor sells newspapers after class. He earns P36.00 a day. He divides his earnings to his
3 brothers for their baon. How much each of his brother get?
1. Who earned money from selling newspaper?
2. How much does he earn?
Let us solve the problem.
a. Miss Canilao has 135 pupils in P.E. class. They form 5 groups how many pupils are in
each group.
3. Generalization:
What are the steps in analyzing and solving word problem?
IV. Evaluation:
1. Harris is making plant hangers. She needs 7 beads for each hanger. She has 427 beads. How
many hangers can she made?
2. Edgardo spent P326.00 for 2 chairs. How much did each chair costs?
V. Assignment
Read and solve the problem.
3. Nine high school students contributed P720.00 to buy their seedlings from a nearby plant nursery.
How much did each of them pay?
4. A family drove 7285 kilometers in 5 hours. How many kilometers did they drive in one hour?
Remarks:
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MATHEMATICS III
Date: ___________
I. Objective:
Solve 2-step word problems involving division and any one of the fundamental operations including
money.
Value: Helpfulness, Industriousness

Skill: Solving 2-step word problems involving division and any one of the fundamental
operations including money.
Materials: textbooks, problem chart, activity sheet.

1. Drill:
Division Basic Facts.
81 9 64 8 56 7 42 6
2. Review:
Steps in solving problems
1. Understand
2. Plan
3. Do
4. Look Back
3. Motivation:
Problem Opener
Mr. Santos gathered 384 eggs from his poulty farm. He kept 24 eggs for home use and
sold the rest equally to 3 vendors. How many eggs were sold to each vendor?
1. Presentation:
a. Problem Analysis
1. What is asked in the problem?
2. What are given?
4. What operation shall we use to answer the hidden question>?
5. What are the number sentence for the given sentence?
Group work - work in triads
a. Distribute activity cards to the pupils.
b. Have them answer the questions on the sheet.
1. What is asked?
2. What are given?
3. Generalization:
What are the steps in solving 2-step word problems.
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 P45 each to get their hair cut every month. By the time they spent
P540, how many months they have had their hair cut?
V. Assignment
Read the problems and answers the questions that follow.
c. Ronie picked 240 santos while Mario picked 260. They placed the santols equally in 50 baskets.
How many santols will there be in each basket?
d. Olive baked 6 cakes for P245 each. If she shared her earnings equally with her brother and sisters,
how much did each of the get?
Remarks:
____________________________________________________________________
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________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Solve 3-step word problems involving divisions and any two of the other fundamental operations
including money.
Value: Wise use of time.

Skill: Solving 3-step word problems involving divisions and any two of the other
fundamental operations including money.
Materials: textbooks, problem chart, number chards, flashcards

1. Drill:
Division, multiplication, subtraction, and addition Basic Facts
59 9 = ___ 7 x 8 = ___ 5 x ___ = 20 16 8 = ___ 6 + 3 = ____
2. Review:
Have a review on analyzing and solving 2-step word problem.
3. Motivation:
Present a problem.
Johnny worked in a factory. He received P9 each day for 5 days. He also received P30
overtime pay each for 5 days. How much pay did Johnny received for 5 days?
a. Where does Johnny work?
b. Is Johnny an industrious person?
1. Presentation:
a. Analysis through illustration.
1. What is asked?
2. What are given?
Read and solve the question.
a. The teaching force of an elementary school has 85 male and 97 female teachers. If 26 are
special teachers and the rest are assigned equally in 6 grades, how many teachers are in
each grade?
3. Generalization:
What are the steps to be following in solving 3 step word problems?
IV. Evaluation:
Write the missing data on the blank
In the childrens 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 tied the remaining newspaper in 8 kilogram bundles. How
many bundles were made?
Remarks:
____________________________________________________________________
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MATHEMATICS III
Date: ___________
I. Objective:
Identify fractions less than one
Value: Sharing

Skill: Identifhing fractions less than one
Materials: textbooks, flashcards, coloring materials

1. Drill:
2/4
2. Review:
Parts of fractions
1. What are the parts of the fractions?
2. What does the numerator tell us?
3. Motivation:
On Marys birthday, her mother baked a cake. She divided it into 8 equal parts to be
shared with her friends.
a. What do you call one the equivalent parts?
b. Write it in words? In fraction?
1. Presentation:
a. Show an illustration of the cake on the board.
b. Let the student shade two of the eight equivalent parts.
How many parts are shaded?
What part of the whole cake was given to Rose and Josie?
2. Guided Exercises
Drawing regions for the given numerals. Let the pupils draw regions to represent the
following fractions.
1 2 3 1
4 3 4 5
3. Generalization:
When is the fraction less than one?
IV. Evaluation:
Divide the following regions into halves, thirds and fourths.
a.
b. Shade one of the equivalent parts.
c. Write the fractions name for the shaded part.
V. Assignment
Circle the fractions less than 1.
a. 2, 5, 4
4 3 4
b. 6, 12, 1
12 10 5
c. 5, 9, 6
8 7 5
d. 1, 3, 4
2 2 3
e. 5, 3, 6
5 7 4
Remarks:
____________________________________________________________________
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________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Tell the relationship between fractions less than one
Value: Sharing

Skill: Telling the relationship between fractions less than one
References: BEC -PELC I A.1.2.1
Materials: cutouts with color shaded parts, diagram showing fractions less than one

1. Drill:
Naming fractions less than one
2. Review:
What do you call fractions whose numerators are less than the denominators?
3. Motivation:
Problem Illustration
Corn is grown in 2/6 of a farm and vegetables in 3/6. which is greater, the part where
corn is grown or the part where vegetables are planted?
1. Presentation:
a. Show a representation of the problem
Ask the pupils to shade the part where corn is grown and the part where vegetables are
planted
Write the fraction representing the part were corn is grown and were the vegetables are
planted.
b. Have the pupils compare the fractions representing the parts of the farm.
1. Which is greater, the part where corn is grown of the part where vegetables are
planted?
2. Show the relationship of the fractions by using symbols > and <
Compare the following fractions. Write <, >.
a. 1 2 b. 3 1 c. 4 8
2 4 4 2 5 9
3. Generalization:
What symbols do we use when we show the relationship between fractions less than one?
IV. Evaluation:
Show the illustrations the relationship of the following fractions.
a. 7 < 1 b. 5 > 3 c. 2 2
8 3 6 6 3 4
V. Assignment
Write <, > on the blank to make each sentence true
1. 1/6 ___ 2. 2/6 ____ 2/3 3. 1/3 ____ 4/6 4. 3/9 ___ 4/8 5. 3/8 ___
4/8
Remarks:
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________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Order fractions less than one having 1 as numerators
Value: Active participating in group activities

Skill: Ordering fractions less than one having 1 as numerators
Materials: Textbooks, fractions kit, flashcards, coloring materials

1. Drill:
Distribute Show me Cards tot eh pupils with fractions names. As the teacher flashes
cards, the pupil shows the fraction name of the shaded part of each region.
2. Review:
What are the fractions less than one?
Is a fraction less than one? Why?
3. Motivation:
A group of friends was given a rice cake. Mary ate 1/2 , Rose 1/6, Carol 1/8 and Camille
. Who consumed the most? The least?
1. Presentation:
1. Problem illustration using regions.
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 designed parts using
crayons.
a. Who consumed the least?
b. Who consumed the greatest?
Arrange the fractions from the least to greatest.
1/3 1/6 1/7 1/10 1/5
3. Generalization:
What shall we remember when ordering fractions less than one having one as
numerators?
IV. Evaluation:
Draw regions showing , 1/3, , 1/5, and 1/6. color the shaded parts and arrange them from least
to greatest?
V. Assignment
Show the following fractions by using rectangular regions.
1 1 1 1 and 1
2 3 4 5 6
Color the part being considered and arrange them from least to greatest.
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Identify fractions equal to one
Value: Neatness

Skill: Identifying fractions equal to one
Materials: fraction circles, fractional bars, activity sheets, coloring materials.

1. Drill: Fraction less than one
Give the fractions for the shaded parts
2. Review:
Part of fractions
What are the parts of fractions?
Which part of the fractions represents the number of equal parts?
Which part represents the number parts being considered?
3. Motivation:
Game pupils describes a fruit and let their classmates give the name of the fruit.
1. Presentation:
1. Use real object for the problem illustration
a. show a papaya and cut it equally into half.
Into how many parts is the papaya divided?
How will you write one of the equal parts?
b. Let the pupils write the fractions in figures and in words.
c. Compare the fractions.
Ring the fractions equal to one.
a. 4 2
4 4
b. 2 3
3 3
3. Generalization:
What are the fractions equal to one?
IV. Evaluation:
Write the fractions numerals for the following
1. five fifths _____________
2. two halves _____________
3. four fourths _____________
4. eight eighths _____________
5. six sixths _____________
V. Assignment
Write 5 fractions each living a value of one.
Remarks:
____________________________________________________________________
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________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Identify fractions more than one
Value: Concern for others

Skill: Identifying fractions more than one
Materials: textbooks, cutouts, activity cards, coloring materials.

1. Drill:
Climbing the ladder
2. Review:
When is fraction less than one?
3. Motivation:
Lets the pupils sing a fraction song to tune of The Farmer in the Dell
1. Presentation:
a. Problem Illustration
Present the following with all parts shaded
A B
Into how many equal parts is figure A divided? Figure B?

What fractional parts are shaded?
Draw regions showing the following fractions
a. 6 b. 5 c. 3
4 3 2
3. Generalization:
What are fractions more than one?
IV. Evaluation:
Write the fractions for these names.
a. Five halves _________ c. Five fourths _________
b. Six thirds _________ d. Nine eights _________
V. Assignment
Write the following fractions in words.
1. 1/6 _______ 2. 5/4 _______ 3. 7/5 _______ 4. 8/6 _______ 5. 9/3
_______
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Order fractions equal to one, less than more than one with the same denominators.
Value: Health consciousness

Skill: Ordering fractions equal to one, less than more than one with the same denominators.
Materials: textbooks, fractions circles, activity cards, cut outs

1. Drill:
Identifying fractions equal to one, more than and less than one.
2. Review:
Circle all the fractions less than one, box those which are more than one and cross those
which are equal to one.
1 3 2 7 10 4 8 5
9 4 2 5 12 10 17 5
3. Motivation:
Do you eat your breakfast before going to school?
How many meals do you eat everyday?
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?
How many fourth are there?
Arrange the fractions from greatest to least.
7 5 4 2
4 4 4 4
3. Generalization:
What shall we remember when ordering fractions less than one, equal to one and more
than one?
IV. Evaluation:
Write the fractions in order from least to greatest.
a. 2/8, 4/8, 1/8, 8/8, 10/8
b. 1/5, 8/5, 5/5, 3/5, 4/5
c. 3/10, 10/10, 15/10, 4/10, 1/10
V. Assignment
Draw regions to represent these fractions. Arrange the region as directed.
Greatest to least a. 1, 2, 3
2 2 2
Least to greatest b. 2, 5, 3
3 3 3
Greatest to least c. 4, 9, 12
9 9 9
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
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________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Find the GCF of two given numbers
Value: Thriftiness

Skill: Finding the GCF of two given numbers
References: BEC -PELC III A. 2.1.1
Materials: learning activity sheets, cut outs

1. Mental Computation
There are 56 boxes with 8 crayons in each box. How many crayons are there in all?
2. Review:
Term used in multiplication
a. Write the multiplication sentence on the board.
b. Pupils read the sentence
c. What do we call 9 and 8?
d. What do we call 72?
3. Motivation:
Julie has 3 piggy banks. If she has P8 in each bank, how much does she have?
1. Presentation:
a. What shall we do to solve the problem?
Multiply. 3 x P8 = 24
3 and 8 are factors of 24
24 is the product of 3 and 8
Use the number in the box to answer each questions.
1 2 4 6 9 10
12 14 15 24 27 28
a. Which pair of numbers has a GCF 5?

b. Which pair of numbers has a GCF 6?
c. Which pair of numbers has a GCF 12?
3. Generalization:
What are the steps in finding the GCF of 2 given numbers?
IV. Evaluation:
Find the GCF?
a. 6 and 12 c. 15 and 21 e. 10 and 20
b. 12 and 18 d. 12 and 16
V. Assignment
Write the GCF of the following pairs of numbers on the blank.
c. 8, 12 c. 32, 24 e. 18, 36
d. 56, 48 d. 64, 16
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Reduce fractions to lowest forms
Value: Sharing

Skill: Reducing fractions to lowest forms
Materials: textbooks, cut outs, activity sheets, coloring materials

1. Drill: Giving the common factors of 2 given numbers
2. Review:
Writing the GCF of 2 given numbers.
3. Motivation:
Song (Tune: The Farmer in the Dell)
1. Presentation:
a. Present a problem.
Aling Beatriz bought a whole piece of buko pie. She cut it as shown in the pictures.
Given to Alice
Given to Zeny
What part of the buko pie did Alice received?

What part was given to Zeny?
Read the problems and answers the question.
a. Linda brought 12 eggs. She boiled 2/6 of the eggs and fried 2/8 of them. What are 2/6 and
2/8 in lowest terms?
b. Mother cooked kg. of chicken and 4/12 kg. of beef. Did she cook the same amount of
meat? Why?
3. Generalization:
How do we reduce fractions to lowest terms?
IV. Evaluation:
Express each fractions in lowest terms by supplying the missing number.
a. 4/12 = 11/3 c. 8/24 = 11/3 e. 6/15 = 7/11
b. 9/24 = 3/11 d. 3/12 = 1/11
V. Assignment
Find the lowest terms in the given fractions.
5. 6/15
6. 8/25
7. 9/12
8. 10/15
5. 7/21
Remarks:
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
____________________________________________________________________
________________________________________
MATHEMATICS III
Date: ___________
I. Objective:
Find fractional part of the set/region
Value: Helpfulness

Skill: Finding fractional part of the set/region
References: BEC -PELC II A. 2.3
Materials: textbooks, set of real objects, geometric regions activity sheets, coloring materials.

1. Drill:
2. Review:
Writing the fractions in words
a. b. 5/8 c. 6/3 d. 2/4
3. Motivation:
What are the things that we use when eating our meals?
Do you help in washing the dishes at home?
1. Presentation:
a. Using fractional parts of set.
1. Arrange 14 glasses on the table
2. Present these problem: one-half of the 14 glasses are full. How many glasses are
full?
3. Write of 14 = ______
4. How many glasses are full?
Answer the following fractions
a. of 14 = 7 b. of 16 = c. 1/5 of 15 = d. of 16 =
3. Generalization:
How do we find the fractional part of a number.
IV. Evaluation:
Find the missing numbers.
1. 1/5 of 15 = _________
2. 1/8 of 20 = _________
3. of 12 = _________
V. Assignment
3. 1/8 of _____ = 2 3. 1/10 of 50 = _____ 5. 1-6 of ____ = 8
4. 1/3 of _____ = 3 4. of 100 = _____
Remarks:
____________________________________________________________________
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GR 3 Math 1st 4th

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1st

Value: Active Participation

II. Subject Matter:

References: BEC PELC I A 1.1.1

II. Subject Matter:

References: BEC PELC I A 1.1.2

We read: Twenty nine thousand one hundred forty

1. 13 407 and 13 411

II. Subject Matter:

References: BEC PELC I A 1.1.2

Place Value Value

1. 61 125 ___________ ___________

2. 90 273 ___________ ___________

3. 59 016 ___________ ___________

4. 98 768 ___________ ___________

5. 80 702 ___________ ___________

II. Subject Matter:

References: BEC PELC I A 1.1.3

2. ____________ 57 692 ____________

3. ____________ 88 999 ____________

4. ____________ 57 643 ____________

5. ____________ 54 784 ____________

II. Subject Matter:

References: BEC PELC I A 1.1.4

1. Mr. Go sold 1560 coconuts on the first day.

2. On the second day. He sold 2564 coconuts.

3. On the third day. He sold 7876 coconuts

b. Write the underline numbers in figures

1. three thousand, eight hundred ninety-two pairs of ladies shoes

2. seven thousand, five hundred pairs of men shoes.

3. two thousand, six hundred ten pairs of girls shoes

II. Subject Matter:

References: BEC PELC I A 1.1.5

Compare 2525 and 2578. Ask the following

1. 4860 ________ 4587

2. 5862 ________ 8652

3. 2738 ________ 7321

4. 7876 ________ 6787

5. 6234 ________ 2346

II. Subject Matter:

References: BEC PELC I A 1.1.6

b. Write in standard form

1. 30 000 + 1000 + 200 +30 + 5

2. 40 000 + 4000 + 300 + 90 + 6

3. 10 000 + 3000 + 200 + 70 + 9

II. Subject Matter:

References: BEC PELC I A 1.2.1

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

II. Subject Matter:

References: BEC PELC I A 1.2.2

Look for 2400 on the numberline. It is nearer to 2000 or 3000?

Find the point of 1800. Is it closer to 10 000 or 20 000? Shall we round it up or

II. Subject Matter:

References: BEC PELC I A 3

840 4638 5478 9431 3509 7243

Value: Thrift/Spending Money Wisely

II. Subject Matter:

References: BEC PELC I A. 4.1-4.2

1. 61 125 _ _

2. 90 273 _ _

3. 59 016 _ _

4. 98 768 _ _

5. 80 702 _ _

2. 57 692

3. 88 999

4. 57 643

5. 54 784