School: VICTORY ELEMENTARY SSCHOOL Grade Level: III

GRADES 1 to 12 Teacher: ROWENA C. AGUILON Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and NOVEMBER 28-DECEMBER 2, 2022, (WEEK 4)
Time: 1:00-1:50 PM Quarter: 2ND QUARTER

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard Demonstrates understanding of multiplication and division of whole numbers including money
B. Performance Standard Can apply multiplication in mathematical problems and real –life situations.
C. Learning Competency/Objectives Multiply 2 -to -3 – digit numbers Multiplies 1-to 2-digit numbers by Estimates the products of 2 to 3- Estimates the products of SUMMATIVE TEST
Write the LC code for each. by multiples of 10 and 100. 1000. digit numbers and 1 –to 2- digit 2 to 3- digit numbers and 1
M3NS – IId – 43.4 M3NS – IId – 43.5 numbers with reasonable results. –to 2- digit numbers with
M3NS –IId -44.1 reasonable results.
M3NS –IId -44.1
II. CONTENT .
Multiplying Numbers by Multiplying Numbers 1 –to 2 – Digit Estimating the Products of 2 to 3- Estimating the Products of
Multiples of 10 and 100. Numbers by 1000. Digit Numbers and 1 –to 2- Digit 2 to 3- Digit Numbers and
Numbers with Reasonable 1 –to 2- Digit Numbers
Results. with Reasonable Results.
IV. LEARNING RESOURCES
D. References
1. Teacher’s Guide pages 181 184 184-185 184-185
2. Learner’s Materials pages
3. Textbook pages
4. Additional Materials from
Learning Resource (LR)portal
E. Other Learning Resource
V. PROCEDURES
A. Reviewing previous lesson or Have the pupils recall the Give the answer for the following Flash cards to round off by the Flash cards to round off by
presenting the new lesson concept of multiplying 2-digit number sentence. (Board Activity) pupils. the pupils.
numbers by 2-digit numbers with
(REVIEW/PRETEST) regrouping. a. 10 x 34 = Round each number to the Round each number to the
1. 56 x 17= 2. 36 x 55 = b. 100 x 567 = highest place value: highest place value:
c. 50 x 56 =
d. 300 x 239 = 234 234
e. 70 x 76 = 3456 3456
1235 1235
10234 10234
1356 1356
19098 19098
12098 12098
B. Establishing a purpose for the In what number in multiplication Let us skip count by 10s, by 100s and the meaning of the word
lesson is easy to memorize? by 1 000s. “about.” Implies a number that is
“not exact,” and that for this
(MOTOVATION/UNLOCKING OF After the skip counting. We will do purpose, the nearest estimate is
DIFFICULTIES) an activity. (tarpapel) being asked. Therefore we have
to round off the number to its
Call on pupils to give the answer for desired place value.
each number.
Game: Group the class into two.
Each group will select a
representative who will
write the answers on the board
(one contestant for every item).
The group with the highest
number of points wins.
Flash the numbers. Contestants
will write the rounded off
number on the
board.
a. Round off to the nearest tens
159 238 142 2385
b. Round off to the nearest
hundreds
258 128 235 368 912
c. Round off to the nearest
thousands
3456 1242 7821 3219 1245
C. Presenting examples/Instances of Post problem on the board. Mrs. Post the problem on the board. Present problem on the board
the new lesson Rivera is listing items to buy for (tarpapel) (tarpapel)
Christmas gift.
(TEACHING PART) To invite customers, MM Everyday, 594 food packages are
Supermarket gives 1 000 shopping delivered to the Typhoon Pablo
the meaning of the word
“about.” Implies a number
that is “not exact,” and
that for this purpose, the
nearest estimate is
being asked. Therefore we
have to round off the
number to its desired
place value.
Game: Group the class into
two. Each group will select
a representative who will
write the answers on the
board (one contestant for
every item). The group
with the highest number
of points wins.
Flash the numbers.
Contestants will write the
rounded off number on
the
board.
a. Round off to the nearest
tens
159 238 142 2385
b. Round off to the nearest
hundreds
258 128 235 368
912
c. Round off to the nearest
thousands
3456 1242 7821 3219
1245
Present problem on the
board (tarpapel)
Everyday, 594 food
packages are delivered to

D. Discussing new concepts and
practicing new skills # 1
(ACTIVITY 1 – TEACHER-PUPIL-
Item Num Num Total points for every purchase of 1 pair of Operation Tulong Center. About the Typhoon Pablo
ber of ber of No.of shoes. How many points will you get how many food packages are Operation Tulong Center.
sets Pcs. Items if you buy 4 pairs? being About how many food
In received by the Operation Tulong packages are being
each Center in 7 days? received by the Operation
Set Tulong Center in 7 days?
Pencil 12 10 When estimating products, round
off each factor to its highest place When estimating products,
Paper 23 100 value, then multiply. round off each factor to its
(Remember: Do not round off 1- highest place value, then
Hand 43 20 To multiply 2 to 3-digit numbers by 1
digit factors.) multiply.
kerch 000, multiply the non-zero
(Remember: Do not round
ief digits first, and then annex zeros in
Show to the pupils the steps: off 1-digit factors.)
the product.
• Round off the factors to their
Discuss the table above to the The number of zeros in the factors is
highest place value. Show to the pupils the
pupils. equal to the number of
• Multiply the resulting factors. steps:
zeros in the product.
594 600 • Round off the factors to
Say: For item # 1 which is the x7 x7 their highest place value.
pencil, there are 12 sets, and, in 4 158 4 200 • Multiply the resulting
each set, there are 10 pcs. of factors.
pencils. To get the total number 594 600
Actual product Estimated product
of pencils we are going to x7 x7
4 158 is nearest to 4 200 so the
multiply, and our number 4 158 4 200
answer is reasonable.
sentence will be: 12 x 10= N.
Actual product Estimated
In multiplying 2- to 3-digit product
numbers with multiples of 10 4 158 is nearest to 4 200
and 100, multiply first the non- so the answer is
zero digits. reasonable.
Then, annex the zeros in the
factors. The number of zeros
in the factors is equal to the
number of zeros in the product.
Ex: 12 x 10= 120, so the total
number of pencils is 120.
(Do the same for the for the
other 2 more items)
Let us try these: (Board Activity) Give the product of the given Let us try. Let us try.
numbers (Guided Board Activity)
Call some pupils to answer the a. 44 – _____ a. 44 – _____
activity on the board (Guided x18 - _____ x18 - _____
 MATERIAL) Activity) _____ _____
_____ _____
_____ _____

b. 153 - _____ b. 153 - _____

x13 - _____ x13 - _____
____ ____
____ ____
____ ____

E. Discussing new concepts and
practicing new skills # 2
(ACTIVITY 2 – PUPIL-PUPIL-
MATERIAL)
Group Activity
Set the standards for group
activity.
Assign each group their work
area then give them their
assigned task.
#1 – Group 1, # 2 – group 2 and
so on… the class is given 3
minutes to finish the activity.
Have them present and discuss
their answers then process their
work.
Group Activity
Set the standards for group activity.
Assign each group their work area
then give them their assigned task.
Group 1
Group 2
Ask:
1. What is 44 in rounded form?
2. What is 18 in rounded form?
3. What is the rounded form of
153?
4. What is the rounded form of
13?
When do we round up numbers?
When do we round down?
Group Activity (Board work)
Set the standards for group
activity.
Assign each group their work
area then give them their
assigned task
Group 1 will answer # 1-5
Group 2 will answer # 6-10
Ask:
1. What is 44 in rounded
form?
2. What is 18 in rounded
form?
3. What is the rounded
form of 153?
4. What is the rounded
form of 13?
When do we round up
numbers? When do we
round down?
Group Activity (Board
work)
Set the standards for
group activity.
Assign each group their
work area then give them
their assigned task
Group 1 will answer # 1-5
Group 2 will answer # 6-10

When the group is done with their When the group is done with
activity, have them present and their activity, have them present When the group is done

F. Developing mastery
(leads to Formative Assessment
3)
(ACTIVITY 3 – PUPIL-MATERIAL)
G. Finding practical application of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Have the pupil answer the
activity (worksheet)
Process/Check their answers.
Show the problem to the pupils
(tarpapel). Let the pupils solve
the problem on their notebook.
Process/check their answers,
then ask (Values Infusion):
1. Why do we have to take good
care of our plants?
2. Are community helpers
important to us? How are we
going to show our appreciation to
them?
How do we multiply 2-to3-digit
numbers with multiples of 10 and
discuss their answers then process
their work.
Do the activity (Worksheet)
Process/Check their answers.
Show the problem to the pupils
(tarpapel). Let the pupils solve the
problem on their notebook.
Process/check their answers, then
ask (Values Infusion):
1. How do we take care of our body?
(We have to eat at the right food –
healthy food to make our body
strong)
How do we multiply 2 to -3- digit
numbers by 1 000?
and discuss their answers then
process their work.
Do the activity (Worksheet)
Process/Check their answers.
Show the problem to the pupils
(tarpapel). Let the pupils solve
the problem on their notebook.
Process/check their answers,
then ask (Values Infusion):
1. What do you do to take care of
your toys?
How do we estimate products?
with their activity, have
them present and discuss
their answers then process
their work.
Do the activity
(Worksheet)
Process/Check their
answers.
Show the problem to the
pupils (tarpapel). Let the
pupils solve the problem
on their notebook.
Process/check their
answers, then ask (Values
Infusion):
1. What do you do to take
care of your toys?
How do we estimate
products?
 100?
In multiplying 2- to 3-digit
numbers with multiples of 10
and 100, multiply first the non-
zero digits.
Then, annex the zeros in the
factors. The number of zeros
in the factors is equal to the
number of zeros in the product.
I. Evaluating learning Do the Activity (Worksheet)
To multiply 2 to 3-digit numbers by 1
000, multiply the non-zero
digits first, and then annex zeros in
the product.
The number of zeros in the factors is
equal to the number of
zeros in the product.
Do the Activity (Worksheet)
To estimate the product:
 Round off either the
multiplicand or multiplier or both
to its
greatest place value.
 Multiply the rounded factors.
(Remember: Do not round off 1-
digit factor.)
Do Activity 5 in LM.
To estimate the product:
 Round off either the
multiplicand or multiplier
or both to its
greatest place value.
 Multiply the rounded
factors.
(Remember: Do not round
off 1-digit factor.)
Do Activity 5 in LM.

J. Additional activities for
application or remediation
Do the Activity Do the Activity Do the Activity Do the Activity
Tukuyin ang paraan ng pagkuha ng
sagot sa sumusunod na
multiplication sentence. Isulat ang
sagot sa patlang.

1. 2x1 000 = _____

2. 4x1 000= _____
3. 10x1 000= _____
4. 24x1 000 = _____
5. 65x1 000 = _____

VI. REMARKS
VII. 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?

Prepared by: Noted:

ROWENA C. AGUILON LILIA D. CALVEZ
Master Teacher I/Class Adviser Principal I/School Head