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NATIONAL MATHEMATICS PROGRAM

Lesson Script in Mathematics

Quarter 2 Week 8
National Mathematics Program
Lesson Script in Mathematics
Quarter 2: Week 8
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering the
curriculum content, standards, and lesson competencies.

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Published by the Department of Education

Development Team Management Team

Writer: Amelita B. Manuel May B. Eclar, PhD, CESO III

Content Evaluator: Geraldyn M. Adrales Jessie L. Amin, CESO V
Language Editor: Ralph Jayson D. Calbang Rosalinda S. Ibarra, PhD
Technical Expert: Amorsolo C. Ayaso Ma. Editha R. Caparas, EdD
Joseph D. Reyes, PhD
Maria Divina Amor C. Medina, PhD
 LESSON SCRIPT IN MATHEMATICS 3
Week 8 DAY 1
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate knowledge and understanding of:
Standards  solving non-routine problems.
B. Performance By the end of the quarter, the learners are able to:
Standards  apply subtraction in solving real life problems /situations.
The learners will be able to:
C. Learning
 solve routine and non-routine problems involving subtraction without or with addition of whole numbers
Competencies
including money using appropriate problem-solving strategies and tools.
At the end of the lesson, the learners are able to:
D. Learning
 solve non-routine one step word problems involving subtraction of whole numbers using appropriate
Objectives
problem-solving strategies and tools.
II. CONTENT: Solving Non- Routine One–Step Problems Involving Subtraction of Whole Numbers
III. LEARNING RESOURCES
National Learning Camp- Mathematics Intervention Camp, Learners Workbook for Grade 3
A. References Discovering Mathematics Today 3
LM Module 16 - Q1
B. Other Learning RMA result of Least Learned Competencies in Grade 3
Resources DepEd LR Portal
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper

Hello everyone! Magandang Buhay!

Before we move to our next lesson, can you tell me, what was our lesson last week?

Expected Answer:
Our lesson last week is solving routine two- step word problems involving subtraction of whole numbers.
Activating Prior
Let me see if you really understand our previous lesson. You are going to analyze and solve the problem using the
Knowledge
Polya’s strategy.
(5 minutes)
Intervention Group Consolidation Group Enhancement Group
John bought a boiled banana for You want to buy two shoes. One Aling Lina earned ₱450 from selling
₱20 and a boiled egg for ₱15. If he pair costs ₱575 and the other pair meat and ₱690 from fruits. She
pays ₱50 bill , how much change costs ₱750. If you have ₱900, how spent ₱1 085 for her family’s food.
did he receive? much more money do you need? How much money was left?

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 LESSON SCRIPT IN MATHEMATICS 3

1. Know what is asked 1. Know what is asked 1. Know what is asked

2. Know the given 2. Know the given 2. Know the given
3. Identify the operation to be used 3. Identify the operation to be used 3. Identify the operation to be used
4. Give the number sentence 4. Give the number sentence 4. Give the number sentence
5. Do the required operation 5. Do the required operation 5. Do the required operation
6. Do the reverse operation 6. Do the reverse operation 6. Do the reverse operation

Expected Answers: Expected Answers: Expected Answers:

1.How much change did he receive? 1. How much more money do you 1. How much money was left?
2. ₱50, ₱20 boiled banana and ₱15 need? 2. ₱690, ₱450 and ₱1 085
boiled egg 2.₱575, ₱750 and ₱ 900 3. addition and subtraction
3. addition and subtraction 3. addition and subtraction 4. (₱690＋₱450) - ₱1 085 = N
4. ₱50 - (₱20 + ₱15) = N 4. (₱750＋₱575) - ₱900 = N 5. ₱1140 - ₱1 085 = ₱55
5. ₱50 - ₱35 = ₱15 5. ₱1325 - ₱900 = ₱ 425 6. ₱1 085 + ₱55 = ₱1140
6. ₱35 + ₱15 = ₱50 6. ₱900 + ₱ 425 = ₱1325
Complete Answer:
Complete Answer: Complete Answer: ₱55 was left.
John received ₱15 as change. You need ₱425 more.

(After the answer were shown process the learners output and give an appropriate feedback.) Say, “Let us see if
you got them right.”

NOTES TO THE TEACHER: This activity will serve as a review for the Grade 3 competency on solving routine
one-two step problem involving subtraction and addition of whole numbers. The teacher must prepare a chart or
copy of the problem. Use the most convenient number of groups for this. The teacher may have more than 1
group per learner classification, 3-4 learners per group is recommended.

Last week , you’ve learned how to solve a routine problem involving subtraction and addition. Today we are going
to solve a non-routine problem involving subtraction of whole numbers using appropriate problem-solving
Lesson
strategies and tools.
Purpose/Intention
(1 minute)
NOTES TO THE TEACHER: This lesson part introduces the competency to be mastered . A teaser on a situation
that the learners can relate to is presented for learners to be interested in the next part of the lesson.
Lesson Language
Let us discuss first the meaning of non-routine problem.
Practice
(1 minute)

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 LESSON SCRIPT IN MATHEMATICS 3

A non-routine problem is any complex problem that requires some degree of creativity or originality to solve.
Different strategies are used to solve non-routine problems such as illustrations, number line, bar model,
systematic listing, and others. (Cited from Problem Solving in Math • Teacher Thrive)

NOTES TO THE TEACHER: This part introduces the key terms to be used in the lesson or terms that are new in
the lesson.
During/Lesson Proper

Let us discuss and solve the following non-routine problems using different strategies.
* Illustration
Alice had 220 papayas to sell . She sold 120 . How many papayas were not sold?

DepEd Learning Portal

Number of papayas: 220 20 20 20 20 20 20 20 20 20 20 20

Number of papayas sold: 120 20 20

20 20 20 20
papaya sold
Cross out the total number of papayas sold and count all the papayas which were not sold.

Reading the Key 220-120=N

Idea/Stem 220-120=100 20 20 20 20 20
(8 minutes)
Expected Answer:
100 papayas were not sold.

Number Line:
Problem: I am a two-digit number between 31 and 33, subtract 15. What number am I?

What number is between 31 and 33?

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Expected Answer:
32
So, therefore 32 is the missing number or minuend.

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 LESSON SCRIPT IN MATHEMATICS 3

What given number in the problem should be subtracted from 32?

Expected Answer:
The subtracted number from 32 is 15

Since, 32 is the number between 31 and 33, we are going to subtract 15 from it to get the answer. To do this,
move 15 units to the left of 32.

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

Therefore, 32 - 15 = 17.
The number is 17.

Bar Model

Problem: Ron had 30 mangoes. He sold 15 of them. How many mangoes were not sold?
= 5 mangoes

Number of mangoes: 30 5 5 5 5 5 5
Number of mangoes sold:15 5 5 5
15 mangoes were not sold.

How many mangoes did Ron has?

How many mangoes were sold?
How many mangoes were not sold?

Expected Answers:
Ron has 30 mangoes.
Ron sold 15 mangoes.
15 mangoes were not sold.

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 LESSON SCRIPT IN MATHEMATICS 3

I have prepared a task for you to answer.

Intervention Group Consolidation Group Enhancement Group

Read, analyze and solve the Read, analyze and solve the Read, analyze and solve the
problem using number line or problem using bar model. problem using bar model.
illustration.
The pupils in Lalangan Elementary The company printed 4 000 books.
Lyn had 50 kilograms of eggplant School need to collect 1 500 sheets If 7 000 books are needed, how
to sell. She sold 40 kilograms . How of newspaper for their project. They many more books does the
many kilograms were not sold? collected 1 000 sheets of company have to print?
newspaper. How many more sheets
of newspapers do they need to = 500 books
collect?
Expected Answer: Expected Answer:
Accept all possible illustration = 250 sheets of 3 000 more books are needed for
newspapers the company to print
Number of books needed
10 20 30 40 50 60 Expected Answer:
|-----|-----|-----|-----|-----|
Number of newspaper 250 250 250 250 250 250

needed
. 50 - 40 =10
Number of newspaper
. 10 kilograms of eggplant were
250 250 250 250

collected
not sold. 250 250

Number of books printed

They need to collect 500 The company needs 3000
sheets of newspaper more books to print.

Very good! Now you are ready to solve non-routine problem involving subtraction of whole numbers using
appropriate solving problem and strategies tools .

NOTES TO THE TEACHER: The activity helps the learners to analyze the problem through the situation based
on their context. The activity may be done individually, by pair or in group. Teacher may choose one or two
strategies to introduce the lesson.
Developing
Let us study the problem.
Understanding of the
Key Idea/Stem
Linda joined the MTAP contest. Let us help her to answer the question using number line.
(5 minutes)

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 LESSON SCRIPT IN MATHEMATICS 3

Problem: The sum of two numbers is 25 , one number is 13. What is the other number?

Using number line:

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35

To get the other number, count the number of units from 13 to 25.

Expected Answer:
The other number is 12.

NOTES TO THE TEACHER: This item was given to provide more example to the learners. The teacher may use
other strategies in solving non-routine problems.
Intervention Group Consolidation Group Enhancement Group
Solve the problem using any of the Solve the problem using any of the Solve the problem using any of the
strategies learned. strategies learned. strategies learned.
In a conference, there are 267 Mark got 400 votes in the election I am the highest odd digit number,
attendees, 110 are male. How many of School Supreme Government. less the lowest even number. What
are female? Rey got 550 votes. Who won the number am I?
election and by how many votes?
Expected Answer: Expected Answer:
(Strategy may vary) Expected Answer: (Strategy may vary)
Deepening (Strategy may vary)
Understanding of the Using mental math Using listing
Key Idea/Stem Using bar model
(4 minutes) 267 - 110 = 157 = 50 Highest odd number: 9
Lowest even number: 2
Rey’s
There are 157 female in the vote: 550 highest odd digit number less the
conference. Mark’s lowest even number: 9 - 2 = 7
vote: 400

The number is 7.

150 votes
Rey won the election by 150 votes.

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 LESSON SCRIPT IN MATHEMATICS 3

NOTES TO THE TEACHER: These items were given to deepen the understanding of the lesson.The learner can
use other strategies in solving non-routine problems involving subtraction of whole numbers.
After/Post-Lesson Proper

You did a great job! You have solved the non-routine problem involving subtraction of whole numbers using
appropriate problem-solving strategies and tools.
Making
Generalizations and Again, how do you solve non-routine word problems involving subtraction of whole numbers?
Abstractions
(2 minutes) Expected Answer:
In solving non-routine word problems involving subtraction of whole numbers we use different strategies such as
illustrations, number line, bar model, systematic listing, and others.

Now, we will test your understanding of solving non-routine problems involving subtraction of whole numbers by
answering the following tasks. Write your answers on the activity sheet.

Intervention Group Consolidation Group Enhancement Group

Directions: Read and analyze the Directions: Read and analyze the Directions: Read and analyze the
problem carefully. Circle the letter problem carefully. Circle the letter problem carefully. Circle the letter
of the correct answer. of the correct answer. of the correct answer.

Mang Pepito harvested 100 The Lucas Family got 498 points in Jill reads 7,267 words per 10
mangoes. Mang Caloy harvested 59 the Family Feud game, while the minutes while Jack reads 9,621
Evaluating Learning mangoes. Who harvested more and Santos Family got 632 points. Who with the same time. Who has the
(4 minutes) by how many mangoes? won the game and by how many most number of words read and by
points? how many words?

1.How many mangoes did Mang 1. How many points did the Lucas 1. How many words does Jill read
Pepito harvest? Family score? per 10 minutes?
A. 59 A. 498 points A. 7,267 words
B. 100 B. 632 points B. 9,621 words
C. 159 C. 134 points C. 16,888 words
D. 49 D. 1030 points D. Cannot be determined from
the information given

2. How many points did the Santos 2. How many words does Jack read
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2. How many mangoes did Mang Family score? per 10 minute?

Caloy harvest?
A. 49 A. 134 points A. 6,888 words
B. 159 B. 498 points B. 7,267 words
C. 100 C. 1030 points C. 9,621 words
D. 59 D. 632 points D. Cannot be determined from
the information given
3. Who harvested more mangoes, 3.Who won the Family Feud game
Mang Pepito or Mang Caloy? based on the points scored? 3. By how many words per 10
minutes does the faster reader
A. Mang Caloy A. Lucas Family exceed the slower reader?
B. Mang Pepito B. Santos Family
C. Both of them C. Both families scored the A. 2,354 words
D. None of them same number of points B. 9,621 words
D. None of the family won C. 7,267 words
4. By how many mangoes did D. 16,888 words
Mang Pepito harvest more than 4.If Lucas Family got 498 points
Mang Caloy? and Santos Family got 632 points, 4.If Jill reads 7,267 words per 10
who won the game, and by how minutes and Jack reads 9,621
A. 41 mangoes many points? words per 10 minutes, who reads
B. 59 mangoes more, and by how many words?
C. 100 mangoes A. Santos Family, by 134
D. 51 mangoes points A. Jack, by 2,354 words
B. Lucas Family, by 134 B. Jill, by 2,354 words
points C. Jack, by 2,267 words
C. Santos Family, by 498 D. Jill by 2,267 words
points
D. No one in the family won
the game

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 LESSON SCRIPT IN MATHEMATICS 3

Expected Answers: Expected Answers: Expected Answers:

1. B 1. A
2. D 2. D 1. A
3. B 3. B 2. C
4. A 4. A 3. A
4. A

Additional Activities for

Application or
Remediation (if
applicable)
Remarks
Reflection