St.

Patrick School Lesson Plan in Mathematics 3 Objective Show the properties of addition Use the properties of addition in adding oneto two-digit numbers Topic Properties of Addition Values: Cooperation Activities Preparation Review Something Fishy What kind of cat never meows? Find the answer by matching the given Hindu-Arabic numerals to the correct Roman numeral. Shade the corresponding Roman numerals. 105 14 659 95 20 19 231 1957 41 406 46 181 Answer: ________ Materials Picture of intestines Flashboards (rectangular board made of illustration board) for the Numbered Head Together activity Generalization Properties of Addition Remarks Reinforcement Assign a peer tutor to each pupil who got a low score in the seatwork and let them answer the following exercises. Give the missing number and name the property shown by each equation. 1. 3+(6+7)=(__+7)+3 2. (6+9)+3=6+(9+__) 3. __+8=8 4. 25+(6+13)=(25+__)+13 5. 16+0=__ 6. 4+6+__=10 7. 9+73+__+4=73+4+66+__ 8. 14+(29+52)=(14+29)+ __ 9. 42+36+58=__+36 10. 4+7+3+6+__=20

Commutative property states that changing the order of the addends does not affect the sum. Associative Property states that changing the grouping of the addends does not affect the sum. Identity Property states that any number added to zero gives the same number. Zero (0) called the identity element of addition.

Motivation Conduct the activity Numbered Heads Together. In this activity, each pupil is assigned a number.

Members of the group work together to agree on an answer. Randomly select one number and the pupil with that number answers for the group. Tell the class the observation how each member cooperated with the others during the group activity. Recognize the groups whose members exhibited cooperation. Ask the class to give the advantages and the disadvantages if members of a group are cooperating with each other. Presentation Show the picture of the intestines after the class has read Did You Know That on page 48. Ask the pupils if the total length of the intestines will be the same if they start measuring from large to small as when they measure from small to large.

Large intestines: 5 + 23 Small intestines: 23 + 5 If we add the length of the large intestine to the small intestine, the total is 28 feet. That is, 23+5=28. Similarly, if we add the same the small intestine to the large intestine that is 5+23, the total is also 28 ft. It illustrates that 23+5 gives the same sum as 5+23. this shows one of the properties of addition. When finding sums of whole numbers, we can use the properties of addition to facilitate the operation. Enumerate and discuss each of the properties: commutative, associative, and identity property. Give several practical examples like: wearing of shoes and socks is not commutative; wearing of pants and shirt is commutative. Then discuss the

numeral examples as given in the text. Application Let the class answer Guided Practice A and B on page 50-51 Evaluation Have pupils answer Think and Answer A on pages 51 and 52 individually. Give the correct answers as pupils check their own work. After all answers have been discussed, call pupils to recite the description of each of the three properties for emphasis. Discuss how to use the properties learned in adding mentally. Illustrate the techniques shown in examples a, b, and c on pages 62 and 63. Give more examples. Let pupils answer Think and Answer part B on page 52 individually. Then have them discuss their answers and solutions with their

group mates. Members of a group discuss in class the solutions, by turns. Assignment Let pupils answer Think and Answer on page 52

St.Patrick School Lesson Plan in Mathematics 3 Objective Add three-to five- digit numbers up to four addends with sums up to 90 000 without regrouping in short form. Topic Addition without Regrouping Values: Appreciation of Gods creation Activities Preparation Review Name the property shown by each equation. 1. 0 + 496 = 496 2. 43+(19+58)= (19+58)+43 3. (63+94)+73=73+(94+63) 4. (8+105)+96=8+(105+96) 5. (73+27)+0=73+27 Motivation Group pupils into three. Give a set of cards (with numbers 0 to 9 and addition and equal symbols) to each group to be distributed to the members. Give a number/sum. Each group will find a pair or set of Materials Number cards (3 sets of numbers 0 to 9) Symbol cards (6 addition symbols and 3 equal symbols) Cardboards with Think and Share exercises Flash cards of basic addition facts Pictures of Saturn Generalization Addition without Regrouping Ask the pupils to give the meaning of addition, addends, and sum, and the steps in adding numbers. Addition is the process of putting two or more things together. The numbers being added are called addends. The answer in addition is called sum or total. When adding numbers, arrange the addends so that the digits of the same place value Remarks Enrichment 1. Use each of the digits 1 to 9 once to make a magic square. The sum of any three numbers arranged vertically, horizontally, and diagonally, must be 15.

2. Use addition symbols between digits in 123456789 to have a sum of: a. 81 b. 90 c. 171 3. answer Think Ahead on page 56.

numbers that give that sum. They may have more than two addends. Upon coming up with an answer, the group members holding the cards to be used will form the number sentence in front. Presentation Let the pupils read Did You Know That on page 53. Show pictures of the planet Saturn. Give the class an idea about how long the actual diameter of Saturn is by giving examples. Let the class imagine how the solar system, with all the planets, moons, and stars, look like. Tell them that nothing and no one except the Almighty God can do such awesome wonder. And that appreciating the creation of God is like appreciating God himself. Addition is the process of putting two or more things

are in one column. Start adding from right to left, that is, from the ones place to the highest place values of the addends.

together. The numbers being added are called addends. The answer in the addition is called sum or total. Discuss Think and Share on pages 53 and 54 by first asking pupils to solve the problem. Then ask volunteer to write the number sentence and the answer on the board. Let the pupils recall the terms involved in addition by asking them to identify the addends and the sum in the number sentence. Show the steps in adding numbers. Give as many examples needed. Application Let pupils answer Guided Practice on page 55. ask volunteers to show their solutions on the board.

Evaluation Do Pass It On activity

on Think and Answer items on page 55 written on rectangular cardboards. Group pupils by ten and have each group form a circle. Give each member of the group a card (face down first). As the teacher gives the go signal, pupils start solving the addition problem in the card. After 15 seconds (time may vary), say Now. Thats the signal for pupils to pass the card clockwise to the next person. (See to it that pupils write the problem number on their paper for easy checking, since each one starts at different numbers.) Let the class answer Think and Answer parts B and C on pages 55-56 individually. Assignment Solve the following: 1. What number is 312 more than 560?

2. What is the sum of 1 123, 503, and 6 241? 3. 3 917 added to 4 060 equals ___. 4. Gemma has P2 520, while Leah has P3 265. How much do the two girls have altogether? 5. Mother bought a can of milk for P22, a kilogram of sugar for P31, and a loaf of bread for P32. How much did she pay in all?

St.Patrick School Lesson Plan in Mathematics 3 Objective

Topic

Activities Addition with Regrouping Preparation Review Find the sum. 1. 234 2. 2 568 + 105 + 4 231

Materials

Generalization

Remarks Cross-number Puzzle Across 1. 479+936 4. 76+92 5. 3 853+5 749 8. 6 378+2 934 10. 2 516+1 484 Down 1. 58+73 2. 763+526 3. 54+46 6. 29+583 7. 1 457+836 9. 175+159

Add four-to six digit numbers up to four addends with sums up to 900 000 with regrouping in the tens, hundreds, thousands, and ten thousands place

Pictures of the Dead Sea and Lake Titicaca ( or any lake )

Addition with Regrouping

3. 62 173 + 34 325 4. 48 682 + 12 379 5. 865 974 + 138 718 Motivation Conduct a drill through flashcard form of addition.
Presentation Let pupils read Did You Know That on page 57. Discuss the importance of water,

In adding numbers, start with the ones place. Regroup when necessary. Repeat the process in the next place values.

especially fresh water, to us. Ask them how they can help conserve fresh water. Present addition with regrouping. If we want to find the sum of the two figures above, we add 1 349 and 12 506. In adding numbers with regrouping, we also start adding from the ones digits. If the sum of the digits in the same place value is ten or more, we rename it as tens and ones. Present the first problem in Think and Share on page 57. Solve it on the board by showing the step-by step process. Give emphasis to the concepts which the pupils who volunteered missed to mention in the introductory activity.

1. 4.

2. 3. 5. 6. 7.

8. 9. 10

Use Guided Practice part A on pages 58 and 59 for the InterRow Speed Contest. Each row will have one representative to solve on the board. The first one to finish and give the correct answer earns 5 points for the group. All the other contestants who get the correct answer earn two points only. Continue the activity until everybody in the row has participated.
Application Let the pupils answer Guided Practice B and Think and Answer on pages 59-60. When everybody finished answering, let them solve on the board as the others check their answers.

 Evaluation Find the sum: 1. 68 + 37 2. 3947 + 6 392 3. 4 516 + 392 + 8 253 4. 9 999+8 888+7 777+6 666 5. 246+468+254+532 Assignment Let them answer Think Ahead on page 60.

St.Patrick School Lesson Plan in Mathematics 3 Objective Estimate sums of three-to sixdigit addends Topic Estimating Sums Value: Honesty Activities Preparation Review Do the cross-number puzzle. Across 1.34768+2134 4. 9+11+13v15 5. 12345+87654 7.36837+22847 7. 14+16+10+19 8. (8+8+8+8) +(16+16) Down 1. 1792+1803 2. 22222+33333+44444 3. 105+144 6. 213+347+188 Materials Pictures of Mauna Kea and Mt. Everest Candies in a container Generalization Estimating Sums What are the steps in estimating sums? Estimation is used when the exact result is not required and quick answers are needed. Some clue words which tell that an estimate is required are approximate, around, about, and more or less. In estimating sums, round off the addends to the greatest, or specified place value, then add the rounded Remarks Assignment Answer the given word problem, Think Ahead on page 64 in your work text.

numbers. Motivation Show a container with candies inside. Ask pupils about how many candies there are in the container. Write their answers on the board. Presentation Let the pupils read Did You Know That on page 61. Show the pictures of the mountains. Then ask the pupils the given facts in the problem, what is asked, the operation to be used, and the equation. Ask: When is estimation used? What are the words which tell that only an estimate is required? Explain that though one is not required to give the exact answer when estimating, he is expected to honesty give the exact or correct information when asked or when

telling story. Ask the class what honesty means. Let them give ways on how to practice this value and the consequence of dishonesty. Not all the time do we bring with us a calculator or pencil and paper to compute. We also do not need the exact numbers all the time. When exact results are not required, we use estimation. Some clue words which tell that an estimate is required are approximate, around, about, and more or less. Discuss the steps in estimating sums by answering the problem. Think and Share may be used Application Use Guided Practice on page 63 as a Pair Activity. One pupil

solves for the actual sum, while the other solves for the estimated sum. Then together they decide if the estimated sum is close to the actual sum or not. Evaluation Let the class answer individually Think and Answer and Think Ahead on page 63 and 64. Discuss the answers as they check their answers.

St.Patrick School Lesson Plan in Mathematics 3 Objective Add mentally one-to twodigit numbers up to 100 without regrouping Topic Mental Addition Values: Care for our teeth Activities Preparation Review Choose the best estimate. Write the letter of the correct answer. 1. 63 + 45 a. 90 b. 110 c. 130 2. 827+96 a. 1 000 b. 900 c. 800 3. 217 + 656 a. 900 b. 800 c. 700 4. 2568+9275+6781 a. 17 000 b. 18 000 c. 19 000 Materials Picture of teeth Flashcards Generalization Mental Addition A. To add tow onedigit numbers mentally, rename one addend as a sum of two numbers, one of which when added to the other addend will sum up to 10. then simply add 10 to the remaining number. B. Another method of adding two-digit numbers is to add the tens digits first, then the ones digits. C. Knowing the pairs of numbers that add up to 10 makes our mental addition Remarks Assignment Move 4 numbers so that the vertical, horizontal, and diagonal sums are each equal to 34. 4 6 15 1 9 7 13 12 14 11 10 8 16 2 3 5 Quiz Find the sum using mental computation. ( To be dictated by the teacher.) 1. 2. 3. 4. 5. 6. 7. 30 20 63 64 31 56 37 + + + + + + + 40 78 24 15 55 40 40

5. 85 267+99 321+52 687 a. 240 000 b. 220 000 c. 200 000 Motivation Message Relay Each group is composed of five members who will form four columns. Give two or more numbers to the first pupils in each column. Each of these pupils will go to his line and whisper the numbers to the next one, who will also relay the numbers to the next until they reach the last pupil. The last pupil will then write the numbers and give the sum. After each round, rotate the position of the pupils in the line so that everybody will have a chance to solve

easier and faster. These pairs are 1 and 9, 2 and 8, 3 and 7, 4 and 6, 5 and 5

8. 27 + 31 9. 43 + 24 10. 27 + 32

a problem. The group which garners the highest point wins the game. Presentation Present the following problem: Anne has 24 stickers. Her friend Jessie gave her another 33 stickers. How many stickers does Anne have in all? If there are pupils who give the answer using mental addition/math, allow them to explain how they got the correct answer. Read Did You Know That on page 56, then ask pupils the number of teeth an adult and a child have altogether using mental math. Ask them to give the functions of the teeth. Let them give ways on how to care for their teeth. Discuss the methods

of adding using mental math. Start with two multiples of 10 like 30+40. then proceed to adding a multiple of 10 with another two-digit number. For example 50+35. Finally let pupils add two twodigit numbers like 24+61 using two methods: by renaming one addend and by adding from left to right. Application Let pupils form triads. Each group is provided with a writing board, eraser and chalk. Give Guided Practice on pages 67 and 68 addition problems one at a time. The members of each group are given 10 to 15 seconds to solve for the sums mentally and to come up with only one answer. Then write their answers on the

writing board. If there is a group that fails to get the correct answer, explain the process first before proceeding to the next number. Evaluation Conduct an individual activity. Pupils will write their answers on a piece of paper. Think and Answer on pages 68 and 69 problems.

St.Patrick School Lesson Plan in Mathematics 3 Objective Topic Word Problems Activities Preparation Review Materials Activity sheets with word problems Pictures of the worlds largest rivers Generalization Steps in solving onestep word problems: 1. Read and understand the problem. a. What is asked in the problem? b. What are the given facts? 2. Plan what to do. a. What operation should be used to solve the problem? b. What is the number sentence? 3. Perform or do the required operation. 4. Check the answer. Remarks
Assignment Solve the following problems using the five steps.

Analyze and solve completely word problems involving addition of whole numbers with the sums up to 900 000, including money Discuss word problems using the five steps

Using flash cards, let pupils answer the following: 1. 30 + 40 2. 60 + 10 3. 50 + 30 4. 20 + 60 5. 70 + 10 6. 20 + 70 7. 20 + 40 8. 50 + 40 9. 30 + 20 10. 10 + 50 Presentation Let the class read Did You Know that on page 70. Show the pupils the pictures of the four largest rivers and ask them how they can help maintain the cleanliness of the

1. Last June, Joy had an investment of P3, 500 in the bank. She deposited P1, 500 in July, and P2, 075 in August. How much is her total investment now if she did not withdraw any amount? 2. Mother went to market and bought the following: - 2 packs of coffee at P28 a pack - 1 kg of sugar at P32 - 2 cans of milk at P24 a can - 1 bottle of oil at P18 How much did

rivers or other bodies of water near them. Using the information, what is the total length of the four longest rivers in the world? To recall, the fourstep process in solving problems are: 1. Read and understand. What is asked in the problem? What are the given facts? 2. Plan what to do. What operation(s) should be used? What is the number sentence? 3. Do the plan. How are the operations performed? What is the answer? 4. Check the answer.

Mother pay in all? Quiz

Answer the questions that follow each problem. 1. Gabriel has P126. Juan has P87 more than Gabriel. How much do the two children have altogether? What is asked? _________ What are given? _________ What operation should be used? _________ What is the number sentence? _________ What is the complete answer? _________ 2. Bryan counted his savings in one year. The P100 bills total

 Application Use practical work approach in this lesson. Group the class by group table and let them answer the word problems in the activity sheets (with word problems taken from Guided practice) provided them. Each problem in the activity sheet is followed by the following questions: What is asked? What are given? What operation is to be used? What is the number sentence? What is the complete answer? Emphasize the following before the pupils start the activity:

P1,800, P50 bills total P1250,P20 bills total P840, and P5 coins total P1655. How much was his total savings? What is asked? _________ What are given? _________ What operation should be used? _________ What is the number sentence? _________ What is the complete answer? _________

- In What is asked? Answers must be expressed in

declarative sentence. - In the operation to be used, answers must be in noun form. - Number sentences must be written from left to right. Each group is given 30 minutes to solve and discuss the answers. The group reporter will then discuss their answers in front of the whole class.
Evaluation Let pupils answer Think and Answer on pages 74 and 75 Individually. Discuss the answers as pupils check each others answers.

St.Patrick School Lesson Plan in Mathematics 3 Objective Subtract mentally twodigit numbers with minuends up to 99 Discover the technique/s in mental subtraction Topic Mental Subtraction Activities Preparation Review Have a brief review in adding numbers which sum up to multiples of ten. This will facilitate better understanding of the concept on mental subtraction. Motivation Paste on the board a picture of a brain. Ask the following questions: a. What dominates and dictates all our actions? b. When we work, does our brain work also? c. If we do physical work, how can we say that our brain is involved in doing that work? Materials Pictures of brain Cutouts Number cards Chalk cardboard Generalization What is mental Subtraction/m ath Remarks Reinforcement Subtract mentally 1. 54-10-20 2. 72 (40+12) 3. 97 2 8 4. 47 (13+27) 5. 85-12-38-6-4

Mental math is computation without using paper, pencil, or calculator Subtraction can be done mentally by grouping and/or regrouping.

d. What are examples of mental work? Why do you say so? Introduce the idea that some operations in math can just be done mentally. This is referred to as mental math. It means computation without using a paper, pencil, nor calculator. It is done by simply thinking. Presentation Move to the new lesson which is mental subtraction. Let them know that in mental math, there are also techniques that can be followed so that thinking becomes easy. Introduce the first technique in mental subtraction. Examples of mathematical sentences such as:

90-27-23=90(27+23)=90-50=40 59-18-12=59(18+12)=59-30=29 75-19-21=75(19+21)=75-40=35 Emphasize that 6414-26 is just the same as 64-(14+26) by giving related examples. Explain further that if we will perform the operations involved, they will both yield an answer which is 24. Ask series of question leading to the idea that mental subtraction would be faster if we first group the numbers that will give a sum of multiple of ten before performing subtraction. Give more examples

for them to solve mentally. Group the class into 5. Have a drill in mental subtraction using the first techniques/ strategy. Each number of the group will compete with other members of the group. As number cards are being flashed, they will give the difference by solving mentally. The first one to give the correct answer earns a point. Emphasize that everybody must do his part to make their group win. Winning the game is a team effort, and so everyone must carry out an active role. Discuss the second technique in subtraction mentally.

Let them discover the technique/strategy by giving examples such as: 86-(16+10) = 86-16-10 = (86-16)-10 =70-10 = 60 42-20-12 = 42-12-20 = (42-12)-20 = 30 20 = 10 97-(30+6) = 97 30 6 = (97-30) 6 = 67 6 = 61 Ask series of questions leading to the idea that mental subtraction could also be done faster by removing the parentheses or regrouping the numbers. This means that the

grouping symbols must be removed first to form another group. Give them more examples to solve mentally. Application Let the class answer Guide Practice A, B, Think and Answer A, B, C, on page 82 and 83. Evaluation With the same grouping, pupils will play the Weakest Link. The teacher will flash a number card/mathematical sentence and the pupils will be given 10 seconds to solve it mentally. When the bell rings, they will be given 3 seconds to write their answer on the cardboard (back). Pupils with wrong answers will be

automatically eliminated. After fifteen rounds, the group with the most members left will be declared winner. Assignment Answer Think Ahead on page 83 in your work text.

St.Patrick School Lesson Plan in Mathematics 3 Objective Subtract threeto five-digit numbers from four-to six-digit numbers with minuends up 900 000 without regrouping Distinguish the minuend subtrahend, and the difference in a given mathematical sentence. Topic Subtraction without Regrouping Values: Honesty Activities Preparation Review Using flash cards, pupils will do subtraction mentally. They will be given 10 seconds to solve the mathematical sentence shown on a flash card. A. Subtraction by Grouping: 1. 98 13 17 = 2. 86 18 12 = 3. 65 3 2 5 = B. Subtraction by Regrouping: 4.59-(19+9) = 5. 83-12-40 = 6. 35-(3+10) = Motivation Pupils will give examples of day today activities in which subtraction is involved. Let them Materials Place value charts Number cards Items which can be found in a sari-sari store cutouts Generalization Subtraction without Regrouping What are the steps in subtracting whole numbers? - To subtract, write the numbers in vertical form aligning the digits in each proper place value. - Subtract from right to left starting with ones place, then the tens, and so on up to the digit with the highest place value. Minuend is the number from which we subtract. Remarks Quiz

Find the difference. 1. 97 403 2 202 2. 859 631 37 520 3. 736 598 635 543 4. 54 728 53 627 5. 687 452 345 252 6. 457 963 52 752 7. 2 769 1 644 8. 329 875 318 875 9. 176 963 76 832 10. 936 427 324 424

realize the importance of subtraction in our daily lives, especially in money matters. Ask them: A) What do we usually have if the amount we pay is more than the amount of items we buy? B) How is our change determined? What does the cashier do to know how much our change will be? C) What process is involved? How can we check for the correct change? D) What will you do if you receive change which is more than what you ought to receive? Emphasize the value of honesty in all our understandings. Ask pupils specific situations wherein

Subtrahend is the number we subtract. Difference is the answer in subtraction.

they have displayed or shown acts of honesty. Presentation Present the new lesson, which is Subtraction without Regrouping. Call three pupils to portray different roles. Two pupils act as buyers, and the other one as a cashier. Give the buyers P100 each to buy an item from a rolling store at the corner of the classroom. The first will buy a kilo of detergent powder which costs P70 and the second a loaf of bread at P30. They will be paying to the cashier, who in turn, will be giving their change because the prices of the items they bought are below P100.

Ask the class what mathematical sentences they can derive from the activity. Call an individual pupil to write the two mathematical equations on the board. A. P100-amount paid - P 70-price of item P 30- change B. P100-amount paid - P 30-price of item P 70 change Introduce the concept of minuend, subtrahend, and difference. Let them discover that from the two mathematical sentences in the activity; a. The minuend is the amount paid to the cashier b. The subtrahend is the price of the item c. And the difference

is the change given to the buyer. Moreover, pupils must take note that: - The minuend is the number from which we subtract - The subtrahend is the number we subtract - The difference is the answer in subtraction Discuss the concept that subtraction is the reverse operation of addition by asking: How shall we know if we have received the correct amount as our change? They must come up with answer which is: to add the price of the item we bought to the change we received. In other words, to find the minuend, we just add the subtrahend and the difference.

Give examples of mathematical sentences wherein they will find the minuend, subtrahend, and difference. Pupils must discover that they need to subtract the minuend and difference to get the subtrahend. Using a place value chart, have a review in place value of the digits of the given minuends. Group pupils into 5. Each group must have a place value chart. Give two numbers to subtract. Pupils will cut the digits of the numerals and place them in the place value chart. Guide pupils in subtracting whole numbers. They must follow the steps. a. Write the numbers in vertical form

aligning the digits in each proper place value. b. Subtract from right to left. Starting with ones place, followed by the tens place, hundreds, thousands place, and so on. Give them more numbers to subtract. Pupils must take note that: - The minuend is always greater than the subtrahend - A number 0 subtracted from 0 is always 0 - Zero subtracted from a non-zero digit equals the same digit -A number subtracted from itself is 0 Application Let the class answer Guide Practice A, B, Think and Answer A and B on pages 87 and 88 as seatwork.

 Evaluation With the same grouping, they will be given cut digits or numerals. In each round, they will subtract the two numbers and they will place the digits and their answer on the place value charts. After the rounds, the group with most number of correct answers will be declared winners. Assignment Let the class answer Think Ahead on page 88

St.Patrick School Lesson Plan in Mathematics 3 Objective Subtract three-to fivedigit numbers from four-to six-digit numbers with regrouping and zero difficulty Solve word problems involving subtraction without and with regrouping Topic Subtraction with Regrouping Values: Hope in finding an alternative Activities Preparation Review Is the answer correct? Yes or No 1. 756 minus 235 is 521? 2. 95 602 4 302 = 91 200 3. 279 005 52 004 = 227 001 4. Take away 27 from 69, the answer is 32. 5. 764 706 24 503 is 740 503 6. Subtract 271 from the sum if 928 and 763 the answer is 1 320. 7. 24 893 decrease by 721 is 23 172 8. 496 minus 225 is 271 Have a drill on place value of the digits of the given numerals. Materials Place value chart Word problems written on cartolina/manil a paper Number cards cutouts Generalization Subtraction with Regrouping Remarks

Assignment A. Find the difference. Fruits No. of Pieces Pineapple 98703 Melon 76294 Watermelon 59412 Apple 365258 Mango 118073 1. pineapple and melon 2. pineapple and watermelon 3. pineapple and apple 4. pineapple and mango 5. melon and watermelon 6. melon and apple 7. melon and mango 8. watermelon and apple 9. watermelon and mango 10. apple and mango

Review also on different ways on renaming numbers without changing the value such as: 86= 7 tens and 16 ones 630=5 hundreds and 13 tens 3400= 2 thousands and 14 hundreds 57000= 4 ten thousands and 17 thousands Motivation Find out how pupils will respond to the following questions: A big wave struck the boat you are riding in. Situation: One day your group of friends went island hopping in the middle of the day. The sky suddenly turned dark and strong winds blew. You did not anticipate a typhoon

B. Assignment To have a follow-up subtraction with regrouping, pupils will find the land areas of the given. Asian countries (in square kilometers)-Cambodia, Philippines, Indonesia, South Korea, and Thailand. They will find the difference of the land areas of: 1. Cambodia and Philippines 2. Cambodia and Indonesia 3. Cambodia and South Korea 4. Cambodia and Thailand 5. Philippines and Indonesia 6. Philippines and South Korea 7. Philippines and Thailand 8. Indonesia and South Korea 9. Indonesia and Thailand 10. South Korea and

would occur. In a few minutes, you found yourself separated from your friends. You began to lose consciousness, and when you woke up, you were already alone on an island. You did not know your way back home. a. How would you find your way back home? b. Who would you ask for help to solve your problem? c. Would you lose hope when you exerted your best efforts but to no avail? Stress the value of HOPE in our everyday lives. When we find ourselves struck in a certain problem, we need not give up. In our most trying times, when we have

Thailand Treasure Hunting

Group pupils into 4. They will play Treasure Hunting. They will only be able to find the Treasure if they can solve the given word problem in each obstacle. In the event they solve the problem correctly, they will advance to the next obstacle until they will finally find the treasure. The group which finds the treasure in the shortest time in finding the treasure wins the game.

tried out all possible solutions but they did solve our problems, we must always remember that we always have our last resort- GOD ALMIGHTY. Presentation Present the new lesson which is Subtraction with Regrouping. Tell them that the digit in every place value of the minuend is greater than the subtrahend, they can easily subtract. However, there are cases when the digit in the minuend is less than the corresponding digit of the subtrahend. Pose this question; What do we do then? Give two numbers to subtract in such a way that some of the digits of the minuend

are less than the corresponding digits of the subtrahend. Guide pupils in subtracting the numbers with regrouping. Ask for individual pupils to regroup or rename the numbers to facilitate for the better understanding of the concept. Call on some pupils to solve on the board. Other pupils will observe as I guide them on how to subtract with regrouping. Give more numbers to subtract and let pupils find the difference on their own. Discuss subtraction with regrouping using the expanded form of the numbers. Give more examples to practice on.

Working by pairs, pupils will play decoding the message. They will be given sets a numbers to subtract, and they will substitute a corresponding letter for each difference. The message would be I Love Math. The first five pairs to give the correct message will earn extra points. Introduce problem solving involving subtraction with and without regrouping. Let them realize that solving problems in math are just the same as solving your problems when youre on an island and you dont know youre way back home. Explain further that in order to solve a given problem, there are certain

steps to follow. These are: a. Read and understand the problem. 1. What is asked in the problem? 2. What are the given facts? b. Plan what to do. 1. What operation should be used to solve the problem? 2. What is the number sentence? c. Perform or do the required operation. d. Check the answer or look back. Give them some word problems to solve using Polyas four steps in problem solving. Guide pupils in using the four steps in problem solving.

 Application Let the pupils answer Guide Practice A and B and Think and Answer A and B n pages 94 and 95 as seatwork. Evaluation Let them answer Think and Answer C on pages 95-98.

St.Patrick School Lesson Plan in Mathematics 3 Objective

Topic

Activities Preparation Review/ Motivation Have a review on rounding off numbers. This can be done through a game. Pupils will gather at the center of the room. They will round off the given numbers to the specified place value. If they have to round up, they will go to the right side of the room. On the other hand, they will go to the left side of the room if they round down. Then ask the pupils to give the value of the rounded number.

Materials Number cards Place value chart Word problems written on cartolina/manil a paper

Generalization

Remarks
Assignment Round off to the highest place value, and then estimate the difference.

Estimate the difference of two numbers with three-to four-digits Solve word problems involving estimating differences

Estimating Differences Values: Sound decisionmaking

Estimating Differences

1. 582 29 2. 359 349 101 359 3. 44 021 19 442 4. 49 648 32 921 5. 999 998 6. 5 590 3 678 7. 3 605- 964 8. 248 85 9. 248 925 98 924 10. 7 352 4 929

 Presentation Present the new lesson which is Estimating Differences. Discuss that rounding off numbers is very useful in making estimates. To estimate differences, we first round off the minuend and the subtrahend to the highest place value, then subtract. Give specific examples for better understanding of the concept. Call individual pupils to give the estimated minuend, subtrahend, and difference. Let pupils solve for the actual/exact difference of the numbers and compare these to their estimated difference. Given sets of numbers to subtract, they will

stomp their feet twice if the exact difference is greater than the estimated difference, and clap their hands thrice if the exact difference is less than the estimated difference. Explain further that rounding off numbers is just the same as decision-making. To be able to make a sound decision, one must have justifiable reasons why he decided that way, in the same manner that rounding off numbers must follow a specific rule or criterion. Ask: The King of Brunei gave you P1, 000 on you birthday. How would you spend the money to really make you happy? Support your answer.

Introduce solving word problems involving estimating differences. Pose on the board word problems written on cartolina/manila paper. Ask individual pupils to read the problems. Tell pupils that they must also follow Polyas four steps in problem solving. Let them solve the given problem by estimating the differences.
Application Let the class answer Guided Practice and Think and Answer on pages 100 and 101 as a seatwork. Evaluation Let them answer Think and Answer B and Think Ahead on pages 101 and 102 given as a book work.

St.Patrick School Lesson Plan in Mathematics 3 Objective Solve two-step word problems involving addition and subtraction of whole numbers Use Polyas four steps in problem solving involving addition and subtraction of whole numbers Topic Two-step Word Problems Values: Doing work independently Activities Preparation Review Review the pupils n Polyas four steps in problem solving which one a. reading and understanding the problem b. Planning what to do c. Performing or doing the required operations d. Checking the answer or looking back Motivation Have a drill on basic addition and subtraction facts. This can be done through a game. Everybody must participate in the game. This is called a 30-second challenge. Using flash cards start Materials Cutouts Problems written on a piece of cartolina/ manila paper Flash cards Chalk Illustration board Generalization Assignment Solve the following problems. 1. In a school, there are 230 Grade 3 pupils. If 138 of them are girls, how many Grade 3 boys are there? 2. Luz has 105 stamps. She saved 30 of them to her sister 15 of them to her friend. How many stamps were left to Luz? 3. Allan sold 127 newspapers on Saturday. He sold 28 more on Sunday than on Saturday. How many newspapers did he sell on the 2 days? 4. An apple costs P15 and an orange cost Remarks

with a number which pupils will add or subtract, depending on the succeeding operations indicated. Pupils must take note that within 30 seconds, they must give an answer. After 10 rounds, the game can be done also by groups. There must be a representative from each row. After each round, another pupil in the row will take the challenge. After 10 rounds, the row with the most number of points wins the game. Presentation Present the new lesson. Show the four word problems. Group pupils into four also. Then assign each group to perform each step in problem solving. For the second problem another group

P10. How much change will have in P50? 5. Mother baked 48 cup cakes. She gave 12 to a friend and served 8 to her children. How many cupcakes left to her? Quiz Bee In group of four, organize a quiz bee. Each pupil must have a piece of chalk and illustration board. They will be given 10 questions to answer. The teacher will read each question. As the teacher reads the question/s, the pupils can record the given facts needed to solve the problem/s. They will be given 1 minute to solve each problem. They will also raise their boards to reveal their answers after one minute. Pupils scores/points will be

will be in-charge of the same step. They continue to rotate up to the fourth problem. Each group thus has the chance to give the answer for all steps in problem solving. Discuss the answers with pupils, emphasizing that there are two operations involved in solving problems namely, addition and subtraction. Explain further when to add and when to subtract depending on the cue words and what is/are asked in the problem. Call individual pupils to solve another set of five problems on the board. Guide them in finding the correct answers to the given problems. Other pupils will observe how the correct answer is being derived in each problem.

recorded in a tally sheet.

Show again four word problems. This time, individual pupils will solve the given problems without the help or guidance of the teacher. Others will also solve in their seats. Application Pupils will look for their partners in answering Guided Practice and Think and Answer on pages 105 to 108. They will discuss with each other their answers to the given problems. Evaluation Answer Think Ahead on page 108 will be done individually. Stress that they must not always rely on others, especially in doing things that they themselves can do. They need to learn to stand on their own,

especially at times when they are in a situation where no one could ever solve their problems but themselves.

St.Patrick School Lesson Plan in Mathematics 4 Objective Illustrate and apply properties of multiplication Multiply mentally twodigit numbers with a product up to 200 without regrouping Topic Properties of Multiplication Values: Responsibility Activities Preparation Review Using drill cards, conduct a snappy review on the basic multiplication facts. Make sure the pupils do it mentally well. Motivation Give the class a brief history of the origin of the symbol for multiplication as shown in the Did You Know That? Then, ask pupils to give some applications of multiplication of whole numbers in daily life, like for example, in school business, etc. Presentation Present the new lesson which is Properties of Multiplication. Tackle the 5 basic properties of Materials Generalization Remarks

Flash cards Properties of Multiplication Drill cards with basic multiplication - Properties of multiplication make facts Empty cans or computation easy. any counting objects - Commutative property states that changing the order of the factors does not change the product.

Associative property states that changing the grouping of the factors does not change the product. Identity property states that the product

multiplication. Use empty cans or any counting objects to illustrate them. Discuss fully the different properties using the examples on pages 84 to 86 of the work text. Ask the class to give their own examples. Tell them that these properties are useful in finding the products. Application Let the pupils answer Guided Practice orally. Emphasize how distributive property of multiplication over addition is done. Let the pupils do the illustration of the other properties. Tell them that properties of multiplication make computation easy. Evaluation For mastery of concepts, let pupils answer individually Think and Answer on pages 8889. Go around the room

of any number and 1 is equal to that number. The identity element for multiplication is 1.

Zero property states that the product of zero and any number is zero. Distributive property of multiplication over addition states that when a factor is given as a sum, multiplying each addend by the other factor before adding does not change the product.

and check on those who are having difficulty with the problem. Let pupils answer Think Ahead in a small group. Discuss answers and check pupils work. Assignment Ask pupils to write some of their activities that they can apply commutative property. Emphasize to them that changing the order of the activity, the result did not affect.

St.Patrick School Lesson Plan in Mathematics 4 Objective Topic Multiplying by Two-digit Factors Values: Selfdiscipline Activities Preparation Review Present a brief history of the term multiplication as in the Did You Know That? On page 90 of the work text. Review the meaning of factor, product, multiplicand, multiplier and partial products. Motivation Conduct an oral drill on multiplication using the flashcards. 12 15 24 11 12 20 x x x x x x 5 = ___ 6 = ___ 5 = ___ 11 = ___ 15 = ___ 30 = ___ Materials Drill cards with multiplication facts Flash cards Generalization Multiplying by Two-digit Factors To multiply whole numbers by two-digit factors, multiply the first factor by each of the digits in the ones and tens places of the second factor. Add the partial products. Remarks Enrichment

Multiply factors with five or more digits by twodigit factors without and with regrouping

Study the pattern, and then solve the equations. a. (1x9)+2= 11 (12x9)+3 = ___ (123x9)+4 = ___ (1234x9)+5 = ___ (12345x9)+6 = ___ (123456x9)+7 = ___ b. (1X8)+1 = 9 (12x8)+2 = ___ (123x8)+3 = ___ (1234X8)+4 = ___ (12345X8)+5 = ___ (123456X8)+6 = ___

Presentation Present the new lesson

which is Multiplying by Two-digit Factors. Let the pupils read and analyze problems in the given examples on page 90 of the work text. Discuss and explain thoroughly the solutions presented in the work text. Call on volunteers to do related multiplication exercises on the board. Let the class check each others answer. Application Let them answer Guided Practice individually. Lead pupils answer to realize that one important thing that they need to develop is selfdiscipline. It means to control ones behavior and emotions, and when necessary, to put off immediate needs and desires for long-term benefits. Emphasize to them that

those who have selfdiscipline show selfcontrol, do things in moderation, show patience and develop effective habits. Evaluation Let the pupils work in pairs Think and Answer on pages 93-94 of the work text. Discuss and check the solutions. Assignment Let them answer Think Ahead on page 94.

St.Patrick School Lesson Plan in Mathematics 4 Objective Multiply factors with five or more digits by three-digit factors without and with regrouping Topic Multiplying by Three- digit Factors Values: Friendship Activities Preparation Review/ Motivation Figure out the riddle by solving the multiplication problem below. Materials Copy of newspaper Drill cards Generalization Multiplying by Three- digit Factors Remarks Enrichment Form a small group to answer Think Ahead on page 100. Let volunteer groups discuss their answers/solutions to the class.

Stop! What kind of driver carries no license? _______ _______ 410 544 423 003 _______ _______ 968 928 510 422 _______ _______ 496 182 968 528 _______ _______ 396 144 245 304 _______ _______ 686 928 968 528 R 44 024 X 22 A 34 212 x 12

How to multiply large numbers? do the following: 1. Multiply from the ones place to the highest place value. Regroup when needed. 2. Write each partial product in its proper column. 3. Add the partial products.

E 31 224 X 22 R 22 012 X 44 S 20 143 X 21 I 33 012 X 12

W 23 201 x 22 D 12 102 x 41 V 10 221 x 12 C 12 323 x 32

R E 88 048 62 448 X 11 x 11 Presentation Show the class a copy of a daily newspaper. Encourage pupils to read newspaper everyday. Discuss with them advantage in reading newspaper daily. Present and discuss word problem on Think

and Share on page 95. To multiply large numbers, do the following: 1. Multiply from the ones place to the highest place value. Regroup when needed. 2. Write each partial product in its proper column. 3. Add the partial products. Discuss with them examples on pages 96 to 97. After discussing the example, let the pupils try several exercises on the board. 673 592 x 345 802 764 x 156 678 039 x 287 Application Let pupils answer orally guided Practice part A on page 98.Then, have them answer part B individually. Assist those who find difficulty

in solving the exercises. Evaluation Let the pupils answer Think and Answer A and B individually then call pupils to write their answer/solution on the board. For mastery, require the pupils to solve by group part C 1-5 of Think and Answer on page 99 to 100. Assignment Let them answer Think and Answer 6-10 on page 100. let them write their answer/solution in Math notebook.

St.Patrick School Lesson Plan in Mathematics 4 Objective Multiplying two-to fivedigit factors having one to three zeros in both factors without and with regrouping Topic Multiplying with Zero Difficulty Values: Being Generous Activities Preparation Review/ Motivation Pose the question Do you know the best selling childrens book series in a single year? to the pupils. Then, refer the pupils to Did You Know That on page 101 of the work text. Let pupils mentioned the characters and the moral lessons that they read from the book. Presentation Present the new lesson which is Multiplying with Zero Difficulty. Let them read the problem presented on think and Share. Let them analyze the given facts and solve what is asked for. Then, ask what they noticed in the multiplier. Materials Flash cards Generalization Multiplying with Zero Difficulty How to multiply with zeros in one of the factors, do the following: 1. Multiply by the ones, tens, and hundreds. 2. Regroup if necessary. 3. Add the partial products. x 45 56 40 804 52 046 Remarks

Assignment Complete each table. x 40 73 600 008 38 46

Conduct a short drill using flash cards. Encourage them to solve mentally. 305 x 5 = 405 x 5 = 508 x 7 = 603 x 4 = 371 x 3 = Let the class read Math Ideas on page 103. Emphasize to the pupils the proper alignment of the particular products. Give more examples aside from the example on the book. Let pupils do them on the board. Application Let the pupils answer Guided Practice A and B. Discuss the answer orally. Evaluation Let them answer Think and Answer in small group. Discuss answers and check pupils work. Ask the class: Do you

have anything you can give out to the needy? Lead the pupils to realize that generosity is giving or being ready to give freely and unselfishly without wasting or expecting anything in return. It is not simply giving money, material goods or donations. It is also giving ones time and talents and sharing what one has with others.

St.Patrick School Lesson Plan in Mathematics 4 Objective Multiply five-digit or more factors by multiples of 10, 100 and 1 000 Topic Multiplying by Multiples of 10, 100, and 1 000 Values: Thriftiness Activities Preparation Review Multiply then encircle the correct answer in the row of numerals on the right. 1. 24 x 3 = 81726294 2. 64 x 4 = 48952567 3. 97 x 5 = 79036485 4. 809 x 7 = 52566348 5. 435 x 9 = 37439150 Motivation Perfect Match Find as many matching combination of factors and products. Write the perfect matches in the rectangles and blanks below. Materials Drill cards with exercises on multiplicatio n by powers or multiples of 10 Flash cards Generalization Multiplying by Multiples of 10, 100, and 1 000 Remarks Assignment Let them solve the given problem on page 110. Reinforcement Find the products. 1. 3 965 X 500 2. 63 079 X 800 3. 47 896 X 600 4. 8 076 X 5 800

When multiplying numbers by multiples of 10, multiply the nonzero digits of the factors, then affix to the product all the zeros in the factors. The number of zeros in both factors is equal to the number of zeros in the product.

80 16 400 10 50 30 100 2 000 1 000 1 600 60 9 12 000 20 720 6 000 40 600

70 30 000

4 200

1. ____ x ____ = 2. ____ x ____ = 3. ____ x ____ = 4. ____ x ____ = 5. ____ x ____ = 6. ____ x ____ = 7. ____ x ____ = 8. ____ x ____ = 9. ____ x ____ = 10. ____ x ____ = Presentation Ask the pupils to read silently Did You Know That and the problem in Think and Share on page 106. Ask the class: How do

you save up electricity? Do you really do it? Lead the pupils to realize that knowing hoe to save does not always translate to actually saving. It is not enough that you know what to do. It is the doing thats more important. Let pupils cite some examples that a grade school pupil like them can actually do to save electricity. Tell them that these are some of the easier responsibilities they can have and when done conscientiously, these add up pretty good savings. Solve the problem presented Think and Share by using standard multiplication method, which is multiplying by ones, tens, hundreds and so on. Then tell the pupils that there is a shorter

way to get the product of a number and a power or multiple of 10. Discuss the concept of the power of 10 or a multiple of 10. Explain thoroughly the examples given on page 107 of the work text. Use flash cards for oral exercises. Application Let the pupils answer Guided Practice on pages 108 to 109. Discuss the answers orally. Evaluation To reinforce their understanding, ask the pupils to solve Think and Answer. Assist those who find difficulty in solving the problems. Assignment Let them solve the given problem on page 110.

St.Patrick School Lesson Plan in Mathematics 4 Objective Estimate the products of two factors with five or more digits by two-to three-digit numbers Topic Estimating Products Values: Being Compassionate Activities Preparation Review Supply the missing number. 1. 80 x ___ = 4 800 2. 90 x ___ = 6 300 3. ___ x 500 = 350 000 4. ___ x 700 = 560 000 5. ___ x 400 = 320 000 Motivation Let the pupils read Did You Know That. emphasize to the pupils that our health, our appearance, and much of our happiness largely depends on the foods that build and repair tissues, that produce energy for our activities, that regulate our body processes such as growth. The more active we are the more energy food we need to maintain our bodies. We need to Materials Flash cards with numbers to be round off Pictures of children sharing food, toys, clothes, etc. to other people Generalization Estimating Products What are the rules in estimating products? To estimate the product: - round off each factor to its highest place value - multiply the nonzero digits - affix as many zeros to the product as there are in the factors - the result is the estimated product Remarks - Enrichment Estimate your answer. 1. Mang Lando earns P295 a day as the bakers helper. About how much does he earn in 22 days? 2. Fresh Lemons Bakery bakes 425 leaves of bread everyday. About how many leaves of bread does it baked in 17 days? 3. Cora can sell 960 cup cakes a day. About how many cup cakes can she sell in 31 days? 4. Juliet helps in their bakery 28 hours a week. About how

choose the right food we will eat to safeguard our health. Encourage them to eat fish, fruits and vegetables because these are very nutritious and good sources of protein, fats, vitamins and minerals. Remind them not to eat junk foods. Presentation Let the class share their views on what is being compassionate all about. Tell the pupils that compassionate means being aware of the suffering of other people. To be compassionate means being sensitive to the feelings of otherssomeone who shows mercy to the poor, the sick, the prisoner, and other unfortunate people. Present the problem found in Think and Share on page 111. Draw the equations that will solve the problem.

many hours does she do in 13 weeks?

Lead pupils to notice that we are often confronted with many situations that require only estimates. For example, when we inquire about the number of people who eat in a fast food chain everyday, we cannot expect an exact number but just an estimate. Call pupils to define or explain the word estimation, then, give own explanation. Discuss the convenience of giving estimates in certain situations. Let the pupils cite situations where estimates are more useful. Tell them that in estimation, rounding off number is needed. Have a snappy drill in rounding off whole numbers. Focus only on rounding off numbers to the highest place value. Direct the pupils attention on the equations written on the

board. Call on volunteers to estimate the answers to the exercises with in a given time limit. Then ask other pupil to solve for the exact product. Let the class compare the estimated and the actual answer. Application Let the class answer Guided Practice on page 112, orally. Evaluation Let them answer Think and Answer individually. Discuss the correct answer as pupils check their works. Assignment Read, analyze, and solve the problems on page 113 think ahead.

St.Patrick School Lesson Plan in Mathematics 4

Objective Write numbers in expanded form

Topic Exponent Form Values: SelfConfidence

Activities Preparations Review/Motivation Let the pupils play the Number Search by posting a chart on the board. Let them pick out the answer to each problem without using paper or pencil.

Materials Flash cards with exponential equations

Generalization Exponent Form

Remarks Enrichment

200 x 12 40 x 300 100 x 90 25 x 200 30 x 500

Powers of 10 1 = 100 10 = 101 100 = 102 1000= 103 10 000 = 104 100 000 = 105 1000000 = 106

Exponent tells how many times the base is used as a factor.

9 000 15 000 2 400 5 000 12 000 6 000 1 500

Any number with 0 exponents is equal to one.

Challenge pupils to match column A with column B. A 1. 27 2. 54 3. 9 x9 x 9 4. 122 5. 25 6. 33 7. 82 8. 3x3x3x3x3 9. 106 10. 104 11. 42 12. 152 B a. 16 b. 32 c. 729 d. 64 e. 128 f. 10 000 g. 225 h. 1 000 000 i. 243 j. 625 k. 27 l. 144

Presentation Present the new lesson which is Exponent Form. When the same factor is used several times, you can simplify the expression by using an exponent. 10 x 10 x 10 can be written as 103 The small number 3 written on the upper right side of 10 is called exponent. 10 is called the base. The exponent tells how many times the base is used as a factor. We read 10 as 10