SCHOOL: NOLI CENTRAL GRADE: THREE

ELEMENTARY SCHOOL
TEACHER: MARGIE A. CAMANSO
SUBJECT: MATHEMATICS
DATE & GRADING 2ND QUARTER
TIME: PERIOD:
COOPERATING TEACHER:
MRS. NORIVEL N. CORESIS

DETAILED LESSON PLAN IN MATHEMATICS 3

I. OBJECTIVE:
At the end of the lesson, pupils will be able to:

a. Multiplies 2- digit by 1-digit numbers using the distributive property of multiplication (M3NS-
IIb-40.5).
b. Compute the product with accuracy and.
c. Show accuracy/carefulness in solving the problem.

II. CONTENT
multiplies 2-digit by 1-digit numbers using the distributive property of multiplication
III. LEARNING RESOURCES
A. REFERENCES:
K-12 Curriculum Guide M3NS-IIb-40.5, CG pp. 33 of 109
B. MATERIALS
Visual Aid, pictures
C. VALUES FOCUSED
Cooperation
IV. PROCEDURES Teacher’s Activity Pupil’s Activity
A. Preliminary Let us all stand and Pray
Activities
1. Prayer Class, who will lead the (Pupil’s name) teacher.
prayer?
(In the name of the Father and
of the Son and of the Holy
Spirit Amen …)

2. Greetings Good Morning Girls,

Good Morning,
Good Morning Boys,
Good Morning,
Good Morning Teachers!
Good Morning!
3. Checking of
Attendance Who are absent today?
None, Teacher!
 Very good we are complete for
today’s discussion

4. Review Class, what was our lesson

yesterday in Math? It is all about the visualizing
multiplication of numbers

Ok very good.

What are those 3 process of Multiplicand, multiplier and

multiplication sentence? the product.

Very good.

Example:
3 x 6= 18 3
Where is the multiplicand?
6
Where is the multiplier?
18
Where is the product?

Very good.
We can visualize through
How do we visualize
things, and we can also use
multiplication?
tables and sticks.

An easier and faster way to

How do we solve the problem?
solve the problem is through
the use of multiplication.

We just need to multiply the

How do we get the product? number of groups to the
number of objects per group to
get the product.
B. Lesson Proper


Motivation
Solve the following problem.
1. 35 x 4
2. 14 x 6 1. 140
3. 22 x 5 2. 84
4. 89 x 2 3. 110
5. 72 x 3 4. 178
 5. 216
Presenting the
For your own understanding on
lesson
 this story, what is our lesson
for today?
Another? Solving, teacher.
Multiplication.
Very good.

Our lesson for today is all

about multiplies 2-digit by 1-
digit numbers using the
distributive property of
 Setting of multiplication.
standards
But before we proceed to our
lesson, what are the things we
must remember while we have
a discussion. Listen, behave, raise your hand
before speak.
Very good.

Class I want you to observe

these class rules during our
discussion.

C. Discussion
Can I expect that from you Yes, teacher.
class?

Let’s go back to the problem

solving.

When we have to multiply a

number by the sum of two
numbers, we use this property of
multiplication over addition. Let’s
understand how to use the
 distributive property better with an
example:

35x 4

Solve the
expression: 4x (30+5) using the
distributive property of
multiplication over addition. 

Let’s use the property to calculate

the expression 4x (30+5), the
number 4 is spread across the two
addends. To put it simply, we
multiply each addend by 4 and
then the products can be added.

(4x30) + (4x5) = 120 + 20 =140

Let’s take another example:

14 x 6

6x (10+4)
D. Generalization
(6x10) +(6x4)

60+24

=84

Okay now, let’s try to answer 5x (20+2)

number 3, 4 and 5 who wants to (5x20) +(5x2)
volunteer and solve this on the 100+10
board? =110

3. 22 x 5 2x (80+9)
(2x80) +(2x9)
160+18
=178
4. 89 x 2
3x (70+2)
(3x70) +(3x2)
5. 72 x 3 210+6
E. Application
216

Very good.
Fill in the blanks to the
following steps in solving 2-
digit by 1-digit numbers using
the distributive property of 1. 39x4
multiplication. =4x (30+9)
=(4x30) +(4x9)
1. 39x4 =120+36
=4x (30+9) =156
=(4x30) +(4x9)
=____+36 2. 52x6
=____ =6x (50+2)
=(6x50) +(6x2)
=300+12
2. 52x6
=312
=6x (50+2)
=(6x50) +(6x2) 3. 32x9
=____+12 =9x (30+2)
=____ =(9x30) +(9x2)
=270+18
3. 32x9 =288
=9x (30+2)
=(9x30) +(9x2)
4. 47x5
=____+18
=5x (40+7)
=____ =(5x40) +(5x7)
=200+35
4. 47x5 =235
=5x (40+7)
=(5x40) +(5x7)
=____+35 5. 68x6
=____ =6x (60+8)
=(6x60) +(6x8)
5. 68x6 =360+ 48
=408
=6x (60+8)
=(6x60) +(6x8)
=____+ 48
=____
V.
EVALUATION

VI. ASSIGNMENT
Multiple Choices.
Direction: Choose the correct
answer and write it to your
notebook.
1. Which expression is
equivalent to 42x2?
a. (2x40) +(2x2)
b. (2x4) +(2x2)
c. (2x400) +(2x2)

2. Which expression is
equivalent to 93x8?
a. (3x9) + (3x8)
b. (8x90) +(8x3)
c. (3x90) +(3x8)

3. Which 2 expressions are

equivalent to 64x9?
Choose 2 answers:
a. 9x (60+4)
b. (9x60) +(9x4)
c. 9+ (60+4)

4. Which two expressions are

equivalent to 87x5
Choose 2 answers:
a. (8x5) +(7x5)
b. (5x80) +(5x7)
c. 5x (80+7)

5. Alondra tried to evaluate

45x3 step by steps. However,
Alondra made a mistake.
45x3
Step 1 = (3x4) +(3x5)
Step 2 = 12 + 15
Step 3 = 27
Find Alondra’s first mistake.
Choose 1 answer:
a. Step 1
b. Step 2
c. Step 3

Checked by:
Norivel N. Coresis
Cooperating teacher