School Grade Level Three

Teacher Learning Area Mathematics

Time and
Quarter Q2, W1 – D1
Date

I. OBJECTIVES
A. Content Standard Demonstrates understanding of multiplication and
division of whole numbers including money
B. Performance The learner is able to apply multiplication and
Standard division of whole numbers including money in
mathematical problems and real-life situations
C. Learning The learner visualizes multiplication of numbers 1
Competencies/ to 10 by 6 and 7 M3NS-IIa-41.2
Objectives (Code)
II. CONTENT Visualizing Multiplication of Numbers 1 to 10 by 6
and 7
III. LEARNING
COMPETENCIES
A. References
1. Teacher’s Guide Mathematics 3 Teacher’s Guide pages119 - 123
pages
2. Learner’s Mathematics 3 Learner’s Materials pages 116 - 120
Materials Pages
3. Textbook pages
4. Additional
Materials from
LR Portal
B. Other Learning Phoenix Math for the 21st Century Learners Grade
Resources 3 pages117 – 122
flashcards, popsicle sticks (or any materials
available in the locality), crayons, graphing papers
(or improvised grid), charts, newsprint, marker
IV. PROCEDURE
A. Reviewing A. Present the multiplication fact:
4 x 3 = 12
previous lesson
or presenting the Ask: In the multiplication sentence, which is the
new lesson multiplicand? Which is the multiplier? Which
is the product? (Let the pupils spell the words
multiplicand, multiplier and product.)

B. Let the pupils give the product of the

following: (This will serve as pretest. The
teacher can modify the multiplication

1
 sentences depending on the type of
learners))
5x4= 3x8= 2x8= 3x9=

1x6= 3x7= 2x4= 3x6=

(Check the answers of the pupils. The result will
determine the groupings of the learners during the
activities. The teacher can rearrange the seats of
the learners according to their scores.)
B. Establishing the Ask: What are the things you need during your art
purpose of the activities?
lesson After you finished your art activities, what do
you do with the materials you used?
Why do you have to do these?
C. Presenting Present the story problem. (Also found in the LM)
examples/instanc Let 1 pupil read it aloud as the rest will read silently.
e of the new
lesson Carla has crayons: 2 red, 2 yellow, 2 blue,
2 green, 2 purple and 2 orange. How many
crayons does Carla have?
Ask: Who has crayons?
What do you think will Carla do with her
crayons?
What will Carla do after using the
crayons?
If you were Carla, would you do the same?
Why?/Why not?
D. Discussing the Say: These are Carla’s crayons.
new concepts
and practicing
new skills #1
Ask: How many colors of crayons are there?
How many crayons are there in each color?
How many crayons are there in all?
How many groups of two’s are there?
How do we write this into mathematical
sentence?
E. Discussing the Say: We can write the equation as to:
new concepts
and practicing Repeated Addition Multiplication Sentence
new skills #2 Sentence
2 + 2 + 2 + 2 + 2 + 2 = 12 6 x 2 = 12

2
 Ask: What if we add 2 more pink crayons, how
many crayons will there be?

What is now the mathematical sentence as

repeated addition sentence? As
multiplication sentence?

(Write the answers in the table.)

Repeated Addition Multiplication Sentence

Sentence

F. Developing  Divide the class into small groups according to

mastery (leads to the result in the pretest. (The number of members
formative in each group may vary depending on the pretest
assessment #3) results.)
 Set the standards in performing group activities.
 Present the Scoring Rubric for Group Activity
 Let each group complete the activity given to
them.
Average Learners Advance Learners
Group 1 (with scores Group 1 (with scores
0-2) 0-4)

Use popsicle sticks (or Use popsicle sticks (or

any available materials any available materials
in the locality) to show in the locality) to show
multiplication. multiplication.
6 groups of 1
6 groups of 2 6 groups of 1
6 groups of 3 6 groups of 2
6 groups of 4 6 groups of 3
6 groups of 5 6 groups of 4
6 groups of 5
Write the repeated 7 groups of 1
addition sentence and 7 groups of 2
multiplication sentence.

3
Group 2 (with scores Complete the table
3-4) below.
Groups Repeated Multiplicat
Addition ion
Draw objects to show Sentence Sentence

multiplication
6 groups of 6
6 groups of 7
7 groups of 1
7 groups of 2
7 groups of 3

Write the repeated

addition sentence and -------------------------------
multiplication sentence Group 2 (with scores
below each drawing. 5-6)

------------------------------ Use number lines to

Group 3 (with scores show multiplication
5-6)
6 groups of 6
Using graphing paper 6 groups of 7
(or improvised grid), 6 groups of 8
color the squares to 7 groups of 3
show multiplication. 7 groups of 4
6 rows of 8 7 groups of 5
6 rows of 9
7 rows of 4 Complete the table
7 rows of 5 below.
7 rows of 6 Groups Repeated
Addition
Multiplicat
ion
Sentence Sentence

Write the repeated

addition sentence and
multiplication sentence.

----------------------------

Group 4 (with scores

7-8)
Using graphing paper
(or improvised grid),
color the squares to
show multiplication.
Group 3 (with scores
7-8)
Using graphing paper
(or improvised grid),
color the squares to
show multiplication.

4
 6 rows of 10 7 rows of 9
7 rows of 10 7 rows of 7
7 rows of 7 6 rows of 9
7 rows of 8 7 rows of 6
7 rows of 9 6 rows of 10
7 rows of 8
Complete the table 7 rows of 10
below:
Groups Repeated Multiplicat
Addition ion
Complete the table
Sentence Sentence below:
Phrase Repeated Multiplicat
Addition ion
Sentence Sentence

 Process the work of each group while performing

the activity;
 Let each group present their output.
Ask: What did your group do in visualizing
multiplication of the numbers 6 and 7?
How is repeated addition related to
multiplication?

G. Finding Let the pupils solve the problem using any

practical illustration or through acting out, repeated addition
application of sentence and multiplication sentence.
concepts and
skills in daily Grandmother has 6 grandchildren. If she
living gives each grandchild ₱ 5 for baon, how
much does grandmother spend for baon?

H. Making Ask: What did you learn in today’s lesson?

generalizations How do we get the product in multiplication?
and abstraction What is repeated addition?
about the What is multiplication?
lesson What is multiplicand?
What is multiplier?
What is product?

5
I. Evaluating Average Learners
learning Write the repeated A. Draw objects to show
addition sentence and
the multiplication
sentence of the
following illustrations:
1.
Advance Learners
multiplication then
write the repeated
addition sentence and
multiplication
sentence.
1. 6 groups of 7
marbles

Repeated Addition
sentence:
Repeated Addition ___________________
sentence:
___________________ Multiplication sentence:
___________________
Multiplication sentence:
___________________
2. 7 pots with 8
2. flowers in each
pot

Repeated Addition
sentence:
___________________

Repeated Addition Multiplication sentence:

sentence: ___________________
___________________
B. Solve the problem
Multiplication sentence: showing drawing,
___________________ repeated addition and
multiplication
sentences.
3.
A farmer harvested
7 baskets of
watermelon. Each
basket contains 4
watermelons. How
Repeated Addition many watermelons
sentence: did he harvest?
___________________

6
 Multiplication sentence:
___________________

J. Additional Work on Activity 5 on page 120 of Learner’s

activities for Material.
application or
remediation
V. REMARKS

VI. REFLECTION

VII. OTHERS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional
activities for
remediation who
scored below 80%
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching
strategies worked
well? Why did
these work?
F. What difficulties
did I encounter
which my principal

7
 or supervisor can
help me solve?
G. What innovation
or localized
materials did I
use/discover
which I wish to
share with other
teachers?

RUBRICS FOR GROUP ACTIVITY

CRITERIA POINTS
COOPERATION
Everybody helped in the activity 2
Some members did not help 1
ATTITUDE
Noise is minimized 2
Noise is heard by other groups 1
TIMELINESS
The activity was done within the allotted time 2
Did not able to finish the activity on time 1
Mechanics
Followed all the steps of the activity correctly 2
Did not follow all the steps of the activity 1
QUALITY OF OUTPUT
Done and presented well 2
Fairly done and presented 1

8
School Grade Level Three
Teacher Learning Area Mathematics
Time and Date Quarter Q2, W1 – D2
VIII. OBJECTIVES
D. Content Standard Demonstrates understanding of multiplication and
division of whole numbers including money
E. Performance The learner is able to apply multiplication and
Standard division of whole numbers including money in
mathematical problems and real-life situations
F. Learning The learner visualizes multiplication of numbers 1
Competencies/ to 10 by 8 and 9 M3NS-IIa-41.2
Objectives (Code)
IX. CONTENT Visualizing Multiplication of Numbers 1 to 10 by 8
and 9
X. LEARNING
COMPETENCIES
C. References
5. Teacher’s Guide Mathematics 3 Teacher’s Guide pages123 - 126
pages
6. Learner’s Mathematics 3 Learner’s Materials pages 120 -
Materials Pages 124
7. Textbook pages
8. Additional
Materials from LR
Portal
D. Other Learning Phoenix Math for the 21st Century Learners Grade
Resources 3 pages117 – 122
flashcards, pictures, charts, marbles, newsprint,
marker, projector, laptop
XI. PROCEDURE
B. Reviewing A. Drill:
previous lesson or Multiplication tables 1, 2, 3, 4 and 5
presenting the new B. Review:
lesson Ask: How do we multiply numbers 6 and 7?
What is repeated addition sentence?
What is multiplication sentence?
What is multiplicand?
What is multiplier?
What is product?

C. Pretest:
Give the product of the following:
(The teacher can modify the test items
depending on the type of learners.)

9
 1. 2 x 6 =
2. 6 x 5 =
3.
=

4.

5. 7 rows of 5 =

6.

0 3 6 9 12 15 18 21 24
7. 8 packs of 4 candies =

8. 8 bundles of 6 flowers =

(Check the answers of the pupils. The

result will determine the groupings of the
learners during the activities in the
lesson.)
B. Establishing the Say: Today, we will learn how to multiply
purpose of the numbers 8 and 9 using illustrations.
lesson
Show a picture of a boy.

Say: This is Thomas. He likes to celebrate his

birthday with his friends.

10
C. Presenting Present the story problem. Call a pupil and let
examples/instance him/her read the problem aloud as the rest will
of the new lesson read silently.
Thomas is celebrating his birthday. He brings
with him 8 boxes of cupcakes. If there are 4
cupcakes in each box, how many cupcakes are
there in all?

Ask: Who is celebrating birthday?

What does he bring for his classmates?
What kind of boy is Thomas?
Is it good to share on what you have?
How do you feel when you share?
D. Discussing the Ask: How are you going to solve the problem?
new concepts and How many boxes are there?
practicing new How many cupcakes are there in each box?
skills #1 How many cup cakes are there in all?
Say: Let us study the illustration.

E. Discussing the Say: We can write the equation as to:

new concepts and a. Repeated Addition Sentence
practicing new 4 + 4 + 4 + 4 + 4 + 4 + 4 + 4 = 32
skills #2 b. Multiplication Sentence
8 x 4 = 32
There are 8 boxes. Each box has 4 cupcakes.
There are 32 cup cakes in all.

Ask: What if there are 9 boxes, how many

cupcakes are there?

11
 What is now the mathematical sentence as
repeated addition? As multiplication
sentence?
F. Developing  Divide the class into small groups according to
mastery (leads to the result in the pretest. (The number of
formative members in each group may vary depending on
assessment #3) the pretest results.)
 Set the standards in performing group activities.
 Present the Scoring Rubric for Group Activity
 Let each group complete the activity given to
them.
Average Learners Advance Learners
Group 1 (with scores 0- Group 1 (with
2) scores 0-4)

Use marbles (or any Use marbles (or any

available materials in the available materials in
locality) to show the locality) to show
multiplication then give multiplication.
the answer.
8 groups of 1
8 groups of 1 8 groups of 2
8 groups of 2 8 groups of 3
8 groups of 3 8 groups of 4
8 groups of 4 8 groups of 5
8 groups of 5 9 groups of 1
9 groups of 2
---------------------------------
Group 2 (with scores 3- Complete the table
4) below.
Repeated
Multiplication
Groups Addition
Sentence
Sentence
Draw objects to show
multiplication then write
your answer.

8 groups of 6
8 groups of 7
9 groups of 1
9 groups of 2
9 groups of 3

12
Group 3 (with scores 5- Group 2 (with
6) scores 5-6)

Draw objects to show Draw objects to show

multiplication. multiplication

8 groups of 8 8 groups of 6
8 groups of 9 8 groups of 7
9 groups of 4 8 groups of 8
9 groups of 5 9 groups of 3
9 groups of 6 9 groups of 4
9 groups of 5
Complete the table below:
Groups Repeated Multiplication
Addition Sentence
Complete the table
Sentence below.
Groups Repeated Multiplication
(drawing) Addition Sentence
Sentence

---------------------------------
Group 4 (with scores 7-
8)
----------------------------
Collect objects found in Group 3 (with
the surroundings to show scores 7-8)
multiplication.
Collect objects found
8 groups of 10 in the surroundings to
9 groups of 10 show the
9 groups of 7 multiplication.
9 groups of 8
9 groups of 9 8 groups of 9
9 groups of 7
Complete the table below: 8 groups of 9
Repeated
Multiplication 9 groups of 6
Groups Addition
Sentence
Sentence 8 groups of 10
9 groups of 8
9 groups of 10

13
 Complete the table
below:
Repeated
Multiplication
Phrase Addition
Sentence
Sentence

Process the output of each group. (This can be

done while
Ask: What did you do in multiplying the numbers 8
and 9?
How is repeated addition related to
multiplication?

G. Finding practical Let the pupils solve the given problem. (This can
application of be done individually, pair share or triads.)
concepts and
skills in daily Say: Read, understand then solve the problem.
living Show your answer using illustration,
repeated
addition sentence and multiplication

A coin purse contains 6 one-peso

coins. If there are 9 coin purses, how
much money are there in all?
sentence.
Discuss the answers of the pupils.
H. Making Ask: What is multiplication?
generalizations How do we get the product in multiplication?
and abstraction What is multiplicand?
about the lesson What is multiplier?
What is product?
I. Evaluating Average Learners Advance Learners
learning A. Write the repeated A. Draw objects to show
addition sentence multiplication then
and the multiplication write the repeated
sentence of the addition sentence
following and multiplication
illustrations: sentence.

14
1. 1. 8 groups of 4
hearts

2. 9 trays with 3
fruits in each tray

Repeated Addition B. Solve the problem

sentence:
__________________
Multiplication sentence:
__________________
showing drawing,
repeated addition
and multiplication
sentences.

2.
There are 9 trays on
the table. Each tray
has 4 cookies. How
many cookies are
there in all?

Repeated Addition
sentence:
__________________

Multiplication sentence:
__________________

B. Use number line to

show multiplication
sentence. Write the
repeated addition
sentence and the
multiplication
sentence.

8 groups of 7 sticks
Repeated Addition
sentence:
___________________

Multiplication sentence:
___________________

15
 J. Additional Work on Activities 1 to 5 on pages 121 to 123 of
activities for the Learner’s Material.
application or
remediation

XII. REMARKS

XIII. REFLECTION

XIV. OTHERS
A. No. of learners
who earned 80%
in the evaluation
B. No. of learners
who require
additional activities
for remediation
who scored below
80%
C. Did the remedial
lessons work? No.
of learners who
have caught up
with the lesson
D. No. of learners
who continue to
require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

16
 RUBRICS FOR GROUP ACTIVITY

CRITERIA POINTS
COOPERATION
Everybody helped in the activity 2
Some members did not help 1
ATTITUDE
Noise is minimized 2
Noise is heard by other groups 1
TIMELINESS
The activity was done within the allotted time 2
Did not able to finish the activity on time 1
Mechanics
Followed all the steps of the activity correctly 2
Did not follow all the steps of the activity 1
QUALITY OF OUTPUT
Done and presented well 2
Fairly done and presented 1

17
School Grade Level Three
Teacher Learning Area MATH
Time and Date Quarter Q2-Wk1-D3

I.OBJECTIVES
A. Content The learner demonstrates understanding of
Standard multiplication and division of whole numbers
including money.
B. Performance The learner is able to apply multiplication and
Standard division of whole numbers including money in
mathematical problems and real-life situations
C. Learning Visualizes and states basic multiplication facts for
Competencies/ numbers up to 10. (facts 1-5)
Objectives(Code M3NS-IIa-41.3
)
II.CONTENT
III.LEARNING Visualizing and Stating Basic Multiplication Facts
COMPETENCIES for Numbers up to 10
A. References
1. Teacher’s Mathematics 3 pp. 126-128
Guide pages
2. Learner’s Mathematics 3 pp. 125-127
Materials pages
3. Textbook pages Phoenix Math for the 21st Century Learners
pp. 117-122
4. Additional
Materials from
LR Portal
B. Other Learning
Resources
IV.PROCEDURE
A. Review previous Let pupils give the multiplication sentence for the
lesson or presenting the given illustration.(pictures, number line, arrays,
new lesson number phrase)
A.

(ans. 5 x 2 = 10)

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

18
 (ans. 4 x 3 = 12)

C.

(ans. 5 x 4 = 20)
D.5 groups of 2
(ans. 5 x 2 = 10)
B.Establishing the Ask:
Purpose for the Lesson “How would you interpret the illustration below?”
Give the multiplication sentence and compare.
Are they the same? Prove your answer.
A.

(ans.5 x 3 = 15)

(ans. 3 x 5 = 15)
B.

(ans. 4 x 2 = 8)

(ans. 2 x 4 = 8)
C.Presenting Let’s do the skip counting. Supply the missing
examples/instances of the numbers.
new lesson 2 - 2, 4, __, __ , 10, 12, __, 16, ___, 20
3 - 3, __, 9, __, 15, 18, __, __, 27, ___
4 - 4, 8, __, 16, ___, 24, __, 32, ___, 40
5 – 5, __, __, 20, __, 30, __, 40, ___, ___

D.Discussing new Have pupils complete the chart below.

concepts and practicing X 1 2 3 4 5 6 7 8 9 10
new skills #1 2 4 10

X 1 2 3 4 5 6 7 8 9 10
3 21
E.Discussing new Use the multiplication wheel. Pupils may give the
concepts and practicing product orally or write on the blank.
new skills #2

19
F.Developing Mastery Before having the group activity, set the
standards and give the rubrics.
RUBRICS FOR GROUP ACTIVITY
GROUP RATING I II III IV
COOPERATION
-Everybody helps in the
activity (2)
-Some do not help (1)
SILENCE
-Noise is minimized (2)
-Noise can be heard by other
groups (1)
TIMELINESS
-Done within the allotted
time(2)
-Not able to finish the
work(1)
PARTICIPATION
-Maximum participation (2)
-Others did not join (1)
QUALITY OF OUTPUT
-Done and presented well(2)
-Fairly done and presented
(1)
TOTAL ( out of 10)

Average Learners Advance Learners

Group 1 Group 1.
Write the addition Supply the missing
sentence and numbers.

20
multiplication sentence a.9+9+9=____
for each set. ___ x 9=____
IIII IIII IIII IIII IIII b. 6+6+6+6=___
______________=____ ___x 6 =____
______________=____ c.
* * * * * * * * 8+8+8+8+8+8=___
______________=____ ___ x 8 = ____
______________=____ d. 7+7+7+7= ____
@@ @@ @@ ____x 7 = ____
@ @ @ e.
______________=____ 10+10+10+10+10=
______________=____ _
___ x 10 = ____
Group 2 Group 2
A.Connect the dots. The Shade the box
first two numbers are the showing the correct
factors and the third is answer.
the product. a.5 x 6 = 25 30 40
2* *6 *28 b.4 x 4= 12 15 16
3* *7 *16 c. 3 x 7= 35 21 28
4* *4 *27 d. 2 x 9= 16 20 18
5* *8 *30 e. 8 x 4= 32 40 28
6* *9 *24
Group 3 Group 3
Find 5 multiplication Encircle the two
sentences in the puzzle. numbers on the first
Draw a line over these column that will give
three numbers vertically the correct product
or horizontally. on the right.

2 8 10 3 4 12 5 8 4 6 7 20
7 3 5 15 6 5 7 6 9 2 36
14 11 4 20 24 6 6
8 2 3 9 27 30 2 5 10 8 40
6
3 1 4 9 28
7
9 8 3 5 18
2
Group 4 Group 4
Match the outer Supply the
multiplication facts to the outermost wheel
product in the center. with the correct
2x6 16 3x10

21
 4x5 30 5x4 answer. Multiply the
4x4 12 3x6 two inner numbers.
2x9 20 3x4
5x6 18 2x8

G. Finding practical Solve.

applications of concepts 1. In the parking area of a café are 8
and skills in daily living bicycles. If you count all the wheels, how
many wheels will there be in all?

2. Mrs. Reyes will put on each of the fingers

of the left hand of his class a rubber band.
If there are 9 pupils, how many rubber
bands will she prepare?

H. Making How do we multiply a number by 2? by 3? by 4?

generalizations and By 5?
abstractions about the
lesson
I. Evaluating learning Encircle the correct product of the multiplication
sentence on the left.
1. 3 x 8 = 20 28 24 30
2. 4 x 6 = 16 24 40 48
3. 2 x 7= 10 12 14 16
4. 1 x 9= 1 3 6 9
5. 5 x 3= 15 20 25 10

J. Additional activities Master the multiplication facts of 2 to 5.

for application or Complete by supplying the answers. (This may
remediation make use of multiplication table but not arranged
sequentially.)

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.

22
B. No. of learners who
require additional
activities for
remediation who scored
below 80%.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use? Discover which I
wish to share with other
teachers?

23
School Grade Three
Teacher Learning Area Math
Time and Date Quarter Q2,Wk1,D4

I.OBJECTIVES
D. Content The learner demonstrates understanding of
Standard multiplication and division of whole numbers
including money.
E. Performance The learner is able to apply multiplication and
Standard division of whole numbers including money in
mathematical problems and real-life situations
F. Learning Visualizes and states basic multiplication facts for
Competencies/ numbers up to 10. (facts of 6 and 7)
Objectives(Code) M3NS-IIa-41.3
II.CONTENT
III.LEARNING Visualizing and Stating Basic Multiplication Facts
COMPETENCIES for Numbers up to 10
C. References
5. Teacher’s Mathematics 3 pp. 126-128
Guide pages
6. Learner’s Mathematics 3 pp. 125-127
Materials pages
7. Textbook pages Phoenix Math for the 21st Century Learners
pp. 117-122
8. Additional
Materials from
LR Portal
D. Other Learning
Resources
IV.PROCEDURE
A. Review previous Using flash cards, let pupils give the product
lesson or presenting the orally. This can be done in a form of a game.
new lesson 5x4 4x8 3x7 2x6
2x5 1x7 4x9 3x6
5x8 4x5 2x3 4x3

Establishing the Show a picture of a piggy bank or use a real

Purpose for the Lesson piggy bank.

24
 Do you have also one at home? Who among you
makes it a point to save some every day?
Why is it important to save?

C.Presenting Ali drops Php1 a day in his piggy bank. How

examples/instances of the much will he be able to save for a week? For two
new lesson weeks? Five weeks?
(This can be done by role playing and by using a
real piggy bank and Php1 coins.)
D.Discussing new Complete the chart by drawing the number of
concepts and practicing Php1 coin per week or through cutouts of Php1
new skills #1 coin.
Week 1
Week 2
Week 3
Week 4

Let us complete the table that will show how

much Ali will save from week 1 to 10. Number
pairs can be answered randomly.
1 2 3 4 5 6 7 8 9 10
7
E.Discussing new A table seats 6 persons. If there are four tables in
concepts and practicing the canteen, how many people can occupy all the
new skills #2 seats in the given number of tables?
Who would like to draw or illustrate the problem
on the board? Draw the tables and stick figures
or head per table.

Let us complete the table below as to how many

people can occupy the number of table from 1 to
10. Ask pupils to draw the tables and the people.
1 2 3 4 5 6 7 8 9 10
6
F.Developing Mastery You may refer to Rubrics from Q2,Wk1,D3
DLP.
Average Learners Advance Learners
Group 1 Group 1.
Color the hearts red if Circle the factors of
they will show correct the numbers on the
left.

25
multiplication facts of
6. 18 6 4 2 3
54 5 9 6 8
6x6=18 6x4=24 36 7 6 4 6
6x9=54
48 9 5 6 8
42 7 5 6 8
6x7=42 6x6=18

Group 2 Group 2
Write the missing pair Connect the three
to make the number correct numbers that
sentence correct. will form the correct
a. 6 x ___ = 24 multiplication
b. ___x 6 = 36 sentence.
c. ___x 6 = 54 6 6 63
d. 6 x ___= 42 7 8 54
e. 7 x ___ = 49 6 5 36
f. __x 7 = 21 6 7 48
g. 7 x ___=35 7 9 56
h. __x 7 = 56 7 9 49
6 8 30
Group 3 Group 3
Connect the Box the factors that
multiplication to the will give greater
product in the center. product.
6x8 56 8x7 a. 6 x 8 or 7 x 7
6x9 48 7x6 b. 7 x 3 or 6 x 4
6x7 35 8x6 c. 7 x 6 or 6 x 8
7x7 49 5x7 d. 6 x 5 or 7 x 4
7x8 54 9x6 e. 7 x 5 or 6 x 6
7x5 42 7x7 f. 7 x 2 or 6 x 3
g. 6 x 7 or 7 x 5
h. 6 x 9 or 7 x 8

Group 4 Group 4
Put a check on the Complete the
box showing the outermost wheel with
correct multiplication the correct product.
facts of 7.
7x4=28 7x9=72
7x5=38 7x7=35
7x8=56 7x6=42
7x5=35 7x3=22

26
 7x7=49 7x2=14

G. Finding practical Solve.

applications of concepts
and skills in daily living
1. Mother spent P7 a day for the spices she
used in cooking food. How much did she
spend for 5 days? For 9 days?
2. A biscuit costs PhP6 each. Efren bought 6
biscuits, how much will he pay for it? How
much will 8 biscuits cost?

H. Making How do we multiply numbers by 6? By 7?

generalizations and What happens to the product if two factors are
abstractions about the interchanged, as in 6 x 7 and 7 x 6?
lesson
I. Evaluating learning
Complete the table with the correct answer.

x 3 8 7 9 5
6

X 5 4 6 8 7
7
J. Additional activities Master the multiplication facts of 6 and 7.
for application or Perform other activities found in their LM.
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who scored
below 80%.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.

27
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use? Discover which I
wish to share with other
teachers?

28
School Grade Level Three
Teacher Learning Area Math
Time and Date Quarter Q2,Wk1,D5

I.OBJECTIVES
G. Content The learner demonstrates understanding of
Standard multiplication and division of whole numbers
including money.
H. Performance The learner is able to apply multiplication and
Standard division of whole numbers including money in
mathematical problems and real-life situations
I. Learning Visualizes and states basic multiplication facts for
Competencies/ numbers up to 10. (facts of 8,9 and 10)
Objectives(Code) M3NS-IIa-41.3
II.CONTENT
III.LEARNING Visualizing and Stating Basic Multiplication Facts
COMPETENCIES for Numbers up to 10
E. References
9. Teacher’s Mathematics 3 pp. 126-128
Guide pages
10. Learner’s Mathematics 3 pp. 125-127
Materials pages
11. Textbook pages Phoenix Math for the 21st Century Learners
pp. 117-122
12. Additional
Materials from
LR Portal
F. Other Learning
Resources
IV.PROCEDURE
A. Review previous Call one pupil at a time. Let him pick a rolled
lesson or presenting the paper or piece of paper from the box with the
new lesson multiplication sentence. The multiplication
sentences are from facts of 6 and 7 as part of the
review. The pupil must give the correct answer
within 5 seconds.(Simple reward may be given
depending on the teacher’s option)

29
B.Establishing the Which of the following marine animals seems
purpose for the Lesson harmful? Why?

C.Presenting Let us solve the problem below.

examples/instances of the An octopus has 8 arms. If there are 7 baby
new lesson octopuses in the aquarium, what is the total
number of arms that can be counted?
(Teacher may show cutouts of 7 octopuses which
may be posted on an improvised aquarium
poster or may use power point presentation.)
Then give the multiplication sentence for it.

Let us complete the table showing the number of

octopuses’ arms according to the number of
octopus.(This may be done not sequentially).
X 1 2 3 4 5 6 7 8 9 10
8 ?
D.Discussing new A small box can hold 9 marbles. There are 6
concepts and practicing boxes to be filled up. How many marbles will be
new skills #1 needed to fill the boxes up?
Draw the boxes with the marbles.

And complete the table of 9. Pupils may be

asked to give the answer by using the show me
boards. Teacher may pick any from the table of 9
in any particular order.
x 1 2 3 4 5 6 7 8 9 10
9
E.Discussing new I have 8 pieces of PhP10 coin. What is the total
concepts and practicing amount of the coins that I have?
new skills #2 Show the real coins and let the pupil count how
much.
Let us complete the table of 10. After the
complete answers have been posted. Teacher
may ask, “What do you observe in the numbers
multiplied by 10?”
x 1 2 3 4 5 6 7 8 9 10
10

30
F.Developing Mastery Teacher may use the Rubrics found on DLP for
Q2,Wk1,D3 as reference or may have his/her
own rubrics.
She may recall the standards first before
performing the group activity.

Average Learners Advance Learners

Group 1 Group 1
Write on the first Find the first product
column the then the final product.
multiplication facts of a. 8 x (3 x 2) =____
10 for the following
answers/products. 8 x ___ = ____

40
80 b. 9 x ( 5 x 2) = ____
70
60
20 9 x ____ = _____
What should we c. (2 x 5) x (2 x
remember when we 4)=___
multiply a number by
10? ____ x ____ = ___
d. (3 x 3) x (3 x 2) =
__

___ x ____ =
___

Group 2 Group 2
Which multiplication Complete the
fact gives the product outermost wheel with
on the left? Circle it. the correct product by
72 8x9 9x6 10x7 multiplying the factors
81 8x8 9x9 9x8 in the inner wheels..
64 7x7 9x9 8x8
40 8x6 9x5 8x5
56 9x6 8x7 8x8

31
 Group 3 Group 3
Shade the wrong List down the
answers with black. multiplication facts of
What will remain 9. Observe the
unshaded will be the products.
correct product. What conclusion can
8x6 42 50 48 56 you make as to the
relation of the 2
9x8 63 81 64 72 factors to the
product?

10 x 6 66 60 36 80

8x8 64 49 72 81

9x7 60 66 63 58
Group 4 Group 4
Color the outside petal 1.Use the numbers
that gives the answer 5,6 and 7, then
to the number multiply each by 8, 9
sentence found in the and 10 respectively.
center of the flower. 2.Then rearrange the
multiplication
sentences according
to their product from
least to greatest.
(same format of
(5 flowers can be activity from page 126
made for this activity) of the LM activity 3)

G. Finding practical Solve.

applications of concepts
and skills in daily living
1. Every house in the village has 9 windows.
In street A there are 6 houses and in
street B there are 9 houses. What is the
total number of windows in street A? in
street B?
2. The teacher grouped the pupils by 10. If
there are exactly 3 groups formed, how
many pupils does she have in her class?

H. Making How do we get the products of numbers

generalizations and multiplied by 8? By 9? By 10?
abstractions about the What makes multiplying by 10 easy?
lesson

32
I. Evaluating learning Box the correct answer of the multiplication
sentence below.
1. 8 x 9 = 63 72 81
2. 9 x 4 = 35 42 36
3. 10 x 5 = 50 30 45
4. 8 x 7 = 54 63 56
5. 9 x 9 = 7 81 99
J. Additional activities Master the multiplication facts of 8, 9and 10.
for application or Copy and complete the multiplication table on
remediation page
125 of the LM.
V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who scored
below 80%.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use? Discover which I
wish to share with other
teachers?

33