A DETAILED LESSON PLAN IN MATHEMATICS IV

I. OBJECTIVES:

At the end of the lesson, the studies should be able to;

A. Multiply up to 3- digits numbers by up to 2- digits numbers without regrouping.

B. Solve word problems involving multi- digit multiplication.

C. Apply the concept of multiplication in real- life situations.

II. SUBJECT MATTER:

A. Topic: Multiply up to 3- digit numbers by up to 2- digit numbers without regrouping.

B. Instructional materials: Manila paper, Marker, Flashcard and pictures.

C. References: k-12 curriculum guide, learner’s material math grade 4, page 23-27.

D. Strategy: Encourage students and set time to practice verbally or in writhing.

E. Values: Math can be related to our lives. It teaches us to always be careful with the signs.

III. PROCEDURE

TEACHER’S ACTIVITY PUPILS ACTIVITY

A. Preliminary Activity
a. Greetings
“ Good evening class” “ Good evening teacher”

b. Prayer
“Class, let us stand for our prayer, for those who are -The student’s will stand
catholic sign of the cross……in the name of the father, the
son and the holy spirit. Amen.”

Our Father, Who art in heaven, hallowed be Thy name; Thy
kingdom come; Thy will be done on earth as it is in heaven.
Give us this day our daily bread; and forgive us our
trespasses as we forgive those who trespass against us; and
lead us not into temptation, but deliver us from evil.
c. Energizer
Multiply
To multiply by one is such an interesting thing
Our Father, Who art in heaven,
hallowed be Thy name; Thy kingdom
come; Thy will be done on earth as it is
in heaven. Give us this day our daily
bread; and forgive us our trespasses as
we forgive those who trespass against
us; and lead us not into temptation, but
deliver us from evil.
It's a little like using a copy machine
You'll get back a picture of what you put in
It mirrors the image of most anything
So let's multiply by one
And you'll see what I mean

(When you multiply a number by one, the answer is that

number)

One times one equals one, you see

And two times one equals two, no more!
Three times one equals three I'll bet you know
Four times one will equal four
Five times one equals five every time
And six times one equals six
Seven times one equals seven, and wait!
Eight times one equals eight

(When you multiply by one, your answer does not get bigger
or smaller; the number remains the same)

Nine times one will equal nine

Always the same thing every time
And don't you know ten times one equals ten
I'm sure now that you see the trend

To multiply by one is such an interesting thing

It's a little like using a copy machine
You'll get back a picture of what you put in
It mirrors the image of most anything
So unless you're really dumb
You can now multiply by one
d. Checking of Attendance
“Ok let’s check your attendance….say present if your name “Present ma’am”
is called.

Very good!
1. Drill
Conduct drill on basic multiplication facts using flashcards.

2. Review
Before we proceed to our new lesson, let have first a review
on our lesson yesterday. So what have you studied “we have studied multiplication”
yesterday?

Very good!
So now let us first recall the terms involve in multiplication.
Factors are the numbers which we multiply. Composed of
multiplicand and multiplier. Product is the answer which we
get in multiplication.

What is multiplicand?
-Is the number that is being multiplied and has the highest
value.

What is multiplier?
-Is the number that we multiply and has the lowest value.

When we multiply two numbers, what do we call their

answer?
-When we multiply two, we call the answer as product.

3. Motivation
(the teacher will show a picture)

“ A basket ma’am”
(The learners have different answers.)

 What do you see in the picture? (The learners will raise their hands.)
 What can you say about the basket?
Very good!
We have here two baskets and each basket has 4
oranges. So, how many oranges are there in all?
B. Developmental Activities
1. Presentation
I have posted a problem on the board. Can you please read
the problem?

Mang leo and his co- workers deliver 231 coconuts in a day.
How many coconuts can they deliver iin 23 days? (Students will read the problem posted
on the board)
 How many coconuts can Mang Leo and his
coworkers deliver in a day?
 What is being asked in the problem? -Mang Leo and his co- workers deliver
231 coconuts in a day.
 How can you solve the problem? -We need to find the number of
coconuts that they can deliver in 23
days.
- (let the pupils think and answer the
question)
2. Discussion
In the problem, Mang Leo and his co-workers can deliver
231 coconuts each day.

To visualize the problem, I have pictures of coconuts here

that Mang Leo and his coworkers delivers in 23 days. We
know that each day they can deliver 231 coconuts.

Based on our illustration, we can now visualize that there

are 231 coconuts each day that Mang Leo and his coworkers
can deliver. On this problem, we need to get the total
number of coconuts that they can deliver in 23 days.

Can anyone give me the mathematics sentence of the given

problem?
 -The given values on the problem are:
231 coconuts delivered every day that
they can deliver in day and we need to
find the total number of coconuts that
they can deliver in 23 days, so we will
We can also write the factors vertically to easily perform the let the unknown as N. Thus, the
operation as shown on the board: mathematical sentence will be, 231 x
23= N.
231
X 23
We multiply a three- digit by a two- digit number using the
method.

Sep 1: Multiply the ones place of the multiplicand by the

ones place of the multiplier.
231
X 23
3
Step 2: Multiply the tens place of the multiplicand by the
ones place of the multiplier.
231
X 23
93
Step 3: Multiply the hundreds place of the multiplicand by
the ones place of the multiplier.
231
X 23
693
Step 4: Multiply the ones place of the multiplicand by the
tens place of the multiplier.
231
X 23
693
2
Step 5: Multiply the tens place of the multiplicand by the
tens place of the multiplier.
231
X 23
693
62
Step 6: Multiply the hundreds place of the multiplicand by
the tens place of the multiplier.
231
X 23
693
+ 462
Step 7: Add the partial products.
231
 X 23
693
+ 462
5313

3. Group Activity
And now, let's have a group Activity I will divide the class in
to two groups. (Each members should cooperate with
the group)
•Every group will be given some number cards.

•The teacher will say the numbers and each group will post
it the on board.

•Teacher will give or site some situations and let the group
guess the answer and post it on the board.

•The group with most higher points will be declared as the

winner.

(After the activity, the teacher will ask questions) (The students will answer the
 How did you find the activity? questions)

4. Generalization
* How do you multiply a 3- digit number by a 2 digit number -We have a ways to multiply a 3- digit
without regrouping? number by a 2- digit number without
regrouping. By using a method.
 How was the method done? - when using a method we follow these
steps:
Sep 1: Multiply the ones place of the
multiplicand by the ones place of the
multiplier. Step 2: Multiply the tens
place of the multiplicand by the ones
place of the multiplier. Step 3: Multiply
the hundreds place of the multiplicand
by the ones place of the multiplier. Step
4: Multiply the ones place of the
multiplicand by the tens place of the
multiplier. Step 5: Multiply the tens
place of the multiplicand by the tens
place of the multiplier. Step 6: Multiply
the hundreds place of the multiplicand
by the tens place of the multiplier. Step
7: Add the partial products
5. Individual Activity
Find the products of the following equations.
1. 324
X 22 1. 7128

2. 322
X 33 2. 10626

3. 404
X 21 3. 8484

4. 589
X 11 4. 6479

5. 342
X 12 5. 4104

(Check the answers of the studens)

6. Application
Directions: Read and analyze each problems, then solve
what is being ask in the problem. Show your solution.

1. In baguio, pine seedlings are packed in boxes of 12. How

many seedlings are in 144 boxes? 1. 1728

2. The transportation fare from the terminal to the

subdivision is Php 22. How much will the driver collect from 2. 748
34 passengers?

3. The recycling center collects 343 aluminum cans in one

day. How many cans will be collected in two weeks? 3. 4802

(Call a students to solve the problem on the board)

VII. Evaluation
Find the product of the following. Put your answers in your
mathematics notebook.

1. 304 1. 6688
X 22

2. 312 2. 10296
X 33

3. 432 3. 13824
X 32

4. 857 4. 9427
 X 11

5. 432 5. 9936
X 23

VIII. Assignment
A. Using the method, find the product.
1. 3324
X 3

2. 233
X 31

3. 312
X 22

4. 2211
X 4

5. 1322
X 3
B. Read and solve the problem.
Mrs. Estilong has a gift shop in baguio City. She sells native
products like bags and wood figurines. Use the table below
to answer the following questions.

Gift Items Price

Bags Php 285
figurine Php 97
Basket Php 89

1. How much do 45 bags cost?

2. If each of the 34 tourists bought one wood figurine, how
much did Mrs. Estoling get from her sales?
3. Find the cost of 115 baskets.