Ilokano Math GR 2 TG

2
Patnubay ng Guro
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Mahalaga sa amin ang inyong mga puna at mungkahi.
Kagawaran ng Edukasyon
Republika ng Pilipinas
i
Mathematics – Ikalawang Baitang
Patnubay ng Guro sa Ilokano
Unang Edisyon, 2013
ISBN
Paunawa hingil sa karapatang-sipi. Isinasaad ng Seksiyon 176 ng Bat as

Pambansa Bilang 8293: Hindi maaaring magkaroon ng karapatang sipi sa ano mang akda ng
Pamahalaan ng Pilipinas. Gayon pa man, kailangan muna ang pahintulot ng pamahalaan o
tanggapang k ung saan ginawa ang isang akda upang magamit sa pagkakakitaan ang
nasabing akda. Kabilang sa mga maaaring gawin ng nasabing ahensiya o tanggapan ay ang
patawan ng bayad na royalt y bilang kondisyon.
Ang mga akda/materyales (mga kuwento, seleksiyon, tula, a wit, larawan, ngalan ng
produkto o brand names, tatak o trademark s, atbp.) na ginamit sa aklat na ito ay sa
nagtat aglay ng karapatang-ari ng mga iyon. Pinagsikapang mahanap at mahingi ang
pahintulot ng mga may karapatang-ari upang magamit ang mga akdang ito. Hindi inaangkin
ng kinakatawan ng mga tagapaglathala ( publisher) at may-ak da ang karapat ang-aring iyon.
Inilat hala ng Kagawaran ng Edukasyon

Kalihim: Br. Armin A. Luistro, FSC
Pangalawang Kalihim: Yolanda S. Quijano, Ph.D.
Mga Bumuo ng Patnubay ng Guro
Consultant and Coordinator: Eddie Galutan, EPS II

Content Editors: Nestor A. Paat, EPS II Mathematics (Elem.)
Ester Gramaje, EPS II Science (Elem.)
Mga Manunulat : Rosemarie C. Buncad, Rosebelinda Ruben
Lilibeth Dacanay, at Paula Pagulayan
Tagasuri: Rodrigo A. Pascua, Ed.D.
Tagaguhit: Charito Melchor
Layout Artist: Aldwin M. Costales, Shiela Marie Laurel, at
Aileen Tumalip-Espinas
Inilimbag sa Pilipinas ng
Department of Education- Instructional Materials Council Secretariat
(DepEd-IMCS)
Office Address: 2nd Floor Dorm G, Philsports Complex, Meralco Avenue,
Pasig City, Philippine 1600
Telefax: (02) 634-1054 or 634-1072
E-mail Address: imcsetd@yahoo.com
ii
Table of Contents
I Number and Number Sense
Lesson 1 Visualizing and Identifying Numbers
from 101 through 1000 . . . . . . . . . . . . .. . . . . . . . . . . . . 2
Lesson 2 Associating Numbers with Sets Having

101 up to 500 Objects and Give the
Number of Objects. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . 5
Lesson 3 Associating Numbers with Sets having

501 up to 1000 objects and Give the
Number of Objects. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Lesson 4 Counting and Grouping Objects in Ones, tens

and Hundreds . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Lesson 5 Reading and Writing Numbers from 101

through 1000 in Symbols and in Words . . . . . . . . . . . . . 14
Lesson 6 Counting Number by 10s, 50s, and 10 . . . . . . . . . . . . . . 17
Lesson 7 Reading and Writing Number through

1000 in symbols and in Words . . . . . . . . . . . . . . . . . . . . 19
Lesson 8 Giving the Place value of each Digit in a

Three Digit number . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Lesson 9 Writing Three-Digit Numbers in Expanded Form . . . . . 25
Lesson 10 Comparing Number Using >, < and =. . . . . . . . . . . . . . . 28
Lesson 11 Ordering Numbers up to 1000from Least

to Greatest and vice versa . . . . . . . . . .. . . . . . . . . . . . . . 31
Lesson 12 Visualizing an identifying the 1st through

the 20th object of a given Set froma given
point of reference . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
Lesson 13 Reading and Writing Ordinal Numbers from

1st through the 20th . . . . . . . . . . . . . . . . . . . . . . . . . . . . 36
iii
Lesson 14 Identifying and Using the Patternof Naming
Ordinal Numbers from 1st to the 20th. . . . . . . . . . . . . . 39
Lesson 15 Adding Numbers with Sums up to 1000

Without and with Regrouping: 2 digit
and 3-Digit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42
Lesson 16 Adding numbers with sums up to 1000

and with regrouping: 2 digit and 3- digit . . . . . . . . . . . . 49
Lesson 17 Using the following properties of

addition in computing for sums of up
to 1000 :zero/identity property of addition,
commutative property of addition, associa-
tive property. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . 54
Lesson 18 Adding Numbers with Sums up to1000

without and without Regrouping: 3 digit
and 3 – digit . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . 60
Lesson 19 Using the followingproperties of addition

in computing for sums of up to 1000, zero/
identify property of addition, commutative
property of addition, associative property
of addition .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Lesson 20 Adding mentally 1- to 2-digit numbers with

Sums up to 50 .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65
Lesson 21 Adding mentally 3-digit numbers by ones

(up to 9) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
Lesson 22 Adding mentally 3- diggit numbers by

tens ( multiplies of 10 up to 90) . . . . . . . . . . . . . . . . . . . 70
Lesson 23 Adding mentally 3-digit numbers by

hundreds (multiples of 100 up 900) . . . . . . . . . . . . . . . . 78
iv
Lesson 24 Analyzing and solving word problems
involving addition of whole numbers
including money with regrouping . . . . . . . . . . . . . . . . . 84
Lesson 25 Subtracting 2 to 3-digit numbers with

minuends up to 999 without and with
regrouping . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. 87
Lesson 26 Subtracting mentally1-digit numbers
from 1 to 2 digit numbers with minuends
up to 50 . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . 90
Lesson 27 Subtracting mentally 3-digit by ones

without regrouping . . . . . . . . . . . . . . . . . . . . . . . . . . . . 94
Lesson 28 Subtracting mentally 3-digit by tens

without regrouping . . . . . . . . . . . . . . . . . . .. . . . . . . . . 96
Lesson 29 Subtracting mentally 3-digit by

hundreds without regouping . . . . . . . . . . . . . . . . . . . . . 103
Lesson 30 Analyzing and solving one-step word

problems involving subtraction whole
numbers including money with minuends
up to 1000 without and with regrouping . . . . . . . . . . . . 106
Lesson 31 Performing order of operationsand subtraction

involving addition of small numbers . . . . . . . . . . . . . . . 110
Lesson 32 Solving two-step word problems

involving addition and subtraction
of 2 to 3-digit numbers including
money using appropriate procedures . . . . . . . . . . . . . . . 114
Lesson 33 Illustrating multiplication as repeated

addition,arrays, counting by multiples,
and equal jumps on the number line . . . . . . . . . . . . . . . 119
v
Lesson 34 Writing a related equation for
each type of multiplication; repeated
addition, array, counting by multiples,
and equal jumps on number line . . . . . . . . . . . . . . . . . . 121
Lesson 35 Illustrating the property of illustration that

any number multiplied by one (1) is
the same number . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123
Lesson 36 Illustrating the property of multiplication

that zero multiplied by any number is zero . . . . . . . . . . 126
Lesson 37 Illustrating the commutative property

of multiplication.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138
Lesson 38 Contructing and filling up the multiplication

tables of 2,3,4,5, and 10 . . . . . . . . . . . . . . . . . . . . . . . . . 141
Lesson 39 Multiplying mentally to fill up multiplication

tables of 2, 3, 4,5 and10 . . . . . . . . . . . . . . . . . . . . . . . . 143
Lesson 40 Analyzing and solving one-step word problems

involving multiplication of whole numbers
including money . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146
Lesson 41 Analyzing and solving two-step word

problems involving multiplication of
whole numbers as well as addition
and subtraction including money .. . . . . . . . . . . . . . . . . 150
Lesson 42 Modeling and describing division situations

in which sets are separated intoequal parts . . . . . . . . . . 161
Lesson 43 Representing division as equal sharing

repeated subtraction,equal jumps on
the number line and formation of equal
groups of objects . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165
vi
Lesson 44 Writing a related equation for each type of
situation: equal sharing, repeated, equal
jumps on the number line, and
formation of equal groups of objects . . . . . . . . . . . . . . . 167
Lesson 45 Dividing numbers found in the

multiplication tables of 2, 3,4,5,and 10 . . . . . . . . . . . . . 169
Lesson 46 Dividing mentally numbers found in the

multiplication tables of 2, 3, 4, 5and 10 . . . . . . . . . . . . 173
Lesson 47 Analyzing and solving one-step word

problems involving division of numbers
found in the multiplication tables of
2, 3, 4, 5,and 10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 176
Lesson 48 Visualizing and identifying unit fraction

with deenominations 10 and below. . . . . . . . . . . . . . . . 180
Lesson 49 Orderingunit fraction . . . . . . . . . . . . . . . . . . . . . . . . . . 183
Lesson 50 Visualizing and identifying other fractions

less than one with denominations10 and below . . . . . . 186
Lesson 51 Visualizing and identifying similar fractions

(using group of objects andnumber line) . . . . . . . . . . . 188
Lesson 52 Reading and writing similar fraction . . . . . . . . . . . . . . 191
Lesson 53 Comparing similar fraction

using relation symbols . . . . . . . . . . . . . . . . . . . . . . . . . 193
Lesson 54 Ordering similar fraction . . . . . . . . . . . . . . . . . . . . . . . 195
Lesson 55 Reading and writing money with

value through 100. ... . . . . . . . . . . . . . . . . . . . . . . . . . 198
vii
Lesson 56 Counting and telling the value of a set of
bills or a set of coins through 100 in peso
(coins only, bills only and coins and bills) . . . . . . . . . . 199
Lesson 57 Counting ang telling the value of a set of

bills or a set of coins through 100 in
centavo (coins) . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . 201
Lesson 58 Counting and telling the value of a set

of bills or a set of coins through 100
in combinations of pesos and centavos
(Peso and centavo coins only, bills
and centavo coins, coins and bills) . . . . . . . . . . . . . . . . 204
Lesson 59 Reading and writing money in

symbols and in words through 100 .. . . . . . . .. . . . . . . 205
Lesson 60 Comparing values of different denominations

of coins and paper bills through 100 using
relationsymbols >, <, and =. . . . . . . . . . . . . . . . . . . . . 207
II GEOMETRY
Lesson 61 Visualizing, identifying,classifying and

describing half – circles andquarter circles . . . . . . . . . 212
Lesson 62 Contructing square, rectangles,

triangle, circles, half-circle and quarter
circle using cut-outs and square grids . . . . . . . . . . . .. . 215
Lesson 63 Identifying shapes/figure that

show symmetry in line . . . . . . . . . . . . . . . . . . . . . . . . . 219
Lesson 64 Creating that show symmetry line. . . . . . . . . . . . . . . . 222
Lesson 65 Recognizing shapes that can tessellate . . . . . . . . . . . . 225
Lesson 66 Tessellating a surface using triangle and squares . . . . . 228
viii
Lesson 67 Identifying straight lines and curves, flat
and curved lines in a 3-dimensionalobjects. . . . . . . . . 229
Lesson 68 Explaining the differences between straight

lines, flat surfaces and curved surfaces . . . . . . . . . . . . . 232
III PATTERNS AND ALGEBRA
Lesson 69 Identifying and explains simple repeating patterns . . . . 237
Lesson 70 Determining the next term (figure/number)

in a given sequence and give reason . . . . . . . . . . . . . . . 240
Lesson 71 Finding and completing patterns

according to one or two of the following
attributes: shape, size, color orrientation . . . . . . . . . . . . 244
IV MEASUREMENT
Lesson 72 Telling and writing the time in minutes

including a.m. and p. M. Using analog and
digital clocks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 248
Lesson 73 Finding the duration of time elapsed

using calendar, analog and digital clocks . . . . . . . . . . . 251
Lesson 74 Solving simple word problems involving time . . . . . . . 257
Lesson 75 Showing and using the appropriate unit

of length to measure a particular objects
and their abbreviation cm and m . . . . .. . . . . . . . . . . . . 259
Lesson 76 Comparing length in meters and centimeters . . . . . . . . 262
Lesson 77 Measuring objects using appropriate

measuring tools in m or cm . . . . . . . . . . . . . . . . . . . . . . 264
ix
Lesson 78 Estimating and measuring length
using meter or centimeter . . . . . . . . . . . . . . . . . . . . . . . 267
Lesson 79 Solving simple word problems

involving length . . . . . .. .. . . . . . . . . . . . . . . . . . . . . . . 270
Lesson 80 Showing and using the appropriate unit

of mass to measure a particular object or
situation and their abbreviations g and kg . . . . . . . . . . 273
Lesson 81 Comparing mass in grams or kilograms. . . . . . . . . . . . 277
Lesson 82 Measuring objects using appropriate

measuring units in g or kg . . . . . . . . . . . . . . . . . . . . . . . 280
Lesson 83 Estimating and measuring mass

using gram or kilogram . . . . . . . . . . . . . . . . . . . . . . . . . 282
Lesson 84 Solving word problems involving mass . . . . . . . . . . . . 284
Lesson 85 Illustrating area as a measure of how much

surface is covered or occupiedby plane figure . . . . . . . 287
Lesson 86 Showing the area of a given figure

using square tile units, i.e. number of
square tiles needed . . . . . . . . . . . . . . . . . . . . . . . . . . . . 290
Lesson 87 Estimating the area of a given

figure using any shape . . . . . . . . . . . . . . . . . . . . . . . . . . 293
Lesson 88 Finding the area of a given figure using

square tiles i.e. number ofsquare tiles needed . . . . . . . 296
Lesson 89 Showing and finding capacity using

appropriate measuring tools, e.g.
amount of liquid needed . . . . . . . . . . . . . . . . . . . . . . . 299
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V STATISTICS AND PROBABILITY
Lesson 90 Collecting and organizing

data using tables and pictures . . . . . . . . . . . . . . . . . . . . 303
Lesson 91 Reading and interpreting

data in a given pictograph . . . . . . . . . . . . . . . . . . . . . . 305
Lesson 92 Forming scale representation of

objects from the data collected . . . . . . . . . . . . . . . . . . . 311
Lesson 93 Making pictographs using

Scale representation . . . . . . . . . . . . . . . . . . . . . . . . . . . 317
Lesson 94 Making aguess on whether an

event is less likely, more likely
or unlikely to happen based on facts . . . . . . . . . . . . . . . 321
Glosarry. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 324
xi
1
Lesson 1
Objectives:
Visualize and identify numbers from 101 through 1000
Show enthusiasm in manipulating objects through counting numbers from 101
through 1000
Manipulate objects through counting
Subject Matter: Visualizing and Identifying Numbers from 101 through 1000.
Materials: Number chart, cut-outs, counters such as corn, beans
Learning Procedure
Reading numbers from 1 up to 100. (Chart 1-100).
Reading and writing names for tens in chart.
What are the kinds of seeds that are found in your home? Do you have your
own seed bank to keep the seeds you get from the fruits/ vegetables that you
eat?
Here is what you will do: Wash them thoroughly and dry them in the sun.
Store them in a small container. Label them. After sometime, plant them in
your backyards or share them with your neighbors.
Developmental Activities
Display on the table, a plastic bag containing 10 bean seeds, another plastic
with ten bean seeds, then another plastic with the same content, until there
will be 10 plastics with 10 bean seeds that will form 100 pieces.
Ask: How many groups of tens are there?
There are 10 groups of ten.
If we will count the bean seeds by ones, how many bean seeds will there be in
all?
Is there a faster way of counting the bean seeds? How?
Group the class into two
Group 1 will count the bean seeds by ones till 100. Place them in a
plastic bag.
Group 2 will count by tens till they form ten groups of tens. Place them in a
plastic bag. Let the pupils count in Ilocano. Which group counts faster? Why?
Valuing: Why do we have to store up seeds?
2
Show sticks with group of 100.
Show 4 bundles of 100.
Let pupils count by bundle.
How many sticks are there in all?
-There are 400 sticks in all.
Chart Activity
Show the chart of hundreds and pupils will read.
100 One hundred
300 three hundred
500 five hundred
800 eight hundred
1000 one thousand
Point out that ten hundreds is equal to one thousand.
Ask the pupils to show numbers through thousands using boxes of paper clips
or marbles.
Practice Exercises: Activity 1(See Learners‟ Material p.3)
The activity is a group contest.
Distribute to the class bean seeds and corn seeds already grouped in tens and
hundreds.
Write a number through thousand on the board. Whoever shows the
corresponding bags of seeds wins.
Generalization
What did we do with the objects?
Answer: We grouped/bundled them by tens and by hundreds.
How many objects does each bundle/set have?
Answer: In a bundle of ten, there are ten pieces.
Answer: In a bundle of hundred, there are 100 pieces.
In what way does each bundle/set help you?
Answer: Grouping/Bundling the objects made counting easier.
Application
Activity 2 (See Learners‟ Material p. 4)
Encircle the equivalent number words.
Evaluation:
Activity 3 (See Learners‟ Material pp.5-6)
Count and write the correct numbers of the objects.
Show sets of objects and pupils will write the number.
3
Assignment:
Study the illustrations and write the number.
1.
100 100 100 100 10 10 1 1
100 100 100 100 10 1 1 1 1
2.
100 100 100 100 10 10 10 1 1
100 0 0
10 10 10 1 1
100 100 100 100
0 0
3.
100 100 100 100 100 100 100 100 100 100
4. 10 10 10 10 1 1 1
100 100 100 100
100 100 100 10 10 10 10 10 1 1
5. 100 100 100 10 10 1 1

10 1
100 100 100 10 10 1 1
Ans wer Key for the Assignment

1. 836 2. 964 3.1000 4.795 5. 655
Ans wer Key for the Exercises

Activity 1 Activity 2 Activity 3
 Actual 1. 600 1. 700
2. 310 2. 686
3. 140 3. 430
4. 204 4. 500
5. 915 5. 850
6. 250
4
Lesson 2
Objectives:
Associate number with sets having 101 up to 500 objects or things and give
the number of object
Work cooperatively in doing group activities.
Count the number of objects or things in the set by associating with the
numbers 101 – 500
Subject Matter: Associating Numbers With Sets Having 101 Up to 500 Objects
or Things and Give the Number.
Materials: real objects as counters
Learning Procedure
Reading numbers up to 100. (Chart 1-100)
Reading and writing number names for tens in a chart.
Fill in the blanks with correct number.

509___, ____, ____
631___, ____, 634
792___, 794, ____
875___, 877, ____
What happens if there‟s a calamity such as typhoon and flood?

What are your initial reactions toward those victims of calamities?
Show the list of donations given by the Grade 2 class.
a. Let us count the number of mineral water each section gave.
Section A
=______________
5
Section B
=_____________
Section C
=_____________
Section D
= ______________
Ask: how many bottles of mineral water did the pupils in section A give?
Section B? Section C? Section D?
Valuing: How do you feel when you give something to help others especially
those victims of calamities?
Give another example:
Distribute sticks in bundles of hundreds, tens and ones.
Write and read the number: 356
Ask a pupil to show the objects or the set of objects by counting the set in
front. Check the accuracy of their answer.
How many sticks are there in the first bundle – 100 sticks
 How about in the group bundle? – 10 sticks
 How many ones are there? – 6 sticks
Sets of Sets of Sets of

100 10 1
100 100 100 100 100
5 2 2
10 10
(Write in manila paper)

a. Look at the illustration above.
 How many sets of 100 are there? Tens? Ones?
6
b. Emphasize that:
 A set is a group of objects that belong together.
 A number tells how many objects are in a set.
 A numeral is a symbol for a number.
Practice Exercises: Activity 1 and B (See Learner‟s Material pp.

6-8)
Activity 1A Choose the correct number that matches with the numbers as
shown in the pictures above. Write the answers on a piece of paper/notebook.
Activity 1B Study the pictures. Choose the correct number given in the set
of objects. Write the answer on your paper/notebook.
Generalization
What did we do with the objects and things? Answer: We grouped/bundled
the objects in to ones, tens and hundreds according to the number that is being
asked. How many objects does each bundle/set have? Answer: In a bundle of
ten, there are ten pieces. In a bundle of hundred, there are 100 pieces.
In what way does each bundle/set help you? Answer: Grouping/Bundling the
objects will make counting easier and faster.
Application: Activity 2(See Learners‟ Material p. 8)
Draw sets of objects that correspond with the given number.
Evaluation: Activity 3 (See Learners‟ Material Activity p. 9)

Encircle the correct number. Associate the number of objects in a set in
column A to the numbers in set B.
Assignment
Represent the given numbers using the following shapes.
Put a representation Fix
Legend: Circle – 100 Triangle – 10 Square – 1

1. 225 2. 348 3. 501 4. 408 5. 507

1.
2.
3.
4.
5.
7
Activity IA Activity 2 Activity 3

1.100 1. 1.334
2. 400 2. 2.205
3.300 3. 3.403
4.200 4. 4.230
5.500 5. 5.504
6. 300
7.500
8.346
9.413
10.415
Lesson 3
Objectives:
Associate numbers with sets having 501 to 1000 objects or sets
Take care of things or objects used
Count number with sets having 501 up to 1000
Subject Matter: Associating Numbers with Sets Having 501up to 1000 Objects
Materials: Straws, stick, cloth clips, and bottle caps (use available
materials).
Learning Procedures
Read each number from 501 to 1000 from the number chart.
902 b. 629 c. 998 d. 650 e. 504
Associating numbers with sets having 101 to 500 objects.
Write the correct number for each illustration (use chart)
Match the correct number with the pictures. (Instruction should be placed in
the LM)
___ 1. a.465
100, 10, 10, 5
___ 2. b. 150
100, 100, 100, 10, 10, 10, 2
8
___ 3. c.332
100, 100, 10 , 10, 10, 10, 10, 10, 10, 10, 10, 10
___ 4. d. 300
100,100, 100, 100,10, 10, 10, 10, 10, 10, 5
___ 5. e.125
100, 10, 10, 10, 10, 10, 10
f. 220
Let the pupils listen to a situation.
Mother has 594 pieces of cloth clips in her laundry shop. She asks
Charie to put them in 3 boxes. In the first box, Charie groups the cloth
clips into hundreds, the second box she groups it into tens, and the last
box contains the ones.
How many cloth clips are there in the first box?
How many cloth clips are there in the second box?
How many cloth clips are there in the third box?
Valuing: If you have laundry clips in your home what do you do after using
them?
Show the number of cloth clips that mother has.
-Ask a pupil to do what Charie had done using recyclable material such as
bottle caps, sticks and other counters.
Have the pupils manipulate objects like bottle caps.
Let them show groups of 100 bottle caps.
Have them put together 10 bundles of 100 bottle caps.
-Ask how many bottle caps are there in all.
Call a pupil and let her/him form a group of hundreds, tens and ones.
Say: Make a group of 5 hundreds, 5 tens and 1 ones.
Let her/him show the number group that is formed.
a. Show the illustration below.
100 100 100 100 100
100 100 100 100 100
 How many groups of 100‟s are in the illustration?
9
b. How many groups of hundreds, groups of tens and ones are there in numeral
521?
100 100 100 100 100 = 521
10 10 1
Practice Exercises: Activity 1A and B(See Learners‟ Material pp. 10-12)

Activity 1A Count the set of objects shown below. Write the answer
on a paper.
Activity 1B Associate the sets of objects with their correct numbers.
Write only the letter of the correct answer on your
paper.
Generalization
How do we associate numbers with things/ objects?
Answer: By counting the bundled/grouped objects.
Application
Activity 2(See Learners‟ Material pp. 12-13)
Associate the sets of objects with their correct numbers.
Evaluation: Activity 3 (See Learners‟ Material Activity 3 pp. 13-14)

Study the sets of objects and write the correct answer.
Assignment
Draw the objects to represent each number below. Use boxes, flowers or
leaves.
Legend:
Box – 100
Flower – 10
Star – 1
1. Five hundred sixty-seven
2. Eight hundred nine
3. Six hundred eighty-eight
4. Nine hundred thirty
5. One thousand
10
Activity 1 Activity 2 Activity 3 Assignment

1.633 1. C 1.633 1.
2.635 2. E 2.937
3.862 3. B 3.512 2.
4.914 4. A 4.632
5.835 5. D 5.852 3.
4.
5.
Lesson 4
Objectives:
Count and group objects in ones, tens, hundreds
Work cooperatively with others to finish the work accurately on time
Read and write numbers correctly
Subject Matter: Counting and Grouping Objects in Ones Tens and Hundreds.
Materials: Sticks, Paper clips.
Learning Procedure
Reading and writing number names for tens to hundreds, hundreds to
thousands.
Associate numbers from 501 to 1000.
Game: The boat is Sinking
Say “The boat is sinking- group into 3! into5…into 6…” and the last
number will be grouped into 10!”
Call on someone to count how many groups of tens are in the class.
Stress the tens place of a number.
Ask a pupil to count the classmate who did not make a group of ten.
Underline the ones of the number you wrote.
Tell the pupil to read the number as group of tens and ones.
Bring out the 10 bundles of stick.
Say: I have here 10 bundles of stick.
Then ask:
How many bundles of stick do you see? The answer is 10 bundles of
10 pieces.
11
Lead them to say that 10 groups of 10 make a hundred.
Let them read 1 hundred = 10 groups of 10. Write 100 on the chalk board.
Present on the chalkboard the following for more understanding.=
10 10 10 10 10 10 10 10 10 10 = 100
H T O
1 0 0
Hundreds: 1 tens: 0 Ones: 0
Show another example.

Here are some easy ways to count.
Manong Melchor is very happy for the bountiful harvest in his
orchard. During their harvest festival he offered 2 baskets full of
mangoes. Each basket contains 100. He also offered 4 baskets of atis.
Show
Mangoes:
Atis:
How many baskets of mangoes are there?

How many baskets of atis are there?
How many pieces of mangoes are there?
How many pieces of atis are there?
Show another set.
Study the picture below.
100 100 100 100 1 1 1

10 10
How many sets of one hundred are there?

- There are four sets of one hundreds or 400.
How many sets of tens are there?
- There are 2 sets of tens or 20.
How many pieces of ones are there?
- There are 3 pieces of ones or 3.
There are four hundred twenty three. It can be written as 423.
Point out that numbers are used for counting.
Practice Exercises: Activity 1A and B (See Learners‟ Material pp.
15-16)
Activity 1A Fill the blanks and write the correct numeral for each
illustration. Write the numbers into the Place Value Chart.
Activity 1B Let pupils count the numbers inside the objects and
write the number formed.
12
Generalization
How did we count the objects?
Answer: By ones, tens and hundreds.
Application
Activity 2 (See Learners‟ Material p.17)
Let them study the sets of objects and let them write the appropriate number.
Evaluation: Activity 3 (See Learners‟ Material pp. 18-20)

Count how many sticks are there in each house.
Assignment
Write the numbers as words.
1. 158=
2. 764=
3. 473=
4. 915=
5. 626=
Activity 2 Ans wer Key for the Exercises
Activity 1
1) 634 1) 2 Sagsangagsut, 0 Sagsangapulo,
2) 454 1 Saggaysa
4) 327 3 Saggaysa
3 Saggaysa
Activity 3 4) 4 Sagsangagsut, 1 Sagsangapulo,
1. 1 Sagsangagsut 5 Saggaysa
0Sagsangapulo 5) 5 Sagsangagsut, 3 Sagsangapulo,
0Saggaysa 3 Saggaysa
2. 7 Sagsangagsut 6) 2 Sagsangagsut, 1 Sagsangapulo,
5Sagsangapulo 0 Saggaysa
3Saggaysa 7) 5 Sagsangagsut, 0 Sagsangapulo,
0 Saggaysa
3. 4Sagsangagsut 8) 7 Sagsangagsut, 5 Sagsangapulo,
3Saggaysa 9) 6 Sagsangagsut, 9 Sagsangapulo,
2 Saggaysa
4. 6 Sagsangagsut 10) 3 Sagsangagsut, 9 Sagsangapulo,
8Saggaysa
5. 4 Sagsangagsut
4Sagsangapulo
3Saggaysa
13
Assignment
1.Sangagasut ken lima pulo ket walo
2. Pitogasut ken innem nga pulo ket uppat
3.Uppat a gasut kenpito pulo ket tallo
4.Siam a gasut ken sangapulo ket lima
5.Innem a gasut ket duapulo ket innem
Lesson 5
Objectives:
Identifying numbers from 101 through 1000 in symbols and in
Read numbers accurately, legibly and neatly
Read and write numbers from 101 through 1000 in symbols and in words
Subject Matter: Reading and Writing Numbers from 101Through 1000 in

symbols and in words.
Materials: Chart
Learning Procedure
Read the numbers 101-1000 in the chart.
Flash the cards with group of objects in hundreds, tens and ones.
Then call on pupils to give the number of objects.
Match each number word with the correct numeral orally
Seven hundred twenty one 914
Three hundred seventy 589
Nine hundred fourteen 216
Five hundred eighty nine 370
Two hundred sixteen 721
“Our school joined the Tree Planting Campaign!”

Our pre-school was able to bring 104 seedlings.
Our primary pupils were able to bring 269 seedlings.
Our intermediate pupils were able to bring 445 seedlings.
14
Ask:
How many seedlings did the pre-schoolers bring?
104 seedlings
How many seedlings did the primary pupils bring?
269 seedlings
How many seedlings did the intermediate pupils bring?
445 seedlings
Let the pupils read the numbers written on the board.
Say: These numbers are written in symbols. Can you write
them in another way? Tell the class that these numbers can be written
in words.
104 is written as one hundred four
269 is written as two hundred sixty-nine
445 is written as four hundred forty- five
Valuing
“Why do you think trees should be planted around our school?
What are the things we get from trees?
Flash number cards to pupils and call a pupil to read and write the
numbers in words.
182- One hundred eighty-two.
234- Two hundred thirty-four.
450- Four hundred fifty.
561- Five hundred sixty-one.
678- Six hundred seventy-eight.
Remember: Numbers can be written in figures and in words.

Practice Exercises: Activity 1 A and B (See Learners‟ Material p 20-
21.)
Activity 1A Write and read numerals into word numbers
Activity 1B Read and write number words in symbols.
Generalization
How do you read numbers?
Answer: We read numbers in words and symbols.
What are the two ways of writing numbers?
Answer: Numbers can be written in words and symbols.
Application
Activity 2(See Learners‟ Material p. 21)
15
Let the pupils “pick” one mango fruit from the tree drawn on a piece
of Manila paper. Ask them to read and write the numbers in words and
number words in symbols.
Evaluation: Activity 3 (See Learners‟ Material p. 22)
A. Read and write these numbers in words.
B. Write and read these numbers words in symbols.
Assignment
Match the numerals in column A with the number words in column
A. B.
1. 726 a. Four hundred nineteen.
2. 175 b. Seven hundred twenty six.
3. 419 c. One hundred seventy five.
4.385 d. Six hundred forty eight.
5. 648 e. Three hundred eighty five.
Answe r Key for the Exercises
Activity 1
1. 3.
a. Sangagasutketsiam a. 105
b. Tallogasut ken innem a pulo ket uppat b. 490
c. Innem a gasutketsiam c. 786
d. Siam a gasut ken tallo pulo ketpito d. 961
e. Duagasut kenuppat a puloketwalo e. 1001
f.Walogasutkenuppat a pulokettallo f. 615
g. Siam a gasutkentallopuloketsiam g. 282
h. Siam a gasutketinnem h. 352
i. Uppat a gasutkeninnem a pulokettallo i. 534
j. Pitogasutkenuppat a puloketmaysa j. 179
Activity 2 Activity 3.A
1. 141 sangagasutketuppat a puloketmaysa 1. Pitogasut ken duapuloket
siam
2. 203 Duagasutkettallo 2. Duagasut ken uppat a pulo
ketwalo
3. 214 Duagasutketsangapuloketuppat 3.Sangaribo
4. 323 Tallogasutketduapulokettallo 4.Sangagasut ketmaysa
5. 346 Tallogasutketuppat a puloketinnem 5.Siam a gasut ken siam a
puloketinnem
6. 420 Uppat a gasutketduapulo
7. 436 Uppat a gasutkettallopuloketinnem
8. 789 Pitogasutketwalopuloketsiam
9. 885 Walogasutketwalopuloket lima
10. 998 Siam a gasutketsiam a puloketwalo
Activity 3.B
1. 845 Assignment
2.933
1. b 2. c 3. a 4. e 5. d
16
3.793
4.1000
5.670
Lesson 6
Objectives:
Count numbers by 10‟s, 50‟s and 100‟s
Manifest joy in working with others through counting numbers by 10‟s, 50‟s&
100‟s
Write numbers accurately by 10‟s, 50‟s and 100‟s
Subject Matter: Counting Numbers by 10‟s, 50‟s and 100‟s

Materials: Barbecue stick, Chart
Learning Procedure
Skip count by 2‟s, 3‟s, 4‟s, and 5‟s
Complete each row of numbers.
a. ___, 212 , 213 , _____, _____, _____
b. 599, _____ , ______, 602 ,_____, 604
c. 786, _____, ______, 789 , _____, 791
d. 875, 876 , ______, _____, _____, _____
e. 995, _____, _____, _____, _____, 1000
Show the picture of a family working together counting the barbecue stick.
Tell a story. Emphasize the value of being industrious.
Say: Jay and Victoria together with their mother gathered the barbecue sticks
made by Mang Ambo. They have to deliver 3000 sticks in the market. Each
one gathered 1000. Victoria was asked to group the sticks by 10‟s. Her brother
by 50‟s. Their mother by 100‟s.
1. We are going to help the family assort the sticks.
Group I- Group the stick by 10‟s.
Group II- Group the stick by 50‟s.
17
Group III- Group the stick by 100‟s.
2. Ask the pupils to tell the result they get by writing in the blackboard.
Group I- How any group of 10‟s did you make out of 1000?
Group II- How many group of 50‟s did you make out of 1000?
Group III- How many group of 100‟s did you made out of 1000?
Valuing
Did you enjoy the activity?
Did everyone in the group do his part?
a. Lead the pupils to read the chart (1-100).Ask the pupil to read the
number that you would point to: 10, 20, 30, 40, 50, 60, 70, 80, 90, and
100.
-How many numbers are there from 1-10, 11-20, and 21-30? (10 no‟s)
b. Lead them to realize that starting from 10 they have to add 10 to get
the next number and keep adding to the resulting number each time
until they reach 100. What they had just done was skip counting by 10.
This explanation is also true to skip counting 50‟s and 100‟s.
c. Reinforce the concept and skills by practice skip counting (orally)
by 10‟s, 50‟sand 100‟s through 1000. Then clap at the same time.
Emphasize that:
In skip counting by 10s, start with 10 and add 10 to each succeeding
numbers.
In skip counting by 50‟s, start with 50 and add 50 to each succeeding
numbers.
In skip counting by 100‟s, start with 100 and add 100 to each
succeeding numbers.
Practice Exercises: Activity 1 A-C (See Learners‟ Material pp. 23-26)
Activity 1A Skip count by 10‟s
Activity 1B Skip count by 50‟s
Activity 1C Skip count by 100s
Ask them to write how many 10‟s, 50‟s and 100‟s in a given set.
Generalization
What do you call the sequence or pattern of counting that we used?
Answer: It is called Skip counting.
What skip counting did you use?
Answer: We used 10‟s, 50‟s and 100‟s.
Application
Write inside the circle the next number asked.
Practice skip counting by supplying the missing numbers.
Evaluation: Activity 3 A and B (See Learners‟ Material pp. 28)
Activity 3A Write the correct number missing on the space provided
18
Activity 3B Connect the dots to find our national animal. (Skip by 10‟s)
Assignment
Write the missing number to complete the set in skip counting by 10‟s, 50„s.
10, ___ 20, 30, ___, 50, ___, ___, ___ 90, ___
50, ___150, ___, ___, ___
Ans wer Key

Activity 1
A. B. C.
1. 4 1. 4 1. 5
2. 5 2. 1 2. 7
3. 7 3. 3 3. 4
4. 3 4. 2 4. 8
5. 9 5. 6 5. 3
6. 10
Activity 2
A. B.
1. 160 170 180 1. 20,30,40,60
2. 100,150,200,250
2. 300 310 320 3. 200,300,500,600
3. 350 360 370 Activity 3

1.20, 30, 50,60,70,90
4. 570 580 590 2.100,200,250,400,450
3. 200,400,600,700,800,900
5. 710 720 730
Assignment:
1.10, 20, 30, 40, 50, 60, 70, 80, 90, 100
2.50, 100, 150, 200, 250, 300
Lesson 7
Objectives:
Read numbers through 1000 in symbols and in words
Read and write numbers correctly and accurately through 1000
in symbols and in words
Write numbers through 1000 in symbols and in words
Subject Matter: Reading and Writing Numbers Through 1000 in symbols and
19
in words
Materials: Chart, number cards, pocket chart
Learning Procedure
Write the number symbols of the following in the blanks.
Four hundred thirty nine______
Seven hundred fifty six______
Eight hundred ninety four______
Nine hundred thirteen______
One thousand______
Practice skip counting by supplying the missing numbers.
Ex: 10___, ____, ____50, ____, ____, 80, ____, ____100
Have you experienced winning from a raffle draw?
How much did you win?
Present a short story about Jay‟s experience in winning first prize from a raffle
draw.
Jay bought 3 raffle tickets numbered 356, 643, and 987 from
Boy Scouts. When the draw came, Jay leaped with joy when he
heard his ticket numbered 987 was called out as winner.
What are the numbers of Jay‟s raffle ticket?

What ticket won?
Valuing
Was Jay very accurate in listening in the raffle draw?
If you have a ticket and you are in the draw venue, will you be
accurate like Jay?
Proceed to read the numbers and the number words for more understanding.
We Write We Read
101 One hundred one

123 One hundred twenty-three
212 Two hundred twelve
230 Two hundred thirty
315 Three hundred fifteen
367 Three hundred sixty-seven
409 Four hundred nine
555 Five hundred fifty- five
594 Five hundred ninety- four
20
608 Six hundred eight
682 Six hundred eighty-two
725 Seven hundred twenty- five
896 Eight hundred ninety-six
882 Eight hundred eighty-two
979 Nine hundred seventy- nine
1000 One thousand
Read the following numbers and write them in words

1. 972 2. 685 3.373 4.452 5. 659
Emphasize that: Numbers can be written in figures and in words.
Practice Exercises: Activity 1 (See Learners‟ Material p.29)
Read and write in words the number.
Generalization
How do you read and write numbers?
Answer: By words and symbols.
Application
Write the numbers into number words.
Evaluation: (See Learners‟ Activity 3 pp. 30)

Fill the cross word puzzle with the correct answer. Write the number words
into symbols/ figures.
Assignment
Write the figure expressed by the number words
121 One hundred twenty-one
One hundred twenty-two
One hundred twenty-three
One hundred twenty-four
One hundred twenty-five
One hundred twenty-six
One hundred twenty-seven
One hundred twenty-eight
One hundred twenty-nine
One hundred thirty
Activity 1
1. Innem a gasutkenlimapuloketsiam
2. Siam a gasutken pitopulokettallo
3. Tallogasutken limapuloketwalo
21
4. Tallogasut kenpitopuloketpito
5. Walogasut kenwalopulketwalo
Activity 2 Activity 3
1. 159
2. 562 b. 609 a.5041
3. 671 c. 1870 d.7456
4. 934 e. 5439 f.999
5. 482 g.7360
Assignment
1. 121 2. 122 3. 123 4. 124 5. 125 6.126 7.127 8. 128 9. 129 10. 130
Lesson 8
Objectives:
Give the place value of each digit in a three-digit number
Write numbers neatly and legibly
Read and write three-digit numbers in figure and in words
Subject Matter: Giving the Place Value of Each Digit in a Three-Digit Number.
Materials: Flash cards, real objects, cut-outs picture
Learning Procedure
Read the following three digits number.
a. 226 b.637 c.309 d.700 e.450
Write the following numerals in words.
a. 937=_________________________
b. 841=_________________________
c. 394=_________________________
d. 669=_________________________
e. 493=_________________________
Talk about the picture of the cleanliness campaign that is going on in
Sta. Luciana Elementary School after the Star Scout Holiday.
22
Say: All the Grade II classes collected used plastic cups and they
grouped them as they could easily count them. Find out how many
plastic cups they grouped in all.
Valuing
Emphasize the value of cleanliness/ proper disposal of waste
materials.
Show to the pupils how they grouped the plastic cups, by placing in the table 2
groups of hundreds, 1 group of tens, and ones (cups). Then ask;
-How many cups they did gather in all?
Let them read the number.
Present the Value Chart/ Grid
Hundreds Tens Ones
2 1 2
-Direct their attention to the cut-out pictures of hands with numbers written on
it. Ex. 769.
-Encourage them to study carefully the pictures and tell how many hundreds,
tens and ones in each group.
-Let them read each three-digit number they have formed.
-Ask them to place each digit in the grid on the chalkboard.
Hundreds Tens Ones
7 6 9
How many hundreds? Tens? Ones?

-Emphasize that since digits occupy different place value they also have
different values.
-Only one of the digits 0,1,2,3,4,5,6,7,8,9 can be placed in a particular place
value position. Zero is a place holder.
23
Number Place Value Value
212
Ones 2
Tens 10
Hundreds 200
The place value of a digit depends on its positions in a given set of

numbers. The first number from the right of a three-digit numbers
represents the ones, the second is the tens and the third is the hundreds.
-Give more examples of three-digit numbers and call pupils to place
them in their proper place in the value chart and read the number.
Practice Exercises: Activity 1A and B(See Learners‟ Material pp. 31-32)

Activity 1A Give the correct numerals of the following number words.
Activity 1B Give the place value of the following digit.
Let them fill the table.
Generalization
How many digits do numbers have that you learned?
Answer: Three digits
What are the different place values in a 3-digit number?
Answer: Hundreds, tens, ones.
What did we use to identify or give the place value of each digit
easily?
Answer: By using the place value chart.
Application
Fill the Chart
Evaluation: (See Learners‟ Material Activity 3 p. 33)

Write the correct digit in each place value. Then write in words the number.
Assignment:
Box the digits in the hundreds place. Underline the numbers in the tens place
and encircle the numbers in the ones place
1. 183 2. 354 3. 572 4. 834 5. 461
24
Activity 1
A. B.
1. 158 1. 9Sagsangapulo;1Saggaysa
2. 597 2.3Sagsangagasut; 5Sagsangapulo;7Saggaysa
3. 862 3.6Sagsangagasut; 0Sagsangapulo; 2Saggaysa
4. 611 4.9Sagsangagasut; 3Sagsangapulo;3Saggaysa
5. 789 5.8Sagsangagasut;8Sagsangapulo;3Saggaysa
Number H T O
1.4Sagsangagasut;5Sagsangapulo;3Saggaysa
1.687 6 8 7 2. 9Sagsangagasut;1Sagsangapulo;8Saggaysa
2.845 8 4 5
3.310 3 1 0 5.5Sagsangagasut;1Sagsangapulo;7Saggaysa
4.897 8 9 7
5.975 9 7 5
Assignment:
1. 1 8 3 2. 3 5 4 3. 5 7 2 4. 8 3 4 5. 4 6 1
Lesson 9
Objectives:
Identify the place value.
Participate actively in reading three-digit numbers in expanded form
Write three-digit numbers in expanded form
Subject Matter: Reading and Writing Three-digit Numbers in Expanded Form

Materials: Chalk board, cut-out pictures
Learning Procedure
Write the following in expanded form.
a. your birth month and birth date
b. your street address
c. Christmas day
Write the digit for each place value.
a. 988=_____Hundreds____Tens_____Ones
25
b. 316=_____Hundreds____Tens_____Ones
c. 112=_____Hundreds____Tens_____Ones
d. 598=_____Hundreds____Tens_____Ones
e. 610=_____Hundreds____Tens_____Ones
- Start the class by playing the game “The Longest Line”

The class will be grouped into four. Students are given 2 minutes to
put anything in their line to make it longer.
The group with the longest line wins the game.
Say: Did you like this game?
-Numbers can also be expanded. ? How?
Present two numbers: 235 and 200 + 30 + 5
Ask: Can you see any difference between the two numbers? If there‟s
a difference, what is it?
Study this illustration:
Hundreds Tens Ones
100 100 10 10 10 1 1 1 1 1
2 Hundred 3 tens 5 ones
200 30 5
Standard Form Expanded From
235 = 200+30+ 5
How many hundreds, tens and ones are there in 235?

Provide more exercises on how to write the standard form and expanded form
of writing numbers.
Point out that in expanded form they are the numbers as the sum of the value
of its digits.
Practice Exercises: Activity 1 A - C (See Learners‟ Material pp. 34-36)

Activity 1A Give the expanded form of a number.
Activity 1B Give the number of the expanded form of numbers.
Activity 1C Express the number words in expanded form.
26
Generalization
What did you use to write numbers?
Answer: We used the expanded form.
Let them read about the solar system and answer the questions below it.
Evaluation: Activity 3(See Learners‟ Material p. 38)

Let them read the numbers.
Let them write the three-digit numbers in standard form and expanded form.
Assignment: Write the numbers in expanded form.

1. 58
2. 63
3.259
4.808
5.596
Ans wer Key
1. A. B. C.
2. 300 + 60 + 7 1. 108 1. 400+10 1. 365
3. 500 + 4 2. 569 2. 500+10+9 2. 24
4. 500 + 20 + 9 3. 981 3. 900+90 3. 3476
5. 600 + 30 + 1 4. 219 4. 600+50+5
6. 800 + 90 5. 823 5. 800+70+3
Activity 3
1. Standard Form: 936 Expanded Form: 90+30+ 6

Assignment
1. 58 = 50 +8 2. 63 = 60+3 3. 259 = 200 + 50 +9 4. 808 = 800 + 00 +8
5. 596 = 500 + 90 + 6
27
Lesson 10
Objectives:
Compare numbers using >, <, and =
Practice thriftiness in order to save money
Write the relation symbols <, > and = to compare numbers.
Subject Matter: Comparing 3-digit number using >, < and =.

Materials: Jars of coins, empty bottles
Learning Procedure:
Comparing 2-digit numbers. Which number is greater? Which is lesser?
a. 35 or 48 c. 20 or 34 e. 95 or 87
b. 56 or 75 d. 86 or 76
Write the missing numbers.
Standard Form Expanded Form
130 = _____+ 30
543 = 500+ ____+3
823 = 800+20+____
128 = ____+20+____
397 = ____+_____ +_____
Listening to a story.
a. Maria and her brother Jose plan to sell empty bottles. They want to save
money for Christmas. Maria collected 112 bottles while Jose had 107.
b. Let the pupils compare the numbers by asking:
a. Who collected more empty bottles?
b. Who collected fewer bottles?
Valuing: Do you believe that there is money from recyclable materials?
Can you save money out of it?
Where do you save your money?
Let the pupils use the relation symbols in comparing the numbers.
Let us compare.
Write on the board:
 Maria collected 112 bottles
 Jose collected 107 bottles
112 And 107
28
a. In comparing 112 and 107 what place value of a digit did you
compare first?
Step I: Compare the hundreds

H T O H T O
1 1 2 1 0 7
Therefore 1 H=1 H
Step II: Compare the tens
H T O H T O
1 1 2 1 0 7
Therefore 1 T > 0 T
Step III: Compare the ones
H T O H T O
1 1 2 1 0 7
Therefore 2 O < 7 O
Answer: Maria collected more bottles than Jose.
b. Show the illustration of PACMAN picture for further

understanding.
-Let them read numbers using >,< or =
-To make activity interesting and to further help the pupils remember
the correct symbols to use, you may have them use reversed drawings
of PACMAN.
-Thus, will mean “is greater than” and “is less than”.
-Stress that PACMAN prefers to eat bigger numbers.
V Thus, his mouth
should always open to the higher number.
Example: 1)14 22 3) 14 11
2) 36 18 4) 28 30
29
-Emphasize that the symbols in comparing numbers are > (greater than) <
(less than), and =(equal to).
Practice Exercises: Activity 1(See Learner‟s Material p. 39)
Use >, < or = in comparing numbers
Generalization
When comparing numbers what will you do to determine which number is
greater? Lesser? Equal?
-Answer: in comparing 3 digit numbers, compare the hundreds first,
then the tens and lastly the ones. We use the symbol >, < or =.
Compare the sets by writing >, <, or =
Study the symbol relation used in each item.
Encircle the number that will make the sentence correct
Evaluation: (See Learners‟ Material Activity 3pp. 41-42)
Compare the set of objects and numbers.
Write >,<or = in the circle.
Assignment:
Write >, < or = in the space provided.
1. 100+ 200____800+100+100
2. 300+40+100____100+400+50
3. 100+100+80_____100+100+79
4. 300+400+3___3+300+300
5. 500+10+10____500+20
Ans wer Key

1. 500=500 1. 800 1.500>400 –Ti limagasutket ad-adungemuppatagasut.
2.700 >200 2.432 2.400>300-Ti uppat a gasutket ad-adungemtallogasut.
3. 350<410 3. 719 3.800<900-Ti siam a gasutket ad-adungemwalogasut.l
4.300 >220 4.404 4.350=350-Ti tallogasutketagpada da ititallogasut.
5.500 =500 5. 680 5.1000>800-Ti sangariboket ad-adungemwalogasut
Assignment
1. 300 < 1000 2. 440 < 550 3.280 >279 4.703 > 603 5. 520 =520
30
Lesson 11
Objectives:
Order numbers up to 1000 from least to greatest and vice versa
Manifest joy in working with others in ordering numbers up to 1000 from
least to greatest.
Write numbers up to 1000 from least to greatest and vice versa
Subject Matter: Ordering Numbers Up To 1000 from Least to Greatest and

Vice Versa
Materials: Coins/ Money, Real objects
Learning Procedure
Let‟s have an exercise.
Count 1 to 8 then 8 to 1 as we do the following: hands upward, hands
sideward, hands downwards
Write >,< or = inside the o the blank to compare the given numbers.
a. 120 _____ 523 c. 187 _____ 780
b. 334 _____ 334 d. 106 _____ 116
e. 144 _____ 244
-Will you name some ways to show your love to your families? Our family is
a blessing from God. So we have to cherish and show our love to them(our
parents and siblings)everyday. Make a story of some children who lost their
loved ones unfortunately that‟s why they are in the orphanage.
The students of Cauayan North Central School initiated a fund raising project
to help the children in the orphanage. Each grade level collected the following
amounts of money.
Grade Level Amount Collected
I Php345
II Php596
III Php485
IV Php83
V Php650
VI Php600
Which Grade collected the greatest amount? The least amount?

Ask a volunteer to answer on the board. 783> 345
How do we arrange the amount collected during the fund
raising project?
31
Let us arrange the amounts collected by all the grades of the said
school.
Discuss the correct way of arranging numbers following the place
value chart.
Always think of place value when arranging numbers.
 Let us now represent all the numbers in a place value chart.
Solution: Let‟s compare the hundreds digits. Which grade has

the most hundreds?
H T O
Level
Grade I 3 4 5
Grade II 5 9 6
Grade III 4 8 5
Grade IV 7 8 2
Grade V 6 5 0
Grade VI 6 0 0
Which grade has the most hundreds next to grade IV?

Compare the tens digits, which number has more tens?
Least to greatest order:

34<485<596<600<650<782
Greatest to Least order:

782>650>600>596>485>345
-You can continue the presentation of concepts by giving more
examples.
Remembe r: Numbers can be arranged from greatest to least or vice
versa depending on their place value position.
Practice Exercises: Activity 1A and B(See Learners‟ Material pp.42-43)
Activity 1A Arrange the sets of numbers from least to greatest.
Activity 1B Arrange the set of numbers from greatest to least.
Generalization
What do you think first when ordering numbers?
Answer: we think of the place value of the given numbers.
What are the two ways of ordering numbers?
32
Answer: From Least to Greatest
From Greatest to Least
Application: (See Learners‟ Material Activity 2 A and B p. 44)
Activity 1A Write A if the numbers are arranged from least to greatest and
B if they are arranged from greatest to least.
Activity 1B Connect the dots from the least to the greatest to form a cat.
Evaluation: (See Learners‟ Material Activity 3 A and B p. 45)
Activity 1A Arrange the numbers from least to greatest
Activity 2B Arrange the numbers from greatest to least
Assignment:
Arrange the numbers from greatest to least the least to greatest
Numbers Greatest to least Least to greatest

340, 258 , 453, 678
890, 476, 909, 108
675, 576, 765, 567
Ans wer Key

Activity 1 Activity 2.A
A. B.
1. 353<584<639<795<847 1.78>64>56>45> 32 1. A
2. 499<863<869<994< 999 2.986>863>539>381> 319 2. B
3. 564<583<654<969< 987 3.429>418>417>319> 134 3. B
4. 268<269<427<538< 850 4.924>864>837>731> 321 4. B
5. 325<542<654<780< 987 5.864>641>452>319> 145 5. A
Activity 2.B.(illustration of a cat)
Activity 3
1. 123<324<765 4. 913>548>432
2. 439<574 <985 5. 931>418>230
3. 531<764<974 6. 653>629>135
Assignment:
Greatest to least Least to greatest
1. 678, 453, 340, 258 258, 340, 453, 678
2. 909, 890, 476, 108 108. 476, 890, 909
3. 765, 675, 576, 567 567, 578, 675, 765
33
Lesson 12
Objectives:
Visualize and identify the 1st through the 20th object of a given set from a
given point of reference
Participate actively in the class activities
Write the ordinal of numbers from 1st to 20th correctly
Subject Matter: Visualizing and identifying the 1st Through 20th Object of a
Given Set from a Given Point of reference.
Materials: Chart, real objects
Learning Procedure:
Call 15 pupils and they will form a line according to their heights from the
shortest to the tallest.
a. Who is the tallest? Where is he/she standing?
b. Who is the second? Third? Fourth? Fifth?
c. Who is the last? What is his/ her position?
Who is 1st to finish the task? _____, 2nd?____, 3rd?

Let us see if your answer is correct.
Call the row I to stand and form a line in one file in front.
From the right, who is the 1st ? 2nd? 3rd? ...........10th
From the left, who is the 1 st ? 2nd? 3rd? .............15th ?
Present the race done by the different fruits in going to the basket.
What fruit reached the basket first?
Which fruit do you eat most?
START Right
34
Say: starting from left. The guava is the 3rd, the strawberry is the 2nd,
the kalamansi is the tenth, rambutan is the fifteenth.
Tell to the pupils that first, second, third, fourth, fifth, sixth, and so on
are called ordinal numbers.
Discuss how to identify 1st through the 20th object of a given set from a given
point of reference.
A B C D E F G H I J
K L M N O P Q R S T
U V W X Y Z
Ask questions about it by identifying what letter is the 1 st , 2nd , 3rd, ……20th
Emphasize that:
Numbers like first, second, third, fourth, fifth are called ordinal numbers.
Ordinal numbers tell the place or position of a person, objects, symbol or idea
in a set or group.
Ordinal numbers may be written as words or as symbols.
Practice Exercises: (See Learners‟ Material Activity 1 A and B pp. 46-47)
Activity 1A Identify the correct position of each fruits starting from the left.
Activity 1B Identify the correct position of each fruits starting from the
right.
Generalization
-How do we identify the ordinal numbers up to 20 th ?
Answer: By giving the position of a thing in a series or order given a point of
reference.
-What do you think is the importance of using ordinal numbers?
Answer: It will enable us to tell the place/position of person, objects, symbol
in a set or group.
Application
Activity 2 (See Learners‟ Material Activity 2 p. 48)
Give the position of each month in the calendar.
Write the position of each vegetable in relation to a point of reference.
Evaluation: (See Learners‟ Material Activity 3 p.49)

Give the ordinals of each animal from any part of reference.
35
Assignment
Match Column A with Column B.
A B
_____1. Ninth a. 15th
_____2. Seventh b. 8th
_____3. Fifteenth c. 20th
_____4. Eighth d. 9th
_____5. Twentieth e.7th
Ans wer Key

A. B.
1. Maika-4 1. Mais 1.Karabasa 1.Baboy 6. Maika-8
2. Maika-1 2. Balimbing 2.Carrot 2.Baka 7. Maika-3
3. Maika-7 3.Guava 3. Maika-5 3.Pato 8. Maika-1
4. Maika-5 4.Littoko 4. Tarong 4.Aso 9.Maika- 4
5. Maika-2 5. Saba 5.Maika-6 5.Karnero 10. Maika-2
6. Maika-9 6. Maika-7
Assignment:
1. d 2. e 3. a 4. b 5. c
Lesson 13
Objectives:
Read ordinal numbers from 1 st through the 20th
Participate actively in class discussion
Write ordinal numbers from 1st through the 20th
Subject Matter: Reading and Writing Ordinal Numbers from 1st Through the
20th
Materials: Chart, real objects
Learning Procedure
Distribute the ordinal numbers to the children and let them arrange in the
proper order from 1st to 20th .
Read the ordinal words and its symbols in a chart
36
-Identify the honor pupils in the class.
-Ask him/her how it feels to be the first. Do the same with the second and
third honor pupils.
Valuing: Encourage the pupils who are on the honor list to strive harder after
praising them. Encourage also the low performing pupils that they have also
potentials. They will just spend more hours of studying and be focused.
Present objects/ pictures with their corresponding positions. Have the pupils
name each object. Ask the pupils to identify each object. Write the objects‟
name on the board. Let them identify the order of the objects one at a time.
Ask the pupils the following questions:
Sugar Salt Soy Cooking Catsup Milk Milo Coffee Black Biscui
sauces oil pepper t
3 4 9
1 2 5 6 7 8
10
Shampoo Toothpaste Bath Lotion Gel Talc Detergent Bleach Mouth Tissue
soap powder wash paper
13 16 19 20
11 12 14 15 17 18
What is the third object?

What is the position of the toy car?
What is the position of the bike?
Your mother brought the following items from a grocery store. Let‟s name
them and identify their positions from the list.
From the upper list of items. Starting from left to right what is the first item?
2nd?
From the lower list what is the 14th item? The 20th item?
Say these are ordinal numbers which tell the position of a person or object.
Ordinal numbers may be written in figures and in words.
Read and study the following Ordinal Numbers.
37
Ordinal Symbol Ordinal Symbols
Number Number
First 1st Eleventh 11th
Second 2nd Twelfth 12th
Third 3rd Thirteenth 13th
Fourth 4th Fourteenth 14th
Fifth 5th Fifteenth 15th
Sixth 6th Sixteenth 16th
Seventh 7th Seventeenth 17th
Eighth 8th Eighteenth 18th
Ninth 9th Nineteenth 19th
Tenth 10th Twentieth 20th
Practice Exercises: Activity 1A and B(See Learners‟ Material p.50)

Activity 1A Match the column of ordinal numbers with the column
in words. Fill in the blank with the correct answer.
Activity 1B Write the number of the following ordinal number
words.
Generalization
How do we write ordinal numbers?
Answer: We write ordinal numbers in symbols and in words.
Application
Write the correct words for the symbols.

Write the ordinals in symbols.
1. first
2. fourth
3. fifteenth
4. twentieth
5. tenth
Assignment
Base on the Alphabet. Give the ordinal numbers for each of the circled letters
in sentence.
A B C DEF G HI J K L MN O P Q R S T UV WX YZ
S M I L E B E C A U S E
1 2 3 4 5 6 7
G O D C A R E S
8 9 10 11 12
38
1._____ 2.______ 3.______ 4.______ 5.______6.______
7.______ 8.______ 9.______ 10.______11.______ 12.______
Ans wer Key

A. B.
1. B 1. Maika-sangapuloketuppat 1. Maika-17
2. C 2. Maika-sangapuloketpito 2.Maika- 3
3. E 3. Maika-sangapuloketsiam 3.Maika- 15
4. A 4. Maika-sangapulokettallo 4.Maika- 10
5. D 5. Maika-sangapuloketinnem 5.Maika -20
Activity 3
3. Maika-15 8.Maika- 9
Assignment:
1. maika-19 2. maika-9 3. maika-5 4. maika-2 5. maika-3 6. maika-21 7.
maika-5 8. maika-7 9. maika-4 10. maika-3 11. maika-18 12. maika-19
Lesson 14
Objectives:
Identify the pattern of naming ordinal numbers
Follow pattern of naming ordinal number
Use the pattern of naming ordinal numbers
Subject Matter: Identifying and Using the Pattern of Naming Ordinal Numbers
from 1st to 20th .
Materials: Chart
Learning Procedure
Everybody, study the group of objects on the table. Start from the left.
Left Right
39
What is the eight object from left?________
What is the fifth left? ________
What is the eighteenth left? ________
20th object? ________
17th object? ________
Write the correct figure for each ordinal numbered spelled out as word.
a. Thirteenth______ b. Twentieth______
c. Twenty-third ____ d. Eighteenth______
e. Twelfth _______
Say who is the first child among you in the family? The youngest? Is
anyone among you has more than children in a family? Who is the
eldest or the first child? 2nd? 3rd? Fourth? Tell the pupil to continue
naming them until the position of the youngest in the family.
Let the pupils read the ordinal numbers with its symbols in a chart then
ask: How are they written?
Are they written the same as the rest of the ordinals?
1st
2nd L. 12th
3rd M. 13th
4th N. 14th
5th O. 15th
6th P.16th
7th Q. 17th
8th R. 18th
9th S. 19th
10th T. 20th
11th
What letters do you see after 1?
What letters do you see after all the other numbers?
Let‟s study the pattern of writing ordinal numbers in figures.

Call 10 boys. Arrange them according to height.
Say who is the first?____second?_____third?______ and so on.
Show another example. Show pictures of several pupils(placed in manila
paper).
40
What is the ordinal numbers of the following pupils?
1. Roland: ___________
2. Cely: ___________
3. Lito: __________
4. Victoria: __________
5. Albert: ____________
6. Daisy: ____________
7. Ernesto: ____________
8. Marissa: _____________
9. Allan: ______________
10 Myra: ____________
Emphasize that ordinal numbers are used to show the relative position of an
object in a series or set. Always refer to the given set when using ordinal
numbers.
Practice Exercises: Activity 1 (See Learners‟ Material Activity 1 A and B pp.

52-53)
Activity 1A What are the ordinal numbers of each pupil?
Activity 1B Identify the positions of the letters in the alphabet.
Generalization
How do we know the order or position of thing, object or person in a
group or set?
Answer: The order or position of thing, object or person depends on a given
point of reference.
Application
Activity 2(See Learners‟ Material Activity 2 pp. 53-54)
Observe what ordinal numbers does the image represent from left to right and
arrange them from youngest to oldest.
Evaluation: Activity 3 (See Learners‟ Material Activity 3 pp.54-55)

Present a calendar. Identify the days of the month through ordinal numbers.
41
Assignment
Use ordinal numbers for your answers.
80 85 90 95 100 105 110 115 120 125
The two digit numbers are___,____,____,_____.

The three-digit numbers are _____,_____,_____,____,_____,_____.
Ans wer Key

A. B.
1. Kikay 6. D 1. Jose 1.Domingo
2. Maika-3 7. J 2. Nena 2.Lunes
3. Maika-19 8.Y 3. Juan 3.Martes
4. Maika-9 9.T 4. Trinidad 4.Mierkules
5. Maika-12 5. Andres
6. Amalia
Assignment
1. 2-digit number 2. 3-digit number
80 – maika-1 100 – maika-1 120 – maika-5
85 – maika-2 105 – maika-2 125 – maika-6
90 – maika-3 110 – maika-3
95 –maika -4 115 – maika-4
Lesson 15a
Objectives:
Add 2-to 3-digit numbers with sums up to 1000 without
regrouping in standard and expanded form
Show mastery of adding 2-to 3-digit numbers up to 1000 without regrouping
accurately
Write 2-to 3- digit addition sentences without regrouping
Subject Matter: Adding 2-digit to 3-digit Numbers with Sums up to 1000

without Regrouping.
Materials: Real objects (Straws, Popsicle sticks, kernels etc.)
42
Learning Procedure:
Basic Facts Addition using domino cards/tiles.
3 + 2= ______+_______=
Give the ordinal numbers of the following:

a. Eighth______ d. First______
b. Fourteenth______ e.Third______
c. Sixteenth______
Say: Do you recycle things? When you recycle things you are an
environment friendly. Plastic bottles can be recycled. You must not
throw them away. Collect them to sell. There‟s a lot of money in it.
Presentation of a word problem
Anne Marie was able to collect 148 empty plastic bottles, while Nica
collected 131 plastic bottles. How many bottles did the children
collect in all?
Write 148 + 131= 279.
Ask the pupils to give the sum orally.
Explain to the pupils that number 148 and 131 are addends while 279
is the sum.
-Say: We get the answer through the process called addition.
-Addition is the process of joining things together.

-The symbol for addition is +, it is read as plus.
-The symbol for “equals” or “is equal to” is represented by =. -----
-Therefore, 148+131=279 is read as one hundred forty-eight plus one
hundred thirty one is equal to two hundred seventy nine.
This addition sentence may be written in a
43
Vertical way as:
148
+ 131 Addends
279 Sum/Total
Or Horizontal way as:
148+131=279
The sum can be obtained using two methods. One way is expanded
form or the long method.
Write: 148= 100 + 40 + 8
131= 100 + 30 + 1
279 = 200 + 70 + 9
 Write the place value of each digit. Then add to get the
sum.
a. Another is the short cut method or the standard form.
H T O
1 4 8 Addends
1 3 1
2 7 9 Sum/total
 You add the digits in one‟s place.

 Next, add the digits in the tens.
 Then, add the digits in the hundreds place.
Remembe r: In adding 3-digit numbers without regrouping,

always begin adding the column of ones, then in tens column
and the hundreds under the hundreds column.
Practice Exercises: (See Learners‟ Material Activity 1 A and B p. 55)
Activity 1A Give the sum
Activity 1B Arrange the number in column and give the sum.
Generalization
How do we add 2 to3-digit numbers with sums up to1000?
Answer: To add 2 to 3 numbers write the addends in column
first. Then start adding the ones place, then the tens place and last the
hundreds place.
Application
Solve a puzzle.
44
Find the sum of the numbers.
Assignment
1. Find the two numbers then find the sum.
2. The first 3-digit number
 Has 2 in the ones digit,
 The tens digit is 2 and
 The hundreds digit is 4 more than the ones digit.
3. The second 3-digit number
 Has 2 in the hundreds digit.
 The tens digit is 4, and
 The ones digit is one more than the tens digit.
Ans wer Key
A. B. Cross Down
a. 79 1. 79 a. 38 a. 357 1. 624+ 210= 834
b. 478 2. 478 b. 995 b. 99 2. 624+ 520= 1144
c. 299 3. 299 d. 795 d. 735 3. 624+ 530= 1154
d. 879 4. 879 e. 98 e. 987 4. 624+ 151= 775
e.998 5.998 f. 98 f. 97 5. 624+ 304= 928
g. 458 6. 624+ 320=944
h. 77 7. 624+ 121= 745
8. 624+ 300= 924
Assignment
1. 622 2. 622 3. 245
+245
887
Lesson 15b
Objectives:
Add 2-to-3 digit numbers with sums up to 1000 with regrouping
Add and write the sum of the 2-to-3 digit numbers accurately
Write 2-to-3 digit numbers with sums up to 1000 with regrouping
Subject Matter: Adds 2-to-3 Digit Numbers With Sums Up To 1000 with
Regrouping
Materials: Cut-out pictures, basket, real objects
45
Learning Procedure:
Rename the following numbers
Ex. 12= 6+6, 7+5, 8+4, 9+3, 10+2
a. 9 c.10 e.15
b. 14 d. 7
Game - Picking Fruits
a. Show a basket full of cut-out fruits.
b. Call every representative of their group to pick 2 cut outs of fruits and
let them solve mentally the number combination at the back. (2-to 3-
digit without regrouping)
Example:
525 340
+ 23 +126
c. The group who answers the combination correctly will return the fruit
in the basket.
d. The group with the most number of fruits wins.
The parents of the Grade II children in Buena Suerte

Elementary School want to help the school children in the City who
were flooded due to strong Typhoon Pablo. They asked for donations
of pencils, notebooks and books.
a. Here‟s the table that shows the donations of the Grade II pupils in
Buena Suerte Elementary School.
Grade 56 Pencils 35 Notebooks 21 Books

II-A
Grade 25 Pencils 27 Notebooks 49 Books
II-B
Can you figure out?
 How many pencils were donated in all?
 How many notebooks were donated?
 How many books were donated?
 Can you give the number sentence?
 Write two number sentences.
b. Draw the pencils, notebooks and books that were donated to know
each data.
Grade/Section Pencils Notebooks Books

Grade II-A
46
Grade II-B
Total
Study this! Let us find the sum without drawing the objects.
This may be done in two ways.
a. Short Form
T O
1
5 6
2 5
1
Add the ones (6 + 5)
Regroup into 1 tens and 1 ones
Write 1 in the ones columns
Write ones in the ten columns
T O
1
56
5 6
2 5 +25
8 1 81
Add the tens
Regroup the sum into tens & ones
Write the ones digit of the sum in the ones
column. Write the tens digit of the sum
or 1 in the tens column. Add the tens
to complete the sum.
b. Expanded Form: You can also expand the addends before

you add. We call this expand and add.
56= 50 + 6
25= 20 + 5
= 70+11
= 70 +(10+ 1) Rename 11 as 10 +1 Regroup
and add the tens.
= (70+10)+1
= 80 + 1
= 81
Cite more examples. Guide the pupils in regrouping the tens, ones and
the hundreds. Let them do it on their own.
Remembe r: To add 2- to 3-digit numbers with regrouping, begin
adding from the ones column. If the sum is ten or more, rename and
regroup to the next higher number.
47
Practice Exercises: (See Learners‟ Material Activity 1p. 58)
Add the following numbers.
Generalization
1. Before adding numerals, how do you align the digits?
Answer: By identifying its place value.
2. If there are 3 digits, which do you add first? Next? Last?
Answer: To add 3-digit numbers begin from the ones column followed
by tens then hundreds.
3. In adding numbers which do you prefer more? The Standard form or the
expanded form?
Answer: The Standard form.
Application: (See Learners‟ Material Activity 2 p. 58)

Add the numbers
Evaluation: (See Learners‟ Material Activity 3p. 59)

Add the numbers. Write the letter of the equation that makes the right answer.
Assignment
Find the sum:
1. 952 2. 135 3. 325 4. 324 5. 153

+ 174 +694 +864 +199 +786
Ans wer Key
A. B. C.
1. 132 1. 94 1.597 1.763 6. 1000
2. 841 2. 63 2.862 2.1562 7. 1111
3. 1185 3. 133 3.694 3.1665 8. 1277
4.1411 4. 112 4.655 4.1547 9. 1137
5. 921 5. 115 5.1265 5.1000 10. 1058
Activity 3
S M I L E
Assignment
1. 952 2. 135 3. 325 4. 324 5. 153
+ 174_ +694 +864 +199 +786
1126 829 1189 523 939
48
Lesson 16a
Objectives:
Add 3-digit numbers by 3-digit numbers with sums up to 1000 without
regrouping
Show mastery of adding accurately without regrouping
Solve one-step word problems correctly
Subject Matter: Adding 3-Digit Number by 3- Digit Numbers With Sums Up

To 1000 without Regrouping
Materials: Flash cards, Chart, real objects, illustration, place value
Learning Procedure:
A. Preparatory Activities
Basic Addition Facts. Use flash cards.
Add the following:
a. 10 b. 12 c. 13 d. 25 e. 38
+ 18 + 9 + 8 + 6 + 7
Add mentally the following numbers.
a. 28 b. 25 c. 26 d. 48 e. 55
+ 20 + 13 + 12 + 10 + 12
Do you participate in your Barangay Patronal Fiesta?

What do you usually do?
B. Developmental Activities
On the second day of the Patronal Fiesta of Barangay
Turayong, there were playground demonstrations of all intermediate
pupils of the said barangay. There were 408 boys and 530 girls who
participated. How many children participated in all?
 Ask: How many pupils participated in the playground
demonstration?
Call a volunteer to answer by writing each value chart.
Tell them to align the number on the right hand side.
Valuing: Give emphasis to the value of participating to any Cultural
Activities in our community
a. Allow the volunteer to present the process of adding numbers w/o
regrouping.
Hundreds Tens Ones

4 0 8
+5 3 1
49
9 3 9
 Add the ones first, next add the tens then add the
hundreds.
Answer: There are 939 children in all.
b. To add the numbers using the expanded form, study the
following:
408= 400+0+8
+531= 500+30+1
900+30+9= 939
c. To add bigger numbers, you can also add using short cut or
expanded form:
Example:
1.1 345 1000+300+40+5
2.1 243 1000+200+40+3
2 588 2000+500+80+8
 Add the ones first, next the tens, the hundreds and then
the thousand digits.
d. Present more examples for the pupils to answer on the
board.
Remembe r:
When we add 3-digit numbers without regrouping ,
write the numbers in column or according to their place
values. Then,
i. Add the ones digits first.
ii. Add the tens digits next.
iii. Add the hundreds digits last.
Practice Exercises: (See Learners‟ Material Activity 1A - C pp.59-60)
Generalization
How do you add 3-digit to 3-digit numbers?
Answer: The digits in the same place value must be in the
same column. Then add the ones, the tens and last the hundreds.
Find the sum using the short method.
Evaluation: (See Learners‟ Material Activity 3 A and B p. 61)

Activity 1A Complete the given chart
Activity 1B Solve the following problem
Assignment
Add the following:
1. 853 2. 116 3. 423 4. 653 5. 344
+141 + 183 + 172 + 142 + 143
50
Ans wer Key
A. B. C.
1. 565 1. 697 1.994 1.489 6. 569
2. 759 2. 779 2.989 2.863 7. 586
3. 648 3. 972 3.699 3.589 8. 777
4. 765 4. 596 4.679 4.975 9. 984
5. 879 5. 678 5.789 5.677 10. 667
Activity 3
A.
+ 120 138 410 512 654
200 320
120 258 1. 774
180 2. 490
230 3.742
340 4. 994
515 5.635
B.
1. 380
2. 217
3. 597
Assignment
Add the following:
1. 853 2. 116 3. 423 4. 653 5. 344
+141 + 183 + 172 + 142 + 143
994 299 595 795 587
Lesson 16b
Objectives:
Add 3-digit numbers by 3-digit numbers with sums up to 1000 with
regrouping
Work diligently and accurately
Write 3-3 digit numbers with sums up to 1000 with regrouping
51
Subject Matter: Adding 3-digit Number By 3-Digit Numbers With Sums Up To
1000 With Regrouping
Materials: Flash cards, Chart, real objects
Learning Procedure:
Flash Basic Addition Facts with sums up to 20
Add the following:
a. 119 b. 343 c. 658 d. 6 e. 101
+ 80 + 15 + 211 +3 + 99
Sing the Song “Chickadee”(Filipino version)
There are 10 Chickadees perch on a tree

5 chickadees joined them. They are now 15.
Chickadee, chickadee flying high in the sky (2x)
Continue the song by giving the number say:

1. 12+8= 3. 30+10= 5. 50+5=
2. 20+8= 4.40+10=
Recite the rhyme Thirty days has September
 On what month does summer begin?
 What do we feel when its summer?
 Do you use electric fan on this month?
a. Write the problem on the board
April and May are hot months which almost all families
consume more electricity. However the family of Nana Udiang
consumes only an average of 123 kilowatts in a month. In 2 months
how many kilowatts did they consume in all?
b. Ask the pupils to read the problem and call on someone to

write the number in the place value chart.
H T O
1 2 3
+1 2 3
Valuing: How do you save electricity in your own little way?

Why do you have to save electricity?
a. Call on someone to add the ones and the tens.

Ask again another pupil to add the hundreds.
52
Stress that when adding always start adding the ones, then the tens
then the hundreds. What is the answer?
H T O
2 3 1 231
+2 3 1 + 231
4 6 2 462
-Answer: 462
b. Show addition of regrouping. Call a volunteer to give 3 digit

numbers.
H T O
1 1
6 7 8
+2 8 6
9 6 4
 When adding numbers with regrouping, write the digits in
column according to their place values. Add the ones first,
the tens, and the hundreds.
 If the sum of the one is more than 9, regroup to the tens
place. Do the same if the sum of the tens is more than 9.
c. Present more examples as needed by the pupils.
Remembe r:
 There is no need for regrouping if the sum of the addends is
9 or less than 9.
 Align the numbers according to their place values.
 Add the numbers from right to left, from ones tens and
hundreds. Regroup if needed.
Practice Exercises: (See Learners‟ Material Activity 1 A and B p. 62)
Activity 1A Draw a line to match the addends to its sum
Activity 1B Align the numbers in column and add.
Generalization
How do we add numbers with regrouping?
Answer: To add numbers with regrouping, begin adding from
the ones column. If the sum is ten or more, rename and regroup
to the next higher order.
Add the following numbers:

53
Assignment
Answer the following:
1. 415 2. 324 3. 308 4. 216 5. 593
+398 + 599 + 497 + 691 + 247
Ans wer Key

A. B.
1. 614 1. 634 1.1021 1. 741
2. 930 2. 515 2.1310 2. 593
3. 812 3. 771 3.910 3. 1113
4. 910 4. 916 4.732 4. 908
5. 611 5. 1476 5.922 5. 810
Assignment
Answer the following:
1. 415 2. 324 3. 308 4. 216 5. 593
+398 + 599 + 497 + 691 + 247
813 923 805 907 840
Lesson 17
Objectives:
Use the different properties of addition in computing for sums of numbers up
to 1000
Apply accurately the properties of addition in finding sums of numbers
Illustrate the grouping, commutative, identity principles of addition
Subject Matter: Showing the Associative Property of Addition in Adding.

Materials: Rubber bands, crayons, cut-out pictures, pogs, marbles, tecs
Learning Procedure
Flash cards with addition facts.
a. 9 + 5 b. 8 + 5 c. 9 + 10 d. 6 + 7 e. 9 + 9
a. 30 b. 318 c. 309
+ 9 + 159 + 211
d. 782 e. 369
+ 246 + 721
54
What are your favorite toys? Do you love to play with them? If
you are done playing or say it‟s already time for you to enter the
classroom and resume classes, what shall you do with them?
Bring out your most loved toys and let‟s count them.
Ex. (Rubber bands, pogs toys, marbles, tecs)
a. Get 10 marbles. Add zero to your 10 marbles. How many

did you get? See the picture below:
+_____=
Get 6 marbles.10Add zero to your 6 marbles. + How 0many
marbles are there in all? See the picture below.
+_____=
6 + 0
b. Get 4 marbles and another 6 marbles. Add them. See the
picture below and study the number sentence.
+ =
4 + 6
This time, change the order of the marbles. Get 6
marbles and another 4 marbles. Add them. See the picture
below and study the number sentence.
+ =
6 + 4
55
c. Get 4 marbles, 2 marbles and 3 marbles. See the pictures
below and study the number sentences.
+ + =
4 + 2 + 3 = (4 + 2) + 3
=6 + 3
6
=9
+ + =
4 + 2 + 3 = 4 + (2+3)
=4+5
5 =9
a. In Activity A, what are the pairs of addends in numbers 1 and2? What
is the sum of 10 and 0? What is the sum of 6 and 0? When you add a
number to zero, what sum do you get?
 When we add zero (0) to any number the sums is
always the no. itself.
 When we add any numbers to zero the sum is also the
number itself.
 This is called the identity property of addition.
b. In Activity B, what are the pairs of addends in numbers 1 and 2? What
do you notice about the order of the addends in numbers 1 and 2?
What is the sum of 4 and 6? What is the sum of 6+4? Did you get the
same sum? Why do you think so?
 The number sentence 5 + 7 = 12; 7 + 5 = 12 shows that
we can change the position or order of the addends and
still get the same sum.
 This is called commutative Property of Addition.
c. In Activity C, how many addends do you see? In the first presentation
what numbers were grouped and added? What is the sum of the 3
numbers? In the second presentation, what two numbers were grouped
and added? Is the sum the same as the first?
 The number sentence (4 + 2) + 3 = 9 and 4+ (2+3) = 9
show that when we group the first 2 addends and add
together, we will get the same as when we group the
last 2 addends and add together. This is the Grouping or
Associative Property of Addition.
56
Remembe r:
 The order of the addends can be changed and the sum stays the
same.
 The grouping of the addends can be changed and the sum stays
the same.
 If zero is added to a number or number is added to zero, the
sum is the number itself.
Practice Exercises: (See Learners‟ Material Activity 1 pp.64-65)
Tell the properties of addition shown by the pictures
Generalization
What are the three (3) different properties of addition?
Describe each.
1. Identity Property of Addition states that adding zero to any
number, the sum is always the number, and adding any number
to zero the sum is also the number itself.
2. Commutative Property of Addition states that changing the order
of the addends does not change the sum.
3. Associative Property of Addition states that grouping the
addends in different ways does not change the sum. Grouping is
done because you can add only two addends at a time.
Application
(See Learners‟ Material Activity 2 A and B pp.66-67)
Observe the table below and answer following questions and show the
computation.

Activity 3A Find the sum of each. Add first the two addends.
Activity 3B Write the correct number in the box. Your answer should be
written in a piece of paper.
Assignment: Group the addends into two ways and find the sum.
1. 655 230 2. 520 200
+ 230 + 650 + 200 + 520
3. 400 100 4. 920 80

156 156 + 80 + 920
+ 100 + 400
5. 000 212 6. 308 000

+212 + 000 + 000 + 308
57
Ans wer Key
Activity 1
1. 6+ 2= 2+6 4. 5 +20 = 20 + 5
8 = 8 25=25
Commutative Property of Addition Commutative Property of Addition
2. 8 + 0=8 5. (9 + 20) + 10 = 9 + (20 + 10)

8= 8 29+10 = 9+30
Identity Property of Addition 39=39
Associative Property of Addition
3. (4+2)+5= 4+(2+5)
6+5= 4+7
11= 11
Associative Property of Addition
Activity 2
A.
1. (513 + 163) + 232 =676 + 232 4. (212 + 342) + 132= 212 + (342+ 132)
676+232 =908 554+132= 212+474
908=908 686 =686
2. 604 + 120 =120 + 604 5. 285 + 513 = 513 + 285

724 = 724 798= 798
3. 900 + 100 = 100 + 900

1000 =1000
B.
2. 259 + 301 = 301 + 259
3. 421 + 167 =167 + 421
4. (312 + 123) + 243 = 435 + 243
5. 1000 + 0 = 0 + 1000
Activity 3
1. 234 361 2. 246 162
+ 361 + 234 + 162 + 246
595 595 408 408
58
3. 902 124 4. 786 132
+ 124 + 902 + 132 + 786
1026 1026 918 918
5. 1000 0
+ 0 + 1000
1000 1000
6. (513 + 163) + 232 =676 + 232
7. (124 + 123) + 243 = 247 + 243
437
8. 615 + (216+ 221) = + 615
9. (252 + 413) + 321 = 665 + 321
10. 0 + 850 = 850 + 0
Assignment: Group the addends into two ways and find the sum.
1. 655 230 2. 520 200

+ 230 + 650 + 200 + 520
885 885 720 720
3. 400 100 4. 920 80

156 156 + 80 + 920
+ 100 + 400 1000 1000
656 656
5. 000 212 6. 308 000

+212 + 000 + 000 + 308
212 212 308 308
59
Lesson 18
Objectives:
Add mentally 1 to 2-digit numbers with sums up to 50
Finish the work accurately within the allotted time
Use addition skills in adding tens and regrouping ones
Subject Matter: Adding Mentally 1 to 2-Digit Numbers with Sums up to 50

Materials: Cut-out pictures, real objects, flash cards
Learning Procedure
Mental Computation
a. What is 9 plus 8?
b. I‟m thinking of a number whose sum is 10. What are the
numbers?
c. What 2-digit numbers when you add gives an answer of 18?
d. What is30 added to 20?
e. What is35 added to 15?
What property of addition was used?

a. 9 + 3 = 9 + 3 _________________
b. 18 + 0 = 0 + 18_________________
c. (12 + 13) + 8 = 12 + (13 + 8)_________________
Do you love eating fruits children? Why should we eat fruits? What does
it give to us/to our body? Don‟t you know that eating fruits make us glow
and keep us from sicknesses? Eat plenty of fruits in order to be healthy.
Present this problem.
Mrs. Domingcil sells several kinds of fruits in season in her fruit
stand. If she sold 24 kg of bananas in the morning and 25 kg of mangoes
in the afternoon, how many kilograms of fruits did she sell in all?
Show the addition sentence. We can add numbers without paper and
pencil. Adding the tens first is the common way used in mental addition.
24
40  20 + 20
+ 9 4 + 5
49  40 + 9
 Add the sums of the tens first then the ones. The Answer is
49.
Valuing: Why is it very important to eat fruits?
Give another example:
60
Dondon and Lady want to add 18 and 7.Dondon writes all the
numbers. Lady adds mentally.
This is how lady adds mentally
18
+7
1010 + 0
+ 158 + 7
2510 + 15
Add the tens in the expanded notation then the ones. Lastly,
add the sum of tens and ones. Lady says that adding mentally
saves her time.
Remembe r: Mental computation is done without using paper
and pencil. Adding the tens first then the ones makes mental
addition easier.
Practice Exercises: (See Learners‟ Material Activity 1 p. 68)
Add mentally. Write the answer only.
Generalization
1. When doing mental arithmetic where do we start adding?
Answer: In doing mental arithmetic, you start adding the tens
in expanded notation, then ones. Add the sums of the tens and
the ones.
2. When we add mentally, what is saved?
Answer: Time.
Application: (See Learners‟ Material Activity 2 A and B pp.
69-70)
Activity 2A Add look for a pattern.
Activity 2B Add to complete the chart.
Evaluation: (See Learners‟ Material Activity 3 pp.70-71)

1. Write the missing digits to complete the addends or sums.
2. Add as fast as you can.
Assignment:
Use Mental Math or paper and pencil to solve.
1. My brother gave us 18 star apple and 5 water melon. How many fruits did
he give us?
2. Manong Carding gathered 36 egg duck and 9 chicken egg. How many eggs
did he gather in all?
3. Uncle Bong picked 28 Mangoes and 8 guavas for us. How many fruits did
Uncle Bong pick?
4. Our school canteen prepared 18 slices of water melon and 8 slices of papaya.
How many slices of water melon and papaya did they prepare?
5. There are 35 loaves of bread in a tray and another 5 loaves of bread in a plate.
How many loaves of bread are there in all?
61
Ans wer Key
A.
1. 23 6. 30 1) 11 2) 11 3) 50 4) 11 5) 18
2. 50 7. 32 21 21 19 28 21
3. 50 8. 40 31 31 29 37 31
4. 30 9. 28 50 41 39 47 41
5.44 10. 31
B.
1) 12 8 2) 16 9 3) 25 7 4) 29 8 5) 3 12
9 13 7 26 6 13 7 26 18 9
21 21 23 35 31 20 36 34 21 21
Activity 3
A. B.
1. 5 1. 18 2. 25 3. 27 4. 48 5. 37
2. 5 +5 + 9 +3 +9 +5
3. 0 23 34 30 57 42
4. 3, 2
5. 0
Assignment
1. 18 star apple 2. 36 duck eggs 3. 28 mangoes

+ 5 water melon + 9 chicken eggs + 8 guavas
23 fruits 45 eggs 36 fruits
4. 18 watermelon slices 5. 35 loaves of bread

+ 8 papaya slices + 5 loaves of bread
26 slices of watermelon and papaya 40
62
Lesson 19
Objectives:
Add mentally 3 digit numbers and 1 digit numbers up to 9
Accurately adds 3 digits numbers by 1 digit numbers up to 9
Show mastery of adding with regrouping and without regrouping
Subject Matter: Adding Mentally 3-Digit Numbers by One Digit Numbers (Up
to 9)
Learning Procedure
Basic Addition Facts
a. 27 b. 31 c.19 d. 677 e. 368
+4 + 3 + 9 + 7 + 8
Add the following numbers

a. 24 b. 24 c. 16 d. 34 e. 16
+ 15 + 18 + 16 + 11 + 19
Most of our floods today are due to lack of trees. In order to remedy
and prevent this to happen, Cauayan South Central School headed by their
principal decided to plant trees in the school backyard.
Sir Tony and some of the Grade IV pupils finished planting 102
mahogany seedlings around the perimeter of the school in the morning. In
the afternoon, they again planted 8 narra seedlings. How many seedlings
did they plant altogether?
a. Flash the numbers to be added and ask a pupil to give the answer.
Whoever gives the correct answer will be given a barangay clap.
(Many claps)
b. Show to the pupils how to add quickly.
c. 102 mahogany seedlings
+ 8 narra seedlings
110
63
Valuing: Why do we have to plant more trees?
The earth is getting warmer, what shall we do to ease us from a
very hot climate?
Remind the pupils of the worldwide movement towards saving
planet earth by planting more trees.
Step I: Add the hundreds.
102
+ 8
100100+000
Step II: Add the tens and ones. Mentally add the ones digit and
“carry” the tens digit above the tens column.
102
+ 8
100100+000
102+8
110100+10
110- Total number of seedlings planted.
Provide more examples for better understanding.
Remembe r: How do you add mentally 3-digit and 1 digit numbers?
Add first the hundreds, then the tens and ones.
Add the following numbers mentally.
Generalization
Before adding numbers, how do you align the digits? Which do you
add first? Next?
Answer: You align first the ones, tens and hundreds then add
first the ones, tens and hundreds.
Application: (See Learners‟ Material Activity 2 pp. 71-72)

Add the following numbers in just 3 seconds.
Evaluation: (See Learners‟ Material Activity 3 A and B pp. 72 - 73)
Activity 3A Give the sum or total of the following numbers in 2 seconds
Activity 3B Problem Solving
Assignment:
Answer the following problems.
1. Father will plant 128 kalamansi seedlings and 8 dalayap. How many
seedlings will be planted in all?
2. MangIsko carries a basket with 102 mangoes and 4 ripe papayas. How
many fruits MangIsko carry in all?
3. Rebecca bought 112 eggs last Saturday and 9 more this Sunday to
make leche flan. All in all how many eggs did she bring?
4. Adonis has 185 rubber bands. He wins another 8 rubber bands. How
many rubber bands does he owns now?
64
5. Dante gathered 135 white sea shells in the morning. In the afternoon
he gathered 6 more white sea shells. How many white sea shells he
gathered in all?
Ans wer Key

Activity 1
1. 109 2. 427 3. 788 4. 566 5. 869
Activity 2A Activity 2B Activity 3

1. 211 6. 129 1.750 6.239 1. 159
2. 497 7. 380 2.657 7.573 2. 283
3. 682 8. 651 3.251 8.896 3. 354
4. 986 9. 726 4.896 9.774 4. 129
5. 972 10. 543 5. 183 10. 316 5. 227
Assignment:
1. 136 seedlings 2. 106 fruits 3. 121 eggs 4. 193 rubber bands 5. 141 white
seashells
Lesson 20
Objectives:
Add mentally 3-digit numbers by tens (Multiples of 10 up to 90)
Work diligently and accurately in adding 3-digit numbers by tens.
Show mastery of adding with regrouping and without regrouping
Subject Matter: Adding Mentally 3-Digit Numbers by Tens (Multiples of 10 up

to 90)
Learning Procedure
a. 127 b. 314 c. 199 d. 679 e. 367
+ 20 + 30 + 80 + 90 + 10

a. 24 b. 24 c.16 d. 34 e. 16
+ 5 + 8 +2 + 8 + 9
65
Mr. Aguillar has a big stall of ukay-ukay. His daughter Ana, a 4th year high
school helps sell ukay-ukay. On Saturday morning, Ana was able to sell 235
different kinds of clothes. In the afternoon, she was able to sell 10 pants. How
many clothes was she able to sell in all?
a. Call on someone to write the addition sentence in the board.
235
+ 10
b. In adding mentally, always begins in the highest place. Add first the
hundreds place, next tens place and the last is ones.
Present a place value chart and write the addends.

H T O H T O H T O
2 3 5 2 3 5 2 3 5
1 0 1 0 1 0
2 2 4 2 4 5
When we add :
Step I: Bring down the hundreds
235
+ 10
200
Step II: Add the tens and ones in the expanded notation. Add
the sums of the tens and the ones.
235
+ 10
200200 + 0
45 (35 + 10)
245 – Answer
66
An example of adding numbers with regrouping.
Step I: Add the hundreds.
5 95
+ 10
500500+000
10595+10
605
Step II: Add the tens and ones. Regroup the tens by writing the
hundreds to its proper place by “carrying” it to the hundreds.
1
595
+ 10
605Answer
Give more examples by calling pupils on the board for them to
discover the number.
Remembe r: When adding numbers mentally, you start adding in the
hundreds place, next the tens place and lastly the ones place.
Mentally add the following numbers.
Generalization
What should be remembered in adding numbers mentally?
Answer: When adding numbers mentally you start adding the
hundreds in the expanded notation, then the tens and last ones.
Add the sums of the hundreds, tens and ones.
Give the sum of the following numbers mentally.

Assignment
Use the “Mental Math” or paper and pencil to solve.
1. John Paul found 134 smooth shells at the beach. While walking,
he found more 10 shells. How many shells did he find?
2. Jenny has 938 stamps in her book. She adds 10 stamps to her
book. How many stamps does Jenny have now?
Ans wer Key

1. 273 6. 379 1.297 1. 670
2. 402 7. 542 2.287 2. 463
3. 188 8. 835 3.869 3. 372
4. 510 9. 499 4.557 4. 910
5. 581 10. 459 5.1035 5. 338
67
Assignment
1. 144 shells
2. 948 stamps
Lesson 21
Objectives:
Add mentally 3-digit numbers by hundreds (Multiples of 100 up to 900)
Give accurate answers at all times in adding 3-digit numbers by hundreds
Show mastery of adding 3-digit numbers by hundreds
Subject Matter: Adding Mentally 3-Digit Numbers by Hundreds (Multiples of

100 up to 900)
Materials: Paper and pencils, flash cards
Learning Procedure
Connect the strings of the following then add their numbers.
200 800 700 100 500
A B C D E
a. A+B b. B+ D c. A+ E d. C+A
a. 278 b. 125 c.365 d.450 e. 685

+ 10 + 90 + 50 + 20 + 50
Anita is a helpful girl. She helps her mother in selling binallay,

a delicacy of Ilagan City. She was able to sell 525 binallay. She is
about to close the store when a boy rushed to buy 100 more binallays.
At the end of the day, how many binallays did she sell?
a. Call a pupil to write on the board the addition sentence.
b. Show how to get the answer the quickest way.
68
a. Ask: How many binallays did Anita sell before she closed
the store?
How many more binallays did she sell as she is about to
close the store?
Write on the board the number sentence.
b. Call for a pupil to write the number word on the board and call
another pupil to answer the equation.
Step I: To add without regrouping start adding from the hundreds
column and then the tens column up to the last lowest value.
525
+ 100
600 500+100
Step II: Add the tens and ones.

5 2 5
+1 0 0
6 0 0 (500+100)
2 5 (25+0)
6 2 5 - Answer
Let’s have another example:

Call pupil to give 3-digit numbers
Say: 386
+ 900
1200 300+900
8686+00
1286 – Answer
 Add the hundreds column first so that 300+900=1200.

 Since the sum is more than hundreds, rename and regroup to the
next higher number.
 Zero added to any number or any number added to zero gives the
same number.
Give more examples to enhance their learning skills.

Add mentally. No paper and pencil
Generalization
How do we add numbers mentally?
Answer: When we add mentally we do the computation in our mind.
Application: (See Learners‟ Material Activity 2 p.75)
Give the sum
69
Evaluation: (See Learners‟ Material Activity 3 pp. 76-77)
Assignment
1. 800 2. 478 3.256 4.700 5.311
+ 155 + 200 + 500 + 288 + 300
6. 600 7. 111 8.177 9.500 10. 168

+ 222 + 300 + 800 + 488 + 500
Ans wer Key
Activity 1
A B
1. 789 6. 1496
2. 1100 7. 548
3. 448 8. 1278
4. 1680 9. 1165
5. 667 10. 1088
1. 1178 1. 1050
2. 569 2. 1356
3. 964 3. 1250
4. 1367 4. 1488
5. 689 5. 378
Assignment
1. 955 6. 822
2. 678 7. 411
3. 756 8. 977
4. 988 9. 988
5. 611 10. 668
70
Lesson 22a
Objectives:
Analyze and solve word problems involving addition of whole numbers
including money with sums up to 1000 without regrouping.
Show cooperation in every activity.
Write what is asked, given, word clue, operation to be used,
number sentence and the complete answer in the word problem involving
addition including money without regrouping.
Subject Matter: Analyzing and solving word problems involving addition of

whole numbers including money with sums up to 1000 without
regrouping.
Materials: word problems, flashcards on addition, picture of a garden
Learning Procedure
Mentally add the following: (Use flashcards)
100 150 250 120 500 800 225
+ 10 + 15 + 25 + 40 + 80 + 75 + 30
Teacher calls a pupil to answer the word problem mentally through

flashcards.
Direction: Give the missing number:
a. 250 + ______ = 300
b. 350 + 50 = ______
.
c. 400 + 25 = ______
d. 500 + 75 = ______
e. 100 + ______ = 175
(Show a picture)
Listen to the problem that I will tell and solve mentally.
There are 10 guava trees and 8 santol trees in Mang

Nario’s farm. How many trees are there in all?
What do you see? What kind of a garden is it? Who among you
have a backyard garden? What are the vegetables in your garden?
Do you help your parents in watering the plants or vegetables in your
garden?
71
Developmental Activity
Present the word problem through a chart.
Father harvested tomatoes from his gardens. He put 120 red
tomatoes in one basket and 60 green tomatoes in another basket.
How many tomatoes did father harvest in all?
Ask:
How many tomatoes are there in the first basket? (120)
How many tomatoes are there in the other basket? (60)
How many tomatoes are there in all?
How shall we solve the problem?
These are the steps in solving the word problem:
Know:
What is asked? How many tomatoes did father harvest in all?
Instead of using the word “How many” Change it to “The
number”
Change to statement: The number of tomatoes father harvested
in all.
What are the given facts? 120 red tomatoes, (60 green
tomatoes)
What is the word clue? (In all)
What is the operation to be used? (Addition)
What is the number sentence? (120 + 60 = N)
What is the complete answer? (180 tomatoes)
Give more examples (Using money)
Mario bought a T-shirt for Php145.00 and a pair of pants for

Php250.00. How much did he spend in all?
 What is asked? Question: How much did he spend in all?
 Instead of using “How much” change it to “The
amount”
 Statement: (The amount he spent in all?)
 What are given? (Php145.00 for T-shirt, Php250 for a
pair of pants.)
 What is/are the word clues? (in all /the amount)
 What is the operation to be used? (addition)
 What is the number sentence? (Php145 + Php250 = N)
 What is the complete answer?( Php395.00)
Note: Call some pupils to solve the word problem
72
Mang Caloy gathered 342 ripe mangoes and 253 ripe atis.
How many fruits did Mang Caloy gather in all?
 Rewrite the problem in your own words. (The number of
fruits Mang Caloy gathered)
 Copy the given.( 342ripe mangoes, 253 atis)
 Copy the word clue. ( in all)
 Number Sentence: _______________________________
 Complete Answer:_______________________________
There are 372 Mathematics Books and 402 English books
in the library. How many books are there in all?
 Asked: Statement: _______________________________
 Given: ________________________________________
 Word Clues:__________ _________________________
 Operation to be used:_____________________________
 Number Sentence: _______________________________
 Complete Answer:_______________________________
Valuing: Are you helping your teacher in school? How? How about at
home, do you also help your parents?
Practice Exercises (See Learners‟ Material Activity 1-2pp. 77-80)
Solve the following word problem
Generalization
What are the steps in solving word problem including money
without regrouping?
Analyze and solve the following word problems.

Choose the letter of the correct answer.
Assignment
Analyze and solve the following word problems.
1. There 215 boys and 324 girls in Grade II. How many Grade II
pupils are there in all?
a. Rewrite the problem in your own words. _______________
b. Copy the given and the word clue.___________________
c. What is the operation to be used: _____________
d. Solve and show the complete solution. ________________
e. There are ______ Grade II pupils in all.

a. The number of Grade II pupils in all.
b. 215 boys, 324 girls
c. in all
d. 215 +324 = 539 e. There are 539 Grade II pupils in all.
73
Activity 1
1. a. Ti bilang amin a puon ti niog ti nurnong ni Tatang.
b. 252 naurnong nga niog idi Biernes, 335 naurnong idi Sabado
c. mano amin
d. Addition
e. 252 + 335 = N
f. 587 amin nga niog a naurnong ni Tatang
2. a. bilang ti nalako na a periodiko ni Arnel
b. 325 nalako ti periodiko idi Lunes, 431 nalako idi Martes
c. mano amin
e. 325 + 431 = 756
f. Nakalako ni Arnel ti 756 a periodiko
3. a. bilang ti Scout nga adda idiay Mount ti Makiling.
b.156 Boy Scout, 242 Girl Scout
c. mano amin
d. addition
e. 156+ 242 = N
f. 398 ti Scout nga adda idiay Mount Makiling
4. a. Ti gatad nga imbayad ni Nana Lita.
b. Php150 gatad ti lasag ti baboy, Php130 gatad ti lasag ti manok
c. Mano amin
d. addition
e. Php150 + Php130 = Php280
f. Nagbayad ni nana Lita ti Php280 ti imbayad ni Nana Lita
5. a. bilang ti puon ti niog a naurnong ni Tatang.
b. 252 naurnong nga niog idi Biernes, 335 naurnong idi Sabado
c. mano amin
d. addition
e. 252 + 335 = N
f. 587 amin nga inyog a naurnong ni Tatang
Activity 2
1. a. Ti bilang amin nga ubing a nagparetrato.
b. 405 lallaki, 573 babbai
2. a. Ti bilang amin ti tinapay a ginatangna.
b. 134 manok a lallaki, 213 manok a babbai
3. a. Ti bilang amin a kabibi a naurnongni Maria.
b. 250 kabibi a naurnong idi Lunes, 325 naurnong idi Martes
4. a. Ti bilang amin a prutas ti nalakona.
b. 800 nalako a papaya idi Sabado, 156 nalako a bayabas idi Domingo
Activity 3 3. a
1. b 4. b
2. a 5. b
74
3. b
Activity 4 4. c
1. a 5. a
2. a
Lesson 22b
Objectives:
Analyze and solve word problems involving addition of whole numbers
including money with sums up to1000 with regrouping.
Show cooperation in group activities.
Write what is asked. given, word clue, operation to be used number sentence
and the complete answer, the word problem
Involving addition including money with regrouping.
Subject Matter: Analyzing and solving word problems including money with
regrouping
Materials: word problems, pictures, flash cards
Value: Thriftiness, Cooperation
Learning Procedure
( Flashcards)
Find the sum
a. 75 b. 100 c. 243 d. 325 e. 561
+ 12 +336 +124 +413 +223
Direction: Add mentally.

a. Php250 + Php 50 Php
b. Php 300 + Php 75 Php
c. Php 240 + Php 45 Php
d. Php 400 + Php 80 Php
e. Php 225 + Php 30 Php
How much is your balon or allowance in a day? Do you spend all your
balon in a day? How much do you save in one day? In one week. Where
will you save your money? Do you have piggy banks? What do you put
inside?
75
Present the word problem through a chart.
Liza is a thrifty girl. She always saves money in her

piggy bank. She saves Php165 in June and Php128 in July.
How much does she save for two months?
Let‟s analyze the word problem. What are the steps in solving
word problem?
Teacher asks somebody what are the steps in solving word
problem.
Restate the problem in your own words. ( The amount Liza
saves for two months.)
Copy the given. ( Php165, Php128)
Solve and show your complete solution. ( Php165 + Php128 =
Php293)
Rewrite question in an answer statement. ( Liza saves _____
for two months.)
Teacher gives more examples.
Valuing: Do you save also? (Yes) How much do you save in
one week? (Php10.00 a week/Php15 a week, etc.)
Give another problem whose question is of similar structure as
the above word problem.
Liza picked 392 roses. Arlene picked 245 daisy flowers. How
many flowers they picked in all?
a. Write the question in your own words ______________

b. Copy the given ________________________________
c. Copy the word clue: ____________________________
d. Write the operation to be used: ____________________
e. Solve and show your complete solution
f. Rewrite the question in an answer statement.
(Liza picked ___________)
Mang Kiko harvested 548 sacks of palay on the first day
and 363 on the second day. How many sacks of palay did Mang
Kiko harvest in all?
a. Write the question in your own words ______________

b. Copy the given ________________________________
c. Copy the word clue: ____________________________
d. Write the operation to be used: ____________________
e. Solve and show your complete solution
f. Rewrite the question in an answer statement.
76
( Mang Kiko harvested ___________)
Practice Exercises: (Refer to LM activity 1-2 pp. 85-88)

Analyze and solve the following word problems
Write the correct answer on your notebook.
Generalization
How did you analyze and solve word problems?
Valuing: What should you do with your extra allowance?
Did you cooperate with one another?
Application: (See Learners‟ Material Activity 3pp. 89-91)
Write the letter of the correct answer on your notebook

Choose the letter of the correct answer. Write your answer on separate your
notebook.
Assignment
Analyze and solve the following word problem.
1. There are 463 ripe chicos and 274 unripe chicos. How many chicos are
there in all?
2. Aling Susan bought a kilo of crabs for Php245 and a kilo of shrimps for
Php370. How much did Aling Susan spend in all?

a. Asked: The number of chicos are there in all.
b. Given: 463 ripe, 274 unripe
c. Word clue: in all
d. Addition
e. 463 + 274 = N
f. 737 chicos
Activity 1
1. a. Numero ti tarong a nailako ni Nana Nena?
b. 25 nga kilo ti tarong idi Domingo, 75 kilo a nalako idi Lunes
2. a. Numero ti ubbing ti adda idiay pagadalan.
b. 148 a lallaki, 161 a babbai
c. Mano amin
3. a. Ti bilang amin nga itlog a naurnong nani Apo Santos.
b. 180 itlog a naurnong ti bigat, 67 itlog a naurnong ti malem
c. Mano amin
4. a. addition
b. 225 + 156 =N
c. 381 ti Scout iti adda idiay kampo
5. a.Ti gatad a nasapulan da Juan ken Pedro
77
b. Php 350 nasapul ni juan, Php160 nasapul ni Pedro
c. Mano amin
d. addition
e. Php350 + Php160 = N
f. Php510.00 nasapulanda Juan kenni Pedro
Activity 2
1. Ti amin a bilang ti botelya ti nabilang na.
2. 76 kuentas asampagita ti bigat, 85 ti malem
3. a. Addition b. 36 + 75 = N
4. b. 357 + 562 = N b. 919 tsiko
5. a. Addition b. 257 + 162 = N
c. 419 sako ti irik
1. b 1. c
2. b 2. b
3. a 3. a
4. c 4. a
5. c 5. b
Lesson 23a
Objectives:
Find the difference of 2- to 3- digit numbers with minuends up to 999 without
regrouping.
Show cooperation in group activities.
Follow the correct steps in subtracting 2- to 3- digit numbers with minuends
up to 999 without regrouping.
Subject Matter: Subtracting 2- to 3- Digit Numbers from Minuends up to 999

without Regrouping
Materials: Drill cards, Place Value Chart,
Value: Cooperation
Learning Procedure
Drill: (Flashcards) Basic subtraction facts with minuends up to 20.
20 18 15 14 16
-10 -12 -3 -4 -10
14 16
15
-4 -10
-3
78
Read the questions and encircle the correct answer.
There were 559 boys and 253 girls who attended a

seminar. How many people were there in all?
What is asked?
The number of boys
The number of girls
The number of people was there in all.
What is the operation to be used?
a. addition
b. subtraction
c. division
What is the number sentence?

a. 559 + 253 = N
b. 559 – 253 = N
c. 559 x 253 = N
What is the complete answer?
a. 912 people
b. 812 people
c. 712 people
(Present a word problem through a chart.)
A certain foundation donated 226 boxes of noodles

to the Habagat victims. In the morning they were able to
distribute 113 noodles. How many boxes were not yet
distributed?
Who donated noodles?

To whom did they donate the noodles?
If you were a member of the foundation, would you do the
same?
Present Place Value Chart
Hundred Tens Ones
2 2 6
-1 1 3
To find the difference, subtract 113 from 226.

226 – 113 = ___
Write the number in column.
79
Subtract the ones
226
- 113
Subtract the tens

226
-113
13
Subtract the hundreds
226
- 113
113
Mr. Santos harvested 294 cavans of palay. He sold 62 cavans. How

many cavans were left?
Practice Exercises:(See Learners‟ Material Activity 1- 3 pp. 93-95)
Activity 1 Write the difference
Activity 2 Subtract. Complete the table.
Activity 3 Find the difference. Write the letter of the correct
answer on your paper.
Generalization
How do we subtract 2 to 3-digit numbers without regrouping?
Answer: In subtracting 2 to 3 digit numbers without
regrouping, first subtract the ones, tens and then the hundreds.
Write the difference on your paper.
Valuing: Did you cooperate among yourselves?

Write the difference of the following pairs of numbers on your notebook.
Assignment
Find the difference.
1) 948 2) 866 3) 988 4) 996 5) 881
-543 -554 -654 -165 -340

1. 400 2. 312 3. 334 4. 831 5. 541
80
Activity 1 Activity2
1) 13 6) 522 1) 531
2) 23 7) 624 2) 625
3) 22 8). 744 3) 433
4) 25 9) 833 4) 272
5) 21 10) 931 5) 331

1. j 6. d 1) 313 6) 323 1) 816
2. k 7. b 2) 452 7) 333 2) 641
3. g 8. c 3) 532 8) 525 3) 330
4. a 9. h 4) 723 9) 521 4) 532
5. i 10.f 5) 843 10) 321 5) 115
Lesson 23b
Objectives:
Subtract 2- to 3-digit numbers with minuends up to 999 with regrouping.
Work cooperatively during the class and group activities.
Follow the correct steps in subtracting 2- to 3- digit numbers with minuends
up to 999 with regrouping.
Subject Matter: Subtracting 2- to 3- Digit Numbers with Minuends up to 999

with Regrouping
Materials: Drill cards, Place Value Chart, chart, ball
Learning Procedure
Game: “Verbal Volleyball”
Let pupils ask and answer basic subtraction facts while throwing and
catching the ball. Whoever catches the ball will read the subtraction
parts and give the difference.
Example: 10 – 5, 9 – 7, 15 – 10, 8 – 5, etc.
Direction: Write the difference. (Written on Manila paper)
a) 236 b) 734 c)875 d) 976 e)486
-25 -123 -344 -745 -264
What is your favourite fruit? (Guava, Chico, Apple)

Why do you like it? (I like guava because it is delicious.)
Present the problem through story telling while pupils are acting out.
Father bought 41 oranges. He gave 24 oranges to his

81 were left to him?
three children. How many oranges
Comprehension Check- up: (Let pupils ask and answer questions)
Who bought oranges? (Father)
What did father do with the oranges?(He gave 24 oranges to his 3 children)
Did each receive equal number of oranges? (Yes, each received 8 oranges.)
What is asked in the problem?
a. Discussion
Write the numbers in column. Here are the steps in subtracting
numbers with regrouping.
Step1 - Subtract the ones. Not enough ones. We rename 41 to have
more ones. Subtract the ones.
Step 2 - Subtract the tens
3 11
41
- 24
17 oranges were left to father
Let‟s have another example using the place value chart.
H T O
473 16 13
- 298 4 7 3
-2 9 8
5
 Step 1- Subtract the ones. Not
enough ones. We rename 478
to have more ones. Subtract the ones.
 Step 2- Subtract the tens.
 Step 3 - Subtract the hundreds.
H T O H T O
3 16 13 3 16 13
4 7 8 4 7 8
-2 9 8 -2 9 8
7 5 1 7 5
Subtract the digits in the hundreds place. The final answer is 175.
Another example: (Let the pupils write the difference following the
steps.)
73 241 725 942 847
- 56 - 74 - 258 - 563 - 259
82
Practice Exercises: (See Learners‟ Material Activity 1-3pp. 97-98)
Activity 1 Write the answer in the box
Activity 2 Write the following in column then subtract.
Activity 3 Find the difference. Write the letter of the correct
answer.
Generalization
How do we subtract 2 to 3-digit numbers with regrouping?
Answer: In subtracting 2 to 3-digit numbers with regrouping,
start with the ones, tens and hundreds place. Regroup if the digit in
subtrahend is greater than the minuend.
Valuing: Did you cooperate actively in the different activities?
Write the difference in your paper.

Find the difference
Assignment
Write the correct answer.
1. What is 375 minus 153?
2. What is the difference of 538 – 275?
3. If there are 325 balloons and you gave 48, how many were left

1. 222 2. 263 3. 277
Activity 1 Activity 2 Activity 3 Activity 4

1) 16 1) 206 6) 675 1) 292 1) 198
2) 27 2) 337 7) 693 2) 79 2) 169
3) 19 3) 535 8) 781 3) 186 3) 168
4) 17 4) 506 9) 891 4) 327 4) 478
5) 37 5) 719 10) 881 5) 389 5) 533
Activity 5
1. c 2. b 3. a 4. e 5. d
83
Lesson 24
Objectives:
Mentally subtract 1 digit numbers from 1 to 2-digit numbers with minuends
up to 50.
Show honesty when working in the activities.
Write the difference within a given time.
Subject Matter: Subtracting mentally 1 digit Numbers from 1 to 2-digit

Numbers with Minuends up to 50.
Materials: Flashcards, number cards, cut-outs of a boy and girl,

ladder Pandora‟s Box, strips with word problem
Learning Procedure
Drill (using flashcard drill on basic subtraction facts)
Contest by row
Call 3 pupils at a time. The teacher flashes the cards and the pupils should
give the correct answer as fast as they can.
Subtract then check your answer by adding the difference and subtrahend
to get the minuend.
a. 974 b. 864 c. 422 d. 562 e. 792

-231 - 523 - 176 - 398 - 376
Show a picture of a boy giving food to his classmate.
Look at the picture. What is the boy doing? (The boy is giving food to
his friend.) If you were the boy, will you do the same? What is the
attitude of the boy?
84
Present a problem.
Ruben has 25 rambutans. He gave 13 rambutans to his friend. How
many rambutans were left to him?
Who has rambutans?
To whom did he give the other rambutans?
How many rambutans does Ruben have?
How many did he give to his friend?
How many rambutans were left?
What operation are we going to use?
What will be our number sentence?
What kind of a friend is he? Are you also kind to your friends? In what
ways?
Let a pupil write the number sentence on the board
25 – 13 = n
Ask somebody to write the number sentence in vertical column.
25
-13
n
Say: Today, we will not use paper and pencil to find the difference but
instead we will try to compute it mentally. Think of how we subtract
numbers. In what direction do we follow when we subtract numbers?
Subtract mentally the ones, then the tens.
Think: 25 25
-13 - 13
2 12
(Then the difference is 12)
The teacher will give more examples. (Orally or through flashcards)
35 35
-5 -5
30 (30)
18 18
-6 -6
2 12
Practice Exercises
Activity 1 (Climbing the Ladder)
Let‟s have contest with boys vs. girls.
The teacher will flash drill cards with subtraction facts.
The group answers first will climb one step up.
85
If they give the wrong answer, they will move one step down the
ladder.
The first group who will reach the top of the ladder will be the winner.
13 37 48 27 26
-10 -15 -23 -7 -15
Activity 2 (Pair-share Activity) Using “Pandora‟s Box”

The teacher will put strips of paper with word problems in the box.
Each pair will pick one strip and they are given 20 seconds to read and
answer the word problem.
The pair who will answer the questions correctly will be given points.
What is the difference between 35 and 12?
What number is 16 subtracted from 26?
Decrease 20 from 46.
What is 35 less than 12?
What number are 37 minus 10?
Activity 3 (Pupil-Pupil Activity)
Number Relay
(All pupils are given number cards. One side is about
subtraction facts while the other side is the answer of the other
subtraction fact.)
Direction: The teacher will be the first one to show a number
card. The pupil who is holding the correct answer will stand,
then he will show the other side of the number side which is
the subtraction fact.
Second direction is repeated until all pupils will finish.
Example:
27
-6 10
20
-10 21
Generalization
How do you subtract numbers mentally? How do you do it?
Where do we start subtracting?
Answer: To subtract numbers mentally subtract first the ones
place then the tens place.
86
Valuing: Did you give the correct answers within a given
time?
Application: (See Learners‟ Material Activity 1 p. 99-100)
Subtract mentally the following numbers within 2 minutes.

Subtract the following mentally within 2 minutes.
Assignment
Mentally subtract each number from 45 then write your answers in the
triangle. Be ready for other exercises tomorrow.

45 -31=14 45 – 30 = 15 45 – 2 = 43 45 – 13 = 32
Activity 1
A. 1. 35 2. 13 3. 12 4. 8 5. 30
B. 1. 11 2. 30 3. 21 4. 32 5. 14
Activity 2
A. 1. 33 2. 22 3. 30 4. 10 5. 22
1. 30 2. 30 3. 22 4. 11 5.43
Lesson 25
Objectives:
Mentally subtracts 3-digit by ones without regrouping.
Show love for parents.
Solve problems mentally with 3-digits by ones without regrouping
Subject Matter: Subtracting Mentally 3-digit by Ones without Regrouping

Materials: Drill Cards of subtraction facts, fruits available in the area,
counters available inside the room
87
Learning Procedure
Flashcard drill with 1- to 2- digit by 1-digit numbers.
Examples:
9 6 14 16 19
- 3 - 2 - 4 - 5 -4
Subtract mentally.
84 75 25 69 88
- 23 - 50 - 11 - 30 - 56
What do I have? (Teacher shows guavas/any available fruits to pupils)

Do you like guavas? (Yes)
Why do you like guavas? (I like guavas because it is full of vitamin C.)
Is it good to our body? (Yes)
Teacher presents a word problem
Dan picked 128 guavas in their backyard. Six guavas were ripe.
How many guavas were not yet ripe?
Teacher asks:
How many guavas did Dan pick? (Dan)

How many guavas were ripe? (6)
How many were not yet ripe? (128)
What is the number sentence? (128- 6)
What is the correct answer? Let‟s solve the problem.
Write the number sentence on the board then show how to subtract
Number Sentence: 128

- 6
a. What are the two numbers under the ones place?

b. Compare the ones. Can you subtract 6 from 8? ( Yes )
c. Subtract the ones.
d. What is the number under the tens place? Bring down or just
copy.
e. What number is in the hundreds place?
So, 128
- 6
122
Example #1 (Showing 268 Popsicle sticks)

How many Popsicle sticks are there in all? 268
If you give away 5 Popsicle sticks, how many will remain?
88
What is the complete number sentence?
268
- 5
263
Example #2
Subtract the number in the left column from the number given above.
Right the answer in the right column.
(Teacher will show the charted activity)
Subtract From 98
3
4
6
Subtract From 348
7
6
4
(The teacher should illustrate the number sentence on the
board.)
Example: 98
- 3
Practice Exercises
Activity 1
The class will be grouped into 3.
Each group will form a line.
The first pupil in each line will be the first to answer the drill card to
be flashed by the teacher.
Whoever answers correctly, the pupil will move at the back of the last
player until all of them finished answering.
129 118 367 294 169 596 738 195 218
-9 -8 -6 -4 -8 -5 -8 -2 -6
Activity 2 (Pair-Share)
Listen carefully as the teacher dictates the word problem.
The first pair to guess the correct answer will stand up.
What number is 125 less 5?
What is the difference between 188 and 8?
Subtract 5 from 237.
What is 149 decreased by 6?
Take away 9 from 119.
Write the difference in two minutes.
89
Generalization
How do we subtract 3-digit numbers by 1-digit number mentally?
Answer: We subtract 3-digit numbers by 1-digit number by subtracting
the numbers under the ones place then copy the numbers under the
tens and hundreds place.
Valuing: How will you show your love to your parents?
Subtract Mentally. Write the difference within two minutes

Subtract Mentally. Write the difference within two minute
Assignment
What is the difference of 637 and 5?
What is 219 decreased by 4?
What is 109 less 8?

Answers: 1. 637 5 = 632 2. 219 – 4 = 215 3. 109- 8 = 101
Activity 1. 277, 274, 275, 273, 272, 278, 271, 276, 270, 279
2. 386, 387, 384, 385, 382, 388, 381,386, 380, 389
3. 497, 494, 495, 493, 492, 498,491, 496, 490, 499
Activity 2
1. 100 2. 111 3. 221 4. 111 5. 150
Activity 3
1. 243 2. 244 3. 344 4. 364 5. 433
6. 472 7. 571 8. 592 9. 673 10. 790
Lesson 26
Objectives:
Subtract mentally 3-digit by tens without regrouping.
Respect pinions of others.
Perform subtracting numbers using the basic steps.
Subject Matter: Subtracting Mentally 3 Digits by Tens without Regrouping

Materials: plastic balls, flashcards, story problem, cut-outs, pocket chart,
show- me board
90
Learning Procedure
Flashcard drill on basic subtraction
a. 8 b. 6 c. 9 d. 10 e. 11
-3 -7 -5 -3 -7
Write the difference.

81 25 61 38 46
-3 -2 -7 -4 -9
(Guessing Game)
What is it? It is yellow when ripe. It is sweet when ripe. It is green
when unripe. Do you like mangoes? What vitamins can you get from
this fruit?
(Show 187 small plastic balls in a big basket and one small basket)
Say: In a big basket there are 187 small plastic balls. (Call a pupil) Put
54 in a small basket.
How many small plastic balls were left in a big basket? Let us count
the balls in a big basket now.
How many small plastic balls were left? (There are 133 small plastic
balls.
(Show picture of mangoes in a big basket.)
Word problem
Aling Marta is a fruit vendor. She has 146 mangoes in a big basket.
Melba bought 23 of them. How many mangoes left for Aling Maria to
sell ?
Who sells mangoes?
How many mangoes are there in the big basket?
How many mangoes did Melba buy?
What operation are we going to use to solve the problem?
What number sentence can you give for the problem?
(Use graphic organizer)

Here are the steps in subtracting numbers.
91
H T O
Step 1: Subtract the ones
1 4 6
- 2 3 Step 2: Subtract the tens
Step 3: Bring down the hundreds
 What is the number of mangoes left ?

 There are _____ mangoes.
a. Activity 1:
Teacher flashes the cards
356 568 1 85 426 6 3 8
-24 -53 - 72 15 - 3 2
2 11 1 6
b. Find the difference by completing the box.
467 854 545 383 793

-24 -53 -72 -15 -32
c. Complete the wheel by writing the difference on the blank

space.
Find the difference within one minute.

Fill in the wheel the difference within one minute.
Complete the table within one minute.
Generalization
How do you subtract 2-digit numbers from a 3-digit number?
Answer: In subtracting a 2-digit number from a 3-digit number,
we
 Subtract the ones first
 Then, subtract the tens.
 Bring down the hundreds
92
Valuing: Did you respect the opinion of your classmates?
Application: (See Learners‟ Material Activity Sheet 1- 3pp.

104-105)
Find the difference.

Subtract the following numbers.
Assignment
Complete the table by subtracting the numbers
34 0 33 2 141 712 331 421 651
Activity 1
1. 1 2. 1 3. 3 4. 1 5. 3
6. 6 7. 2 8. 7 9. 7 10. 1
Activity 2
756 – 32= 724; 473 – 32= 441; 364–32= 332;

459 – 32= 427; 656 – 32=624; 247 – 32= 225;
388 – 45= 343; 267 – 45 = 222; 357– 45=312;
576 – 45= 531; 459 – 45=414; 187 – 45= 142
Activity 3
1. 431 2. 821 3. 535 4. 322 5. 821
6. 461 7. 441 8. 720 9, 840 10. 934
Activity 4
1. 841 2. 821 3. 631 4. 732 5. 636
6. 841 7. 925 8. 543 9. 441 10. 362
93
Lesson 27
Objectives:
Mentally subtract 3-digit by hundreds without regrouping.
Show respect to the environment..
Solve mentally 3-digit by hundreds without regrouping in 3 seconds.
Subject Matter: Mentally Subtracting 3-Digit Numbers by Hundreds Without

Regrouping
Materials: Drill cards with basic subtraction facts, bingo cards, picture of
a forest.
Learning Procedure
Drill: Flashcards with basic subtraction facts.
40 55 68 90 99
-5 -5 -8 -8 -9
Direction: Subtract mentally the following numbers. (In a form of a

contest, four pupils will stay at the back. As the teacher flashes the cards,
the pupils will give the correct answer. Whoever gives the correct answer
will move one step forward. The first one make five steps will be the
winner. Do this for 4 times)
60 20 70 80 90
- 30 - 10 - 50 - 30 - 50
Show picture of a forest

Ask
Have you seen a forest?
What can you see in the
forest?(trees. wild
animals)
A forest has 550 trees. If there are 150 big trees, how many
are small trees?
Ask:
 How many trees are there in the forest?
 How many big trees are there?
 How do we get the number of small trees?
 How will you help to preserve the trees in the forest?
550
- 150
94
Subtract the ones, then the tens, then the hundreds.
Give more examples. Let the pupils divide the following
mentally.
680 650 840
- 280 - 350 - 540
Practice Exercises
Activity 1 Bingo Game
Divide the class into group of 5.
Distribute bingo cards for each group.
Look at the cards as the teacher flashes them
Example: 400 375 850 780 999
- 300 -175 -100 -130 -900
 Mark with a stone the correct number that answers the

number combination given by the teacher.
 The first group to come up with the correct pattern wins the
game.
B I N G O
100 335 300 500 750
400 650 375 99 200
250 87 750 550 225
525 125 15 900 450
Activity 2 Paired –Share Activity

Listen carefully as the teacher dictates the word problem.
The first pair to guess the correct answer will stand.
What is 150 less than 100? _____________
What is the difference between 600 and 100? ___________
Subtract 100 from 500. _____________
What is 890 decreased by 500? ______________
Take away 500 from 900. ______________
Activity 3
The teacher will flash subtraction sentences and pupils will answer by
moving 1 step forward if he/she gives the correct answer. (This can be
done by set of pupils)
Generalization
How do you subtract numbers mentally?
Answer: (We can subtract mentally by counting up and back.
We can rename numbers to tens and ones.
We can use the sets of tens.)
Valuing: What should you do to prevent floods? Plant more trees. Do
not cut trees.
95
Application: (See Learners‟ Material Activity 1pp. 106-107)
Write the correct answer within 2 minutes.
Evaluation: (See Learners‟ MaterialActivity2 p.107)

Answer the following within 2 minutes.
Assignment
Subtract mentally:
1. What is 880 minus 180?
2. What is the difference if 650 is subtracted from 980?
3. What is 700 subtracted by 400?

1. 700 2. 330 3. 300
Activity 1
1. 210 2. 385 3. 170 4. 335 5. 326
6. 370 7. 150 8. 125 9. 350 10. 380
Activity 2
1. 200 2. 300 3. 400 4. 610 5. 700
6. 20 7. 400 8. 200 9. 500 10. 450
Lesson 28a
Objectives:
Analyze and solve one-step word problems involving subtraction of whole
numbers including money with minuends up to 1000 without regrouping.
Practice being thrifty.
Write what is asked, given, the word clue, operation to be used, number
sentence and the complete answer.
Learning Content: Analyzing and Solving One-Step Word Problems Involving

Subtraction of Whole Numbers Including Money with
Minuends up to 1000 Without Regrouping.
Materials: Show- me-board, charts
Learning Procedures
Subtraction Facts
a. 18 b. 12 c. 13 d. 11 e. 15 f. 14
-9 -6 -6 -7 -9 -5
96
Solve the following word problems.
Mona has Php15; she gave Php10 to her sister. How much was left to
her?
Mang Lino has 30 carabaos. He sold 25 carabaos. How many
carabaos were left?
There are 45 balloons in the birthday party. 20 are red, how many are
blue?
 Do you go to the library? What do you do in the library? What do
you see in the library?
Present a word problem
Some pupils went to the library. There are 276 grade II

books. If the Grade II pupils borrowed 134 books, how many
grade II books were left?
Asks:
 Who went to the library? Some pupils)
 Who borrowed books?
 How many books are there in all?
 How many books were borrowed by the grade II pupils?
 How many books were left?
Let us solve the word problem. The steps in solving word problem
involving subtraction:
Know:
 What is asked? The number of grade II books left.
What are given? 276 books, 134 grade I books
What is the word clue: left
What is the operation to be used? Subtraction (Why do we use
subtraction)
What is the number sentence? 276 – 134 = n
What is the complete answer? Show the solution and label the answer.
Write the number in column. Subtract the ones, tens and then the
hundreds
276
-134
142 books were left
Provide another example. Guide the pupils to analyze and solve the
word problem.
Aling Minda baked 378 cupcakes. She gave 260 to her friends.
How many cupcakes were left to her?
97
 Restate your problem in your own words. ( The number of
cupcakes left to Aling Minda.)
 Rewrite the given number.( 378, 260)
 Copy the word clue. ( left)
 Solve and show the complete solution.( 378-260) 118
 Rewrite the questions in an answer statement.( There are
118 cupcakes left to Aling Minda.
Mrs. Ramel
Whatbought
is the number
a pair sentence?
of shoes _______________________
for P hp 125. She gave
Php200 to the cashier. How much was left to her?
 Restate the problem in your own words.

 Rewrite the given.
 Copy the word clue?
 Solve and show the complete answer.
 Rewrite the question in an answer statement.
Practice Exercises (See Learners‟ Material Activity 1pp. 108-109)

Solve the following word problem.
Generalization
How do we solve one- step word problem involving
subtraction?
Answer: To solve one-step word problems involving
subtraction, follow the steps in problem solving. Know what is
asked in the problem, know what are the given, what is the
operation used to solve the problem, what is the number
sentence and give the complete answer with label.)
Valuing: Where should you put your books after reading? (I
should put it in a shelf, in my school bag )
Application (See Learners‟ Material Activity 2 p. 109)

Assignment
Mrs. Castillo went to the market. She had P hp250 in her purse. After
buying fish and vegetables she had Php45 left. How much money did she
spend ?
98
Expected ans wer: Php250 – Php 45 = Php205

Activity 1
1 1.Ti bilang ti nabati para ti pamilyana.
2. 236 natiliw a lames, 342 lames na inlakona
2. 1. Ti gatad a nabati keni Berto
2. Php 350 nasapulanna ni Berto, P 250, inted kenni baketna
3. 1. Subtraction
2. 578 – 440= N
3. 138 nabati a bayabas kenni Jose
4. 1. Subtraction
2. Php 555 – Php 224 = N
3. Php 331 nabati a kuwarta ni Princess
Activity 2
1. Ti gatad ti kurangna ti kuarta yo.
2. Php 255 naurnongda, Php 455, ti gatad ti gatangin da
3. mano pay ti kurangna
4. Subtraction
5. Php 455- Php240 = N
6. Php 215 kurang ti kuwarta yo
Activity 3
1. b
2. a
3. c
4. c
5. a
Lesson28b
Objectives:
Analyze and solve one-step word problems involving subtraction of whole
numbers including money with minuends up to 1000 with regrouping.
Practice being thrifty
Writes what is asked, given, the word clue, operation to be used, number
sentence and the complete answer.
Learning Content: Analyzing and Solving One-Step Word Problems Involving

Subtraction of Whole Numbers Including Money with
Minuends up to
1000 With Regrouping
Materials: Show- me-board, charts
99
Learning Procedure
Answer as I flash the cards quickly.
a. 15 b. 18 c. 16 d. 25
-7 -3 -4 - 10
e. 13 f. 12 g. 10 h. 11
-6 -4 -6 -5
Solve mentally:
a. What is 44 minus 25? ______
b. What is 50 minus 30? ______
c. What is the difference of 500 – 200? ______
d. Subtract 70 from 100? ______
e. 650 minus 250? ______
What is your father doing?
What is his occupation?
Present a word problem through a chart.
My father is a tricycle driver He earns Php320 a day. He
spends Php250 for our food, how much left for other things?
Describe the father in the story. What can you say about him?
How much does he earn a day?
How much does he spend?
How much left to him?
Let‟s solve the word problem by following the steps
My father is a tricycle driver He earns P hp320 a day. He

spends Php250 for our food, how much left for other things?
What is asked? The amount left to him

What are given? Php320 and Php250
What is the word clue? left
What is the operation to be used? Subtraction
What is the number sentence? hpP320 – Php 250
Show the solution: Label the solution
320
- 250
Php 70 – left to him
100
Other examples: ( Teacher do this, instead of asking questions.
Restate the problem in your own words . The number of marbles Lino
collected.)
Copy the given in the problem.( 250 marbles, 125)
c. Copy the word clue word clue.( left)
d. Solve and show the complete solution.( 250 – 125 = 125)
e. Rewrite the question in an answer statement. ( Lino has left 125 marbles.
Aling Luisa gathered 650 eggplants. She sold 380. How

many eggplants were left to her?
a. Restate the problem in your own words..

b. Copy the given and the word clue.
c. Solve and show the complete solution.
d. Aling Luisa has __________.
Example
There are 694 passengers if 395 are Filipinos. How many are
not Filipinos?
a. Restate the problem in your own words. ________

b. Copy the given and the word clue. ____
c. Solve and show the complete solution. _______
d. There are ______ who are not Filipinos.
Practice Exercises (See Learners‟ Material Activity 1 pp. 111-112)

Direction: Solve the word problem by following the steps.
Generalization
How do we solve one- step word problem including subtraction?
Answer: We solve one-step word problem including subtraction by
understanding the steps, 1). know what is asked, 2) given, 3)word
clues, 4) operation to be used , 5) number sentence, and 6) complete
answer.
Valuing: In what ways will you practice your thriftiness?
( I will not spend all my daily allowance.)

Solve the word problem.

101
Assignment
Solve the following word problem
1. Aling Bebang made a 258 sampaguita garland, she sold 146. How
many garlands were left to her?
2. Mrs. Alvarez bought a blouse for Php230;she gave a seller Php500.
How much is her change?

1. 258 – 146 = 112 garlands left to her
2. Php550 – Php230 = Php270 her change

Activity 1
1. a. Ti bilang a nabati a manok.
b. 216 a manok, 96 manok nga inlakona
c. nabati
2. a. Ti bilang ti inyog a nabati.
b. 387 inyog idiay kantina
c. nabati
3. a. Subtraction
b. 452 – 398 = n
c. 54 nabati a manga
4. a. Php142 nabati a balonna
Activity 2
a. Ti bilang ti nagbiyag a kalamansi.
b. 725 inmula na kalamansi, 146 natay a kalamansi
c. nabiyag
d. 725 – 146 = 579
e. 579 nagbiyag a kalamansi
Activity 3
1. b
2. c
3. a
4. b
5. b
102
Lesson 29
Objectives:
Solve the two-step word problems involving addition and subtraction of 2-
to 3-digit numbers including money using appropriate procedures.
Shows cooperation in solving word problems
1. Write what is asked, what are given, the word clue/s, hidden question, the
operation to be used, number sentence and the complete answer in solving
word problem involving addition and subtraction of small numbers.
2. Performs order of operations involving addition and subtraction of small
numbers.
Subject Matter: Performing Order of Operations Involving addition and

Subtraction of Small Numbers
Materials: Problems in Chart, bottle caps, playing cards
Learning Procedure
Addition Facts Subtraction Facts
3+4 6-2
5+ 5 7-3
7+ 2 8-4
8+ 6 9-5
2+ 3 7-6
Direction: As I call your name, give the answer as fast as you can.
What is 5 plus 10?
What is 4 Increased by 2?
What is 7 minus 4?
What is 12 -10?
(Show any flower)
Do you have flowering plants at home? What are those? Where do
you think these came from?
Present this story.
Wilma picked 12 flowers in the morning. She gave three
flowers to her mother and three to her teacher. How many flowers
Process:
were left to Wilma?
Study the table.
1. What are we asked to look The number of flower left to
for? Wilma
2. What numbers are given? 3, 3, 12
3. What is the first step? Add:3 + 3 = 6
4. What is the second step? Subtract:12– 6
103
5. Solve. 12 – 6 = 6
6. Write the complete There were 6 flowers left to
answer. Wilma
Ask: What are the operations used in solving the problem presented?
Let’s Try
Read the problems below. Write the answer to each question for the
problems. Then, do number 5.
Problem 1.
Jose sold 18 loaves of bread on Monday, 13 loaves on
Tuesday, and 15 on Wednesday. How many more loaves of bread did
he sell on Monday and Tuesday combined than on Wednesday?
1. What are we ask to look for? 1.
2. What numbers are given? 2
3. What is the first step? 3
4. What is the second step? 4
5. Solve. 5
6. Write the complete answer. 6.
Problem 2.
Maria had a flower garden. She gathered 45 roses on Monday
and 36 roses on Tuesday. If she sold 60 roses, how many roses were
left?
1. What are we asked to look for? 1
2. What numbers are given? 2
3. What is the first step? 3
4. What is the second step? 4
5. Solve. 5
6. Write the complete answer. 6
Practice Exercises: (See Learners‟ Material Activity 1pp.144 - 116)

Study the word problem. Answer the questions inside. Write
the correct answer in a paper.
Valuing
Why did you finish your work on time?
Did you follow the steps in analyzing a 2-step word problem?
Generalization
What are the orders of solving 2-step word problem involving
addition and subtraction of small numbers?
Application (See Learners‟ Material Activity 2 p. 116-117)
Analyze the problems. Answer the questions inside the box.
104
Read the problems carefully. Choose the letter of the correct answer.
Assignment
Answer the questions after the word problem.
Mr. Reyes made a total sale of Php50 for unripe mangoes and Php25
for ripe mangoes. He gave Php60 of his sales to his wife and kept the rest.
How much did he keep?
1.Restate the problem in your own words.

2.Rewrite the given.
3.Copy the word clue.
4.Solve and show the complete solution
5. Rewrite the question in an answer statement. Mr. Reyes kept
Php____.
Ans wer for the Assignment

1.The amount that Mr. Reyes kept.
2.Php50, Php25,Php60
3.addition and subtraction
4.(Php50 + Php25) – Php60
Php75 – Php60= Php15

Activity 1
1. 2.
a) Ti bilang ti mangga a nabati a) Ti bilangtinabatiakalapati.
b) 8, 3, 5 b) 5, 7, 3
c) 8 + 3 =11 c) 5 + 7 = 12
d) 11- 5 = N d) 12- 3 =N
e) 11 -5 = 6 e) 12-3 = 8
f) 6 ti mangga a nabati f) 8 ti nabati a kalapati
3.
a) ti bilang ti nabati3 4. a). Ti bilang ti reppet ti sabsabong
a masapul
pay nga urnosenna ti karton.
b) 9 a karton a puto, 6 bibingka, 8 b). 20, reppet, 9, 5
inlako
c) 9 + 6 =15 c) 9 + 5 = 14
d) 15- 8 = N d) 20- 14 =N
e) . 11 -8 = 7 e) 20-14 = 6
105
f) 7 pay ti nabati f) 6 a reppetsabsabong
Activity 2
1. a) Ti bilang ti puon a saan pay naimula. 2. a). Ti bikangtiuniporm a saan pay
nadait
b) 49 b) 35, 12, 18
c) 10 + 5 =15 c) 12 + 18 = 30
d) 49 - 15 = N d) 35- 30 =N
e) 49 - 15 = 34 e) 35 – 30 = 5
f) 34 puon nasaan pay naimula f) 5 ti uniporme a saan pay nadait
Activity 3
1. a) 2 + 3 =5 2. a. 5 + 6 = 11
b) 8 – 5 =N b. 15 – 11 = N
c. 8 – 5 = 3 c.15 – 11= 4
d. 3 pato a nabati d. 4 supot ti pandesal ngailakona
3. a. 5 + 7 =12 4. a. P 12 + P 15 = P 37
b. 12 – 6 =N b. P 75 – P 37 = N
c. 12 – 6 = 6 c.P 75 – P 37 = P 38
d. 6 puon a nabati d. P 38 nabati manipud iti na
isapulan na iti maysa nga aldaw
Lesson 30
Objectives:
Solve two-step word problems involving addition and subtraction of 2
to 3 digit number including money using appropriate procedures.
Appreciate the value of sharing and cooperation
Write the number sentence involving addition and subtraction of 2 to 3
digit numbers including money using appropriate procedure
Subject Matter: Solving Two-step Word Problems Involving Addition and

Subtraction of 2 to 3 digit Number Including Money Using
Appropriate Procedures
Materials: real objects, cut outs, flashcards, chart
Learning Procedure
(Using of flashcards) Let the pupils answer the following orally.
Answer as fast as you can.
106
Addition facts
a. 3 b. 6 c. 7 d. 8 e. 5
+2 +3 +2 +2 +2
Subtraction facts
f. 8 g. 7 h. 10 i. 9 j. 6
-2 -3 -5 -4 -1
May I check if you are a smart thinker. Listen as I dictate these.

Solve mentally
Add 6 and 3?_____
What is 5 more than 2? _____
What is 10 minus 5? _____
What is 4 minus 3? _____
Subtract8 and 5? _____
What are the things that you should consider or remember in so lving
word problems
Analyze the word problem:
What is asked?
What are given?
-When was your birthday? _____
-What did your mother prepare on your birthday?
A. Developmental Activity
Present the word problem.
It is Danilo’s birthday. Mother bought 36 balloons. If 6 of the balloons

are red, 10 are blue and the rest are yellow. How many balloons are
yellow?
 Asks: Whose birthday is it?

How many balloons does he have?
Present a word problem.
Let pupils ask and answer questions regarding the given problem.
How many balloons are there?
What are the colours of the balloons?
How many are red? Blue?
What are the steps in solving a word problem?
(The pupils may tell the steps in solving word problem because of the
past lesson in solving one step word problem.)
107
a. How many operations did we use to come up with the correct
answer?
Add Subtract
6 red balloons 36
+10 blue balloons -16
16 balloons 20 yellow balloons
Teacher presents more word problems following the same procedure

Alex wants to buy a T-shirt worth Php185 and a school bag worth
Php240. He has only Php300. How much more money does he need?
A shoe factory in Marikina produced 235 pairs of shoes in one week

and 324 pairs in another week. If 450 pairs were delivered to a
department store, how many pairs were not delivered?
Practice Exercises: (See Learners‟ Material Activity 1-2 pp.119-121)
Analyze and answer the following questions.
Generalization
How do we solve two step word problems?
Answer:
Understand the problem.
Find the question.
Make a plan.
Write the number sentence.
Valuing: Did you finish your work on time? Why?
(I /We finish my/our because we help one another/
cooperate with each other
Write the number sentence for each word problem.
Evaluation: (See Learners‟ Material Activity pp.4 122-124)

Choose the letter of the correct number sentence to answer each word
problem.
Assignment
Write the correct number sentence.
A tray contained 125 cookie bags for recess. Of these cookie
bags, 75 were sold to the grade two classes and 40 were sold to the
grade one classes. How many cookie bags were not sold?
1. Number Sentence: ___________________________

2. What is the complete answer: _________________
1. 125 – ( 75 + 40 ) = N 2. 10 were not sold
108
Activity 1
a. Ti bilang ti nabati a manok.
b. 286 manok, 96 manok na inlakona idi Enero, 40 inlakona idi Pebrero
c. addition and subtraction
d. 286 – ( 96 + 40 ) = N
e. 286 – ( 96 + 40 )= N
f. 286 – 136 = 150 nabati a manok
Activity 2
a. Ti bilang ti doughnut na ilako pay.
b. 120 doughnuts nga ilakona, 25 nailako iti bigat, 15 nailakona iti malem
c. Addition, Subtraction
d. 120 – ( 25 + 15 ) = N
e. 120 – 40 = 80 doughnut na ilakona pay
Activity 3
a. Ti bilang ti ubbing nga adda idiay taripnong,
b. 48. 18. 12
c. Addition ken subtraction
c. 48 – ( 18 + 12 )= 18
d. Adda ti 18 nga ubbing idiay taripnong.
Activity 4
1. b 2. c 3. a 4. c 5. a
109
Lesson 31
Objectives:
Illustrate multiplication as repeated addition, arrays, counting by multiples
and equal jumps on the number line
Cooperate in group activities.
Show multiplication of whole numbers as repeated addition,
arrays, counting by multiples and equal jumps on the number line
Subject Matter: Illustrating multiplication as repeated addition, arrays, counting

by multiples and equal jumps on the number line
Materials: Pictures, counters like popsicle sticks, bottle caps
Learning Procedure
Drill: Using flashcard drill on basic facts in addition
a. 8 b. 9 c. 10 d. 4 e. 6 f. 5
+ 2 + 1 + 3 + 4 + 6 +3
Review:
Solve the word problem by completing the box with the complete
answer.
Luis picked 345 guavas on Saturday and 234 on Sunday. How
many guavas did he pick in all?
Given Asked Word Ope ration Number Complete

clue to be used Sentence Ans wer
Have you seen a frog?

How does it move?
What will you do if you see frog?( Do not kill them.)
(Frogs are our friends they eat harmful insects like mosquitoes.)
Present the number line
110
 What can you see in the picture? (a frog)
 How many jumps did the frog make? ( 3 jumps )
 How many spaces were covered in each jump? ( 6 )
 If the frog makes 3 jumps and there are six spaces in each, how
many spaces are there in all? ( 18 )
 What is the addition sentence for this? ( 6 + 6 + 6 = 18
 What number is added repeatedly? ( 6 )
 How many times did you add 6? ( 3 times )
 What number sentence can you form from the illustration?
Addition Sentence Multiplication Sentence

So: 6 +6 + 6 = 18 3 x 6 = 18
a. Introduce the multiplication sentence and its part, since this is a
new topic for the class.
b. Show 10 popsicle sticks and let pupils make 5 groups of two‟s.
Ask: How many popsicle sticks are there in each group?
How many groups are there?
How many popsicle sticks are there in all?
So: 2 + 2 + 2 + 2 + 2 = 10 and 5 x 2 = 10
a. Game Say. Group the pupils into two. First group will do the
game first. Group yourselves into five. A leader will write the
addition sentence in their show- me- board and the other
member will write the multiplication sentence. Show it to the
class. And the other group will do the same.
Flashing and Drawing: Group the class into three.
Mechanics:
a. Flash a multiplication card.
b. The first player from each team will draw the number
of sets on the board.
c. The second player will draw the number of objects in
each set and the third player will count the number of
objects in all.
d. The first team to complete this task correctly earns a
point.
e. The team with the most number of points wins.
For example: 3 x 5.
 The first player will draw three sets.
 The second will draw five objects in each of the three
sets.
 The third player will count the total number of objects
Practice Exercises: (See Learners‟ Material Activity 1-3 pp. 125-126)
Activity 1 Number Line
Activity 2 Sets of object
Activity 3 Repeated addition
111
Generalization
How do you illustrate multiplication of whole number as repeated
addition?
Answer: We illustrate multiplication sentence through repeated
addition, number line and sets of object
Application: (See Learners‟ Material Activity 4-5pp. 127 - 129)
Choose the correct multiplication sentence for the following.
Valuing: Did you participate actively/cooperatively?
Evaluation: (See Learners‟ Material Activity 6 p. 130 - 131)

Choose and writ e the letter of the correct answer on your paper.
Assignment
Draw the repeated addition of the following then write the sum.
1. 5 + 5 + 5 + 5 + 5 = ____ ( 25 )
2. 8 + 8 + 8 + 8 + 8 = ____ ( 40 )
3. 9 + 9 + 9 + 9 = ____ ( 36 )
4. 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 = ____ ( 56 )
5. 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 = _____ ( 45 )

Ans wers may vary:
1.
2.
3.
4.
5.
112
Ans wer to Activity 3
1.
8 + 8 + 8 = 24 3 x 8 =24
2.
6 +6 +6 + 6 = 24 4 x 6 = 24
3.
2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 18 9 x 2 = 18
4.
3 + 3 + 3 + 3 + 3 + 3 = 18 6 x 3 = 18
5.
3 + 3 + 3 + 3 + 3 + 3 + 3 = 21 7 x 3 = 21
113
Lesson 32
Objectives:
Show a related equation for each type of multiplication: repeated addition,
array, counting by multiples and equal jumps on the number line.
Participate actively in group activities.
Write a related equation for each type of multiplication: repeated addition,
array, counting by multiples and equal jumps on the number line.
Subject Matter: Showing a related equation for each type o f multiplication:

repeated addition, array, counting by multiples and equal jumps
on the number line.
Materials: Real objects, counters like bamboo sticks, straw, marbles,
bottle caps, Number lines
Developmental Activities:
Drill: Jazz Chant by group and class
Skip counting by 2‟s, 3‟s, 5‟s, and 10‟s
(Matching Type) Charted
Direction: Match Column A to Column B. Write the letter of the
correct answer on the space provided.
A B
______1. a. 4 + 4 + 4 + 4
______2. b. 5 + 5 + 5 + 5
______3. c. 2 + 2 + 2
______4. d. 3 + 3 + 3 + 3 +
3
______ 5. e. 6 + 6 + 6 + 6
114
Let the pupils sing the song “Multiply”.
Multiply
(To the tune of The Love of Jesus)
Nu agmultiplytayuitinumero (3x)
Kastoy(5x) aramidentayu
Chorus
Nu maysa, isu met laengisuna
Nu dua, agdoble-dobleka
Nu talluagtriple-triple ka
Agdobleka, Agtripleka, Multiplication na.
What is the song all about?
What will you do to the number if one factor is 1? if one
factor is 2? if one factor is 3?
( Use of real objects)
I have 8 boxes. There are 2 Chico‟s in each box.
How many boxes do we have?
How many Chico‟s in each box?
How many Chico‟s are there in all?
Let us count (Show the addition sentence)
2+2+2+2+2+2+2+2
= 16
Let the pupils bring out their counters. Let them write the addition
sentence on their show- me-board.
Show the number line and let the pupils write the addition sentence on
their show- me-board
Tell the pupils that we can express this in shorter way through
multiplication.
2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 = 16 8x 2 = 16
Let them show and write the addition and multiplication sentence.
115
Show 20 plastic bottle caps and let pupils make 5 groups of 4‟s. How
many plastic bottle caps are there in each group?
How many groups are there?
How many plastic bottle caps are there in all?
4 + 4 + 4 + 4 + 4 = 20 and 5 x 4 = 20
Activity 1. Using Show – Me – Board

Divide the class into 5.
Mechanics:
1. The teacher will flash a card using repeated
addition.
2. The first member of the group will write the
multiplication sentence of the given numbers. Then
show it to the class.
3. The first one who writes the correct number
sentence will be given a point.
4. Repeat 2 – 3 until all the members of the group will
be able to give the correct multiplication sentences
of the flashcards.
5. The group with the most number of points wins.
Practice Exercises: (See Learners‟ Material Activity 1-3 pp. 131 -

133)
Activity 1 Using Array
Activity 2 Repeated Addition and multiplication sentence
Activity 3 Using Number Line
Valuing: During the group activity, did each member participate?
What character trait did he/she show?
What is the importance of participating actively with the group?
Generalization
How do we write the related equation for each type of multiplication:
repeated multiplication, array, counting by multiples and equal jumps
on the number line? Answer: We write the related equation for each
type of multiplication by counting the number of objects in a set/group
and expressing these numbers into an addition or multiplication
sentences.
Choose the letter of the correct multiplication sentence.

Write the letter of the correct answer on your paper.
116
Assignment
Draw the repeated addition/line number and write the multiplication sentence
of the following.
1. 7+7+7+7=__
2. 9 x 3 = ___
3. Make a number line from 0-24 and skip count by 6‟s

4. Make a number line from 0-14 and skip count by 7‟s
Activity 3
1) 2 x 6 = 12
2) 5 x 2 = 10
3) 4 x 4 = 16
4) 5 x 4 = 20
5) 7 x 3 = 21
117
Ans wer Key
Activity 1 (Pupils may draw any object that correctly represent the repeated
Addition
1. 00 0 00 0 00 0
00 0 00 0 00 0
00 00 00 00 00
2. 00 00 00 00 00
00 0 0 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0
3. 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0 00 0 0
00 0 00 0 00 0 00 0 00 0 00 0 00 0
4.
00 0 00 0 00 0 00 0 00 0 00 0 00 0
00 0 00 0 0 00 0 0 00 0 0
5. 00 0 00 0 00 0 00 0
00
00 0 0 00 0 0 00 0 0 00 0 0
00 0 00 0 00 0 00 0
Repeated Addition Multiplication Sentence

1. 6 + 6 + 6 + 6 =24 4 x 6 = 18
2. 4 + 4 + 4 + 4 + 4 = 20 5 x 4 = 20
3. 5 + 5 + 5 + 5 + 5 + 5 =30 6 x 5 = 30
4. 3 + 3 + 3 + 3 + 3 + 3=18 6 x 3 = 18
5. 7 + 7 + 7 = 28 3 x 7 = 21
1. a 1. d
2. b 2. c
3. a 3. c
4. a 4. a
118
Lesson 33
Objectives:
Illustrate the property of multiplication that any number multiplied by one (1)
is the same.
Practice teamwork in group activities.
Write the correct number in multiplying by one (1).
Subject Matter: Illustrating the property of multiplication that any number

multiplied by one (1) is always equal to the number itself.
Materials: boxes, balls, Popsicle sticks, marbles
Learning Procedure
Drill (Use Flashcards)
Basic multiplication facts
2 x1 = 2 x2 = 3 x2 = 4 x2 =
Write a pair of factors for the following products.
a. 9 = __ x d. 10 = __x
b. 8 = __ x e. 4 = __ x ___
c. 18 = __ x ___
The teacher will show to the class 4 boxes with balls inside.
 Ask: Guess , what‟s inside the box ?
What is inside the box?
How many balls are there in each box?
How many groups/sets of ball are there?
How many balls are in each group?
What is the correct number sentence?
4 x1 = 4
(The same presentation using the boxes and balls)
1 x 3= 3 1 x5 = 5 1 x8 = 8
1 x 6= 6 1 x 7= 7 1 x9 = 9
Present other real objects like stones, popsicle sticks, marbles then
write the multiplication sentence at the blackboard.
Like; 2x1 =2 5x1=5 6x1= 6 8x1=8
Draw the objects inside the box to show multiplication sentence.
a. 5 x 1= 5
b. 1 x 9= 9
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c. 1 x 6 = 6
Practice Exercises (See Learners‟ Activity 1-3 pp.136 - 138)

Activity 1 Show the multiplication of a number by 1
Activity 2 Multiply the numbers inside the circle by the number 1.
Write your answer on the corresponding space on the
outermost circle.
Activity 3 Draw the multiplication sentence with the given number
sentence.
Generalization
What is the product of one (1) multiplied to a given number?
Answer: Any number multiplied by one equals the number.
Valuing: How did you work in the activities? We worked as a team?

Write the product in the box.
Assignment
Direction: Write the missing number to complete each number sentence.
1. 9 x 1 = 3. 20 x = 20 5. 11 x = 11
2. x 14 = 14 4. 32 x 1 =
Ans wers Key for the Assignment

1) 9 2) 1 3) 1 4) 1 5) 1
1. 1 x 6 = 6 (Counter clockwise)
2. 4 x 1 = 4 6, 15, 18, 10, 8, 9, 4, 5
3. 1 x 10 = 10
4. 1 x 12 = 12
5. 2 x 1 = 2
Activity 3
1. one pencil in each of the 5 boxes
2. 3 bags in a box
3. 8 hearts in a box
4. 9 stars in a box
5. one balloon in each of the 6 boxes
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Activity 4
1. a) 1 b) 1 c) 8
2. a) 1 b) 10 c) 11
3. a) 8 b) 7 c) 4
4. a) 3 b) 15 c) 30
5. a) 1 b) 20 c) 40
Activity 5
1. 6 2. 13 3. 25 4. 12 5. 20
6. 21 7. 50 8. 16 9. 18 10.22
Lesson 34
Objectives:
Illustrate the property of multiplication that zero multiplied by and
number is zero.
Cooperate in group activity.
Write the number to be multiplied by zero.
Subject Matter: Illustrating the property of multiplication that zero multiplied

by any number is zero.
Materials: boxes, pictures, flashcard, show- me-board
CD-Arithmetic songs by Gary Granada if available
Learning Procedure
1. Drill (using flashcards)
2 6 18 1 48
x1 x1 x 1 x 35 x 1
Let the pupils sing “ Nothing” from Gary Granada‟s arithmetic songs
if available
Show an empty box.
 What is this?
 Do you see anything in it?
Teacher shows another empty box.
Ask: How many boxes are there now?
Do you see anything in each box?
How many empty boxes are there?
What is the multiplication sentence for this?
What number did we multiply by 2?
When we multiply 0 by a number, what is the product?
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Ask: How many chairs can you see?
Are there pupils seating on the chairs?
What is the multiplication sentence for this?
Call a pupil to write the multiplication sentence on the board
3 x0 = 0
What do you notice in the product if one of the factors is zero?
Show pictures of 4 empty bottles, 5 empty baskets, 6 empty jars, etc.
Let the pupils give the multiplication sentence.
Practice Exercises: (See Learners‟ Material Activity 1-2 pp.140 -141)
Activity 1 Write the multiplication sentence of the following sets
on your paper.
Activity 2 A. Write the missing factors.
B. Complete the multiplication sentence.
Valuing: During the group activity, did each member cooperate?
What character trait did he/she show?(Cooperation)
What is the importance of working cooperatively with the
group?
(We can finish our work on time.)
Generalization
What is the product if zero is multiplied by a given nonzero number?
Answer: ( Any nonzero number multiplied by zero is zero.
Direction: Encircle the letter of the correct answer. Write your answer
on your notebook

Write the letter of the correct answer on your notebook.
Assignment
Write the missing number in the blank.
1. 5 x ____ = 0
2. 16 x 0 = ____
3. ___ x 9 = 0
4. ___ x 7 = 0
5. 14 x 0 = ____
1. 0 2. 0 3. 0 4. 0 5. 0
Activity 1
1. 2 x 0 = 0
2. 0 x 3 = 0
3. 5 x 0 = 0
4. 9 x 0 = 0
5. 0 x 10 = 0
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A.
1. 0 0 0 0 0 0 0 0 0 0 0
2. 0
3. 0 Activity 4
4. 0 1. b
5. 0 2. b
B. 3. c
1. 0 4. c
2. 0 5. a
3. 0
4. 0
Lesson 35
Objectives:
Illustrate the commutative property of multiplication.
Cooperate while working with others.
Show that changing the order factors does not affect the product.
Subject Matter: Illustrating the Commutative Property of Multiplication

Materials: pictures, flash cards, activity sheets, Show-Me-Board, balloons
Learning Procedure
Flashcard drill on basic multiplication facts with 0 and 1 as factor
“Pop Up the Balloon”
Choose a balloon and pop it up, then answer the question
written in the strip of paper that can be found inside the balloon
a. What is the product of zero multiplied by 12?
b. 3 multiplied by 0 is equal to .
c. What is the missing number in the sentence 5 x =0
Game: “Let‟s Change Places”
a. Pupils get a partner.
b. Each pair stands on tip toe in a square, the size of ¼ cartolina
c. Partners change position when they hear the teacher says
“Exchange
Places”
a. Show 24 guavas.
 Say: Come and get 12 guavas. Make 4 groups ofguavas. Write
the multiplication sentence.
b. Call again another pupil. Get another 12 guavas. Make 3 groups
guavas and
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c. Write the multiplication sentence
4 x3 = 3 x4
12= 12
 What did you notice with the factors? Did the order of the
factors change the product? (No)
Show 15 pencils. 3 rows and 5 columns
15 pencils 15pencils
3 rows, 5 columns 5 rows, 3 columns
3 x5 = 5 x3
15 = 15
 What multiplication sentence can you give for the first picture?
Second?
 What are the factors?
 What did you notice about the position of the factors? Did the
product change?
 What is the product of 3 and 5? 5and 3?
 What can you say about the product? Are they equal? Why?
a. Tell the pupils that this illustrates the commutative property of
multiplication
b. Introduce the commutative property of multiplication.
Show 4 sets of 2 balls and 2 sets of 4 balls.
 What is the multiplication sentence in Set A? How about in Set

B?
 What can you say about the factors?
 Are the products the same?
Practice Exercises
a. Activity 1 Using Show – Me- Board
Divide the class into 2 groups.
Mechanics:
a. Flash a multiplication sentence
b. Group I - Illustrate the commutative property of
multiplication
c. Group II - Change the order of the factors
Example: 3 x 4 = 12 or 4 x3 = 12
Group 1 Group 2
Are 3 x 4 and 4 x 3 the same? Why?

b. See Learners‟ Material Activity Sheet 1-3 pp. 143 - 147
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Activity 1 Change the order of the factors
Activity 2 Write the missing factor of the multiplication
sentence
Activity 3 Illustrate the commutative property of
multiplication
Valuing: Did all the members of the group worked

harmoniously?
Generalization
How do we show the commutative property of multiplication?
Answer: We change the position of the factors to show the
commutative property of multiplication. When we change the
position or the order of the factors, the product is the same.
Application: (See Learners‟ Material Activity Sheet 4 p. 147)
Change the position of the factors to show commutative
property of multiplication.
Evaluation: (See Learners‟ Material Activity Sheet 5p. 148)

Chose and write the letter of the correct answer.
Assignment
Change the order of the factors to show the commutative property of
multiplication
1. 5 x2 = x = _____
2. 3 x8 = x = _____
3. ____x _____= 2 x 7 = _____
4. 4 x9 = x = _____
5. ____x______= 0 x 5 = _____

1. ( 2 x 5 = 10)
2. ( 8 x 3 = 24)
3. ( 7 x 2 = 14)
4. ( 9 x 4 = 36 )
5. (5 x0 = 0 )
Activity 1
1. 2 x 5 = 5 x 2 = 10
2. 4 x 6 = 6 x 4 = 24
3. 3 x 8 = 8 x 3 = 24
4. 8 x 2 = 2 x 8 = 16
5. 7 x 3 = 3 x 7 = 21
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Activity 2
1. 3, 24
2. 4, 28
3. 8, 40
4. 2, 18
5. 7, 42
Activity 3
(Check he drawings of the pupils)
Activity 4
1. 8 x 2 = 16
2. 3 x 4 = 12
3. 4 x 6 = 24
4. 7 x 5 = 35
5. 3 x 8 = 24
Activity 5
1. c 2. b 3. a 4. a 5. b
Lesson 36a
Objectives:
Construct and fills up the multiplication table of 2
Work harmoniously with other groupmates
Multiply 2 by 1 digit numbers.
Subject Matter: Constructing and Filling up the Multiplication Table of 2

Materials: Pictures, counters, flashcards (Addition Facts)
Learning Procedure
Drill: ( Jazz Chant ) by rows
2 8 7 3 4 5
+2 +2 +2 +2 +2 +2
Write the Addition and Multiplication Sentence for each.

a.
Addition Sentence: __________________

Multiplication Sentence: ______________
b.    

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Addition Sentence: _________________
c.
    
Addition Sentence: __________________
Show picture of family on the table
 What is the family doing?

 Did you eat your breakfast before coming to school?
 What did you eat this morning?
 Give examples of foods that you eat for breakfast?
 Why is it important to eat our breakfast before coming to
school?
 After eating breakfast, do you help in washing the dishes?
 How many groups of eggs are there?

 How many eggs are there in each group?
Now let us complete the sentences that follow.
Repeated addition:
____ + ____ + ____ = _____
3 twos = _____
3 x2 = _____
Using counters make 4 groups of two.
 How many stones are there in each group?
 How many groups are there?
Write the number sentence for the group.
Addition Sentence: 2 + 2 + 2 + 2 = 8
4 twos =8
4 x2 =8
127
Provide more examples using the counters.
Practice Exercises: (See Learners‟ Material Activity 1-3pp.149-150)
Activity 1 Complete the addition sentence and
multiplication sentence
Activity 2 Complete the multiplication table of 2.
Activity 3 Match the factors with their product to complete
the multiplication table of two
Generalization
1. How do you express multiplication?
Answer: Multiplication can be expressed as a repeated
addition. It is a short way of adding the same numbers.
2. What do you call the number we multiply?
Answer: The number we multiply are the factors of
multiplication.
3. What do you call the answer in multiplication?
Answer: The answer in multiplication is called product.
Write the missing number
Valuing: Did you do your work harmoniously? How?
Yes. We worked harmoniously. We did our part to our group.
Did you participate actively? How?

Complete the multiplication table of two.
Assignment
Complete the multiplication wheel.

Answers:
0 x2 = 0 1 x2 = 2
2 x2 = 4 3 x2 = 6
4 x 2 = 8 5 x 2 = 10
6 x 2 = 12 7 x 2 = 14
8 x 2 = 16 9 x 2 = 18
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Activity 1
1. 4, 4
2. 6, 6
3. 8, 8
4. 10, 10
5. 12, 12
6, 12, 4, 8, 14, 16, 20, 10 0, 2, 4, 6, 8, 10, 12, 14, 16, 18
1. d 1. 6
2. g 2. 8
3. e 3. 10
4. h 4. 12
5. f 5. 14
6. b 6. 2
7. i 7. 16
8. a 8. 18
9. j 9. 20
10. c 10. 22
Lesson 36b
Objectives:
Construct and fill up the multiplication table of 3.
Observe safety measures.
Be active in group activities.
Subject Matter: Constructing and Filling up the Multiplication table of 3

Materials: Pictures of group of objects, counters, flashcards for
multiplication facts for 2, real objects, geometric figures
Learning Procedure
Skip counting by 2‟s
Write the correct product as fast as you can.
2 2 2 2 2 2 2 2 2
x 2 x3 x4 x5 x6 x7 x8 x9 x 10
Show a real fruit like mango.

 What is this?
129
 Do like fruits?
 What other fruits do you like best?
 Name common fruits that we can find in our place?
 What can we get from fruits? Why do we eat fruits?
 What vitamin can we get from fruits?
Let 3 pupils stand in front. Give 3 pencils each to illustrate table 3.
How many pencils are there? How many pupils are there? How many
pencils in each pupil? How many pencils are there in all?
Show picture of 12 eggs and 4 boxes. Let a pupil distribute equally the
eggs in 4 boxes. How many groups of three‟s are there? Write the
multiplication sentence.
4 x 3 = 12
Problem:
Ben climbs the mango tree two times. In each climb, he
gathered 3 mangoes. How many mangoes did he gather in all?
 Who climbed up the mango tree?

 How many times did he climb the tree?
 How many mangoes did he gather in each climb?
 How many mangoes did he gather in all?
 Who can give the repeated addition for the following situation?
 How about the multiplication sentence?
Bring out your popsicles sticks or other counters
Make 2 groups of 3‟s Make 6 groups of 3‟s

Activity 1 Write the multiplication sentence.
Activity 2 Write the product.
Activity 3 Write the missing number to complete the
multiplication sentence.
Activity 4 Complete the multiplication table of three.
Valuing: What should you do when climbing trees? Be careful when
climbing trees.
Generalization
What do you call the answer in multiplication?
130
Answer: The answer in multiplication is called product.
A multiplication exercise can be written horizontally or
vertically. The product is the same.
Find the product.
Valuing: How do you show your appreciation to the national symbols?
(Plant more mango trees)

Write the product on your paper
Assignment
Multiply each number by 3 then write the product in the other square.
0 4 6
7 2 3 X3
9 5 8
0 12 18
21 6 9
27 15 24
Activity 1
9 15 18 21 27 30
3 24 33 6 12 36
Activity 2
1. 2 x 3 = 6 6. 8 x 3 = 24 Activity 3
2. 3 x 3 = 9 7. 9 x 3 = 27 1. 3 x 3
3. 4 x 3 = 12 8. 10 x 3 = 30 2. 7 x 3
4. 6 x 3 = 18 3. 4 x 3
5. 7 x 3 = 21 4. 6 x 3
5. 7 x 3
Activity 4
0,3,6,9,12,15,18,21,24,27,30
Activity 5
1. 18 2. 6 3.18 4.24 5. 21
6. 0 7. 27 8.30 9.12 10. 3
Activity 6
1. 0 2. 3 3.6 4.9 5. 12
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6. 15 7. 18 8.21 9.27 10. 24
Lesson 36c
Objectives:
Construct and fill up the multiplication table 4
Actively cooperate in all activity.
Show multiplication of whole numbers as repeated addition
Multiply 4 by 1 digit numbers
Subject Matter: Multiplication facts for 4

Materials: Pictures, Objects, illustrations, cut outs, flashcards on
multiplication
Learning Procedure
Drill: Multiplication facts for table 2 and 3
2X3= 3X2= 2 x4 =
3 X 4= 3 X 5= 2 X 5=
Direction: Write the missing number. (Written on Manila Paper.)
a. Five 2‟s = ____________
b. Nine 2‟s = ____________
c. Eight 2‟s = ____________
d. Six 3‟s = ______________
e. Two 3‟s = _____________
Song: Tune of “Where I Thumb Man”
I love Math
Matematika, Matematika
Kayatkoti math, Kayatkoti Math,
Sumaririttakti Math, Sumaririttakti Math,
Kayatkoti Math kayatkoti Math
(You may show real stamps or a letter with stamps on it.)
 How many rows of stamps are there? 2

 How many stamps are there in each row? 4
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 How many stamps are there in all? 8
 What Multiplication sentence can we get/derived from it?
2X4=8
Let‟s go back to the stamps what pictures are usually seen on the
Philippine stamps?(National Symbols. )What National Symbol do
you see? (Anahaw – Our national leaf)
a. What addition sentence can we derive form this illustrations? 4 + 4
=8
b. What is the Multiplication Sentence? 2 X 4 = 8
c. What do we call 2? __________
d. What do we call 4? __________
e. What do we call 8? __________
Bring out your counters
Write the repeated addition
Make 3 sets of 4‟s = ____; ____ + ____ + ____ = ____
Make 4 sets of 4‟s =____; ____+ ____ + ____ + ____= ____
Make 5 sets of 4‟s = ____; ____ + ____ + ____ + ____ + ____ =
Make 6 sets of 4‟s = ____; ____ + ____ + ____ + ____ + ____ +
____ = ____
Make 7 sets of 4‟s = ____; ____ + ____ + ____ + ____ + ____ +
____ + ____ = ____
Make 8 sets of 4‟s = ____ ____ + ____+ ____ + ____ + ____ +
____ + ____ + ____ = ____

Make 9 sets of 4‟s = ____; ____ + ____ + ____ + ____ + ____+
____ + ____ + ____+ ____ = ____
Practice Exercises: (See Learners‟ Material Activity 1-3 pp. 158 - 159)
Activity 1 Match Column A to Column B
Activity 2 Write the product.
Activity 3 Complete the multiplication sentence
Generalization
1. What is the other way of expressing repeated addition?
Answer: Multiplication can be expressed as repeated addition.
Multiplication is a short way of adding the same number.
2. What are the parts of the multiplication sentence?
Answer: The parts of the multiplication sentence are multiplier,
133
multiplicand and product.
The multiplier and multiplicand are also called factors.
Product is the answer in multiplication
Application: (Learners‟ Material Activity 4 p. 160)
Write the multiplication sentence
Valuing: Did you participate actively in all activity?

Fill in the missing factor or product.
Assignment
Complete the chart.
Factor 4 4 4 4 4 4 4 4 4
Factor 1 2 3 4 5 6 7 8 9
Product 4
Answers 8 12 16 20 24 28 32 36

Activity 1
1. f 2. k 3. j 4.b 5. g
6. a 7. d 8. e 9. c 10. h
Activity 2
4 8 12 20 24 28 32 36 40
Activity 3
1. 16, 16 2. 20, 20 3.4, 4 4.32, 32 5. 12, 12
Activity 4
1. 2 x 4 = 8 2. 3 x 4 = 12 3.4 x 4 = 16 4.5 x 4 = 20 5. 6 x 4 =24
Activity 5
40 16 12 4 32 24 8 20 36 28
Lesson 36d
Objectives:
Construct and fill up the multiplication table 5 and 10 Multiplies 5 and 10 by
1 digit numbers
Identify the parts of a multiplication sentence
Participate actively in group activities
Show multiplication of whole numbers as repeated addition
134
Subject Matter: Multiplication facts for 5 and 10
Materials: Pictures Objects, illustrations, cut outs, flashcards on
multiplication
Learning Procedure
Multiplication Table 4
Fill up the multiplication wheel (You may chart this one and make it
colourful. (One colour every segment)
Recite the multiples of 4 (Jazz Chant –the whole class)

1 x 4 = 4, 2 x 4 = 8, 3 x 4 = 12 ...... 10 x 4 = 40 in all
a. What is your favourite toy?
b. Why do you like it best?
c. What should you do after playing with it?
a. Let 20 pupils stand.
 Say: Group yourselves into 5. How many groups of five are
there? (4).
Write the multiplication sentence.
4 x 5 = 20
Call 30 pupils. Group into 5.
 How many group of five are there? (6)
Write the multiplication sentence. 6 x 5 = 30
b. Show picture of birds



There are 5 rows of birds.
There are 3birds in each row.
There are 15 birds in all.
135
a. Give the Multiplication Sentence.
3 X 5 = 15
Write it in vertical form

5 multiplicand
x 3 multiplier
15 – product
b. Study the Illustration
 How many rows of books are there? __________

 How many books are there in each row? __________
 How many books are there in all? ___________
 How do you write the repeated addition of the
illustrations?
___ + ___ = ____
 How do you write the multiplication sentence?
___ X ___ = ____
c. Let the pupils draw sets of five and let them write the
multiplication sentence. (Use show- me-board)
Show three sets of 10 Popsicle sticks. Let the pupils write the
addition sentence and multiplication sentence
 10 + 10 + 10= 30 addition sentence
 3 x 10 = 20 multiplication sentence
d. Let the pupils make sets of ten and let them write the addition
sentence and multiplication sentence.
Examples:
10 + 10 + 10 + 10 = 40 10 + 10 + 10 + 10 + 10 = 50
3 x 10 = 40 5 x 10 = 5
Practice Exercises: (See Learners‟ Material Activity 1 p.161)
Write the missing number.
Generalization
What is the other way of expressing repeated addition?
Answer: Multiplication can be expressed as repeated addition
Multiplication is a short way of adding the same number.
What are the parts of the multiplication sentence?
136
Answer: The parts of the multiplication sentence are multiplier,
multiplicand and product. The multiplier and multiplicand are also
called factors. Product is the answer in multiplication

Write the correct answer on your paper.
Valuing: How did you show your orderliness or cleanliness in
our work?

Assignment
Fill in the missing factor or product. Answers:
1. 4 X 5 = ________
2. 5 X 5 = ________
3. 3 X 5 = ________
4. 6 X 5 = ________
5. 2 X 5 = ________
6. 1 x10 = ________
7. 5 x10 = ________
8. 3 x10 = ________
9. 2 x10 = ________
10.7 x10 = _______

1. (20) 2. (25) 3. (15) 4. (30) 5. (10) 6. (10)
7. (50) 8. (30) 9. (20) 10. (70)

Activity 1
1. 20 2. 15 3.25 4.10 5. 30
6. 5 7. 40 8.45 9.50 10. 35
Activity 2
5 10 15 20 25 30 35 40 45 50
Activity 3
1) 0 5 10 15 20 25 30 35 40 45
2) 0 10 20 30 40 50 60 70 80 90
137
Lesson 37
Objectives:
Multiply mentally to fill up multiplication tables of 2, 3, 4, 5, and 10.
Cooperate in group activities
Give accurate answers when thinking mentally
Subject Matter: Multiplying Mentally to Fill up Multiplication Tables

Materials: flashcard, any real flower with 5 petals like gumamela
Learning Procedure
Number Raising
Prepare number cards from 0-9
Continues multiplication tables of 2, 3, 4, 5, 6, and 10.
(Using flashcards) Pupil to Pupil activity
Recite the multiplication table of 2, 3, 4, 5 and 10
3 x 4 = ___ 5 x 5 = ______ 7 x 10 = ______4 x 6 = ______
Show real gumamela flower with stem and 5 petals.
Ask: What is the color of the flower?
How many flowers do you see?
How many petals does it have in one flower?
a. Concrete Objects.
Ask:
 How many petals does it have in one flower?
 Let us count, how many petals are there?
 What is the multiplication sentence for these?
 What is the correct answer?
I have 3 flowers with the same number of petals, how many petals will
there be? Let‟s count.
 What is the number sentence for this?
 What is the answer?
 How did you find the answer?
How else aside from counting? What is the short cut in getting the
answer?
b. Semi- Concrete
138
 How many flowers are there?
 How many petals are there in one flower?
 What is the multiplication sentence?
 What is the multiplication sentence for this picture?

 What is the multiplication sentence?

c. Abstract:
1 x 5 = __ 10 x 2 =_____
2 x 3 = ___ 5 x 7 = ____
(See Learners‟ Material Activity 1 p. 163)
Using multiplication table, let‟s answer the following
multiplication sentence using stairs in the chart.
Activity 1 (Use flashcard) group the class into three. Do this in
1minute.
Mechanics:
Flash a multiplication card
The first player from each team who answers correctly earns a point.
The team with the most number of points wins. Limited to 10 cards
only.
139
Practice Exercises:
Find the product, do it in 1 minute.
The teacher prepares a table chart, call pupils to give the product
mentally in one minute.
5 x5 = 10 x 5 =
4 x6 = 5 x4 =
4 x4 = 3 x 9=
3 x5 = 3 x 8=
2 x2 = 2 x 10 =
Activity 2 Choose the letter of the correct answer within one
minute
Write the product.
Valuing: How did you work with your group?
(We cooperated with each other and shared our idea.)
Generalization
How do you multiply mentally to fill up multiplication table of 2, 3, 4,
5 and 10?
Answer: We see the multiplication sentence, think quickly and give
the correct answer.
Match column A to column B. Write the letter in your notebook.

Find the product mentally. Do it in one minute.
Assignment
Find the product mentally. Write product in one minute
1. 3 x 4 2. 5 x 3 3. 4 x 2 4. 8 x 2 5. 4 x 5
6. 7 x 5 7. 3 x 6 8. 10 x 9 9. 2 x 4 10. 3 x 2
1. 12 2. 15 3. 8 4. 16 5. 20
6. 35 7. 18 8. 90 9. 8 10. 6
Activity 1
1. 4 2. 15 3. 12 4. 24 5. 25
6. 20 7. 24 8. 27 9. 20 10.50
Activity 2
1. 15 2. 12 3. 20 4. 20 5. 27
6. 25 7. 24 8. 4 9. 50 10. 24
Activity 3
4 12 20 30 12 21 32 45 10 18
140
Activity 4.
1. c 2. d 3. a 4. f 5. b
Activity 5
1. 12 2. 14 3. 24 4. 24 5. 30
6. 32 7. 25 8. 18 9. 21 10. 16
Lesson 38
Objectives
Analyze and solves one-step word problems involving multiplication of whole
numbers including money.
Respect other members in a group.
Follow one-step word problems involving multiplication of whole numbers
including money.
Subject Matter: Analyzing and Solving One –step Word Problems Involving
Multiplication of Whole Numbers Including Money
Materials: Concrete objects like pencils, flashcards on multiplication and
word problems written on a chart
Learning Procedure
Flashcard on basic facts of multiplication
2 4 3 6 8
x 3 x 3 x 5 x 2 x 4
Word problem written on a chart

Mrs. Pablo sold 18 mangoes on Saturday and 10
mangoes on Sunday. How many mangoes did she sell in
all?
a. What is asked?
b. What are given?
c. What is the word clue:
d. What is the operation to be used:
e. What is the number sentence?
f. What is the complete answer?
-How much is your baon everyday?
-How much do you spend?
-What will you do with your extra money?
a. Story Problem
141
I bought 5 pencils at P8.00 each. How much did I spend in
all?
 What is asked in the problem?
 How much did each pencil cost?
 What are given?
 What will she do to find the amount she will pay the seller?
 What is the word clue?
 What operation will you use to find the answer?
b. Provide more examples. Guide the pupils on how solve the
word problem.
Practice Exercises: (See Learners‟ Material Activity 1-2pp.166 - 168)
Write the letter of the correct answer. On your notebook.
Generalization
What are the steps in analyzing word problem?
Answer: In solving word problem there are steps to follow:
1. What is asked?
2. What are given?
3. What is/are the word clue?
4. What is the operation to be used?
5. What is the number sentence?
6. What is the complete answer?
Valuing: Did you respect others in their work? How? What should
you do if you have extra allowance?
Application: (See Learners‟ Material Activity 3p. 169)
Read and solve the word problem.

Read and analyze the problem. Answer the question that follows.
Assignment
Read and solve the word problem. Follow the steps in problem
solving. Mother sold fried bananas at Php5 per stick. If she was able to sell 8 sticks,
how much did she receive?
1. Asked: The amount did he receive
2. Given:Php5, 8 sticks
3. Operation to be used: multiplication
4. Number sentence : Php5 x 8 = N
5. Complete answer: Php40
142
Activity 1
1. a 2. b 3. a 4. c 5. C
Activity 2
1. a 2. b 3. b 4. c 5. a 6. a
Activity 3
1. Ti imbayad ni Abel.
2. 3 , Php 10,
3. multiplication
4. 3 x Php10 = N
5. Php30 amin nga inbayad ni Abel
Activity 4
1. Ti gatad ti nagastos ni Dino.
2. Php 5 4 nga iwa
3. multiplication and addition
4. Php5 x 4 = N
5. Php20
Lesson 39
Objectives:
Analyze and solve two-step word problems involving multiplication of whole
numbers as well as addition and subtraction including money.
Work cooperatively with other numbers of the group
Write what is asked, what are given, word clues, hidden question, number
sentence, operation and complete answer in solving problems
Subject Matter: Analyzing and Solving Two-step Word Problems Involving

Multiplication of Whole Numbers as well as Addition and
Subtraction Including Money
Materials: Problem written on Manila paper, flashcards, activity sheets,
graphic organizer, Popsicle sticks
Learning Procedure
Use of Flashcards (Examples below)
Basic addition, subtraction and multiplication facts
5 +6 9 – 6= 5x4
7+3 8- 4= 3x6
4+ 5 7- 5= 7x2
6+2 12- 6= 3x7
8+2 40-30= 8x3
7+3 20-12= 4x4
143
4+4 90-50= 10x2
7+5 25-20= 2x9
Mix „n Match (Written on Manila Paper)

Let the pupils find the answers to these mathematical sentences by
matching set A with set B.
Set A Set B
1. (6 + 3) + 2 = N a. 10
2. (3 + 2) – 2 = N b. 13
3. (4 x 3) –2 = N c. 4
4. (5 x 4) – (3 + 4) = N d. 36
5. (2 + 7) x (3 + 1) = N e. 11
a. Get Popsicle sticks. Make 3 bundles of 8. How many popsicle
sticks do you have?
b. Give 7 Popsicle sticks to your seat mate. How many were left?
c. Let the pupils show how they get their answer.
a. Present the number sentence of the word problem in the motivation
(3 x 8) – 7 = 17
 What does number 3 represent in the number sentence? 8?
7?
 Why did we multiply 3 and 8 first?
 What is the clue to multiply first the 3 and 8?
 How did you get 17?
 What is the correct answer?
 Does the answer make sense? Why?
b. Present another problem.
Eva gathered 4 shells in the morning while Bona

gathered 5 shells in the afternoon.
 How many shells could the two girls gather in 7 days?

 Let the pupils analyze the problem using the following steps.
a. What is asked?
b. What are given?
c. What is the word clue?
d. What is the hidden question?
e. What is the operation to be used?
f. What is the number sentence?
g. What is the correct answer?

Analyze the word problem and write the correct answer in the
graphic organizer.
144
Valuing: What did you do with the Popsicle sticks after using them?
(We put them in the boxes.)
Did you help in fixing the materials that we used in our
lessons?
Did you return your materials properly?
Generalization
What are the steps in solving word problems involving
addition, subtraction and multiplication?

Read and choose the letter of the correct answer.
 What are the operations to be used?

Read the word problems carefully then choose the letter of the correct answer
Assignment
Read and solve the problem using the steps learned.
Lucia bought 15 eggs at Php3 each. He paid using a fifty-peso

bill. How much was her change?

1. Asked: The amount of her change.
2. Given: 15 eggs, Php3, Php50
3. Operation to be used: multiplication and subtraction
4. Number sentence: Php50 – ( Php15 x 3)= N
5. Solution and complete answer : Php50 –Php45 = Php5 her change

Activity 1
1. Ti bilang dagiti babbai a baboy.
2. 4 a baboy kada maysa, 3, 6 a lallaki,
3. mano
4. multiplication and subtraction
5. (3 x 4) – 6 = N
6. 6 babbai a baboy
Activity 2
1. Ti bilang ti sardinas nga inlakona.
2. 3 a karton a sardinas, 48, 20 sardinas
3. mano, tunggal maysa
4. multiplication, subtraction
5. (3 x 48) – 20 = N
6. 144-20= 124 inlakona a sardinas
145
Activity 3
1. b 2. b. 3. a 4. a 5. a
Activity 4
1. c 2. b 3. c 4. a 5. a
Lesson 40
Objectives:
Describe division situations in which sets are separated into equal parts.
Show equal sharing to others.
Model division situations in which sets are separated into equal parts.
Subject Matter: Describing Division Situations in Which Sets are Separated

into Equal Parts.
Materials: Counters, objects
Learning Procedure
Drill on division facts
Flash the card and let them complete the division sentence.
a. 6 ÷ ___ = 3
b. 10 ÷ 2 = ___
c. 12 ÷ ___ = 6
d. 15 ÷ 5 = ____
e. ___ ÷ 2 = 8
Maria bought 24 guavas. I will divide these guavas among 6 girls. (Teacher
will request 6 girls to stand)
How many guavas did each girl receive?
Look at the sets. Into how many groups are there in each set?
Set A
12 ÷ 3 = 4 12 ÷ 4 = 3
Set B Set C
146
Look at set A
-Into how many groups is the stars divided?
-How many stars are there in each group?
-What is the division sentence for figure B.
Look at set B
-How many stars are there?
-How many groups are there?
-How many stars are there in each group?
-What is the division sentence for set C?
Valuing: How do you feel when you share your baon to others?
Did the person you share with is happy?
How did you feel when you shared something to others?
Practice Exercises: Activity 1 (See Learners‟ Material p. 171)
Models division which sets are separated into equal parts.
The teacher prepares 2 sets of activities.
Teacher may ask:
-Did you separate the sets into equal parts?
-How many objects are there in in each set?
Generalization
-How do you show division situations?
-Sets are separated into equal parts.
Application: Activity 2 (See Learners‟ Material p. 175)
Distribute equally the objects in each box.

Distribute equally the objects inside the boxes. Write the missing numbers on
the blanks.
147
Assignment:
Draw the correct number of objects given in the division sentence.
1. 6 ÷ 3 = 2
2. 12 ÷ 4 =3
3. 10 ÷ 5 = 2
4. 15 ÷ 5 = 3
5. 20 ÷ 4 = 5
1. 4.
2.
5.
3.

Activity 1
1.
10 ÷ 2 = 5
2.
148
9÷3=3
3.
12 ÷ 4 = 3
4.
10 ÷ 5 = 2
5.
6÷2=3
Activity 2
1.
.
2.
3.
4.
149
5.
Activity 3
Bilang dagiti banbanag Bilang ti miembro Bilang ti naawat iti tunggal

miembro
1. 15 nga tansan 5 3
3 5
2. 20 nga shells 2 10
4 5
5 4
3. 40 straw 4 10
5 8
10 4
4. 30 popsicles 5 6
10 3
5. 10 bato 2 5
5 2
1 10
Lesson 41a
Objectives:
Represent division as equal sharing.
Show equal treatment among other.
Draw simple objects to represents division sentence as
equal sharing.
Subject Matter: Representing division on equal sharing

Materials: Counters
Learning Procedure
Study the following sets and cross out the set that does not have the
same number with the others.
150
a.
b.
c.
Do you eat atis?

Are atis good for our body?
What would happen to your teeth if you eat too much candy?
Mother bought 12 guavas in the store. She divided these guavas

among her 4 children. How many guavas will each child receive?
Comprehension check-up (Teacher may use the following questions.)
What is asked for in the problem?

What are the given facts?
What is the word clue?
Acting out the word problem.
Call five pupils to act out the word problem.
One for the mother and 4 for the children
Let the mother distribute the guavas equally to each of her Children.
What would you feel if you are one of the children and you receive
lesser number of guavas than the others?
How many guavas did each child receive?
Illustrate on the board the possible drawing for the problem.
Present: 12 ÷ 4 = 3
Where did we get these numbers?
12 and 4 are the given facts.
3 is the number of guavas each child received.
151
(Since this is the beginning of division sentence, you may introduce
the parts of division sentence.)
Present another division sentence then use counter to represent.
Fifteen popsicle sticks to be divided into five
15 ÷ 5 = ____
Practice Exercises: (See Learners‟ Material Activity 1-2pp. 177 -
178)
Activity 1 Fill in the table with the correct answer.
Activity 2 Think-Pair Activity
Each seatmate will work together.
Illustrate division by equal sharing.
Generalization
What do you call the process of finding how many times a number is
contained in a given number?
Answer: The process in finding how many times a number is
contained in a given number is division.

Distribute the elements of each set equally by drawing in the boxes.
Write the missing number in the blanks.
Evaluation: (See Learners‟ Material Activity 4p. 180)

Distribute he elements equally into the boxes.
Assignment
Draw the correct number of objects given in the division sentence.
1. 6 ÷ 3 = ___
2. 8 ÷ 2 = ___
3. 18 ÷ 6 = ___
4. 24 ÷ 4 = ___
5. 20 ÷ 4 = ___
152
1.
2.
3.
4.
5.
Activity 1
Counters Bilang ti Bilang a naawat ti Number

miembro tunggal miembro Sentence
10 straws 2 5 10 ÷ 2 = 5
20 sticks 4 5 20 ÷ 4 = 5
30 sticks 5 6 30 ÷ 5 = 6
24 popsicle sticks 6 4 34 ÷ 6 = 4
Activity 2
1. 2
8÷2=4
2. 5
15 ÷ 3 = 5
3. 5
10 ÷ 2 = 5
4. 4
153
16 ÷ 4 = 4
1. 6 ÷ 3 = 2 1. 6 ÷ 3 = 2
2. 18 ÷ 3 = 6 2. 8 ÷ 4 = 2
3. 9 ÷ 3 = 3 3. 10 ÷ 2 = 5
4. 20 ÷ 5 = 4 4. 10 ÷ 5 = 2
5. 28 ÷ 4 = 7 5. 15 ÷ 5 = 3
Lesson 41b
Objectives:
Represent division as repeated subtraction.
Show patience in doing work.
Show division as repeated subtraction
Subject Matter: Division as Repeated Subtraction

Materials: Activity cards
Learning Experiences
Drill on basic facts of subtraction.
15 28 49 56 37
- 5 -4 - 6 - 4 - 3
Which of the division sentence represents the illustration?
a. 8 ÷ 8 = 1
b. 8 ÷ 2 = 4
c. 8 ÷ 4 = 2
___ ÷ ___ = ___
Present a short story.

Luis has 10 cookies. At first he took 2 and ate it, after a few
minute, he took again another 2 and ate it. Then took again
another 2 and gave it to his friend and another 2 to his sister.
Before he goes home he took again another 2 until nothing is
left on the container.
Ask questions about the short story.
-Who is the character in the story?

-How many cookies does Luis have at first?
-How many cookies did he take every time he gets cookies?
-How many times did he get cookies?
154
-How many cookies were left in the container?
Development Activities
Act out the story to show repeated subtraction.
Remove the cookies by two‟s
10 8 6 4 2
- 2 - 2 - 2 - 2 -2
8 6 4 2 0
-What number is subtracted repeatedly?
-How many times did we subtract 2?
-What is the answer for last subtraction sentence?
-Present the division sentence and give emphasis on the parts of
division sentence.
10 ÷ 2 = 5
Give another division sentence and its repeated subtraction
9÷3=3 9 6 3
- 3 - 3 - 3
6 3 0
Practice Exercises: (See Learner‟s Material Activity 1-2 pp. 181 -
183)
Activity 1 Writing the repeated Subtraction Sentence.
Activity 2 Fill the table
Read the problem carefully. Then fill the table with the correct
answers.
Valuing: How did you work in your own activity?
Answer: We cooperate
Is patience very important in doing the repeated subtraction? Why?
Answer: Yes, because we learn to divide things equally.
Generalization
What operation is shown by repeated subtraction?
Answer: The operation is division.
When will you stop subtracting in repeated subtraction?
Answer: We will stop subtracting when we get the quotient.
Application: (See Learner‟s Material Activity 3 pp. 183 - 185)
Choose the subtraction sentence for each division sentence.
Evaluation: (See Learner‟s Material Activity 4 p. 185)

Show the repeated subtraction for each division sentence
Assignment
Show the repeated subtraction of the following
1. 32 ÷ 8 = ____
2. 45 ÷ 9 = ____
3. 72 ÷ 8 = ____
155
4. 56 ÷ 7 = ____
5. 72 ÷ 9 = ____

1. 4
2. 5
3. 9
4. 8
5. 8
Activity 1
Card 1 Card 2 Card 3 Card 4
6÷2=3 9 ÷ 3 =3 8÷2=4 12 ÷ 4 = 3
12 ÷ 4 = 3 12 ÷ 3 = 4 15 ÷ 5 = 3 16 ÷ 4 = 4
30 ÷ 5 = 6 30 ÷ 6 = 15 45 ÷ 5 = 5 32 ÷ 8 = 4
Activity 2
1.
21 18 15 12 9 6 3
- 3 - 3 - 3 - 3 -3 - 3 - 3 21 ÷ 3 = 7
18 15 12 9 6 3 0
2.
24 16 8
- 8 - 8 - 8 24 ÷ 8 = 3
16 8 0
3.
21 18 15 12 9 6 3
- 3 - 3 - 3 - 3 - 3 - 3 - 3 21 ÷ 3 = 7
18 15 12 9 6 3 0
4.
21 14 7
- 7 - 7 - 7 21 ÷ 7 = 3
14 7 0
5.
27 18 9
- 9 - 9 - 9 27 ÷ 9 = 3
18 9 0
156
Activity 3
1. a
2. b
3. a
4. b
5. a
Activity 4
1. 20 ÷ 4 =
24 20 16 12 8 4
- 4 - 4 - 4 - 4 - 4 - 4
20 16 12 8 4 0
2. 35 ÷ 7 =
35 28 21 14 7
- 7 - 7 - 7 - 7 -7
28 21 14 7 0
3. 24 ÷ 6 =
24 18 12 6
- 6 - 6 - 6 -6
18 12 6 0
4. 63 ÷ 7 =
63 56 49 42 35 28 21 14 7
- 7 - 7 - 7 - 7 - 7 - 7 - 7 - 7 - 7
56 49 42 35 28 21 14 7 0
5. 81 ÷ 9 =
81 72 63 54 45 36 27 18 9
- 9 - 9 - 9 - 9 - 9 - 9 - 9 - 9 - 9
72 63 54 45 36 27 18 9 0
Lesson 41c
Objectives:
Represent division as equal jumps on the number line.
Show accuracy in jumping.
Show division as equal jumps on the number line.
Subject Matter: Division as Equal Jumps on the Number Line.

Materials: Activity chart, illustration of line number
157
Learning Procedure
Drill on keep counting by 2s, 3s, 4s, and so on.
What is the repeated subtraction of the following division sentence?
6 ÷2=4 d. 14 ÷ 7 = 2
8 ÷4=2 e. 9 ÷ 3 = 3
10 ÷ 5 = 2
Aside from frog, what other animal can jump?
What do they use for jumping?
Present a story
There is a grasshopper hopping in the banana leaf. It looked for insects for
food, at the end of the leaf there is a young spider. The grasshopper jumps to
get the spider.
Teacher may ask questions or the pupils

What insects are in the number line?
Where do you think the grasshopper started its jump?
Where did it end?
How many jumps did the grasshopper make?
How many spaces are there in each jump?
Valuing: Are grasshoppers useful to plants? Why? – Yes, because
they eat insects that destroy plants. / No, because they eat the leaves of
the plants. (Therefore we should not destroy or kill insects because
they have their own role in the ecosystem.)
Show the division sentence of the number line presented and discuss.
24 ÷ 4 = 6
What is 24? Where did we get it?
Give another line number.
Practice Exercises: (See Learners‟ Material Activity 1 pp. 186 - 187)
Study the number line and write the number of jumps.
Find the quotient through the number of jumps.
Generalization
Can number line helps us in solving division? How?
Answer: Yes, by counting the number of jumps or leaps.
158
Application: (See Learners‟ Material Activity 2pp. 188 - 189)
Match the division sentences on column A with the line
number on column B. Write the answer on the blank before the
number.

Find the answer; draw the number line of the following division sentence.
Assignment
1. Study the number line then write the division sentence.
2. Draw the number line of the following division sentence.

12 ÷ 2 = ___
16 ÷ 4 = ___
18 ÷ 3 = ___

1. a) 21 ÷ 7 = 3
b) 27 ÷ 9 = 3
2.
12 ÷ 2 = 6
16 ÷ 4 = 4
18 ÷ 3 = 6
159
1. 6 ÷ 2 = 3 1. 16 ÷ 8 = 2
2. 9 ÷ 3 = 3 2. 10 ÷ 5 = 2
3. 12 ÷ 6 = 2 3. 12 ÷ 3 = 4
4. 10 ÷ 5 = 2 4. 12 ÷ 4 = 3
5. 12 ÷ 6 = 2 5. 8 ÷ 2 = 4
Activity 3
1.
15 ÷ 3 = 5
2.
18 ÷ 9 = 2
3.
14 ÷ 7 = 2
4.
10 ÷ 5 = 2
5.
16 ÷ 4 = 4
160
Lesson 42
Objectives:
Analyze division sentence as to equal sharing, repeated
subtraction, equal jumps on the number line, and formation of equal groups of
objects.
Show cooperation during group work.
Write a related equation for each type of situation, equal sharing, repeated
subtraction, equal jumps on the number line, and formation of equal groups of
objects.
Subject Matter: Writing a Related Equation for Each Type of Situation, Equal
Sharing, Repeated Subtraction, Equal Jumps on the Number
Line, and Formation of Equal Groups of Objects.
Materials: Pandora box, cards of division sentence
Show division as equal jump on the number line. Perform the indicated
operation.
16 ÷ 4 =
8÷2=
9 ÷3=
8 ÷4=
10 ÷ 5 =
Guessing Game
Study the illustrations to be shown and choose the correct answer from
the choices given below.
A – Equal sharing
B – Repeated subtraction
C – Equal jumps on number line
a. 
b.
c. 10 8 6 4 2
–2 –2 –2 –2 –2
8 6 4 2 0
161
What strategy or method have you used in your group work activity to have
successful outcome/results?
Development of the Lesson

Present the Pandora box
Mechanics:
Group the class into a three.
Place the different division sentence card inside the Pandora box.
Pick one card and show to the class.
Group A – Equal sharing
Group B – Repeated subtraction
Group C – Equal jumps on number line
(If possible, round robin will be used in the group activities so that
pupils will experience all the process of finding the quotient of
division)
Pick and draw (Individual)
Mechanics:
Draw a division sentence card from a box. Then form a box
picks a letter to tell you what to do.
A – Equal sharing
B – Repeated Subtraction
C – Equal jumps on number line.
Generalization
What are three steps that will help us find the quotient?
Answer: The steps are equal sharing, repeated subtraction, and
equal jumps on number line.

Find the quotient following the step written next to the number
sentence.
Evaluation: (See Learners‟ Material Activity 3 p. 192-193)

Fill the table with the correct answer
Assignment
Illustrate division as equal sharing through drawing then write the division
sentence.
1. There are 9 guavas w/ 3 guavas in each basket.
2. There are 10 trays w/ 5 cups in each tray.
3. There are 6 atis w/ 3 atis in each box.
4. There are 8 fish with 4 fish in each plate.
5. There 12 chicos w/ 4 chicos in each plastic bag.
162
1. 9÷3=3
2. 10 ÷ 5 = 2
3. 6÷3=2
4. 8÷4=2
5. 12 ÷ 4 = 3
Activity 1
1. 12 ÷ 4 = 3
2. 15 ÷ 3 = 5
16 14 12 10 8 6 4 2
3. 16 ÷ 2 = 8
- 2 - 2 - 2 - 2 - 2 - 2 - 2 - 2
14 12 10 8 6 4 2 0
4. 25 ÷ 5 = 5
24 18 12 6
5. 24 ÷ 6 = 4
- 6 - 6 - 6 - 6
18 12 6 0
Activity 2
1. 12 ÷ 4 = 3
2. 15 ÷ 3 = 5
163
3. 16 ÷ 2 = 8
16 14 12 10 8 6 4 2
- 2 - 2 - 2 - 2 - 2 - 2 - 2 - 2
4. 25 ÷ 5 = 5
5. 24 ÷ 6 = 4
24 18 12 6
- 6 - 6 - 6 - 6
18 12 6 0
Activity 3
12 9 6 3
1) 12 ÷ 3 = - 3 - 3 - 3 - 3
9 6 3 0
    16 12 8 4
2) 16 ÷ 4 =
    - 4 - 4 - 4 - 4
    12 8 4 0
   
15 10 5
3) 15 ÷ 5 = - 5 - 5 - 5
10 5 0
4) 24 ÷ 6 = 24 18 12 6
- 6 - 6 - 6 - 6
18 12 6 0
164
5) 21 ÷ 7 = 21 14 7
- 7 - 7 - 7
14 7 0
Lesson 43
Objectives:
Divide numbers found in the multiplication tables of 2, 3, 4, 5 and 10.
Appreciate the importance of fruits to our body.
Transform the division sentence into multiplication sentence.
Subject Matter: Divides Numbers Found in the Multiplication Tables of 2, 3, 4,

5 and 10.
Materials: Flash cards, plastic fruits, sets of objects, activity sheets
Learning Procedure
Review on division as equal sharing, repeated subtraction and equal
jumps.
Drill on skip counting by 2s.
What is the missing number in?
2, 4, 6, 8, 10, ___
22, 24, 26, 28 ___
What fruit bearing tree is common in our backyard?
Group the class into three then distribute the jigsaw puzzle of guava.
What fruit was formed?
What vitamin can we get from this fruit?
Development of the lesson

Lucita picked 8 guavas. She divided them equally among her 2

children. How many guavas did each get?
Teacher may ask questions using the wh-questions for comprehension check-
up.
What is asked?
What is the word clue?
What operation to be used?
Practices Exercises: (See Learners‟ Material Activity 1-2 pp. 193-199)
165
Activity 1 Write the multiplication sentence and quotient.
Activity 2 Change the division sentence in multiplication
sentence and vice versa
Generalization
How do you divide number by 1-digit number by 2-3 digit numbers?
How do you transform division sentence into multiplication sentence?

Choose the letter of the correct multiplication sentence that will match the
division sentence. Write it on the blank before each number.

Fill in the blanks and change the multiplication sentence into a division
sentence.
Fill in the blanks and change the division sentence into multiplication
sentence.
Assignment
1. Find the product of each item and transform into a division sentence.
a. 8 x 9 = ___ c. 5 x 9 = _____ e. 5 x 9 =___
b. 5 x 5 = ___ d. 6 x 7 = _____
2. Find the quotient of each item and transform into a multiplication sentence.
a. 47 ÷ 7 = ___ c. 32 ÷ 8 = ___ e. 36÷ 9 = ___
b. 24 ÷ 6 = ___ d. 21 ÷ 7 = ___

1. a) 8 x 9 = 72 72 ÷ 9 = 8
b) 5 x 5 = 25 25 ÷ 5 = 5
c) 5 x 9 = 45 45 ÷ 9 = 5
d) 6 x 7 = 42 42 ÷ 7 = 6
e) 5 x 9 = 45 45 ÷ 9 = 5
2. a) 27 ÷ 9 = 3 3 x 9 = 27
b) 24 ÷ 6 = 4 4 x 6 = 24
c) 32 ÷ 8 = 4 4 x 8 = 32
d) 21 ÷ 7 = 3 3 x 7 = 21
e) 36 ÷ 9 = 4 4 x 9 = 36

Activity 1 (Written in Manila paper)
Activity 2
1. 12 ÷ 4 = 3 3 x 4 = 12
166
2. 20 ÷ 4 = 5 5 x 4 = 20
3. 27 ÷ 9 = 3 3 x 9 = 27
4. 12 ÷ 4 = 3 3 x 4 = 12
5. 15 ÷ 3 = 5 5 x 3 = 15
Activity 3 3. 18 18÷ 2 = 9
1. c 4. 32 32 ÷ 4 = 8
2. d 5. 40 40 ÷ 5 = 8
3. a B
4. e
1. 2 2 x 9 = 18
5. b
2. 6 6 x 4 = 24
Activity 4 3. 5 5 x 3 = 15
A 4. 3 3 x 7 = 21
1. 21 21 ÷ 7 = 3 5. 7 7 x 4 = 28
2. 24 24 ÷ 3 = 8
Lesson 44
Objectives:
Divide mentally numbers found in the multiplication tables 2, 3, 4, 5, and 10
Show alertness and accuracy in giving the quotient orally.
Solve mentally the numbers found in the multiplication tables 2, 3, 4, 5, and
10
Subject Matter: Dividing Mentally Numbers Found in the Multiplication

Tables 2, 3, 4, 5, and 10
Materials: set of objects
Learning Procedure
True or False Game
Write on your slating board true if the sentence is correct and false if
not correct.
There are 5 threes in fifteen _____________
There are 2 sixes in 13. _____________
There are 3 eights in 24 _____________
There are 2 twos in 8. _____________
There are 7 fours in 21. _____________
Give the missing number sentence as fast as you can.
Multiplication Sentence Division Sentence
5 x 3 =___
12 ÷ 2
167
3 x 8 = ____
21 ÷ 3
7 x 3 = ____
Ask the following questions orally.
-How many 3s are there in 6?
-How many 2s are there in 20?
-How many 4s in 12?

-Oral word problems
Twenty pieces of candies were divided equally among 5 children.
How many pieces each child get?
20 ÷ 5 = 4
Thirty-two children grouped into 8. How many children were there in
each group?
   
   
   
   
32 ÷ 8 = 4
Practice Exercises:
Activity 1 One Step Forward
Group the class into 5.Make a starting line at the back of the last
desk/chair. Each member will work together on the answer to have a
common answer. Teacher flashes a division number and the first group
to give the answer will step forward. The first group to step on the
finish line will be the winner.
Valuing: How did you win the game? What strategy/ies did you use
to win the game?
Activity 2
Distribute different cards to each pupil.
Listen to the division sentence carefully and check the quotient
in the card.
168
The first to form a line vertically, horizontally or diagonally,
wins
Generalization
How do you divide mentally?
Answer: By grouping numbers as fast as you can.
Application:
Use flashcards to check the ability of the class in dividing mentally.
Evaluation: (See Learner‟s Material Activity 4 pp. 201-202)

Listen to the multiplication sentence and write the quotient on your paper.
Assignment
Find the quotient of the following:
72 ÷ 9 =____ 49 ÷ 7 = ____
81 ÷ 9 = ____ 64 ÷ 8 = ____
54 ÷ 6 = ____ 100 ÷ 10 = ____

1. 8
2. 9
3. 9
4. 7
5. 8
6. 10
Activity 4
1. 3
2. 7
3. 5
4. 2
5. 2
Lesson 45
Objectives:
Analyze and solve one-step word problems involving division of numbers
found in the multiplication tables 2, 3, 4, 5, and 10
Show the importance of being generous to others.
Read the problems to be analyzed 1-step word problems
involving division of numbers found in the multiplication tables 2, 3, 4, 5,
and 10.
169
Subject Matter: Analyzing and Solving One-step Word Problems Involving
Division of Numbers Found in the Multiplication tables 2, 3, 4,
5, and 10.
Materials: Word problem cards, activity chart
Learning Procedure
Drill on dividing mentally using flashcards.
63 ÷ 9 =____ 10 ÷ 10 = ____
56 ÷ 8 = ____ 81 ÷ 9 = ____
49 ÷ 7 = ____ 54 ÷ 6 = ____
Divide 21 by 7, what is the quotient?
15 roses are to be placed in 5 vases. How many flowers are there in
each vase?
Mang Danny has a wide vegetable garden. He has 6 plots to be
planted with mustasa. If he has 36 seedlings, how many will be
planted in each plot?

Show the illustration of the word problem.
Analyze the word problem:

What is asked?
What is the clue word?
Activity 1
Divide the class into 4 groups. Each group will be given a word problem to
answer.
Each group will act out the word problem assigned to them.
The leader will present their analysis of the word problem after it has been
acted out.
What is asked?
What key words tell you to divide?
170
Valuing: How do you show your generosity to others?
Activity 2 Think-pair Share
Present a word problem using a word problem card. Each seatmate will
analyze the word problem.
Generalization
What are the steps in analyzing a word problem?
What is asked?
What are given?
Application (See Learners‟ Material Activity 3 p. 206)

Read the word problem carefully. Then start the question that follows.

Read the problems carefully. Then answer the questions that follow.
Assignment
1. Chinee spent Php32 for her 4 ball pens. How much did she spend for each ball
pen?
a. Underline the given facts once.
b. Underline the question asked twice.
c. What is the correct answer?
2. Dennis has 72 pieces of candies. He will put them in 8 boxes. How many
candies will there be in each box?
a. Underline the given facts once.
b. Underline the question asked twice.
c. What is the correct answer?

1. Chinee spent Php32 for her 4 ball pens. How much did she spend for each ball
pen? 32 ÷ 4 = Php8
2. Dennis has 72 pieces of candies. He will put them in 8 boxes. How many
candies will there be in each box? 72 ÷ 8 = 9 candies in each box
Activity 1
1. a. Mano a chico ti maawat ti tunggal anak.
b. Adda 7 a chico ti maawat iti tunggal anak.
171
c. 35 ÷ 5 = 7 chicos
2. a. Mano ti naawat iti tunggal maysa.

b. Adda saggatlo nga tarong ti maawat iti tunggal maysa.
c. 15 ÷ 5 = 3 tarong
3. a. Mano ti gayyem na a maikkan iti lastiko?

b. Adda uppat nga gayyem na a maikkan ti lastiko walo a lastiko
c. 32 ÷ 8 = 4 a gayyem
4. a. Mano a cookies ti maawat ti tunggal maysa.
b. Adda uppat nga cookies ti maawat ti tunggal maysa.
c. 16 ÷ 4 = 4 cookies
5. a. Mano nga itlog ti maawat iti tunggal maysa.

b. Adda ti uppat nga itlog ti maawat ti kada ubing.
c. 24 ÷ 6 = 4 nga itlog
Activity 2
1. a. Mano ti maaawat iti tunggal maysa.
b. Uppat nga atis ti naawat iti tunggal maysa.
c. 24 ÷ 6 = 4 atis
2. a. Mano a basket iti nausar na.

b. Adda siyam a basket iti nausar na.
c. 81 ÷ 9 = 9 basket
3. a. Mano a petsay ti naawat iti tunggal maysa.

b. Adda innem a petsay ti naawat iti tunggal maysa.
c. 42 ÷ 7 = 6
Activity 3
1. a. Mano ti awiten ti tunggal lalaki.
b. Adda uppat nga libro ti awiten ti tunggal lalaki.
c. 36 ÷ 9 = 4 nga libro
2. a. Mano a taxi ti kasapulan nu adda 32 a pasahero.

b. Adda walo a taxi ti kasapulan.
c. 32 ÷ 4 = 8 taxi
Activity 4
1. a. Mano a bulintik ti maawat ti tunggal kabsat na.
b. Adda uppat nga bulintik ti maawat iti tunggal kabsat na.
c. 12 ÷ 3 = 4 bulintik
172
2. a. Mano ti bayad ti tungggal baso a buko juice.
b. Pito a piso ti bayad ti kada baso a buko juice.
c. Php35 ÷ 5 = Php7 kada baso
Lesson 46
Objectives:
Visualize and identify unit fractions with denominations 10 and below.
Cooperate during pair/group activity.
Write the unit fractions with denominations 10 and below.
Subject Matter: Visualizing and Identifying Unit Fractions with Denominations

10 and below.
Materials: Flashcards of shapes with shaded parts, cut-outs of different
shapes, scissors
Learning Procedure
(Use of flash cards)
Identify the number of shaded part in a whole. How many shaded parts
are there in each of the following?
a. b. c. d.
Study the figures. How many equal parts are there in figures?
a. b. c. d.
Your sister bought buko pie on her way home from Manila. Can she
divide this equally to the seven members of the family? What will
happen if you did not divide the cake equally among yourselves?

Present a rectangle and divide it into two.
How many equal parts of there in the rectangle?
Are the two parts the same?
How many is shaded?
What do you call the shaded part?
173
How do you write it in symbols?
Introduce ½
Present another set of pencils.


How many pencils are there in the set?

How many pencils are encircled?
How many subsets of 2 pencils can we form?
What part of the hole set is one subset?
How do you write it in symbols? (1/6)
-Activity 1 Paper Folding

Group the class into 7.
Give each group a rectangle to fold then let them cut off one part.
Let each group answer the following questions.
How many equal parts are there?
What do you call the part that you removed?
How do you write it in symbols?
Generalization
How do you write the unit fraction with denomination 10 and below?
Application: (See Learners‟ Material Activity 2-3 pp. 209 - 211)

Draw the following. Color the part described by each fraction
.
Activity 5A What part of the whole is shaded? Copy the letter of
the correct answer on you paper.
Activity 5B Study the shapes. Draw the part being described by
each fraction.
Assignment
Color or shade one part of it and write the fractional name in symbols.
1. 2. 3.
174

4. 5. 

1. 2. 3. 4. 5.
Activity 3
1.
2.
3.
4.
5.
6.
Activity 4
1. 2.
3. 
4. 

175
5. 
Activity 5
A. 1. b
2. c
3. d
4. c
5. b
B. 1. 2.
3. 4.
5.
Lesson 47
Objective:
Read and writes unit fractions.
Share what you have with others.
Write unit fraction in symbols and in words
Subject Matter: Reading and Writing Unit Fractions

Materials: Cut outs of different shapes, cards with fractions, cards with
shapes, illustration boards, pre-cut fruits, cartolina strips.
176
Learning Procedure:
Name the shaded or encircled part of the following.
a. b. c.
d.  e. 

Show the following figures on the board. Let pupils follow the
direction.
a. Divide the figure into 2. Color ½ of it.
b. Divide the figure into 4. Color ¼ of it.
c. Divide the figure into 5. Color 1/5 of it.
d. Divide the figure into 8. Color 1/8 of it.
e. Divide the figure into 9. Color 1/9 of it.
Present concrete objects that can be divided into halves, thirds, fourths
and fifths to the pupils.
Ask the pupils to get one concrete object that can be divided into five,
two, three and four. Tell the pupils to count the number of equal parts
of each object.

Present shapes divided into halves, thirds, fourths and fifths to the
pupils.
Into how many equal parts is the shape divided?
Write the fraction name of this part.
Practice Exercises: (See Learners‟ Material Activity 1 - 2 pp. 214 -
215)
Let the pupil do the following activities.
177
Activity 1 Read and Act
Read the word problem. Let the pupils act it out then answer the
questions that follow.
Valuing: To whom did Ruben gave the 3 parts?
-What kind of a boy was he?
-What value doe he possesses?
-Do you want to be like him?
Activity 2
Choose a leader of each group then each of them get fruits on the
table.
The leader will distribute the fruits to their members.
Answer the questions below.
Generalization
How do you get a unit fraction?
Answer: We get the unit fraction by dividing a whole object.
Why are they called unit fractions?
Answer: They are a part of the whole.
What indicates the total number of parts when a whole is divided equally?
Answer: Unit fraction
Application: (See Learner‟s Material Activity 3 pp. 215-216)
Activity 3 Write the following fractions in symbols.
Evaluation: (See Learner‟s Material Activity 4 A - C pp. 216-218)

Activity 4A Choose the correct fractional part.
Activity 4B Write the fractional parts in symbol.
Activity 4C Write the fractional parts in words.
Assignment
A. What part is shaded?
Write it in symbols and in words.
Symbols Words
1. _____________ ___________________
178
2.
______________ __________________
3.
______________ __________________
B. Read the word problems. Then answer the questions. Circle your answers.
1. Joy and Ella bought a sandwich. They cut it in half. Which fraction shows
half?
a. 1 b. 1 c. 1
2 3 5
2. The 3 brothers shared a bar of chocolate. Which fraction tells what each will
get?
a. one- half b. one-third c. one-sixth
3. A group of friends is sharing a buko pie. Each person gets 1 piece. This is 1/5
of the pie. Draw a line on the buko pie. Show how they cut the buko pie.
4. Robin and his 5 friends shared 1 cake equally. Which fraction tellswhat each
will get?
a. 1 b. 1 c. 1
3 5 6
A.
Symbols Words
One-fourth
1.
179
One-fifth
2.
One-eighth
3.
B. 1. 3. .
2. One-third

A. 3.
1. one-third
2. one- fifth
3. one-tenth 4.
4. one-sixth
5. one- fourth 5.
B. C.
1. 1. one- fifth
2. one-eight
2. 3. one-half
4. one-sixth
5. one-third
Lesson 48
Objectives:
Compare unit fractions using relation symbols.
Show fairness in making judgment through comparing unit
fraction.
Write the symbols >, < and = to compare fractions.
180
Subject Matter: Comparing Unit Fractions Using Relation Symbols.
Materials: Fraction cards, fraction chart
Learning Procedure
Using cut outs let the pupils identify the shaded part of the shapes.
What part is shaded?
a. b. c. d.
(Using individual slate board)

Name the shaded part in words and in symbols.
Show two rectangular cakes. The first cake is cut into halves and the
other cake is cut into three. Show to the class each piece.
Cake A Cake B
Ask: Which cake would you like to get? Why?
Present to the class cake A and cake B. Let pupils compare the
slices of cakes.
Which cake is greater? Lesser?
1 1
2 3
Recall the relation symbols used in comparing figures or sets.
Greater than (>) and Less than (<)
 
 
Set A Set B
Ask:
How many pencils are there in set A?
How many pencils are there in set B?
What part is encircled in set A?
What part is encircled in set B?
Which encircled part is greater, set A or set B?
181
Which encircled part is lesser, set A or set B?
If we put symbol to represent the relation of the 2 sets, what
relation symbols are we going to use?
- Another example
What do you see in the picture?

How many equal parts is the first rectangle divided into?
How many equal parts is the second rectangle divided into?
Which shaded part is greater?
If we put symbol to represent the relation of the 2 rectangles, what
relation symbols are we going to use?
Valuing: Your mother bought one whole of a pizza. She asked you to divide
it so that each family member will have equal share. How will you divide it?
Why?
Practice Exercises: (See Learners‟ Material Activity 1-2pp. 219 - 220)
Activity 1 Comparing fractions using the chart
Distribute the fraction chart.
Posting of work in every group for checking.
Activity 2 Teamwork
Group the class into teams. Each team will have 5 members.
Each team will use their slate board to write on the answer.
The first team to give their answer correct will earn a point.
The team with the most number of points wins.
Generalization
How do you compare fractions? What symbols do you use in comparing
fractions?
Answer: Compare fractions through the number of units. We use >, <, and =.
Application: (See Learners‟ Material Activity 3-4 pp. 221 - 222)

Compare the following using relation symbols.
Evaluation: (See Learners‟ Material Activity 5 A and B pp. 223 - 224)

Activity 5a Write the name of the shaded part. Put >, < or = in the
182
Activity 5B Read the pair of the fractional parts. Write >,< or = on each
Assignment
Write the missing fraction.
1> 1>
1. 2 4. 8
1< 5.1<
2. 5 6
1>
3. 7
1. 2. 3. 4. 5.
1. > 1. <
2. > 2. >
3. < 3. =
4. < 4. <
5. > 5. >
Activity 5 B. 1. >
A. 1. < 2. <
2. > 3. >
3. < 4. <
5. >
Lesson 49
Objectives:
Order unit fractions.
Practice good health habits.
Write fractions from least to greatest and vice versa.
183
Subject Matter: Ordering Unit Fractions.
Materials: Fruits and envelop that contains different fractions cards.
Learning Procedure
Name the shaded part.
True or False
a. 1 /2 > 1/3 _________
b. 1/8 < 1/4 _________
c. 1/10 < 1/5 _________
d. 1/3 > 1/6 _________
e. 1/7 < 1/3 _________
What is your most favourite fruit? Less favourite fruit?
What Vitamins can we get from fruits?
Show different fruits to be cut into halves, 3, 4 parts, and so on.
How many equal parts are the fruits divided into?
Let the pupils compare the size of each sliced fruits.
Use another example
1/2 1/3 1/4 1/5 1/6
1/7 1/8 1/9 1/10
Let pupils observe the sizes of each fraction.

Which fraction is the largest, smallest?
Practice Exercises: (See Learners‟ Material Activity 1 - 3 pp. 224 -
226)
Activity 1 Arrange the following from greatest to least.
Activity 2 Study the fraction part. Write the fraction in
order from greatest to least.
Activity 3 Use the same fraction chart. Write the fraction
in order from least to greatest.
184
Generalization
How do we arrange fractions from lest to greatest or from greatest to
least?
Answer: We arrange fractions through the number of units from least
to greatest, from greatest to least.

Study the order of fractions.
Draw a if the order of the fraction is from least to greatest and
a if the order in fraction is from greatest to least.
Evaluation: (See Learners‟ Material Activity 5 A and B pp. 228-229)

Write the fraction in order, from greatest to least.
Write the fraction in order, from least to greatest.
Assignment
Arrange the following fractions from greatest to least.
1. 1 1 1 1
4 2 6 9
2 1 1 1 1
10 3 7 5
3. 1 1 1 1
2 9 5 7
4. 1 1 1 1
4 3 6 7
5. 1 1 1 1
5 4 2 9

1. 4.
2. 5.
3.

1. , , 1. , , 1.
185
2. , , 2. , , 2.
3. , , 3. , , 3.
4. , , 4. , , 4.
5. , , 5. , , 5.
1. , ,
A B
2. , , 1. , , 1. , ,
3. , , 2. , , 2. , ,
4. , , 3. , , 3. , ,
5. , , B
1. , ,
2. , ,
Lesson 50
3. , ,
Objectives:
Visualize and identify other fractions less than one with denominator 10 and
below.
Show love and concern to friends through paper visualization and
identification of fractions less than one with denomination 10 and below.
Write other fractions less than one with denomination 10 and
below.
Subject Matter: Visualizing and Identifying Other Fractions Less than One with
Denominator 10 and Below.
Materials: Text books, flashcards, colouring materials, charts, illustration
of fractions, drill boards
186
Learning Procedure
Shade the named part?
¼ 1/3 1/5 1/6

Parts of fraction
What does 1 mean in 1/3, 1/2?
What does 2 mean in 2/5?
What does 3 mean in 3/6, 3/9?
On Jun‟s birthday, her mother baked a cake. She divided it into 8 equal
parts to be shared among her friends.
What do you call the equivalent parts?
Who can write the fraction in figures?
Write 1/8 in words
Have the pupils group into 3. Let them use their “show me board”.
Let them visualize and draw the following fractions.
1/3, 1/4, 1/5, 1//9, 1/8, 1/9
(This will help the pupils to visualize fractions)
Match Me. Match column A to column B.
Generalization
What are the fractions less than one with denominators of 10 and
below.
Examples:

Encircle the fractions less than one with denominator 10 and below.

Draw the needed parts of the object ask in the word problem.
Assignment
Draw at least five objects showing fractions less than one with
denominators 10 and below.
187
1. 2.
3. 4.
5.

Activity 1 5. d
1. e Activity 2
2. b
3. c
4. a
Activity 3
1. 2.
3.
Lesson 51
Objectives:
Visualize and identify similar fractions (using group of objects and number
line.)
Observe equal sharing.
Write fractions with similar fractions
Subject Matter: Visualizing and Identifying Similar Fractions (using group of

objects and number line.)
Materials: Envelope containing cards of fractions
188
Learning Procedure
Name the encircled part of the fraction.
1 1 1 1
5 4 2 9
Arrange the following fractions from greatest to least.
a. 1 1 1 1
5 3 8 9
b. 1 1 1 1
9 4 3 5
c. 1 1 1 1
3 6 4 7
d. 1 1 1 1
4 2 6 7
e. 1 1 1 1
3 4 2 9
Look at these fractions
1 2 3 4
5 5 5 5
What do you notice on their numerators and denominators of these

fractions?
Are they equal?
What do we call these fractions?

Present a number line.
     
0 1 2 3 4 5
5 5 5 5 5 5
Observe the distance covered in the number lines

What do you observe on the denominator?
What do you call each part?
Show the following fractions.
1) 2) 3) 4)
1 2 3 4
4 4 4 4
How many is shade in fraction 1?
189
How many shaded parts are there in fraction 4?
What do we call these fractions?
Practice Exercise: (See Learners‟ Material Activity 1 p. 232)
Activity 1 Encircle the similar fractions.
Activity 2 Oral drill (The teacher will write the activity in
a Manila paper, and then do the following).
Each group will be given an envelope containing fraction parts.
Then group together the similar fractions.
The first group to finish will be the winner.
Generalization
How do you identify similar fractions?
Answer: Similar fractions have the same denominators.

Write check (√) if the group of fractions are similar and cross out (x) if
they are similar.

Study the following. Write SF if the illustrations are similar fractions and NS if the
fractions are not similar.
Assignment
A. Write similar fraction with the first fraction from the left.
1. 12
12 ________________________________
2. 6
6 ________________________________
3. 9
9 ________________________________
4. 10
10 ________________________________
190
5. 4
5 ________________________________

1.
2.
3.
4.
5.
1. 1. √
2. x
3. √
2. 4. x
5. √
3. Activity 4
1. SF
2. SF
4. 3. NS
4. SF
5. 5. NS
Lesson 52
Objectives:
Read similar fractions
Show equal sharing.
Write similar fractions
Subject Matter: Reading and Writing Similar Fractions Content Standards Unit
fractions, proper fraction and similar fractions
Materials: Cut put with shaded part
191
Learning Procedure
Drill on fraction
Encircle the fraction less than 1
2/2, 5.8, 4/4
6/6/, 2/10/1/5
3/8, 9/10,/6/8
What are similar fractions?
Laila ate 1/6 of the cake; Aki ate 2/6 of the leche plan. Mimi ate 1/6 of
the rice cake. What are the similar fractions in the given fraction?
-Teacher ask the pupils to read the figure, 1/6 and 2/6
-Teacher ask the pupils to bring out their “show me board” and write
the number she will give.2/3, 1/3, 1/10, 2/10, 3/10
-Teacher tells the class that there is another way of writing numbers.
-They can write them in words. Teacher gives more similar fractions
and let the pupil write them in words.
Practice Experiences: (See Learners‟ Material Activity 1-2 p. 235)

Activity 1 Write the fractional parts in words
Activity 2 Write the fractional parts in symbols.
Generalization
What are similar fractions?
Answer: Similar fractions have the same denominators.

Write the following fractional parts of the shaded figure.

Match the fractional part from column A to column B.
Assignment
Write the following fractional parts in words.
1. 2/4
2. ¾
3. 4/10
4. 6/10
5.5/10

1. 2/4 = two-fourths
2. ¾ = three- fourths
3. 4/10 = four-tenths
4. 6/10 = six-tenths
192
5.5/10 = 5- tenths
Activity 1
1. Two-third
2. One-third
3. One-tenth
4. Two-tenth
5. Six-tenth
Activity 2 5. 4.
1.
Activity 3 5.
2. 1.
Activity 4
3. 2. 1. c
2. e
3. d
4. 3. 4. b
5.a
Lesson 53
Objectives:
Compare similar fractions using relation symbols.
Share what you have to others.
Write the symbol >, < and = to compare fraction.
Subject Matter: Comparing Similar Fractions Using Relation Symbols.

Materials: Fruits, different fraction cards
Learning Procedure
Distribute different fraction cards to the pupils.
Each pupil will find the similar fractions from their classmates and let them
identify the fractions.
-Review similar fractions.
Let pupils give examples of similar fractions and write them in words
Show 1 small guava and 1 big guava.
Ask: Which guava do you want? Why?
Maria bought 2 buko pies. She divided equally the first buko to
her 4 friends. She also divided the other one with her two sisters.
193
What part of the buko pie did each of her friends get?
What part of the buko pie did each of her sisters get?
Who got the greater share?
Who got the lesser share?
(If we put symbols to represent the relation of their shares, we use the symbol
> for greater than, < for lesser than and = for equal to.
How do we express the relation between the friend‟s shares to the sister‟s
share?
Show the illustration for the word problem.
Set 1 Set 2
What do you see in the pictures?
How many triangles are there in set 1?
How many triangles are there in set 2?
Which shaded part is greater, set 1 or set 2?
Which shaded part is lesser, set 1 or set 2?
(Teacher may give more examples to develop.)
Valuing: Your mother bought bibingka. Then you were asked to divide for
each member of the family. How will you divide it? Why?
Compare the fractional parts. Write >, < or = inside the box.
Generalization
How do you compare similar fraction?
Answer: We compare similar fractions through the denominators.

Compare the following fractions. Use the symbols >, < or =.

Write the fractional name of the shaded part. Write >, < or =.
Assignment
Write the missing fractions.
1. 1/6 >
194
2. ¼ >
3. 1/3 >
4. 1/2 >
5. 1/5 <

1. 2. 3. 4. 5.

1. < 1. < 1. >
2. > 2. > 2. >
3. = 3. < 3. >
4. > 4. < 4. <
5. < 5. > 5. <
Lesson 54
Objectives
Order similar fractions.
Practice proper arranging of object from least to greatest or vice versa.
Write similar fractions from the greatest to the least and vice versa.
Subject Matter: Ordering Similar Fractions.

Materials: Cards of fractions
Learning Procedure
-Distribute fraction cards to the pupils.
-Have the pupils find their partners by pairing their cards that show similar
fractions.
-Let the pair of pupils read the similar fractions.
Charie was assigned to arrange cards in a10container box. There are 5 red
cards, 3 blue cards and 2 yellow cards.
Could she arrange the cards easily? How?
195
What is the fraction of red cards?
What is the fraction of blue cards?
What is the fraction of yellow cards?
How are they arranged?
Valuing: If you were Charie, how would you arrange the cards, from the least
to the greatest or vice versa?
Practice Exercises: (See Learners‟ Material Activity 1-2 pp. 241 – 242)
Activity 1 Study the illustrations, write the fraction as shown and arrange
them from least to greatest.
Activity 2 Distribute fraction cards to each group. And let them arra nge
from greatest to least.
Generalization
How do you arrange similar fractions from least to greatest and vice versa?
Answer: Arrange similar fractions through the number of the numerators.

Write A if the fractions are arranged from greatest to least and B if they
arrange from least to greatest.

Arrange the following similar fractions.
Assignment
Write different similar fractions from the given fraction then arrange them from least to
greatest and vice versa.
From least to greatest from greatest to least
9
9
8
8
7
7
From least to greatest from greatest to least
9
9
8
8
7
7
196
Activity 1
1. =
2. =
3. =
4. =
5. =
1. 1. A 3.
2. B
3. A
2. 4. A
5. B
3.
Activity 4 4.
4. 1.
5.
5.
2.
197
Lesson 55
Objectives
Read and write money with value through P100.
Show respect to the Philippine money.
Write the value of money through P100.
Subject Matter: Reading and writing money with value through 100.
Materials: Real Philippine peso bills and plays money.
Learning Procedure
Let the pupils count numbers from 1 up to 100.
What do we need when we want to buy something?
Ask: Does your mother give money for you to buy snacks? How much does
she give you?
Are you going to spend the entire amount she gave you? What should you do
then?
Show different denominations of Philippine coins and Philippine peso bills.
Let the pupils identify the money denomination e.g. 1 peso coin, 5 peso coin,
10 peso coin, 20 peso bill, 50 peso bill and 100 peso bill.
Let the pupils be grouped into 3 groups. Then instruct each group to
listen to the instructions be given by teacher.
Group 1
Show the pupils different paper bills and let them identify each.
Call a pupil to write the amount on the board.
Group 2
Tell the pupils to write the Peso sign (P).
Let the pupils read the amount written on the board.
Group 3
Instruct the pupils to write the value of paper bills on each .
Write the amount of money inside the box.
Generalization
Describe the paper bills and give the amount.
How do you write them?

Read the word problem then put a check mark (√) on the side of money that
can buy the object indicated.

Choose and encircle the total value for each set of paper bills below.
198
Assignment
Match column A to column B with the correct Peso bill that corresponds to the value
given on Column A.
A B
 1 teddy bear- P100.  50 peso bill picture

 1 pencil case- P20.  100 peso bill picture
 1 crayon- P50.  20 peso bill
A B
 1 teddy bear- P100.  50 peso bill picture

 1 pencil case- P20.  100 peso bill picture
 1 crayon- P50.  20 peso bill

1. P10.00 1. P20.00 1. P20.00
2. P30.00 2. P100.00 2. P100.00
3. P60.00 3. P50.00 3. P50.00
4. P55.00 4. P20.00 4. P20.00
5. P70.00 5. P50.00 5.100.00
Lesson 56
Objectives:
Count and tell the value of a set of bills or a set of coins through P100 in peso (coins
only, bills only, and coins and bills).
Practice thriftiness.
Write the value of a set of bills or a set of coins through 100 in peso (coins only, bills
only, and coins and bills).
Subject Matter: Counting and Telling the Value of a Set of Bills or Set of Coin
through 100 in peso.
Materials: Play money and coins (Philippine money) Illustration of the
different Philippine money.
199
Learning Procedure
Show items with tag price and let pupils read the amount of money.
1 kilo Mango 1 pc Papaya 1 pc mandarin 1 banana
P50.00 P20.00 P5.00 P3.00
Let the pupils write the value of each bills and coins.
1. P20 peso bill –
4. P10 peso coin –
5. P5 peso coins –
Do you have a piggy bank? Why are you saving money? What is the
importance of saving money?
Show the pupils real Philippine coins.
Let them identify the different coins and Philippine peso bills.
Ask: For what are these coins and peso bills?
Activity 1 Count and write the value of each group of coins.
Activity 2 Find the total amount for each group of bills.
Generalization
Can we count the value of our money?
How do we write the amount of money? The value of our money?
What sign do we use in writing the value of our money?
Match the group of bills and coins in column A with the amount written in
figures in column B.

Encircle the correct amount of money.
Assignment
Find the value of the following set of bills and coins.
1. Two 20 peso bill, five 10 peso coins is ______________________
2. Four ten pesos, two twenty pesos and two 5 peso coins is
___________________
3. Five 5 peso coins, one 20 pesos, and one 5 peso is _____________
4. One fifty peso bill, one 20 peso bill, and one 5 peso coin is ______
5. Three 20 peso bill, two 10 peso coins and two twenty- five centavo coins is
_________.
200
1. Php30
2. Php70
3. Php50
4. Php 75
5. Php80.50

1. Php20.00 1. Php40 1. c 1. a
2. Php2.50 2. Php70 2. e 2. c
3. Php16.25 3. Php20 3. d 3. a
4. Php20.00 4. Php100 4. b 4. d
5. Php15.00 5. Php60 5. a 5. b
Lesson 57
Objectives
Count and tell the value of a set of bills or a set of coins through P100 in centavo
(coins)
Show honesty in dealing with money.
Write the value of a set of bills or a set of coins through P100 in centavo.
Subject Matter: Counting and Telling the Value of a Set of Bills or a Set of Coins
through P100 in centavos.
Materials: play money, real coins and bills
Learning Procedure:
Identify the amount of money.
a.
b.
c.
d.
201
Find the total amount of each set of bills or coins.
a.
b.
c.
d.
e.
Have the pupils bring out their coins. (They were told earlier to bring in
class the different coins in circulation.)
Ask: What are the coins that you have on hand? Who among you have
Philippines peso bill like P20.00? P50.00? If Paul has 1 P20.00 bill and 4
1 peso coins, how much money does he have?
Show to class Philippine bills and coins at a time.
Ask: How many 25c coins are there in P1?
Answer: 25c 25c 25c 25c= P1.00
How many 10c coins are there in P1.00?
Answer: 10 10 10 10 10 10 10 10 10 10= P1.00
Repeat with other sets of coins.
P1.00= 100 x1centavo coins

P1.00= 20x 5 centavo coin
P1.00= 10x 10 centavo coin
P1.00= 4x 25 centavos
P100= 5x 20 peso bill
P100= 2x 50 pesos
P100= 20x 5 pesos
P100= 10x 10 pesos
Let the pupils remember the following
Activity 1 Write the correct amount of each set of coins.
Activity 2 Match the amount of money in bills in column A with the
group of coins in column B.
Generalization
We can write money from peso to coins and vice versa.
Write the number of centavos in each amount of money.
202
Write the correct amount of the following sets of coins in pesos.
Assignment
Write the value of the number sentence in digits then add to get the total amount
of money given. Put a peso sign for each answer.
1. Six pesos and five centavos= ____________________
2. Eighty- nine pesos and eleven pesos= _________________
3. Seventy- five centavos and twenty- five centavos= _______________
4. Fifty centavos and fifty centavos= _______________
5. Ninety-nine pesos and Forty- five centavos= __________________

1. Php6.05 2. Php99 3. Php1 4. Php 1 5. Php99.45
Activity 1
1. Php31.00
2. Php25.00
3. Php50.00
4. Php45.00
5. Php30.00
Activity 2
1. Php10.00 Php5.00 Php5.00
2. Php10.00 Php10.00 Php10.00 Php5.00 Php5.00 Php5.00 Php5.00
3. Php5.00 Php5.00 Php5.00 Php5.00 Php5.00 Php5.00 Php5.00 Php5.00
4. Php10.00 Php10.00 Php10.00 Php10.00 Php10.00 Php5.00 Php5.00 Php5.00
Php5.00
5. P10.00 P10.00 P10.00 P10.00 P10.00
P10.00 P10.00 P10.00 P10.00 P10.00
1. 2 x P1.00 wenno 2 x 25c 1. P1.25
2. 4 x P1.00 wenno 16 x 25c 2. P4.00
3. 6 x P1.00 wenno 24 x 25c 3. P6.00
4. 5 x P1.00 wenno 20 x 25 c 4. P2.00
5. P5.00
203
Lesson 58
Objectives:
Count and tell the value of a set of bills or a set of coins through P100 in combination
of pesos and centavos (peso and centavo coins only, centavo coins only, bills only)
Give the value of a set of bills or a set of coins thro ugh P100 in combination of peso
and centavo.
Read and write the value of a set of bills or a set of coins through P100 in
combination of peso and coins.
Subject Matter: Counting and Telling the Value of a Set of Bills or a Set of Coins
Through P100 in Combination of Pesos and Centavos
Materials: play money, real coins and bills
Learning Procedure
Ask: What are the things can you buy with your 5-peso coin? For 20 peso-
bill? 50-peso bill? Give the correct amount of the following sets of coins and
bills.
20 peso bill and 50 peso bill= ______________
P10 P10 P5= _______________
25c 25c25c 25c= _____________
50 peso bill and 50 peso bill= _______________
P1 P1 25c 25c25c 25c= _______________
-Present a word problem
Maria, Nena and Pedro have savings.
Maria= P50 and P20
Nena= P20 and P20
Pedro= P10, P10, P5, P5, 25c, 25c
-Ask: How much did Nena save?
How about Maria?
Pedro has ______________________
Who has the greatest savings? Do you save money too?
You want to buy rice cakes. Look at the price.P30.00
Tell the pupils to bring out their play money.
Tell them to form combinations of bills and coins to buy the rice cake.
Practice Exercises: (See Learners‟ Material Activity 1p. 255)
Write the value of each set of money.
Use the peso sign (P) and point (.) to separate peso from centavo.
Generalization
How do we write the value of a set of bills and coins?
204
We write the value of a set of bills and coins using a peso sign (P) and a dot (.)
to separate peso from centavo.
Example: P14.50
.50c – centavos
Write the correct amount of each set of bills and coins.

Write the correct amount of each set of bills and centavos.
Assignment
Look at the illustrated Activity.
Put (√) if you can buy it with the amount of money given in each number and put an
(x) if you cannot with the given amount.
Amount of money Things to buy √ X
Php20, Php5 1 Papaya- P25
Php10 2 Mango- P15
Php50 3 Buko- P45
Php100 1 Rice cake- P120
Php20, Php10, 2 Orange- P40
Php10

1. √ 2. X 3. √ 4. X 5. √

1. Php22.75 1. Php21.00 1. Php30.00
2. Php21.50 2. Php50.50 2. Php50.00
3. Php12.25 3. Php40.25 3. Php75.00
4. Php16.25 4. Php70.50 4. Php70.00
5. Php30.00 5. Php60.75 5. Php65.00
Lesson 59
Objective:
Read money in symbols and in words through P100.
Show respect to our Philippine money bills and coins.
Write money in symbols and in words through P100.
Subject matter: Reading and Writing Money in Symbols and in Words

throughP100.
205
Materials: play money, real money, flashcards
Learning Procedure
Let pupils read the amount of money
a. 25 c
b. 1.00
c. 5.00
d. 10.00
e. 50.00
f. 100.00
-Recall the use of peso and centavo sign.

-Write the value of each set of money.
P20, P5
P10, P10, P10
P50 P20
P20 P20 P5
P10 P5 25c
-Show real money or play money to the class.

-Let pupils identify the coins and bills up to 100.
Valuing: How do you care for our Philippines money?
-Present a set of peso bills and a set of coins.
-Have the pupils give the value of each set of bills and coins.
-Show the correct way of writing the amount of money.
-Make use of the peso sign and the dot to separate the peso and the centavo.
-Have them read the amount written on the board.
Practice Exercises: (See Learners‟ Material Activity 1-2 p. 256)
Activity 1 Read the amount of money. (Written in chart)
Activity 2 Write the amount of money in symbols.
Generalization
How do you read money in symbols and in words through P100?
How do you write money in symbols and in words through P100?
Answer: We read and write money in symbols and in words through the
amount given.
Write the amount of money in words.

Match the amount in figures in column A with the amount in words in column
B.
206
Assignment
Write the money value in symbols and in words.
Amount of money Symbols Words
1. P20, P10
2. P20, P5
3. P10 P10 25 c
4. P10 P10 P1 P1
5. P 50 P50

1. Php30 - Thirty pesos
2. Php25 - Twenty five pesos
3. Php20.25 - Twenty pesos and twenty five centavos
4. Php22 - Twenty-two pesos
5. Php100 - One hundred pesos
1. Php86.25 1. c
2. Php55.50 2. d
3. Php45.70 3. e
4. Php12.50 4. b
5. Php70.20 5. A
Activity 2
1. Lima a pulo nga sentabo.
2. Tallo pulo ken walo nga piso ken dua pulo ken lima nga sentabo.
3. Uppat nga pulo ken lima nga piso ken pito pulo ken lima nga sentabo.
4. Sangapulo ken dua nga piso.
5. Pito pulo ken dua nga piso.
Lesson 60
Objective
Compare values of different denominations os coins and
paper bills through P100 using relation symbols <, >, or =.
Show care in using coins and paper bills.
Write the relation symbols like <, > and = correctly.
Subject Matter: Comparing Values of Different Denominations of Coins and

Paper Bills Through P100 Using Relation Symbols <, >, or =.
Materials: play money, real money, flash cards
207
Learning Procedure
Write <, > or = in the circle to compare the given numbers.
323 233
3286 2386
313 313
629 926
459 349
-Write the amount of money in symbols.

Fourteen pesos and seventy- five centavos = ________
Two pesos and twenty- five centavos = ________
Thirteen pesos and fifty centavos = ________
-How much money do you have for your allowance every day?
-Call out pupils and compare the amount of money they had for their
allowance.
Ask: Who has the greatest amount? Who has the least amount?
Show different denominations of Philippine bills and coins.
Which of these set of money you want? A P hp100 or a Php50? Why
do you want P100?
How would you compare? Php100 ___ Php50.
Write: Php5.00 ____ Php10.00
Php10.00 ____ Php1.00
Php20.00 ____ Php20.00
Use >, < or = in comparing values of money.
Practice Exercises: (See Learners‟ Material Activity 1-3pp. 258 -
259)
Activity 1 Encircle the greater amount of money and put a box
with the lesser amount.
Activity 2 Compare the amount of money.
Write <, > or = in the
Activity 3 Compare the following value of money.
Write <, > or = in the box.
Generalization
How do you compare values of coins and bills?
Answer: We compare the values of coins and bills through the amount
given. We use the symbols >, <, and = in comparing them.

Compare the amount of money. Write >, < or = inside the
208
Evaluation: (See Learners‟ Material Activity 5 pp. 362 - 363)
Encircle the letter of the correct answer.
.
Assignment
Answer the following and compare using relation symbols >, < and =.
1. Mother gave Ana P20.00 while Father gave Peter P50.00. Who has
more money?
P20.00 P50.00
2. Maria saved P45.00 while Juan saved P35.00. Compare Maria‟s
saving with that of Peter.
P45.00 P35.00
3. My sister spent P100 for her gift to mother while I paid 2 fifty
pesos for the items I bought for mother too. Use related symbol to
compare the amount we spent for our gift to mother.
P100.00 2 fifty pesos
4. I have 2 twenty pesos and my brother have 4 ten pesos. Compare.
2x P20 4x P10
5. Jose has P50.00 for selling banana while Mary has P65.00 for
selling sampaguita. Who has more money?
P50.00 P65.00

1. <
2. >
3. =
4. <
5. <
P135. P13.5
00 0
P35.2 P3.50
5
P57.5 P55.0
5 0
P77.0 P7.75
0
P99.7 P95.2
5 5
209
1. > 1. < 1. < 1. a
2. < 2. > 2. < 2. c
3. < 3. > 3. > 3. a
4. > 4. = 4. < 4. b
5. < 5. < 5. < 5. c
210
211
Lesson 61
Objectives:
Visualize, identify, describe, and classify half circle and quarter circle
Display self confidence in describing half circles and quarter circle
Illustrate half circles and quarter circles
Subject Matter: Visualizing, Identifying, Describing and C lassifying Half

Circle and Quarter Circle.
Materials: different denominations of play money, cut-outs, round rice
cake
Learning Procedure
What can you see in the sky at night?
What is the shape of the moon that you have seen?
Show to pupils different denominations of money, using a show me

board.
Let the pupils compare money using <, >, =
Example:
Do your parents give you balon when you go to school? What balon
do they give you? Do they give you cash or something to be eaten?
Who among you received cash? How much does your mother give you
every day?
Let the pupils show the money they have as their balon.
What is the shape of the P10 coin? 20 peso bill? Etc. (Pupils will
describe)
Valuing: What will you do if you have an excess amount from your balon?
Mother bought a round rice cake, and she divided it into 2 equal parts.
She gave each part to each of her two children.
What part of the round rice cake was given to each of her children?
Do the two children get equal share?
What do you call each part? Can you tell something about it?
Introduce ½ of a whole circle is also called half circle.
212
Now, I have here native cake placed in a kettle cover. I am going to
cut into 4 equal parts.
Into how many equal parts is the native cake divided?
Take a look in each part, can you tell something about it?
Introduce to class that ¼ ( one fourth of the whole circle ) is also called
quarter circle
Teacher shows various materials placed in a box.
Let the pupils get one and tell something about the object.
Ex.
This is a measuring device. Its shape is semi- circle
protractor
umbrella
lantern
Distribute drawings of object as shown below.
Group them according to whether the object is half circle or quarter

circles.
Set A
Set B
Ask: What are the objects in the drawing? Tell something about it.
What is the shape of the objects in set A? Set B?
Give the pupils colored paper.
Let them illustrate half circle and quarter circle then post on the board.
Let the leader of the group to report on their output
Activity 1. A. Look at the pictures. Write half circle or quarter circle beside
213
each picture
Activity 2 .Classify them according to where they belong. Write your answer
in the box provided for you.
Generalization
What are the figures that you have illustrated on the board?
What is half-circle? Quarter - circle?
How do you identify half circle? Quarter circle?
Application: (See Learners‟ Material- Activity 3 p. 265)

Write it X on the blank if the figure is half circle and √ if it is quarter circle
Identify half circle and quarter circle in each item. Choose the letter of the
correct answer and write your answer in a sheet of paper.
Assignment:
Draw 3 objects that show half circle and objects that show quarter circles.
(Answers for the assignment may vary)
Answer Key
1. half circle __x__1.
2. half circle __√__ 2. 1. b 4. a
3. quarter circle __x__3. 2. d 5. c
4. half circle __√__4. 3. c
5. quarter circle __ x _ 5
Activity 2
half circle quarter circle
guage bibingka
protractor wooden block
sandia
214
Lesson 62
Objectives:
Describe squares, rectangle, triangle, circles, half circle and

quarter circles using cut-outs and square grids
Show cooperation in doing group activity
Construct squares, rectangles, triangles, circles, half circles
and quarter circles using cut-outs and square grids
Subject Matter: Constructing squares, rectangles, triangles, circles, half-circles

and quarter circles using cut-outs and square grids circles as
well as other common shapes.
Materials: Real objects, cut- outs, drawing, square grids
Learning Procedure:
Preparatory Activities
Teach the pupils the action song

Let the pupils sing the song in the tune of “Are You Sleeping”
Shape Song
Square and circle (2x)
Triangle, quarter circle
Rectangle and half circle
These are shapes (2x)
Teacher distributes cut-outs of half circle and quarter circles.

Look at the cut outs you are holding. What shape is it?
Can you tell something about it?
What shapes are mentioned in the song?

Let them draw the shape then, post the answers on the board.
a. Show drawn/real objects of different shapes.

Let the pupils name the objects.
Describe the shape of the objects?
Introduce to the pupils the shape of each object
215
Who can come in front, choose one and tell something about it.
Examples:
- circle square
- rectangle
Present cut-outs in the pocket chart.

What shape is shown?
Who can identify the shape of this cut-out?
Can you describe each shape?
Present figure drawn on the square grid.

What shape is shown in the square grid?
Describe each shape
Expected answers
Square has 4 equal sides
Triangle has 3 sides
Rectangle has 2 opposite sides longer than the other
Half circle is ½ of the circle
Quarter circle is ¼ of the circle
Circle has no side
Practice Exercises (See Learner‟s Material Activity 1-2pp. 268 - 269)

Giving Standards in doing group activities
Valuing: What should you do when doing group activities?
216
Activity1. Study the figure carefully. What figure is shown?
Activity 2. Identify the shape drawn on the square grids.
Generalization
What figures did you construct on the square grids?
Describe each.
What are the shapes/ figures you have learned today?
Square has 4 equal sides
Rectangle has 2 opposite sides longer than the other
Triangle has 3 sides
Half-circle is ½ of the circle
Quarter circle ¼ of the circle
Circle has no sides
Application: (See Learner‟s Material Activity 3 p. 270 - 271)

A. Construct square, rectangle, circle, half circle, quarter circle, triangle on the
square grids.
B. Think of an object that you can draw out of the shapes in the square grids.
Write the name of your drawing in correct spelling.

Study the figures. Choose the letter of the best answer
Assignment: Look at the figure carefully and fill in each blank with the answer. The
figure is formed by:
____ rectangles
____ triangles
____ quarter circles
____ circles
____ squares
____ semi circles
Expected answers for the assignment

1 rectangle
1 triangle
5 quarter circles
6 circles
8 squares
2 semi circle
217

1. a
1. Circle 1. Triangle 2. c
2. Rectangle 2. Square 3. a
3. Triangle 3. Half circle 4. a
4. square 4. Quarter circle 5. d
5. Triangle 5. Circle
6. Half circle
Activity 4
A.
1.
2.
3.
4.
B. Answers vary
218
Lesson 63
Objectives:
Identify shapes / figures that show symmetry in a line
Appreciate figures that show symmetry in line
Draw a line to show symmetry
Subject Matter: Identifying shapes / figures that shows symmetry

Materials: real objects, drawing, cut outs
Value: Appreciation
Learning Procedure:
Mother brought home bibingka for pasalubong. How will you share
this to your sister? Are you going to divide it equally?
How well can you follow directions?

First, draw a big circle in a box.
Second write a capital J at the center of the circle
Draw a half circle below letter J
Fourth, draw two big circle just above the letter J
Fifth, draw small triangle, on top of the big circle.
Sixth, draw small squares, one attached to the right part of the big
circle and the other one attached to the left.
Lastly, draw a rectangle attached below the big circle.
How does the figure look like?
Have you seen a butterfly? How does it look like?

Can you draw a butterfly?
The butterfly shows symmetry. Why? Because if you look at center
the 2 sides look perfectly like the other.
Are butterflies useful insect? Are they attractive?
Present cut outs of different shapes / figures.
219
What divides the figure into two equal parts?
What do you observe?
Through paper folding show symmetry in line
Equilateral Triangle Isosceles Triangle Scalene Triangle
Fold the equilateral, isosceles and scalene triangles into 2

What can you say about the two folded parts?
Does it match perfectly on top?
Introduce the two folded parts are figures that show symmetry, and the line
that divides the two folded parts is called line of symmetry.
(scalene triangle does not show symmetry in line)
Do the same with the quadrilateral figures.
Square Rectangle Rhombus
How did you find the activity?

What divides the figure into two equal parts?
Are the two parts equal?
Are they symmetrical in line?
Practice Exercises: (See Learners‟ Material- Activity 1-3 pp. 273 - 275)
Activity 1. Draw a broken line to show symmetry and cross the figure
which does not show symmetry in line
Activity 2. Which figure shows symmetry in line? Write the number of
your answer on your paper.
Activity 3. Which figures show symmetrical in line. Write your answers
on your paper.
220
Generalization
What divides the figure to show symmetry?
When can you say that figures are symmetrical?
How do you identify shapes or figures that show symmetry in line?
Identify the figures that show symmetry in line.
Read the question carefully and choose the letter of the correct answer.
Assignment
Study the figure. Draw a line to show symmetry.
1. 3. 5.
2. 4.
Expected answers for the assignment (pupils answer vary for as long as they cut the
objects in a way that show symmetry)
221
Ans wer Key
Activity 3
1.
2.
3.
Activity 4
1. c
2. a
3. a
4. b
4.
5. b
Lesson 64
Objectives:
Recognize figure/ objects that show symmetry in line

Show enjoyment in creating figures / shapes that show symmetry in line.
Create figures that show symmetry in line
222
Subject Matter: Creating Figure that Show Symmetry in a Line
Materials: cut-outs, drawings, picture of objects
Learning Procedure
Prepare cut outs that are cut into 2. Give each pupil a half of the figure.
Tell the pupils. Stand and look for the other half of your cut out by
singing this song to the tune of “ Are You Sleeping”
Where is my partner? 2x
Where are you? 2x
I am looking for you. 2x
Where are you? 2x
Let the pupils sit beside their partner.
Present different figures like triangle, kind of quadrilateral and regular

polygons.
Let the pupils fold at the center to show symmetry in line
From your cut outs, what pair is divided equally?

Those pupils with cut outs divided equally will stand and show their
cut outs to the class then place them in pocket chart.
Into how many parts are these figure divided?
What can you say about each part?
Are the parts symmetrical? Why?
The figure is symmetrical because 2 parts are divided equally.
The two parts match each other.
Let the pupils holding cut outs not equally divided to rise and show
their cut outs to the class.
Are the 2 parts divided equally?
Are they symmetrical? Why?
(These shapes are not symmetrical because they are not equally
divided. They do not match each other.)
Show a piece of paper. Fold the paper at the center.
Ask: Are these two parts equal?
Are these of the same shape?
Does it show line of symmetry?
Are they symmetrical? Why?
Show cut out of a piggy bank.

Who can come in front and make this figure symmetrical?
Ask: Are the two parts equal?
Are they of the same shape?
223
These are not symmetrical? Why?
(Do the same with the other figures)
Practice Exercises (See Learners‟ Material Activity 1-2pp. 278 - 279)

Activity 1 Which figure shows symmetry? Draw a line to show symmetry.
Activity 2 Match column A with column B to form symmetry
Generalization
What did you do with the figures
What does it show?
What can you say about shapes? Are all shapes showing symmetry?
(Some shapes have symmetry, some have no symmetry)
Application: (See Learners‟ Material Activity 3 pp. 280)

Complete the figure to show line of symmetry

Which figure shows symmetry in line? Choose the letter of the correct
answer?
Assignment
Copy the following figure. Draw a broken line to show line of
symmetry.
Expected answers for the assignment( pupils‟ answer vary in such a way that
the broken line will show line of symmetry)
224
Ans wer Key
Activity 1
Number 1 and 2
1. B 1. A
2. A 2. C
3. D 3. B
4. E 4. C
5. C 5. C
Activity 3
1. 3. 5.
2. 4.
Lesson 65
Objectives:
Recognize shapes that can tessellate
Show creativity in drawing shapes / figure that can tessellate
Create tessellation on surface of a figure using triangles and squares
Subject Matter: Recognizing Shapes that can Tessellate

Materials: cut outs, drawings, chart, activity sheets, illustration board
Learning Procedure:
Show illustration on a flat surface of a box as shown below.
225
What covers the surface of the box?
How many squares and triangles covers the surface?
Post drawings that are cut into two using a broken line.
Which of these drawings are symmetrical?
Who among you lives in a house in which the floor is covered with tiles?
Have you noticed how it was covered?
Was it covered properly?
Group the pupils into two

Give each group illustration board, and cut outs of squares and triangles.
Instruct them to cover the surface of the illustration board with small squares
and triangles.
Giving standards in doing the activity.

The best output will be the most creative group.
Arrange and paste the cut-outs on its surface without gaps.
A – Square B – Rectangle
Let the pupils present their outputs.

Ask: Are the triangles and squares arranged properly?
Does it fit perfectly on the flat surface?
Does it have a pattern?
What is the figure of the surface you covered with the small triangles and
squares?
Introduce that a pattern of shapes that fits perfectly together without gaps is
called TESSELLATION.
Valuing: Whose group do you think is the most creative?

Take a look at your work, what are the shapes / figures that can tessellate?
Present figures:
square triangle pentagon trapezoid
circle rectangle hexagon
Draw triangles and squares on its surface to show tessellation

(Ask same question as in discussion A)
226
Teacher group the pupils according to color coding
Each pupil will pick out colored shape, the pupils who get same color will be
grouped together.
Activity 1. Identify shapes that can tessellate?
Activity 2. Create tessellations on the surface of each figure using triangles
and squares.
Generalization
What are the figures that can tessellate?
Answer: Triangles, squares, trapezoid, hexagon, rectangle
How do we tessellate?
Application: (See Learners‟ Material – Activity 3 pp. 286)
Choose the figures that can tessellate with small squares and triangles
Evaluation: (See Learners‟ Material – Activity 4 pp. 287-289)

Identify the figures that tessellate. Choose the letter of the correct answer.
Assignment
Draw figures that can tessellate with small squares and small triangles
(Pupils‟ answer for the assignment vary)
Ans wer Key
Activity 1
Hands-on Activity
Activity 2
Hands-on Activity
Activity 3
Numbers 1, 2, 3 and 5
Activity 4
1. d
2. d
3. c
4. a
5. b
227
Lesson 66
Objectives:
Define tessellation
Manifest enjoyment in tessellating surface using triangles and squares
Tessellate a surface using triangle and square
Subject Matter: Tessellating a Surface Using Triangle and Square

Materials: Cut-outs, drawings
Learning Procedure
Naming figures that can tessellate
What are the shapes that can tessellate?
Triangle
Rectangle
Trapezoid
Square
Hexagon
. Give the pupils strips of art paper. Tell the pupils to form a figure out of the
given strips. Let them draw small squares and small triangles on its surface.
Give the pupils box and cut-out of small square and triangles of
different color. Arrange the cut-outs of squares on its cover without
gaps.
Ask: How many squares did you see?
How did you tessellate the figure?
We tessellate the figure by covering the surface with squares with no
gap.
Do the same with triangle cut-out.
Using the same cut-outs, place the squares on a book to cover its
surface.
How did you tessellate the figure?
(Use other objects with flat surfaces)
(Do the same procedure using the triangle cut-outs.)
Practice Exercises:(See Learners‟ Materials Activity 1 - 2 pp. 290 –

292)
Activity 1. Pupils cut the colored paper into small squares and triangles
228
Arrange the small squares and triangles on a flat surface without gaps.
Challenge the pupils to make creative pattern
Activity 2
Group A will cover the given figures with squares
Group B will cover the given figures with triangles
Generalization
How do you tessellate a given surface?
By covering the surface using triangles and squares of same sizes).
Do all shapes can be tessellated?
What did you use to cover the surface of a figure?
Who can define tessellation?
Use triangle and squares to cover the surfaces

Tessellate the figures by drawing small squares and small triangle on the flat
surfaces below
Assignment
Get a shoe box and cover its surface with cut outs of small triangle or squares of the
same size.
(Pupils‟ expected answers for the assignment vary)
Activity 1 - 4
Hands-on Activity
Lesson 67
Objectives:
Identify straight lines and curves, flat and curved surfaces in a 3 dimensional
objects.
Observe safety measures when travelling to different places to both curve and
straight roads
Trace straight lines and curves, flat and curved surface in a 3-dimensional
objects
Subject Matter: Identifying straight lines and curves, flat and curved surfaces in
a 3 – dimensional objects.
Materials: box, ice cream cone, real objects, cut outs, drawings
229
Learning Procedure
Let all pupils stand at the center
Group them into 2
Instruct pupils to form a straight line, curve lines, circle, triangle,
square, and rectangle
Show drawing of figures that can tessellate on a manila paper

Who can come in front and tessellate the figures using triangles and
squares.
Valuing: Who among you have travelled from different places?

Have you travelled on a curve and straight roads?
Are there safety signages that can help the drivers to
travel safety in this kind of road? Why should we observe safety
measures when travelling?
No U Turn Curve Ahead
THIS WAY
This way Blind curve
Introduce straight line and curve line
Can you compare the drawing on the board?
A. B.
230
What can you say on the set A of drawing? Set B?
Show concrete objects with straight lines and curve lines

Table fan book
Can Door panel pad paper
Introduce lines and curve at the edges of each object

Who can come in front and point to class the straight and curves, flat and
curved surfaces of 3 dimensional objects
What surface was formed by straight line? Curve line?
Introduce that objects with curve lines formed curve surface.
Objects formed by straight line have flat surface
Objects formed by a curved line have curve faces
Show pictures of three dimensional objects.

examples:
Which object has straight lines? Curved lines?

Which has flat surfaces? Curved surfaces?
How many straight lines are there? How many curved lines are ther
Show illustrations of objects with straight, curve lines and flat, curve surfaces
on a show me board.
Who can come in front and trace straight line, curve lines
Which has flat surfaces? Which has curve surfaces?

Activity 1. Trace the objects. Use blue crayons for straight lines and
yellow crayons for curved lines
Activity 2. Look at the picture carefully. Write the number of straight lines
and curved lines
Activity 3. Write C if the object is formed by curved line S if the object is
formed by straight line ?
Generalization:
What are the objects in the environment formed by straight line? Curve line?
When do objects have flat surface? Curve surface?
Application: (See Learner‟s Material Activity 4 p. 299)
Look at pictures carefully. Identify the straight, curve lines and flat and curve
surfaces. Answer the question below. Write your answers on your notebook.

Encircle the letter of the correct answer.
231
Assignment
List down five flat- surface object and 5 curved surface objects you have in
your community.
(Pupils‟ answer vary)

1. Asul 1. C 1. 6
2. Berde 2. C 2. 1
3. Berde 3. S 3. 6
4. Asul 4. S 4. 1
5. Asul 5. C 5. 6
1. a. 2 b. 2 1. C
2. a. 2 b. 4 2. A
3. a. 3 b. 3 3. B
4. a. 4 b. 2 4. C
5. a. 3 b. 2 5. C
Lesson 68
Objectives:
Explain the difference between a straight line and curve, flat surfaces and
curved surfaces
Observe the differences of straight line and curve lines, flat surfaces and curve
Differentiate straight line from curve lines and flat surfaces from curve
surfaces
Subject Matter: Explaining the differences between a straight line and curve
lines, flat surfaces and curve surfaces
Materials: geometric figure, cut outs, drawings
Learning Procedure
Show to pupils the different kinds of lines and curve lines.
- dotted line
232
----------------- -broken line
- straight line
- curve line
- spiral
What are the figures with straight line? Curve line?

Can you name same objects in the environment that formed a straight line,
curve line and flat surface and curve surface?
Show a ruler.
If you draw the ruler on the board, what is formed?
Can you describe it?
Bend the ruler to form a curve line.

Ask: What was formed?
Can you describe it?
How do straight lines differ from curve lines?
Introduce straight lines are lines traced by a point traveling in a constant

direction.
Curve lines are lines not required to be straight
Present a wooden block.
233
Look at the wooden block. What are figures formed?
Can you see any curve line in it?
How many faces do the box has?
What surface does the box has?
Show a ball
Can you see a straight line in it?

How many faces does the ball have? 1
What surface does the ball show?
Ask: How do flat surface differ from the curve surface?
Introduce: Curve surfaces are curvatures or circulish
Flat surfaces are plane horizontal surface with no depths or curve
Show pictures
A B
Ask: Look at the pictures, what is the difference between picture A and
picture B.
What does each show?
How many straight lines are there in picture A, how many curves are there?
How about in figure B. How many straight and curves are there?
Draw the straight lines, curve lines, flat surface, and curve surfaces.
Use another sheet of paper?
Practice Exercises:(See Learner‟s Material Activity 1-2 pp. 301 - 302)

Activity 1. Group straight lines together and curve lines together.
Explain the difference between straight lines and curved lines.
Activity 2. Name the figures with flat surfaces and figures with curved
surfaces. Write C if it shows curve surface and F if it shows flat
surface. What is the difference between them. Explain your answer.
Generalization
Differentiate straight line from curve line.
Differentiate curve surfaces and flat surfaces.
234
Application: (See Learners Material Activity 3 p. 303)
Look at the pairs of objects in each set. Explain the difference between figure
A with that of figure B.
Evaluation: (See Learners material Activity 4 pp. 304 - 305)

Choose the letter of the best answer.
Assignment
Draw objects in the environment that have flat surfaces and two objects with
curve surfaces. Paste on bond paper and place them in a folder.
(Pupils answer vary)
Activity 1
Nalinteg a Killo a Linya Activity 2

Linya
1. spoon – C
2. prism – F
68 3. dipper – C
4. envelop – F
5. yatch – C
6.monitor- F
7.balloon – C
8. bottle ink – C
9. pitcher – C
Activity 3
10. shoes - C
Ti umuna a sukog ketaddaan ti flat
surface ket ti maikadua a sukog ket addan
ti curve suface na.
Activity 4
1. a 3. b
2. c 4. c 5. c
235
236
Unit III Patterns and Algebra
Lesson 69
Objectives:
Identify and explain simple repeating patterns.
Show creativity in arranging simple repeating pattern.
Create simple repeating patterns
Subject Matter: Identifying and Explaining Simple Repeating Pattern

Materials: cut-outs, drawings
Learning Procedure
Group the pupils into 4
Instruct them to make simple repeating patterns as to their height, size, and
gender
Ex. short, tall, big, small, male female
What have you learned yesterday?

Can you name objects with flat surface? Curved surface?
Show set of pictures to the pupils. Which comes first? Next?

and the last?
Who can come in front and arrange the pictures in order?

From the arrangement let us make another pattern.
Introduce: Pattern is the repetition or sequence of objects in the set
Distribute to pupil‟s letters B and G.
B- for boys and G for girls
Instruct them to form a line in alternate order.
Boys come first than girls.
Ask: How were you arranged in a line? What is the sequence of the
arrangement?
Re- arrange it by 5 (B-G-B-G-B) 1st line
(B-G-B-G-B ) 2nd line
(B-G-B-G-B) 3rd line
237
What can you observe?
What is the sequence of the letter?
Does it follow a pattern?
Change the pattern. Teacher will ask 2 boys and 1 girl
What do you think I am going to call out next? Next? Why?
Have illustration on the board (cut out of shapes and color pattern)
A.
B.
What can you say on the pattern?

Who can explain the pattern of the illustration A? illustration B?
a. (blue square comes after red squre)
b. (red square comes after blue square)
Create another pattern from the figures and colors above.
Re-arrange them in any manner you wish to form a pattern.
What comes next? Why?
Distribute colored paper. Let them cut different shapes and make patterns out
of it. Follow the color pattern below
blue, red, blue, red
blue, red, red, blue, red, red etc…
In five minute the pupil should finished the pattern given by the teacher and
paste it on bond paper.
What pattern did you follow? Why?
Present cut out and illustration as shown below

(These are cut outs of 2 half circles overlapping away from each other)
What do you think will happen next? Why? (because the 2 half circles are
overlapping from each other)
Can you create patterns out of these figures?
Practice Exercises:(See Learners‟ Material Activity 1- 3 pp. 308 - 312)
Activity 1. Study the pattern in each box.

Choose from the choices at the right to complete the pattern.
238
Activity 2. Box the correct object at the right to complete the pattern. Explain
your answer.
Activity 3. What comes next in the pattern in the box.
Explain your answer
Generalization
What is pattern?
How do you create a pattern?
Create a simple repeating pattern out of the pattern in the box. Explain your
answer.

Which shows a pattern? Write your answer in your notebook.
Assignment
Draw objects that you use in school. Show repeating pattern. (pupils answer
vary). The first one is done for you.
1.
BAG PENCIL SHARPENER
Ans wer Key
Activity 1
1. Book
2. Pencil
3. 5
4. Star
5. Rectangle
Activity 2
4. Heart shape and half
1. The arrow points to moon come alternately.
R then L alternately.
2. ●●● Big circle comes after
every 3 shaded circles. 5. Letter O is preceded by
3 Xs 3 Xs
3. White and blue
squares come alternately.
239
Activity 3
1. The line patterns appear alternately in horizontal and vertical position.

2. The figures inside the rectangle move clockwise.
3. The line pattern towards O appear alternately.
4. The petals appear one after the other.
5. The triangles appears from biggest to smallest
Activity 4
 Pupils‟ answer varies.
Activity 5
1. C
2. A
3. C
4. A
5. A
Lesson 70
Objectives:
Determine the next term (figure / number) in a given sequence and give
reason.
Participate actively in class discussion.
Draw / write the next term (figure/ number) in a given sequence
Subject Matter: Determining the next Term in a Given Sequence

Materials: cut- outs, drawing, colored paper
Learning Procedure:
Let the pupils do the clap, snap, tap your shoulder 3x
Do it by group or by rows.
What is the pattern in the activity you‟ve done?
(Clap, snap, tap your shoulder)
Recite the multiplication facts through skip counting by 2‟s, 3‟s, 4‟s,
5‟s, …
From the multiples, what pattern have you noticed? Why?
240
Bring out anything you have brought with you.
Call out 6 pupils to show the things they have brought in front
and create a pattern.
What would be the next?
Who can make another pattern? What would be the next?
Laura is making a repeating pattern of beads on her necklace. She puts two
blues, three green, and two yellows.
What numerical pattern is represented by the word pattern?
(2 blues + 3 greens +2 yellows)
Who can illustrate on the board using color and algebraic pattern?
BB + GG+ YY = ___ +____+____
What would Laura put next to continue the repeating pattern? _______ Why?
Teacher presents number sequence.
5 10 15 ___ 25 30 ___
10 20 ___ 40 ___ 60 70
Look at the set of numbers. If I will include 17 in the first set will it belong to
the set? Why? If I will include 36, will it belong to the set? Why?
What about 16, 35?, 3 6?, 20? Why? Do the same with the second set.
Post the numbers that do not belong to the set.
Why numbers, 16 and 36 are do not belong to the first set? To the second set?
What numbers are included in the first set and second set? Why?
Only numbers 20 and 35 that are missing in pattern of adding by 5‟s or in the
multiples of 5.
What is the pattern of the numbers in the box?
Give more exercises on number pattern
Present illustration as shown below?
241
What is the next pattern? Why?
(The line moves clockwise to form a square)
Who can draw the next in the pattern?
Present some more activities on pattern
Activity 1. Fill in the missing number in the pattern and give reason.
Activity 2. Draw the next figure in the pattern and give reason.
Activity 3. Draw the next pattern in the box and give reason.
Generalization
How do you determine the next term in a given sequence?
Answer: By following the repetition or pattern.
Application: (See Learners‟ Material Activity 4 pp. 318 - 319)
Tick the box of the next pattern and give reason.
(Pupils reasons vary)
Evaluation: (See Learners Material Activity 5pp. 319 - 320)

Study the pattern. Choose the letter of the missing pattern
Assignment
Draw a pattern of the things that you use at home.
242
Ans wer Key
Activity 1 4.
1. 8, 10, 12
2. 28, 21, 14
3. 11, 13, 15, 17
4. 16, 14 5.
5. 24, 29, 34
√
1. 1. 14 √
35
2.
14 21 √
3.
2. 35 √
21
4.
5. √
3. 5
ACTIVITY 3
4.
1.
5.
2.
Activity 5
1. C
3. 2. A
3. C
4. A
5. C
243
Lesson 71
Objectives:
Distinguish the next term in the pattern in any of the following attributes
shape, color, size, orientation.
Show determination and preparedness for a race.
Find and complete patterns according to one or two of the following attributes
shapes, size, color orientation
Subject Matter: Finding and Completing pattern according to one or two of

the following attributes, shapes , size, color ,orientation.
Materials: cut outs, drawings
Learning Procedure:
Introduce to pupils the song
Loo, lah, loo, lah

Loo, lah, loo, lah, leh,
Loo, lah,loo, lah,
Loo, lah, loo, lah
Loo, lah, loo, lah, leh
Mix and Match

Group pupils into 5
Distribute to each group cut outs
Flash illustration of repeating patterns.
Pupils will find and complete the pattern with the cut out they have.
From the song you had sang:

Ask: Can you find a pattern in the song?
Put a slash to separate the repeating pattern.
If the pattern continues, what would be the next syllable?
a. Jomar is on training for a race. He recorded the miles he runs each

week,and he noticed a pattern. If the pattern continues, how many
miles did he run in week 5?
Week 1 Week 2 Week 3 Week 4 Week 5
12 15 18 21
Ask: What pattern can you noticed? Add 3
244
Valuing: What traits do Jomar possess?
If you were Jomar, will you do the same? Why? Why not?
If you skip count by saying 7 on the first skip, then 12, 17, 22, 27,
32…..
What number will you say on the 20th skip? Illustrate the pattern
7, 12, 17, 22, 27, 32, 37, 42, 47, 52, 57, 62, 72, 77, 82, 87, 92, 97, ____
What is the pattern? Add by 5
Show illustration of pattern as shown below
What would be the next to complete the pattern?
Present some more activities on pattern according to shapes, color,

size.
What pattern have you noticed?
How do you distinguish the pattern?
What is missing to complete the pattern?
Activity 1. Notice the pattern in the set.
Find and complete the missing object in the pattern.
Activity 2. Complete the following pattern.
Generalization
How do you find and complete the missing pattern?
Application: (See Learners Material Activity 3 pp. 322 - 323)
Color the shape using the pattern given below
Do this in your notebook.
Evaluation: (See Learners‟ Material Activity 4 p. 323 - 324)
Tick the boxes at the right that will complete the pattern
Assignment
1. What is next in the pattern?
________
2. What is missing number? {18, 27, 36, ____, 54}
245
3. What is N in the pattern? {43, 49, 55, 61, N, 73}
4. What is the last object in the pattern?
________
5. What is N in {35, 32, 29, 26, ___}?
1. 4.
2. 45 5. 23
3. 67
Ans wer Key
1. 1. 1. 15
2. 2. 2.
3. 4
3. 3
4. 4. 4.
5. 5.
5.
Activity 3(pupils ‟answers vary)
246
247
Unit IV Measurement
Lesson 72
Objectives
Tell and read times in minutes including a.m. and p.m. using analog and
digital clock.
Practice using time wisely.
Write time in minutes including a.m. and p.m. using analog and digital clock
Subject Matter: Telling and Writing time in minutes including a.m. and p.m.
using analog and digital clocks. involving time.
Materials: toy clocks, show- me-board, flash card, improvised analog and
digital clock.
Learning Procedure
Recite the rhyme
Hickory Dickory Dock

The mouse went up the clock
The clock struck one
The mouse ran down
Hickory Dickory Dock
Skip counting by 5‟s

What is the missing in the pattern? 50, ____, 40, ____, 30, 25, 20?
Give more exercises on pattern
(Make other number patterns)
What is the rhyme all about?

What does it tell us?
What time do you go to school?
Why do you go to school on time?
Do you attend the flag ceremony in your school?
What time is your flag ceremony?
What should you do during flag ceremony?
248
Present improvised analog and digital clock to show time.
What time is shown on the clock
6:30
analog clock digital clock
Mrs.Buncad begins teaching at 7:55 - 9:40 in the morning. At 9:40 to

9:55, he has a 15- minute break. Classes resume until 12 o‟clock. At past
12:00 in the afternoon he has noon break. Then, she starts her class again at
1:00 and ends at 5 o‟ clock in the afternoon
What time did Mrs.Buncad begin teaching? 7:55 am

What time did she end? 5:00 pm
Valuing: How did Mrs.Buncad spends her time in teaching?

Fold the improvised analog clock into 2
Introduce the time ante meridian - AM (after 12 midnight to 12 noon and

post meridian- (PM)(noon until 12 midnight
Kely eats her breakfast at ______________ in the morning
Maria eats her lunch 1 hour after noon. ___________
“ Time – Paired Share ”
249
Distribute 2 sets of clock . Let them tell the time displayed in the analog
clock and write it on the digital clock.
Ex.
Teacher goes around and facilitate the pupils activity.

Pupils present their output on the board and read the time in minutes including
am and pm
Activity 1. Look at the hour and minute hand of the clock.
Read and write the time on your notebook.
Activity 2. Write the time including am. and p m. in the given
situation.
Activity 3. Tells the time in minute including A.M. and P.M
Generalization
How do you read time as shown in the analog and digital clock?
How do you spend your vacant time?
Application: (See Learners Material Activity 4 p. 331-332)

Read and write the time on the analog clock then answer the question in the
given situation.

Assignment:
Draw the faces of clock shown in the digital clock.
1.
2.
3.
4.
5.
250
1. 2. 3. 4. 5.
Ans wer Key
1. 1:00 1. 6:15 am
2. 10:40 6: 45 nalpas nga nagsukat
3. 3:55 2. 8:00 am
4. 10:05 8:15 nakadanun ti klase na
5. 5:00

1. 6:15 am 1. a 1. b
2. 6:40 am 2. a 2. a
3. 7:00 am 3. b 3. c
4. 11:30am 4. a 4.a
5. 1:30 pm 5. a 5. c
Lesson 73
Objectives:
Find the duration of the time elapsed using calendar, analog and digital clock.
Work at once on assigned task within a given period of time
Use calendar, analog and digital clock to find the time elapsed
Subject Matter: Finding the duration of time elapsed using calendar,

analog and digital clocks
Materials: flash cards of months of the year, large calendar, activity sheets, digital
and analog clock
251
Learning Procedure:
Recite the rhyme
“Thirty Days in September”
Thirty days has September

April, June and November
All the rest have 31
Except February which alone has 28
Leap year comes one year in four
Add February one day more
Reads and tells time displayed on the analog and digital clock
Distribute improvised analog clock and digital clock
Find the partner to match the time of both analog and digital clock
From the rhyme:

How many days are there in April?
How many months have 30 days? 31 days?
What is the only month that has 30 or 31 days?
Display large calendar showing the twelve months of the year.

What is the first month of the year? Etc.
How many months are there in one year?
Write the total number of days of the following each month.
Explain to class how to use the calendar in telling the number of days,
weeks, months in a year.
Introduce time elapsed using the calendar.

Family Alan went for a vacation in Batanes on April 1 to May 30.
How long did they spend their vacation? How many months?
(Two months or 60 days is the time elapsed.)
Present an analog clock. What time is it?
Teacher points the short hand and long hand to numbers on the face of
the clock
Pupils will tell the time shown on the face of the clock.
252
Discuss: Time Start, Time End and Time Elapsed
start end elapsed
_____________
What time is shown on time start?

How about the time end?
If Maria started doing her homework at 8:15 A.M. and finished 9:35 am, how
long did she take to do her homework, from the start to the end? If you were
Maria, do you do the same? What traits does Maria possess? (1 hour and 20
minutes)
Introduce elapsed time is how much time passes from the start of an activity
to the end of the activity
Teacher presents another activity on finding the duration of time elapsed using
calendar and analog clock or digital clock. But this time the pupils will
answer.
Activity 1
9:50
time started: am
time ended: 11:50
time elapsed: ______
Activity 2: Use the calendar
Ester is advised to attend write shop in Mathematics in Baguio City. The

seminar will start on December 15, 2012. If the seminar will end on January
22, 2013, how long will she stay there?
253
JANUARY 2013
S UN MON TUES WED THURS FRI S AT
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
DECEMBER 2012
S UN MON TUES WED THURS FRI S AT
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
Activity 3. Use analog clock
Time started Time ended Time elapsed
____________
Practice Exercises: (See Learners‟ Material Activity 1-3 pp. 334 – 337)
Activity 1: Use the calendar to complete the table
254
Activity 2: Write how much time has passed
Activity 3: Using the calendar below, write the time elapsed.
Generalization
How do you find the time elapsed using the calendar, analog and
digital clock?
Answer: We find the duration of time elapsed from the start of an
activity up to end
Use the calendar and a clock to find for the time elapsed in a given
situation.
Evaluation: (See Learners Material Activity 5 pp. 339- 340)

Write the duration of time elapsed using the calendar and analog clock to
answer each question in each problem
Assignment
Use the calendar to find for the duration of the time elapsed.
February March
S M T W TH F S S M T W TH F S
1 2 3 1 2 3
4 5 6 7 8 9 10 4 5 6 7 8 9 10
11 12 13 14 15 16 17 11 12 13 14 15 16 17
18 19 20 21 22 23 24 18 19 20 21 22 23 24
25 26 27 28 29 25 26 27 28 29 30 31
April
S M T W TH F S
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
1. St. Patrick‟s Day is on March 17. Amanda was born exactly two weeks after St.
Patrick‟s Day. When is her birthday
255
2. Today is February 2. In one week and four days, Wong‟s class will be going on a
field trip to the Science Museum. What is the date of their trip?
3. How many days are there between Valentine`s Day (February 14) and St. Patrick`s
birthday?
4. Dr. Suarez left for vacation on April 8th. He returned home on April 19 th . How
many days was he gone?
5. The Linao Elementary School Science Fair takes place on third Monday in March.
The students were told about the Science fair on February 15 th and their teacher told
them to begin working on their projects right away. How long did the students have
to work on their Science fair project?
1. March 31
2. February 13
3. 11 days
4. 12 days
5. 35 days
Ans wer Key
1. 1 oras
BULAN DOMINGO ALDAW 2. 1oras ken 5 minutos
3. 45 minutos
Enero 4 31 4. 2 oras ken 50 minutos
5. 25 minutos
Pebrero 4 28 or 29 Activity 3
1. 10 ngaaldaw
Marso 4 31 2. 7 ngaaldaw
Activity 4
Abril 4 30 1. 14 ngaaldaw
2. 60 ngaaldaw
Mayo 4 31
3. 45 minutos
Activity 5
Hunyo 4 30
1. 1 oras ken 50 minuto
Hulyo 4 31 2. 10 nga oras ken 30 minuto
3. 11 nga aldaw
Agosto 4 31 4. 7:30 am
5. 12 nga aldaw
Septyembre 4 30
Octubre 4 31
Nobyembre 4 30
Disyembre 4 31
256
Lesson 74
Objectives:
Analyze simple word problem involving time
Spend time wisely.
Solve simple word problem involving time
Subject Matter: Solving word problem involving time

Materials: toy clock, flash card of time, written word problems for group work
Learning Procedure:
Let the pupils bring out their improvised clock and set the time shown on the
digital clock.
Examples:
6:45 9:20
How much time has passed?

Show time started and time finished on the analog clock
Let the pupils give time elapsed
Who among you helped at home during vacation? What do you do to help
your parents? After helping them, what else can you do? How much time do
you spend playing? Studying? Watching? Playing video games? Texting?
Present the problem opener
Yesterday, Lanie helped her mother washing clothes. They started washing at
7:20 A.M. and finished at 11:20. How many hours did they wash the clothes?
Ask: Who washed the clothes?
Valuing: What good traits does Lanie have?
Do you also help your mother in washing clothes?
What is the answer to the problem?
How did you solve the problem?
Discuss to the class on how to solve word problems involving time.
Present another problem

Dante took 2 hours and 30 minutes to do Math and English assignment at 4:30
pm. What time will he finish doing his assignment?
What is asked? What are given? How will you solve the problem?
Practice Exercises: (See Learners‟ Material Activity 1-2 pp.340- 342)
Activity 1. Divide pupils into 5 groups. Give each group a word problem.
257
Play the music while the pupils are solving.
Activity 2. Pupils pass the ball while playing the music.
As the music stops, the pupil handling the ball will go to the board to
answer the word problem.
Generalization
How do you solve simple word problems involving time?
How do you spend your leisure time?
Application: (See Learners Material Activity 3 pp. 344-345)

Analyze the word problems and compute for the answer

Solve the following word problems. Write the correct answer.
Assignment
Solve the following word problem accurately
1 .Soforonia began watering the plants at 6:30 in the morning. She finished watering
the plants at 8:00 am. How long did Soforonia water the plants.
2. Classes at St Paul University Philippines starts at 7:30 in the morning. Camia
arrived in the school at 8:00 in the morning. How many minutes was she late for
class?
3. Bianca started doing her assignment at 5:30 in the evening. She stopped at 6:45
pm to watch cartoon network. How long did she answer her homework
1. 1 hour and 30 minutes

2. 30 minutes
3. 1 hour and 15 minutes

1. 7:15 pm
1. 30 minuto 2. 1 nga oras
2. 1 oras 3. 2 nga oras
3. 20 minuto 4. 1 nga oras ken 30 minuto
4. 50 minuto Activity 4
5. 1 oras 1. 1 nga oras ken 55 a minuto
Activity 2 2. 10 minuto
1. 25 minuto 3. 5:00 pm
2. 8:00 am 4. 4:45 pm
3. 1 oras ken 30 minuto 5. 4:40 pm
6 7:00 am
258
Lesson 75
Objectives:
Show and use the appropriate unit of length to measure a particular object and
their abbreviation cm and m.
Practice accuracy in measuring
Measure a particular object using the appropriate unit of length and their
abbreviation cm. and m.
Subject Matter: Showing and Using the Appropriate Unit of Length

Materials: meter stick, tape measure, ruler with centimeters, objects to be
measured
Learning Procedure
Show objects to pupils like pencil, ballpen, etc.
Ask which is longer? Which is shorter?
Mathematics subject is taught for 50 minutes in grade 2, if it starts at

8:55 am. What time will it end?
How do you solve word problems involving time?
Rose and Harley will perform a science project. They were assigned to
find out the length of the piece of stick and the length of a table. They used
meter and centimeter to measure the table and the stick.(Show real objects like
stick and a table)
If you were Rose and Harley what unit of measurement will you use to
measure the length of the piece of stick and the length of the table?
Show pictures found in the classroom like pencil, chalk, blackboard, table,
.etc.
Chalk
Gate
What unit of measurement will you use to find for the length of the chalk and
gate of the school?.
259
Introduce:
We use meter (m) to measure long objects and
We use centimeter (cm) to measure short objects.
Show measuring tools in centimeter and meter like, meter stick, tape
measure, centimeter ruler.
Discuss the use of appropriate measuring tools in m and cm
Group pupils into 5‟s

Instruct them to go out and measure the following using m and cm
Objects Centimeter(cm) Meter ( m)

table
stick
gate of the school
wall of the classroom
blackboard
Answer the following questions.

How long is table?
How long is the blackboard?
How many centimeter long is the stick?
How many meters wide is the wall? The gate?
What unit of measurement did you use for long objects? Short objects?
Practice Exercises: (See Learners Material Activity 1-3pp. 345 - 348)

Activity 1. Group the pupils by 5. ( Hands on activity)
Go on measure hunt with a ruler or meter stick
Look for the following
Activity 2. Use cm or m to measure
Work in group of 6
Activity 3. Fill in the blank with cm or m.
Generalization
What do we use in measuring length of the objects?
What do we use in measuring short objects? Long objects?
Fill in the blank with either “m” or “cm”
Evaluation: (See Learners Material Activity 5 pp. 349 - 350)

Write the correct answer for each of the following.
Which is most appropriate to measure the given objects?
260
Assignment:
Use meter stick to measure the:
1. Length of classroom.
2. height of your door.
3. width of the window
4. pathway to the Principal‟s Office
5. library
(Expected answers for the assignment vary)
Ans wer Key
1. Hands-on Activity 1. cm
2. m
3. m
Activity 2 4. cm
5. m
1. 5 cm Activity 4
2. 12 CM
3. 9 cm 1. cm
4. 12 cm 2. cm
5. 4 cm 3. m
4. cm
5. m
Activity 5
1. b
2. b
3. a
4. c
5. b
261
Lesson 76
Objectives
Compare length in meter or centimeter.
Compare the length of objects in centimeter and meter accurately
Measure length of objects using meter and centimeter
Subject Matter: Comparing Length in Meters or Centimeters

Materials: meter stick, tape measure, ruler with centimeter, objects to be
measured
Learning Procedure
Play a game of “I spy”
Give the pupils standard unit of measuring length like tape measure,
centimeter ruler and meter stick
If I say “I spy with my little eye……something that is 5 centimeter
long.”
Have the children find the item.
Ask the pupils to measure different objects and write their length.
What do you use in measuring length of an object?

book width of the road
pencil height of the flag pole Padpaper
eraser tallest animal
sharpener corridor
crayons length of the school gym
Problem opener
Mario walks 10 meters from their house to school every day. How many
meters will he walk after school every day? What unit of measurement do you
use to measure how far had he walked?
Present to class rope, string, rubber band.

Ask the pupils to measure the length using meter or centimeter stick or tape
measure.
262
Let them record the results.
Meter Centimeter
Objects
( m) ( cm)
rope
string
looped rubber band
pencil
slipper
Ask the following questions:

How long is the rope?
How long is the string?
How long is the loop rubber band?
How long is the pencil?
How long is the slipper?
Did you give the correct measurement?
Discuss which is longer. Which is shorter?
Teacher flashes cards.

Compare the length of these objects.
Tell whether “shorter than” or “longer than”
Ex. 3 centimeter of chalk _______ 1 m of stick
Practice Exercises: (See Learners‟ Material Activity 1-3 pp. 350 -

352)
Activity 1. Compare the objects based on their measurement in m and
cm
Activity 2. Work with pair. Use tape measure. Complete the table
Activity 3. Compare the measurement using “shorter than” or “longer
than”
Generalization
What unit of measure did we compare?
How did we compare the length of an object?

Read the word problem and answer the questions below.

Compare the length in meter and centimeter using “shorter than” or
“longer than.” Study the table then answer the questions that follow.
263
Assignment:
Make measurement on the following.
1. The distance of door to the teacher table.
2. The height of the chair.
3. The distance of your house to school.
4. Length of your bed.
5. Width of the road.
( pupils‟ expected answers for the assignment vary)
Ans wer Key
1. Ab –ababa 1. Ab –ababa
2. At – atiddog 2. At – atiddog
3. At – atiddog 3. Ab –ababa
4. Ab –ababa 4. Ab –ababa
5. Ab –ababa 5. At – atiddog
 Hands-on Activity 1. Liza
2. Siko aginggana ramay
Activity 5
1. Tent
2. Tent
3. Tisa
4. 1 m
5. cm
Lesson 77
Objectives:
Identify the appropriate measuring tools to measure a particular object
Show accuracy in using appropriate measuring tools.
Measure objects using appropriate measuring tools in m or cm.
Subject Matter: Measuring objects using appropriate measuring tools in m or cm.

Materials: meter stick, tape measure, ruler with centimeter, objects to be measured
Learning Procedure
Show to the pupils short objects like hairpin, clip, chalk, eraser, etc….
Ask: What unit of measurement do we use in measuring these objects?
264
Show the edge of the blackboard, height of the room, length of each
side of the room, windows, doors, etc…
Ak: What do you use to measure the length of these objects?
Compare length of the objects using the appropriate unit of measure in

meter and centimeter using longer than or shorter than
Ex. 3 meters of string _____ 20 cm of rope
40cm of lumber ______ 5 m of rod
cm paper clip ______ 4 cm eraser
Show ruler and meter stick.

Ask: Which of these objects do you use to measure short objects? Why?
Which of these objects do you use to measure longer length? Why?
Jay and Susie were assigned to measure the key and a rope during their
Mathematics class. Below are the results.
Study the picture. Use ruler to measure.
How long is the key? What unit of measure did we use?
Show picture of meter stick / tape measure
How long is the rope?

What unit of measurement did we use?
Discuss that we use centimeters to measure short length. We write cm

for centimeter.
Discus that we use meter to measure longer length. We write m for
meter. Let the pupils bring out objects they have with them. Let them
measure the objects they have using meter and centimeter. Then record
the result. Put a check on the unit of measurement to be used.
265
Example:
Objects Centimeter Meter

shoe lace
belt
string
pad paper
ribbon
What is the appropriate unit of measuring tools use for each object?
Activity 1: Group pupils into 5‟s
Go out and explore at the Math Park
Look for the following and measure them using meter and centimeter
Activity 2: Which is the most appropriate measuring tools. Circle the correct
answer.
Generalization
What appropriate unit of measurement is used for short objects? Longer
objects?
Application: (See Learners‟ Material Activity 3 pp. 356 - 357)

Use cm or m to measure each objects below.
Evaluation: (See Learners Material Activity 4 p. 358)

Assignment:
Use centimeter ruler or meter stick to measure the objects found in your
houses.
1. width of television
2. length of your curtain
3. width of dining table
4. length of floor tile
5. width of your house
( pupils‟ expected answers for the assignment vary)
266
Ans wer Key
Hands-on Activity 1. 8 cm
Activity 2 2. 6 cm
1. m 3. 18 cm
2. cm 4. 6 cm
3. cm 5. 5 cm
4. cm Activity 4
5. m 1. b
6. m 2. a
3. b
4. c
5. c
Lesson 78
Objectives:
Estimate and measure length of objects using meter or centimeter
Estimate accurately using meter and centimeter
Use centimeter and meter to estimate and measure objects
Subject Matter: Estimating and measuring length using meter or centimeter

Materials: real object/ pictures which can be measured by using cm, m,
activity sheets and roleta
Learning Procedure
Relay
Pass objects while the music is being played
The one holding the object as the music stops, will measure using the
appropriate unit.
Let‟s play a game.

If your answer is in centimeter, raise your right hand.
If your answer is in meter, raise your two hands.
Flash the card with printed phrases written below (shown below)
What unit of measurement will you use, centimeter or meter?
length of the curtain
height of the door
width of the classroom window ( if the pupil can‟t understand the word
width, point to it)
height of the teacher‟s chair
267
Developmental Procedure
Guessing game:
Show object found in the classroom like pencil, eraser, paper etc.
Can you guess how long it is?
After which you measure and give the accurate measurement.
a. Give the approximate length of the teacher‟s table. About _____

Guess the width of the table. About ______.
Guess the height of the pole. About _______
Give the approximate distance of the school from your house. About _____
After the group reporting make some clarifications.

Ask: Did you give the exact measurement? Why?
What is the importance of giving the exact measurement of an object?
Let the pupils measure the objects presented using meter and centimeter
b. I have here objects. Show to class pencil, book, string, shoes, etc..
Can you estimate the measurement of these objects.
Show to the class one at a time and give their estimation, after which each of
them measure using centimeter or meter.
C. Divide the class into 2 groups

The first group will be named meter and the second group is named
centimeter.
Prepare a dart board as shown below
Each pupil will hit the board. If you hit an object which is best measured by
his/her group‟s namehe/or she gets 2 points. If it cannot be measured by
his/her group‟s name, he will get one point, if he /she can give the appropriate
unit.
268
Practice Exercises: (See Learners‟ material Activity 1-2 pp. 359 -
360)
Activity 1: Guess before you measure
Use meter stick to measure
Put a check in the box
Activity 2: Estimate the measurement of the following
Generalization:
How did you measure the length of the objects without using any
measuring device?
Complete the following sentence using the approximate unit of
measure (cm, m).

Estimate the following. Choose and write the letter of correct answer on your
paper.
Assignment
Write your approximate measurement using centimetre or meter
1. length of your foot = about _______
2. height of mother = about _____
3. height of your elder brother= ______
4. thickness of your notebook= _______
5. distance from your classroom to the Principal‟s office
( Pupils‟ expected answer for the assignment vary)
Ans wer Key
 Oral Drill 1. cm 1. a
2. cm 2. b
3. m 3. a
Activity 2 4. m 4. a
5. cm 5. b
 Oral Drill
269
Lesson 79
Objectives:
Analyze word problems involving length
Solve simple word problem with speed and accuracy
Solve simple word problem involving length
Subject Matter: Solving simple word problem involving length

Materials: tape measure, meter stick, written word problem for group
activities
Learning Procedure
Play: Show- me
Show me the shortest object in the classroom.
Show me the longest object in the classroom.
How do you estimate the measurement of the length, with or height of

objects?
What standard unit of measurement you use in measuring long objects?

What standard unit of measurement you use in measuring short object?
Show a picture to present the problem
Petra walks to school every day. She walks 300 m from her house to
school. If she walked four times a day, how many meters does she
walk every day?
Who walks to school every day?

How far is Petra‟s house to school?
270
How many times doe she walk every day?
If she walks 4 times a day, how many meters does she cover every
day?
What unit of measurement you use to tell the distance of Petra‟s house
to school?
Valuing: If you were Petra, will you do the same? Why? What benefit
can you get from walking? How will you solve the problem?
Discuss the class how to solve the word problem involving length
using picture clue.
What is asked?
What are the given?
How will you solve the problem?
What is the correct answer?
The pencil is _____________
The crayon is ________
Ask: How many centimeters longer is the pencil than the crayon?
Present another problem for pupils to answer.
Bambi has a string of beads 360 cm long. She used 123 cm of the
beads to make bracelet.
How many centimeters of beads left for Bambi?
Practice Exercises: (See Learners Materials Activity 1 pp. 362)
Activity 1: Solve the word problem.
Let the pupils solve the problem.
271
Generalization
How do you solve simple word problem involving length?

“How Far” Pass the ball while playing the music.
The pupil who holds the ball when the music stops will come to the board
and solve the word problem.

Circle the letter of the correct answer
rite your answer on a separate sheet of paper
Assignment
Analyze and solve the word problem.
1. A group of 6 children have 30 cm of lace. The children share the
lace equally among themselves, how long will each child get?
2. You go into a shop to buy some string. One ball of string is 1 m
long and another ball of string is 50 cm long, but they cost the same price.
Which one would you buy? Can you write a sentence to explain your answer?
(Pupils‟ expected answers for the assignment)
1. 30 cm 2. 1m because it is longer by 50 cm
Ans wer Key
1. 155 cm 1. 800 m
2. 60 cm 2. 450 m
3. 26 cm 3. 42 m
4. 9 cm 4. 16 cm
5. 19 cm Activity 3
1. a
2. c
3. a
4. c
5. a
272
Lesson 80
Objectives:
Show and use the appropriate unit of mass to measure a
particular object or situation and their abbreviation g and kg
Show accuracy in weighing objects
Measure the mass of an object in grams or kilograms.
Subject Matter: Showing and using appropriate unit of mass to measure

a particular object or situation and their abbreviation g and kg
Materials: weighing scale showing kilograms and grams, objects of
different sizes and weights.
Learning Procedure
Call pupils to come in front.
Let the pupils hold or carry objects like eraser, book, pencil, desk, arm
chair, pencil case ,etc..
Which is heavier? Which is lighter?
Have a relay.
Flash cards with pictures showing different objects (e.g. Clip,
umbrella, slippers, fence)
Tell the approximate measure for the length and height of the objects.
Show a real pan balance scale.

Put objects like stone, pebbles, marbles, etc..to both ends
Which is heavier? Lighter?
Bring to class a real weighing scale
Have you seen one like this?
Where do you usually see this?
What is the use of this weighing scale?
273
Discuss the use of weighing scale and how to measure the mass of an
object
Divide the class into 5 groups.

Let each group leader bring out the weighing scale that have they brought.
Each group will weigh objects or any vegetables assigned to them.
Each group will record the mass of the objects they weigh.
Record the results
Example
Objects Mass
50 tomatoes
10 tomatoes
Answer the following questions:
What is the mass of 50 tomatoes?
What is the mass of 10 tomatoes?
Do they have the same mass? Why?
Present another activity

I have here objects to be weighed.
Who wants to come in front and weigh these 13 oranges oranges.
What is the mass of the objects in grams and kilograms?
Activity 1: Write the exact mass of the following.
Activity 2: Write the correct mass of the following objects.
Activity 3: Write the appropriate unit of mass of the objects in each picture
and their abbreviation in g and kg. Write the answer in your notebook.
Generalization
What are the appropriate units of measuring the mass of objects?
When do you use kilogram and gram?
How should you measure the mass the of an object?
Write the correct unit of measurement of objects in the picture using g or kg.

Choose and encircle the appropriate mass of each object.
274
Assignment:
Write the appropriate unit of mass of the objects as shown below in each
picture. Use g for grams and kg for kilograms
1.
__________
2.
__________
3.
__________
4.
__________
5.
__________
(Pupils‟ Expected answers for the assignment)
1.1 kg 2. 3 kg 3. 5 kg 4. 1 kg 5. 5kg
275
Ans wer Key
Activity 1
1. 6 kg
2. 2 kg
3. 1 kg
4. 3 kg
Activity 2
1. 3kg
2. ¼ kg
3. 1 ¼ kg
4. ¼ g
5. ¼ g
Activity 3
1. 2 kg
2. 2 kg
3. 3 kg
4. 6 kg
Activity 4
1. 1kg
2. 5kg
3. 1kg
4. 3kg
5. 1kg
Activity 5
1. B
2. A
3. A
4. A
5. C
276
Lesson 81
Objectives
Compare mass in grams or kilograms.
Show enthusiasm in comparing mass in kilograms and grams
Measure the mass in grams and kilograms
Subject Matter: Comparing Mass in grams or kilograms

Materials: Pictures, cards, show me board, weighing scale.
Learning Procedure
Show pictures of objects measured by grams and kilograms on a show
me board? If I flash pictures measured by grams stamp your feet. If I
flash pictures measured by kilograms shake your hand
Examples:
a cup of noodles
a pack of juice
a sack of sugar
a box of cheese
a can of sardines
Show picture cards as shown below.
Ask: What is the mass of grapes? Onions?Carrots? Etc…
Let pupils write their answers on their show- me-board
277
What does the man sell?
How does the man sell his vegetables? (by kilo, by bundle. etc)
Rose and Paula sold squash in the market. Rose was able to sell 5
kilograms and Paula sold 3000 grams. How many kilograms of squash
did they sell in all?
(Bring to class real squash and measure using grams and kilograms)
What did Rose and Paula sell?
How many kilograms of squash did Rose sell? (make actual
measurement)
How many kilograms did Paula sell? (make actual measurement)
Who sold more kilograms of squash?
Who sold less kilograms of squash?
How many more kilograms did Rose sell than Paula?
Which is heavier 5 kilograms of squash? Or 3000 grams of squash?
Note: Introduce 1 kilogram is equal to 1000 grams
Present another activity like measuring the mass of 3 camote and 10

camote
Let the pupils weigh the camote.
Compare the mass of the camote in grams and kilograms.
Which is heavier? Which is lighter?
Divide the class into groups of 5. Choose a leader for each group. Each
group will get a rolled paper from the box. The first group to answer to
answer the word problem written on a strip of paper will run in front of
the class.
Practice Exercises:(See Learners‟ Material Activity 1-2 pp. 372 - 373)
278
Activity 1: Compare objects based on their mass in g and kg
Activity 2: Write” lighter than” or “heavier than” to compare the mass of the
objects.
Generalization
How do you compare the mass of an object?
How many grams are there in 1kilogram?
Valuing: What should you bear in mind when doing group activities?
Write “lighter than” or” heavier than” to compare the given situation
Evaluation: (See Learners Material Activity 4 pp. 374-375)

Which is lighter? Which is heavier? Write your answer on your notebook.
Assignment
Read the following word problem then answer the question that follows.
1. Two papayas weigh 2 kilograms. Three avocados weigh 3

kilograms? Which is heavier? Ans. avocado
2. Aling Laura sold 8000 grams of eggplant and 5 kilograms of squash.
Which is lighter? Ans. squash
3. Aunt Olive bought 10 santols weighing 7 kilograms and 15
mangoes weighing 5 kilograms. Which set of fruit is lighter?
Ans. mangoes
4. A sack of rice weighs 50 kilograms and 2500 grams of
Corn. Which is heavier? Ans. rice
5. Raul weighs 25 kilogram while Paul weighs 1500 grams. Who is
heavier? Ans. Raul
Ans wer Key
1. nadagdagsen 1. 100kg a bagas
2. nalaglag-an 2. 1g a singsing
3. nadagdagsen 3. 4 g a plastik a bola
4.nadagdagsen 4. 3 g ti sabon a pandigus
5.nalaglag-an 5. 500 g a saba
1. nalaglag-an 1.2 kg a patatas
2. nalaglag-an 2. 3 kg a gatas
3. nalaglag-an 3. 1 kg a tabungaw
4. nadagdagsen 4. 1 kg a pulbos a sabon
5. nadagdagsen 5. 2 kg a asuka
279
Lesson 82
Objectives:
Name the appropriate unit to use for measuring the weight of a given objects.
Show accuracy in weighing objects.
Measure objects using appropriate measuring units in g or kg.
Subject Matter: Measuring Objects Using Appropriate Measuring Units in g or kg.

Materials: Weighing scale, real objects, slate board,
Learning Procedure
Review on length, width, height and distance
What measurement will you use to measure the distance from the gate
of your school to your classroom?
What will you use to measure the length of following?
The length of the new pencil.
The length of the flagpole .
Present different objects and let pupils name them.
Example: books, paper pad, rubber ball, pencil, fruits, toys, and
small stone,
Have a pair of objects with one object heavier than the other.
Call on some pupils to go in front and weigh a pair of objects in
each of their hands.
Let pupils describe the mass or weight of the objects.
Ask: Which object is heavier? lighter?
Present a weighing scale of a gram and a kilogram.
Ask: Where do you usually see these weighing scales?
What things are measured using the weighing scale?
Show heavy object then get its weight. Then introduce kilograms and give
examples of objects weighed by with mass measured in kiloggram.
Show lighter object and get its weight. Then introduce grams or g and give
examples of objects weighed with a mass measured in gram.
Practice Exercises (See Learner’s Material)

Activity 1- Lets Weigh (Refer to Learner‟s Material page pp. 375-376)
Group the class into three and they will be provided with weighing
scale. Each group will record the weight of the object. Let pupils answer the
questions below the table.
(Weigh more objects as many as possible to show kilograms and
grams)
280
Activity 2 Gram vs Kilogram (g or kg) (Refer to Learner‟s Material
page pp. 377-378)
Let them study the given objects. Let them write the appropriate weight
measurement to be used.
Activity 3 Watch and Learn
The teacher will weigh objects or show pictures and the pupils will
write the weight shown in the weighing scale.
Generalization: When do you use grams? When do you use kilograms?

Valuing: Is it important to give an accurate weight of a given object? Why?
Application (See Learners Material Activity 3 page 379 )

Teacher shows some objects and pupils will tell the measurement to be used.
Evaluation (See Learners Material Activity 4 page 380)

Let pupils study the pictures then write the weight of each object. Write grams
or kilograms.
Assignment:
Go to a sari-sari store and ask/borrow the following items and copy the
number of weight indicated in the label.
1. a small pack of Milo 3. a pack of sugar 5. a pack of tocino
2. a half sack of rice 4. a pack of milk
Answer Key to the Activities
Activity 1 (Hands on Activity)

Activity 4
Activity 2 Activity 3 1. g
1. g 6. g 1. kilogramo
2. kg 7. kg 2. g
2. gramo 3. kg
3. kg 8. g
4. g 9. g 3. kilogramo 4. g
5. g 10. g 4. gramo 5. g
5. gramo
281
Answer Key for the Assignment
1. Pack of Milo – 25 g, 50g,
2. Half of rice – 25 kg
3. Pack of Sugar – 1kg
4. Pack of milk – 25 g
5. Pack of Tocino – 25
Lesson 83
Objectives:
Estimate and measures mass using gram and kilogram
Show industry in weighing objects.
Make measurement by estimation
Subject Matter: Estimating and Measuring Mass Using Gram and Kilogram.
Materials: Weighing scale, objects to be weighed
Learning experiences
Show real objects or cut outs of food items.
Clap once if the object is measured by grams and clap twice if the object is measured
by kilograms.
Let pupils read carefully the weight of the following objects.
Let pupils listen to a short story.

Charie‟s mother was preparing for the birthday of her brother. She
asked Charie to buy things needed in the kitchen. She listed them on a piece of
paper the things to be bought.
1. a pack of salt 3. a kilo of hotdog
2. a pack of pansit 4. a box of flour etc.
-Which of the things she bought has a mass shown on its label?
-Can you guess the nearest weight?
Valuing:
How do you show industry in buying things?
Show the things that Charie bought and let pupils give the estimated weight.
What do you think is the weight of the following:
(a pack of (a pack of ( a kilo of (box of
salt) pansit) hotdog) flour)
282
Let pupils get one object at a time weigh each using their hands first
then use the weighing scale to know the real weight.
Ask: Is your estimate near to the real weight?
Unlock the meaning of ESTIMATE.
Practice Exercises (See Learner‟s Material pp. 381- 383)

Activity 1
Divide the class into 4 groups. Select a leader. Let them fill the
table. Each group will report their work later.
Note: Show the actual weight of the things estimated for comparison
after reporting.
Activity 2 Try and Estimate
Let pupils study the given objects. Let them estimate the
weight of each object.
Generalization: How do you estimate the weight of objects?
Application (See Learner‟s Material Activity 3 pages 383-384)

Let pupils study the given data and let them draw an object appropriate
with the given mass.
Evaluation (See Learner‟s Material Activity 4 page 384-385)

Let them study the given pictures and copy the estimated mass.
Assignment
Write the estimated weight of the following.
1. 1 Encyclopedia 3. 1 eraser
2. 3 pencils 4. 5 pcs. 5 peso coins
Ans wer Key

Activity 1 depends on the objects given by the teacher.

1. 12 a gramo 1. 12 a gramo
2. 30 a gramo 2.30 gramo 1. Nakurang nga 100 a gramo
3. 2 a kilo 3. 2 a kilo 2.Nadagdagsen ngem100 gramo
4. 40 a gramo 4. 40 a gramo 3.Nadagdagsen ngem100a gramo
5. 6 a kilo 5. 6 a kilo 4.Nakurang nga 1000 a gramo
Activity 3 5.Nakurang a 100 a gramo
Answers vary
283
Lesson 84
Objectives:
Solve simple word problems involving mass.
Show industry on home chores
Write word problem into number sentence involving mass.
Subject Matter: Solving Simple Word Problems Involving Mass

Materials: Word problems
Learning Procedure
Drill on the estimated mass of the following objects:
1. small plastic ball 3. table tennis racket 5. comb
2. a new pencil 4. a glass
Review on giving the estimated mass of objects
1. a piece of chalk 3. encyclopaedia 5. 5 books
2. a cell phone 4. comb
Ask the children: Who cooks your meal more often, your father or your
mother? Do you help in cooking? Do you help in the other household chores?
What are the household chores that you can do?
Present a word problem?

Mother bought 900 grams of beef. She cooked 400 grams. How many
grams of beef were left?
Fill the table to show the answer.
What are the What process will Solve Write the complete
numbers given you use? answer
Try another word problem.

Venice bought 20 kilograms of white onions and 35 kilograms of red
onions. How many kilograms of onions were there in all?
284
What numbers are What process will Solve Write the complete
given you use? answer
Practice Exercises (See Learners Material pages 386-387)

Activity 1 - Word Problem
Group the class into 4. Each group will select their leader. Give
copy of the word problems to each group. Give them time to solve for
the word problem. Posting of work per group.
Generalization: How do you solve word problem involving mass?
Application (See Learners Material Activity 2 page 387)
Let them read and analyze the word problems. Then solve.

Read and study the word problem carefully then solve.
Assignment
1. Mang Luis has 65 kilograms of atis. He sold 15 kilograms of atis in the
morning and 23 kilograms in the afternoon. How many atis were left?
2. Dondon has 124 kilograms of big squash and 78 kilograms of small squash.
How many kilograms of squash does he have?
3. Lily puts the 49 kilograms of salt in 7 bottles. How many kilograms of salt
will each bottle contains?
4. Carmina bought 35 kilograms of petchay, 47 kilograms of carrots and 28
kilograms of red pepper. How many kilograms of vegetables does Carmina
have in all?
5. Amor is 5 kilograms lighter than James. James is 34 kilograms. What is the
weight of Amor?
285
Answer Key Activity 1
1. 45kg + 268kg = 1. 13kg + 15kg = 28 kg
2. 1kg x 3 = 30 kg
2. 840g -225g = 615g
3. 189kg + 115kg = 304 kg
3. 5 x 1kg = 3kg
4. 540g – 10g = 440g ti nabati
4. Joven, 275g – 255g = 20g
5. 900 – 350 = 550 gramo iti
5. 350 + 210 = 560kg karne
Parikut Bilang a nailanad Ania ti Solusion Kumpleto a

aramiden? sungbat
1 Timbang ni Ruben -35, Pagkis- 45 - 32=N 13 kg

timbang ni Teddy- 32 sayen
2. 245 kg nga lukban, 41 Pagkis- 245 – 85= 160 kg

kg nga nailko sayen N
3. 45 g nga paminta, 9 nga Divide 45 ÷9 =N 5g

platito
4. 3 a basket 25 kg nga Multiply 3 x 25- 15 60kg

mani tunggal basket then =N
subtract
5. 525 kg a bangos Addition 525 – (125 325 kg nga

and + 75) =N mani
125 kg-nailko iti bigat subtractio
75 kg-nailako iti malem n
286
Ans wer key for the assignment.
1. 65 – (15 + 23) = 27 kg
2. 124 + 78 = 22 kg
3. 49 ÷ 7= 7 kg
4. 35 + 47 + 28 = 110 kg
5. 34 – 5 = 29 kg
Lesson 85
Objectives:
Illustrate area as a measure of how much surface is covered or
occupied by plane figure.
Show creativity by drawing plane figures and square units.
Draw plane figures and square units
Subject Matter: Illustrating Area as a Measure of How Much Surface is Covered

or Occupied by Plane figure.
Materials: Popsicle sticks, tiles, square tile or a square board, big brown
envelope and a small white envelope, graphing paper
Learning Procedure
Form the figure being described by using popsicle sticks.
1. It has 4 sides and 4 corners.
2. It has 3 sides and 3 corners.
3. It has 2 pairs of equal sides and 4 corners.
Ask: How many hexagons is covering the surface?
Present two enlarged graphing paper.

A B
Ask: What is the shape of each figure?

What is the shape of each tile inside each figure?
How many squares are there in A? B?
287
Show a square tile or a square board. Then ask: what is the shape of
the tile? Present a short coupon bond and a long coupon bond
Call a pupil to lay flat the square unit on top of the two coupon bond
Ask: Which coupon bond has a bigger area? smaller area? Why
How many square tiles were used in long coupon bond?
How many square tiles were used in short coupon bond?
Practice Exercises
Activity 1 Ground Floor Plan (Refer to Learner‟s Material pages 389-
390)
Divide the class into 4 groups then let them choose a leader from each
group. Each group will answer the questions below the illustration.
Activity 2 Independent Study (Refer to Learner‟s Materials on pages

391-392 )
Distribute a graphing paper to each pupil to work on and let
them follow what is asked below the graphing paper.
Generalization: How do you measure the surface of a plane figure?

Let pupils listen to the situation.
Evaluation: (See Learners Material Activity 4 page 393)

Let pupils study the shaded areas in the graphing paper, then let them answer the
questions below it.
Assignment
Do the following directions.
1. Draw a figure with 8 square units.
3. Draw a figure with 8 units long and 3 units wide.
4. Draw a figure whose width is 2 units and whose length is twice its width.
5. Draw a figure whose width is 5 units and whose length is twice the width.
288
Ans wer Key for the Practice Exercises
Activity 1 Activity 2 and 3

1. Rektanggulo ken kuadraddo
2. Garden iti eskuwelaan Answers may vary.
3. Kantina, Klinika ken Opisina ti
Prinsipal
Activity 4
4. Gate
1. 3
5. Kuwarto dagiti maestra
2. 4
6. Klinika
3. 1
7. Garden
4. 2
5. 6
Ans wer key for the Assignment
3. Draw a figure with 8 units long and 3 units wide.
4. Draw a figure whose width is 2 units and whose length is twice its width.
5. Draw a figure whose width is 5 units and whose length is twice the width.
289
Lesson 86
Objectives:
Show the area of a given figure using squares tile units (number
of square tiles needed)
Show the importance of dealing with classmates.
Count the number of square units covering an area.
Subject Matter: Showing the Area of a Given Figure Using Squares Tile Units
Materials: Cut out of squares
Learning Procedure
Let pupils play a guessing game. Divide the class into 3. Let them guess the
number. The first to give the answer will earn a point. The group that will earn
the most number of points will be the winner.
a. If you multiply this number by 4, you get 14. What is the number?
b. If you multiply this number by 3, you get 12. What is the number?
c. If you multiply this number by 5, you get 20. What is the number?
Let the class review on counting and writing the number of square units.
____ Square unit ___ Square units
Show 100 pieces pre-cut of squares of equal size from a cardboard. Place the
square cardboards on top of the table and present the situation:
If we will cover the top of the table with these square boards, how many
square boards do you think are needed? Make a tally board for their guesses.
Call a pupil to cover the top of the table. Call another pupil to count the
number of square boards used. Check the tally board who got the correct
answer.
Show the top of the table.
What is the shape of the table?
L
290
Discuss the length and the width of the table. What is the shape of the top
surface of the table? What do we call the longer side? How about the shorter
side? How many square card boards are needed to the length of the top surface
of the table? How many square card boards are needed to the width of the top
surface of the table? What do you call the total number of square card boards
covering the top surface of the table?
Can we give the number of square units covering a surface without
counting? How? (Multiplying the length and the width)
L x W so, 8 x 3 = 12 square units or 12 units2
Practice Exercises (See Learner‟s Material ) Activity 1-2 pages 394-395

Activity 1
Let pupils count the number of squares used in each figure.
Activity 2
Let pupils draw a square in the figure using 1cm x 1cm. to find the
area. Then write the square units.
Generalization: How do you describe the area of a given surface?

Let them study the figures carefully. Let them make a square like in the LM.
Let them count the number of squares inside shape and write their answer on
their paper.

Study the figure in the grid. Write the number of units for each number.
Estimate the area of a given figure using any shape. Then write the shape used.
291
Assignment
Use grids and draw each figure which have the following number of square units.
1. 12 square units
2. 32 square units
3. 20 square units
4. 27square units
e. 18 square units
1. 16 sq. units 1. 3 cm x 3 cm = 9 square cm

2. 16 sq. units 2. 4 cm x 5 cm = 20 square cm
3. 18 sq. units 3 3. 6 cm x 2 cm = 12 square cm.
Activity Activity 4
4.
1. 25 sq.units
2 sq. units 4.1.524cm
sq.x units
3 cm = 15 square cm
2. 28
5. 4 sq.
sq.units
units 5.2.416
cmsq.
x 7units
cm = 28 square cm.
3. 6 sq. units 3. 21 sq. units
4. 8 sq. unit 4. 25 sq. unit
5. 10 sq. units 5. 36 sq. units
292
1. Use grids and draw each figure which have the following number of square units.
1. 12 square units
1 5
2. 32 square units
3. 20 square units
4. 27square units 2
5. 35 square units
Lesson 87
Objectives:
Estimate the area of a given figure using any shape.
Show the cooperation in dealing with classmates.
Count the number of units covering an area using any shape.
Subject Matter: Estimating the Area of a Given Figure Using Any Shape.
Materials: Cut outs of square units and triangle units
Learning Procedure
Let pupils review on the square units in the given figure.
___ square
_____ square units
293
Show a square to the class and ask:
Can you form two equal triangles from this square?
Give them time to fold, the first to show its output will be the winner.
Then let them cut along the slant line. What is formed? How many
triangles were you able to form?
Show a figure with squares and triangles inside it. Let pupils guess the
number of triangles needed to occupy the square. Call a pupil count
the number of squares then the triangles in the figure.
- How many squares are there in the figure? If there are 4 squares,
how many triangles are there, too? How many units of triangles are
there in the big square? How many units of square are there in the
big square?
Practice Exercises
Activity 1 ( Refer to Learner‟s Material page 398)
Distribute the activity Let them count the number of triangles
used in each figure. Posting of work for activity 1
Group the class into 4. Each group will be given shape to be
used to measure the area of a given figure.
Group 1 will use rectangles.
Group 2 will use square.
Group 3 will use triangles.
Posting of work for Activity 2 for checking and comparison.
Generalization: How do you estimate the area of a certain figure?
Application Activity 3 (See Learners Material page 400)

Match column A with column B
Evaluation Activity 4 (See Learners Material page 401)
Assignment
Estimate the area of the following:
1. Grade 2 paper 4. Pencil case
2. Short coupon bond 5. Short folder
3. Desk
294
Activity 1 Activity 2 Answers vary.

Possible answer.
1. 6 units
2. 10 units
3. 12 units
4. 24 units
5. 36 units
Activity 4
Activity 3
1. c
2. f 1. 16 units
3. d
4. b
5. a 2. 6 units
3. 4 units
4. 5 units
5. 8 units
Estimate the area of the following:

1. Grade 2 paper – 16 cm by 8 cm = 256 square cm
2. Short coupon bond
3. Desk
4. Pencil case
5. Short folder
295
Lesson 88
Objectives:
Find the area of a given figure using square tile units. (number of
square tiles needed.
Observe cleanliness and orderliness.
Count the number of square tile units needed.
Subject Matter: Finding the Area of a Given Figure Using Square Tile Units
Materials: Graphing paper, slate board
Learning Procedure
Drill on multiplication facts like 4 x3 5 x6 8 x3 9 x2 . . .
Review on counting the number of units of the following figure
Show a handkerchief? What is the shape of most handkerchiefs?

How many sides are there in the handkerchief? How long do you think is each
side? Then call someone to measure one side, then the other sides. Do all the
sides have the same length? What do you think is the square area?
Valuing:
Do you have handkerchief in your bag? Is it important to have handkerchief in
your bag always? Why?
Show the exact measurement of the handkerchief
Use square tiles to find the area of the handkerchief then the formula for easier
and faster solving. (L x W)
5 cm
5 cm
5 cm x 5 cm = 25 square cm or 25 cm2
Count the number of tiles used in each handkerchief
Introduce the formula in finding the area for a square and rectangle.
For Square For Rectangle

Side x side = S x S Length x width = L x W
8 x 8 = 64 square cm. 8 x 5 = 40 sq. cm
296
Practice Exercises (See Learner‟s Material Acitivity 1-3 pages 402 - 404 )
Activity 1
Group the class into 4. Distribute pre-cut shapes and square tiles to each
group. Let them count the number of square tile used to cover the given
shape.
Card A – Square with 6 cm. on each side.
Card B – Square with 9 cm on each side
Card C – Rectangle with 5 cm length and 4 cm width
Card D – Rectangle with 9 cm length and 6 cm wide.
Activity 2
Show the four cards used in activity 1. Solve the square units
of each card. Let them check and compare if they have the same result
with activity 1.
Formula Square units

Card A
Card B
Card C
Card D
Activity 3
Group the class into 4 groups. Each group will use graphing
paper and a pair of scissors. Each group will cut from the graphing
paper the different cards shown in the table
Posting of work.
Generalization: How do you find the area of a figure?
Application (See Learners Material Activity 4 pages 404 - 405)

Let them study the figure and write the area. Pupils may use their
slating board or answering notebook to show their answer.

Find the area of the following figure. Draw the square and count the tiles used.
Assignment
Cut the following measurement from a graphing paper then find the area.
297
Paste it on your assignment notebook.
1. 9cm x 5cm
2. 8cm x 6cm
3. 5cm x 7cm
4. 3cm x 10cm
5. 12cm x 4cm
Card A – illustration of a Card Formula Sq. cm.

square showing 36 sq.
cm.
A 6cm x 6cm 36 sq.cm
Card B – illustration of a
square showing 81 sq.
cm. B 9cm x 9cm 81 sq.cm
Card C – illustration of a
rectangle showing 20 sq.
cm. C 5cm x 4cm 20 sq. cm.
Card D - illustration of a
rectangle showing 54 sq. D 9cm x 6cm 54 sq. cm
Activity 3
Card Rukod Kabuklan
1 6 units x 8 units 48 sq. units
298
1. 3 sq. units 1. 15 sq. cm
2. 8 sq. units 2. 28 sq cm
3. 18 sq. cm
3. 12 sq. units
4. 16 sq. cm
4. 4 sq. units
5. 56 sq. cm
5. 6 sq. units

Cut the following measurement from a graphing paper then find the area.
Paste it on your assignment notebook.
1. 9cm x 5cm
3. 8cm x 6cm
4. 5cm x 7cm
5. 3cm x 10cm
Lesson 89
Objectives
Tell the measure in terms of milliliter and liter.
Appreciate the importance of water in our body.
Show and finds capacity using appropriate measuring tools
Subject Matter: Showing and Finding the Capacity Using Appropriate Measuring
Tools.
Materials: Different liquid containers like glass, softdrinks, medicine
container, pitcher, gallons,
III. Learning Procedure

Review in giving the area of the figure shown.
____ units
Let pupils recall the different non-standard units of measure they‟ve learned
in Grade 1.
299
Present the different containers like pitcher, glass, pail, etc.
 How many glasses of water are there in a pitcher?
 How many spoonful of water are there in a glass? Etc.
Show a picture of a boy/girl drinking water.
Talk about the importance of drinking water.
 How many glasses of water must we drink in a day?
 What are the diseases that we acquire when we drink dirty water?
Present the standard units of capacity through jumbled letters.
TI LR TE
Clue: Used to measure big amount of liquid.
E T I L I M L I RL
Clue: Used to measure small amount of liquid.
Mostly used in medicines bottle.
Show to the class containers that can contain 1 liter and a container that can
contain millilitres only. Let the class compare the amount of water contain in
each container.
Show that 1l = 1000 ml
Practice Exercises:
Activity 1 (Refer to Learners Material page 407)
Group the class into 4. Cut ½ of a manila paper into 2. Let pupils draw
containers that can contain liters to the first half and the other half are
containers that can contain milliliters
Activity 2 - (Refer to Learners Material page 408)
Let the pupils work in pair and let them fill the blank with the correct
answer.
Activity 3 - (Refer to Learners Material page 408)
Distribute different containers to be filled with water. Let them write
the capacity of each container.
Generalization
How do you measure the capacity of an object?
Application (See Learners Material Activity 4 page 409 )
Let them study the different given containers.
Write l if the capacity is liter and ml if the capacity is millilitres.

Copy the pictures that correspond with the given measurement.
Assignment
Go to your kitchen and draw the liquid containers that can contain liters and
milliliters.
300
Activity 1 Answers vary
1. 6 l 1. litro 1. l
2. 5000 ml 2. mililitro 2. l
3. mililitro 3. ml
3. 9000 ml
4. litro 4. ml
4. 7 l
5. mililitro 5. ml
5. 4 l
Activity 5
1. aquarium 2. pitser 3. ink 4. mineral container 5. kutsara
Ans wer Key for the Assignment: Answe rs vary.
301
302
Lesson 90
Objectives
Organize tables using data and picture.
Show cooperation in group activity.
Collect data using tables and pictures.
Subject Matter: Collecting and Organizing Data Using Tables and Pictures.
Materials: Plastic fruits
Drill on identifying objects and the number
100 100 100 100 100 10 10 10
100 100 100 10 10 10 10 10
How many are you in our classroom? How many are boys?/girls?
Which is more, by how many?
Show the data of the number of pupils in the classroom
Gender Number
Boys 16
Girls 14
Total 30
b. Show the pictograph of the data above.
Gender Number
Boys 
Girls 
Legend: = 2 pupils
How many pictures are there in each group?

How many pupils does mean?
Practice Exercises
Activity 1 (Refer to Learner‟s Material page 413)
Study the initial letter of the set of words . Let them fill the table with the
number of words.
Activity 2 (Refer to Learner‟s Material 414)
303
Pupils will organize a table using the number of digits.
Generalization: How do you collect and organize data? What are your
bases in collecting data?
Application: (See Learner‟s Material Activity 3 page 415)
The class will make a picture data using the different shapes.
Evaluation (See Learner‟s Material Activity 4 page 416)

Read the names, record the number being repeated then make a table.
Assignment:
Go to your kitchen and make a data on the number of platters, plates, bowls,
glasses and cups that are available.

Activity 1
Rugi ti Sao Bilang Dagiti Sao
b 16
d 9
g 8
m 8
Activity 2
Digit Dagiti Bilang ti

Numero Numero
Maysa a digit 5, 2, 7, 4, 5, 10
8, 6,1, 3, 9
Dua a digit
Tallo a digit
304
Activity 3
Nagan ti Sukog Bilang ti Sukog
Nagbukel 10
Trianggulo 8
Rektanggulo 6
Activity 4
Nagan Dagiti Taraken Bilang Taraken
Kabayo 12
Nuang 15
Baka 10
Kalding 35
Aso 5
Pusa 10
1. Ayup nga kaaduan ti bilang – Kalding

2.Ayun nga kabassitan iti bilang – Aso
Lesson 91
Objectives:
Read and interprets data in a given pictograph.
Appreciate the importance of planting trees.
Write the data in a given pictograph.
Subject Matter: Reading and Interpreting Data in a Given Pictograph.

Materials: Cut outs of objects, charts
305
Learning Procedure
Have a drill on naming of objects like:
     
Let them review on skip counting
Ask the pupils: Do you participate in tree planting in your community?
How many trees have you planted already? Where?
Present a graph.
Number of Trees Planted
Monday
Tuesday
Wednesday
Thursday
Friday
Legend: 2 trees.
Look at the graph. What is it all about?
What is the title of the graph?
What information we get from the first column of the pictograph?
What information we get from the second column of the pictograph?
What does the legend tell us?
How many trees were planted on Monday?
Which day has the least number of trees planted?
Which day has the greatest number of trees planted?
Valuing: How many trees have you planted in your backyard since you
were in grade one? Is planting trees very important? Why?
What do we get from trees?
Practice Exercises
Group the class into 3. Each group will be given pictograph. And let
them answer the questions below it.
Activity 2 Work in Pairs refer to Leaner‟s Materials page 418)

The pupils will be given a copy of pictograph printed on activity sheet.
Each pair will answer the questions below.
The first pair to show the correct answer wins the activity.
Generalization: What is pictograph? How do you read pictograph?
Application Activity 3 (Refer to Learner‟s Material page 419)
306
Show the chart of Mang Danny‟s Harvest for 5 years. And let them
answer the questions below it.
Evaluation (Refer to Learner‟s Material Activity 4 page 420)

Study the pictograph and answer the questions below
Assignment
Read and study the graph. Then answer the question below.
Result of Table Tennis
Name of Player Points Earned

Mark
Francis
Vince
Jaira
Chinee
Legend: 7 points
1. How many children played table tennis?
2. How many points did each child earn?
3. Who got the highest score?
4. Who got the lowest score?
5. What is the total point of the two girls?
307
Ans wer Key for the Practices Exercises
Bilang dagiti Uubbing a Nagpalista Apit ni Tata Danny it 5 a Tawen
Grade awen Bilangtinaapi

I 
II  2008
III 
 2009
IV 
V  2010
VI 
PAGBASARAN = 10 a lallaki 2011
2012
1. BilangdagitiUubbing a Nagpalista
2. Mano ti nagpalistaiti :
Grado I - 80 Grado IV- 80 1. Tawen a kaaduan ti apit 2012.
Grado II - 90 Grado V - 90
2. Tawaen a kabassitantiapit 2009
Grado III - 100 Grado VI - 70 3. Agpadatiapit 2010 ken 2011
3. Ania a grado ti kangatuan ti nagpalista?
4. Naapittunggaltawen
4. Ania a grado ti kababaan ti nagpalista?
2008 – 60 2011 - 70
2009 – 50 2012 - 90
2010 - 70
5. Apit 2011 -2012 = 160
2010 – 2011 =140
2008, 2009, 2010, = 280
308
Activiy 2
Bulan
Hunyo 1. Bilang t iubbing a nagpalistati Red Cross

2. Nagan ti bulan
3 .Bilang dagiti ubbing
4. Kana maysa nga =5
Hulyo 5. Bilang ti nagpalista kada bulan
Hunyo – 45 Oktubre - 25
Hulyo– 35 Nobiembre - 20
Agosto Agosto –25 Disyembre - 15
Septiembre - 35
6. Hunyo
Setiembre 7. Disiembre
Octubre
Nobiembre
Disiembre
Activity 3
Apit ni Tata Danny it 5 a Tawen
Tawen Bilang ti naapit
2008
2009
2010
2011
2012
309
1. Tawen a kaaduan ti apit 2012.
2. Tawaen a kabassitan ti apit 2009 5. Apit 2011 -2012 = 160
3. Agpada ti apit 2010 ken 2011 2010 – 2011 =140
4. Naapit tunggal tawen 2008, 2009, 2010, = 280
2008 – 60 2011 - 70
2009 – 50 2012 - 90
2010- 70
Activity 4
Aldaw Bilangtinamarisan a
Ladawan
Lunes 
Martes 
Mierkules 
Huebes 
Biernes 
1. Bilang ti namarisan iti inaldaw.

Lunes - 18
Martes - 27
Miyerkules - 12
Huebes – 18
Biernes – 33
2. Lunes - 18 Martes - 27 = 45
3. Huebes – 18  Biernes – 33 = 51
4. 57
5. 108
1. How many children played table tennis? 5 children

2. Who got the highest score? Francis
3. Who got the lowest score? Vince
4. What is the total point of the two girls? 105
310
Lesson 92
Objectives:
Form scale representation of objects from the data collected.
Show cooperation in group activities
Construct pictograph from the data collected.
Subject Matter: Forming Scale Representation of Objects From the Data

Collected.
Materials: Activity cards, show me board, chart, pictograph
Learning Procedure
Drill on a scale of 5.
= 5 balls
How many balls are there in:
Review on reading tables

Result of Table Tennis
Name of Player Points Earned
Mark
Francis
Vince
Jaira
Chinee
Legend: 7 points
1. How many children played table tennis?
2. How many points did each child earn?
3. Who got the highest score?
4. Who got the lowest score?
5. What is the total point of the two girls?
Ask: Who is the school nutritionist in our school? What is her work?
Listening to the short story.
Mrs. Melchor, the school nutritionist was asked by her principal to
report the recipients of the feeding program from June to October.
Here is the data presented by the school nutritionist.
Months Number of children
June 70
July 65
August 80
September 60
October 75
311
What did the principal ask from Mrs. Melchor? How many months are there
in all? What month has the greatest recipient?
Show the table to the class as another way of showing data.

Recipient of Feeding
Months Number of Pupils
Hunyo 
Hulyo 
Agosto 
Septiyembre 
Octubre 
Legend:  = 10 children
What is the title of the table?
Study the legend below the table. What is the scale used?
How do you count the faces?
What month has the greatest recipients?
What month has the least recipients?
Scale  = 5 children
June 
July 
August 
September 
October 
Following the scale Scale = 5 children, how many recipients are
there in June? July?August?September?and October?
Scale = 2 children
June 

July 

August 

September 

October 



Following the scale = 2 children, how many
recipients are there in June?
July?August?September?and October?
312
Practice Exercises
Activity 1 - Show the Scale ( Refer to Learner‟s Material page 421)
Group the class into 4. Let them study the situations carefully. Let
them decide the scale to be used for the pictograph of the data.

From the data above each group will make the pictograph.
Group 1 scale of 2‟s.
Group 2 scale of 5‟s
Group 3 scale of 10‟s

Group the class into 3. Let them choose their leader.
Put on the pocket chart the data or name of pupils and the vegetables
harvested. Each group will get the set of vegetables together. Let them
decide the scale they are going to use. And let them draw the
pictograph of the data they gathered.
Generalization:
How do you make scale for a certain data?
Application Activity 4 ( Refer to Learner‟s Material page 423 )
Let them study the number of corn and they will make a pictograph for
it using a scale.
Evaluation: Activity 5 (Refer to Learner‟s Material page 423)

Study the data and construct the pictograph.
Assignment
Make pictograph to show the number of marbles that the following boys have.
Write the scale to be used .
Narcisus 70 Jethro 50
Davonn 80 Charles 40
Nathan 60
313
Ans wer Key for Practice Exercises
Pagbasaran = 10 a karabasa Pagbasaran = 5 a karabasa
Lawas Bilang ti Lawas Bilang ti Karabasa
Karabasa
Umuna a lawas Umuna a lawas
Maikadua a lawas Maikadua a lawas

Maikatlo a lawas Maikatlo a lawas
Maikapat a lawas
Maikapat a lawas
Maikapat a lawas
Maikapat a lawas
Scale of 5 (Group 2) Scale of 10(Group 3)

Nateng Bilang ti Nateng
Nateng Bilang ti Nateng
Kamatis
Kamatis
Sili
Sili
Tarong Tarong
Okra
Okra
Petsay Petsay
314
Activity 3 Scale of 5
Nagan ti Ubing Bilang ti Nateng
1. Francis
2. Vince
3. Carlo
4. Albert
5. Cris
Acivity 3 Scale of 10
Activity 4 - Scale of 10
Nagan ti Ubing Bilang ti Nateng
1. Francis Nagan Bilang ti mais

Danilo 
2. Vince Carlos 
3. Carlo Ronald 
4. Albert
Noel 
Leony 
5. Cris
315
Activity 5 Scale: 2= 
Nagan ti Sports Club Bilang dagiti miembro
Table Tennis 
Sepak 
Volleyball 
Basketball 
Baseball 
Activity 5 Scale of 4
Nagan ti Bilang dagiti Miembro
Sports Club
Table Tennis 
Sepak 
Volleyball 
Basketball 
Baseball 
Name of the Boy Number of marbles

Narcisus
Davonn
Nathan
Jethro
Charles
316
Lesson 93
Objectives
Analyze the scale to be used in a pictograph.
Make pictograph using scale representation.
Cooperate in the group activities.
Subject Matter: Making Pictograph Using Scale Representation

Materials: Activity cards, chart, pictograph
Drill on Division sentence
50 ÷ 10 25÷5= 30÷2 27÷3 16÷4
Have the class a review on tables.

Study the table and answer the questions below.
Animals Numbers
Dog 25
Cat 20
Chicken 45
How many dogs are there? Cat? Chicken?
Which group of animals has the most number?
Ask: Do you attend MTAP review during Saturdays?
Who checks you attendance, your classroom secretary or your teacher?
Present the MTAP attendance for Grade 2 pupils of Cabarroguis Central

School.
MTAP Attendance
Weeks Number of children
First Week 130
Second week 130
Third week 120
Fourth week 120
Fifth week 130
Sixth week 130
1. How many pupils attended the MTAP review on the first week?
Second week? , Third week? And so on.
2. What week has the highest attendance? lowest attendance?
3. What is the total attendance for the first and second week? third and
fourth week? and so on.
317
Practice Exercises
Group the class into 4. Each group will choose their leader. The
group will use the data given in the presentation. Each group will be
given a scale to work on.
Group 1 and Group 2  = 5 pupils
Group 3 –and Group 4  = 10 pupils
Posting of work
Let pupils work in pair to make a pictograph using the data written
on the LM. Let them decide on what scale to use. Let them draw the
appropriate pictograph for the data.
Generalization: What help you make a pictograph? Is scale
representation very important in making pictograph? Why
Application Activity 3 (See Learner‟s Material page 425)
Make a pictograph showing the number of bells the boys made.
Evaluation Activity 4 (See Learner‟s Material page 426)

Study the given data. Choose the scale to be used .
Assignment
Make a scale and draw the pictograph for the following data.
Ruben collected the following pieces of paper in five classrooms.
Classroom 1 - 500 pieces of papers

Classroom 2 – 700 pieces of papers
318
Answer Key
Activity 1 Group 1& 2
Lawas Bilang iti Ubbing
Group 3 & 4
Lawas Bilang iti Ubbing
Umuna a 
lawas 
Umuna a lawas 
Maikadua a  
lawas  Maikadua a 
Maikatlo a  lawas 
lawas  Maikatlo a lawas 
Maikapat a  
 Maikapat a 
lawas
lawas 
Maikalima a 
 Maikalima a 
lawas
lawas 
Maikanem a 
 Maikanem a 
lawas
lawas 
Activity 2
Tawen Naapit nga Irik

2008
2009
2010
2011
2012
Scale = 10 kaban a irik
319
Activity 2
Activity 2
Tawen Naapit nga Irik
Tawen Naapit nga Irik 2008
2008 2009
2009 2010
2010 2011
2011 2012
2012
Activity 3
Lalaki Bilang ti kampanilia Activity 4
1. c
Lalaki 1  2. a
Lalaki 2  3. c
Lalaki 3 
Lalaki 4 
Lalaki 5 
Scale = 3
Ans wer Key for the assignment
Classroom Pieces of Papers

number
Classroom 1
Classroom 2
Classroom 3
Classroom 4
Classroom 5
Scale: = 100
320
Lesson 94
Objectives
Give correct judgments.
Work cooperatively with group works.
Make a guess on whether an event is less likely, more likely, equally likely, or
unlikely to happen based on facts.
Subject Matter: Making a Guess on Whether an Event is Less Likely, More

Likely, Equally Likely, or Unlikely to Happen Based on Facts.
Materials: Roulette, marbles/balls of different colors
Learning Procedure
Have a review on the possible scale/s to be used in making a table for the
following
Number Scale/s to be used

21 boys
25 girls
50 apples
10 atis
Show picture of a boy playing under the rain

Ask: What would happen to the boy?
Pupils will give their guesses and the teacher will write them on the board.
Example:
1. The boy get sick.
2. The boy will have fun under the rain.
3. His mother will be happy to him
Let pupils raise their hand according to the answer they want. Make a tally on
their answers. Which answer is mostly like, least likely and unlikely to
happen based from the picture.
Note: The teacher will prepare the roulette.
Look at the roulette. Into how many equal parts is it

divided? What colors do you see? Since it is divided into equal
parts, if you spin the spinner, the chance of stopping at any of
321
the 4 colors is the same. We say that the chance for the spinner
is equally likely.
Show another roulette.
Look at the roulette, into how many parts is it

divided? What are the colors that you see? What color
is the biggest part? Since orange is the biggest part, the
chance of the arrow stopping at orange is greater. We
say that the chance is more likely. And since the green,
yellow and red parts are small, the chance of the arrow
stopping at green, yellow and red is less likely.
Show another roulette.

Look at the roulette. Into how many equal parts
is the circle divided into? What are the colors do you
see? Is there a white part? Is there a green part? Is there
a pink part? Since there is none, the chance of the arrow
stopping at white , green and pink is unlikely, while the
chance for the spinner to stop at blue, yellow, orange
and red is equally likely.
Show another set for probability lesson.

Set A Set B
Legends:
B O O O O B - Blue
R - Red
Y - Yellow
R G G Y R O - Orange
G - Green
Look at the balls in Set A. How many colors are there? If these balls will be
placed in a basket and get a ball without looking at it, what is the chance
getting the ball?
In set B of balls, which ball has the most like likely to get, least likely
to get?
Practice exercises
Group activity (Hands On Activity )
Group the class into four. Each group will be given a roulette and they
will decide what objects they are going to use. Let them record their result and
explain after the time given.
322
Let the pupils study the roulette and numbers and let them answer the
questions below each.
Generalization: What are the possible answers of our guess based on a

certain data?
Application: Activity 2 (Refer to Learner‟s Material on page 428)
Let the pupils read the problem and solve them.
Evaluation: See Activity 3 (Refer to Learner‟s Material page 429)

Let pupils study the given problems and let them answer the question below.
Assignment
Make your own roulette design.
Answer Key for the Practice Exercises
1. a.1 1. a. C
b. 6 b. rosas
c. dagiti awan iti 2. a. more likely a mapidot – nalabbaga
roleta b. less likely a mapidot – duyaw ken ube
2. ullaw c. unlikely a mapidot – dagiti maris nga
3. 9 awan ti listaan.
3. Yellow
Activity 3
1. a
2. c
3. a
4. asul
323

Ilokano Math GR 2 TG

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Ilokano Math GR 2 TG

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2

Ang kagamitan sa pagtuturong ito ay magkatuwang na inihanda

Mahalaga sa amin ang inyong mga puna at mungkahi.

Paunawa hingil sa karapatang-sipi. Isinasaad ng Seksiyon 176 ng Bat as

Inilat hala ng Kagawaran ng Edukasyon

Mga Bumuo ng Patnubay ng Guro

Consultant and Coordinator: Eddie Galutan, EPS II

Lesson 2 Associating Numbers with Sets Having

Lesson 3 Associating Numbers with Sets having

Lesson 4 Counting and Grouping Objects in Ones, tens

Lesson 5 Reading and Writing Numbers from 101

Lesson 6 Counting Number by 10s, 50s, and 10 . . . . . . . . . . . . . . 17

Lesson 7 Reading and Writing Number through

Lesson 8 Giving the Place value of each Digit in a

Lesson 9 Writing Three-Digit Numbers in Expanded Form . . . . . 25

Lesson 10 Comparing Number Using >, < and =. . . . . . . . . . . . . . . 28

Lesson 11 Ordering Numbers up to 1000from Least

Lesson 12 Visualizing an identifying the 1st through

Lesson 13 Reading and Writing Ordinal Numbers from

Lesson 15 Adding Numbers with Sums up to 1000

Lesson 16 Adding numbers with sums up to 1000

Lesson 17 Using the following properties of

Lesson 18 Adding Numbers with Sums up to1000

Lesson 19 Using the followingproperties of addition

Lesson 20 Adding mentally 1- to 2-digit numbers with

Lesson 21 Adding mentally 3-digit numbers by ones

Lesson 22 Adding mentally 3- diggit numbers by

Lesson 23 Adding mentally 3-digit numbers by

Lesson 25 Subtracting 2 to 3-digit numbers with

Lesson 27 Subtracting mentally 3-digit by ones

Lesson 28 Subtracting mentally 3-digit by tens

Lesson 29 Subtracting mentally 3-digit by

Lesson 30 Analyzing and solving one-step word

Lesson 31 Performing order of operationsand subtraction

Lesson 32 Solving two-step word problems

Lesson 33 Illustrating multiplication as repeated

Lesson 35 Illustrating the property of illustration that

Lesson 36 Illustrating the property of multiplication

Lesson 37 Illustrating the commutative property

Lesson 38 Contructing and filling up the multiplication

Lesson 39 Multiplying mentally to fill up multiplication

Lesson 40 Analyzing and solving one-step word problems

Lesson 41 Analyzing and solving two-step word

Lesson 42 Modeling and describing division situations

Lesson 43 Representing division as equal sharing

Lesson 45 Dividing numbers found in the

Lesson 46 Dividing mentally numbers found in the

Lesson 47 Analyzing and solving one-step word

Lesson 48 Visualizing and identifying unit fraction

Lesson 49 Orderingunit fraction . . . . . . . . . . . . . . . . . . . . . . . . . . 183

Lesson 50 Visualizing and identifying other fractions

Lesson 51 Visualizing and identifying similar fractions

Lesson 52 Reading and writing similar fraction . . . . . . . . . . . . . . 191

Lesson 53 Comparing similar fraction

Lesson 54 Ordering similar fraction . . . . . . . . . . . . . . . . . . . . . . . 195

Lesson 55 Reading and writing money with

Lesson 57 Counting ang telling the value of a set of

Lesson 58 Counting and telling the value of a set

Lesson 59 Reading and writing money in

Lesson 60 Comparing values of different denominations

Lesson 61 Visualizing, identifying,classifying and

Lesson 62 Contructing square, rectangles,

Lesson 63 Identifying shapes/figure that