Lesson Plan for Multigrade Class School: VALENCIA ELEMENTARY SCHOOL Grade Level: III AND IV

Grades 3 and 4 Teacher: KARMELA A. VELUZ Learning Area: Mathematics

Teaching DateS: WEEK 3 Quarter: 1ST QUARTER
Grade Level Grade 4
Content Standard demonstrate understanding of multiplication and division of whole numbers including money.
The learner
Performance Standard is able to apply multiplication and division of whole numbers including money in mathematical
The learner problems and real life situations.
Competencies o multiplies numbers up to 3 digit numbers by up to 2-digit numbers without regrouping
o multiplies numbers up to 3 digit numbers by up to 2-digit numbers with regrouping
o estimates the products of 3- to 4-digit numbers by 2- to 3- digit numbers with reasonable results
M4NS-Ic-44.
DAY 1-2
Lesson Objectives To multiply numbers up to three digits by numbers up to two digits without regrouping in estimated
form.
Process Skills: estimating
Values Integration:Appreciate the importance of trees
Subject Matter Multiplying Numbers up to Three Digits by Numbers up to Two digits without Regrouping in
estimated form
Learning Resources BOW, TG ,LM,activity sheets
Procedure
 Ability Groups
Use these letter icons to show methodology and assessment activities.  Friendship Groups
 Other (specify)
DT Direct Teaching  Combination of Structures
GW Group Work
IL Independent Learning
A Assessment

IL
Analyze the problem,then answer the question
(Appendix 4)

DT Post a problem on the board (Appendix 8 )

Ask:How many they can deliver in 23 days?
How can we solve the problem?
 Show the solution using the short and long method in multiplying numbers (Appendix
8-9)
How do we multiply and estimate the products?
Which method is easier and faster to use in order to estimate the products? Why?
GW Divide the class into 3 groups. Let the pupils do the activities (Appendix 11)
A (see appendix 13)

DAY 3-4
Lesson Objectives To multiply numbers up to three digits by numbers up to 3 digits without regrouping and
estimate the products.
Process Skills: regrouping,estimating
Values Integration: helpfulness
Subject Matter Multiplying and estimating numbers up to two digits by numbers up to 2 -3 digits with
Regrouping
Learning Resources CG,TG,BOW,Activity Cards
Procedure

Use these letter icons to show methodology and assessment activities.  Ability Groups
 Friendship Groups
DT Direct Teaching  Other (specify)
GW Group Work
 Combination of Structures

IL Independent Learning
A Assessment

IL Analyze the given problem then answer the question . (Appendix 16)

DT The phrase “about how many” does not ask for an actual answer but an estimate.
You will estimate the product by multiplying the given number
The given number in the problem is 945 by 35
The number sentence is 35 x 945=n
How can we solve this and get the estimated products?
Discuss the different method to be used.
a.Using the place value chart
 b. using the short method ( Appendix 20-22)
c.Using the Lattice method
Which method is easier to use?
GW Divide the class into 3 . Let the pupils do the given activity ( Appendix 24-26)
A Answer the following activity(Appendix 28)

DAY 5
Lesson Objectives

Subject Matter Weekly assessment

Learning Resources CG,TG,BOW,LM,Activity Card
Procedure
 Ability Groups
Use these letter icons to show methodology and assessment activities.  Friendship Groups
 Other (specify)
DT Direct Teaching  Combination of Structures
GW Group Work
IL Independent Learning
A Assessment
A (Appendix 30)
Remarks
Reflection

Prepared by: Checked and Validated by:

KARMELA A. VELUZ ALDWIN V. CAPISTRANO

Teacher I, School Head Teacher – III
Valencia Elementary School
APPENDICES
Appendix 1 Math3/Q1-W3
Day1/Grade3
Appendix 2 Math3/Q1-W3

Day1/Grade3

NUMBER LINE

Suppose it takes you 22 minutes to get home from school. Would you say it
takes you about 20 minutes 0r 30 minutes to get there?

l l l l l l l l l l l l l l l l l l l l l l l
19 20 22 24 26 28 30 32 34 36 38 40 42 44 46 48 50 52 54 56 58 60

Find the point for 22. Is it closer to 20 or 30?

Ans:.(It is closer to 20)
Since it is closer to the smaller number
We round it down.
So 22 rounds to the nearest tens is 20

Find 27. To what number is it closer?30 or 20?

Since it is closer to 30 we round it up
So 27 rounded to the nearest 10 is 30

Find 25. Where is it located? It is halfway between 20 and 30

Round up numbers that have 5 in the ones unit is rounded it to the nearest tens

Identify more points in the number line

Ask in which number is nearer

Appendix 4 Math4 Q1/W3

Day1/Grade4
Analyze and answer the question

Mang Leo and his Co-workers can deliver 231 coconuts in a day. How
many coconuts can they deliver in 23 days?

Answer:

1.What are given in the problem?

2.What is ask in the problem?

3.What operation are we going to use?

4.How will you solve the problem?

5. What is it estimated products to the problem?

Appendix 3 Math3/Q1/W3

Day1/Grade 3

Mumber Line
 l l l l l l l l l l l
200 210 220 230 240 250 260 270 280 290 300

In which hundreds is 260 nearer,200 0r 300?

So,260 rounds to 300.

We round it up.

How do we round off numbers?

Answers.
1. Look for the place of the digit to be rounded
off.
2. Check the digit to its right. If it is 4 or below,
round it down.
3. If it is 5 or above, round it up
4. Change all the digits to the right of the digit to
be rounded off to 0.
Appendix 5 Math3/Q1/w3

Day1/Grade3

Group A. Refering on the number line below answer the following question.

. . . . . . . . . . . . . . . . . . . . . . . . . . .

20 40 60 80 100 120 140 160 180 200 220 240 260

a. In which tens is 39 nearer? ______

b. In which tens is 74 nearer? _____
c. In which hundreds is 194 nearer? ______
d. In which hundreds is 112 nearer? ______
e. In which tens is 37 is nearer? _________

Appendix 6 Math3/Q1/W3
Day 1/Grade3

Group B

Direction: Round the following numbers to each indicated value inside the box.

Tens Hundreds

1.526

2.833

3.324

4.528

5.834

Appendix 7 Math3/Q3/W3

Day1/Grade3

Group C
Direction:Answer the following questions. Write the answer on the space
provided.

1) What is the greatest number that rounds off to 800 when rounded to the
nearest hundred?

______________________________________________________________.

2) What is the least number that rounds to 800 when rounded to the nearest
hundred?

______________________________________________________________

3) What is the greatest and least numbers that round to 500 when rounded to
the nearest hundred

______________________________________________________________

4) What digit should be to the right of the digit in the rounding place in order
for you to round down?

5) What digit should be to the right of the digit in the rounding place in order
for you to round up?

----------------------------------------------------------------------------------------------

Appendix 8 Math3/Q3/W3

Day1/Grade
 Mang Leo and his Co-workers can deliver 231 coconuts in a day. How
many coconuts can they deliver in 23 days?

How many they can deliver in 23 days?

Steps in multiplying numbers using short and long method

Solution 1: By using the the short method. How do we estimate products.

Step 1. Multiply 231 by 3

231
X23

694

Step 2. Multiply 231 by 2

231

X23

+ 693

462 leave the ones place blank

Step 3. Add the partial products

231

X23

693

+ 462

531

Appendix 9 Math4/Q1/W3
Day 1/G4

Let us study how to estimate the products?

“First, round the multiplicand and multiplier to the highest/ greatest place
value.then,multiply the rounded numbers.

230 200 to multiply numbers which are multiples

X23 x20 of zeroes in the factors are the number of
4000 zeroes in the product.

Solution 2: By using the long method

This method uses the distributive property of multiplication

over addition.
231 x 23 = (200+30+1) x 20 +(200+30+1)x3
= (200x20)+(30x20)+(1x20)+(200x3)+(30x3)+(1x3)
=4000+600+20+600+90+3
=5313

First,write the multiplicand and the multiplier in expanded form

Next, multiply the digit in the ones place by the multiplicand

Then, multiply the digit in the tens place by the multiplicand

Lastly, add all the products

Which method is easier to use? The short method or the long method.

Appendix 10 Math3/Q1/W3

Day1/Grade3

Direction: Round of the following numbers to the nearest tens and hundreds .
fill up the table provided.

40 56 60 70 100 200 300 400 500

a.48 f.199

b.55 g.31

c.73 h.434

d.280 i.197

e.410 j.47

Appendix 11 Math/4/Q1/W3

Day1/Grade4

Direction: multiply to complete the table and estimate their product.

X 33 Estimated products

34
22

32

133

213

323

233

Appendix 12 Math3/Q1/W3
Day1/Grade3
Direction: Choose the number to which the given number is closer
Encircle the correct answer.

1. 58 ---------- 60 or 70

2. 43 ---------- 40 0r 50

3. 125--------- 100 or 200

 4. 549--------- 500 or 600

5. 76---------- 70 or 80

6. 767 -------- 700 or 800

7. 53 --------- 50 or 60

8. 250 -------- 200 or 300

9. 18 --------- 20 or 11

10.81 -------- 80 or 90

Appendix 13 Math3/Q1/W3

Day1 /Grade3

Direction: Match the product in column A with the multiplication sentence in

the column B. Write their estimation product in the space provided before the
number.

A B

__________1.9072 A. 133x33

__________2.5082 B. 432x21

__________3.7424 C. 134x12
__________4.4389 D. 232x32

__________5.1608 E. 231x22

Appendix 14 Math3/Q1/W3
Day2/Grade3
Appendix 15 Math3/Q3/W3
Day2/Grade3
 NUMBER LINE

500 1000 1500 2000 2500 3000 3500 4000 4500 5000

Find 1945 is closer to ? 1000 or 2000

It is closer to 2000
So round it up.

2755 is closer to what number?

Answer: 3000

2500 is closer to 3000

We round it up!

Appendix 16 Math3/Q1/W3
Day2/Grade3
Analyze and answer the question below

There are 945 bananas in a basket. How many bananas are there in 35 baskets?

What is ask in the problem?

How do we solved the problem
How will you solve and estimate the products

Appendix17 Math3/Q1/W3
Day2/grade3

Group 1
Direction:

Round off each number in the box to the nearest tens, hundreds, or
thousands. Write your answers in the correct column.

56 4613 2548 68 243 273 42 4217

485 49 361 456 38 45 7895 6754

40 50 60 70 100 200 300 500 5000 10000

Appendix 18 Math3/Q3/W3

Day2/Grade3

Group2

Direction:Write 5 numbers that would round off to:

 1) 70 ______,________,_________,________,_________

2) 400______,________,_______,_________,__________

3) 8 000______,________,________,______,__________

Appendix 19 Math3/Q1/W3
Day2/Grade3

Group3

Direction: Read and answer each question.

1) There were 3 246 players in the athletic field during the Regional Palaro
Parade. Round off this number to the nearest thousands.

2) A man could carry about 50 kilograms of rice. Which of these could he carry:
55 kg, 54 kg, 47 kg, 58 kg, 56 kg?
 3) A bakery needs three hundred twenty-nine eggs for their egg pies. About
how many eggs should they buy?

4) Two boy scouts will buy rope for knot-tying activities. The needed length of
rope is 257 dm. Which length is more reasonable to buy: 250 dm, 260 dm or
300 dm? Why?

5) Mother will go to market to buy 1 kilo of fish, 1 kilo of chicken and 5 kilos
of rice. Is PhP300 enough to buy all items she needed?

Appendix 20 Math4Q1/W3

Day2/G4

A.Using the Chart value

TTh Th H T O
9 4 5
x 3 5

4 7 4 5
 2 8 3 5

3 2 4 9 5

So there are 32495 bananas in a basket

How can we estimate or round this in thousand?

What is the estimated product?

32495 is rounded to 30 000

B.Using the short method

Step 1

 Multiply 945 by 35
 Regroup when the product is 10 or greater.

24
945
X35
4745

Step 2

 Multiply 945 by 3

Appendix 21 Math4/Q1/W3
Day2/Grade4

 Regroup when the product is 10 or greater.

945
X35
4745
 2835

Step3

 Add the partial products to get the final product

945 900
X35 x 40
+ 4745 36000 estimated product
2835
32,495

Appendix 22 Math4/Q1/W3

Day2/Grade4

A. Using the Lattice method

 To find the product of 169 and 35, Use 2 by 3 lattice, position the
factors

1 6 9
3

5
  Multiply each digit above by each digit on the side. Write the digits’
product

1 6 9
1 2 3
3 8 7
3 4
5 0 5 5

 Add down the numbers along the diagonals. Regroup when necessary

1 6 9
1 2 3
3 8 7
3 4 5
0 5
5 5
9 1 5

 The answer is read counter clockwise, 5915.

Appendix 23 Math3/Q1/W3

Day2-Grade3

Direction: Pick up the number on the box that answer the following
question .Write your answer on the space provided

1020 3210 5218

2812 1011 7221
 1. Which number can be rounds down to 1000 =________

2. Which number can be rounded up to 2000=__________

3. What number can be rounded up to 6000=___________

4. What number can be rounded down to 5000 =_______

5. What number can be rounded down to 3000=________

Appendix 24 Math4/Q1/W3

Day2/Grade4

Group 1

Direction: Find the product.Use the short method and estimate the product.

1.345

X 34

2.462

X53
 3.793

X15

4.234

X46

5.524

X54

Appendix 25 Math4/Q1/W3

Day2-Grade4

Group 2

Find the product. Use any of the methods. Choose and encircle your answer
inside the parantheses.

1.645 x 24 = (15 340; 15480; 18 835)

2.456 x 63 = (28 728; 27 816; 27 360)

3. 523 x 34 = (17 782; 18854;17 782)

4.234x 45 = (11 350;10 970; 10 530)

5. 753x54 = ( 50662;40 662; 30 572)

Appendix 26 Math4/Q1/W3

Day2/Grade4

Group 3

Direction: Estimate the product. Then find the actual product and compare it
with the estimated product.

1) 345 2) 6345 3) 678

X34 x24 x345

4) 894 5)6567 6) 789

X24 x 34 x360
7)3678 8)2345 9) 567
X 47 x365 x36

Appendix 27 Math3/Q1/W3

Day2/Grade3

Direction: Round the following numbers to the nearest Thousands

1. 2456-

2. 1347-

3. 3461-

4. 5687-
 5. 4532-

Appendix 28 Math4Q1/W3

Day2/Grade 4

Direction: Multiply and estimate the following numbers

1.234

X23

2.452

X21

3. 562

X32
4.674

X12

5.671

X11

Appendix 29 Math3/Q1/W3

Day3/Grade3

A. Round off the following numbers to the nearest Tens, Hundreds and
thousands.Write the rounding answer on the space provided.

1.56=_________ 2.8451=_________

3.84=_________ 4.291= __________

5.381=________ 6.2345= _________

7.291=________ 8.654=__________

9.654=________ 10.25=__________

B. Choose the number to which the given number is closer. Encircle your
answer.

1) 58 – 50 or 60

2) 43 – 40 or 50

3) 548 – 500 or 600

4) 627 – 600 or 700

5) 961 – 900 or 1 000

Appendix 30 Math4/Q1/W3

Day3/Grade4

A. Multiply the following numbers and write their estimated form.

1.87 2.124

x32 x 35

3.5672 4.679

x 46 x89

5.3567

x 45