School TAMAG ELEMENTARY SCHOOL Grade 3

Teacher JOMEROSE M. RIVAD Quarter SECOND QUARTER

Date OCTOBER 14-18, 2024 8:30-9:30 Checked by
Subject MATHEMATICS AVELINA T. ALON
Daily Lesson Log School Principal I
Monday Tuesday Wednesday Thursday Friday
I. OBJECTIVES
A. Content Standards Demonstrates understanding Demonstrates understanding Demonstrates Demonstrates understanding
of multiplication and division of multiplication and division understanding of of multiplication and division
of whole numbers including of whole numbers including multiplication and division of whole numbers including
money. money. of whole numbers money.
including money.

B. Performance Standards Able to apply multiplication Able to apply multiplication Able to apply multiplication Able to apply multiplication To measure the capacity of
and division of whole and division of whole numbers and division of whole and division of whole the child.
numbers including money in including money in numbers including money numbers including money in
mathematical problems in mathematical problems in in mathematical problems mathematical problems in
real –life situations. real –life situations. in real –life situations real –life situations.

Multiplies numbers: Multiplies numbers: Multiplies numbers: Multiplies numbers: Administer Weekly Test
C. Learning Competencies/Objectives a. 2 - to 3 -digit numbers by 1 a. 2 - to 3 -digit numbers by 1 b. 2 -digit numbers by 2 - b. 2 -digit numbers by 2 -
-digit numbers without -digit numbers with digit numbers without digit numbers with
regrouping regrouping regrouping regrouping
D. Objectives

1. Cognitive Multiply 2 to 3 digit numbers Multiply 2 to 3 digit numbers Multiplying 2-Digit Multiplying 2-Digit Numbers Answer questions correctly
by 1 digit numbers without by 1 digit numbers with Numbers by 2-Digit by 2-Digit Numbers with
regrouping regrouping Numbers Regrouping
without Regrouping

2. Psychomotor Answer the given problems Solve the given problems Answer the given problems Solve the given problems Follow directions given
correctly correctly correctly correctly
3. Affective Show cooperation in group Actively participate in class Show the importance of Show cooperation in group Take the test honestly
activity taking care of things that activity
are borrowed/given

II. CONTENT Multiplying 2 to 3 digit Multiplying 2 to 3 digit Multiplying 2-Digit Multiplying 2-Digit Numbers Weekly Test
numbers by 1 digit numbers numbers by 1 digit numbers Numbers by 2-Digit by 2-Digit Numbers with
without regrouping with regrouping Numbers Regrouping
without Regrouping

III. LEARNING RESOURCES

A. References MELC page 207 MELC page 207 MELC page 207 MELC page 207
1. Teacher’s Guide Pages TG page 137-14 TG page 142-148 TG page 148-152 TG page 148-152
 2. Learner’s Material Pages Page 123-125 Page 125-128 Page 128-129 Page 129-131

3. Textbook Pages

4. Additional Materials from Learning

Resources Portal
B. Other Learning Resources Flashcards, charts, activity Flashcards, charts, activity Flash cards, ppt Flash cards, ppt
cards, flats, longs and ones, cards, flats, longs and ones,
place value mat/chart, 24 place value mat/chart
balls
IV. PROCEDURES

A. Reviewing previous lesson or presenting Conduct a drill on a basic How do we multiply 2- to 3- Flash cards of basic How do we multiply 2to 3 Song
the new lesson multiplication facts using digit numbers by 1-digit multiplication facts. digit numbers by 2-digit
((ELICIT) flash cards. Use facts that are numbers without regrouping? numbers without regrouping?
not yet mastered by the Let pupils give the product
pupils. of the following: Find the product.

1. 25 2. 20 1. 90 x 11 =

X 2 x 4 2. 52 x 21 =

3. 43 4. 32 3. 36 x 10 =

X 2 x 4

B Establishing a purpose for the lesson (ENGAGE) Introduce the “Box that Ball” Invite pupils to a game: “Find Let pupils do the puzzle Group the class into 2. Each Setting of standard
game to the class. my Product.” below. group will select a
Form two groups of pupils Make 2 sets of cards. The first Message in Boxes representative who will write
with 12 members each. Give set of cards is multiplication Multiply. Write the letter
the answers on the board
12 balls to each sentences while the that is next to each answer
group. Let them line up other set is the answers to it. in the correct box (one contestant every item).
parallel to each other. Place Distribute the cards to the below. Read the secret
one box opposite each pupils. Give the pupils Given:
message.
group. At the given signal, 3-5 minutes to find their
each member will run towards partners by finding the 1. 28 x 92 =
Answer: WOW THAT SURE
the box, put one correct multiplication WAS EASY
ball inside it then go back to sentence with its correct 2. 63 x 24 =
the line. The first runner will product. The first pair to find
tap the next runner’s his/her partner is the 3. 25 x 36 =
shoulder to signal that he will winner.
be the next. This will continue 4. 92 x 88 =
until the 12th member has
placed his/her ball in the box.
The first group to finish will be
declared winner.

Ask: 1. Which group won?

2. What did the group do to
become the winner?
 3. What caused the delay of
the other group?
4. What will you do next time?

C. Presenting examples/instances of the new Post the problem on the Pose a challenge: “What is Do you borrow books from Present a problem to the Giving of instruction
lesson (ENGAGE) board. the product of 28 and 4?” your school library? If you class.
borrow or were given a
Call some pupils to tell their book, how do you take
answers and ask how they care of it? Why do we need
came up with that answer. to take care of things we
borrowed or that are given
Ask:
How many balls are there in a to us?
box A? In box B?
How many balls are there in Present this problem. The
all? school librarian has
bundled the books to be
distributed to different
grade levels and sections.
There are 36 books in a
bundle. How many books
are there in 17 bundles?

D. Discussing new concepts and practicing new skill Solve the problem in different How did you know which of Let pupils analyze the Let pupils do Activity 4 in LM. Taking the test
#1 (EXPLORE) ways: Using real the two numbers is the problem. Guide them with
objects/manipulatives multiplicand? Multiplier? the following steps and
questions.
If you exchange the position
of the factors, is the product
affected?

What property of
multiplication does it show?

Solve problem using flats,

longs and squares.

E. Discussing new concepts and practicing new skill Give more examples using More activities/ exercises to What is asked for in the More activities/ exercises to Supervising the test
#2(EXPLORE) place value/long method. develop the skills of the problem? develop the skills of the
learners. What are given? learners.
How can we find the
Show another example. Show another example.
answer?
More activities/ exercises
to develop the skills of the
 learners.

F. Developing Mastery (EXPLAIN) Group Activity: Divide the A. Group Activity A. Group Activity: Divide A. Group Activity: Divide the Checking
class into 2. Give each group the class into 4 groups. class into 4 groups.
an activity card. One group B. Pair Activity
will Present their output. Present their output.
use the manipulative method
to get the product and the
other group will do the place
value method. Have one pupil
from each group to be a
leader and report to the class
their answer.

G. Finding practical applications of concepts & skills Did we get the same answer Which of those methods do Call a pupil to write the Show honesty in answering
in daily living (ELABORATE) ( using the two methods? you like best? Why? factors vertically. Relate the test questions
Which of the two do you like How do we multiply numbers what they had
more? Why? using the place value done in using distributive
Can you also use repeated method? property of multiplication
addition in getting the Where do we start in doing the short method
product? multiplying? In what place of multiplication. Guide
How do we multiply numbers value do we always start? them in doing the steps.
using the place value
method?
Where do we start
multiplying? In what place
value do we always start?

H. Making generalizations & abstractions about the How do we multiply 2- to 3- How do we multiply 2to 3 digit How do we multiply 2 to 3 How do we multiply 2 to 3 Did you answer the
lesson ( ELABORATE) digit numbers by 1-digit numbers by 1-digit numbers digit numbers by 2-digit digit numbers by 2-digit questions correctly?
numbers without regrouping? with regrouping? numbers without numbers with regrouping?
regrouping?
I. Evaluating Learning(EVALUATE) Find the product. Have pupils work on Activity 4 Find the product. Answer the ff.
1. 32 3. 12 in LM page 126 1. 50 x 32 =
X 3 x 4 2. 72 x 10 = 1. The product of 13 and
3. 85 x 11 =
2. 43 4. 211 4. 22 x 41 = 42 is__.
X 2 x 3 5. 63 x 21 =
2. Multiply : 63x 46=

5. 212 3. 75x23 is the same as

X 4
__
 a. (70+5) x ( 20+3)=

b. (70 x 5) + ( 20x3) =.

c. 75+75+75+7=

J. Additional activities for application or Answer Activity 4 in LM page Answer Activity 5 in LM page Answer Activity 3 in LM Answer Activity 5 in LM page Recording the test results
remediation (EXTEND) 125. 128. page 130. 131.

V. REMARKS

VI. REFLECTION

A. No. of learners who earned 80% in the

evaluation

B. No. of learners who require additional activities

for remediation who scored below 80%
C. Did the remedial lesson work? No. of learners
who caught up with the lesson
D. No. of learners who continue to require
remediation
E. Which of my teaching strategies worked well?
Why did these work?
F. What difficulties did I encounter which my
principal or supervisor can help me solve?
G. What innovation or localized materials did I
use/discover which I wish to share with other
teachers?