Melinda S.

Lunar
Teacher I
Division of Quezon

Lesson Plans for Multigrade Classes

Grades 3 and 4
Learning Area: MATHEMATICS Quarter: 2 Week: 1
Grade Level Grade 3 Grade 4
Content Standard demonstrates understanding of multiplication and division of demonstrates understanding of factors and multiples, and
The Learner... whole numbers including money addition and subtraction of fractions.
demonstrates the understanding of improper fractions and mixed
numbers
Performance Standard is able to apply multiplication and division of whole numbers is able to apply knowledge of factors and multiples, and addition
The Learner... including money in mathematical problems and real-life situation and subtraction of fractions in mathematical problems and real-
life situations.
is able to recognize and represent improper fractions and mixed
numbersin various forms and contexts
Competencies Visualize multiplication of numbers 1 to 10 by 6, 7, 8, and 9. Identify factors of a given number up to 100. M4NS-IIa-64
M3NS-IIa-41.2 Identify the multiples of a given number up to 100.M4NS-IIa-
Visualizes and state of basic multiplication facts for numbers up to 65
10. M3NS-IIa-41.3
Apply the commutative property of multiplication. M3NS-IIb-
40.4
Multiply two-digit by one-digit numbers using the distributive
property of multiplication. M3NS-IIb-40.5
Multiply three one-digit numbers using associative property of
multiplication. M3NS-IIb-40.6
Multiply two to three digit numbers by one digit numbers without
or with regrouping. M3NS-IIc-43.1
Day 1
Lesson Objectives To visualize multiplication of numbers 1 to 10 by 6,7,8, and 9 To show the different properties of multiplication.
 Commutative property
 Associative property
 Zero Property
 Identity Property
Subject Matter Multiplication of numbers 1 to 10 by 6, 7, 8, and 9. Properties of Multiplication.

1
Learning Resources Learner’s Manual Grade Three , Teacher’s Guide Grade Three, K Learner’s Manual Grade Four , Teacher’s Guide Grade Four, K
to 12 Currculum Guide Mathematics, MG Budget of Work , to 12 Currculum Guide Mathematics, MG Budget of Work ,
(others) (others)
Procedure Grouping Structures (tick boxes):

Use these letter icons to show  Whole Class  Ability Groups

methodology and assessment Describe the parts of the lesson (for example the introduction),  Friendship Groups
activities. where you may address all grade levels as one group.  Other (specify)
 Mixed Ability Groups  Combination of Structures
DT Direct Teaching  Grade Groups
GW Group Work Teaching, Learning and Assessment Activities
IL Independent Learning
A Assessment

DT –
Use flash cards.Let the pupils answer the following mentally and orally.

1. 3 2. 4 3. 5 4. 4 5. 5
x1 x2 x3 x6 x7

6. 3 7. 4 8. 5 9. 4 10. 5
x1 x2 x3 x6 x7
DT – GT –
Use illustrations and real objects. Conduct a drill on multiplication facts using the multplication
star. After the activity, the group replace the middle number
Read the story problem. which is the multiplier. Write one-digit number inside the circle
Carla has crayons: two red, two yellow, two blue, two green, and one-digit number at the middle.
two violet, and two orange crayons. How many crayons does Carla Example:
have?

Ask:
How many crayons are there?
How many groups of crayons are there? 6
How many crayons are there in each group? 7 9
How many crayons are there in all?
2
How many groups of two are there?
2 x7 5
Show the repeated addition sentence and multiplication sentence.
Repeated Addition Sentence: 2 + 2 + 2 + 2 + 2 + 2 = 12
Multiplication Sentence: 6 x 2 = 12 3 8
4
Show another set of boxes with flowers. Do the same procedure.
(Multiplication Star should be made ready by the teacher in a
Show other sets of boxes with 7, 8, and 9 objects. cartolina.)
GW – DT –
Group the pupils into four . Assign them according to the Present the problem using illustrations.
following:
The Turod Integrated School required the 21 Grade 4 pupils to
Group One – six groups of numbers one toten read three books per month. How many books will all Grade
Group Two – seven groups of numbers oneto ten Four pupils read in ten months?
Group Three – eight groups of numbers oneto ten
Group Four – nine groups of numbers oneto ten Valuing
Ask:
Example: Group One What do you think will be developed among the Grade Four
Illustration Repeated Multiplicatio pupils ?
Using objects Addition n What shall we get from reading books?
Sentence
Ask:
6 groups of Six Stars 1+1+1+1+1+1 6x1=6
1 =6 How many Grade Four pupils were required to read books?
How many books are they required to read?
6 groups of
2 For how many months they need to read the books?

6 groups of How many books will the Grade Four pupils read in a month?
3 3 X 21 = 63

6 groups of What are the factors in the multiplication sentence? Do you

4 think that if we interchange the factors, the product will still be
the same? Let us see.
3 X 21 = 63
3
 6 groups of 21 X 3 = 3 X 21
5 63 = 63
Discuss the commutative property of multiplication.
6 groups of
6 How many books will the Grade Four pupils read in ten
months?
6 groups of
7 Let the pupils solve the problemon the board.
Pupils possible answer.
6 groups of (3x 21) x 10= 630
8 (21x10) x 3 = 630
(10 x 21) x 3 = 630
6 groups of (3 x 10) x 21= 630
9 Ask:
What have you observed on the answers?
6 groups of Discuss the associative property of multiplication.
10 Rephrase the problem opener to introduce identity property and
zero property of multiplication.

Identity Property
45 x 1= 45
61 x 5 = 61
33 x 1=33

Zero Property
63 x 0 = 0
56 x 0 = 0
25 x 0 = 0

DT – IL-
Ask: A. Identify the property of multiplication.
What did your group do on visualizing multiplication of numbers 1. 4 x 0= 0
6,7,8, and 9? 2. 8x3= 3x8
What is multiplication? 3. 4 x (7X8)=(4X7)X8
How do we get the product in multiplication? 4.9X1=9
5. 12 x(2x 4)= (12x2)X4
4
 B.Fill in the blanks withthe correct answer.
1. 6x7= 7X6
___= ___
2. 8 x 0 =___
3. 1 x 43 = ___
4. (3X4) x 5 = 3 x(4x5)
____x 5 = 3 x ___
_____ = _____
5. 8 x 3 = 3 x 8
___ = ____

See Appendix 1
IL – A–
Visualize multiplication through illustration of objects, repeated A. Identify the multiplication property and find the value of the
addition, and multiplication sentence. Answer the given chart. variable.
Illustration Repeated Multiplicatio Multiplication Variable
Using objects Addition n Property
Sentence 1. 3x5= q x 3 q=
6 groups of 2.(8x5) x12=r x r=
1 6 Circles 1+1+1+1+1 6 x 1 = 6 (5x12)
+1=6 3.49 x 1=j j=
6 groups of 4.z x 642= 0 z=
2 5. (8xf) x 2= 8x f=
6 groups of (3x2)
3
6 groups of Note: For additional remedial/enrcihment activities refer to
4 Appendix 2 and Appendix 3.
6 groups of
5

Note: Provide additional enrichment/remedial activities if

necessary.

5
Remarks
Reflection
Day 2
Lesson Objectives To apply the commutative property of multiplication. To identify factors of a given number up to 100.
Subject Matter Commutative property of multiplication. Factors of a Given Number up to 100.
Learning Resources Learner’s Manual Grade Three , Teacher’s Guide Grade Three, K Learner’s Manual Grade Four , Teacher’s Guide Grade Four, K
to 12 Currculum Guide Mathematics, MG Budget of Work , to 12 Currculum Guide Mathematics, MG Budget of Work ,
(others) (others)
Procedure Teaching, Learning and Assessment Activities

GW – DT-
Guessing Game Present this problem opener .Use real objects in the presentation.
Assign a little teacher to facilitate the game.The group will form a
circle. Recite multiplication table through the game “Who am I?” Aliyah has 24 lollipops and 42 candies. She wanted to pack
Example: My factors are 3 and 4, what number am I? the lollipops and candies equally without having excess.
What are the possible numbers of lollipops and candies can
she put in a pack?

Ask:
How many lollipops do Aliyah have?
How many candies do Aliyah have?
What are the possible number of lollipops and candies can she
put in a pack?
24 = 1 x 24, 2 x 12, 3 x 8, 4 x 6
42= 1x 42, 2 x 21, 3 x 12

Discuss factorization.

DT – GW –
Show them pictures of two girls. Refer to TG Lesson 32 p. (Think-Pair-Share)
165.Let the class observe the pictures, using the guided questions. Find the factors of ecah set of numbers.
1. 28 4. 20
Ask: 15 65
How many boxes of bread did Mimi have? How many pieces of
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bread are there in each box? 2. 45 5. 21
How many pieces of bread did Mimi have in all? 73 70

How many boxes of bread did Nene have? How many pieces of 3. 14
bread are there in each box? 21
How many pieces of bread did Nene have in all?

Do they have the same number of pieces?

Have the pupils look at a similar illustration in LM, Lesson 32 .

Have them study the given data. Have the pupils write the
multiplication sentence for each set of objects.
Multiplication Sentence: 9x3 =27
3x9 =27
Ask:
If you are to put a relation symbol in between the two number
sentences, what would that be, is it >, < or =?Why?
How did you determine the pairs of multiplication facts?
Why did you say that the numbers are in pairs?
What are these pairs of numbers?

Study another example: 3 x4 = 12 4x3 = 12

Ask:
What have you notices about the factors?
How about the product?

Say:
The position of the factors changes but the product is the same.
This property of multiplication is called commutative property.
GW – DT-
Have the pupils work in pairs. Have them perforn the Activity 1 Corrective Instruction ( Group Work)
and 2 in LM p. 132.
Factors Game
Activity 1 - Express the commutative property of multiplication by A game for two players using a grid of one -100 numbers. The
matching column A with column B. Write the letters of the correct first player chooses a number that is less than 50 and crosses out
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answer. on the grid. The second player chooses a number to cross out,
that must be a factor of the first number. Players continue to take
A B turns to cross out numbers at each stage choosing a number that
is a factor of the number just crossed out by the other player.
____ 1. 3 x 4 a. 3 x 8 The first player who is unable to cross out a number loses, while
____ 2. 5 x 6 b. 2 x 6 the other player earns a point. Repeat the game. The player who
____ 3. 6 x 2 c. 4 x 5 earned more points wins the game.
____ 4. 8 x 3 d. 7 x 9
____ 5. 9 x 7 e. 4 x 3 ( Number grid should be prepared by the teacher in cartolina,
visible enough for the pupils.)
Activity 2 – Write the missing factor.
1. 7 x 4 = ___ x 7
2. 2 x ___ = 5 x 2
3. 6 x 3 = 3 x ___
4. 8 x ___ = 4 x 8
5. ___ x 9 = 9 x 7

IL- IL-
Have the class read and solve problems. Have the illustrate the Find the factors of the following numbers.
problem then show their solution and number sentence. 1. 15 and 20
2. 16 and 24
See Appendix 4 3. 14 and 35
4. 36 and 42
5. 12 and 8

Find the possible factors of each number.

1.16 = ______ _____ _____ ______

2. 22= ______ _____ _____ ______
3. 42= ______ _____ _____ ______
4. 96= ______ _____ _____ ______
5.10 = ______ _____ _____ ____
6. 66= ______ _____ _____ ______
See Appendix 5 for additional activity.

A– DT
8
 Have the pupils apply commutative property of multiplication by Give the pupils 24 ballpens, 6 books, and 12 notebooks.
doing Activity 4 in LM p. 133.
Give the factor of each number.

Home Activity – See Activity 5 in LM p. 133. Ask:

Refer to Appendix 6 for the activity. How many pupils could possible have all of these materials?
(See Appendix 7 for the enrcihment.)
Remarks
Reflection
Day 3
Lesson Objectives To multiply two-digit by one-digit numbers using the distributive To skip count numbers 1 to t10 with products up to 100
property of multiplication
Subject Matter Distributive Property of Multiplication Skip Counting
Learning Resources Learner’s Manual Grade Three , Teacher’s Guide Grade Three, K Learner’s Manual Grade Four , Teacher’s Guide Grade Four, K
to 12 Currculum Guide Mathematics, MG Budget of Work , to 12 Currculum Guide Mathematics, MG Budget of Work ,
(others) (others)
Procedure Teaching, Learning and Assessment Activites

DT - GW-
Call on five pupils and have them answer multiplication facts. Give the factors of the following numbers. Draw the
( e.g. 8 x 5) mathematical sentence of the factors.
1. 45
Call on a new set of pupils for every multiplication facst. 2. 36
3. 82
3 x7 8 x9 2 x6 4x5
4. 60
5. 28
Present this situation:
I have two sets of 13 ribbons. How many ribbons do I have in all?

Ask:
How can we get the answer to this problem?
Show the answer using repeated addition.

9
GW - DT –
Find the product using repeted addition. Ask:
1. 10 x 8 What are the factors of 45?
2. 11 x 5 How many times do you multiply 9 by 5?
3. 4 x 12
4. 15 x 2 Numbers may vary depending on the pupils’ answer.
5. 20 x 3 Discuss skip counting of numbers.

DT – IL-
Use the same numbers in the problem opener to discuss the
distributive property of multiplcation. Write the missing numbers.
1. 18 ___ 24 27 ____ 33 36
Say: 2. 20 25 ___ ___ 40 ____ 50
The number 13 has tens and ones part (point to 10 and 3 while 3. ___ ___ 12 16 ___ 24 28
saying tens and ones). We separate tens and ones in the expanded 4. 6 ___ 18 ___ 30 36 ___
form to multiply by 2. 5. ___ 14 ___ 28 ___ 42 49

Write 2 under 59 to show 13 = 10 + 3

x2 x2
Multiply 2 x 59. Write the product
13 = 10 + 3
x2 x2
20
Write x2 under 9 and get the product
13 = 10 + 3
x2 x2 x2
20 6

Since 10 + 3 = 13, then we also add 20 + 6 to get the product

13 = 10 + 3
x2 x2 x2
26 20 + 6 = 26

Try another number to multiply using the distributive property of

10
multiplication.

GW – GW-
Rewrite the multiplicand in expanded form. Multiply the Game : Pick and Count
multiplier in the ones and tens part of the multiplicand. Add the
partial products to get the final product. Divide the class into three groups

Present the group work to every group. Determine which group will be first player, second and third
(Pupils output should be written in cartolina player .

The first player will pick a number on a box and must able to
skip count up the the number being pick.
Activity Card Activity Card Activity Card The player who skips count correctly gets one point.

12 x 4 39 x 5 3 x 68 Other groups may steal if the playing group fails to answer

correctly.
25 x 2 2 x 79 57 x 3
The group who wanted to steal should raise their flaglets and let
7 x 93 41 x 8 32 x 8 their player skip count.

The game continues until all the group members pick and count.
(Numbers to be pick by the pupils should be prepared by the
Complete each problem displaying the distributive property of teacher)
multiplication.

1. 2 x 12 = (2 x 10 ) + ( 2 x ___) = ____
2. 4 x 11 = (4 x 1) + ( 4 x ___) = ____
3. 6 x 14 = ( 6 x 10) + ( __ x 4__) =____
4. 5 x 13 = ( 5 x 10) + ( 5 x ___)= ____
5. 9 x 17 = ( 9 x 10) + ( 9 x ___) =____
6. 4 x 19 = ( 4 x 10) + (4 x ___) = ____
7. 9 x 11 = ( 9 x 10) + ( __ x 9 ) = ____

A- DT –
Match the product in column A with the number sentence in Present songs that use the skip counting of numbers as lyrics.
11
column B. Skip Counting Song
(Tune – Row Your Boat)
A B Melinda S. Lunar
___ 1. 57 a. (30 x 2) + (6 x 2) = n
___2. 72 b. (4 x 70) + (4 x 3) = n Do the skip counting
___3. 270 c. (10 x 3) + (9 x 3) = n To make us ready
___4. 292 d. (20 x 6) + (8 x 6) = n Start from 2, 3 and 4
___5. 435 e. (40 x 6) + (5 x 6) = n Together we will count.
f. (5 x 80) + (5 x 7) = n
2, 4, 6 and 8
Continue counting
10 , 12, 14, 16, 18 and 20.

(Numbers maybe changed depending on the numbers you want

the pupils to skip count)
GW – GW-
(Think-Pair-Share) Have the pupils work in pairs.
One pupil will give a number and the other will skip count the
Have each pupil constuct his or her own number sentence showing number given .
the distributive property of multiplication. One may help their partner to skip count.
If they were able to skip count numbers 1 to 10 they may work
Have them present it with their respective group. on the next activity.

Solve the problem.

Carmina saw 7 bird’s nests on the trees near the school. Each
nest has 8 eggs. If Carmina will collect all the eggs in the nests,
how many eggs will she have?

DT –
.
Checking of pairs’ work

See Appendix 8 for the activitiy.

12
Remarks
Reflection
Day 4
Lesson Objectives To multiply three one-digit number using associative property of To identify multilpes of a given number up to 100
multiplication.
Subject Matter Associative Property of Multiplication. Factors of numbers up to 100
Learning Resources Learner’s Manual Grade Three , Teacher’s Guide Grade Three, K Learner’s Manual Grade Four , Teacher’s Guide Grade Four, K
to 12 Currculum Guide Mathematics, MG Budget of Work , to 12 Currculum Guide Mathematics, MG Budget of Work ,
(others) (others)
Procedure Teaching, Learning and Assessment Activites

DT – GW-
Let the pupils pass a ball or an improvised ball while singing a Each group will be given skip counting puzzles pictures cut into
song. Say, “STOP” after they have sung a few lines of the song. pieces and numbered according to the skip counting order of
The pupil who is holding the ball as the music stops will answer a numbers.
multiplication fact (e.g., 8 x 6.) Do this until they have finished
singing the song or all the prepared multiplication facts have been
answered.

GW– DT –
Divide the class into four groups. Have them listen to you as you Havethe pupils skip count the numbers they completed.
give them directions to follow carefully. Provide each group with
the same three one-digit numbers. The numbers are 6, 2, 5. Present this problem.

Let the pupils do the following: Shirley brought a basket of guavas to the class. She wants
a. Form two circles on a piece of paper. to share it with her friends, Wella, Gaylen, and Abhie.
b. Write your solution on the first circle. Multiply the first and How many guavas could be in the basket if each of her
second number. Then multiply your answer to the third number. friends will receive equal number of guavas?
What is the answer? Put a box on your final answer.
c. Now, write your solution on the second circle. Multiply the
second and third digit. Then, multiply their product with the first Have model objects for guavas and a real basket.
digit. What is the answer? Box your final answer. Call on four pupils to act out the situation given in the problem
Expected answer on the first circle: (6 x 2 ) x 5 = as you discuss it.
12 x 5 = 60
Expected answer on the second circle: 6 x (2 x 5) = Let’s help Shirley find out the number of guavas that could be
13
 6 x 10 = 60 possibly taken from her basket of guavas.

Ask:
Who are Shirley’s friends whom she wanted to share her
guavas?
How many are they?

Discuss the process of getting the mutliples of a number

through listing method.

DT GW
Let the group present their work. Have the pupils work in pairs.

Ask: Multiples Tic Tac Toe

What are the three one-digit numbers?
What did you do on the first circle? Multiple of _____
What did you do on the second circle?
What did you use to group the factors?
You use the same numbers?
What can you say about the answers?

Discuss extensively on grouping and multiplying the factors, Each pair will have a set of numbers from 1 – 100 to pick
emphasizing on how they have arrive at the same answer. everytime the game start. Each pair will be listing done on the
Present the steps in multiplying three one-digit numbers using Tic Tac Toe board the multiples of the number they pick.
associative property.

To multiply three one-digit numbers using associative property,

here are the
following steps:
1. Multiply first the factors in the parentheses.
2. Multiply the answer by the remaining factor.

Ask:

14
What answers did you get?
Elicit this generalization from the pupils.
When three numbers are multiplied, the product is the same
regardless of the grouping of the factors.
Enclose in parentheses the two one-digit numbers that should be
multiplied.

Say:
If a, b, and c are the three numbers, then a x (b x c) = (a x b) x c.
Give more examples.

GW- IL-
Peer Group Flower Multiples
Refer to Appendix 9 for the puzzle
Give each pupil 5 cutouts of a flower. A number is written at the
Checking of pupils work center of the flower. Have the pupils write on the petals of the
Ask the pupils the steps they follow in solving each item. flowers the multiples of the given number at center of the
flower.

IL- DT-
A. Draw a if the number sentence is correct; a if it is Corrective instruction on the group work
wrong.
____ 1) (3 x 4) x 2 = 3 x (4 x 2) Circle the numbers that are multiple of 7.
____ 2) 2 x (8 x 3) = (3 x 7) x 2) 107 116 26 112 10 46 35 78 50 22
____ 3) 4 x (5 x 2) = 4 x (7 x 3) 47 25 42 118 132 101 127 63 8 105
____ 4) 8 x (6 x 2) = (8 x 6) x 2
____ 5) 10 x (2 x 3) = (10 x 2) x 4 Circle the numbers that are multiple of 4.
B. Find the missing numbers. 17 5 16 72 82 39 12 27 52 79
1.) 2 x (3 x 9) = (2 x __ ) x 9 = ___ 6 45 59 47 31 23 24 80 36 25
2.) (5 x 4) x __ = 5 x (4 x 8) = ___
3.) (7 x 8) x 3 = __ x (8 x 3) = ___
Circle the numbers that are multiple of 9.
4.) (6 x 2) x 9 = 6 x (__ x 9) = ___
5.) 8 x (3x1) = (__ x 3) x 1 = ___ 54 32 30 45 21 28 18 25 26 27

15
Remarks
Reflection
Day 5
Lesson Objectives To multiply two- to three-digit numbers by one-digit numbers To measure pupils’ knowledge on the lessons learned for the
without or with regrouping week.
Subject Matter Multiplying two- to three- digit Numbers by one-digit Numbers Summative Test
Learning Resources Learner’s Manual Grade Three , Teacher’s Guide Grade Three, K Learner’s Manual Grade Four , Teacher’s Guide Grade Four, K
to 12 Currculum Guide Mathematics, MG Budget of Work , to 12 Currculum Guide Mathematics, MG Budget of Work ,
(others) (others)
Procedure Teaching, Learning and Assessment Activites

DT- Encircle the letter of the correct answer.

Conduct a drill on basic multiplication facts using flash cards. Use 1. It is the decomposition of a number into a product of other
facts that are not yet mastered by the pupils. objects, or factors, which when multiplied together give the
original. 
I have here two boxes. Box A has 12 balls. Box B has 12 balls. a. multiplication b. factor tree c. factorization
2. It is a property of multiplication in which any number
Ask: multiplied by zero equals zero.
How many balls are there in Box A? in Box B? a. Commutative Property
How many balls are there in all? b.Zero Property
c. Identity Property
Have class solve the problem using manipulative and place value / 3. 4x (3x4)=(4x3)x4, is an example of ________property of
long method involving the class. The pupils will be the one multiplication.
manipulating the objects and the one doing the long method in a. commutative
step-by-step process guided by the teacher. b.associative
c. identity
Give more example. 4. In cummutative property, changing the _____ of the factor
GW- does not change the product.
Game: “Find my Product.” a. groupings b. order c. amount
Make 2 sets of cards. The first set of cards is multiplication 5. It is used to group numbers and tells which part of the
sentences while the other set is the answers to it. Distribute the problem to solve first.
cards to the pupils. Give the pupils3-5 minutes to find their a. comma b. parenthesis c. colon
partners by finding the correct multiplication sentence with its II. Give at least two factors of the following number.
correct product. The first pair to find his/her partner is the winner. 1. 32

16
Examples of cards: 2. 45
12 x 3 = 233 x3 = 42 x 2 = 22 x 4 = 3. 90
4. 10
5. 16
131x 2 = 32 x 3 = 412 x 3 = 221x 4 =
III. Write the missing numbers.
1. 5,___, 15, 20 , ____, ____, 35, ___
84 699 262 36 2. ___, 50, 60, ___, ___, ___. 100
3. 16 , ___, 24, 28, ___, 36, 40 , ___, ___
1136 884 69 88 4. 2, ___, ___ 8 ,10, ___, ___
5. 3, ___, ___, 12, 15, ___, ___
45 x 4= 27 x 3= 116 x 6 56 x 2=

318 x 3 = 28 x 4= 514 x 4= 463x 3=

180 81 696 112

954 112 2056 1389

Place the cards in the pocket chart or post it on the board.

DT-
Ask:
What have you noticed on the multiplication sentence you have
formed?
Did you find your pair easily? Why? Why not?
What have you done to find your pair? (Process of multiplying
without regrouping )
Point out one multiplication sentence on the cards they use in the
activity

Ask :
If we exchange the position of the factors, ids the product
affected?
What property of multiplication does it show?
17
Divide the class into two. One group will do 28 groups of 4 and
the other
group will do 4 groups of 28. Supervise the pupils in doing the
activity.

Using flats, longs and ones

Flat long ones

Group One will solve 28 x 4.
Group Two will solve 4 x 28.

Ask:
What is the answer of group one? group two ?
Are the answers the same?
What if you do not have flats, longs, and ones to use?

Ask:
What will you do to get the answer?

Say:
4 groups of 28 = 28 + 28 + 28 + 28 = 112, but there are times
when adding the same repeatedly becomes tiring. We can use the
place value method or the long form of multiplication instead.

Discuss the place value method or the long form of multiplication

18
with regrouping.

Ask:
Did we get the same answer using flats, longs and ones; repeated
addition and place value method?

How do we multiply numbers using the place value method?

Where do we start multiplying? In what place value do we always

start?
GW- Activity Card
Find the product Find the product Find the product
usingflats, longs using place using repeated
& ones. value method. addition method.

a. 54 x 7 a. 54 x 7 a. 54 x 7

b. 325 x 6 b. 325 x 6 b. 325 x 6

GW –
Pair Work
Do Activity 3, LM Math 3, p. 146.
DT-
Have the pupils get an illustration board where they can write their
answers to the question the sequence of question may vary.
1) What is 32 times 4?
2) Multiply 312 by 2.
3) Find the product of 112 and 4.
4) What is the product of 103 and 3?
5) How many items are there in 2 groups of 42 items?
6) How many objects are there in 7 groups of 53 objects?
7) What is 83 times 6?
8) Multiply 253 by 5.
9) Find the product of 351 and 8.
19
 10) What is the product of 509 and 8?

Remarks
Reflection

20