QOULYUFDSRT ZQ Math 2 whole numbers d. multiplication.doc

Lesson Guide
In
Elementary Mathematics
Grade 2
Reformatted for distribution via
DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL
DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY
2010
Chapter I
Whole Numbers
Multiplication
INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics
Grade 2
Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written permission from the Bureau of Elementary Education, Department of Education.
The Mathematics Writing Committee
GRADE 2
Region 4
Teresita O. Plata – Cavite
Erlinda F. Zinampan – Rizal
Rosalinda R. Ravelas – Laguna
Sheilaver O. Capumpon – Cavite
National Capital Region (NCR)
Flordelina A. Alquiza – Regional Office, NCR
Marites A. Asuque – Taguig/Pateros
Praxedes F. Mendoza – Makati
Victoria V. Figueroa – Valenzuela
Aurora P. Portes – Manila
Bureau of Elementary Education (BEE)
Noel P. Miranda
Robesa R. Hilario
Ateneo de Manila University
Virgie C. Gayda
Support Staff
Ferdinand S. Bergado
Ma. Cristina C. Capellan
Emilene Judith S. Sison
Julius Peter Samulde
Roy L. Concepcion
Myrna D. Latoza
Marcelino C. Bataller
Eric S. de Guia – Illustrator
Consultants
Fr. Bienvenido F. Nebres, SJ – President,
Ateneo de Manila University
Carmela C. Oracion – Ateneo de Manila University
Pacita E. Hosaka – Ateneo de Manila University
Project Management
Yolanda S. Quijano – Director IV
Angelita M. Esdicul – Director III
Simeona T. Ebol– Chief, Curriculum Development Division
Irene C. de Robles– OIC-Asst. Chief, Curriculum Development Division
Virginia T. Fernandez – Project Coordinator
EXECUTIVE COMMITTEE
Jesli A. Lapus – Secretary, Department of Education
Jesus G. Galvan – OIC, Undersecretary for Finance and Administration
Vilma L. Labrador – Undersecretary for Programs and Projects
Teresita G. Inciong – Assistant Secretary for Programs and Projects
Printed By:
ISBN – 971-92775-1-3

iii
TABLE OF CONTENTS Introduction ............................................................................................................................ iv Matrix .................................................................................................................................. v
I. WHOLE NUMBERS
Multiplication
Multiplication as Repeated Addition using Sets .......................................................... 1 Multiplication as Repeated Addition using Number Line ............................................. 4 Transforming Addition Sentence to Multiplication Sentence ....................................... 9 Identifying Parts of a Multiplication Sentence ............................................................. 11 Factors of a given Number ........................................................................................ 14 A Number Multiplied by 1 is the Same Number .......................................................... 18 Showing that Zero Multiplied by a Number is Zero ..................................................... 21 Multiplying 1- to 2-Digit Numbers by 1-Digit Numbers ................................................ 23 Multiplying Mentally 1-Digit Numbers with Products up What is Asked, Given, Word Clues and Operation to be Used ........................ 27 Transforming Word Problems into Number Sentences
and Stating the Correct Answer ..................................................................... 29 Solving 2- to 3-Step Word Problems .......................................................................... 33

iv
I N T R O D U C T I O N The Lesson Guides in Elementary Mathematics were developed by the Department of Education through the Bureau of Elementary Education in coordination with the Ateneo de Manila University. These resource materials have been purposely prepared to help improve the mathematics instruction in the elementary grades. These provide integration of values and life skills using different teaching strategies for an interactive teaching/learning process. Multiple intelligences techniques like games, puzzles, songs, etc. are also integrated in each lesson; hence, learning Mathematics becomes fun and enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are incorporated in the lessons. The skills are consistent with the Basic Education Curriculum (BEC)/Philippine Elementary Learning Competencies (PELC). These should be used by the teachers as a guide in their day-to-day teaching plans.

v
MATRIX IN ELEMENTARY MATHEMATICS Grade 2
COMPETENCIES
VALUES INTEGRATED
STRATEGIES USED
MULTIPLE INTELLIGENCES TECHNIQUES
With HOTS
D. Comprehension of Multiplication
1. Multiply 1- to 2-digit numbers by a 1- digit number with products up to 81 1.1 Multiply 1-digit by 1-digit number with or without regrouping with products up to 45 1.1.1 Show the relationship of putting together 2 or more sets with the number of elements to repeated addition
Cooperation
Concept development, Write a number sentence, Drawing pictures
Numbers, Manipulative, Independent study, Speaking, Reading/Writing, Cooperative groups, Drawing
1.1.2 Show multiplication of whole numbers as repeated addition on the number line or array, etc.
Kindness to animals
Concept development, Use of objects
Playing game, Cooperative groups, Diagram, Drawing
1.1.3 Transform an addition sentence into a multiplication sentence
Teamwork
Looking for patterns, Write a number sentence
Diagram, Reading, Manipulative, Numbers, Cooperative groups
1.1.4 Identify the parts of a multiplication sentence
Concern for environment
Writing equation, Drawing pictures, Looking for pattern, Working back
Writing, Numbers, Drawing, Storytelling, Cooperative groups
1.1.5 Give the factors of a given number
Appreciation for manual work
Concept development, Use of objects
Coloring, Cooperative groups, Charts

1.1.6 Show that a number multiplied by 1 is the same number
Teamwork
Graphs and tables, Looking for patterns
Chart, Drawing numbers, Cooperative groups
1.1.7 Show that zero multiplied by a number is zero
Discipline
Concept development, Looking for patterns, Write a number sentence
Numbers, Real world connections, Cooperative groups
1.2 Multiply 1- to 2-digit numbers by 1-digit number with products up to 81
Cooperation
Concept development, Game
Numbers, Reading/ Speaking, Puzzle, Charts, Cooperative groups

1.3 Multiply mentally 1- digit numbers with products up to 81 without regrouping
Industry
Concept development
Real world connections, Cooperative groups, Movements, Numbers

2. Application of Multiplication 2.1 Solve 1-step word problems involving multiplication of whole numbers including money 2.1.1 Analyze the word problem 2.1.1.1 Tell: what is asked what is/are given the word clue/s the operation to be used
Cooperation
Flowcharting, Simplifying the problem, Looking for patterns
Cooperative groups, Drawing, Reading
2.1.2 Transform the word problem into a number sentence 2.1.3 Use the correct operation 2.1.4 State the complete answer
Industry
Writing a number sentence, Concept development, Simplifying the problem, Use of objects
Manipulative, Cooperative groups, Speaking, Real world connection


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3. Application of Multiplication and Any of Addition/ Subtraction 3.1 Solve 2- to 3-step word problems involving multiplication of whole numbers including money
Cooperation
Concept development, Simplifying the problem, Acting out the problem
Cooperative groups, Movements, Skits and play, Manipulative


1
Multiplication as Repeated Addition using Sets
I. Learning Objectives
Cognitive: Show the relationship of putting together 2 or more sets with the same number of elements to repeated addition
Psychomotor: Count the number of elements in a set
Affective: Show cooperation
II. Learning Content
Skill: Multiplication as repeated addition using sets with the same number of elements
Reference: BEC PELC – I.D.1.1.1
Materials: Popsicle sticks
Value: Cooperation
III. Learning Experiences
A. Preparatory Activities
1. Drill: Addition facts in flash cards.
2. Review
What is asked? What is given? What is the word clue? What is the number sentence? What is the complete answer?
3. Motivation
Let us draw our problem.
B. Developmental Activities
1. Presentation
Teacher draws on the board.
8
+ 8
5
+ 6
7
+ 8
4
+ 9
3
+ 9
6
+ 6
8
+ 6
Ben cut 227 stars for his project. Aldo cut 168 stars.
How many more stars did Ben cut than Aldo?
Maria bought flowering plants as her birthday gift for her mother. If there are 2 flowers in each pot and she bought 5 pots, how many flowers are there in all?

2
How many pots did Maria buy? How many flowers are in each pot? Do they have the same number of flowers? How many flowers are there in all? Let us count. (Show the repeated addition on the board)
2 + 2 + 2 + 2 + 2 = 10 Tell the pupils that we can express this repeated addition in a shorter way through multiplication. Present the multiplication sentence.
5 x 2 = 10
Let pupils put out their popsicle sticks. Let them make 3 groups of 2. Then give the repeated addition. 2 + 2 + 2 = 6 Make 2 sets of 5 4 sets of 3 5 sets of 4 6 sets of 5, etc. 2. Group Activities Group the pupils. Give each group an illustration. Let them write the repeated addition and the multiplication sentence.
a.
b.
c.
d.
The number of times 2 is added.
Number added repeatedly

3
Let the pupils explain the answers on the relationship of putting together 2 or more sets with the same number of elements to show repeated addition.
*Valuing:
- Did you share ideas to your group? Did you cooperate with each other? What will happen if you work in groups? What is the importance of cooperating with your group members?
3. Generalization
What did we do with the sets having the same number of elements?
C. Application
Teacher gives other illustrations on the board. Give the repeated addition and multiplication sentence for each illustration.
1.
2.
c.
3.
IV. Evaluation
Write the repeated addition and multiplication sentence.
1.
2.
3.
4.

4
5.
V. Assignment
Draw the following. Write the repeated addition and multiplication sentence for each.
6 sets of 4 apples 2 sets of 9 grapes
7 sets of 3 oranges 4 sets of 7 guavas
Multiplication as Repeated Addition using the Number Line
Cognitive: Show multiplication of whole numbers as repeated addition on the number line or array, etc.
Psychomotor: Write addition and multiplication sentences
Affective: Show kindness to animals
II. Learning Content:
Skill: Showing multiplication of whole numbers as repeated addition on the number line or array, etc.
Reference: BEC PELC – I D1.1.2
Materials: Sets of numerical cards from 0 to 9, multiplication cards, concrete objects like leaves
Value: Kindness to animals
1. Drill
“Bring Me”
- Group the pupils. Give every pupil in each column a set of numerical cards from 0 to 9.
- Give the following exercises for them to solve.
- Write the exercises one at a time on the blackboard.
a. Bring me 1 + 1 + 1 + 1
b. Bring me 2 + 2 + 2
c. Bring me 4 + 4
d. Bring me 3 + 3 + 3
e. Bring me 3 + 3 + 3 + 3 + 3
f. Bring me 8 + 8 + 8 + 8
g. Bring me 9 + 9 + 9
- For each round, the pupils must bring the card with the right answer to the problem.
- The first group to bring the correct numerical card gets a point.
- The first group to score five points wins the game.

5
2. Review
Write the correct number on the blanks.
a.
+
=
x
=
b.
+
+
=
x
x
=
c.
+
+
=
x
x
=
d.
+
=
x
=
e.
e.
+
=
x
=
3. Motivation
Have you seen a frog?
How does it look like?
How does it move?

6
*Valuing:
- What would you do if you would see a frog?
- Will you kill it?
- What can frogs do to us especially to the farmers?
- If frogs are useful to the farmers should we kill them?
- How should we treat animals that are useful to us?
- Do we have to be kind to them? Why?
1. Presentation
Present the number line.
- What can you see on the picture?
- How many jumps did the frog make?
- How many spaces are there in each jump?
- If the frog makes 4 jumps and there are 3 spaces in each, how many spaces are there in all?
- What is the addition sentence for this?
- What number is added repeatedly?
- How many times did you add 3?
So: 3 + 3 + 3 + 3 = 12
or we may write it as
4 x 3 = 12
Show 10 leaves.
Make 5 groups of 2s.
Ask: How many leaves are there in each group?
How many groups are there?
How many leaves are there in all?
So: 2 + 2 + 2 + 2 + 2 = 10
5 x 2 = 10
2. Group Activities
Let the pupils do the following activities:
Activity 1
Divide the class into 2 teams.
Flash a multiplication card.
The first player from each team will draw the number of sets on the board; the second player will draw the number of objects in each set and the third player will count the number of objects in all.
The first team to complete these tasks correctly earns a point.
The team with the most number of points wins.
For example, 3 x 5. The first player will draw 3 sets. The second will draw 5 objects in each of the 3 sets. The third player will count the total number of objects, i.e. 15.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

7
Activity 2 Divide the class by columns. Flash a multiplication card. The first representative from each column will solve the multiplication exercises using sets of objects; the second using repeated addition and the third using a number line. Repeat the process with another multiplication exercises until the time is up. The column of pupils with the most number of correct answers wins. Example: 4 x 2 = _____
1st pupil  = 8 2nd pupil  2 + 2 + 2 + 2 = 8
3rd pupil  = 8 3. Generalization How is multiplication related to addition? How do we show multiplication of whole number as repeated addition?
C. Application
Write the correct multiplication and addition sentences of the following:
1.
2. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
3. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Multiplication sentence:
Addition sentence:
Addition sentence:
Addition sentence:
0 1 2 3 4 5 6 7 8 9 10
0 1 2 3 4 5 6

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4. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
5. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
IV. Evaluation
Select the correct answer in the boxes below. Write only the letter:
1.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15
2.
0 1 2 3 4 5
3. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
4. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
5. 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
A
5 1
1 + 1 + 1 + 1 + 1
B
4 5
5 + 5 + 5 + 5
C
4 2
2 + 2 + 2 + 2
D
4 4
4 + 4 + 4 + 4
E
5 3
3 + 3 + 3 + 3 + 3
F
4 6
6 + 6 + 6 + 6
Addition sentence:
Addition sentence:

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V. Assignment
Show the multiplication sentences on the number line or array. Then write the multiplication sentence.
1) 4 x 4 4) 5 x 3
2) 5 x 2 5) 3 x 8
3) 4 x 5
Transforming an Addition Sentence into a Multiplication Sentence
Cognitive: Transform an addition sentence into a multiplication sentence
Psychomotor: Read the addition sentence and multiplication sentence
Affective: Show willingness to work with the group
Skill: Transforming an addition sentence into a multiplication sentence
Reference: BEC PELC – I D1.1.3
Materials: cutouts, popsicle sticks, small boxes with candies
Value: Teamwork
1. Drill: addition facts on flash cards
12 28 32 50 42 63 33
+ 12 + 40 +18 + 7 + 18 + 14 + 44
2. Review
Write the multiplication sentence shown on the number line.
3 + 3 + 3 + 3 + 3
a.
4 + 4 + 4 + 4
b.
2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2
c.
5 + 5 + 5 + 5 + 5
d.
7 + 7
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

10
e.
3. Motivation
I have 5 small boxes here. Guess what is inside each box.
There are 5 small boxes and each box has 6 candies.
How many candies are there in all?
1. Presentation
* Let us transform our word problem into a number sentence.
addition sentence: 6 + 6 + 6 + 6 + 6 = 30
multiplication sentence: 5 x 6 = 30
(Teacher explains how to transform addition sentence into multiplication sentence.)
* Let pupils bring out their popsicle sticks.
Make 2 groups of 6 and let them give the addition sentence then transform it to a multiplication sentence.
4 groups of 3 7 groups of 5
2. Group Activities
Give each group a strip of paper with an addition sentence on it. Then they will give the multiplication sentence.
(The fastest group will be given a prize.)
6 + 6 + 6 + 6 + 6 + 6 =
4 + 4 + 4 + 4 + 4 + 4 + 4 =
3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 =
5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 =
*Valuing
- If each team works willingly and cooperatively, what character trait do they show?
- What is the importance of showing willingness to work with the group?
3. Generalization
What do we do with the addition sentence? Why is there a need to transform an addition sentence into a multiplication sentence?
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27

11
C. Application
Teacher gives other exercises on transforming addition sentence into multiplication sentence.
Write the multiplication sentence.
1) 7 + 7 + 7 + 7 =
2) 8 + 8 + 8 + 8 + 8 =
3) 4 + 4 + 4 + 4 + 4 + 4 + 4 =
4) 9 + 9 + 9 =
5) 6 + 6 + 6 + 6 + 6 + 6 =
IV. Evaluation
Change to multiplication sentence.
1) 2 + 2 + 2 + 2 + 2 + 2 + 2 = 
2) 3 + 3 + 3 + 3 + 3 + 3 + 3 + 3 = 
3) 6 + 6 + 6 + 6 + 6 = 
4) 5 + 5 + 5 + 5 + 5 + 5 + 5 =
5) 7 + 7 + 7 + 7 + 7 + 7 = 
V. Assignment
Complete the table below.
Addition sentence
Multiplication sentence
1)
2 + 2 + 2 +2 = 8
__________
2)
3)
__________
3 + 3 + 3 + 3 + 3 = 15
8 x 3 = 24
__________
4)
__________
6 x 3 = 18
5)
6 + 6 + 6 + 6 + 6 = 30
__________
Identifying Parts of a Multiplication Sentence
Cognitive: Identify the parts of a multiplication sentence
Psychomotor: Write the missing part of a multiplication sentence
Affective: Show concern for the environment
Skill: Identifying the parts of a multiplication sentence
Reference: BEC PELC I D 1.1.4
Materials: show-me-board, flash cards with repeated addition, picture of 2 garden plots, flash cards with missing part of a multiplication sentence
Example:
Value: Concern for the environment
4 x  = 12

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Auring uses 4 pails of water for watering her plants in a day. How many pails of water does Auring need for watering her plants in 3 days?
III. Learning Experiences A. Preparatory Activities
1. Drill
Skip counting by 3s, 4s, 5s 2. Review Using show-me-board Flash cards with repeated addition Give the multiplication sentence.
3. Motivation
Show a picture of 2 garden plots with 6 pechay plants in each plot and a girl watering the plants. Ask: What does the picture show? Why does the girl water the plants? How does she show concern for the environment? Do you do the same? Say: This is Auring’s garden. Let us read a story about Auring’s plants. B. Developmental Activities 1. Presentation
Ask the pupils:
a. How many pails of water does Auring use for her plants?
b. How many days does she water the plants?
c. How much water do the plants get in 3 days?
d. What will you do to find the answer?
Write the multiplication sentence on the board. Then introduce the parts of a multiplication sentence. Explain each part.
3 x 4 = 12
product
multiplicand
multiplier
or 4 – multiplicand
x 3 – multiplier
12 – product
3 + 3 + 3 + 3 =
4 + 4 + 4 + 4 + 4 =
What do you call 12?
What do you call 4?
What do you call 3?

13
2. Group Activities
Activity 1
a. Prepare 3 sheets of paper/cards.
b. Write in each sheet the parts of the multiplication sentence.
c. As the teacher flashes cards with missing parts in the multiplication sentence, hold up the sheet of paper with the correct answer.
What number is missing? What do you call the missing number?
 x 3 = 24 6 x  = 30 9 x 4 = 
Activity 2
Pair-shared activity
Directions:
a. In 9 x 4 = 36, the multiplier is _____.
b. In 8 x 5 = 40, the multiplicand is _____.
c. In 6 x 8 = 48, the product is _____.
d. In 8 , the multiplicand is _____.
x 3
24
e. In 7, the multiplicand is _____.
x 9
63
3. Generalization
What are the parts of a multiplication sentence?
What will happen to the product, if we change the order of the multiplicand and the multiplier? Why?
C. Application
Looking back at Auring’s garden, let us read another story.
The plants get 5 hours of sunlight each day. How many hours of sunlight do they get in 4 days?
Ask: What is the multiplication sentence for the problem?
What do you call 4 in the multiplication sentence? 5? 20?
IV. Evaluation
1. Choose and write the letter of the correct answer.
a. In 4 x 6 = 24, what is 6?
a. multiplier b. multiplicand c. product
b. In 3 x 9 = 27, what is 3?
c. In 4 x 8 = 32, what is 32?
d. What part is missing in 6 x ___ = 48?
e. Which is the multiplier in 6 ?
x 8
48
a. 6 b. 8 c. 48

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2. Write the part of the multiplication sentence.
a. In 3 x 9 = 27, what is 9? _____
b. In 4 x 7 = 28, what is 4? _____
c. In 9 x 8 = 72, what is 72? _____
d. What do you call the answer in a multiplication sentence?
e. Which part of the multiplication sentence tells how many times a number is multiplied?
V. Assignment
Write the name of the missing part of the multiplication sentence.
a. 4 x ___ = 36
b. 6 x ___ = 54
c. ___ x 7 = 42
d. ___ x 8 = 56
e. 9 x 5 = ____
Factors of a Given Number
Cognitive: Give the factors of a given number
Psychomotor: Write the factors of a given number
Affective: Show appreciation for manual work
Skill: Giving the factors of a given number
Reference: BEC PELC – I D. 1.1.5
Materials: Number in cards, envelopes, cutouts
Value: Appreciation for manual work
1. Drill
Flash cards drill – 1-digit numbers
6 x 4 = 4 x 7 =
9 x 2 = 2 x 8 =
7 x 5 = 6 x 6 =
3 x 4 = 5 x 5 =
8 x 3 = 7 x 9 =

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2. Review
Name the encircled number (on the board).
Color the box red for the multiplicand, blue for multiplier and green for product.
a. 32 x 4 = 8
b. 40 x 8 = 5
c. 21 x 3 = 7
d. 18 x 2 = 9
e. 56 x 8 = 7
3. Motivation
Teacher shows 4 boxes with 9 calamansi. Who can guess how many are inside these boxes? After coming up with the correct number in each box, make a multiplication sentence (4 x 9 = 36)
Do you know the name of 4 and 9? 36?
1. Presentation
Present the illustration/drawing to the pupils.
Ask: How many fishermen are in each group?
How many groups are there?
How many fishermen are there in all?
What multiplication sentence can you give with the drawing?

16
3 x 4 = 12
factors product
3 x 4 = 12 Let the pupils identify the multiplicand and the multiplier in the number sentence. Tell the class that the multiplicand and multiplier are also called factors. Ask: What are the factors of 12 in the given problem?
Ask: If you are to group the 12 fishermen so that there will be the same number of fishermen in each boat, how will you do it?
Let the pupils list all the possible groups and explain their answers.
Ask: So, what other numbers will you multiply to give the product of 12?
Let the pupils list all the possible factors of 12.
4 x 3 = 12 1 x 12 = 12 2 x 6 = 12
3 x 4 = 12 12 x 1 = 12 6 x 2 = 12
Ask: From the list, what are the factors of 12? (The factors of 12 are 1, 2, 3, 4, 6, and 12)
How many factors do 12 have? (6 factors)
Going back to our picture, what are the fishermen doing? Why is their work important to us? What will happen if these fishermen stop fishing? How can we show appreciation for their work?
Provide other examples.
10 21 30 42 etc.
Ask: What are the factors of 10? 21? 30? 42? etc.
Let the pupils work in pairs and list/write down the factors of each of the given number.
Ask: How many factors does 10 have? 21? etc.
What factor is found in all the given numbers? Why?
2. Group Activities
Activity 1
Divide the class into 3 groups. Give the factors of the given number. The products were placed in the pocket chart. Pupils will match the factors.

17
Example:
Factors
Product
8 and 4
4 and 8
32 and 1
1 and 32
32
Activity 2
A leader from each group shows a 2-digit number.
The member will give the factors using cutout numbers.
Activity 3
Give each group numbers on charts. Encircle the factors and give their products.
Example: 2 6 9 5 1 7
3 5 8 7 2 8
7 2 0 6 5 3
1 4 1 9 0 9
9 3 4 3 6 4
2 x 3 = 6
8 x 0 = 0
5 x 3 = 15
3. Generalization
How do we get the factors of a given number?
C. Application
Write the factors for the following:
1. ___ x ___ = 56 3. ___ x ___ = 42 5. ___ x ___ = 24
2. ___ x ___ = 32 4. ___ x ___ = 40
IV. Evaluation
1. Write the missing numbers.
a. 9 x ___ = 54
b. ___ x ___ = 72
c. ___ x ___ = 63
d. ___ x ___ = 45
e. 9 x 9 = ___

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2. Choose the factors for the following numbers. Write the letter of your answer.
a. 18 a. 4 x 4 b. 3 x 6 c. 7 x 4 d. 8 x 2
b. 27 a. 9 x 3 b. 3 x 4 c. 5 x 5 d. 6 x 3
c. 36 a. 4 x 5 b. 4 x 7 c. 4 x 4 d. 4 x 9
d. 45 a. 9 x 6 b. 9 x 9 c. 9 x 5 d. 9 x 3
e. 56 a. 7 x 8 b. 8 x 6 c. 9 x 6 d. 4 x 9
V. Assignment
Write as many factors as you can for the following numbers.
1) 64 6) 28
2) 72 7) 14
3) 15 8) 40
4) 49 9) 48
5) 35 10) 10
A Number Multiplied by 1 is the Same Number
Cognitive: Show that a number multiplied by 1 is the same number
Psychomotor: Write the correct number in multiplying by 1
Affective: Practice teamwork in group activities
Skill: Showing that a number multiplied by 1 is the same number.
Reference: BEC PELC I.D.1.1.6
Materials: real objects, illustrations, activity sheets
Value: Teamwork
1. Drill: Flash cards like 2 x 2 = 4, 3 x 2 = 6, 4 x 2 = 8, etc.
2. Review
Write a pair of factors for the following products.
a. 28 = ___ x ___
b. 18 = ___ x ___
c. 30 = ___ x ___
d. 27 = ___ x ___
e. 15 = ___ x ___

19
3. Motivation
Show the illustration/drawing. Say: I have some vases here. How many vases do I have?
How many flowers are there in each vase?
1. Presentation
Teacher shows multiplying by 1.
Ask: How many groups/sets of flowers are there?
How many flowers are there in each group/set?
What is the correct number sentence?
3 x 1 = 3
Present another drawing/illustration.
Ask: How many groups/sets of kites are there?
How many kites are there in each set/group?
What is the correct number sentence? 1 x 3 = 3
2. Group Activities
Give each group an activity. Let them show multiplication of a number by one.
a.
b.
c.
d.
e.






20
Divide the class into 4 groups. Distribute an activity sheet to each group. Write the missing number.
Group I Group II Group III Group IV
*Valuing:
- Which group finished first? How did you finish your work at once?
- Why is it important to have teamwork?
3. Generalization
What is the product if one (1) is multiplied to a given number?
C. Application
Multiply the number in the starting triangle with each of the numbers in the circle. Then write each product in the end box.
6 x ___ = 6
2 x ___= 2
1 x 5 = __
3 x 1 = __
__ x 7 = __
9 x ___ = 9
1 x ___= 10
__ x 8 = 8
15 x 1 = __
__ x 20 = 20
8 x 1 = ___
___ x 7 = 7
6 x __= 6
10 x 1 = ___
11 x 1 = ___
1 x 12 = __
4 x ___= 4
25 x ___= 25
__ x 3 = 3
___x 1 = 13
x 15
x 21
x 36
1
Start
X 10
x x 8
END
END
END
END
END

21
IV. Evaluation
Write the product of the following:
1. 6 x 1 = 
2. 1 x 10 = 
3. 8 x 1 = 
4. 20 x 1 = 
5. 16 x 1 = 
6. 21 x 1 = 
7. 1 x 12 = 
8. 1 x 30 = 
9. 40 x 1 = 
10. 25 x 1 = 
V. Assignment
Write the missing number to complete each number sentence.
1. 9 x 1 = ___ 6. 14 x 1 = ___
2. ___ x 14 = 14 7. ___ x 20 = 20
3. 1 x 16 = ___ 8. 15 x ___ = 15
4. 11 x ___ = 11 9. 32 x 1 = ___
5. 18 x ___ = 18 10. 40 x ___ = 40
Showing that Zero Multiplied by a Number and Vice versa is Zero
Cognitive: Show that zero multiplied by a number and vice versa is zero
Psychomotor: Write the number to be multiplied by zero
Affective: Practice working quietly
Skill: Showing that zero multiplied by a number and vice versa is zero
Reference: BEC PELC I.D.1.1.7
Materials: Objects like box, glass, vase
Value: Discipline
1. Drill: Multiply the following:
a. 16 x 1 =
b. 1 x 20 =
c. 10 x 1 =
d. 1 x 15 =
e. 20 x 1 =
2. Motivation

22
Show an empty glass.
Ask: "Do you see anything in it? Why?"
1. Presentation
Teacher shows 3 empty boxes.
Ask: Do you see anything in each box? How many boxes are there?
Why? Write a multiplication sentence for this. (0 x 3)
What number do we multiply by 3? (zero)
When we multiply 0 by a number, what is the product?
Give another example
Ask: What is the product of 0 x 7?
What do you notice of the product if one of the factors is zero?
2. Group Activities
Divide the class into 4 groups.
Distribute activity sheets to each group.
Directions: Write a multiplication sentence for each set using 0 as a multiplicand.
a. empty sets
b. empty sets
c. empty boxes
d. empty cans

23
Work in group of 5s. Show the following multiplication sentences through drawings.
a. 0 x 4 =
b. 0 x 5 =
c. 0 x 2 =
d. 0 x 6 =
e. 0 x 7 =
*Valuing:
- During group work, did you observe discipline?
- How did you work?
- Why is it important to have self-discipline?
3. Generalization
What is the product if zero is multiplied by a given number and vice versa?
C. Application
Write the product on their show-me-card.
1. 100 x 0 = 6. 35 x 0 =
2. 1 x 0 = 7. 0 x 50 =
3. 18 x 0 = 8. 14 x 0 =
4. 0 x 30 = 9. 0 x 20 =
5. 0 x 40 = 10. 60 x 0 =IV. Evaluation
Complete the number sentence.
1.  x 12 = 0 4. 0 x  = 50
2. 15 x 0 =  5. 24 x 0 = 
3. 25 x 0 = 
V. Assignment
Write the missing number in the blanks.
1. 5 x ___ = 0 6. 27 x ___ = 0
2. 16 x 0 = ___ 7. 8 x ___ = 0
3. 0 x 9 = ___ 8. ___ x 15 = 0
4. ___ x 7 = 0 9. 10 x 0 = ___
5. 14 x 0 = ___ 10. 36 x 0 = ___
Multiplying 1- to 2-Digit Numbers by 1- Digit Number
Cognitive: Multiply 1- to 2-digit numbers by a 1-digit number with products up to 81
Psychomotor: Write multiplication of 1- to 2- digit numbers by 1-digit number
Affective: Cooperate during shared activity
Skill: Multiplying 1- to 2-digit numbers by 1-digit number with products up to 81
Reference: BEC-PELCI D.1.2
Materials: flash cards, show-me-cards, strips of repeated addition sentences
Value: Cooperation

24
1. Drill
a.
a.)
1
b.)
5
c.)
0
d.)
1
e.)
9
6
0
8
6
0
b. Complete the multiplication circle. (The teacher may change the numbers.)
2. Review
Game: “Memory Game”
Match the product with the number sentence.
Product
Number Sentence
12
2 x 4 =N
10
3 x 5 = N
14
3 x 4 = N
8
2 x 5 = N
15
7 x 2 = N
3. Motivation
(Seven girls enter the room dancing to the tune of “Bahay Kubo.” Each girl is carrying a “bilao” filled with 8 eggplants.)
1. Presentation
Ask
- What are the girls carrying?
- How many “bilaos” are there?
- How many eggplants are in each “bilao”?
- How many eggplants are there in all?
- How did you get your answer?
x 4
8
4
2
3
9
5
1
7
4

25
1
- What operation did you use?
2. Group Activities
Activity 1
(To the Teacher: Print the above activity in a manila paper or cartolina.)
Activity 2
Divide the class into 5 groups. Give each group a copy of the activity.
A PUZZLING PROGRAM
Direction: Solve the puzzle.
Across
1) 2 x 9 5) 6 x 7 10) 7 x 8
2) 9 x 3 7) 3 x 7
4) 6 x 10 9) 4 x 2
Down
1) 4 x 4 6) 3 x 9
2) 8 x 3 8) 6 x 6
3) 9 x 8
Activity 3
Divide the class into 4. Distribute 4 envelopes to each group. Each envelope contains 5 multiplication flash cards for them to answer.
a. Show a multiplication sentence with product that shows the number of rays in our flag.
b. Show a multiplication sentence with product that shows the number of fingers in your two hands.
c. Show a multiplication sentence with product that is between 62 and 64.
d. Show a multiplication sentence with product that is 2 greater than 46.
e. Show a multiplication sentence with product that is 3 less than 6.
2
3
4
5
6
7
8
9
10

26
a.
b.
c.
d.
Let the leader in each group present their answers.
* Presentation of output
3. Generalization
How do we multiply 1- to 2- digit numbers by 1 digit numbers?
*Valuing:
- While you are working in groups, I have observed that you are working well with each other. What character trait did you show? Why is it important to practice cooperation at all times?
IV. Evaluation
Find the product.
1. 7 x 4 = 6. 23 8. 14 10. 34
2. 6 x 6 = x 3 x 2 x 2
3. 5 x 8 =
4. 8 x 8 = 7. 43 9. 36
5. 9 x 9 = x 1 x 2
6 x 3 =
9 x 4 =
7 x 5 =
23
x 2
40
x 2
8 x 6 =
5 x 9 =
2 x 9 =
32
x 2
42
x 1
7 x 8 =
9 x 9 =
6 x 7 =
34
x2
24
x 2
35
x2
5 x 8 =
3 x 9 =
7 x 7 =
2 x 6

27
V. Assignment
Answer the number sentence puzzle.
1
x
8
=
x
3
x
2
=
=
x
8
x
2
=
3
x
=
9
x
2
=
=
40
Multiplying Mentally 1 Digit Numbers with Product Up to 81
Cognitive: Multiply mentally 1-digit numbers with products up to 81
Psychomotor: Give accurate answers when thinking mentally
Affective: Practice industry to earn a living
Skills: Multiplying mentally 1-digit number with products up to 81
Reference: BEC PELC – I D 1.3
Materials: Number cards from 0 – 9, drill cards with basic multiplication facts, show-me- board, a real flower, two set of cards example
Value: Industry
1. Drill
“Number Raising”
a. Prepare number cards from 0 – 9.
b. As a teacher flashes cards with a missing factor, the pupils will raise the correct number card.
Example: 6 x  = 18
 x 7 = 14
2. Review
Write the product in your “show-me-board” as the teacher flashes cards with 1-to 2- digit numbers by 1-digit number with products up to 81
Example: 24 13
x 2 x 3
3. Motivation
Show a real/drawing of a gumamela flower with a stem and 2 leaves on it.
Ask: Describe the color and size of the flower.
How many flowers do you see?
How many petals does it have?

28
(point to the petals)
If I have 2 flowers with the same number of petals, how many petals will there be?
How did you find the answer?
C. Developmental Activities
1. Presentation
Show the flower again.
Ask: How many leaves does it have?
How many twos are there?
What is the multiplication sentence for these?
2. Group Activities
Activity 1
a. Provide each pupil with a worksheet like the one shown below.
b. Ring three numbers that give a multiplication sentence horizontally, vertically and diagonally.
c. Put a multiplication symbol (x) and equal sign between the numbers.
Example:
4
0
2
10
4
3
8
50
10
5
2
8
4
2
20
2
8
20
5
3
16
5
x 3
=15
3
35
1
30
1
4
0
21
7
27
10
14
2
7
7
6
6
3
Activity 2
a. Prepare two sets of cards, one with multiplication sentences and one with products.
b. Distribute equal number of cards from each set to the whole class, one card per pupil only.
c. At a given signal, go around and look for your partners.
Activity 3
“Pair-shared Activity”
Listen carefully as the teacher gives the word problem then solve it mentally.
a. What is the product of 9 and 7?
b. What is 9 x 2?
c. What is 9 added 3 times?
d. What is the product of 6 and 8?
e. What is 4 groups of 7?
3. Generalization
How do we multiply mentally 1-digit numbers with products up to 81?
C. Application
Solve the word problems mentally.
Every Saturday Charmaine sells sampaguita garlands. She helps her mother earn a living. She gains 5 for every bundle. How much can she earn for 6 bundles?
9 x 6
54

29
*Valuing:
- What does Charmaine do every Saturday? Why does she sell sampaguita garlands?
- What trait does she show? Do you also help your mother earn a living? How?
IV. Evaluation
A. Multiply mentally.
(Note: Teacher will flash cards of multiplication facts.)
1)
8
2)
6
3)
4
4)
9
5)
6
x 3
x 5
x 7
x 2
x 7
B. Find the product. Solve mentally. (The teacher will dictate the word problem.)
1. There are 6 avocados in a tray.
How many avocados are in 3 trays?
2. There are 7 mangoes in a basket.
How many mangoes are in 5 baskets?
3. A bicycle has 2 tires. How many tires are there in 6 bicycles?
4. Each box has 8 pencils. How many pencils are there in 7 boxes?
5. There are 9 books in each shelf. How many books are there in 4 shelves?
V. Assignment
Find the product.
1)
6
2)
3
3)
9
4)
9
5)
8
x 9
x 9
x 9
x 7
x 7
Analyzing 1 Step Word Problems involving Multiplication (What is Asked, What is/are Given, Word Clue/s, and Operation to be Used)
Cognitive: Tell what is asked, what is/are given, word clues and operation to be used in the word problems involving multiplication
Psychomotor: Write what is asked, given, word clues and operation to be used
Affective: Work cooperatively with the other members of the group
Skill: Telling what is asked, given, word clues and operation to be used in word problems involving multiplication
Reference: BEC-PELC ID2.1.1.1
Materials: Flash cards on basic multiplication facts
Word strips
Colored cards, rubber bands
Activity cards
Value: Cooperation

30
III. Learning Experience
1. Drill - Multiplication Facts
Ex.
a.
2
b.
4
c.
3
d.
6
e.
8
x 3
x 3
x 5
x 2
x 4
2. Review
The teacher gives colored cards to the pupils and let each group answer by finding the pattern.
Sample
3 groups of 3
a.
___ groups of 3
b.
___ groups of ___
c.
___ groups of ___
d.
___ groups of ___
e.
___ groups of ___
Recall the clues that will help the pupils decide which operation to use in solving word problems.
In multiplication - the word clues are product, altogether, factors, in all
3. Motivation
Do you have rubber bands?
What are their colors?
How did you get those rubber bands?
Where do you use your rubber bands?

31
1. Presentation
Present this problem:
What did Mario buy? What is asked in the problem? How much did each bundle cost? What are given? What will he do to find the amount he will pay the seller? What is the word clue? What operation will you use to find the answer? 2. Group Activities Divide the class into 3 groups and each member should work cooperatively with the leader. Then, let the leader of each group present their work. Activity Card 1 Read the problem and answer the following questions. Write your answer on a manila paper.
What is asked? What is/are given? What is the word clue? What is the operation to be used?
Activity Card 2
Read and analyze the problem.
If 1 pair of maracas costs 4, how much will you pay for 8 pairs of maracas? What is asked? What is/are given? What is the word clue? What is the operation to be used?
Activity Card 3
Read and analyze the problem. Copy the letter of the correct answer.
In the corner of the toy store, Manny’s sister saw 2 shelves of Barbie dolls. If each shelf contains 10 Barbie dolls, how many Barbie dolls will there be in the shelves?
a. What is asked?
1) the number of Barbie dolls in the shelves
2) the number of shelves
3) the number of toy store
Mario bought 3 bundles of rubber bands in three different colors. If each bundle costs 10, how much did Mario pay for the three bundles of rubber bands?
In a toy store, Manny saw 4 shelves of basketball balls of different colors. If each shelf contains 21 basketball balls, how many basketball balls are there in all?

32
b. What are given?
1) 2 shelves of Barbie dolls
2) 10 Barbie dolls in each shelf
3) 2 shelves with 10 Barbie dolls in each shelf
c. What are the word clues?
1) how many
2) each and in all
3) how many were bought
d. What operation is to be used?
1) addition
2) subtraction
3) multiplication
How did you analyze the problem? What steps did you follow? How did you arrive at the correct answer?
*Valuing:
- During the group activity, did each member cooperate?
- What character trait did he/she show?
- What is the importance of working cooperatively with the group?
3. Generalization
What are the steps used in analyzing word problems?
C. Application
Read and analyze the problem. Answer the questions that follows.
At the toy store, Marlon saw 3 bundles of multi-colored balloons. If each bundle has 23 balloons, how many balloons will there be altogether?
1. What is asked?
Answer _________________________________________
2. What are given?
Answer _________________________________________
3. What is the word clue?
Answer _________________________________________
4. What operation is to be used to find the answer?
Answer _________________________________________
(The teacher emphasizes the importance of the steps in analyzing word problems.)
IV. Evaluation
A. There are 12 toy bicycles in one shelf. If there are 4 shelves, how many bicycles are there in all?
1. What is asked?
Answer _____
2. What are given?
Answer _____
Answer _____

33
Answer _____
B. A lollipop costs 3. Jay-jay bought 12 pieces of lollipops. How much will he pay for
them?
1. What is asked? __________________________________
2. What are given?__________________________________
3. What is the word clue?_____________________________
4. What operation is to be used to find the answer? ________
V. Assignment
Read and analyze the problem. Write the answer to this question on a
2
1 sheet of paper.
If each toy bicycle costs 13, how much will 3 toy bicycles cost?
1. What is asked?
2. What are given?
Analyzing 1 step Word Problems Involving Multiplication (Transforming Word
Problems into Number Sentences and Stating the Complete Answer)
Cognitive: 1. Transform the word problem into a number sentence involving
multiplication
2. Use the correct operation
3. State the complete answer
Psychomotor: Write the number sentence, operation being used and the complete answer
Affective: Appreciate an industrious person
Skill: Transforming word problems involving multiplication into number sentences,
using the correct operation and stating the complete answer
Reference: BEC-PELC I.D.2.1.2 - 2.1.4
Materials: Pictures, concrete or semi-concrete materials
word strips with number sentence and four fundamental operations
charts with word problems, flash cards
Value: Industry
1. Drill
Multiply the following as fast as you can.
3 ones is _____.
4 eights is _____.
3 nines is _____.
1 tens is _____.
2 sevens is _____.

34
2. Review
Read the story problem. Choose the letter of the correct answer.
Me-Anne placed 3 papayas in each basket. There are 4 baskets. How many papayas are there in all?
a. What is asked?
1) the number of baskets
2) the number of papayas in all
3) the number of papayas in each basket
b. What are given?
1) 3 papayas
2) 4 baskets
3) 3 papayas and 4 baskets
c. What are the word clues?
1) how many
2) each and in all
3) altogether
d. What operation is to be used?
1) addition
2) subtraction
3) multiplication
3. Motivation
Describe the picture drawn in a cartolina/manila paper.
Ask: What do you see in the drawing?
1. Presentation
Story Problem
The family of Mr. dela Cruz cultivated the soil and made 6 plots. His wife and children planted 10 tomato seedlings in each plot. How many tomato seedlings did they plant in all?
Ask: Who had a vegetable garden? How many plots were there?
How many tomato seedlings were planted in each plot?
Let us analyze the word problem.
a. What is asked in the word problem?
b. What will you do to find the number of tomato seedlings in the garden?
c. Why will you multiply?
d. What is the word clue for multiplication?

35
e. What is the correct number sentence? f. What is the correct answer? Guide and let the pupils show their solutions. Let them label their answers correctly.
10 x 6 60
tomato seedlings plots tomato seedlings in all
*Valuing:
- What can you say about the family of Mr. dela Cruz?
- Is it good to be industrious? Who among you here has the same family as that of
- Mr. dela Cruz?
2. Group Activities Let the pupils do the activities below. Teacher gives activity card for each group. Activity 1 – Group I Mix-N-Match Match the correct number sentence written on the strips of cards. Then solve the correct answer and label the answer correctly. a. During recess time, Betty sold 3 trays of bananas. If there are 20 bananas in each tray, how many bananas will there be in all? b. There are also 4 small trays of pineapple slices. If each tray contains 12 slices, how many slices will there be altogether? Activity 2 – Group II Read the problem and answer the questions that follow:
What is the number sentence? What is the operation to be used? What is the correct answer?
What is the operation to be used? Write the number sentence? What is the correct answer?
What is the correct number sentence? What is the operation to be used? What is the correct answer?
To earn money, Mother sold fried bananas at 6 per stick. If she was able to sell 9 sticks how much did she receive?
Claire is helping Nilo to make bundles of pechay plants. There are 5 pieces of pechay plants in each bundles. How many pieces are there in 8 bundles?
Aling Mila likes to bake cakes. If each cake needs 3 eggs, how many eggs will she need to bake 23 cakes?

36
Activity 3 – Group III
By the use of small boxes, pupils will fill in objects in the box. Read the problem and do what it says. Then answer the questions.
Put 9 marbles in each of the 4 boxes.
How many marbles are there in all? What is the number sentence? What is the correct answer?
Put 12 shells in each of the 3 boxes.
How many shells are there in all? What is the number sentence? What is the correct answer?
Put 7 candies in each of the 9 small boxes.
How many candies are there in all? What is the number sentence? What is the correct answer?
3. Generalization
How do we transform change word problems into number sentence?
Why do we need to transform word problems into number sentences?
What are the steps in solving word problems involving multiplication of whole numbers including money?
C. Application
Transform the word problem into a number sentence. Then solve for the correct answer. Write the answer in your drill board and show it to the class.
1. Mother bought 5 baskets of apples. Each basket contains 6 delicious apples. How many apples are there in all?
2. Mr. Santos sold 3 baskets of santol. If each basket contains 21 santols, how many pieces of santol will there be in all?
3. Mother cooks 10 hot cakes to be sold in her canteen everyday. How many hot cakes does she bake in 7 days?
IV. Evaluation
Read the problems carefully. Then answer the questions that follow. Show all the solutions.
1. Mandy makes an average score of 8 points in every basketball game. How many points does he make in 5 games? What is the correct number sentence? What is the correct answer?
2. A stem of roses is sold for 10 each. How much do 6 stems of roses cost? What is the correct number sentence? What is the correct answer?
3. Mang Aldo earns 25 a day for fetching water. How much will he earn in 5 days? What is the correct number sentence? What is the correct answer?
4. Ben makes 8 lanterns in one day. How many lanterns can he finish in 7 days? What is the correct number sentence? What is the correct answer?
5. The librarian has 7 bundles of Mathematics books. Each bundle contains 6 books. How many books does he have? What is the correct number sentence? What is the correct answer?

37
V. Assignment
Transform the word problem into a number sentence then solve for the correct answer.
1. Myrna can finish sewing 5 handkerchiefs in an hour. How many handkerchiefs can she
finish in 7 hours?
2. Emmy earns 50 a day by selling tomatoes. How much will she earn in 3 days?
3. Tina packed 5 carrots in each of 9 plastic bags. How many carrots did she pack in all?
4. There are 8 pineapples in the basket. If there are 7 baskets, how many pineapples will
there be in all?
5. Angelo bought 2 cones of ice cream. How much will he pay if one cone of ice cream
costs 10?
6. A farmer planted 22 mabolo seedlings a day for 3 days. How many mabolo seedlings did
the farmer plant in all?
7. The following week, he planted 14 chico seedlings each day for 2 weeks. How many chico
seedlings were planted altogether?
Solving 2- to 3 Step Word Problems Involving Addition, Subtraction, and
Multiplication
Cognitive: 1. Tell what is asked, what are given, the word clue/s, hidden question and
the operation to be used in word problems involving addition, subtraction
and multiplication
2. Transform word problems into number sentences, use the correct
operation and state the complete answer involving addition, subtraction
and multiplication
Psychomotor: Write what is asked, given, word clue/s, hidden question, operation to be
used, number sentence and complete answer
Affective: Develop social awareness among pupils
Skill: 1. Telling what is asked, what are given, the word clue/s, hidden question and
the operation to be used in word problems involving addition, subtraction
and multiplication
2. Transforming word problems into number sentences, using the correct
operation and stating the complete answer involving addition, subtraction
and multiplication
Reference: BEC PELC I.D.3.1
Materials: Strips of cartolina printed with number sentences,
2
1 manila paper printed
with the answer of the number sentences, play money, popsicle sticks,
rubber bands
Value: Social Awareness
1. Drill
Prepare some number cards. Let one pupil gets a number card and says: “I am 9.
What are my factors?” Let him/her call his/her classmate to give the answer.
Repeat this activity with other pupils and using other number cards.
Use the digits 0 – 9 only once in all the 10 boxes to make the number sentence
correct.

38
1.
2.
5.
3.
2. Review
“Mix-N-Match”
The teacher writes each mathematical sentence (Set A) on a strip of cartolina and the answers (Set B) on another strip.
Let the pupils find the answers to these mathematical sentences by matching Set A with Set B.
Set A
Set B
a. (6 + 3) + 2 = N
a. 10
b. ( 3 + 2) – 1 = N
b. 13
c. (4 x 3) – 2 = N
c. 4
d. (5 x 4) – (3 + 4) = N
d. 36
e. (2 + 7) x (3 + 1) = N
e. 11
- How many operations are used to get the right answer
Solve the problem mentally.
How many boys are there in our class today? How many girls? How many are there in all? If five pupils will attend the Munting Barangay meeting this afternoon, how many will be left?
*Valuing:
- Do you join or attend activities or projects in your school? Name some of the activities that you had attended or joined.
- What can you learn in joining or attending school activities? (Why is it important to attend or join school activities?)
3. Motivation
Get popsicle sticks. Make 3 bundles of 8. How many popsicle sticks do you have? Give 7 popsicle sticks to your seatmate. How many were left?
Let the pupils show how they get there answers.
1. Presentation
a. Present the number sentence of the word problem in the Motivation.
(3 x 8) – 7 = 17
1) What does the numeral 3 represent in the problem? 8? 7?
2) Why did we multiply 3 and 8 first?
3) What is the word clue that tells us to multiply first?
3) How did you get 17?
4) What is the correct answer?
+
=
8
-
=
8
-
=
8
x
=
8
+
=
8
-
5

39
5) Does the answer make sense? Why?
b. Present another word problem.
Osmundo gathered 4 shells in the morning. Lino gathered 5 shells in the afternoon. How many shells could the two boys gather in 7 days?
Let the pupils analyze the problem using the following steps. What is asked? What are given? What is the word clue? What is the hidden question? What are the operations to be used? How will you transform the word problem into a number sentence? What is the correct answer?
Following the number sentence let all the pupils answer the problem and state the answer in a complete sentence.
2. Group Activities
Activity 1
Divide the class into 5 groups. Give each group a word problem to solve. Use the steps given in 1.b.
Group 1
Jose bought 4 glasses of buko juice at 12 each and 6 slices of puto at 3 each. How much did Jose spend?
Solve:
Group 2
A dozen of eggs cost 52. If I buy 3 dozens of eggs and give the seller 200, how much will be my change?
Solve:
Group 3
Dante has 5 twenty-peso bills and 5 ten-peso coins. He gave 75 to Ricardo. How much was left to Dante?
Solve:
Group 4
There are 2 boxes of pizza. Each box has 8 slices. If 10 slices were eaten, how many slices were not eaten?
Solve:
Group 5
Twenty boys go on a camping trip. They brought 3 tents with them. Six of them sleep in each tent. How many did not sleep in the tent?
Solve:
Activity 2
Divide the class into 5 groups. Distribute one word problem to each group. The members from each group will act out the word problem.

40
a. Mrs. Ariola gave 5 word problems as a short quiz. Each correct answer is given 2 points. If Elmer got 2 mistakes, what was his score?
b. Mother bought 2 dozens of eggs. She used 14 eggs to bake cup cakes. How many eggs were not used?
c. Mrs. Ramos picked roses in her garden. She put 7 roses in each of her 3 vases and 3 roses were sent to Aya’s teacher. How many roses did Mrs. Ramos pick?
d. Five baskets are on the table. In each basket are 8 oranges. Near the baskets are 4 pieces of oranges. How many oranges are there in all?
e. Ben, Ted and Jojo brought 3 tops each. Luis brought only 1 top. How many tops were brought by the four boys?
Activity 3
Divide the class into 4 groups. Each group will act out their word problem by dancing to the tune of “Bahay Kubo”. After the act they present their computation.
a. Mother has 3 one hundred peso bills. She went to market and bought 3 dresses at 50 each. How much was her change?
b. Mang Jose, Mang Peping and Mang Luis have 3 goats each. Of the goats, 5 are females. How many are males?
c. Three sisters, each carrying a basket filled with 10 mangoes, went to market to sell them. Twenty-one mangoes were sold. How many mangoes were left unsold?
d. If 4 boys arrived home, each of them carrying 2 chickens. Three were roosters. How many were hens?
3. Generalization
What are the steps in solving word problems involving addition, subtraction and multiplication?
C. Application
Read the problems then solve using the steps in 1.b.
1. Marlon bought 5 glasses of pineapple juice at 8 each. He also bought 4 slices of kutsinta at 6 each. How much did Marlon spend?
2. Mang Ruben, Mang Alex and Mang Pepe have 4 pigs each. Of the pigs, 6 are females. How many are males?
IV. Evaluation
Read the word problems carefully. Then solve for the answer using the steps in 1.b.
1. Gilart bought 15 eggs at 3 each. He paid using a fifty-peso bill. How much was his change?
2. Imelda sells 25 bananas in one basket and 30 bananas in another basket. If the bananas are sold at 2 each, how much money will she get?
V. Assignment
Read and solve the problems using the steps learned.
1. Karsten has 48 pieces of suman. He ate 3 pieces and sold the rest at 6 each. How much money did he get?
2. Jurgen bought 8 notebooks at 15 each. He gave 150 to the cashier. How much change did he receive?
3. A storekeeper has 3 boxes of sardines. Each box contains 48 cans. If 20 cans were kept for their consumption, how many cans of sardines were left for sale?

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