School: COGON ELEMENTARY Grade III

SCHOOL Level:
GRADES 1 to 12

DAILY LESSON LOG Teacher: CRISTILE ANN T. GESMAN Learning MATHEMATICS

Area:

Teaching Dates WEEK 1 Quarter: 2ND QUARTER

and Time:

Learning Area: MATHEMATICS Grade Level: THREE

DAY 1 and Day 2 Quarter: SECOND Duration: 50mins
Learning
Competency/ies: Visualizes multiplication of numbers 1 to 10 by 6, 7, 8 Code:M3NS-IIa-41.2
and 9.

Key Concepts / a. Multiplication is repeated addition.

Understandings b. To get the product in multiplication, multiply the multiplicand by the multiplier.
to be c. Multiplier tells the number of times a number is to be added or the number of
Developed: sets/groups while multiplicand is the number to be added or the number of elements in a
set.
Learning Visualize the multiplication of the numbers 6, 7, 8, and 9.
Objectives: Write the correct multiplication sentence.
Show sportsmanship when working in the activities.
Display good relationship towards others.
Resources Multiplication sentence on the chart and flash cards of multiplication tables from 1, 2, 3,
Needed: 4, and 5, Manipulatives like popsicle sticks, flats and longs, etc.
Teacher’s Guide in Mathematics 3 pp.119 – 123, Math Worktext pp. 1 – 2. Math LM
pp108 – 112
Methodology
Introductory 1. Drill :
Activity Use the flashcards of multiplication tables from 1, 2, 3, 4, and 5 for the drill.
(5minutes) 2. Review :
In 4 X 2 = 8, which is the multiplicand? the multiplier? the product?
3. Motivation :
Ask: What are the things that you need during art activities? After you finished your
art activities, what do you do with your materials? Why do you have to do this?

Activity 1. Have the pupils read the story problem in LM page 108.
( 15minutes )
Carla has crayons: 2 red, 2 yellow, 2 blue, 2 green 2 violet and 2 orange crayons.
How many crayons does Carla have?

Ask: How many crayons are there?

Say: These are Carla’s crayons.

red yellow blue green violet orange

. a. Ask: How many groups of crayons are there?

How many crayons are there in each group?
How many crayons are there in all?

b. This is the way we write the multiplication sentence: 6 x 2 = 12. So, 6 groups of
two’s
is 6 x 2 = 12
Repeated addition sentence: 2 + 2 + 2 + 2 + 2 +2 = 12
Multiplication sentence: 6 x 2 = 12

2. Performing the Activities

Divide the class into 4 groups. Let each group complete the activity given to them.
Encourage pupils to use other objects to visualize multiplication of the numbers 6 and 7.
 Group 1 – Ask the group to draw objects to show multiplication.

Illustration Repeated addition Multiplication

(using objects) sentence sentence

6 groups of
1
1+1+1+1+1+1=6 6x1=6

6 groups of
2
6 groups of
3
6 groups of
4
6 groups of
5

Group 2 – Provide enough graphing paper/s and let them color the squares to show
multiplication.
Repeated addition
Illustration (using array) Multiplication
sentence
sentence

6 rows of 6+6+6+6+6+6
6 x 6 = 36
6 = 36

6 rows with 6 squares in

each row
6 rows of
7
6 rows of
8
6 rows of
9
6 rows of
10

Group 3 – Provide enough graphing paper/s and let them color the squares to show
multiplication.
Repeated addition
Illustration (using array) Multiplication
sentence
sentence

7 rows of 1 + 1+ 1+ 1+ 1 +1 +
7x1=7
1 1=7

7 rows with 1 square in

each row
 7 rows of
2
7 rows of
3
7 rows of
4
7 rows of
5

Group 4 – Let the group draw objects to show multiplication.

Repeated
Multiplicatio
Illustration (using objects) addition
n sentence
sentence

7 groups of 7+7+7+7+7+
7 x 6 = 42
6 7 = 42

7 groups of
7
7 groups of
8
7 groups of
9
7 groups of
10
Analysis Processing the Activity:
( 3 minutes ) a. What did your group do in visualizing multiplication of the numbers 6 and 7?
Group 1? Group 2? Group 3? Group 4?
b. How is repeated addition related to multiplication sentence?
c. What is a multiplier? multiplicand? product?
Abstraction Let the class generalize the lesson by asking the following questions:
( 3 minutes ) What is multiplication?
How do we get the product in multiplication?
What is a multiplier? multiplicand?
Application 1. Have the pupils answer Activity 1 and 2 on pages 109 - 110 of LM in pairs.
(10minutes)
Group1: Complete the multiplication Group3: Complete the multiplication
table of 6. table of 8.

6x1= 6x6= 8x1= 8x6=

6x2= 6x7= 8x2= 8x7=
6x3= 6x8= 8x3= 8x8=
6x4= 6x9= 8x4= 8x9=
6x5= 6 x 10 = 8x5= 8 x 10 =

Group3: Complete multiplication Group2: Group4: Complete the

table of 7. multiplication table of 9.
 7x1= 7x6= 9x1= 9x6=
7x2= 7x7= 9x2= 9x7=
7x3= 7x8= 9x3= 9x8=
7x4= 7x9= 9x4= 9x9=
7x5= 7 x 10 = 9x5= 9 x 10 =

Assessment Let pupils answer the Activity 4 on page 111 of LM individually.

(10minutes) A. Find the product.
1) 7 2) 6 3) 6 4) 7 5) 7
x3 x6 x8 x7 x6

B. Find the product. Copy and write the answer in the chart.

X 8 Product
2
4
6
7
8
9

C. Find the product. Copy and write the answer in the chart.

X 9 Product
2
3
4
5
8
9
Assignment Let pupils do Activity 5 on page 112 of LM.
( 2 minutes ) Write the multiplication sentence then give the product.
1. If you will multiply 3 by 6, what is the product?
2. Multiply 6 by 7.
Concluding
Activity Do math fillers activity
( 2 minutes)
Remarks

Reflection
Learning Area: MATHEMATICS Grade Level: THREE
Day 3and Day 4 Quarter: SECOND Duration: 50mins
Learning
Competency/ies Multiplies 2-digit numbers by 2-digit numbers Code: M3NS-IIc-43.3
: without regrouping.

Key Concepts / Multiply the 2-digit multiplicand by the ones of the multiplier.
Understandings Multiply the multiplicand by the tens of the multiplier.
to be Add the partial products to get the final product.
Developed:
Learning Multiply 2-digit numbers by 2-digit numbers without regrouping.
Objectives Write the product of 2-digit numbers by 2-digit numbers.
Compute the product of two numbers with speed and accuracy.
Show accuracy/carefulness in solving number problems.
Resources Teacher’s Guide in Mathematics 3 pp.148 – 152, Math LM pp 133 – 137
Needed: Flash cards, charts, activity cards, flats, longs and ones, place value mat/chart
Methodology
Introductory 1. Drill :
Activity Flash cards of basic multiplication facts. Flash cards of basic multiplication facts.
(5minutes) 2. Review :
Let pupils give the product of the following:
24 20 12 11 43
x2 x4 x2 x6 X2

3. Motivation:
( Song ) Be alert in answering the multiplication sentence while singing. ( Skip to My
Love )
Teacher : I’m Mathematics how do you do?
Children : I’m Mathematics how do you do?
Teacher : Who are you? Tell me too?
Children : I’m just a child but I know you.
Teacher : Speak, speak, 7 x 7
Children : ____ (The pupils will answer)
Teacher : Speak, speak, 5 x 8
Children : ____
All : It’s so easy I tell you

Activity 1. Presentation:
(15minutes) Ask: Do you borrow books from your school library? If you borrow or were given a
book, how do you take care of it? Why do we need to take care of things we borrowed or
that are given to us? Present this problem. Have children read the same problem found
in their LM on page 133.
a.
The school librarian has bundled the books to be distributed to different grade levels and Let
sections. There are 32 books in a bundle. How many books are there in 11 bundles?

pupils analyze the problem. Guide them with the following steps and questions.
 Understand the problem
What is asked for in the problem? (Total number of books)
What are given? (32 books in a bundle, 11 bundles)
 Plan
How can we find the answer?
Possible answers:
a. by illustration/drawing.
b. by repeated addition using number line
c. by lattice method of multiplication
d. by distributive property of multiplication
e. by short method of multiplication
 Carry out the plan
a. By repeated addition using number line
Ask: Into how many equal parts should we divide the number line to show 11
 bundles? (11 equal parts) How many books were there in each bundle?
Let them illustrate. Let a pupil draw a number line. Guide them individing
the number line into 11 equal parts.
Let them count the total number of books using repeated addition.
b. Distributive Property of Multiplication over Addition.
Guide the class in finding the answer applying the distributive property of
multiplication.
Call a pupil to write the factors vertically on the board. Let them write the factors in
expanded form.
c. Multiplication using the short method.
Call a pupil to write the factors vertically. Relate what they had done in using
distributive property of multiplication in doing the short method of multiplication. Guide
them in doing the steps below.
a. What will we multiply first?
b. What will we multiply next? (Guide them again in writing the product.)
c. What will we do next?
d. Multiply the multiplicand by the ones in the multiplier.
e. Write the product (32) beginning from the ones place.
f. Multiply the multiplicand by the tens in the multiplier.
g. Write the product (32)
h. Multiply by ones. Multiply by tens.
32 32 32
x 11 x1 x 1
32 32 32
32

Add the two partial products.

32
x 11
32 partial products
+32
352 product

2. Performing the Activity :

Divide the class into groups of 4. Assign groups to do one number sentence using
any of the
techniques or strategies learned.

Using Repeated Using Distributive Using the Short-Cut

Addition Property Method
of Multiplication of Multiplication
22
x 23

52
x 31

Analysis Teacher asks:

(3minutes)  How do you find the activity?
 Have you learned something from the activity?
Abstraction Let the class generalize the lesson by asking the following question:
(3minutes) How do you multiply 2-digit numbers by 2-digit numbers without regrouping?
Application A. Board Work
(10 minutes) B. Tag board Game
Assessment Let the pupils do this activity in their notebook individually.
(10minutes) A. Answer the following.
1) The product of 13 and 22 is _____.
2) Multiply: 43
x 32

B. Find the products.

1) 13 x 22 =
2) 22 x 14 =
3) 10 x 16 =

Assignment Let pupils do Activity 5 on page 137 of LM.

(3 minutes) Find the missing numbers using the indicated operations.
1) 73 x ___ = 365; 365 - ___ = 305; 305 x 9 = ____
2) ___ x 8 = 200; 200 + ___ = 449; 449 x 6 = ____
3) 39 x ___ + 78; (78 + 294) x 7 = ____
4) ___ x 4 = 256; (256 – 178) x 5 = ____

Answer Key:
1) 73 x 5 = 365; 365 - 60 = 305; 305 x 9 = 2 745
2) 25 x 8 = 200; 200 + 249 = 449; 449 x 6 = 2 694
3) 39 x 2 = 78; (78 + 294) x 7 = 372 x 7 = 2 604
4) 64 x 4 = 256; (256 – 178) x 5 = 78 x 5 = 390

Concluding
Activity Do math fillers activity
( 2 minutes)
Remarks

Reflection