QOULYUFDSRT ZQ Math 2 whole numbers d. multiplication.doc

Lesson Guide

In

Elementary Mathematics

Grade 2

Reformatted for distribution via DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL

DEPARTMENT OF EDUCATION BUREAU OF ELEMENTARY EDUCATION

in coordination with ATENEO DE MANILA UNIVERSITY

2010

Chapter I

Whole Numbers

Multiplication

INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics Grade 2 Copyright © 2003 All rights reserved. No part of these lesson guides shall be reproduced in any form without a written permission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 2

Region 4 Teresita O. Plata – Cavite Erlinda F. Zinampan – Rizal Rosalinda R. Ravelas – Laguna Sheilaver O. Capumpon – Cavite National Capital Region (NCR) Flordelina A. Alquiza – Regional Office, NCR Marites A. Asuque – Taguig/Pateros Praxedes F. Mendoza – Makati Victoria V. Figueroa – Valenzuela Aurora P. Portes – Manila Bureau of Elementary Education (BEE) Noel P. Miranda Robesa R. Hilario

Ateneo de Manila University Virgie C. Gayda

Support Staff Ferdinand S. Bergado Ma. Cristina C. Capellan Emilene Judith S. Sison Julius Peter Samulde Roy L. Concepcion Myrna D. Latoza Marcelino C. Bataller Eric S. de Guia – Illustrator

Consultants Fr. Bienvenido F. Nebres, SJ – President,

Ateneo de Manila University Carmela C. Oracion – Ateneo de Manila

University Pacita E. Hosaka – Ateneo de Manila

University

Project Management

Yolanda S. Quijano – Director IV Angelita M. Esdicul – Director III

Simeona T. Ebol– Chief, Curriculum Development Division Irene C. de Robles– OIC-Asst. Chief, Curriculum Development Division

Virginia T. Fernandez – Project Coordinator

EXECUTIVE COMMITTEE

Jesli A. Lapus – Secretary, Department of Education Jesus G. Galvan – OIC, Undersecretary for Finance and Administration

Vilma L. Labrador – Undersecretary for Programs and Projects Teresita G. Inciong – Assistant Secretary for Programs and Projects

Printed By: ISBN – 971-92775-1-3

iii

TABLE OF CONTENTS

Introduction ............................................................................................................................ iv Matrix .................................................................................................................................. v

I. WHOLE NUMBERS

Multiplication

Multiplication as Repeated Addition using Sets .......................................................... 1 Multiplication as Repeated Addition using Number Line ............................................. 4 Transforming Addition Sentence to Multiplication Sentence ....................................... 9 Identifying Parts of a Multiplication Sentence ............................................................. 11 Factors of a given Number ........................................................................................ 14 A Number Multiplied by 1 is the Same Number .......................................................... 18 Showing that Zero Multiplied by a Number is Zero ..................................................... 21 Multiplying 1- to 2-Digit Numbers by 1-Digit Numbers ................................................ 23 Multiplying Mentally 1-Digit Numbers with Products up

What is Asked, Given, Word Clues and Operation to be Used ........................ 27

Transforming Word Problems into Number Sentences and Stating the Correct Answer ..................................................................... 29

Solving 2- to 3-Step Word Problems .......................................................................... 33

iv

I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction

in the elementary grades. These provide integration of values and life skills

using different teaching strategies for an interactive teaching/learning

process. Multiple intelligences techniques like games, puzzles, songs, etc.

are also integrated in each lesson; hence, learning Mathematics becomes fun

and enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities

are incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should

be used by the teachers as a guide in their day-to-day teaching plans.

v

MATRIX IN ELEMENTARY MATHEMATICS Grade 2

COMPETENCIES VALUES INTEGRATED STRATEGIES USED MULTIPLE INTELLIGENCES

TECHNIQUES With HOTS

D. Comprehension of Multiplication

1. Multiply 1- to 2-digit numbers by a 1-digit number with products up to 81

1.1 Multiply 1-digit by 1-digit number with or without regrouping with products up to 45

1.1.1 Show the relationship of putting together 2 or more sets with the number of elements to repeated addition

Cooperation Concept development, Write a number

sentence, Drawing pictures

Numbers, Manipulative, Independent study,

Speaking, Reading/Writing,

Cooperative groups, Drawing

1.1.2 Show multiplication of whole numbers as repeated addition on the number line or array, etc.

Kindness to animals Concept development, Use of objects

Playing game, Cooperative groups, Diagram, Drawing

1.1.3 Transform an addition sentence into a multiplication sentence

Teamwork Looking for patterns, Write a number

sentence

Diagram, Reading, Manipulative, Numbers,

Cooperative groups

1.1.4 Identify the parts of a multiplication sentence

Concern for environment

Writing equation, Drawing pictures,

Looking for pattern, Working back

Writing, Numbers, Drawing, Storytelling, Cooperative

groups

1.1.5 Give the factors of a given number Appreciation for manual work

Concept development, Use of objects

Coloring, Cooperative groups, Charts

1.1.6 Show that a number multiplied by 1 is the same number

Teamwork Graphs and tables, Looking for patterns

Chart, Drawing numbers, Cooperative groups

1.1.7 Show that zero multiplied by a number is zero

Discipline Concept development, Looking for patterns,

Write a number sentence

Numbers, Real world connections, Cooperative

groups

1.2 Multiply 1- to 2-digit numbers by 1-digit number with products up to 81

Cooperation Concept development, Game

Numbers, Reading/ Speaking, Puzzle, Charts,

Cooperative groups

1.3 Multiply mentally 1- digit numbers with products up to 81 without regrouping

Industry Concept development Real world connections, Cooperative groups,

Movements, Numbers

2. Application of Multiplication 2.1 Solve 1-step word problems involving multiplication of whole numbers including money 2.1.1 Analyze the word problem 2.1.1.1 Tell:

what is asked

what is/are given

the word clue/s

the operation to be used

Cooperation

Flowcharting, Simplifying the

problem, Looking for patterns

Cooperative groups, Drawing, Reading

2.1.2 Transform the word problem into a number sentence 2.1.3 Use the correct operation 2.1.4 State the complete answer

Industry Writing a number sentence,

Concept development, Simplifying the

problem, Use of objects

Manipulative, Cooperative groups, Speaking, Real

world connection

vi

3. Application of Multiplication and Any of Addition/ Subtraction 3.1 Solve 2- to 3-step word problems involving multiplication of whole numbers including money

Cooperation

Concept development, Simplifying the

problem, Acting out the problem

Cooperative groups, Movements, Skits and play,

Manipulative

1

Multiplication as Repeated Addition using Sets

I. Learning Objectives

Cognitive: Show the relationship of putting together 2 or more sets with the same number of elements to repeated addition

Psychomotor: Count the number of elements in a set Affective: Show cooperation

II. Learning Content

Skill: Multiplication as repeated addition using sets with the same number of elements

Reference: BEC PELC – I.D.1.1.1 Materials: Popsicle sticks Value: Cooperation

III. Learning Experiences

A. Preparatory Activities

1. Drill: Addition facts in flash cards.

2. Review

What is asked?

What is given?

What is the word clue?

What is the number sentence?

What is the complete answer?

3. Motivation Let us draw our problem.

B. Developmental Activities

1. Presentation

Teacher draws on the board.

8 + 8

5 + 6

7 + 8

4 + 9

3 + 9

6 + 6

8 + 6

Ben cut 227 stars for his project. Aldo cut 168 stars. How many more stars did Ben cut than Aldo?

Maria bought flowering plants as her birthday gift for her mother. If there are 2 flowers in each pot and she bought 5 pots, how many flowers are there in all?

2

How many pots did Maria buy?

How many flowers are in each pot? Do they have the same number of flowers?

How many flowers are there in all?

Let us count. (Show the repeated addition on the board)

2 + 2 + 2 + 2 + 2 = 10

Tell the pupils that we can express this repeated addition in a shorter way through multiplication.

Present the multiplication sentence. 5 x 2 = 10

Let pupils put out their popsicle sticks. Let them make 3 groups of 2. Then give the repeated addition.

2 + 2 + 2 = 6

Make 2 sets of 5 4 sets of 3 5 sets of 4 6 sets of 5, etc. 2. Group Activities

Group the pupils. Give each group an illustration. Let them write the repeated addition and the multiplication sentence. a.

b. c. d.

The number of times 2 is

added.

Number added

repeatedly

3

Let the pupils explain the answers on the relationship of putting together 2 or more sets with the same number of elements to show repeated addition. *Valuing:

- Did you share ideas to your group? Did you cooperate with each other? What will happen if you work in groups? What is the importance of cooperating with your group members?

3. Generalization

What did we do with the sets having the same number of elements?

C. Application

Teacher gives other illustrations on the board. Give the repeated addition and multiplication sentence for each illustration.

1.

2.

c. 3.

IV. Evaluation

Write the repeated addition and multiplication sentence.

1.

2.

3.

4.

4

5.

V. Assignment

Draw the following. Write the repeated addition and multiplication sentence for each. 6 sets of 4 apples 2 sets of 9 grapes

7 sets of 3 oranges 4 sets of 7 guavas

Multiplication as Repeated Addition using the Number Line


Cognitive: Show multiplication of whole numbers as repeated addition on the number line or array, etc.

Psychomotor: Write addition and multiplication sentences Affective: Show kindness to animals

II. Learning Content:

Skill: Showing multiplication of whole numbers as repeated addition on the number line or array, etc.

Reference: BEC PELC – I D1.1.2 Materials: Sets of numerical cards from 0 to 9, multiplication cards, concrete objects like

leaves Value: Kindness to animals



1. Drill

“Bring Me” - Group the pupils. Give every pupil in each column a set of numerical cards from

0 to 9.

- Give the following exercises for them to solve.

- Write the exercises one at a time on the blackboard. a. Bring me 1 + 1 + 1 + 1 b. Bring me 2 + 2 + 2 c. Bring me 4 + 4 d. Bring me 3 + 3 + 3 e. Bring me 3 + 3 + 3 + 3 + 3 f. Bring me 8 + 8 + 8 + 8 g. Bring me 9 + 9 + 9

- For each round, the pupils must bring the card with the right answer to the problem.

- The first group to bring the correct numerical card gets a point. - The first group to score five points wins the game.

5

2. Review

Write the correct number on the blanks.

a.

+ =

x =

b.

+ + =

x x =

c.

+ + =

x x =

d.

+ =

x =

e.

e. + =

x =

3. Motivation

Have you seen a frog? How does it look like? How does it move?

6

*Valuing: - What would you do if you would see a frog? - Will you kill it? - What can frogs do to us especially to the farmers? - If frogs are useful to the farmers should we kill them? - How should we treat animals that are useful to us? - Do we have to be kind to them? Why?


1. Presentation

Present the number line.

- What can you see on the picture? - How many jumps did the frog make? - How many spaces are there in each jump? - If the frog makes 4 jumps and there are 3 spaces in each, how many spaces are

there in all? - What is the addition sentence for this? - What number is added repeatedly? - How many times did you add 3?

So: 3 + 3 + 3 + 3 = 12 or we may write it as 4 x 3 = 12

Show 10 leaves. Make 5 groups of 2s. Ask: How many leaves are there in each group?

How many groups are there? How many leaves are there in all?

So: 2 + 2 + 2 + 2 + 2 = 10 5 x 2 = 10

2. Group Activities

Let the pupils do the following activities: Activity 1 Divide the class into 2 teams. Flash a multiplication card. The first player from each team will draw the number of sets on the board; the second player will draw the number of objects in each set and the third player will count the number of objects in all. The first team to complete these tasks correctly earns a point. The team with the most number of points wins. For example, 3 x 5. The first player will draw 3 sets. The second will draw 5 objects in each of the 3 sets. The third player will count the total number of objects, i.e. 15.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

7

Activity 2 Divide the class by columns. Flash a multiplication card. The first representative from each column will solve the multiplication exercises using sets of objects; the second using repeated addition and the third using a number line. Repeat the process with another multiplication exercises until the time is up. The column of pupils with the most number of correct answers wins. Example: 4 x 2 = _____ 1

st pupil = 8

2

nd pupil 2 + 2 + 2 + 2 = 8

3

rd pupil = 8

3. Generalization

How is multiplication related to addition? How do we show multiplication of whole number as repeated addition?

C. Application

Write the correct multiplication and addition sentences of the following:

1.

2.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

3. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Multiplication sentence:

Addition sentence:


Addition sentence:


Addition sentence:

0 1 2 3 4 5 6 7 8 9 10

0 1 2 3 4 5 6

8

4. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

5. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

IV. Evaluation Select the correct answer in the boxes below. Write only the letter:

1.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

2. 0 1 2 3 4 5

3. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

4. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

5. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

A

5 1 1 + 1 + 1 + 1 + 1

B

4 5 5 + 5 + 5 + 5

C

4 2 2 + 2 + 2 + 2

D

4 4 4 + 4 + 4 + 4

E

5 3 3 + 3 + 3 + 3 + 3

F

4 6 6 + 6 + 6 + 6


Addition sentence:


Addition sentence:

9

V. Assignment

Show the multiplication sentences on the number line or array. Then write the multiplication sentence.

1) 4 x 4 4) 5 x 3 2) 5 x 2 5) 3 x 8 3) 4 x 5

Transforming an Addition Sentence into a Multiplication Sentence


Cognitive: Transform an addition sentence into a multiplication sentence Psychomotor: Read the addition sentence and multiplication sentence Affective: Show willingness to work with the group


Skill: Transforming an addition sentence into a multiplication sentence Reference: BEC PELC – I D1.1.3 Materials: cutouts, popsicle sticks, small boxes with candies

Value: Teamwork



1. Drill: addition facts on flash cards

12 28 32 50 42 63 33 + 12 + 40 +18 + 7 + 18 + 14 + 44

2. Review

Write the multiplication sentence shown on the number line.

3 + 3 + 3 + 3 + 3

a. 4 + 4 + 4 + 4

b.

2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2

c. 5 + 5 + 5 + 5 + 5 d. 7 + 7

0 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

0 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

0 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

0 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

10

e. 3. Motivation

I have 5 small boxes here. Guess what is inside each box. There are 5 small boxes and each box has 6 candies. How many candies are there in all?


1. Presentation

* Let us transform our word problem into a number sentence.

addition sentence: 6 + 6 + 6 + 6 + 6 = 30 multiplication sentence: 5 x 6 = 30 (Teacher explains how to transform addition sentence into multiplication sentence.)

* Let pupils bring out their popsicle sticks.

Make 2 groups of 6 and let them give the addition sentence then transform it to a multiplication sentence.

4 groups of 3 7 groups of 5 6 groups of 8 2 groups of 9 5 groups of 7 3 groups of 6

2. Group Activities Give each group a strip of paper with an addition sentence on it. Then they will give the multiplication sentence.

(The fastest group will be given a prize.) 6 + 6 + 6 + 6 + 6 + 6 = 4 + 4 + 4 + 4 + 4 + 4 + 4 = 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 =

*Valuing

- If each team works willingly and cooperatively, what character trait do they show?

- What is the importance of showing willingness to work with the group?

3. Generalization

What do we do with the addition sentence? Why is there a need to transform an addition sentence into a multiplication sentence?

0 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

11

C. Application

Teacher gives other exercises on transforming addition sentence into multiplication sentence.

Write the multiplication sentence. 1) 7 + 7 + 7 + 7 = 2) 8 + 8 + 8 + 8 + 8 = 3) 4 + 4 + 4 + 4 + 4 + 4 + 4 = 4) 9 + 9 + 9 = 5) 6 + 6 + 6 + 6 + 6 + 6 =

IV. Evaluation

Change to multiplication sentence. 1) 2 + 2 + 2 + 2 + 2 + 2 + 2 = 2) 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 3) 6 + 6 + 6 + 6 + 6 = 4) 5 + 5 + 5 + 5 + 5 + 5 + 5 = 5) 7 + 7 + 7 + 7 + 7 + 7 =

V. Assignment

Complete the table below.

Addition sentence Multiplication sentence

1)

2 + 2 + 2 +2 = 8

__________

2) 3)

__________ 3 + 3 + 3 + 3 + 3 = 15

8 x 3 = 24 __________

4) __________ 6 x 3 = 18

5) 6 + 6 + 6 + 6 + 6 = 30 __________

Identifying Parts of a Multiplication Sentence


Cognitive: Identify the parts of a multiplication sentence Psychomotor: Write the missing part of a multiplication sentence Affective: Show concern for the environment


Skill: Identifying the parts of a multiplication sentence Reference: BEC PELC I D 1.1.4 Materials: show-me-board, flash cards with repeated addition, picture of 2 garden plots,

flash cards with missing part of a multiplication sentence Example:

Value: Concern for the environment

4 x = 12

12

Auring uses 4 pails of water for watering her plants in a day. How many pails of water does Auring need for watering her plants in 3 days?



1. Drill Skip counting by 3s, 4s, 5s

2. Review Using show-me-board Flash cards with repeated addition Give the multiplication sentence.

3. Motivation

Show a picture of 2 garden plots with 6 pechay plants in each plot and a girl watering the plants.

Ask: What does the picture show? Why does the girl water the plants?

How does she show concern for the environment? Do you do the same? Say: This is Auring’s garden. Let us read a story about Auring’s plants.


1. Presentation

Ask the pupils:

a. How many pails of water does Auring use for her plants? b. How many days does she water the plants? c. How much water do the plants get in 3 days? d. What will you do to find the answer?

Write the multiplication sentence on the board. Then introduce the parts of a multiplication sentence. Explain each part.

3 x 4 = 12

product multiplicand multiplier

or 4 – multiplicand x 3 – multiplier 12 – product

3 + 3 + 3 + 3 = 4 + 4 + 4 + 4 + 4 =

What do you call 12? What do you call 4? What do you call 3?

13

2. Group Activities

Activity 1 a. Prepare 3 sheets of paper/cards. b. Write in each sheet the parts of the multiplication sentence. c. As the teacher flashes cards with missing parts in the multiplication sentence,

hold up the sheet of paper with the correct answer. What number is missing? What do you call the missing number? x 3 = 24 6 x = 30 9 x 4 =

Activity 2 Pair-shared activity Directions: a. In 9 x 4 = 36, the multiplier is _____. b. In 8 x 5 = 40, the multiplicand is _____. c. In 6 x 8 = 48, the product is _____. d. In 8 , the multiplicand is _____.

x 3 24

e. In 7, the multiplicand is _____. x 9 63 3. Generalization

What are the parts of a multiplication sentence? What will happen to the product, if we change the order of the multiplicand and the multiplier? Why?

C. Application

Looking back at Auring’s garden, let us read another story.

The plants get 5 hours of sunlight each day. How many hours of sunlight do they get in 4 days?

Ask: What is the multiplication sentence for the problem? What do you call 4 in the multiplication sentence? 5? 20?

IV. Evaluation

1. Choose and write the letter of the correct answer. a. In 4 x 6 = 24, what is 6?

a. multiplier b. multiplicand c. product b. In 3 x 9 = 27, what is 3?

a. multiplier b. multiplicand c. product c. In 4 x 8 = 32, what is 32?

a. multiplier b. multiplicand c. product d. What part is missing in 6 x ___ = 48?

a. multiplier b. multiplicand c. product e. Which is the multiplier in 6 ?

x 8 48 a. 6 b. 8 c. 48

14

2. Write the part of the multiplication sentence.

a. In 3 x 9 = 27, what is 9? _____ b. In 4 x 7 = 28, what is 4? _____ c. In 9 x 8 = 72, what is 72? _____ d. What do you call the answer in a multiplication sentence? e. Which part of the multiplication sentence tells how many times a number is

multiplied?

V. Assignment Write the name of the missing part of the multiplication sentence. a. 4 x ___ = 36 b. 6 x ___ = 54 c. ___ x 7 = 42 d. ___ x 8 = 56 e. 9 x 5 = ____

Factors of a Given Number


Cognitive: Give the factors of a given number

Psychomotor: Write the factors of a given number

Affective: Show appreciation for manual work


Skill: Giving the factors of a given number

Reference: BEC PELC – I D. 1.1.5

Materials: Number in cards, envelopes, cutouts

Value: Appreciation for manual work



1. Drill

Flash cards drill – 1-digit numbers

6 x 4 = 4 x 7 =

9 x 2 = 2 x 8 =

7 x 5 = 6 x 6 =

3 x 4 = 5 x 5 =

8 x 3 = 7 x 9 =

15

2. Review

Name the encircled number (on the board).

Color the box red for the multiplicand, blue for multiplier and green for product.

a. 32 x 4 = 8

b. 40 x 8 = 5

c. 21 x 3 = 7

d. 18 x 2 = 9

e. 56 x 8 = 7

3. Motivation

Teacher shows 4 boxes with 9 calamansi. Who can guess how many are inside these boxes? After coming up with the correct number in each box, make a multiplication sentence (4 x 9 = 36)

Do you know the name of 4 and 9? 36?


1. Presentation

Present the illustration/drawing to the pupils.

Ask: How many fishermen are in each group?

How many groups are there?

How many fishermen are there in all?

What multiplication sentence can you give with the drawing?

16

3 x 4 = 12

factors product

3 x 4 = 12

Let the pupils identify the multiplicand and the multiplier in the number sentence.

Tell the class that the multiplicand and multiplier are also called factors.

Ask: What are the factors of 12 in the given problem?

Ask: If you are to group the 12 fishermen so that there will be the same number of fishermen in each boat, how will you do it?

Let the pupils list all the possible groups and explain their answers.

Ask: So, what other numbers will you multiply to give the product of 12?

Let the pupils list all the possible factors of 12.

4 x 3 = 12 1 x 12 = 12 2 x 6 = 12

3 x 4 = 12 12 x 1 = 12 6 x 2 = 12

Ask: From the list, what are the factors of 12? (The factors of 12 are 1, 2, 3, 4, 6, and 12)

How many factors do 12 have? (6 factors)

Going back to our picture, what are the fishermen doing? Why is their work important to us? What will happen if these fishermen stop fishing? How can we show appreciation for their work?

Provide other examples.

10 21 30 42 etc.

Ask: What are the factors of 10? 21? 30? 42? etc.

Let the pupils work in pairs and list/write down the factors of each of the given number.

Ask: How many factors does 10 have? 21? etc.

What factor is found in all the given numbers? Why?

2. Group Activities

Activity 1

Divide the class into 3 groups. Give the factors of the given number. The products were placed in the pocket chart. Pupils will match the factors.

17

Example:

Factors Product

8 and 4

4 and 8

32 and 1

1 and 32

32

Activity 2

A leader from each group shows a 2-digit number.

The member will give the factors using cutout numbers.

Activity 3

Give each group numbers on charts. Encircle the factors and give their products.

Example: 2 6 9 5 1 7

3 5 8 7 2 8

7 2 0 6 5 3

1 4 1 9 0 9

9 3 4 3 6 4

2 x 3 = 6

8 x 0 = 0

5 x 3 = 15

3. Generalization

How do we get the factors of a given number?

C. Application

Write the factors for the following:

1. ___ x ___ = 56 3. ___ x ___ = 42 5. ___ x ___ = 24

2. ___ x ___ = 32 4. ___ x ___ = 40

IV. Evaluation

1. Write the missing numbers.

a. 9 x ___ = 54

b. ___ x ___ = 72

c. ___ x ___ = 63

d. ___ x ___ = 45

e. 9 x 9 = ___

18

2. Choose the factors for the following numbers. Write the letter of your answer.

a. 18 a. 4 x 4 b. 3 x 6 c. 7 x 4 d. 8 x 2

b. 27 a. 9 x 3 b. 3 x 4 c. 5 x 5 d. 6 x 3

c. 36 a. 4 x 5 b. 4 x 7 c. 4 x 4 d. 4 x 9

d. 45 a. 9 x 6 b. 9 x 9 c. 9 x 5 d. 9 x 3

e. 56 a. 7 x 8 b. 8 x 6 c. 9 x 6 d. 4 x 9

V. Assignment

Write as many factors as you can for the following numbers.

1) 64 6) 28

2) 72 7) 14

3) 15 8) 40

4) 49 9) 48

5) 35 10) 10

A Number Multiplied by 1 is the Same Number


Cognitive: Show that a number multiplied by 1 is the same number Psychomotor: Write the correct number in multiplying by 1 Affective: Practice teamwork in group activities


Skill: Showing that a number multiplied by 1 is the same number. Reference: BEC PELC I.D.1.1.6 Materials: real objects, illustrations, activity sheets Value: Teamwork



1. Drill: Flash cards like 2 x 2 = 4, 3 x 2 = 6, 4 x 2 = 8, etc. 2. Review

Write a pair of factors for the following products. a. 28 = ___ x ___ b. 18 = ___ x ___ c. 30 = ___ x ___ d. 27 = ___ x ___ e. 15 = ___ x ___

19

3. Motivation Show the illustration/drawing. Say: I have some vases here. How many vases do I have? How many flowers are there in each vase?


1. Presentation Teacher shows multiplying by 1.

Ask: How many groups/sets of flowers are there? How many flowers are there in each group/set?

What is the correct number sentence? 3 x 1 = 3 Present another drawing/illustration.

Ask: How many groups/sets of kites are there? How many kites are there in each set/group? What is the correct number sentence? 1 x 3 = 3

2. Group Activities

Give each group an activity. Let them show multiplication of a number by one.

a. b.

c. d.

e.

20

Divide the class into 4 groups. Distribute an activity sheet to each group. Write the missing number.

Group I Group II Group III Group IV

*Valuing:

- Which group finished first? How did you finish your work at once? - Why is it important to have teamwork?

3. Generalization

What is the product if one (1) is multiplied to a given number?

C. Application

Multiply the number in the starting triangle with each of the numbers in the circle. Then write each product in the end box.

6 x ___ = 6 2 x ___= 2 1 x 5 = __ 3 x 1 = __ __ x 7 = __

9 x ___ = 9 1 x ___= 10 __ x 8 = 8 15 x 1 = __ __ x 20 = 20

8 x 1 = ___ ___ x 7 = 7 6 x __= 6 10 x 1 = ___ 11 x 1 = ___

1 x 12 = __ 4 x ___= 4 25 x ___= 25 __ x 3 = 3 ___x 1 = 13

x 15

x 21

x 36

1

Start

X 10 x 10

x 8 END

END

END

END

END

21

IV. Evaluation

Write the product of the following: 1. 6 x 1 = 2. 1 x 10 = 3. 8 x 1 = 4. 20 x 1 = 5. 16 x 1 = 6. 21 x 1 = 7. 1 x 12 = 8. 1 x 30 = 9. 40 x 1 = 10. 25 x 1 =

V. Assignment

Write the missing number to complete each number sentence. 1. 9 x 1 = ___ 6. 14 x 1 = ___ 2. ___ x 14 = 14 7. ___ x 20 = 20 3. 1 x 16 = ___ 8. 15 x ___ = 15 4. 11 x ___ = 11 9. 32 x 1 = ___ 5. 18 x ___ = 18 10. 40 x ___ = 40

Showing that Zero Multiplied by a Number and Vice versa is Zero


Cognitive: Show that zero multiplied by a number and vice versa is zero Psychomotor: Write the number to be multiplied by zero Affective: Practice working quietly


Skill: Showing that zero multiplied by a number and vice versa is zero Reference: BEC PELC I.D.1.1.7 Materials: Objects like box, glass, vase Value: Discipline



1. Drill: Multiply the following:

a. 16 x 1 = b. 1 x 20 = c. 10 x 1 = d. 1 x 15 = e. 20 x 1 =

2. Motivation

22

Show an empty glass. Ask: "Do you see anything in it? Why?"


1. Presentation

Teacher shows 3 empty boxes. Ask: Do you see anything in each box? How many boxes are there? Why? Write a multiplication sentence for this. (0 x 3) What number do we multiply by 3? (zero) When we multiply 0 by a number, what is the product? Give another example Ask: What is the product of 0 x 7? What do you notice of the product if one of the factors is zero?

2. Group Activities Divide the class into 4 groups. Distribute activity sheets to each group. Directions: Write a multiplication sentence for each set using 0 as a multiplicand. a. empty sets

b. empty sets

c. empty boxes

d. empty cans

23

Work in group of 5s. Show the following multiplication sentences through drawings.

a. 0 x 4 = b. 0 x 5 = c. 0 x 2 = d. 0 x 6 = e. 0 x 7 =

*Valuing: - During group work, did you observe discipline? - How did you work? - Why is it important to have self-discipline?

3. Generalization

What is the product if zero is multiplied by a given number and vice versa?

C. Application

Write the product on their show-me-card.

1. 100 x 0 = 6. 35 x 0 = 2. 1 x 0 = 7. 0 x 50 = 3. 18 x 0 = 8. 14 x 0 = 4. 0 x 30 = 9. 0 x 20 = 5. 0 x 40 = 10. 60 x 0 =IV. Evaluation

Complete the number sentence.

1. x 12 = 0 4. 0 x = 50 2. 15 x 0 = 5. 24 x 0 = 3. 25 x 0 =

V. Assignment

Write the missing number in the blanks.

1. 5 x ___ = 0 6. 27 x ___ = 0 2. 16 x 0 = ___ 7. 8 x ___ = 0 3. 0 x 9 = ___ 8. ___ x 15 = 0 4. ___ x 7 = 0 9. 10 x 0 = ___ 5. 14 x 0 = ___ 10. 36 x 0 = ___

Multiplying 1- to 2-Digit Numbers by 1- Digit Number


Cognitive: Multiply 1- to 2-digit numbers by a 1-digit number with products up to 81 Psychomotor: Write multiplication of 1- to 2- digit numbers by 1-digit number Affective: Cooperate during shared activity


Skill: Multiplying 1- to 2-digit numbers by 1-digit number with products up to 81 Reference: BEC-PELCI D.1.2 Materials: flash cards, show-me-cards, strips of repeated addition sentences Value: Cooperation

24



1. Drill

a. a.) 1 b.) 5 c.) 0 d.) 1 e.) 9

6 0 8 6 0

b. Complete the multiplication circle. (The teacher may change the numbers.)

2. Review Game: “Memory Game” Match the product with the number sentence.

Product Number Sentence 12 2 x 4 =N 10 3 x 5 = N 14 3 x 4 = N 8 2 x 5 = N 15 7 x 2 = N

3. Motivation

(Seven girls enter the room dancing to the tune of “Bahay Kubo.” Each girl is carrying a “bilao” filled with 8 eggplants.)


1. Presentation

Ask - What are the girls carrying? - How many “bilaos” are there? - How many eggplants are in each “bilao”? - How many eggplants are there in all? - How did you get your answer?

x 4

8

4 2

3

9 5

1

7

4

25

1

- What operation did you use?

2. Group Activities Activity 1

(To the Teacher: Print the above activity in a manila paper or cartolina.) Activity 2

Divide the class into 5 groups.

Give each group a copy of the activity. A PUZZLING PROGRAM Direction: Solve the puzzle. Across 1) 2 x 9 5) 6 x 7 10) 7 x 8 2) 9 x 3 7) 3 x 7 4) 6 x 10 9) 4 x 2 Down 1) 4 x 4 6) 3 x 9 2) 8 x 3 8) 6 x 6 3) 9 x 8

Activity 3

Divide the class into 4.

Distribute 4 envelopes to each group.

Each envelope contains 5 multiplication flash cards for them to answer.

a. Show a multiplication sentence with product that shows the number of rays in our flag.

b. Show a multiplication sentence with product that shows the number of fingers in your two hands.

c. Show a multiplication sentence with product that is between 62 and 64. d. Show a multiplication sentence with product that is 2 greater than 46. e. Show a multiplication sentence with product that is 3 less than 6.

1 2 3

4 5

6

7 8

9 10

26

a.

b. c.

d.

Let the leader in each group present their answers.

* Presentation of output

3. Generalization How do we multiply 1- to 2- digit numbers by 1 digit numbers?

*Valuing:

- While you are working in groups, I have observed that you are working well with each other. What character trait did you show? Why is it important to practice cooperation at all times?

IV. Evaluation

Find the product. 1. 7 x 4 = 6. 23 8. 14 10. 34 2. 6 x 6 = x 3 x 2 x 2 3. 5 x 8 = 4. 8 x 8 = 7. 43 9. 36 5. 9 x 9 = x 1 x 2

6 x 3 =

9 x 4 =

7 x 5 =

23 x 2

40 x 2

8 x 6 =

5 x 9 =

2 x 9 =

32 x 2

42 x 1

7 x 8 =

9 x 9 =

6 x 7 =

34 x2

24 x 2

35 x2

5 x 8 =

3 x 9 =

7 x 7 =

2 x 6

27

V. Assignment

Answer the number sentence puzzle.

1 x 8 =

x

3 x 2 =

= x

8 x 2 = 3

x =

9 x 2 =

=

40

Multiplying Mentally 1 Digit Numbers with Product Up to 81


Cognitive: Multiply mentally 1-digit numbers with products up to 81 Psychomotor: Give accurate answers when thinking mentally Affective: Practice industry to earn a living


Skills: Multiplying mentally 1-digit number with products up to 81 Reference: BEC PELC – I D 1.3 Materials: Number cards from 0 – 9, drill cards with basic multiplication facts, show-me-

board, a real flower, two set of cards example Value: Industry



1. Drill “Number Raising”

a. Prepare number cards from 0 – 9. b. As a teacher flashes cards with a missing factor, the pupils will raise the correct

number card. Example: 6 x = 18 x 7 = 14

2. Review

Write the product in your “show-me-board” as the teacher flashes cards with 1-to 2-digit numbers by 1-digit number with products up to 81 Example: 24 13 x 2 x 3

3. Motivation

Show a real/drawing of a gumamela flower with a stem and 2 leaves on it. Ask: Describe the color and size of the flower. How many flowers do you see? How many petals does it have?

28

(point to the petals) If I have 2 flowers with the same number of petals, how many petals will there

be? How did you find the answer?

C. Developmental Activities

1. Presentation

Show the flower again. Ask: How many leaves does it have? How many twos are there? What is the multiplication sentence for these?

2. Group Activities

Activity 1 a. Provide each pupil with a worksheet like the one shown below. b. Ring three numbers that give a multiplication sentence horizontally, vertically and

diagonally. c. Put a multiplication symbol (x) and equal sign between the numbers. Example:

4 0 2 10 4 3 8

50 10 5 2 8 4 2

20 2 8 20 5 3 16

5 x 3 =15 3 35 1 30

1 4 0 21 7 27 10

14 2 7 7 6 6 3

Activity 2 a. Prepare two sets of cards, one with multiplication sentences and one with

products.

b. Distribute equal number of cards from each set to the whole class, one card per pupil only.

c. At a given signal, go around and look for your partners.

Activity 3 “Pair-shared Activity” Listen carefully as the teacher gives the word problem then solve it mentally. a. What is the product of 9 and 7? b. What is 9 x 2? c. What is 9 added 3 times? d. What is the product of 6 and 8? e. What is 4 groups of 7?

3. Generalization How do we multiply mentally 1-digit numbers with products up to 81?

C. Application

Solve the word problems mentally.

Every Saturday Charmaine sells sampaguita garlands. She helps her mother earn a living. She gains 5 for every bundle. How much can she earn for 6 bundles?

9 x 6 54

29

*Valuing:

- What does Charmaine do every Saturday? Why does she sell sampaguita garlands?

- What trait does she show? Do you also help your mother earn a living? How? IV. Evaluation

A. Multiply mentally. (Note: Teacher will flash cards of multiplication facts.)

1) 8 2) 6 3) 4 4) 9 5) 6 x 3 x 5 x 7 x 2 x 7

B. Find the product. Solve mentally. (The teacher will dictate the word problem.)

1. There are 6 avocados in a tray. How many avocados are in 3 trays?

2. There are 7 mangoes in a basket. How many mangoes are in 5 baskets?

3. A bicycle has 2 tires. How many tires are there in 6 bicycles? 4. Each box has 8 pencils. How many pencils are there in 7 boxes? 5. There are 9 books in each shelf. How many books are there in 4 shelves?

V. Assignment

Find the product.

1) 6 2) 3 3) 9 4) 9 5) 8 x 9 x 9 x 9 x 7 x 7

Analyzing 1 Step Word Problems involving Multiplication (What is Asked, What

is/are Given, Word Clue/s, and Operation to be Used)


Cognitive: Tell what is asked, what is/are given, word clues and operation to be used in

the word problems involving multiplication Psychomotor: Write what is asked, given, word clues and operation to be used Affective: Work cooperatively with the other members of the group


Skill: Telling what is asked, given, word clues and operation to be used in word problems involving multiplication

Reference: BEC-PELC ID2.1.1.1 Materials: Flash cards on basic multiplication facts Word strips Colored cards, rubber bands Activity cards

Value: Cooperation

30

III. Learning Experience


1. Drill - Multiplication Facts

Ex. a. 2 b. 4 c. 3 d. 6 e. 8

x 3 x 3 x 5 x 2 x 4

2. Review The teacher gives colored cards to the pupils and let each group answer by finding the pattern.

Sample 3 groups of 3 a. ___ groups of 3 b. ___ groups of ___ c. ___ groups of ___ d. ___ groups of ___ e. ___ groups of ___

Recall the clues that will help the pupils decide which operation to use in solving word problems. In multiplication - the word clues are product, altogether, factors, in all

3. Motivation

Do you have rubber bands? What are their colors? How did you get those rubber bands? Where do you use your rubber bands?

31


1. Presentation

Present this problem: What did Mario buy? What is asked in the problem? How much did each bundle cost? What are given? What will he do to find the amount he will pay the seller? What is the word clue? What operation will you use to find the answer?

2. Group Activities

Divide the class into 3 groups and each member should work cooperatively with the leader. Then, let the leader of each group present their work. Activity Card 1 Read the problem and answer the following questions. Write your answer on a manila paper.

What is asked?

What is/are given?


What is the operation to be used? Activity Card 2 Read and analyze the problem.

If 1 pair of maracas costs 4, how much will you pay for 8 pairs of maracas?

What is asked?

What is/are given?


What is the operation to be used?

Activity Card 3 Read and analyze the problem. Copy the letter of the correct answer.

In the corner of the toy store, Manny’s sister saw 2 shelves of Barbie dolls. If each shelf contains 10 Barbie dolls, how many Barbie dolls will there be in the shelves?

a. What is asked?

1) the number of Barbie dolls in the shelves 2) the number of shelves 3) the number of toy store

Mario bought 3 bundles of rubber bands in three different colors. If each bundle costs 10, how much did Mario pay for the three bundles of rubber bands?

In a toy store, Manny saw 4 shelves of basketball balls of different colors. If each shelf contains 21 basketball balls, how many basketball balls are there in all?

32

b. What are given? 1) 2 shelves of Barbie dolls 2) 10 Barbie dolls in each shelf 3) 2 shelves with 10 Barbie dolls in each shelf

c. What are the word clues?

1) how many 2) each and in all 3) how many were bought

d. What operation is to be used?

1) addition 2) subtraction 3) multiplication

How did you analyze the problem? What steps did you follow? How did you arrive at the correct answer?

*Valuing:

- During the group activity, did each member cooperate? - What character trait did he/she show? - What is the importance of working cooperatively with the group?

3. Generalization

What are the steps used in analyzing word problems?

C. Application

Read and analyze the problem. Answer the questions that follows.

At the toy store, Marlon saw 3 bundles of multi-colored balloons. If each bundle has 23 balloons, how many balloons will there be altogether?

1. What is asked? Answer _________________________________________

2. What are given? Answer _________________________________________

3. What is the word clue? Answer _________________________________________

4. What operation is to be used to find the answer?

Answer _________________________________________

(The teacher emphasizes the importance of the steps in analyzing word problems.)

IV. Evaluation

A. There are 12 toy bicycles in one shelf. If there are 4 shelves, how many bicycles are

there in all?

1. What is asked? Answer _____

2. What are given? Answer _____

3. What is the word clue? Answer _____

33

4. What operation is to be used to find the answer? Answer _____

B. A lollipop costs 3. Jay-jay bought 12 pieces of lollipops. How much will he pay for them? 1. What is asked? __________________________________ 2. What are given?__________________________________ 3. What is the word clue?_____________________________ 4. What operation is to be used to find the answer? ________

V. Assignment

Read and analyze the problem. Write the answer to this question on a 2

1 sheet of paper.

If each toy bicycle costs 13, how much will 3 toy bicycles cost? 1. What is asked? 2. What are given? 3. What is the word clue? 4. What operation is to be used to find the answer?

Analyzing 1 step Word Problems Involving Multiplication (Transforming Word Problems into Number Sentences and Stating the Complete Answer)


Cognitive: 1. Transform the word problem into a number sentence involving

multiplication 2. Use the correct operation

3. State the complete answer Psychomotor: Write the number sentence, operation being used and the complete answer Affective: Appreciate an industrious person


Skill: Transforming word problems involving multiplication into number sentences,

using the correct operation and stating the complete answer Reference: BEC-PELC I.D.2.1.2 - 2.1.4 Materials: Pictures, concrete or semi-concrete materials word strips with number sentence and four fundamental operations charts with word problems, flash cards Value: Industry



1. Drill

Multiply the following as fast as you can. 3 ones is _____. 4 eights is _____. 3 nines is _____.

1 tens is _____. 2 sevens is _____.

34

2. Review Read the story problem. Choose the letter of the correct answer.

Me-Anne placed 3 papayas in each basket. There are 4 baskets. How many papayas are there in all? a. What is asked?

1) the number of baskets 2) the number of papayas in all 3) the number of papayas in each basket

b. What are given?

1) 3 papayas 2) 4 baskets 3) 3 papayas and 4 baskets

c. What are the word clues? 1) how many 2) each and in all 3) altogether

d. What operation is to be used? 1) addition 2) subtraction 3) multiplication

3. Motivation

Describe the picture drawn in a cartolina/manila paper. Ask: What do you see in the drawing?


1. Presentation

Story Problem

The family of Mr. dela Cruz cultivated the soil and made 6 plots. His wife and children planted 10 tomato seedlings in each plot. How many tomato seedlings did they plant in all? Ask: Who had a vegetable garden? How many plots were there? How many tomato seedlings were planted in each plot?

Let us analyze the word problem.

a. What is asked in the word problem? b. What will you do to find the number of tomato seedlings in the garden? c. Why will you multiply? d. What is the word clue for multiplication?

35

e. What is the correct number sentence? f. What is the correct answer? Guide and let the pupils show their solutions. Let them label their answers correctly.

10 x 6 60

tomato seedlings plots tomato seedlings in all

*Valuing: - What can you say about the family of Mr. dela Cruz? - Is it good to be industrious? Who among you here has the same family as

that of - Mr. dela Cruz?

2. Group Activities

Let the pupils do the activities below.

Teacher gives activity card for each group. Activity 1 – Group I

Mix-N-Match

Match the correct number sentence written on the strips of cards. Then solve the correct answer and label the answer correctly.

a. During recess time, Betty sold 3 trays of bananas. If there are 20 bananas in each tray, how many bananas will there be in all?

b. There are also 4 small trays of pineapple slices. If each tray contains 12 slices, how many slices will there be altogether?

Activity 2 – Group II Read the problem and answer the questions that follow:



What is the correct answer?


Write the number sentence?


What is the correct number sentence?



To earn money, Mother sold fried bananas at 6 per stick. If she was able to sell 9 sticks how much did she receive?

Claire is helping Nilo to make bundles of pechay plants. There are 5 pieces of pechay plants in each bundles. How many pieces are there in 8 bundles?

Aling Mila likes to bake cakes. If each cake needs 3 eggs, how many eggs will she need to bake 23 cakes?

36

Activity 3 – Group III

By the use of small boxes, pupils will fill in objects in the box. Read the problem and do what it says. Then answer the questions.

Put 9 marbles in each of the 4 boxes. How many marbles are there in all?



Put 12 shells in each of the 3 boxes. How many shells are there in all?



Put 7 candies in each of the 9 small boxes. How many candies are there in all?



3. Generalization

How do we transform change word problems into number sentence? Why do we need to transform word problems into number sentences? What are the steps in solving word problems involving multiplication of whole numbers including money?

C. Application

Transform the word problem into a number sentence. Then solve for the correct answer. Write the answer in your drill board and show it to the class. 1. Mother bought 5 baskets of apples. Each basket contains 6 delicious apples. How

many apples are there in all? 2. Mr. Santos sold 3 baskets of santol. If each basket contains 21 santols, how many

pieces of santol will there be in all? 3. Mother cooks 10 hot cakes to be sold in her canteen everyday. How many hot cakes

does she bake in 7 days?

IV. Evaluation

Read the problems carefully. Then answer the questions that follow. Show all the solutions.

1. Mandy makes an average score of 8 points in every basketball game. How many points

does he make in 5 games?



2. A stem of roses is sold for 10 each. How much do 6 stems of roses cost?


What is the correct answer? 3. Mang Aldo earns 25 a day for fetching water. How much will he earn in 5 days?


What is the correct answer? 4. Ben makes 8 lanterns in one day. How many lanterns can he finish in 7 days?


What is the correct answer? 5. The librarian has 7 bundles of Mathematics books. Each bundle contains 6 books. How

many books does he have?



37

V. Assignment Transform the word problem into a number sentence then solve for the correct answer. 1. Myrna can finish sewing 5 handkerchiefs in an hour. How many handkerchiefs can she

finish in 7 hours? 2. Emmy earns 50 a day by selling tomatoes. How much will she earn in 3 days? 3. Tina packed 5 carrots in each of 9 plastic bags. How many carrots did she pack in all? 4. There are 8 pineapples in the basket. If there are 7 baskets, how many pineapples will

there be in all? 5. Angelo bought 2 cones of ice cream. How much will he pay if one cone of ice cream

costs 10? 6. A farmer planted 22 mabolo seedlings a day for 3 days. How many mabolo seedlings did

the farmer plant in all? 7. The following week, he planted 14 chico seedlings each day for 2 weeks. How many chico

seedlings were planted altogether?

Solving 2- to 3 Step Word Problems Involving Addition, Subtraction, and Multiplication


Cognitive: 1. Tell what is asked, what are given, the word clue/s, hidden question and

the operation to be used in word problems involving addition, subtraction and multiplication

2. Transform word problems into number sentences, use the correct operation and state the complete answer involving addition, subtraction and multiplication

Psychomotor: Write what is asked, given, word clue/s, hidden question, operation to be used, number sentence and complete answer

Affective: Develop social awareness among pupils II. Learning Content

Skill: 1. Telling what is asked, what are given, the word clue/s, hidden question and the operation to be used in word problems involving addition, subtraction and multiplication

2. Transforming word problems into number sentences, using the correct operation and stating the complete answer involving addition, subtraction and multiplication

Reference: BEC PELC I.D.3.1

Materials: Strips of cartolina printed with number sentences, 2

1 manila paper printed

with the answer of the number sentences, play money, popsicle sticks, rubber bands

Value: Social Awareness III. Learning Experiences


1. Drill Prepare some number cards. Let one pupil gets a number card and says: “I am 9.

What are my factors?” Let him/her call his/her classmate to give the answer. Repeat this activity with other pupils and using other number cards.

Use the digits 0 – 9 only once in all the 10 boxes to make the number sentence correct.

38

1.

2.

5.

3.

2. Review

“Mix-N-Match”

The teacher writes each mathematical sentence (Set A) on a strip of cartolina and the answers (Set B) on another strip.

Let the pupils find the answers to these mathematical sentences by matching Set A with Set B.

Set A Set B a. (6 + 3) + 2 = N a. 10 b. ( 3 + 2) – 1 = N b. 13 c. (4 x 3) – 2 = N c. 4 d. (5 x 4) – (3 + 4) = N d. 36 e. (2 + 7) x (3 + 1) = N e. 11

- How many operations are used to get the right answer

Solve the problem mentally. How many boys are there in our class today? How many girls? How many are there in all? If five pupils will attend the Munting Barangay meeting this afternoon, how many will be left?

*Valuing:

- Do you join or attend activities or projects in your school? Name some of the

activities that you had attended or joined. - What can you learn in joining or attending school activities? (Why is it

important to attend or join school activities?)

3. Motivation

Get popsicle sticks. Make 3 bundles of 8. How many popsicle sticks do you have? Give 7 popsicle sticks to your seatmate. How many were left? Let the pupils show how they get there answers.


1. Presentation

a. Present the number sentence of the word problem in the Motivation. (3 x 8) – 7 = 17 1) What does the numeral 3 represent in the problem? 8? 7? 2) Why did we multiply 3 and 8 first? 3) What is the word clue that tells us to multiply first? 3) How did you get 17? 4) What is the correct answer?

+ = 8

- = 8

- = 8

x = 8

+ = 8 - 5

39

5) Does the answer make sense? Why? b. Present another word problem.

Osmundo gathered 4 shells in the morning. Lino gathered 5 shells in the

afternoon. How many shells could the two boys gather in 7 days? Let the pupils analyze the problem using the following steps.

What is asked?

What are given?


What is the hidden question?

What are the operations to be used?

How will you transform the word problem into a number sentence?


Following the number sentence let all the pupils answer the problem and state the answer in a complete sentence.

2. Group Activities

Activity 1 Divide the class into 5 groups. Give each group a word problem to solve. Use the steps given in 1.b.

Group 1

Jose bought 4 glasses of buko juice at 12 each and 6 slices of puto at 3 each. How much did Jose spend?

Solve: Group 2

A dozen of eggs cost 52. If I buy 3 dozens of eggs and give the seller 200, how much will be my change?

Solve: Group 3

Dante has 5 twenty-peso bills and 5 ten-peso coins. He gave 75 to Ricardo. How much was left to Dante?

Solve: Group 4

There are 2 boxes of pizza. Each box has 8 slices. If 10 slices were eaten, how

many slices were not eaten? Solve: Group 5

Twenty boys go on a camping trip. They brought 3 tents with them. Six of them

sleep in each tent. How many did not sleep in the tent?

Solve: Activity 2

Divide the class into 5 groups. Distribute one word problem to each group. The members from each group will act out the word problem.

40

a. Mrs. Ariola gave 5 word problems as a short quiz. Each correct answer is given 2 points. If Elmer got 2 mistakes, what was his score?

b. Mother bought 2 dozens of eggs. She used 14 eggs to bake cup cakes. How many eggs were not used?

c. Mrs. Ramos picked roses in her garden. She put 7 roses in each of her 3 vases and 3 roses were sent to Aya’s teacher. How many roses did Mrs. Ramos pick?

d. Five baskets are on the table. In each basket are 8 oranges. Near the baskets are 4 pieces of oranges. How many oranges are there in all?

e. Ben, Ted and Jojo brought 3 tops each. Luis brought only 1 top. How many tops were brought by the four boys?

Activity 3 Divide the class into 4 groups. Each group will act out their word problem by dancing to the tune of “Bahay Kubo”. After the act they present their computation.

a. Mother has 3 one hundred peso bills. She went to market and bought 3 dresses

at 50 each. How much was her change? b. Mang Jose, Mang Peping and Mang Luis have 3 goats each. Of the goats, 5 are

females. How many are males? c. Three sisters, each carrying a basket filled with 10 mangoes, went to market to

sell them. Twenty-one mangoes were sold. How many mangoes were left unsold?

d. If 4 boys arrived home, each of them carrying 2 chickens. Three were roosters. How many were hens?

3. Generalization

What are the steps in solving word problems involving addition, subtraction and multiplication?

C. Application

Read the problems then solve using the steps in 1.b.

1. Marlon bought 5 glasses of pineapple juice at 8 each. He also bought 4 slices of kutsinta at 6 each. How much did Marlon spend?

2. Mang Ruben, Mang Alex and Mang Pepe have 4 pigs each. Of the pigs, 6 are females. How many are males?

IV. Evaluation

Read the word problems carefully. Then solve for the answer using the steps in 1.b.

1. Gilart bought 15 eggs at 3 each. He paid using a fifty-peso bill. How much was his change?

2. Imelda sells 25 bananas in one basket and 30 bananas in another basket. If the bananas

are sold at 2 each, how much money will she get?

V. Assignment

Read and solve the problems using the steps learned. 1. Karsten has 48 pieces of suman. He ate 3 pieces and sold the rest at 6 each. How

much money did he get?

2. Jurgen bought 8 notebooks at 15 each. He gave 150 to the cashier. How much change did he receive?

3. A storekeeper has 3 boxes of sardines. Each box contains 48 cans. If 20 cans were kept for their consumption, how many cans of sardines were left for sale?