Lesson Guide

In
Elementary Mathematics
Grade 3
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
Addition

INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011
Lesson Guides in Elementary Mathematics
Grade III

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 3

Region 3

Agnes V. Canilao Pampanga
Josefina S. Abo Tarlac City
Alma Flores Bataan

Region 4 - A

Cesar Mojica Regional Office
Marissa J. de Alday Quezon
Henry P. Contemplacion San Pablo City

Region 4 B
Felicima Murcia Palawan

National Capital Region (NCR)

Laura N. Gonzaga Quezon City
Dionicia Paguirigan Pasig/San Juan
Yolita Sangalang Pasig/San Juan

Bureau of Elementary Education (BEE)

Elizabeth J. Escao
Galileo L. Go
Nerisa M. Beltran
Ateneo de Manila University

Pacita E. Hosaka

Support Staff

Ferdinand S. Bergado
Ma. Cristina C. Capellan
Emilene Judith S. Sison
Julius Peter M. Samulde
Roy L. Concepcion
Marcelino C. Bataller
Myrna D. Latoza
Eric S. de Guia - Illustrator

Consultants

Fr. Bienvenido F. Nebres, SJ President,
Ateneo de Manila University
Ms. Carmela C. Oracion Principal,
Ateneo de Manila University
High School
Ms. 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. Robles OIC - Asst. Chief, Curriculum Development Division
Virginia T. Fernandez Project Coordinator

EXECUTIVE COMMITTEE

Jesli A. Lapus Secretary, Department of Education
Teodosio C. Sangil, Jr. Undersecretary for Finance and Administration
Jesus G. Galvan OIC - Undersecretary for Programs and Projects
Teresita G. Inciong Assistant Secretary for Programs and Projects

Printed By:





ISBN 971-92775-2-1
iii

TABLE OF CONTENTS


Introduction .................................................................................................................................. iv
Matrix ........................................................................................................................................ v

I. WHOLE NUMBERS

A. Addition

Adding 4- to 5- Digit Numbers up to four addends with Sums up to 100 000
without regrouping in short form ........................................................................ 1
Adding 4- to 5- digit numbers up to four addends with regrouping in the
tens and hundreds ............................................................................................ 4
Adding 4- to 5- digit numbers up to four addends with sums up to 100 000
with regrouping in the thousands and en thousands place................................ 8
Estimating sums of 3- to 5- digit addends ...................................................................... 11
Adding mentally 1- to 2- digit numbers with sum up to 100 without regrouping ............ 15
Mental computation of 1-step word problems involving addition ................................... 21
Solving word problems involving addition ....................................................................... 25




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 III


COMPETENCIES VALUES INTEGRATED STRATEGIES USED
MULTIPLE INTELLIGENCES
TECHNIQUES
With HOTS
I. Whole Numbers
A. Addition of Whole Numbers
1. Comprehension of Addition
1.1 Add 4- to 5-digit numbers up to
four addends with sums up to 100 000

1.1.1 Without regrouping in short
forms
Cleanliness Simplifying the problem Clean and Green campaign
Global theme (Naturalist)
Chart (Spatial)




1.1.2 With regrouping in
1.1.2.1 Tens and hundreds
places
Recycling Simplifying the problem Cooperative
groups(Interpersonal) Chart
(Spatial)


1.1.2.2 Thousands and ten
thousands places
Forest conservation Simplifying the problem Global theme (Naturalist)
Cooperative
groups(Interpersonal) Chart
(Spatial)


1.2 Estimate the sums of 3 to 5 digit
addends
Active participation Simplifying the problem Storytelling (linguistic)
Cooperative
groups(Interpersonal)



1.3 Add mentally 1 to 2 digit numbers
with sums up to 100 without
regrouping
Active participation Puzzle (Logical mathematics)

2. Application of Addition
2.1 Solve word problems involving
addition of whole numbers with
sums up to100 000 including
money following the steps in
problem solving
Cooperation Polya's steps in problem
solving
Acting out the problems
Song (Musical) Diagram
(Spatial) Movements (Bodily
kinesthetic)


2.2 Solve mentally 1 step word
problems involving addition with
sums up to 100 without regrouping
Speed and accuracy Polya's steps in problem
solving
Cooperative groups
(Interpersonal)



1

Adding 4- to 5- Digit Numbers up to 4 Addends with Sums up to 100 000 without
Regrouping in Short Form

I. Learning Objectives

Cognitive: Add 4- to 5- digit numbers up to four addends with sums up to 100 000 without
regrouping in short form
Psychomotor: Write numbers in proper column before adding
Affective: Show cleanliness in doing assigned tasks

II. Learning Content

Skill: Adding 4- to 5- digit numbers up to 4 addends with sums up to 100 000 without
regrouping in short form.
Reference: BEC PELC I.B.1.1.1
Materials: textbooks, flash cards, picture of a model community, place value chart
Value: Cleanliness

III. Learning Experiences

A. Preparatory Activities

1. Drill Addition Basic facts
Game Sit down

a. Ask all the pupils to stand near their desks/chairs.
b. The teacher flashes some combinations of numbers.
c. The first pupil to give the correct answer will sit down.

2. Review

Find the sum.
3214 7845 3847 4654 789
+ 4623 + 2023 + 2120 + 5211 + 200

3. Motivation

Show picture of a clean community. How would you help maintain cleanliness in your
community? How about in our school? Lets see whose desk will remain clean up to the last
minute of the class.

A. Developmental Activities

1. Presentation

a. Present this problem
In response to the governments Clean and Green campaign, the Boy and Girl
Scouts of Region IV held a tree planting activity. They planted 5 143 narra seedlings, 5
000 mahogany seedlings, 3 010 molave seedlings and 4 835 ipil-ipil seedlings. How
many seedlings did they plant in all?

b. Lead the pupils in analyzing the word problem.

c. Put the given numbers in the place value chart before adding them. Emphasize that the
numbers must be written in proper column, otherwise they will arrive at the wrong
answers.
2


Thousands Hundreds Tens Ones
5
5
3
4
1
0
0
8
4
0
1
3
3
0
0
5

Do the steps one by one.

5 143 add 5 143 add the 5 143
add the 5 000 the 5 000 hundreds 5 000
ones 3 010 tens 3 010 3 010
4 835 4 835 4 835
8 88 988

add the 5 143
thousands 5 000
3 010
4 835
17 988


d. Present more examples. Do the steps again one by one. Stress that the numbers must
be written first in proper column.

2. Guided Practice

Working with learning partner.
Game: Lets build the house
Two houses will be built by the boys and the girls.
One correct answer will contribute one pillar or post to the house.













Give each learning partner a number problem to solve. The teacher will check the
answer.

3. Generalization

How do we add 4- to 5- digit numbers up to four addends? Where do we start adding?


To add whole numbers with 4 to 6 digits, add the ones digit first, then the tens, then the
hundreds and so on.



1
2
3
4
6 9 8 5
7
3

C. Application

Add.
52 345 90 000 25 036
82 101 80 502 52 121
60 231 93 230 10 210
+ 92 320 + 60 122 12 230


IV. Evaluation

A. Write the numbers in column, then add.

1) 63 114 + 21 020 + 22 431 =
2) 25 041 + 13 102 + 61 213 + 11 323 =
3) 31 124 + 22 101 + 31 310 + 13 001 =
4) 11 301 + 14 003 + 30 200 + 10 222 =
5) 42 131 + 11 021 + 10 102 + 10 011 =


B. Answer each question below. Use the chart.

Sales at de Luna Farm
Animal 1996 1997 1998 1999
chickens 11 302 11 511 12 021 12 121
ducks 10 021 11 021 12 022 12 234
pigs 12 111 12 034 12 221 12 333
goats 10 222 13 230 13 121 13 200

Find:
1. Total sales in 1996, in 1997, in 1998 and in 1999.
2. Total sale of chickens; of ducks; of pigs; and of goats.

V. Assignment

Look at the pictures then answer the questions that follow.








WATERMELON SQUASH PEANUTS PILI

How many nuts are there altogether?
1. watermelon, squash, peanuts and pili nuts
2. watermelon, squash, and pili nuts
3. watermelon, peanuts and pili nuts
4. squash, peanuts and pili nuts
5. peanuts, pili nuts and watermelon




4

Adding 4- to 5- Digit Numbers up to Four Addends with Regrouping in the Tens
and Hundreds

I. Learning Objectives

Cognitive: Add 4- to 5- digit numbers up to four addends with sums up to 100 000 with
regrouping in tens and hundreds place
Psychomotor: Regroup in the tens and hundreds digit correctly
Affective: Appreciate the value of recycling

II. Learning Content

Skill: Adding 4- to 5- digit numbers up to four addends with regrouping in tens and
hundreds digit
Reference: BEC PELC I B-1.1.2.1
Materials: textbooks, small basin with sand, rubber band, sticks, place value chart
Value: Recycling

III. Learning Experiences

A. Preparatory Activities

1. Drill Basic addition facts

(The teacher will prepare a small basin with sand. Under the sand are 20 rubber bands.
On the rubber bands are basic addition sentences which the pupils will answer correctly.)

a. Call a pupil and ask him/her to get one rubber band from the basin using a stick.
b. Once he gets a rubber band, he reads the sentence and gives the correct answer.
c. They may do this in the form of a contest.

2. Review

Working in dyads:

Add.

2 514 11 310 12 461 53 322 12 434
5 423 42 301 31 203 25 012 32 234
+ 2 041 11 211 42 122 10 231 11 001
21 107 +12 212 +11 122 +12 120

3. Motivation

Who among you reads newspaper? What does your family do with old newspaper? Why
do we need to recycle them?

B. Developmental Activities

1. Presentation

a. Present this problem.

The pupils of Mogpog Central School brought old newspapers to support the schools
Newspaper Fund Drive.

5

The table shows the contribution of newspapers per section in Grade Three.

Newspaper Fund Drive
Section Contribution (in kg)
Masunurin
Malinis
Masinop
Maunlad
12 721
13 372
12 526
12 270

How many kilograms of newspaper did the Grade Three pupils bring? What will you do to
find the sum?

b. Lead the pupils in analyzing the problem. Let the pupils put the number in the place
value chart.


Ten Thousands
Thousands

Hundreds

Tens

Ones
1 2 7 2 1
1 3 3 7 2
1 2 5 2 6
1 2 2 7 0

c. Stress the importance of putting the numbers in proper column.

d. Add the numbers carefully.
What are we going to add first? The ones
What is the answer? 9
Now let us add the tens.
What can you say about the sum?
What is the answer?
Is this one group of one hundred and 8 tens?
Let us regroup it into the hundreds place.
What number remains in the tens place?

Repeat the process up to the last place value. Regroup when necessary.

e. Present other examples.

2 973 2 321
6 415 2 553 etc.
+ 5 732 2 125
+ 2 432

Repeat the process as what you did in c and d.

2. Guided Practice

Working in triads. Stress that each member must cooperate with the group.
Arrange the numbers in the windmill in column then add and check.

6



Individual Activity. Peer checking.
Add:
54 432 35 678
21 265 24 324
10 526 14 125
11 432 10 421

3. Generalization

How do we add 4- to 5- digit numbers with 4 or 5 addends?
Where do we usually start?
What do we do if the answer in each column is 10 or more?

C. Application

Add:

2 973 21 471 2 321
6 415 22 342 2 553
+5 732 21 421 2 125
+11 424 +2 432

IV. Evaluation

A. Look at the letter number chart below. Each letter has an equivalent point. Find out the total
number of points for a word. Then find the sum.
Example:

MANILA
M 13
A 1
N 14
I 9
L 12
A 1
50 points
Letter Number chart
A 10 461 O 11 347
B 21 354 P 11 621
C 11 425 R 10 434
E 10 324 S 10 467
I 10 341 T 10 467
L 10 357 U 11 464
M 10 212 Y 11 521
N 21 565 Z 24 894
7



Find the number of points for the following:
1. CEBU 2. PASAY
C = P =
E = A =
B = S =
U = A =
Total Y =
Total

3. TANAY 4. RIZAL
T = R =
A = I =
N = Z =
A = A =
Y = L =
Total Total

5. CUBAO
C =
U =
B =
A =
O =
Total

Find the sum.

1) 2 316 2) 3 561 3) 80 612
1 284 1 426 14 768
+ 4 844 + 2 729 + 3 252

4) 23 805 5) 32 743
42 127 11 846
12 996 16 421

V. Assignment

Get a partner and answer these at home.

1) 4 657 2) 2 793
2 328 4 308
+ 1 472 + 1 411


3) 23 472 4) 15 278
12 563 11 470
+11 421 +11 561


5) 32 571
22 432
12 473
+11 261


8

Adding 4- to 5- Digit Numbers up to Four Addends with Sums up to 100 000 with
Regrouping in the Thousands and Ten Thousands Place

I. Learning Objectives

Cognitive: Add 4- to 5- digit numbers up to four addends with sums up to 100 000 with
regrouping in the thousands and ten thousands place
Psychomotor: Regroup in the thousands and ten thousands places correctly
Affective: Show concern for the environment by giving the importance of forest
conservation

II. Learning Content

Skill: Adding 4- to 5- digit numbers up to four addends with sums up to 100 000 with
regrouping in the thousands and ten thousands place
Reference: BEC PELC B-1.1.2.2
Materials: textbooks, charts
Value: Concern for the environment

III. Learning Experiences

A. Preparatory Activities

1. Drill Basic addition facts

Game: 2 Groups

Pick two fruits from the tree. Open them and look for the numbers. Give the total of the
two numbers. (If the child gives the correct answer he gets the fruits. The group that picks
more fruits wins the game. (Provide as many fruits as you can.)

2. Review

Working in triads:
Add.

12 345 43 254 26 541
16 278 15 781 31 578
10 578 + 10 257 40 525
+ 10 625 + 11 525


3. Motivation

Who among you have gone to a forest or mini-forest? What did you feel when you were
in this place? Did you feel cold? What must pupils like you do to save our forest? Why is it
important to conserve our forests?

B. Developmental Activities

1. Presentation

a. Present this problem.
Mr. Go initiated a reforestation project in Marinduque. He donated all the seedlings
that were planted: 10 147 mahogany seedlings, 6 130 narra, 7 322 lauan and 25 400 fruit
bearing trees. How many tree seedlings were planted in all?
9


b. Lead the class in analyzing the problem. Write the numbers in a place value chart first to
emphasize the need to write the numbers in column.

Ask: What are we going to add first?
If the sum is ten or more, what will you do?
Ask the same question up to the ten thousands digit.

Ten Thousands
Thousands

Hundreds

Tens

Ones
1 0 1 4 7
6 1 3 0
7 3 2 2
2 5 4 0 0

Add the ones first. Add the tens. Add the hundreds.

10 147 10 147 10 147
6 130 6 130 6 130
7 322 7 322 7 322
+ 25 400 25 400 25 400
9 99 999

Add the thousands. Add the ten thousands.
Regroup. Regroup when necessary.

10 147 10 147
6 130 6 130
7 322 7 322
+ 25 400 25 400
8 999 48 999 Final Answer

c. Bring out a bowl which contains strips of numbers like the ones below. Ask each pupil to
draw numbers up to 4 addends then do the addition cooperatively.

3 742 22 025 19 102

4 304 25 421 10 252

2 613 14 320 18 342

4 220 16 101 24 100

2. Guided Practice

a. Working in dyads:

Write in column and add. (Regroup in all places)
1) 24 157 + 38 621 + 15 254 + 10 268
2) 32 476 + 12 784 + 21 468 + 15 211
3) 17 434 + 23 245 + 31 254 + 18 201
4) 25 319 + 30 218 + 19 264 + 11 785
5) 48 215 + 15 211 + 15 612 + 18 785
10

b. Form several groups of 5 members each. Each group will answer one column. Then
together they will check their work. Provide at least 3 number problems to be answered
by them.

3. Generalization

Where do we usually start in adding four to five digit numbers up to 4 addends with
regrouping? If the sum is 10 or more, what do we do?

We start adding with the ones period. We regroup if the answer in each column
is 10 or more.


C. Application

Write in column and then add.

1) 21 654 + 21 114 + 21 864 + 14 676 =
2) 7 846 + 21 241 + 45 216 + 24 3561 =
3) 14 201 + 24 567 + 35 432 + 11 673 =
4) 12 654 + 24 641 + 11 200 + 34 544 =

IV. Evaluation

A. Write in column and then add.

1) 24 157 + 37 974 + 15 678 + 12 321
2) 32 784 + 12 534 + 22 233 + 15 712
3) 16 148 + 21 372 + 35 622 + 4 212
4) 14 035 + 23 572 + 18 404 + 24 156
5) 15 367 + 42 194 + 17 509 + 13 506

B. The 2009 Palarong Pambansa was held in Tacloban City. It was participated and attended by
athletes and visitors. The table below shows the number of people who attended the affair each
day.

Use the table in solving the answer to each question.


PALARONG PAMBANSA
DAY NUMBER OF PEOPLE
Sun 23 475
Mon 18 904
Tues 20 648
Wed 19 053
Thu 24 186
Fri 17 509
Sat 14 136


How many people came to see the Palaro on the following days?

1. Sunday, Monday, Tuesday
2. Monday, Tuesday, Wednesday and Thursday
3. Tuesday, Wednesday, Thursday, Friday
4. Wednesday, Thursday, Friday, Saturday
11

5. Thursday, Friday, Saturday, Sunday
6. Sunday, Saturday, Monday and Friday
7. Monday, Saturday, Friday, Thursday
8. Wednesday, Sunday, Saturday and Tuesday
9. Sunday, Monday and Thursday
10. Saturday, Wednesday, Thursday, Monday

V. Assignment

Below are leaves that fall from a tree. Pick up at least four dry leaves and copy the numbers
on them. Add the numbers. Do this at home.


























Estimating Sums of 3- to 5- Digit Addends

I. Learning Objectives

Cognitive: Estimate the sums of 3- to 5- digit addends
Psychomotor: Round numbers to the indicated place correctly
Affective: Participate actively in group activities


II. Learning Content

Skill: Estimating sums of 3- to 5- digit addends
Reference: BEC PELC 1.B.1.2
Materials: textbooks, charts, picture of a palace, king, wicked woman
Value: Active Participation



12

III. Learning Experiences

A. Preparatory Activities

1. Drill

Answer as fast as you can

10 100 1 000 400 7 000
+ 20 + 400 + 7 000 + 500 + 6 000 etc.
2. Review

Contest between boys and girls.
Climb the ladder
Each member of the group will round the number flashed by the teacher to the highest
place value. Correct answer means one step in the ladder. The first to reach the top of the
ladder wins.
10 10
9 9
8 8
7 7
6 6
5 5
4 4
3 3
2 2
1 1



3. Motivation

Let us pretend that we are in a palace.
In a faraway palace lived a king, a prince, followers of the kings and a wicked woman.
One day, the wicked woman got angry because one of the soldiers killed her cat. She turned
everybody into stone except the prince. The wicked woman told the prince, Everything will
become normal again after you answer this problem correctly. The prince consulted the wise
men in the neighboring kingdom to be able to come up with the correct solution.

B. Developmental Activities

1. Presentation

a. Here is the problem given by the wicked woman.
There are 25 678 girls and 13 211 boys in the palace. About how many children are
there in the palace?

25 678 rounded to 30 000
13 211 rounded to 10 000
40 000 estimated sum

b. Let us analyze the problem given by the wicked woman and the solutions done by the
wise men.
In estimating what do we do first with the addends?
After rounding the addends what is the next step?

13

c. Let us go back to the story. The wicked woman did not fulfill her promise. Instead she told
the little prince, You still need to solve this problem.
Since the reign of your father, 19 254 soldiers have died. Now the palace has
only 37 634 living soldiers. About how many soldiers were in this palace before?
Solution:
19 254 rounded to 20 000
37 634 rounded to 40 000
60 000

2. Guided Practice (stress here the need for active participation in group activities)

Form 4 groups.
Give each group an activity to perform.

Group A

Read each problem carefully, then give the estimated sum.
a. Edward and Fred played chess for 173 minutes before lunch and 167
minutes after lunch. About how many minutes did they play?
b. The Blue Team and the Red Team played basketball. The Blue Team
had a score of 172 while the Red Team had a score of 242 points. About how many
points did they make in all?
c. There were 284 boys and 302 girls at the program. About how many
children were at the program?
d. Mr. Luna spent 16,575 for the appliances and 54,567 for the
house down payment. About how much did Mr. Luna spend?
e. In 1999, there were 96 200 cable subscribers while in 2000 there were
15 968. Estimate the total number of cable subscribers in 1999 and 2000.

Group B

Encircle the letter of the estimated sum.

1. 67,857 a. 90,000
+ 23,269 b. 80,000

2. 78,293 a. 120,000
+ 47,179 b. 130,000


3. 51,476 a. 90,000
+ 39,174 b. 100,000

4. 86,478 a. 140,000
+ 51,976 b. 130,000

5. 27,464 a. 110,000
+ 78,248 b. 120,000


Group C

Estimate the sum.

1) 1 267 2) 8 320 3) 35 784
+ 7 340 + 6 780 + 48 961
14

4) 57 611 5) 31 811
+ 61 112 + 48 988

Oral Practice. Estimate the sum of the following addends.

1) 284 2) 756 3) 524 4) 634 5) 374
+534 +381 +678 +194 +430

6) 3246 7) 1874 8) 6781 9) 15 678 10) 11 465
+6784 +3981 +7891 +14 278 +16 878

3. Generalization

How do we estimate?


In estimating 3- to 5-digit addends, first we round the addends to the highest place
value then we add.


Why do we estimate?

C. Application

Estimate each sum by rounding the numbers.
Estimated Sum
1) 211 and 271 is about the same as 200 + 300 = 500
2) 333 + 321 is about the same as ___________ = ______
3) 17 781 + 16 211 is about the same as _________ = ______
4) 61 478 + 78 211 is about the same as _________ = ______
5) 31 182 + 49 511 is about the same as _________ = ______

IV. Evaluation

A. Look for the hidden message by solving each problem. Round the answer to its highest place
value. Find the letter in the code that matches each answer. Write the correct letters in the
boxes.

1 2 3 4 5 6 7 8 9 10
I L O V E M A T H !

1) 62 784 2) 17 321 3) 33 171 4) 34 154
+ 35 321 + 65 478 + 43 251 + 48 587

5) 72 534 6) 10 578 7) 43 000 8) 24 134
+ 63 254 + 13 000 + 15 000 + 28 578


9) 17 321 10) 31 578
+ 13 576 + 12 634







LEGEND:
20 000 - M
30 000 - H
40 000 - !
50 000 - T
60 000 - A
70 000 - O
80 000 - V
90 000 - L
100 000 - I
130 000 - E
15

B. Refer to the given table for the problems below.

Activity Club Number of Members
Volleyball 13 578
Basketball 75 254
Tennis 34 786
Art 66 931
Cooking 58 561
Softball 42 154

a. Estimate the combined number of members of the following:

1. volleyball and basketball
2. volleyball and tennis
3. volleyball and art
4. volleyball and cooking
5. volleyball and softball
6. basketball and tennis
7. basketball and art
8. basketball and cooking
9. basketball and softball
10. tennis and art
11. tennis and cooking
12. tennis and softball
13. art and cooking
14. art and softball
15. cooking and softball

V. Assignment

Estimate the sum.

1. There are 187 Girl Scouts in grade five and 135 Girl Scouts in grade six. About how many
Girl Scouts are there in grades five and six?
2. There were 2 421 Mathematics textbooks and 3 578 workbooks delivered to Boac North
Central School. About how many Mathematics books were delivered in all?
3. Mr. Nicolas harvested 6 755 coconuts from his plantation. His brother harvested 8 461. About
how many coconuts did they harvest altogether?
4. Aidas class sold 5 678 tickets for a benefit show for the handicapped children in their town
while Nellys class sold 3 415 tickets. Estimate the total number of tickets sold.
5. Aling Norma bought a television set at 18,565 and a washing machine at 6,543. About
how much did she pay the cashier?



Adding Mentally 1- to 2- Digit Numbers with Sums up to 100 without Regrouping

I. Learning Objectives

Cognitive: Add mentally 1- to 2- digit numbers with sums up to 100 without regrouping
Psychomotor: Give the sum of 1- to 2- digit numbers without using paper and pencil
Affective: Participate actively in the different activities



16

II. Learning Content

Skill: Adding mentally 1- to 2- digit numbers with sums up to 100 without regrouping
Reference: BEC PELC I B 1.3
Materials: Show me board, puzzle, square chips
Value: Active participation

III. Learning Experiences

A. Preparatory Activities

1. Drill

The age of each number persons can be found by adding the persons numbers. How
old is each? After knowing each age make combination of numbers like 7 + 7 = 14 and so on.



2. Review

Contest: boys and girls
Put-together Puzzles
a. Give 10 square chips of the same size to each of the two groups.

b. Using these chips the pupils will form at least two 5-square figures like the one below.

How to play the game
The teacher will call on two pupils one from each group. She will flash combination of
numbers. Pupils will give the correct estimated sum. The pupil who is able to give the correct
answer first will be given the chance to paste the first square until they were able to form 5
square figures. The first to complete the two figures wins the game.

Remember.
One side of the square must touch the other square.

Example 1




Letter C Letter L

After completing the figure, the members of the group will recognize the figure formed.
3. Motivation

Who among you watch game shows? Why do you watch such program? As young
children like you, what TV program should you watch?
17

Today we have lots of games and activities. Im sure youll enjoy them. What should you
do when youre in a group? (Participate actively) Why should you participate in group
activities?

B. Developmental Activities

1. Presentation

A. Form groups of five members each. Give one Show Me Board.

B. Explain the mechanics of the game.
Emphasize the time limit.

1. First Round (5 seconds only) Answer Correct or Incorrect
(2 points each)
1) 56 + 23 = 79 2) 78 + 21 = 98
3) 35 + 43 = 79 4) 65 + 24 = 89
5) 38 + 51 = 89 6) 36 + 21 = 56
7) 47 + 21 = 68 8) 34 + 51 = 85
9) 33 + 66 = 96 10) 78 + 20 = 98

2. Second Round Solve Me Mentally (2 pts.)

(5 seconds only) I will read the problem once. Listen carefully. When I say go, Thats
the time for you to write your answer.

When the buzzer rings, raise your Show Me Board.
a. There are 23 adult passengers and 45 youth passengers in the bus station. How
many passengers are there in the bus station?
b. Mang Rico harvested 48 chicos and 31 mangoes. How many fruits did he
harvest?
c. Nonoy sold 45 sampaguita garlands. Rita sold 22 sampaguita garlands. How
many sampaguita garlands did the two sell?
d. Peter picked 32 chicos on Sunday. He picked 41 chicos on Wednesday. How
many chicos did he pick in two days?
e. Nena made 46 paper dolls in one week. She made 22 in another week. How
many dolls did she make in two weeks?
f. Rita prepared 26 tuna sandwiches and 13 chicken sandwiches. How many
sandwiches did she prepare in all?
g. Nolan sold 73 bananas and 22 mangoes. How many fruits did he sell in all?
h. The Grade III pupils went on a field trip. 65 were boys and 34 were girls. How
many went on a field trip?
i. Regina has 80 eggs to sell. Roger has 15 more to sell. How many eggs do they
have to sell altogether?
j. The Grade III class registered 28 boy scouts and 71 girls scouts. How many
scouts did they register in all?

3. Round 3

(under time limit one minute)
Make at least five combinations of numbers with the sum of 75.






18

2. Guided Practice

Regroup the class into 3 groups. Have them do this activity. They will do this as fast as
they can. For the other group just change the sentences.

Mechanics:

Have you received a letter from a friend? Well, trace the path and look for it. Look for a
card in the box and drop the answer in the correct mailbox from START. Follow the arrow
until you reach the FINISH LINE.























19

Working in dyads. (under time limit)



What did the girl say when she met her teacher? Look for the hidden message by solving the
exercises. Find the letter in the code that matches each answer. Write the correct letter in the
last row.

31 62 32 42 21 74 61 51 22 21 63
+ 33 32 33 40 23 20 32 43 42 61 36

I T S M A T H T I M E

A 44 F 72 K 16 P 50 U 68
B 76 G 55 L 39 Q 83 V 80
C 17 H 93 M 82 R 13 W 56
D 30 I 64 N 22 S 65 X 46
E 99 J 95 O 15 T 94 Y 11
Z 90

Ask: Class, did you enjoy our lesson today? Why?

3. Generalization

How do we add mentally?
What do you think are the advantages of knowing how to add mentally accurately?




20

C. Application

1. Number puzzle
Look at the numbers which I am going to flash. Encircle the answer from the number
puzzle. Find the sum of the encircled numbers in the first line, second line and so on.

1. 5 9 5 8 5 7 6 7 4 3 2
2. 8 1 9 8 9 7 9 6 9 5 9
3. 7 8 7 9 7 5 7 6 7 4 7
4. 7 6 7 7 7 5 7 8 8 7 4
5. 5 6 8 8 8 7 8 6 8 9 8
6. 9 6 9 5 9 4 9 1 9 8 9
7. 9 6 9 5 8 4 9 1 9 0 9
8. 7 6 7 7 7 8 7 9 7 1 7
9. 5 1 5 0 5 2 5 6 5 4 5
10. 8 6 8 3 8 1 8 6 8 7 8

Add mentally.

1) 33 2) 71 3) 23 4) 33
+ 51 + 45 + 26 + 21


5) 62 6) 42 7) 31 8) 54
+ 27 + 24 + 22 + 54


9) 35 10) 67
+ 21 + 20

IV. Evaluation

A. Look at the flashcards and answer it quickly.

1) 61 2) 71 3) 54 4) 38 5) 51
+ 28 + 23 + 15 + 21 + 24


6) 33 7) 54 8) 61 9) 34 10) 81
+ 24 + 31 + 27 + 64 + 14

V. Assignment


Make 5 addition sentences for each sum.
1) 87 2) 76 3) 64 4) 57 5) 96

6) 84 7) 88 8) 76 9) 64 10) 53

21

Mental Computation: 1-Step Word Problems Involving Addition

I. Learning Objectives

Cognitive: Solve mentally 1-step word problems involving addition with sums up to
100 without regrouping
Psychomotor: Write an equation correctly
Affective: Show speed and accuracy in solving problems mentally

II. Learning Content

Skill: Mental computation 1-step word problems involving addition
Reference: BEC PELC 1.B.2.2
Materials: textbook, flashcards, manila paper
Value: Speed and accuracy

III. Learning Experiences

A. Preparatory Activities

1. Drill Add mentally (use flashcard)

8 9 4 7 3 8 7
+ 3 + 6 + 5 + 5 + 9 + 9 + 6

2. Review

(Recall the steps in solving word problems involving addition) Group the pupils into 4
teams. Each team will analyze the word problem then answers the questions.

Chona has 35 stamps. Her friend gives her 49 more. How many stamps does she have in
all?

What is
asked?
What are given?
What are the
word clues?
What process
should be used?
Write the
number sentence?


3. Motivation

Liza was invited by her friend Anne to attend a birthday party. But Lizas mother told her to
clean the house. If you were Liza, what would you do? Do you encounter problems in life?
How do you solve them?


B. Developmental Activities

1. Presentation

Present problem opener:
Chito was arranging the social hall for the grade 3 program. He arranged 60 chairs in
rows. Then he added 40 more chairs in rows. How many chairs did he arrange altogether?


22

A. Let us solve the problem using Polyas 4steps in problem solving.










Understand a. What are given? 60 chairs and 40 chairs
b. What is being asked? Total number of chairs Chito arranged
c. What operation will solve the problem? Addition

Plan What equation will solve the problem?
60 + 40 = N

Solve







Look Back Does the answer make sense? Yes
What is the correct label? 100 chairs

Stress accuracy and speed

B. Divide the class into 4 teams. Solve the problems that the teacher will read. Write your
answer on the Show Me Board. The group with more points wins the game.

Give the sum of the following:
1. There are 10 straws and 24 bottles in a case. How many straws and bottles are
there altogether?
2. A box contains counters to be used in Math class. There are 27 stones, 18 sticks and
30 marbles. How many counters are there in the box?
3. Alex arranged his stamp collection in his scrap book. There were 40 U.S. stamps, 25
Philippine stamps and 78 other stamps. How many stamps were there in the scrap
book?
4. Joy, Kim and Jake gathered sea shells during their Lakbay Aral in Boracay. Joy
collected 38 sea shells, Kim gathered 20, and Jake had 55. How many sea shells
had they collected in all?
5. Father harvested fruits in his garden. He had 62 chicos, 30 mangoes and 43 guavas.
How many fruits did Father harvest altogether?

Were you able to give the sum at once without using pencil and paper? Why?

2. Guided Practice

a. Work in groups of four. Give each group a show-me-board. Solve the problems written on
a chart mentally.

1. Edmar bought 12 red roses and 12 white roses. How many roses did he buy in all?
Trivia: George Polya is the father of Problem Solving. He
listed 4 simple steps to use when solving any
given problem. These are: UNDERSTAND
PLAN SOLVE LOOK BACK
Lead the pupils to note that the addends end in 0. The
tens digits add up to 10.
This equation maybe solved mentally by simply adding the
tens digits and annexing a 0
60
+ 40
100
23

2. Mary collected 50 shells last Saturday and 60 more last Sunday. How many shells
did she collect in all?
3. Mang Andres harvested 95 cavans in July and 98 cavans in August. How many
cavans of palay did he harvest altogether?
4. A fisherman caught 80 fish in the morning and 55 fish in the afternoon. How many
fish did he catch in all?
5. Nelda picked 75 guavas while Yoly picked 25 guavas. How many guavas did they
pick altogether?

b. Work in groups of 8.

Play Aim High. Each group will be given strips of colored papers.
Group 1 red Group 3 blue
Group 2 yellow Group 4 orange

The teacher will post a problem on the board. Pupils read the problem silently. The first group
who gives the correct answer will have a chance to paste the strips of colored paper on the
ladder. Repeat the same procedure until a group reaches the top.


7
6
5
4
3
2
1

110 mangoes and 200 santols. There are _______ fruits in all?
300 members last year. 70 more joined this year. How many in all?
Gathered 150 pebbles yesterday; 40 more today. How many in all?
Counted 54 blue pens, counted 60 red pens. How many pens in all?
Planted 60 okra seedlings and 45 tomato seedlings. How many seedlings were
planted altogether?

c. Work in pairs

Give short story problems written on manila paper and have each pair answer them
mentally in their notebook or on paper.
1. Gally gathered 45 eggs the first day and 50 eggs the second day. How many eggs
did they gather in 2 days?
2. Joey picked 54 star apples in the morning and 60 in the afternoon. How many star
apples did he pick?
3. Hazel and Shara brought pasalubong for their grandfather, 44 chocolate cookies and
45 butter cookies. How many cookies did they bring for their grandfather?
4. Rico went fishing. He caught 34 fish before lunch and 22 more after lunch. How many
fish did Rico catch?
5. Ester has 420 stamps. Joyce gave her 175 stamps more. How many stamps has
she?

Were you accurate in adding mentally? Did you add quickly?


red

yellow

blue

orange

24

3. Generalization:

What is the technique of doing mental addition?
What are Polyas 4 steps in problem solving?



C. Application

Look at the table below and answer the questions that follow.

An orchard in Brgy. Sto. Nio has the following fruit-bearing trees:

Trees Number of Trees
star apple 50
avocado 45
macopa 30
guava 22
santol 20


1. How many star apple and avocado trees are there in all?
2. How many macopa, guava and santol trees are there in all?
3. How many avocado, santol and macopa trees are there in all?
4. How many guava and star apple trees are there in all?
5. How many fruit-bearing trees are there in all?

IV. Evaluation

Solve these problems as fast as you can. (Compute mentally)

1. Mother sold 150 pieces of calamansi and 100 pieces of caimito. How many calamansi and
caimito did she sell altogether?
2. What number when added to 200 is equal to 500?
3. A balut vendor sold 110 balut last Saturday and 120 last Sunday. How many balut did she
sell in two days?
4. In San Miguel Central Elementary School there are 550 boys and 420 girls. How many pupils
are there in all?
5. The baker sold 700 pandesal on Monday and 800 on Tuesday. How many pandesal did he
sell in two days?


V. Assignment

Give the sum by computing mentally.

1) 20 cups 20 saucers ?
2) 40 ducks eggs 55 hens eggs ?
3) 34 yellow buttons 45 white buttons ?
4) 80 spoons 80 forks ?
5) 55 plates 50 glasses ?
6) 45 pens 45 pencils ?
7) 50 bottles 36 cases ?
8) 90 red balloons 65 yellow balloons ?
9) 42 Math Books 36 Science books ?
10) 53 flowers 40 fruits ?
Understand Plan Solve Look back
25

Solving Word Problems Involving Addition

I. Learning Objectives

Cognitive: Solve 1-step word problems involving addition of whole numbers with
sums up to 100 000 including money
Psychomotor: Tell what is/are given, the word clue/s and the operation to be used in
the problem
Write the number sentence/equation correctly
Affective: Participate actively and work cooperatively in group/class activities

II. Learning Content

Skill: Solving word problems involving addition
Reference: BEC PELC I.B.2
Materials: flash cards, problem chart, play money, cut-out of trees and fruits
Value: Active participation and cooperation


III. Learning Experiences

A. Preparatory Activities

1. Drill

Mental Computation
Give the sum orally. (flashcards)

Set A

20 80 70 50 40 30 60 20 80 50
+ 40 + 90 + 60 + 70 + 90 + 80 + 30 + 90 + 70 + 60


Set B

300 500 600 800 200 400 600
+ 200 + 800 + 70 + 50 + 700 + 700 + 800



2. Motivation

Present a problem opener.

Jose and Nilo helped their family in their poultry farm. They gathered 2 509 eggs in
January and 3 488 eggs in February. How many eggs did they gather in all?








26

B. Developmental Activities

1. Presentation

a. Let the pupils read the problem silently.
Ask:
Who are the children in the story?
What can you say about them?
Are you also helpful at home?
In what ways are you helpful?

Activity 1 Polyas 4 steps

Now, let us analyze and solve the problem using Polyas 4 steps.

Understand
a. What are given? What do we already know?
b. What is being asked?
c. What operation is needed to solve the problem?

Plan
What equation will solve the problem?
2 509 + 3 488 = N

Solve

2 509
+ 3 488
5 997

Look Back

Did you use the correct operation?
Does the answer make sense? Did you label the answer correctly?


5 997 eggs


b. Let us analyze and solve another problem.

Susan collected 1 085 shells while Ellen collected 589 more shells than
Susan. How many shells did Ellen collect?



Activity 2 Using table

Person in the Story Number of Shells Collected
Susan 1 085
Ellen Susans + 589 = ?


Understand

a. Who collected shells in the story?
27

b. How many shells were collected by Susan?
c. What about Ellens collections? Do you know exactly the number of shells
she collected?
d. What condition was given about Ellens collection? 589 more than Susan
e. How can we find the total shells collected by Ellen?
f. What word clues tell what operation to be used?

Plan

What operation are we going to use? What equation?
Susans + 589 1 085 + 589 = N

Solve
1 085
+ 589
1 674

Look Back

Did you use the correct operation?
Does the answer make sense?
Did you label the answer correctly?


1 674 shells were collected by Ellen.


c. Present another problem.

Mrs. Gonzales bought a TV set worth 9,300, a refrigerator worth 18,500 and a
washing machine worth 5,150. How much did she spend in all?

What did Mrs. Gonzales buy in the story?
How much did each cost?
What is asked in the problem?
What word clue/s tell what operation to use?
What operation are we going to use? What will be the number sentence?

Strategy Acting Out the problem
Let the pupils solve the problem by acting it out using play money as their
materials.
Then let them report the answer to the class.


Expected answer:
9,300
18,500
5,150
32,950 - total amount spent by Mrs. Gonzales

Look back
Is their answer right?
Did they write the correct label?
Is the answer sensible?



28

2. Guided Practice

Group work

Divide the class into 5 groups. Each group will choose their leader, pick a fruit from the
tree and solve the problem written on the fruit.

Problems written on each fruit.
(It should be written first on a bond paper and pasted at the back of each fruit)
1. When the Clean and Green Campaign was launched in Quezon City, 3 425 boys
and 5 342 girls from different schools joined the parade. How many pupils joined the
parade?

2. If Dino picked 2 452 siniguelas from one tree and 1 535 siniguelas from another tree,
how many siniguelas would he picked in all?

3. There were 2 421 Mathematics textbooks and 3 233 Mathematics workbooks
delivered to Baclaran Central Elementary School. How many Mathematics books
were delivered in all?

4. The secretary of Mr. Virgilio Cruz can type 39 840 words in the morning and 40 765
words in the afternoon. How many words can the secretary type in one day?
Instruction: Use Polyas steps to answer the problem. Report your work to the
class.

5. Mr. Cruz harvested 72 850 coconuts from his plantation. His brother harvested 25
730 coconuts. How many coconuts did they harvest altogether?
Instruction: Answer the following questions. Then report your answer to the
class.
a. What is asked in the problem?
b. What are the needed data to solve the problem?
c. What words tell what operation to use?
d. What operation will you use? What will be the equation?
e. Solve the equation.
f. Look back.

Ask the pupils about their feeling during the group activity.
Did they participate and cooperate with the group?
What happened to the work when everybody is cooperating?
Which strategy do you like best? Why?
Why do we need to analyze the problem?



29

3. Generalization:

How do we analyze and solve word problems involving addition of whole numbers?
What are the questions we ask to analyze word problems?
What are the 4 steps of Polya in solving word problems?



Remember:
To analyze and solve word problems, we can use Polyas 4 steps
in solving them. The steps are:

UNDERSTAND : Understand the problem
What are given?
What do we already know?
What is being asked?
What operation is needed to solve the problem?
What word clue/s tell what operation to be used?

PLAN : Make a plan.
What operation will solve the problem?

SOLVE : Work your plan.
Strategies can be:
1. Using table, manipulatives, cutouts
2. Drawing/Illustrations
3. Acting out the problem
4. Direct solving

LOOK BACK : Check you work.
Did you use the correct operation?
Does the answer make sense?
Did you label the answer correctly?


C. Application

Written:

Directions: Read the problem. Write what is asked, the given facts, word clues, operation to be
used and the number sentence/equation for the problems. Then solve.

1. There are 2 135 victims of the volcanic eruption and 1 124 typhoon victims. How many
people in all need help?
2. Candy factory A manufactures 8 196 candies a day. Factory B manufactures 1 783 more
candies than factory A. How many candies does factory B manufacture in a day?
3. The pupils of Juan Luna Elementary School went on a field trip. The Grade 4 pupils paid
2,420 for their bus fare. The Grade V pupils paid 3,115 and the Grade VI pupils paid
2,142. How much was the total bus fare?
4. In a certain district, there are 4 325 boys and 5 648 girls. What is the total population of the
district?
5. There were 4 485 boys and 5 318 girls who watched the Laguna Art Exhibit on its opening
day. How many children in all watched the exhibit on the first day?


30

IV. Evaluation

Group work with 4 members each

Create simple problems using the given data below. Then solve the problem you have created.

1. 3,553 1
st
day
5,382 2
nd
day
2,420 3
rd
day

2. Central Visayas Region
Bohol 4 117 square
kilometres
Cebu 5 088 square
kilometres
Negros Oriental 5 402
square kilometres
Siquijor 344 square
kilometres

3. Mr. Lopez 26 482 votes
Mr. Cruz 25 907 votes
4. TV set 12,500
Typewriter 3,700
Radio 1,300


5. Narra trees 37 280
Mahogany trees 12 415
Eucalyptus trees 11 528
Ipil-Ipil trees 14 236


Work in pairs
The pairs will create one-step word problem and exchange their work with other pairs. Then
they will solve it and show their work for the class to check.

V. Assignment

Answer the problems using Polyas 4 steps. Dont forget to look back.
1. The earths diameter is 12 762 kilometres, while that of the moon is 3 482 kilometres. What is
the total diameter of the earth and the moon?
2. Father earned 25,400 in selling dressed chickens last November and 39,300 last
December. How much did he earn in all?
3. Workers from different sectors attended a peace rally. If 12 342 people were from the south,
5 694 people from the north, 7 269 from the east and 6 492 people from the west attended
the rally, how many people were in the rally?
4. Mr. Bautista bought a sofa for 6,500, a bed for 5,350 and a cabinet for 4,950. How
much did Mr. Bautista spend for his furniture?
5. Two farmers in Laguna planted their fields to corn. The first farmer harvested 2 386 ears of
corn and the second farmer harvested 3 129. How many ears of corn did they harvest
altogether?

Problems for Enrichment:
1. Nitoy saved 956 in 3 months. Carlo saved 548. How much did they save together?
2. Mang Jerry harvested 3192 calamansi. Mang Noli harvested 876. How many calamansi did
the 2 men harvest altogether?