MATHEMATICS 2

Quarter 3 Week 3 Day 1

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of division as the
inverse operations of multiplication
B. Performance The learner is able to apply division and multiplication are
Standards inverse operation in mathematical problem
C. Learning
Competencies/ The learner illustrates that multiplication and division are
Objectives inverse operations
Write the LC code M2NS-IIIc-53
for each
II. CONTENT Illustrating Division as Inverse of Multiplication
III. LEARNING
RESOURCES
A. References Lesson Guide in Elementary Mathematics Grade 2 pages
202-206
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES Average Learners Advance Learners
A. Review Write your answer on the Fill in the blanks using the
show me board, as the pictures.
teacher flashes the cards
with multiplication and
division facts.

a. There are ______ balls.

b. There are ______ balls
in each set
c. There are ______ sets
of in 20.

40
B. Presentation of the a. The teacher presents the a. The teacher presents
lesson squares. the squares.
b. How many rows of
squares are there?
How many squares are
there in each row?
What division sentence
can we write?
How many columns of
squares are there?
How many squares are in
each column?
What multiplication
sentence can we write for
this array?
How will you compare the
answer on the division
sentence and in the
multiplication sentence?
Now, how is division being
illustrated here?
c. Work Group Activities
Have pupils work in
groups.
The teacher prepares 3
sets of activities for
group I, II, III.
Group II
a. Get the picture inside the
envelope.
b. Look at the picture and
study it.
c. There are _____ rows.
There are _____ flowers
in each row.
There are _____ flowers
in all.
Multiplication
sentence________.
d. There are _____ flowers
in all.
There are _____ flowers
in each roe.
41
b. How many rows of
squares are there?
How many squares are
there in each row?
What division sentence
can we write?
How many columns of
squares are there?
How many squares are
in each column?
What multiplication
sentence can we write
for this array?
How will you compare
the answer on the
division sentence and in
the multiplication
sentence?
Now, how is division being
illustrated here?
c. Work Group Activities
Have pupils work in
groups.
The teacher prepares 3
sets of activities for
group I, II, III.
Group I
Directions: Read carefully
and follow directions
(Teacher gives an
envelope to the group).
a. Place the yellow square
on the desk.
b. Put the 10 blue circles
on the yellow square.
Group the circles into 2
sets. What will be the
dividend? Divisor?
Quotient? What is the
division sentence?
c. Get two big yellow
squares inside the
envelope.
d. Put two sets of 6 blue
circles on each
yellow square.
 There are _____ e. What multiplication
rows. sentence can we
Division give?
sentence_____. f. What operation did
e. What can you say we use?
about the g. Write the division
mathematical sentence and the
sentences? Answer multiplication
______. sentence.
h. Compare them.
Group III State what you have
Study the picture. Complete noticed. (Expected
the number sentence in your answer: Division can
paper. be illustrated as the
inverse of
multiplication.)

Valuing:
After evaluating all the
presentation of the pupils
the teacher asks, how do
3X4= you find doing the activity?
___ ÷4=_____ Why? How were you able
to get the correct answer as
Valuing: fast as you can? What
After evaluating all the value did you practice?
presentation of the pupils the Can you do this also at
teacher asks, how do you home?
find doing the activity? Why?
How were you able to get the
correct answer as fast as you
can? What value did you
practice? Can you do this
also at home?
C. After the lesson A. Generalization: A. Generalization:
How do we illustrate How do we illustrate
division? division?
B. Application: B. Application:
Write the missing number Write the missing
on the blank. number on the blank.
1. 24÷4=__ so__x4=24 7. 24÷4=__
2. 42÷7=__ so__x7=42 so__x4=24
3. 32÷4=__ so__x4=32 8. 42÷7=__
4. 40÷5=__ so__x5=40 so__x7=42
5. 12÷2=__ so__x2=12 9. 32÷4=__
6. so__x4=32
C. Evaluation: 10. 40÷5=__
Study the picture. so__x5=40
Complete the number 11. 12÷2=__
sentence in your paper. so__x2=12
12.
1. C. Evaluation:
Study the picture.
Complete the number
sentence in your paper.

42
 5x2=___ ____÷2=5 1.

2.

5x2=___ ____÷2=5

2.

___x7=42 42÷7=____

3.

___x7=42 42÷7=____

3.

4x___=20 20÷5___

4.

4x___=20 20÷5___

4.

8x3=___ 24÷3=____

5.

43
 8x3=___ 24÷3=____

5.

6x5___ 30÷5=____

D. Remediation
Ex. 5x7=35 35÷7=5

1. 7x9=_____
2. 4x6=_____
3. 8x7=_____
4. 5x10=_____
5. 6x3=______

6x5___ 30÷5=____

D. Remediation
Ex. 5x7=35 35÷7=5

1. 7x9=_____
2. 4x6=_____
3. 8x7=_____
4. 5x10=_____
5. 6x3=______

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative
assessment.
B. No. of learners who
require additional
activities for
remediation.
C. Did the remedial
lessons work?

44
 No. of learners who
have caught up with
the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties did I
encounter which my
principal or
supervisor can help
me solve?
G. What innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?

45
 MATHEMATICS 2
Quarter 3 Week 3 Day 2

I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of creating word
problems involving division of whole numbers including
money.
B. Performance The learner is able to create word problems involving division
Standards of whole numbers including money in real life situations.
C. Learning The learner creates word problems involving division of
Competencies/ whole numbers including money.
Objectives M2NS-IIIc-57-1
Write the LC code
for each
II. CONTENT Creating word problems involving division of whole numbers
including money.
III. LEARNING
RESOURCES
A. References Mathematics Teacher’s Guide Grade 4 pages 97-102
Mathematics Learner’s Material Grade 5 pages 78-81
Lesson Guide in Elementary Mathematics Grade 2 pages
215-218
1. Teacher’s Guide
pages
2. Learner’s Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR)
portal
B. Other Learning
Resources
IV. PROCEDURES Average Learners Advance Learners
A. Review 1. Have a drill on identifying 1. Have a drill on identifying
operations suggested by operations suggested by
word clues. word clues.
Ask: Ask:
What operation is suggested What operation is suggested
by the following by the following
word/phrases? word/phrases?

increased by increased by

multiplied by multiplied by

doubled doubled

divided by divided by

times times

46
 added
the quotient
decreased by
2. Review the steps on
solving word problems.
Ask: What are the steps
in solving a word
problem?
In what steps will the
following questions fall?
o What is asked?
o What are the given
facts?
o What is the process to
be used?
o What is the number
sentence?
o Show the solution and
complete answer?
3. Read and study the
following problems.
Kiana collected 25 recipes
for salads. She divided them
equally into different
categories. Fruit salad is her
favourite category. How
many recipes are in each
category?
Kent has 40 seashells. He
places an equal number of
seashells in different boxes.
How many shells are in each
box?
Ask: Can you solve the
problem? Why not? What is
the needed information for
you to solve the first
problem? What about for the
second problem?
B. During the lesson 1. Post the jumbled
problem on the board.
o How many of her
cousins can she
invite?
o Each ticket costs Php
100
o Cathy wants to invite
her cousins to see a
47
added
the quotient
decreased by
2. Review the steps on
solving word problems.
Ask: What are the steps
in solving a word
problem?
In what steps will the
following questions fall?
o What is asked?
o What are the given
facts?
o What is the process to
be used?
o What is the number
sentence?
o Show the solution and
complete answer?
3. Read and study the
following problems.
Kiana collected 25 recipes
for salads. She divided them
equally into different
categories. Fruit salad is her
favourite category. How
many recipes are in each
category?
Kent has 40 seashells. He
places an equal number of
seashells in different boxes.
How many shells are in each
box?
Ask: Can you solve the
problem? Why not? What is
the needed information for
you to solve the first
problem? What about for the
second problem?
4. Post the jumbled
problem on the board.
o How many of her
cousins can she
invite?
o Each ticket costs Php
100
o Cathy wants to invite
her cousins to see a
 volleyball game with
her.
o She has Php 500
Ask some pupils to read the
sentences written on the
strips.
2. Performing the activities
Ask: Can you arrange the
sentences to form a word
problem? Can you do it by
pairs?
Give ample time for the
pupils to work on the activity.
volleyball game with
her.
o She has Php 500
Ask some pupils to read the
sentences written on the
strips.
5. Performing the activities
Ask: Can you arrange the
sentences to form a word
problem? Can you do it by
pairs?
Give ample time for the
pupils to work on the activity.

Solution:
Cathy wants to invite her
cousins to see a volleyball
game with her. She has Php
500. How many of her
cousins can she invite?
Solution:
Cathy wants to invite her
cousins to see a volleyball
game with her. She has Php
500. How many of her
cousins can she invite?

Ask:
Do you all agree that this is
the correct arrangement?
Why? Is there any other
arrangement? Can you show
other arrangements? Does
your work make se3nse?
Ask:
Do you all agree that this is
the correct arrangement?
Why? Is there any other
arrangement? Can you show
other arrangements? Does
your work make se3nse?

Say: Say:
Now, let us solve the Now, let us solve the
problem. Do it with your problem. Do it with your
partners. Let the pupils work partners. Let the pupils work
on the problem and ask on the problem and ask
someone to show their someone to show their
solution on the board. solution on the board.
P500 P500
-P100 -P100
-------- --------
P400 P400
-P100 -P100
-------- --------
P300 P300
P300 P300
-P100 -P100
-------- --------
P200 P200
-P100 -P100
-------- --------
P100 P100
P100 P100
-P100 -P100
-------- --------
0 0

48
Answer: Answer:
So, Cathy can invite 4 of her So, Cathy can invite 4 of her
cousins to watch the cousins to watch the
volleyball game with her volleyball game with her
since 1 ticket is for her. since 1 ticket is for her.

Valuing:
What kind of cousin is Cathy?
Do you also go out with your
cousin? Are you close to
them?
On what occasions do you
often see your
cousin/relatives?
Do you also share your
blessings with them?
Valuing:
What kind of cousin is Cathy?
Do you also go out with your
cousin? Are you close to
them?
On what occasions do you
often see your
cousin/relatives?
Do you also share your
blessings with them?

3. Processing the 6. Processing the

activities activities
Ask: Do you agree with the Ask: Do you agree with the
answer? answer?
How do you know that the How do you know that the
arranged sentences formed a arranged sentences formed a
correct problem? correct problem?
What are the things a What are the things a
problem should have? Can problem should have? Can
you name them? you name them?
How do you know that a How do you know that a
problem has complete problem has complete
information? information?
Can the problem be solved if Can the problem be solved if
there is a missing there is a missing
fact/information? fact/information?
So, what are the things So, what are the things
needed to create a complete needed to create a complete
word problem? word problem?

Say: We thought of the type Say: We thought of the type

of problem we want to create. of problem we want to create.

Can you make a word Can you make a word

problem out of the picture? problem out of the picture?
Is the given picture enough to Is the given picture enough to
make a word problem? make a word problem?

49
 What are the things/data you What are the things/data you
see for you to create a word see for you to create a word
problem? problem?

Look at the given data: Look at the given data:

o Mother and Ben
o Market
o Cost of fish per
kilogram
What other data to you need?
You can consider the
following data in creating a
word problem.
o Php 500—5
kilograms of fish
Can you now complete the
word problem and solve for
the correct answer, too?
o Mother and Ben
o Market
o Cost of fish per
kilogram
What other data to you need?
You can consider the
following data in creating a
word problem.
o Php 500—5
kilograms of fish
Can you now complete the
word problem and solve for
the correct answer, too?

Mother and Ben went to the Mother and Ben went to the
__________. She bought __________. She bought
________ _____________. ________ _____________.
What was the What was the
____________? ____________?
C. Development of the a. Class activity a. Class activity
lesson Use the data inside the3 box Use the data inside the3 box
to complete the problem. to complete the problem.
Solve the problem in your Solve the problem in your
notebook. notebook.
360 pupils 360 pupils
384 canned goods 384 canned goods
400 books 400 books
1000 Mathematics books 1000 Mathematics books
Php 1000 Php 1000
8 sections 8 sections
10 months 10 months
10 books 10 books
12 indigents 12 indigents
8 bookshelves 8 bookshelves

1. An elementary school 1. An elementary school

has _______ in grade has _______ in grade
two with _______. How two with _______. How
many pupils are there in many pupils are there in
one section? one section?
2. Mrs. Fermo borrowed 2. Mrs. Fermo borrowed
_______ for the class. If _______ for the class. If
_______ of different _______ of different
titles were given to each titles were given to each
of her pupils, how many of her pupils, how many
pupils are there in her pupils are there in her
class? class?
3. A non-Government 3. A non-Government
Organization donated Organization donated
_______for the indigent _______for the indigent
pupils. If there were pupils. If there were

50
 _______how many
canned goods did each
child receive?
4. There were _______
delivered to a library.
How many books will be
placed in a bookshelf if
there were _______?
5. Mrs. Garcia bought a
cellphone by instalment.
How much will she pay
monthly if in _______
time, she will have to
pay _______?
_______how many
canned goods did each
child receive?
4. There were _______
delivered to a library.
How many books will be
placed in a bookshelf if
there were _______?
5. Mrs. Garcia bought a
cellphone by instalment.
How much will she pay
monthly if in _______
time, she will have to
pay _______?

b. Group Activity b. Group Activity

Divide the class in five
groups. Let them choose
a leader and a secretary.
Give each group an
activity card with data to
be used for creating a
problem. Then let each
post its work on the
board. The leader will
report to the class the
word problem they have
created and the solution
and answer to it.
Divide the class in five
groups. Let them choose
a leader and a secretary.
Give each group an
activity card with data to
be used for creating a
problem. Then let each
post its work on the
board. The leader will
report to the class the
word problem they have
created and the solution
and answer to it.

Activity Card 1 Activity Card 3

 Birthday party of
 Birthday party of
John
John
 100 candies
 100 candies
 25 friends
 25 friends
 Number of
 Number of
candies received
candies received
by each friend
by each friend

Activity Card 2 Activity Card 4

 120 books in the  350 pupils to join

library the school’s field
 6 shelves trip
 Number of books  50 pupils per bus
per shelf  Number of buses
needed

D. Summarizing the Lead the pupils to generalize Lead the pupils to generalize
lesson the following: the following:

To create the problem a word To create the problem a word

problem problem
o Be familiar with the o Be familiar with the
concepts in math… concepts in math…

51
 o Think of the type of problem o Think of the type of problem
to be created… to be created…
o Read some samples of o Read some samples of
word problems and study word problems and study
their solutions. their solutions.
The following are necessary The following are necessary
When creating a problem. When creating a problem.

To check if the answer to the To check if the answer to the

problem you have created problem you have created
and solved is correct. and solved is correct.
o All the given data needed to o All the given data needed to
solve the problem should solve the problem should
be there. be there.
o The answer must be the o The answer must be the
answer to what is asked for answer to what is asked for
and must be reasonable. and must be reasonable.

Applying to new and Other Applying to new and Other

Situations
o Anita pays Php 36 for
buko juice
o 4 glasses of buko juice
o Cost of each glass of
buko juice
o Noel paid Php15 for
bananas
o Php3 cost of each banana
o Number of bananas did
he buy
E. After the Lesson Evaluation
Create a problem using
the given data, then solve the
problem.
Situations
o Anita pays Php 36 for
buko juice
o 4 glasses of buko juice
o Cost of each glass of
buko juice
o Noel paid Php15 for
bananas
o Php3 cost of each banana
Number of bananas did he
buy
Evaluation
Create a problem using
the given data, then solve the
problem.

1. Given: 6. Given:
192 collected stamps 192 collected stamps
24 stamps in a album 24 stamps in a album

Asked: total number of album Asked: total number of album

used used
Problem:______________? Problem:______________?
Solution and answer: Solution and answer:
__________ __________

2. Given: 7. Given:
90 bananas cooked 90 bananas cooked
by a vendor by a vendor

3 bananas in 1 3 bananas in 1
banana cue stick banana cue stick

Asked: number of banana Asked: number of banana

cue sticks used cue sticks used
Problem: ____________? Problem: ____________?

52
Solution and answer: Solution and answer:
__________ __________

3. Given: 8. Given:
Perla earned Php500 Perla earned Php500
by selling vegetables by selling vegetables
four days four days

Asked: the amount did Perla Asked: the amount did Perla
earned a day earned a day

Problem: ____________? Problem: ____________?

Solution and answer: Solution and answer:
__________ __________

4. Given: 9. Given:
Six pupils gathered Six pupils gathered
seashells one seashells one
afternoon afternoon
They gathered a total They gathered a total
of 42 shells of 42 shells

Asked: the number of Asked: the number of

seashells did each pupil get if seashells did each pupil get if
they shared equally they shared equally

Problem: ____________? Problem: ____________?

Solution and answer: Solution and answer:
__________ __________

5. Given: 10. Given:

Imelda and her four Imelda and her four
friends sell friends sell
newspapers newspapers

Php1000 earned in Php1000 earned in

selling newspapers selling newspapers
Asked: the amount will Asked: the amount will
each one get each one get

Problem: ____________? Problem: ____________?

Solution and answer: Solution and answer:
__________ __________

Remediation Remediation

Study the problem. Study the problem.

Complete the problem by
creating a question for what
is asked. Then solve the
problem.
1. Lino has 288 nails to
put in packages each
Complete the problem by
creating a question for what
is asked. Then solve the
problem.
1. Lino has 288 nails to
put in packages each

53
 full package will have full package will have
24 nails. 24 nails.
Question: Question:
_________________ _________________
________? ________?
Solution and Solution and
Answer:__________ Answer:__________
_______ _______
2. A grocery owner 2. A grocery owner
ordered owner ordered owner
ordered 300 large- ordered 300 large-
sized eggs. The eggs sized eggs. The eggs
were delivered in were delivered in
cartons of 30 eggs cartons of 30 eggs
each. each.
Question: _____________? Question: _____________?
Solution and answer Solution and answer
______________________. ______________________.
3. Manny harvested 3. Manny harvested
1000 strawberries. 50 1000 strawberries. 50
strawberries in a large strawberries in a large
bag. bag.
Question: _____________? Question: _____________?
Solution and answer Solution and answer
______________________. ______________________.
4. Carlo earned Php 4. Carlo earned Php
1000 in selling ice 1000 in selling ice
cream cream
Php 25-cost of ice Php 25-cost of ice
cream cream
Question: _____________? Question: _____________?
Solution and answer Solution and answer
______________________. ______________________.
5. Garry collected 576 5. Garry collected 576
marbles. marbles.
24 marbles in each 24 marbles in each
set set

Question: _____________? Question: _____________?

Solution and answer Solution and answer
______________________. ______________________.

V. REMARKS

VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment.
B. No. of learners who
require additional
activities for
remediation.

54
C. Did the remedial
lessons work?
No. of learners who
have caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?

55
 MATHEMATICS 2
Quarter 3 Week 3 Day 3
I. OBJECTIVES
A. Content Standards The learner demonstrates understanding of solve routine and
non - routine problems involving division of numbers by 2, 3,
4, 5 and 10 and with any of the other operations of whole
numbers including money using appropriate problems
solving strategies and tools
B. Performance The learner is able to solve routine and non - routine
Standards problems involving division of numbers by 2, 3, 4, 5 and 10
and with any of the other operations of whole numbers
including money using appropriate problems solving
strategies and tools in real life situations
C. Learning The learner solves routine and non - routine problems
Competencies/ involving division of numbers by 2, 3, 4, 5 and 10 and with
Objectives any of the other operations of whole numbers including
Write the LC code for money using appropriate problems solving strategies and
each tools
II. CONTENT Solving routine and non - routine problems involving division
of numbers by 2, 3, 4, 5 and 10 and with any of the other
operations of whole numbers including money using
appropriate problems solving strategies and tools
III. LEARNING
RESOURCES
C. References
1. Teacher’s Guide Mathematics Teacher’s Guide Grade 4 pages 81-91
pages Lesson Guide in Elementary Mathematics Grade 2 pages
215-218
2. Learner’s Materials Mathematics Learner’s Material Grade 4 pages 68-72
pages
3. Textbook pages
4. Additional Materials
from Learning
Resources (LR)
portal
D. Other Learning Drill cards, show me board, play money, chart
Resources
IV. PROCEDURES Average Learners Advance Learners
A. Drill/ Review/ Write your answer on the Write your answer on the
Motivation show me board as the show me board as the
teacher flashes the cards teacher flashes the cards
with division facts. with division facts.

What are the steps in What are the steps in

solving a word problem?
In what steps will the
following questions fall?
*What is asked?
*What are the given facts?
*What is the process to be
used?
solving a word problem?
In what steps will the
following questions fall?
*What is asked?
*What are the given facts?
*What is the process to be
used?

56
 *What is the number *What is the number
sentence? sentence?
*Show the solution and *Show the solution and
complete answer. complete answer.

Show a picture of a forest. Show a picture of a forest.

Ask: Have you been to a Ask: Have you been to a
forest? What did you do forest? What did you do
there? Share some of your there? Share some of your
experiences. experiences.

Valuing: Valuing:
Ask: Is it necessary for us to Ask: Is it necessary for us to
conserve our forest? Why? conserve our forest? Why?
How can you help conserve How can you help conserve
our forest? our forest?
B. Presentation of the Present a problem opener.
lesson
A total of 200 pupils in MacArthur Elementary School joined
the tree planting program. If there were 10 groups, how
many pupils in each group joined the tree planting program?

Ask:
What is asked in the problem?
What are the given facts?
What word clue would help you solve the problem?
What operation is to be used?
Ask a pupil to show his/her solution on the board.

Performing the activities

Solution:
200
- 10 1
190
- 10 2
180
- 10 3
170
- 10 4
160
- 10 5
150
- 10 6
140
- 10 7
130
- 10 8
120
- 10 9
110
- 10 10
100
- 10 11

57
 90
- 10 12
80
- 10 13
70
- 10 14
60
- 10 15
50
- 10 16
40
- 10 17
30
- 10 18
20
- 10 19
10
- 10 20
0

So, 20 pupils per group joined the tree-planting program.

Ask:
Why do you think many pupils joined the tree-
planting program? What can you say about the
pupils that joined the tree-planting program?
C. Presenting Let us have another problem.
examples/instances
Seven flag poles in a row are equal in distances from each
of the new lesson
other. If the distance from the first to the last pole is 140
meters, what is the distance between each pole?

Make a diagram on drawing as your solution.

Ask:
What is asked in the problem?
What are the given facts?
Is there a word clue that can help you solve the problem?
Can you name the operation to be used to solve the problem?
What is the answer to the problem? (20 meters)
How did you solve the problem?

Say:
There are times some problems can be solved in
other ways. You may use “Guess and Test Strategy”,
“Using an Operation”, “Drawing a Picture”, and
others.
D. Discussing new Read the problems.
concepts and
practicing new skills # Mang Danilo has 120 eggs to be delivered to a market. If
1 the eggs are to be placed in small trays with 6 eggs each, how
many trays will be needed?

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 Amy and her three friends will equally divide ₱40.00 which
they earned in selling newspapers. How much will each one
get?
Can you solve the problems?
Here are the steps in analyzing and solving word problems.

Study the solution.

Problem 1
*Understand

Know what is asked: The number of trays needed

Know the given facts: 120 eggs; 6 eggs in a tray

*Plan

Determine the operation to be used: Division

Write the number sentence: 120 ÷ 6 = n

*Solve

Show your solution: 120 ÷ 6 = 20

*Check and Look Back

Review and recheck your answer: You can use repeated

Problem 2 to divide 120 by 6, or multiply 20 by 6.
subtraction
*Understand

Know what is asked: The amount of money will each one get.

Know the given facts: Amy and her three friends, ₱40.00

*Plan

Determine the operation to be used: Division

Write the number sentence: ₱40 ÷ 4 = N

*Solve

Show your solution: ₱40 ÷ 4 = ₱10

*Check and Look Back

Review and recheck your answer.

*Check and Look Back

Review and recheck your answer: You can use repeated

subtraction to divide 120 by 6, or multiply 20 by 6.

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E. Discussing new Class Activity
concepts and Say: Let us solve more
practicing new skills # problems.
2
1. The product of two
numbers is 72. If one factor
is 6, what is the other factor?
*Understand: ____________
*Plan: _________________
*Solve:_________________
*Check and Look back: ____
2. Tony has a small poultry.
One morning, he was able to
gather 25 eggs from the 5
nests. How many eggs were
there in each nest?
Class Activity
Say: Let us solve more
problems.
1.Luisa’s round trip jeepney
fare to school is ₱14 a day.
If she has ₱168 for jeepney
fares to school, how many
round trips to school would
that be?
*Understand: ____________
*Plan: _________________
*Solve: ________________
*Check and Look back: ____
2. How many hundreds are
there in 1 000?

*Understand: ____________ *Understand: ____________

*Plan: _________________ *Plan: _________________
*Solve: ________________ *Solve: ________________
*Check and Look back: ____ *Check and Look back: ____
F. Developing mastery Group Activity
(Leads to Formative Divide the class in four groups. Let them choose a leader
Assessment) and a secretary. Give each group an activity card with
problems written on it. Then let each group post their work
on the board. The leader will report to the class the solution
and answer on it.
Group 1 Group 3
Problem 1: Jonathan works Problem 3: Jade collected
stocking shelves at a 200 postcards. How many
supermarket. He has 300 folders of 25 postcards each
cans of vegetables to place can be filled?
in the store shelves. He can
Problem
Problem 4: 4: Jasmine
Jasmine went
went to to
fit 50 cans on a shelf. How
aa bank
bank and
and requested
requested thethe
many shelves
fit 50 cans on acan be filled
shelf. How
cashier to change her
cashier to change her two two
with cans?
many shelves can be filled
500
500 bills.
bills. How
How many
many bills
bills will
will
with cans?
she receive if she asks
she receive if she asks forfor
Php
Php 100-bills?
100-bills?
Group 2
Group 4
Problem 2: Using 12 coins/
circles, how could you Problem 5: Jesthony has 500
arrange it into 4 rows with 3 old coins in 4 boxes. The
coins/ circles in each row? same number of coins are in
Draw a picture of your the box. How many coins are
solution. in each box?

Problem 6: How many 9s are

there between 1 to 100?

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G. Finding practical Rose Ann earn ₱ 1, 000.00 A school had a
applications of a year. How much does Rose basketball tournament. The
concepts and skills in Ann earn in ten months? different teams played
daily living against each other once. If
there were 10 games in all,
how many teams joined the
tournament?
H. Making Lead the pupils generalize the following:
generalizations and
abstractions about * The steps in solving routine problems are:
the lesson A. Understand - Know what is asked, what are given.
B. Plan - Know the operation. Write the number sentence.
C. Solve - Write the correct units/ label your answer.
D. Check and Look back - Review and check your answer.

* To solve non - routine problems involving division,

read and analyze the problem carefully. Tell what is
asked and what are given. Then, use other
strategies like act out the problem, listing/ table
method, guess and test, drawing/ making a diagram,
using patterns, working backwards, etc to solve.
I. Evaluating learning Solve the following problems. Solve the following problems.

1. Susan bought a “buy-one- 1. Susan bought a “buy-one-

take-one” bag. She paid Php
1, 000. How much did each
bag cost?
2. Jessica helps in the library
after class. She will put 54
books in piles. She puts 6
books in each pile. How
many piles of books did she
make?
3. Marites bought 6 oranges
and 3 apples for ₱81. How
much did each fruit cost?
4. Alyana has 72 pieces of
tamarind candies which she
will put in small boxes. Each
box can hold 8 candies. How
many boxes will she need?
5. Arrange 10 circles/coins
into 2 rows with
circles/coins in each row.
Draw a picture of your
solution.
take-one” bag. She paid Php
1, 000. How much did each
bag cost?
2. Jessica helps in the library
after class. She will put 54
books in piles. She puts 6
books in each pile. How
many piles of books did she
make?
3. Marites bought 6 oranges
and 3 apples for ₱81. How
much did each fruit cost?
4. Alyana has 72 pieces of
tamarind candies which she
will put in small boxes. Each
box can hold 8 candies. How
many boxes will she need?
5. Arrange 10 circles/coins
5 into 2 rows with 5
circles/coins in each row.
Draw a picture of your
solution.

61
 J. Additional activities Solve the following problems.
for application or
remediation 1. Gemma orders 120 flowers to be placed in 5 big vases.
 Assignment/Agree How many flowers will each vase have?
ment 2. Six scouts are asked to make 168 cotton balls for their
(_____minutes). school clinic. How many cotton balls should each scout
Fill-in below any of make?
the four purposes 3. Four boy scouts are asked to collect 100 straws to be
 Reinforcing/Streng used in their class projects. How many straws should each
thening the day’s boy scout collect?
lesson 4. The product of two numbers is 36. Their quotient is 1.
 Enriching/inspiring What are the two numbers?
the day’s lesson 5. I am a one-digit number, I am inside the circle and the
 Enhancing/improvi square, I am not in the rectangle. What is the quotient when
ng the day’s I am divided by 1?
lesson
 Preparing for the
new lesson 9 4 6
7 3 5

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% on the
formative assessment.
B. No. of learners who
require additional
activities for remediation.
C. Did the remedial
lessons work?
No. of learners who have
caught up with the lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
G. What innovation or
localized materials did I
use/discover which I wish
to share with other
teachers?

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