LESSON PLAN IN MATHEMATICS
I. OBJECTIVES
At the end of 50 – minute period, pupils should be able to:
1. Express multiplication as repeated addition
2. Identify the properties of multiplication
3. Master the basic multiplication facts;
4. Solve multi-step word problems involving addition, subtraction and multiplication
II. CONTENT
Multiplication of Whole Numbers
III. LEARNING CONTENT
A. References
1. Teacher’s Guide in Mathematics 3 page 306-310
2. Learner’s Materials in Mathematics 3 pages 318-322
B. Other Learning Materials
A. Charts, tarpapel, plate full of items, flashcard, PowerPoint presentation
C. Values Integration: Develop cooperation and teamwork
D. Subject Integration: Science
E. Process Skills: Reading, Writing, Counting
F. Strategy: Inquiry
IV. PROCEDURE
A. PREPARATORY ACTIVITIES
1. Let us stand for a prayer.
Arlyn lead the prayer.
2. Good morning class!
3. Remain standing for our energizer.
4. Who is absent today?
5. Get your assignment and we will check it.
6. Drill
Let us have a drill.
a. 7 x 5 =
b. 9 x 2 =
c. 5 x 3 =
d. 10 x 7 =
e. 3 x 2 =
7. Review
What was our lesson yesterday?
Very good!
8. Unlocking of Difficulties
Before we move on to our new lesson, let us have first to know the meaning of
the
following words.
1. Multiplication- repeated addition
2. Factor- the numbers being multiplied
3. Multiplicand- the number to be multiplied.
4. Multiplier- the number that you are multiplying by.
5. Product- the result when two or more numbers are multiplied together.
6. Twice- double
7. Mammal- a type of animal that feeds milk to its young.
B. Developmental Activities
1. Motivation
The giraffe is an African mammal and the tallest living terrestrial animal
in the world. It stands 5-6 m tall and has an average weight of 830 kg for females
and about twice as much as for males.
In the selection, the average weight of the male giraffe is around twice that of the
female. The word “twice” means double of multiply by 2.
2. Presentation
Our topic for today is all about Multiplication of Whole Numbers.
3. Discussion
Multiplication as Repeated Addition
In the multiplication sentence 830 x 2 + 1, 660, 830 and 2 are called
factors while 1, 660 is called product.
Find the sum of the following:
1. 4+4+4+4+4+4+4=
2. 3+3+3+3+3+3+3+3=
3. 8+8+8+8+8=
In the exercises above, observe that the same numbers are being added
repeatedly. In this case, we can find the answer using another operation which is
multiplication.
Multiplication is called repeated addition since adding the same number
repeatedly may be addressed as multiplication instead. Let’s take a look at the following
examples.
Addition Multiplication Answer
1. 4+4+4+4+4+4+4 7 groups of 4 or 7 x 4 28
2. 3+3+3+3+3+3+3+3 8 groups of 3 or 8 x 3 24
3. 8+8+8+ 8+8 5 groups of 8 or 5 x 8 40
Properties of Multiplication
1. Commutative Property of Multiplication (CPM)
When the order of the factors is changed, the product is still the same.
Example: 3 x 5 = 5 x 3
15 = 15
2. Associative Property of Multiplication (APM)
The grouping of the factors does not affect the product.
Example: (2 x 8) x 5 = 2 x (8 x 5)
16 x 5 = 2 x 40
80 = 80
3. Identity Property of Multiplication (IPM)
When a number is multiplied by 1, the product is the number itself.
Example: 10 x 1 = 10 1x6=6
4. Zero Property of Multiplication (ZPM)
Any number multiplied by zero is zero.
Example: 0 x 9 = 0 15 x 0 = 0
5. Elaborate
a. (I do)
Supply the missing number.
1. 3 x _____ = 21
2. _____ x 8 = 40
3. _____ x 4 = 36
4. 5 x _____ = 45
5. 6 x _____ = 48
b. (We do)
1. 5 + 5 + 5 = ___________________
2. 7 + 7 = ___________________
3. 3 + 3 + 3 + 3 + 3 + 3 + 3 = ___________________
4. 4 + 4 + 4 + 4 + 4 = ___________________
5. 2 + 2 + 2 + 2 + 2 + 2 + 2 + 2 =___________________
Activity: (You Do)
Rules in doing group activity
1. Read and follow the directions carefully.
2. Work quietly.
3. Cooperate with the group.
4. Maintain cleanliness and orderliness in your working area.
Activity: Going to the Market
Directions:
Using the list and play money provided, students will look for the items,
buy them and be the ones to compute for the total amount to be paid and the
amount of change.
Group 1:
Milo energy drink sachet costs Php8.00. How much will 6 pieces
of milo cost?
Cherry brought 3 books at Php50.00. How much did she pay for
the books?
Group 2:
Orange costs Php25.00. How much will 3 orange cost?
There are 4 chocolates in the plate. If a chocolate cost Php30.00,
how much will the chocolate cost?
Group 3:
Presto Cookies costs Php7.00. How much will 2 presto cookies
cost?
There are 5 chocolates in the plate. If a chocolate cost Php8.00,
how much will it cost?
Generalization
• Multiplication is repeated addition.
• The numbers being multiplied are called factors while the answer is called
product.
• The properties of Multiplication:
The Identity Property states that the product of 1 and another
number is the number
Zero property states that the product of any number and zero is
zero.
Commutative Property states that the order of the factors does not
affect the product.
Associative Property shows that changing the grouping of the
factors does not affect the product.
Valuing
What is the importance of using Multiplication?
V. Evaluation
Directions: Express the following as repeated addition.
1. 3 x 4 = ___________________________
2. 5 x 6 = ___________________________
3. 8 x 2 = ___________________________
4. 7 x 3 = ___________________________
5. 9 x 4 = ___________________________
Fill in the blank with the number that will make the number sentence
correct, then identify the property shown by each number sentence.
1. _____ x 8 = 0 ___________________________
2. 1 x _____ = 7; ___________________________
3. 8 x _____ x 9 = 0; ___________________________
4. 7 x 3 = _____ x 7; ___________________________
5. 8 x _____ x 4 = 4 x 6 x 8 ; ___________________________
VI. Extend
A. Enrichment Activity
Write your answer on your notebook.
1. Ian has 9 bags. Four bags contain 9 balls, 3 bags contain 8 balls and
the rest of the bags contain 6 balls. How many balls in all does Ian
have in this bags?
2. Myrine has twice as many marbles as Anna while Anna has thrice as
many marbles as Jessa. If Jessa has 8 marbles, how many marbles
do the three girls have in all?
