Math For Life 3
Math For Life 3
Math For Life 3
Introduction/Preparatory Activities
1. Once pupils are seated, show the pupils a basket of fruits. Pose a problem for
the pupils to solve. There are 3 baskets on the table, each with 3 melons. How
many melons are there in all?
2. Call on some pupils. Have them answer the question. Encourage them to use
any strategy to solve the problem.
3. To determine the pupils knowledge and skills, have them access/ do the
resources on TEC-CD.
Day 1
1. Start the lesson with an activator. Divide the class into two groups. Use flash
cards involving basic multiplication facts in a contest. Explain to the class that as
flash a card, each member in each group will outdo each other in giving the
correct answer to the fact that you will flash. The member who can give the
correct answer sits down. The group with more members sitting wins.
2. Ask five kinesthetic learners to raise their two hands and call on an auditory
learner to give a multiplication sentence about the pupils and their raise hands.
Ask: How many hands do you see in all?’ Can you write a multiplication sentence
to show the number of hands? Ask a visual learner to write the answer on the
boards: 5x2=10. Repeat the activity by increasing the group by ones until these
sentences are completed: 5x2=10; 6x2=12; 7x2=14; 8x2=16
3. Draw a grid consisting of 6 rows and 7 columns on the board. Ask a kinesthetic
learner to count the rows and columns. Ask a visual learner: How many squares
are there in each row? How many rows are there in a grid? Lead them to
understand that the number of squares in the grid? Lead them to understand that
the number of squares in a grid may be described as 6 rows of 7 or 6x7=42 or 7
columns of 6or 7x6=42.
Explain how to multiply rows and columns of squares to get the total
number of squares inside a rectangle or square.
4. Discuss think and understand.
5. Reinforce the commutative skills in multiplication by asking the kinesthetic
learners to change the order of the factors in each exercise and then ask a visual
learner to illustrate or draw pictures to present the new sentence.
Examples:
5 sets of 6 is 5x6=30; 6 sets of 5 is 6x5=30
5 columns by 8 rows is 5x8=40; 8 rows by 5 columns is 8x5=40
6. Ask the pupils to answer Check your understanding orally. Ask the kinesthetic
learners to change the order of the factors and use the board to illustrate two
multiplication sentences in B of Check Your Understanding. Example 1.3x9=27
and 9x3=27.
Day 2
1. Use multiplication flashcards for warm-up
2. Ask the pupils to watch a video song on the TEC-CD about multiplication.
3. Ask the pupils to work in teams of six. When you assign pupils to teams, balance
the team so that each team is composed of pupils whose performance levels
range from low to average to high. Tell the struggling learners to answer Keep
Practicing. Ask the average learners to answer items 1 to 6 of Practice and ask
the advanced learners to answer items 7 to 10 of Practice and try this Challenge.
Circulate around the classroom, clarifying questions, gauging pupils
understanding and addressing misconceptions. Ask the struggling learners if they
have encountered any difficulty in answering the exercise.
Day 3
1. Have the teams exchange papers to check each other work. Call on student
volunteers. Have them explain the answers to the exercises. Be ready to correct
any misconception that may arise from the discussion.
2. Ask the auditory learners to recite the multiplication table for factors 5 to 9.
3. Have the pupils answer Test Yourself.
Day 1
1. Start the lesson with an activator. Write this on the board: There were 3 palates
on the table. Each plate had 4 saucers. Each saucer had 2 siopao. How many
siopao were there in all? Ask an auditory learner to read problem.
2. Call a kinesthetic learner to write the related multiplication sentence on the
board: 3x (4x2).
Ask an average learner to multiply the numbers starting with the numbers
in the parentheses: 3x (4x2)=3x8+=24. Ask an advanced learner explain
the solution. Lead them to discover that the total number of siopao is
equal to 3x (4x2) or 24.
3. Discuss Think and Understand
4. Point out that to multiply three factors, multiply first the factors in the parentheses
and then multiply the resulting product by the third factor.
5. Call on volunteers. Have them answer Check Your Understanding. Allow them to
write their solutions on the board. Be ready to correct any error or misconception
in the discussion.
Day 2
1. Ask the pupils to do interactive practice on multiplying three one-digit factors on
the TEC-CD
2. Ask the pupils to work in groups of threes. Have them answer Practice and Keep
Practicing.
3. Have the teams exchange papers to check each other’s work. Call on volunteers.
Have them explain the answers to the exercises. Be ready to correct any
misconception that may arise from the discussion.
Day 3
1. Call a volunteer to answer Try this challenge. Allow the pupil to write on the
board to explain the solution.
2. To end the lesson, ask the pupils to do a think pair share. Have them exchange
ideas about the concepts they learned in Goal 2.
3. Have the pupils answer Test Yourself.
Day 2
1. Have the class form groups of four. Remind the pupils that this group is their
home team. Assign numbers 1 to 4 to the members of each home team.
2. Have the pupils work in expert groups. Ask all number 1 pupils to answer
Practice. Tell a number 2 pupils to answer A of Keep Practicing. Ask all number 3
pupils to answer B of Keep Practicing. Instruct all number 4 pupils to answer Try
this Challenge. Give the expert groups 20 minutes to answer the exercises. Have
them write the answers and solution on their notebook. Move around the
classroom and be ready to correct any misconception that may arise during the
activity.
3. Remind the pupils to study the solutions to answers. Tell them to prepare the
report to their home team.
Day 3
1. Ask the members of the expert groups to return to their home team. Have them
take returns to explain the answers and solutions to the exercises to the
members of their home team. Tell them to draw pictures, use base-10 blocks or
use place value chart to explain their answers.
2. To end the lesson, ask an auditory learner to summarize the important ideas
Goal 3.
3. Have the pupils answer Test Yourself.
4. Ask all pupils who did not do well on the test to attend after class tutorial
sessions or consultation periods. During these meetings, provide alternate
materials to consolidate their learning. Have them answer Ready-to-Print Activity
Sheets on the TEC-CD about multiplication without regrouping.
Day 1
1. Start the lesson with an activator. Write this on the board: There were 3 palates
on the table. Each plate had 4 saucers. Each saucer had 2 siopao. How many
siopao were there in all? Ask an auditory learner to read problem.
2. Call a kinesthetic learner to write the related multiplication sentence on the
board: 3x (4x2).
Ask an average learner to multiply the numbers starting with the numbers
in the parentheses: 3x (4x2)=3x8+=24. Ask an advanced learner explain
the solution. Lead them to discover that the total number of siopao is
equal to 3x (4x2) or 24.
Day 2
1. Ask the pupils to do interactive practice on multiplying three one-digit factors on
the TEC-CD
2. Ask the pupils to work in groups of threes. Have them answer Practice and Keep
Practicing.
3. Have the teams exchange papers to check each other’s work. Call on volunteers.
Have them explain the answers to the exercises. Be ready to correct any
misconception that may arise from the discussion.
Day 3
1. Call a volunteer to answer Try this challenge. Allow the pupil to write on the
board to explain the solution.
2. To end the lesson, ask the pupils to do a think pair share. Have them exchange
ideas about the concepts they learned in Goal 2.
3. Have the pupils answer Test Yourself.
Day 1
1. Write this on the board: After a strong typhoon, 5 horses were used to carry 15
bags of assorted food altogether were brought to the community?
2. Ask an auditory learner to read the problem. Tell the pupil to write the given
information on the board.
3. Discuss the problem, and then show different ways to find the answer. Expand
and multiply horizontally or vertically. Find the partial products then add.
4. Ask the pupils to answer Check Your Understanding orally. Allow the pupils to
use other ways of finding products aside from using the place value chart. Ask
the visual learners to use a place value chart to find the answer. Ask the
kinesthetic learners to use the base-10 blocks and then ask the auditory learners
to explain the solutions.
Example: number 1
38x6= (30+8) x6=180+48=228
Or
38x6= (3 ten and 8 ones) x 6= 18 tens +48 ones
Day 2
1. Use flash cards involving the basic multiplication facts in a 5-minute contest
among the pupils.
2. Ask the pupils to watch a video the TEC-CD about multiplication with regrouping
3. Ask the pupils to work in teams of six. When you assign pupils to teams, balance
the team so that each team is composed of pupils of different learning styles. Tell
them to answer Practice, Keep Practicing and Try this challenge. Give them
three options for the representation of their output. Tell the visual learners to use
place value-charts to find the answer form and ask the auditory learners to
explain orally the solution to each problem.
Day 3
1. Have the teams exchange papers to check each other’s work. Call on student
volunteers. Have them to explain the solution to the problem. Be ready to correct
any misconception that may arise from the discussion.
2. Ask a volunteer to summarize the different ways of finding the product of two-
digit and one digit factors with regrouping.
3. Have the pupils answer Test Yourself.
Day 1
1. Start the lesson with activator. Write this on the board: After a strong typhoon, 12
men volunteered to carry 14 boxes of assorted food each to a mountainous
community. How many boxes of assorted food altogether were brought to the
community?
2. Ask an auditory learner to read the problem. Tell the pupil to write the given
information on the board.
3. Ask a visual learner to draw a mathematical model on the board.
N= Total number of boxes of assorted food
N= 12X34
12= 10+2
34= 30+4
2x4= 8
4x10= 40
30x2= 60
30x10= 300
408
Day 2
1. Discuss the answers to the assignment. Have pupils check their own work.
2. Ask the pupils to watch a video on the TEC-CD about multiplication of two-digit
numbers without regrouping.
3. Ask the pupils to work in teams of six. When you assign pupils to teams, balance
the team so that each team is composed of pupils whose performance levels
range from low to average to high.
Day 3
1. Have the teams exchange papers to check each other’s work. Call on student
volunteers. Have them explain the answers to the exercises. Be ready to correct
any misconception that may arise from the discussion.
2. To end the lesson, ask a student volunteer to summarize the different ways of
multiplying two-digit numbers.
3. Have the pupils answer Test Yourself.
Multiplying Three-digit by One- digit numbers with regrouping
Day 1
1. Write this on the board: Each of the barangays in our town was able to donate
125 bags of rice to other barangays that were badly hit by a strong typhoon. How
many bags of rice were donated altogether?
2. Ask an auditory learner to read the problem. Ask a visual learner to draw a
mathematical model on the board.
4. Ask the pupils to answer A of check Your Understanding orally. Tell them to
defend their answers using any of the three ways to multiply within hundreds with
regrouping.
5. Assign B of Check your Understanding as homework.
Day 2
1. Ask the pupils to exchange papers to check each other’s work. Call on student
volunteers. Have them discuss the answers to the homework. Be ready to correct
any error or misconception during the discussion.
2. Ask the pupils to watch a video on the TEC-CD about multiplication of two-digit
numbers without regrouping.
3. Ask the pupils to work in teams of six. When you assign pupils to teams, balance
the team so that each team is composed of pupils whose performance levels
range from low to average to high. Tell the struggling learners to answer
Practice. Ask the average learners to Keep Practicing and ask the advanced
learners to answer Try this challenge.
Day 3
1. Have the teams exchange papers to check each other’s work. Call on student
volunteers. Have them explain the answers to the exercises. Be ready to correct
any misconception that may arise from the discussion.
2. To end the lesson, ask a student volunteer to summarize the different ways of
multiplying three-digit by one-digit numbers with regrouping.
3. Have the pupils answer Test Yourself.
4. Ask all pupils who did not do well on the test to attend after class tutorial
sessions or consultation periods. During these meetings, provide alternate
materials to consolidate their learning. Have them answer Ready- to- Print
Sheets on the TEC-CD about multiplication with regrouping.
Day 1
1. Write this on the board: Each of the 15 towns that were badly hit by a strong
typhoon. How many boxes of food packs were donated altogether?
2. Ask an auditory learner to read the problem. Ask a visual learner to draw a
mathematical model on the board.
3. Discuss the problem and call on volunteers to present different ways of finding
the answer to 15 x78
a.) Expand 125 and then add the partial products.
15 x 78= (10+5) x 78
= (10 x 78) + (5x 78)
= 780+390
= 1 170
b.) Find the partial products and add them in this form:
15 x 78 = 15 x (70+8)
= (15 x 70) + (15 x 8)
= 1 050 + 120 or 1170
Say: Using a or b, you can choose which way to start. You can start with the
ones or the hundreds.
c.) Use the place value chart. Write the digits in a place value chart. Explain the
process.
Write 0 in the ones place of the product. Regroup 4 in the tens place above 1.
4. Ask the pupils to answer A of check Your Understanding orally. Tell them to
defend their answers using any of the three ways to multiply within hundreds with
regrouping.
5. Assign B of Check your Understanding as homework.
Day 2
1. Ask the pupils to watch a video on multiplying two-digit numbers by one digit
numbers without regrouping using the resources on the TEC-CD
2. Ask the pupils to work in teams of six. When you assign pupils to teams, balance
the team so that each team is composed of pupils whose performance levels
range from low to average to high. Tell the struggling learners to answer
Practice. Ask the average learners to Keep Practicing and ask the advanced
learners to answer Try this challenge.
Day 3
1. Have the teams exchange papers to check each other’s work. Call on student
volunteers. Have them explain the answers to the exercises. Be ready to correct
any misconception that may arise from the discussion.
2. Ask the pupils to answer Ready to print activity sheets. Have them access the
resources on the TEC-CD.
3. Assign a volunteer to summarize the result in the discussion.
4. Ask the pupils to answer Test Yourself.
Day 1
1. Write this on the board: Mang Donato harvested twice as many kilos of mangoes.
How many kilos of mangoes did they harvest in all?
2. Ask an auditory learner to read the problem. Tell the pupil to write the given
information on the board.
3. Explain the steps involved in solving the problem. Write these on the board.
(A) Understand
1) Know the question: How many kilos of mangoes did they harvest in all?
2) Know the facts: Mang Donato- 85 kg of Mangoes; Leon-twice as many
kilos of mangoes; N-total kilos of mangoes harvested together
3) Know the hidden question: How many kilos of mangoes did Leon harvest?
(B) Plan
1. Draw a mathematical on the board to guide the pupils how to make a plan
of solving the problem.
Mang Donato 85 kg
Leon ?
Say: Here, two bars of length 1 unit and 2 units are drawn to represent the
number of kilos of mangoes harvested by Mang Donato and Leon. The model
shows that Leon’s harvest is twice Mang Donato’s harvest. Given that 1 unit
is 85, the hidden problem can be solved by multiplication.
(C) Solve: Hidden Problem= 2x 85= 170 kg of mangoes harvested by Leon
4. For all exercises in Check Your Understanding, use diagram to emphasize how
to plan to solve a two-step problem. Stress that it is important to know the hidden
question and answer it first.
5. Assign the pupils to solve the problems in Check Your Understanding without
using a diagram. Call on volunteers. Have them write the answers on the board.
Ask the pupils to explain their work. Be ready to correct any error that may arise
from the discussion.
6. Assign Practice as homework.
Day 2
1. Allow the pupils to use the board to share their answers to the homework.
2. Let the pupils discuss the answers to the homework. Move around the room and
listen to the discussion and solutions given by the different groups. Call on visual
learners to write the answers on the board. Ask the auditory learners to explain
the solution. Observe how they find the answer to the hidden question.
3. Group the pupils to make their own two-step problems involving multiplication.
Allow them to use or modify the problems they answered.
4. Allow the pupils to share their work with their classmates using the board for
discussion.
Day 3
1. Ask the pupils to work in teams of four. When you assign pupils to teams,
balance the team so that each team is composed of pupils whose performance
levels range from low to average to high. Tell them to answer Keep Practicing
and Try this challenge.
2. Ask the teams to exchange papers to check each other’s work.
3. Ask the struggling learners to draw a picture to show the problem on the board.
4. Ask the average learner to write and explain the team’s answer.
5. Ask the advanced learner to answer and explain Try this Challenge.
6. To end the lesson, ask a volunteer to summarize the result in the discussion.
7. Have the pupils answer Test Yourself.
Day 1
1. Have pupils practice mental computation on flashcards.
2. Tell the pupils that they use place value concepts and break apart two-digit
factors to mentally multiply numbers. Give an example to illustrate.
Example:
12 x 4 = (10+2) x4
= (10 x4) + (2 x4) = 40 + 8 =48
Day 2
1. Ask the pupils to watch a video on mental multiplication or mental tricks using the
resources on the TEC-CD.
2. Ask the pupils to answer orally Practice and Keep Practicing
3. Ask the pupils to work in pairs. Have them answer Try this challenge.
4. To end the lesson, ask the pupils to do a think pair share. Have them exchange
ideas about the multiplication shortcuts they learned in Goal 9.
5. Have the pupils answer Test Yourself.
Multiplying by Multiples of 10
Day 1
1. Have pupils practice mental computation on flashcards.
2. Tell the pupils that they use place value concepts and break apart two-digit
factors to mentally multiply numbers. Give an example to illustrate.
Example:
a. 2 x 10 = 2 x 1 ten = 2 tens or 20
b. 3 x 100 = 3 x 1 hundred = 3 hundreds or 300
c. 5 x 1000 = 5 x 1 thousand
= 5 thousand = 5000
d. 20 x 40 = 20 x 4 tens = 80 tens
= 8 x (10 tens) = 8 x 100 = 800
Day 2
1. Ask the pupils to watch a video on mental multiplication or mental tricks using the
resources on the TEC-CD.
2. Ask the pupils to answer orally Practice and Keep Practicing
3. Ask the pupils to work in pairs. Have them answer Try this challenge.
4. To end the lesson, ask the pupils to do a think pair share. Have them exchange
ideas about the multiplication shortcuts they learned in Goal 9.
5. Have the pupils answer Test Yourself.
3. To determine the pupil’s prior knowledge and skills, have them access/ do the
resources on the TEC-CD.
Day 1
1. Show a picture of volunteers distributing bags of foods in an evacuation center.
Write this problem on the board: There were 86 volunteers who distributed 62
bags of food each to the people in an evacuation center. About how many bags
of foods were distributed?
2. Explain that since the question is about how many, an estimate will be enough.
3. Ask the advanced learners to state the rules involved in rounding up and
rounding down two and three digit numbers. Be ready to correct any error or
state the missing steps.
4. Draw a number line on the board. Ask a kinesthetic to learner to mark 86 and 62
on the number line. Ask a visual learner to round the numbers to the nearest ten.
Lead them to discover that 86 rounds up to 90 and 62 rounds down to 60.
5. Call on the advanced learners. Have them use multiplying numbers by multiples
to answer the problem: 90 x 60 = 5400. Say: About 5 400 bags of food were
distributed
Show the pupils how to multiply to find the exact answer: 86 X 62 = 172 + 5160 =
5332, Say: The exact answer 5332 is close to the estimate, which is 5 400.
6. Discuss Think and Understand
7. Ask the pupils to work in pairs. Have them answer Check Your Understanding.
Remind them to exchange ideas to find a solution to the exercises.
8. Ask the pupils to exchange papers to check each other’s work. Draw a number
line on the board. Discuss the answers to the exercises. Ask the kinesthetic
learners to mark the numbers on the number line. Ask the visual learners to use
the number line to find the answer. Ask the auditory learners to explain the
solution.
Day 2
1. Review estimating, rounding, multiplying and by multiples of 10 on flashcards.
2. Ask the pupils to work in teams of six. When you assign pupils to teams, balance
the team so that each team is composed of pupils whose performance levels
range from low to average to high. Tell the struggling learners to answer Keep
Practicing and ask the advanced learners to answer Try this Challenge.
Day 3
1. Have the teams exchange papers to check each other’s work. Call on student
volunteers. Have them explain the answers to the exercises. Be ready to correct
any misconception that may arise from the discussion.
2. Ask an auditory learner to summarize the important ideas.
3. Have the pupils answer Test Yourself.
What is 4x7?
What is 5x9?
What is 7x6?
What is 9x6?
What is 8x10?
3. To determine the pupils prior knowledge and skills, have them access/ do the
resources on the TEC-CD
Day 1
1. Have pupils practice mental computation on flashcards.
2. Tell the pupils that they use place value concepts and break apart two-digit
factors to mentally multiply numbers. Give an example to illustrate.
Example:
32 x 4 = (30 + 2) x 4
= (30 + 4) + (2 x 4)
= 120 + 8 = 128
3. Discuss Think and Understand. Emphasize the basic rules in mental
multiplication.
4. Ask the pupils to answer orally check Your Understanding.
Day 2
1. Ask the pupils to watch a video on mental multiplication or mental tricks using the
resources on the TEC-CD.
2. Ask the pupils to answer orally Practice and Keep Practicing
3. Ask the pupils to work in pairs. Have them answer Try this challenge.
4. To end the lesson, ask the pupils to do a think pair share. Have them exchange
ideas about the multiplication shortcuts they learned in Goal 9.
5. Have the pupils answer Test Yourself.
3. To determine the pupil’s prior knowledge and skills, have them access/ do the
resources on the TEC-CD.
Day 1
1. Draw a 100-grid chart on the board and write numbers 1 to 100. Ask the auditory
learners to count by twos to 100. Ask the kinesthetic learners to circle all
multiples of 2 on the 100-grid chart. Introduce multiples of a number. Point out
that any counting number is a multiple of itself. Ask a visual learner to write the
first ten multiples of 2 on the board: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.
Ask: “If we continue counting by 2s, can we name all multiples of 2?” Help the
pupils understand that a number has an endless list of multiples.
2. Discuss Think and Understand
3. Point out that the numbers we multiply are called multiples of its products.
4. Ask the pupils to answer Check Your Understanding orally. Call on student
volunteers. Have them explain the answers to the exercises. Be ready to correct
any error in the discussion.
Day 2
1. Give a multiple and ask the class to give the first 10 multiples of that number.
Use multiples of 2, 3, 5 and 10.
2. Show how to get the common multiples of a number using skip counting.
Example: Find the multiples of 2 and 4.
Multiples of 2 are 2, 4, 6, 8, 10, 12, 14, and 16
Multiples of 4 are 4, 8, 12, and 16
3. Assign as homework Practice and Keep Practicing
4. Assign as optional homework Try this challenge.
Day 3
1. Ask the pupils to practice counting multiples by using the resources on the TEC-
CD
2. Ask the pupils to exchange papers to check each other’s work. Call on student
volunteers. Have them explain the answers to the exercises. Be ready to clarify
any error or misconception that may arise from the discussion
3. Assign a volunteer to summarize the results in the discussion.
4. Ask the pupils answer Test Yourself.