2

MATHEMATICS
Teacher’s Guide
Hiligaynon

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Department of Education
Republic of the Philippines

i
Mathematics - Grade 2
Teacher’s Guide
First Edition, 2013
ISBN

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Published by the Department of Education

Secretary: Br. Armin A. Luistro, FSC
Undersecretary: Dr. Yolanda S. Quijano, Ph.D.

Development Team of the Teacher’s Guide

Regional Coordinators: Lilibeth T. Estoque, Ed.D., and
Mary Hazel Vivien P. Pineda, Ph.D.
Authors: Susan M. Bertuldo, May Jenny C. Arceña, Maridel B. Silvela
Ma. Gemma P. Orocio, and Ma. Emilie S. Gepigon
Content Editor: Kim S. Arceña. Ed.D.
Consultants: Jerry A. Oquendo, Mina Celia L. Angostura, Ed.D.
Illustrator: Rommel S. Mediavilla
Layout Artist: Mateo E. Bimbao Jr., and Besy C. Agamata

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ii
 TABLE OF CONTENTS
Lesson
Topic Page
Number
UNIT I - NUMBERS AND NUMBER SENSE
Visualizing, Identifying and Associating Numbers from 101 to
1 1
500
Visualizing, Identifying and Associating Numbers from 501 to
2 6
1000
3 Counting and Grouping Objects in Ones, Tens and Hundreds 9
Reading and Writing Numbers from 501 through 500 in
4 11
Symbols and in Words.
Reading and Writing Numbers from 501 through 1000 in
5 14
Symbols and in Words.
6 Counting Numbers by 10s, 50s, and 100s 17
7 Giving the Place Value of Each Digit in a 3-Digit Number 22
8 Writing Three-Digit Numbers in Expanded Form 26
9 Comparing Numbers Using >, < or = 30
10 Ordering Numbers from 101 up to 500 from Least to Greatest 35
11 Ordering Numbers from 501up to 1000 from Least to Greatest 39
Visualizing and Identifying the 1st through the 20th Object of a
12 41
Given Set from a Given Point of Reference
Reading and Writing Ordinal Numbers in Symbols from 1st to
13 46
20th
Reading and Writing Ordinal Numbers in Words from 1 st
14 49
through the 20th
Identifying and using the Pattern of Naming Ordinal Numbers
15 52
from 1st to the 20th
Adding Numbers with Sums up to 1000 without Regrouping:
16 56
2-Digit and 3-Digit
Adding Numbers with Sums up to 1000 without Regrouping:
17 60
3-Digit and 3-Digit
Adding Numbers with Sums up to 1000 with Regrouping: 2-
18 64
Digit and 3-Digit
Adding Numbers with Sums up to 1000 with Regrouping: 3-
19 69
Digit and 3-Digit (in the Tens Place)
Adding Numbers with Sums up to 1000 with Regrouping: 3-
20 74
Digit and 3-Digit (in the Tens and Hundreds Places)
Using the Following Properties of Addition in Computing for
Sums up to 1000
21 77
 Zero/Identity of Addition
 Commutative Property of Addition
Using the Associative Property of Addition in Computing for
22 80
Sums up to 1000
23 Adding Mentally 1- to 2-Digit Numbers with Sums up to 50 83

iii
Lesson
Topic Page
Number
Adding Mentally 1- to 2-Digit Numbers by Ones, by Tens and
24 87
by Hundreds
Analyzing and Solving Addition Word problems of Whole
25 91
Numbers with Sum up to 1000 without Regrouping
Analyzing and Solving Word Problems Involving Addition of
26 95
Whole Numbers with Regrouping
Analyzing and Solving Word Problems Involving Addition of
27 98
Money with Sums up to P1000 without and with Regrouping
Subtract 2- to 3-Digit Numbers with Minuends up to 999
28 102
without Regrouping
Subtracting 2- to 3-Digit Numbers with Minuends up to 999
29 106
with Regrouping (in the Tens and Ones Places)
Subtracting 2- to 3-Digit Numbers with Minuends up to 999
30 109
with Regrouping (in the Hundreds and Tens Places)
Subtracting 2- to 3-Digit Numbers with Minuends up to 999
31 112
with Zero Difficulty
Subtracting Mentally 1-Digit Numbers from 1- to 2-Digit
32 115
Numbers with Minuends up to 50
33 Subtracting 3-Digit Numbers Mentally without Regrouping 119
Analyzing and Solving One-Step Word Problems Involving
34 Subtraction of Whole Numbers with Minuends up to 1000 122
without Regrouping
Analyzing and Solving One-Step Word Problems Involving
35 Subtraction of Whole Numbers with Minuends up to 1000 with 125
Regrouping
Analyzing and Solving One-Step Word Problems Involving
36 Subtraction of Whole Numbers Including Money with 128
Minuends up to 1000 (Zero Difficulty)
Performing Order of Operations Informing Addition and
37 131
Subtraction of Small Numbers
Solving Two-Step Word Problems Involving Addition and
38 Subtraction of 2- to 3-Digit Numbers without Regrouping 134
Using Appropriate Procedures
Solving Two-Step Word Problems Involving Addition of 2- to
39 3-Digit Numbers with Regrouping Using Appropriate 137
Procedures
Solving Two-Step Word Problems Involving Addition and
40 141
Subtraction of Money Using Appropriate Procedure
41 Multiplication as Repeated Addition 143
Multiplication as Repeated Addition on the Arrays and
42 145
Counting by Multiples
43 Multiplication as Equal Jumps on the Number Line 147

iv
Lesson
Topic Page
Number
44 Identity Property of Multiplication 150
45 Identity Property of Multiplication 152
46 Identity Property of Multiplication 154
47 Commutative Property of Multiplication 156
48 Multiplication Tables of 5 and 10 158
49 Multiplication Tables of 2, 3, and 4 160
50 Multiplication Tables of 2, 3, 4, 5, and 10 162
51 One-Step Word Problem 164
52 Two-Step Word Problem 167
53 Division in which Sets are Separated into Equal Parts 170
54 Division as Equal Sharing 173
55 Division as Repeated Subtraction 176
Writing an Equation for Repeated Subtraction and Equal
56 179
Sharing
57 Dividing Numbers by 2 182
58 Dividing Numbers by 3 and 4 184
59A Division by 5 and 10 186
59B Division by 5 and 10 (Mentally) 188
60 Division Tables of 2, 3, and 4 190
61 Word Problems Involving Division 192
62 Unit Fractions with Denominators 10 and Below 195
63 Reading and Writing Unit Fractions 198
64 Comparing Fractions 201
65 Order Unit Fractions 204
66 Visualize and Identify Other Fractions 206
67 Similar Fractions 209
68 Reading and Writing Similar Fractions 212
69 Comparing Similar Fractions 215
70 Ordering Similar Fractions 219
71 Reading and Writing Money 222
72 Counting and Telling the Value of Money 225
73 Counting and Telling the Value of a Set of Bills or Coins 227
74 Comparing Values of Money 230
UNIT 2 - GEOMETRY
75 Half-Circles and Quarter Circles 232
76 Constructing Shapes 236
77 Constructing Circles, Half-Circles and Quarter Circles 239
78 Identifying Shapes / Figures that Show Line of Symmetry 242
79 Creating Figures that Show Line of Symmetry 245
80 Recognizing Shapes that can Tessellate 247
81 Tessellating a Surface 250
82 Straight Lines and Curves/ Flat and Curved Surfaces (Cube, 253

v
Lesson
Topic Page
Number
Pyramid, Cone)
Straight Lines and Curves/ Flat and Curved Surfaces (Cube,
83 Pyramid, Cone) 257

UNIT 3 – PATTERNS AND ALGEBRA

84 Identifying Simple Patterns 260
85 Determining the Next Terms in a Given Sequence 263
86 Finding and Completing Patterns 267
UNIT 4 – MEASUREMENTS
87 Telling and Writing Time 269
88 Elapsed Time Using Calendar 272
89 Elapsed time Using Analog and Digital Clock 276
90 Solving Word Problems Involving Time 280
91 Measuring Length 284
92 Comparing Length in Meters or Centimeters 287
93 Estimating and Measuring Length 289
94 Solving Simple Word Problems Involving Addition of Length 291
Solving Simple Word Problems Involving Length Through
95 294
Subtraction
Solving Simple Word Problems Involving Multiplication of
96 297
Length
97 Solving Simple Word Problems Involving Division of Length 301
Solving Simple Word Problems Involving Addition,
98 303
Subtraction, Multiplication and Division of Length
99 Measuring Mass 306
100 Comparing Mass in Grams or Kilograms 308
101 Problem Solving Involving Addition of Mass 310
102 Solving Simple Word Problems Involving Subtraction of Mass 313
Solving Simple Word Problems Involving Multiplication of
103 315
Mass
104 Solving Simple Word Problems Involving Division of Mass 317
Solving Two-Step Word Problems Involving Multiplication and
105 319
Division of Mass
106 Illustrating Area 322
107 Estimating Area 326
108 Finding Capacity 328
UNIT 5 – STATISTICS AND PROBABILITY
109 Collecting and Organizing Data/Making Pictographs 330
110 Reading and Interpreting Data in a Pictograph 334
111 Making Guesses 336

vi
 UNIT I

NUMBERS AND NUMBER SENSE

This unit introduces the meaning and the concept of 3-digit

numbers. This also serves as introduction to the sequencing of
numbers, comparing 3-digit numbers as well as the development of the
concept of place value in a 3-digit number, the relationships between
numbers and place value of whole numbers up to 1000 and of ordinal
numbers up to 20th. This also covers concept of four operations of
whole numbers and the identity and zero properties of multiplication as
well as solving problems involving numbers up to 1000. The lessons
introduce the idea of understanding of unit fractions, proper fractions
and identification of money value through 100.

Lesson 1: Visualizing, Identifying and Associating Numbers from 101

to 500

Objective:1. Visualize and identify numbers from 101 through 500.

2. Associate numbers with sets having 101 up to 500 objects and
give the number of objects
Materials: counters like sticks, straws, rubber bands, activity cards, pictures,
Show-Me-Boards
Value: helpfulness
Instructional Procedure

A. Preliminary Activities
1. Drill
Counting numbers 1-100 using the number chart
Let the pupils read the number symbols as you point each number
in the number chart.

2. Review:
NOTE: Prepare the following pictures in card board or cartolina.
Assign pupils to bring a Show-Me-Board and chalk the day before,
to be used in this activity.
Ask the pupils to write on your Show-Me-Boards the number
represented by the group of objects as you flash the activity cards.

1
B. Developmental Activities
1. Motivation
Let pupils study the illustration found in LM Leksyon 1.
Ask: Who among you have gone to the farm?
What did you do there?
What do you think will they do in the farm?
2. Activities:
Ask pupils to read the story found in LM Leksyon 1.

Reading the Story

A Day in the Farm
One Saturday morning, Roy, Mila and Rina went to the
farm to help their parents harvest mangoes and avocados. They
brought with them a big basket where they placed the 100 fruits.
The children were excited as they counted each fruit.
Ask:
 Who went to the farm?
 Where did they go?
 What did they do there?
 What did they do with the fruits?
 How did they feel when they counted the fruits?
 Do you also help your parents? How?
Activity 1. Performing the Task
Manipulating objects
NOTE: Pupils will get the 100 sticks assigned to them the day before.
Ask: How many fruits did they harvest?
Let us count the 100 fruits using your sticks.
Let them group the 100 sticks in different ways.
Let the pupils show on their desks how they group the sticks in
different ways
Expected groupings should be:

2
 10 groups of 10s 2 groups of 50s
5 groups of 20s 20 groups of 5s
4 groups of 25s
Ask:
 How many groups of 10s did you make with your 100 sticks?
Call a pupil to write the number on the board.
 How many groups of 50s did you make out the 100 sticks?
Call another pupil to write the next equation on the board.
Ask the same with the other groups they form letting them write
the equation formed on the board.
10 groups of 10s = 100 2 groups of 50s = 100
5 groups of 20s = 100 20 groups of 5s = 100
4 groups of 25s = 100
Let pupils read the equation on the board.
Activity 2 – Group activity
Group pupils into 4-5 smaller groups and distribute the materials to
be used.
Each group member will merge their material brought if necessary
so that they will not have less than 500 sticks.
Say:
Let us count 100 sticks then bundle it using a rubber band. Show
the pupils how to do it.
Ask: How many sticks are there in this bundle?
Let a pupil write the number on the chart.

Ask: How many digits are there in the number 100?

Say: Now, add 1 stick with this bundle, what do you think is the new
number?
Let a pupil write 101 on the board next to 100 separating the
number with a comma or a space. (Guide the pupil if necessary.)
Continue doing this up to 105 letting some pupils write each
succeeding number.
The finished series on the chart should look like this:
100, 101, 102, 103, 104, 105
Ask: If we continue adding 1 stick, what‟s the next number to 105?
And the next? The next (up to 120)

The teacher may ask the pupils to show or model the following:
1 bundle or group of 100s, 4 bundles or groups of 10 and 7 loose
ones
Ask: What number does it represent?
Say: Write the number on the board.
Provide other bigger numbers e.g. 192. Pupils could also be
asked to show 200 using counters.

3
 Ask: How many bundles of 100s? 10s? 1s?
Give other examples of bigger numbers. Let pupils continue filling
in the number chart.

Activity 3. Using cut-outs, drawings or illustrations

Look at the set of pictures or illustrations on the board.

Say: Each bundle has 10 sticks.

Ask: How many bundles of 10 sticks are there in each group?
How many groups of 10 bundles are there?
How many stick/s is/are not bundled?
What number does these 2 groups of 10 bundles and 1 stick
represent?
Call a pupil to write 201 after 200 on the number chart. Use other cut-
outs, drawings or illustration. Ask similar questions like those of the
above. Have pupils write the numbers represented by the illustrations on
their Show-Me-Boards. Let them read the numbers.
In some instances, the teacher may just ask the pupils to recite
some numbers in sequence while writing them on the chart. e.g. 250
Ask: What do you think will be the next number? Next four numbers?

C. Processing the Activities

Ask the pupils to show the following using their sticks.
105 106 107 149 367
Ask the pupils to show the following using drawings or illustrations.
398 465 489 249 286

D. Summarizing
How did we identify the number in each set of objects?
What did we do with the objects?

E. Reinforcing Concept/Skills
Look at the set of objects below and identify the correct number to
represent the set of objects.
(Refer to LM Leksyon 1, Hilikuton 1)

F. Applying to New or Other Situations

Let pupils read the problem and do what is asked.

4
 Problem:
In a Mathematics class, Miss Santos asked her pupils to
group the rubber bands into hundreds, tens and ones.
This is how the pupils group the rubber bands. Can you help
the pupils identify the number by encircling the correct number?

(Refer to LM Leksyon 1, Hilikuton 2)

G. Evaluation

Look at the objects, give the correct number.

(Refer to LM Leksyon 1, Hilikuton 3)

H. Home Activity

Make a drawing or illustration showing

1. 104
2. 340
3. 365
4. 500

5
Lesson 2: Visualizing, Identifying and Associating Numbers from 501 to
1000

Objectives: Visualize and identify numbers from 501 to 1000.

Associate numbers from 501 to 1000 and give the number of objects.
Materials: sticks, cut-outs, activity sheets
Value: Cooperation
Instructional Procedure

A. Preliminary Activities
1. Drill: Skip counting by 2s, 5s,10s
Let pupils do the skip counting by rows.
2. Review:
Look at the pictures and identify the correct number. Give your
answers orally.

B. Developmental Activities
1. Motivation
Let pupils study the illustration in LM Leksyon 2.
Ask: Can you guess how many tomatoes are there in each kaing?
(Children will give several guesses)

2. Activities:
Let the pupils prepare their sticks/straws to be used in this activity.
Say: Let us help the two boys count the tomatoes they harvested
using sticks/straws they brought.
Let them show the sticks while counting them up to 100 then bundle
it with a rubber band until they have counted 5 bundles of 100
sticks/straws.
Ask: How many sticks do we have with these 5 bundles?
Let a pupil write the number on the board.
Let them read the number symbol aloud.
How many digits are there in 500?
Say: Now add 1 stick to these 5 bundles of 100s.
Ask: What is the new number?
Call a pupil write 501 next to 500 on the number chart used in
Lesson 1 reminding them to separate the numbers with a
comma/space.
Let everybody read the number symbol aloud.
Continue doing this up to 510 letting some pupils write each
succeeding number.
The finished series on the chart should look like this:
501, 502, 503, 504, 505, 506, 507, 508, 509, 510

6
 Activity 1. Using counters

Display the bundled sticks of 100s, 10s and 1s on the table.

Using the sticks on the table call the pupils to show the following:
1. 785 4. 927 7. 654
2. 842 5. 683 8. 987
3. 591 6. 536
Activity 2. Using cut-outs, drawings or illustrations
Look at the set of pictures or illustrations on the board.

Say: Each 1 big bundle has 100 sticks. Each 1 small bundle has 10 sticks.
Ask: How many bundles of 100 sticks are there in each group?
How many groups of 10 bundles are there?
How many sticks are not bundled?
What number does this illustration represent?
Call a pupil to write 612 beside the illustration.
Give other examples of bigger numbers. Use cut-outs, drawings or
illustration.
.Ask: How many bundles of 100s? 10s? 1s?
Have pupils write the numbers represented by the illustrations on the
board. Let them read the numbers.

Activity 3. Group Activity

Note: Each group of pupils will be provided activity sheets and cut
outs labeled with 100s, 10s and 1s in an envelope.
Assign each group a leader to report their output.
100 1
100

Paste the labeled cutouts to form a set equivalent to the given number.
Activity Sheet
Group 1 Group 2 Group 3 Group 4
1. 568= 1. 687= 1. 679= 1. 598=
2. 946= 2. 596= 2. 946= 2. 679=
3. 762= 3. 742= 3. 857= 3. 863=
4. 869= 4. 891= 4. 764= 4. 946=
5. 894= 5. 978= 5. 586= 5. 762=

7
Group Reporting

Ask: Did you cooperate with your group.

C. Processing the activities.

In some instances, the teacher may just ask the pupils to recite some
numbers in sequence by continuing filling in the number chart until
1000. e.g. 650, 651, 652….1000
Ask: What do you think will be the next number? Next five numbers?

D. Summarizing
How did we identify the correct number in each set of objects?
(We look at the objects and count.)

E. Reinforcing Concept/Skills
Look at the picture; give the correct number for the set of objects.
(Refer to LM Leksyon 2, Hilikuton 1)

F. Applying to New or Other Situations

Read the following and do what is asked.
(Refer to LM Leksyon 2, Hilikuton 2)

G. Evaluation
Match the correct number in column A with the correct group of objects
in column B.
Write the letter of the correct answer on your paper.
(Refer to LM Leksyon 2, Hilikuton 3)

H. Assignment
Look at the picture and give the correct number for the given set of
objects. Write your answer on your notebook.
(Refer to LM Leksyon 2, Hilikuton 4)

8
Lesson 3: Counting and Grouping Objects in Ones, Tens, and Hundreds

Objective: Count and group objects in ones, tens, and hundreds.

Materials: Counters (straws, sticks, rubber bands), cut outs, flats, longs, ones,
activity sheets.
Value: Attentiveness
Instructional Procedure

A. Preliminary Activities
1. Drill
Let the pupils do the skip counting by rows orally.
Skip counting by 2s, 5s, and 10s

2. Review
Let the pupils answer the exercises orally.
Give the correct number for each set of picture.
(Refer to LM Leksyon 3, Hilikuton 1)

B. Developmental Activities
1. Motivation
Let children study the illustration.
Refer the pupils to the illustration to LM Leksyon 3, Hilikuton 1.

2. Activity 1
Let pupils count while pointing on each small square in the first
column.
Ask: How many individual squares are there?
Say: We call this individual squares ones.
Let us count the small squares while pointing to each in the next
illustration.
Ask: How many small squares are there?
Say: We call this longs.
Do the same with the one hundred small squares.
Tell the pupils that the one hundred squares is called a flat.
Explain that our number system is based on grouping by tens.

9
Activity 2
Prepare improvised flats, longs and ones (example: Cut
cartolinas subdivided into 100 equal small squares for flats, 10
equal small squares for longs, individual small squares for ones.
Prepare exercises on the board for children to fill out.
____ hundreds, ____ tens, _____ ones = ______
____ hundreds, ____ tens, _____ ones = ______
____ hundreds, ____ tens, _____ ones = ______
____ hundreds, ____ tens, _____ ones = ______
____ hundreds, ____ tens, _____ ones = ______
Remind pupils that 1 flat is equivalent to 1 hundred, 1 long is
equivalent to 10.
Show the pupils: 3 flats, 5 longs and 9 individual squares.
Ask: How many flats do we have here? (3 flats)
It is equivalent to ____. (3 hundreds)
How many longs? (5 tens)
It is equivalent to _____.
How many ones? (9 ones)
Call a pupil to write the correct number on the blank.
3 hundreds, 5 tens, 9 ones = 359
Show another set of flats, longs and individual small squares.
Ask the same questions and let them fill the blanks on the board.
C. Processing the Activities
How many individual squares are there in one long?
How many small squares are there in one flat?
D. Generalizing
How did we group the numbers?
Did the grouping of the numbers help you to count numbers easy?
E. Reinforcing Concept/Skill
Let pupils answer the exercises. See to it that each pupil will do the
activity.
Count the group of objects. Connect the picture with the correct
number.
(Refer to LM Leksyon 3, Hilikuton 2)
F. Applying to New or Other Situations
Count each group of objects write the missing number.
(Refer to LM Leksyon 3, Hilikuton 3)
G. Evaluation
Count the group of objects and give the missing number. Write your
answers on a pad paper.
(Refer to LM Leksyon 3, Hilikuton 4)

10
 H. Assignment
Draw on your notebook groups of hundreds, tens and ones for the
following numbers.
(Refer to LM Leksyon 3, Hilikuton 5)

Lesson 4: Reading and Writing Numbers from 101 through 500 in

Symbols and in Words

Objective: Read and write numbers from 101 through 500 in symbols and in
words.
Materials: number chart, activity cards, Show-Me-Boards
Value: Industry
Instructional Procedure

A. Preliminary Activities
1. Drill

Prepare a number chart from 0 – 100.

Ask 3 pupils to stand at the isles starting at the back of the

classroom. Tell pupils to read the numbers on the number chart as
it is pointed by the teacher. For every correct answer, a pupil will
execute one giant step forward. The first to reach the finish line in
front is the winner.

2. Review:

Divide the class into four groups. Ask a representative from each
group to write the numbers in words on the board as dictated.
6 15 58 90 100

B. Developmental Activities

1. Motivation:
Show the picture to the whole class.
(Refer the pupils to the picture to LM Leksyon 4)
Say: Look at the picture.
Ask: What can you see in the picture?
What do these animals give us?
Do you also have these animals at home?

11
 2. Presentation
Refer to LM Leksyon 4.
Tell pupils to read the word problem.
Ask:
- Who owns a big poultry farm?
- How does Mang Carding earn a living?
- What does he raise?
- How many chickens does he have?
- How many ducks? Geese? Turkeys?
Valuing: What kind of person is Mang Carding?
Ask:
What are the numbers mentioned in the story?
Write the numbers on the board.

101 102 103 104

Let the pupils read the numbers then write the numbers in words.
The pupils may complete the number chart that they have started in
Lessons 1 & 2. The teacher could ask them to read the numbers
and write them in words.
Example # 1. Using the counters
Show 181.
Let the pupils read the number, then write the number in symbols
and in words.
Example 2. Using the drawings
Pupils will read and write the number in symbols and in words.

100 100 10 10 10 1 1

1
1

10 10
100

100 100 1 1 1 1 1 1

1 1 1
100 100

Example # 3. Write the numbers in symbols and in words

a. 2 hundreds, 9 tens and 6 ones
b. 4 hundreds and 2 ones

12
 Activity 1. Group Work
Group the class into 4-5 small groups. Assign a leader to present
their output.
Tell pupils to read the following number symbols. Then write the
number word by filling in the missing words.
1. 465 - ____ hundred____-five
2. 382 - ____hundred ____-two
3. 257- ____hundred____-seven

C. Processing the Activity

Group Reporting
To read numbers in symbols, do we read them by single-digit?
Where do we start reading the numbers- left or right?
D. Generalizing
How are they read?
How are numbers written?
E. Reinforcing Concept/Skill

NOTE: Tell pupils to prepare their Show-Me-Boards or

any similar instructional material.
Work in Pairs

Tell pupils to look for a partner (preferably their seatmate). One pupil
will write the number in symbol while his/her partner will write the
number in words as dictated. Then, checking of work follows. The
class will read their work altogether. After some time, partners will
exchange roles.
107 138 260 489
F. Applying to New or Other Situations
Let pupils prepare their Show-Me-Boards and chalk for this activity.
Read the following and do what is asked.
(Refer to LM Leksyon 4, Hilikuton 1)
G. Evaluation
a. Read the number and write the number words on a sheet of paper.
b. Read the number words and the correct number symbols.
(Refer to LM Leksyon 4, Hilikuton 2)
H. Home Activity
(Refer to LM Leksyon 4, Hilikuton 3.)

13
Lesson 5: Reading and Writing Numbers from 501 Through 1000 in
Symbols and in Words

Objective: Read and write numbers from 501 through 1000 in symbols and in
words.
Material: Flash cards, number cards, activity sheets, counters
Value: Gratitude
Instructional Procedure

A. Preliminary Activities
1. Drill
Prepare cards with number symbols and words.

Divide the class into four. A member from each group will stand at the
isle of the room from the back. As the card is flashed, they will read it.
The first pupil to read correctly earns a point for the group. The group
with the most number of points wins the game.

one hundred forty-seven two hundred seventy-one 117

three hundred nine four hundred eighty 306

2. Review:
Prepare number cards with corresponding number
symbols to be used in this activity.
“Pairing Game”
 Call 2 sets of 5 pupils at a time
 One set of pupils will be given flashcards with number
symbols, the other set will be given with number words.
 The teacher will give a signal “Look for your partner”. The
pupils holding a number symbol in set A will look for the pupil
holding number word in set A.

B. Developmental Activities
1. Motivation
Refer the pupils to the picture of LM Leksyon 5.
Let the pupils look at the picture.
Ask: What can you see in this picture?
2. Presentation
Reading of the story

(Refer the pupils to the picture to LM Leksyon 5)

Answering the comprehension questions.

14
 a. Who owns a big rice land?
b. What did Mang Ando harvest in the farm?
c. Does your father also plant rice?
d. Are you thankful for the graces that you have received? Why?
e. How many sacks of rice did he harvest last year? Corn?
f. How many sacks of rice did he harvest this year? Corn?

Activity 1
Have pupils write the numbers used in the story.
Last Year This Year
Palay - 565 718
Mais - 625 641

Let them read the numbers

Ask:
In 565, how many hundreds are there?
How many tens? How many ones?
Call pupils to write the missing numbers on the blank.
5 hundreds 6 tens 5 ones
Call another pupil to write the number word below the number
symbol.
5 hundreds, 6 tens, 5 ones
Five hundred sixty five
Say:
We write the number 565 in words as:
five hundred sixty-five
Follow the same procedure with numbers:
625 718 641

Activity 2
Fishing Game
Note: The teacher will prepare cut outs of fish with a 3-digit number
written on it and its corresponding number words written on flash
cards.
Place the cut outs inside a box and the number words in a
pocket chart.

Mechanics:

The pupils will form a big circle. The ball will be passed
while a song is played. When the music stops, a pupil who is
holding a ball will go fishing. Fish a cut out from the box, read
the number and look for the number word in a pocket chart.

15
 Activity 3: Group activity
Note: Prepare activity sheets to be used in this activity.
Each group will be provided with activity sheet.

Write the correct number word for each number.

Group 1 Group 2 Group 3 Group 4
562 – 828 – 527 – 891 –

785 – 945 – 632 – 673 –

890 – 673 – 951 – 745 –

C. Processing the Activity

In what ways can we write a number? (We can write numbers in
symbols or in words?
Is zero important? Why? (Zero is the place holder.)
D. Generalizing
How do we read and write numbers? (A number can be written in
symbols and in words.)

E. Reinforcing Concept/Skills
Read the number and give the missing word. Write your answer on
your pad paper.
(Refer to LM Leksyon 5, Hilikuton 1)
F. Applying to New/Other Situations
Read the story carefully and do what is asked.
(Refer to LM Leksyon 5, Hilikuton 2)
Rico‟s hobby is collecting stamps. He has collected 285
Philippine stamps and 167 foreign stamps.

What are the numbers found in the story?

Write the numbers in words.
1. 285 =
2. 167=
G. Evaluation
Write the number words in symbols. Write the answer on your paper.
(Refer to LM Leksyon 5 Hilikuton 3)
H. Home Activity
Write the following symbols in words.
(Refer to LM Leksyon 5, Hilikuton 4)

16
Lesson 6: Counting Numbers by 10s, 50s and 100s

Objective: Count numbers by 10s, 50s and 100s.

Materials: A picture of a boy helping his mother number cards, short sticks or
plastic straws (the regular plastic straws cut into 3), rubber bands
Value: Helpfulness
Instructional Procedure

A. Preliminary Activities:
1. Drill
Prepare pictures like the ones below. Tell the pupils that there
are 10 fruits in each bundle. Let them write the correct number
on their Show-Me- Boards, as you show them each set of
pictures.

a. = =

b. = =

c. = =

d. =

e. =

17
 2. Review
Prepare the following on the board. Let pupils read the
numbers aloud and give the next three missing numbers in
each group.

a. 5, 6, ___, ___, ___ d. 10 , 15 , ___ , ___ , ___

b. 10, 11,___, ___, ___ e. 30 , 35 , ___ , ___ , ___
c. 22, 24 ___, ___, ___

B. Developmental Activities
1. Motivation
Refer the pupils to the picture of a boy helping his mother as found
in their LM Leksyon 6.

Ask:
What do you see in the picture? Do you like to know why the boy is
helping his mother? And how he is helping her?
Say:
Let‟s read the story about “Mother‟s Helper”

Activity 1. Reading of the story

Mother‟s Helper
Henry wakes up early to help his mother sell calamansi at
the market. The pieces of calamansi are placed in packs of 10s,
50s, and 100s.

Ask the pupils the following questions:

1. Who helps Mother in the market?
2. What does Henry do to help his mother?
3. Is it good to be helpful? Why?
4. What do Henry and his mother sell at the market?
5. How does Henry pack the calamansi?

Activity2.
Say: Let‟s study the groupings that Henry made. But we shall use
Sticks/plastic straws instead of calamansi.
Group pupils into 4 – 5 smaller groups and distribute sticks or straws
and rubber bands to each group.

18
 Say: Let‟s bundle our sticks/plastic straws by 10s”. (Show the class
how to do this.)
Show your one bundle of 10. (See to it that every group does this.)

Let a pupil write number 10 on the board.

Say: Now get another bundle of 10 and put it near the first bundle.
(A group can merge with another to share materials.)

Ask: How many sticks do you have now?

Write the number 20 next to 10, separating them with a comma.

Continue doing this up to number 50, letting some pupils write each
succeeding number. You may use the materials from other groups
to form the next numbers. Then, let the whole class read aloud the
number formed.

The number series should look like this on the board:

10, 20, 30, 40, 50

Ask: How many sticks/straws do we add to each bundle every time?

(10) If we continue adding bundles of 10, what‟s the next
number to 50? The next? (Up to 100)

The number series should look like this on the board:

10, 20, 30, 40, 50, 60, 70, 80, 90, 100

Introduce counting backwards by 10.

Say (while demonstrating): If we have 100 at the start, and we take

away 1 bundle of 10 one at a time, what‟s the next number? (90) the
next? (80)…up to 10.

The number series will look like this:

100, 90, 80, 70, 60, 50, 40, 30, 20, 10

19
 Activity 3

Let the pupils bundle their materials by 10 to make a group of 50.

Using this bundle of 50, follow the same procedure in Activity 2. If
needed, combine the materials from other groups to form the
number.
Ask:
How many sticks/ straws did we add every time? (50)
The finished series written on the board may look like this:
50, 100, 150, 200, 250, 300, 350, 400, 450, 500, 550 . . . 1000

Introduce counting backwards by 50.

Ask: Starting from 1000, what will be the next number if we count
backwards?
The finished series written on the board may look like this:
1000, 950, 900, 850, 800, 750, 700, 650, 600, 550, 500…..100, 50
Activity 4
For the series 100, 200, 300, 400 . . . 1000, you may use number
cards like the ones below:
100 200 300 . . .1000

Follow the same procedure in Activities 1 and 2 using the number

cards. Call some pupils to write the numbers on the board. Let other
pupils write the numbers backwards. Have the class read the number
series.
C. Processing the Activity
Ask: How many numbers do we add each time we count by 10‟s?
How many numbers do we add each time we count by 50‟s?
How many numbers do we add each time we count by 100‟s?
D. Summarizing the lesson
Ask: How do we count by 10s, 50s, 100s?

When counting by 10s, the next number is 10 more and so on.

When counting by 50s the next number is 50 more and so on.
When counting by 100s the next number is 100 more and so on.
When counting backwards by 10s, the next number is 10 less than
the first number and so on.
When counting backwards by 50s, the next number is 50 less than
the first number and so on.
. When counting backwards by 100s, the next number is 100 less
than the first number and so on.
. 20
 E. Reinforcing the concepts and skills
a. Count by 10s. Give the missing numbers orally.
b. Count by 50s. Give the numbers that are not used in counting by 50s.
c. Count by 100s. Give the next numbers Write on the blanks.
(Refer to LM Leksyon 6, Hilikuton 1)

F. Applying to New or Other Situations

a. Count by 10s. Trace the dots on a piece of pad paper and connect
them to form the figure.
b. Count by 50s. Trace the dots on a piece of pad paper and connect
them to form the figure.
c. Count by 100s. Trace the dots on a piece of paper and connect them
to form the figure.
(Refer to LM Leksyon 6, Hilikuton 2)

G. Evaluation:
Count and write the missing numbers on your pad paper.
(Refer to LM Leksyon 6, Hilikuton 3)

H. Assignment.
Complete the following by giving the missing numbers. Write your
answers in your notebook.
(Refer to LM Leksyon 6, Hilikuton 4)

Lesson 7: Giving the Place Value of Each Digit in a 3-Digit Number

Objective: Give the place value of each digit in a 3-digit number.

Materials: Picture of a library, place value charts, and number cards per group
Value: Caring for books
Instructional Procedure

A. Preliminary Activities
1. Drill. Skip counting by 10s, 50s, and 100s
Let the pupils do the skip counting by 10s, 50s, and
100s orally by rows.

2. Review.
Prepare the exercises on the board. Call some
pupils to fill the blanks with the tens and ones for
each number.

21
 a. 63 = _____ tens _____ ones _____
b. 96 = _____ tens _____ ones _____
c. 74 = _____ tens _____ ones _____
d. 12 = _____ tens _____ ones _____
e. 30 = _____ tens _____ ones _____

B. Developmental Activity
1. Motivation

Show the class a picture of a library.

Ask:
What‟s in the picture? What are the children doing in the library?
What are the things found in the library?

Activity 1
Ask the pupils to read “The School Library” silently. Then ask the
questions that follow.
The School Library
In a school library, there are 576 Mathematics books, 324
English books, 476 Filipino books and 967 other books.

Ask:
How many Mathematics books are there in the library? English
books? Filipino books? Other books?
Then ask the following:
Do you take good care of the books in the library? Why do you
have to? Do you also take good care of your books? Why? How
do you take good care of your books?
Call pupils to write the following numbers on the board.
Let them read each number orally.
567 324 476 967

Ask:
How many digits are there in the number 567? Guide the pupils to
count the digits starting from ones.

22
Ask: What digit is in the ones place? tens? or What is the place value
of 7? 6? What do you think is the place value of 5? Why?
Call a pupil to write on the board:
567 = ___ hundreds, _____ tens, ____ ones
Use the same procedure with these numbers:
324 476 967

Activity 2. Using a Place Value Chart

A. Show on the board a place value chart with only tens and ones.
Ask the pupils if they know how to put these numbers in the
chart: 63, 96, and 74
Let the pupils explain the meaning of each of these numbers, in
terms of the number of tens and ones.
B. Using the numbers written on the board, call the pupils to write
the numbers in the place value chart. The finished work may
look like this:
Place Value Chart
Hundreds Tens Ones
5 6 7
3 2 4
4 7 6
9 6 7
Ask:
In 567, what is the place value of 5? of 6? of 7?
Ask: In 324, what digit is in the hundreds place? What is its value?
Let the pupils write 3.

Ask: What digit is in the tens place of 324? What is its value?
Let the pupils write 2 after 3.

Ask: In 324, what digit is in the ones place? What is its value?
Let pupils write 4 after 2.

Ask similar questions like those of the above for 476 and 967.
Activity 3.
Prepare number cards 0-9 (maybe cut-out numbers from old
calendars) and place value charts (without the numbers).
Group the class into 5 groups. Distribute the sets of number
cards 0-9 and a place value chart to each group
Say: Using the number cards and the place value chart, place the
cards in their correct place value as I say the number.

23
 Example: 659
Hundreds Tens Ones
6 5 9
Ask:
What is the value of 6? of 5? of 9?
Call a pupil to put 6 in the tens place.

Ask:
Do they have the same value? Why or why not?
Call another pupil to put 9 in the hundreds place.

Ask again:
Do they have the same value? Why?
Give two more three-digit numbers and proceed in the same
manner.
C. Processing the Activity

Ask:
In our sample numbers (659,567, 324, etc.), how many digits do they
have? What do we call these numbers (Expected answer: three-digit
numbers.)
What place values of three-digit numbers have we just discussed?
(Expected Answer: the hundreds, tens and ones)
What is very helpful in knowing the place value of certain digits?
(Expected Answer: a place value chart)

D. Summarizing
Say: Give the different place values in a three-digit number.
Ask: What did we use to give the place value of each digit easily?

E. Reinforcing Concept/Skills
Let pupils do this exercise on a pad paper.
Write each number in the place value chart.
Place Value Chart
(Refer to LM Leksyon 7, Hilikuton 1)

F. Applying to New or Other Situations

Give the place value of the underlined digit. Write hundreds, tens, or
ones on your paper.
(Refer to LM Leksyon 7, Hilikuton 2)

G. Evaluation
Do what is asked in the instruction.

24
 (Refer to LM Leksyon 7, Hilikuton 3)

H. Home Activity
Give the place value of each underlined digit. Write hundreds, tens or
ones in your notebook.
(Refer to LM Leksyon 7, Hilikuton 4)

25
Lesson 8: Writing Three-digit Numbers in Expanded Form

Objective: Write three-digit numbers in expanded form.

Materials: Show-Me-Cards, number cards,
Value: Accuracy, Neatness in doing one‟s work
Instructional Procedures
A. Preliminary Activities
1. Drill.
Prepare the number cards to be used in this activity.
Let pupils prepare their Show-Me-Cards for their answers.

Write the correct number on your Show-Me-Cards as I flash the

number cards.
a. 2 tens and 9 ones = ___
b. 6 tens and 8 ones = ___
c. 8 tens and 3 ones = ___
d. 5 tens and 2 ones = ___
e. 4 tens and 7 ones =___
2. Review
Write the exercises below on the board. Call on some
pupils to write their answers directly on the board so
classmates can verify their accuracy.

Give the correct digit for the given place value.

1. 486 = hundreds 3. 728 = ones 5. 853 = hundreds
2. 382 = tens 4. 571 = ones
B. Developmental Activities
1. Motivation
Recall the short story on the number of books in the library.
Ask: Can you recall the number of books in the story about the
school library? How many were Mathematics books?
English books? Filipino books? other books?
Say: Here‟s the number of books again:
Mathematics books = 576 English books = 324
Filipino books = 47 Other Books = 967
We will study these numbers again.
Activity 1
Let the pupils study the numbers on the board.
576 324 467 967

26
 Ask: In 576, how many hundreds are there? What is the value of
5? (500) How many tens? What is the value of 7? (70) How
many ones? What is the value of 6?
Let pupils understand that numbers may be written in different
ways: in symbols, in words , or in expanded form.
Say: The number 576 may be written in this way:
576 = 5 hundreds, 7 tens, 6 ones
It can also be written as:
500 + 70 + 6
The same question will be asked with these numbers:
324 467 967

Activity 2: Group Activity

Group the class into 4 smaller groups. Each group will
be given a different activity sheet

Activity Sheet for Group 1

Write the numbers in expanded form by filling the blanks.
Write your answers in your notebook.
1. 468 = _____ hundreds, _____ tens, and _____ ones
= _____ + _____ + _____
2. 529 = _____ hundreds, _____ tens, and _____ ones
= _____ + _____ + ______
3. 671 = _____ hundreds, _____ tens, and _____ ones
= _____ + _____ + ______
4. 701 = _____ hundreds, _____ tens, and _____ ones
= _____ + _____ + ______

27
 Activity Sheet for Group 2
Write the numbers in expanded form by filling the blanks.
Write your answers in your notebook.
1. 396 = _____ hundreds, _____ tens, and _____ ones
= _____ + _____ + ______
2. 920 = _____ hundreds, _____ tens, and _____ ones
= _____ + _____ + ______
3. 867 = _____ hundreds, _____ tens, and _____ ones
= _____ + _____ + ______
4. 573 = _____ hundreds, _____ tens, and _____ ones
= _____ + ______ + ______

Activity Sheet for Group 3

Write the numbers in expanded form by filling the blanks.
Write your answers in your notebook.
1. 265 = ____ hundreds, _____ tens, and _____ ones
= _____ + _____ + _____
2. 358 = _____ hundreds, _____ tens, and _____ ones
= _____ + _____ + _____
3. 972 = _____ hundreds, _____ tens, and _____ ones
= ______ + _____ = _____
4. 841 = _____ hundreds, _____ tens, and _____ ones
= _____ + ______ + _____

Activity Sheet for Group 4

Write the numbers in expanded form by filling the blanks.
Write your answers in your notebook.
1. 653 = ____ hundreds, _____ tens, and _____ ones
= _____ + _____ + _____
2. 467 = _____ hundreds, _____ tens, and _____ ones
= _____ + _____ + _____
3. 783 = _____ hundreds, _____ tens, and _____ ones
= ______ + _____ = _____
4. 948 = _____ hundreds, _____ tens, and _____ ones
= _____ + ______ + _____

28
Activity 3
Write the letter of the correct answer. Write your answer on the board.
(Refer to LM Leksyon 8, Hilikuton 1)

C. Processing the activity

In the different examples of numbers we have discussed, what is
common among them? (Expected Answer: All were three-digit
numbers.) What were the three place values taken up?
Does the place value affect the value of the number?
In the number 692, what‟s the value of 6? 9? 2? How do we write this
number in expanded form?
(Expected Answer: 600 + 90 + 2 )
D. Summarizing the lesson
Ask: How do we express the sum of the values of all the digits in
692?
(Expected Answer: 600 + 90 + 2 )
Lead the pupils to this summary of the entire lesson:
Remember:
The expanded form of a number expresses the number as the
sum of the values of its digit. It gives the value of each digit in the
number.

E. Reinforcing Concept/ Skills

Write the expanded form for the following numbers. Write your
answers on the board.
(Refer to LM Leksyon 8, Hilikuton 2)
F. Applying to New or Other Situations

Draw a big mango tree. Prepare cutouts of mango fruits with

a 3-digit numbers on each fruit. Attach these to the drawing.
It‟s harvest Time!
Call a pupil one at a time, to pick some fruits and then read
aloud the number and later write the expanded form of that
number on the board.

29
 G. Evaluation
Write the numbers in expanded form. Write your answer on your pad
paper.
(Refer to LM Leksyon 8, Hilikuton 3)

H. Home Activity
a. Write the following number in expanded form. Write your answers
in your notebook.
b. Write in your notebook the number for each of the following.
(Refer to LM Leksyon 8, Hilikuton 4)

Lesson 9: Comparing Numbers Using >, < or =

Objective: Compare numbers using >, <, or =.

Materials: Pocket chart, place value chart, bundle of sticks,
picture of a boy and a girl saving money,
Value: Thrift
Instructional Procedures

A. Preliminary Activities
1. Drill /Review.
Let the pupils write the answer on the board.
Ask: What is the missing number to complete the pattern?

Prepare these exercises on the board. Call the pupils to

write the numbers before and after on the blank.

a. Write the number before.

__, 65 __, 96 __, 37 __, 42 __, 78 __, 53

30
 b. Write the number after
86, ___ 48, ___ 71, ___ 93, ___ 57, ___ 35, ____

Note: Suggested exercises for fast learners.

a. Give the first two numbers that comes before.

1. ___, ___, 72 3. ___, ___, 85 5. ___, ___, 78
2. ___, ___, 67 4. ___, ___, 93
b. Give the next two numbers after the given number.
1. 63, ___, ____ 3. 71, ___, ___ 5. 85, ____, ____
2. 82, ___, ____ 4. 96, ____, ___

B. Developmental Activities
1. Motivation

Ask: How much baon does your mother give you?

What do you buy with your baon?
Do you spend all your baon?
What do you do with some of your baon?

2. Activity 1

Say: These are Judy and Cris.

Ask: What do you think are they doing?
Do you like to know why they are saving money?
We are going to read a story about them.

31
 Reading of the story
Saving Money
Judy and Cris saved money from their baon to buy a gift for their
mother‟s birthday. After a month they counted their money. Judy has
saved 287 pesos while Cris has saved 289 pesos. They bought their
mother a beautiful wallet. Mother was very happy.

Ask:
1. Who will celebrate her birthday?
2. What did Cris and Judy do with their baon?
3. Why did they save some money?
4. How much has Judy saved?
5. How much has Cris saved?
6. What kind of children are they?
7. How did mother feel when she received the gift?
8. Do they love their mother?
9. Do you also love your parents?
(Refer to LM Leksyon 9)
Activity 2
Note: Prepare bundles of sticks to be used in this activity.
Display a pocket chart and draw a place value chart on the
board.

1. Use bundles of objects to illustrate the number used in the story.

Call pupils to put the objects in the pocket chart.

Pocket Chart
Hundreds Tens Ones

Ask: In 287, how many bundles of 100 sticks are

in the hundreds place? Tens places, ones
place?

32
 How about in 289, how many bundles of 100s are there?
How many bundles of tens? How many individual sticks?

Call the pupils to write the numbers in their correct place

value as shown below.
Place Value Chart
Hundreds Tens Ones
2 8 9
2 8 7
= = 9>7

2. Let the pupils compare the bundles of objects and the numbers
under each column ,
3. Introduce the symbols:
> for greater than
< for less than
= for equal to
Step 1 – Compare the number of bundles of objects and the
number in the hundreds place
Ask: How many bundles of 100 sticks are there in 287? In 289?
Which is greater? (They are equal)
Call a pupil to write the symbol “=” below the numbers 2
under the hundreds column.
Step 2 – Compare the number of bundles of objects and the number in
the tens place
Ask: How many numbers of 10 are there in 287? In 289?
Which is greater? (they are equal)
Call a pupil to write the symbol “=” below the numbers 8 in the tens
column.
Step 3 – Compare the number of objects and the numbers in the ones
place.
Ask: How many 1s are there in 287? In 289?
Which is greater?
Call a pupil to write the equation 9 > 7
Ask: Which of the two numbers is greater?
Which is less?
Let a pupil write the equation on the board. Guide him/her if
necessary.

33
 289 is greater than 287 287 is less than 289
Let another pupil write the equation on the board using the symbols
> or <.
289 > 287 ; 287 < 289
Give other examples wherein the numbers in the tens and hundreds
place are not equal.

C. Processing the Activity

In comparing 289 and 287:
What numbers did we compare first? second? last?

D. Generalizing
How do we compare three-digit numbers?
What do we compare first?
(In comparing three-digit numbers, first we find the highest place value
when the digits are different.)
What are the symbols used in comparing numbers?

Remember
< for greater than
< for less than
= for equal to
E. Reinforcing Concept/Skills
Call pupils to answer the exercise orally.
Check your understanding:
Compare the numbers. What symbol should be inside the circle?
(Refer to LM Leksyon 9, Hilikuton 1)

F. Applying to New or Other Situations

34
 Read the following and do what is asked.
The Grade Two pupils are busy planting the trees they brought
for the “Plant a Tree, Save the Earth Contest”. They already have
planted 463 Ipil-ipil trees and they still have 386 Mahogany trees left.

Compare the number of Ipil-ipil trees with the number of Mahogany trees.
Which is greater? Which is less?
What number should be on the blank to make the expression correct:
a. ____ > ____ b. ____ < ____
(Refer to LM Leksyon 9, Hilikuton 2)

G. Evaluation
Compare the following numbers, use the symbols >, < or =.
Write your answers on a piece of paper.
(Refer to LM Leksyon 9, Hilikuton 3)

H. Home Activity
Compare the following numbers, use the symbols >, < or =.
Write your answers on a piece of paper.
(Refer to LM Leksyon 9, Hilikuton 4)

35
Lesson 10: Ordering Numbers from 101 Up to 500 from Least to
Greatest

Objective: Order numbers from 101 up to 500 from least to greatest.

Materials: Number line, short sticks or plastic straws used in the previous
lessons
Value: Accuracy
Instructional Procedure:

A. Preliminary Activities
1. Drill
Prepare these exercises on the board.
Call some pupils to write the next two numbers on the blank.

Write the next two numbers on the blank.

a. 63, ___ , ___ c. 36, ___ , ___ e.19, ___ , ___
b. 46, ___ , ___ d. 27 , ___ , ___
2. Review
Prepare these exercises on the board.
Let the pupils compare the numbers and write the
symbols “ >, <or =” inside the box.

a. 400 + 20 + 2 486 d. 325 359

b. 276 198 e. 5 tens 438

c. 165 192

B. Developmental Activities
1. Motivation
Show to the class the number line.

100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117

Ask:
What is this? (A line with numbers; a number line)
What can you see in this number line?
(Refer LM Leksyon 10)
2. Activity 1
Let the pupils study the number line.
Explain the expressions comes before , comes after , between.

36
 Let the pupils read the numbers in the number line.
Then say any number (ex. 108) from the number line and point it.

Ask:
What number comes before 108?
What number comes after 108?
Say another number example 118.
Let another pupil point 118 on the number line and ask what comes
before or after.
Say two numbers (ex. 105 and 107).
Let a pupil point again the numbers on the number line.

Ask: What number is between 105 and 107?

Activity 2: Group Activity

Group the pupils into 4 -5 smaller groups and distribute the

materials to be used.
Say: “Let‟s bundle our sticks/straws by 100.
Let them show one bundle of 100 they made. (See to it that every
group does this.)
Call a pupil to write the number 100 on the board.
Say: Now, get one stick and put it near the 1 bundle of 100.
Ask: How many sticks do you have now?
Let a pupil write the number 101 next to 100.
Get another stick and put it near the 101 sticks.
Ask again, how many sticks do you have now?
Call another pupil to write 102 next to 101 separating them with a
comma or a space between each number.

Continue doing this up to 105, letting some pupils write each

succeeding number. Then, let the whole class read aloud the
numbers.
The number series should look like this.
100 101 102 103 104 105
How many sticks do we add to the next number?
Ask: If we continue adding 1 stick to 105, what is the next number?
The next? The next up to 199.

Activity 3
Let the pupils add one more stick to 199.
Ask: How many sticks do we have in all? (200)
How many sticks unbundled do we have now? (100)

37
 Let them bundle the 100 sticks to make 2 bundles of 100s in all.
Let a pupil write 200 on the board.
Get one stick and put it near two bundles of 100s.

Ask: How many sticks do we have now? (201)

Continue adding sticks while asking the same questions as in activity 2.

Do the same procedure with 300, and 400
C. Processing the solution

How many numbers do you add to form the next number?

How do you compare 104 with 105? (104 is less than 105)
How do you compare 105 with 106? (106 is greater than 105)

D. Summarizing
How do we arrange the numbers from least to greatest?
(The number at the right is greater than the number at its left.)

E. Reinforcing Concept/Skills
Order the numbers by giving the missing number. Give your answers
orally.
(Refer to LM Leksyon 10, Hilikuton 1)

F. Applying New or Other Situations

Give the missing numbers to complete the number series.
(Refer to LM Leksyon 10, Hilikuton 2)

G. Evaluation
Arrange the numbers from least to greatest. Write your answers on a
pad paper.
(Refer to LM Leksyon 10, Hilikuton 3)

38
Lesson 11: Ordering Numbers from 501 Up to 1000 from Least to
Greatest

Objective: Order numbers from 501 up to 1000 from least to greatest.

Materials: number chart 1-100, short sticks/straws used in previous lessons,
Value:
Instructional Procedure

A. Preliminary Activities
1. Drill
Prepare the following numbers on the board.
Call pupils to give the place value of the underlined digit.
Give the place value of the underlined digit.
a. 463 = ___________ d. 279 = __________
b. 591 = ___________ e. 407 = __________
c. 683 = ___________

2. Review
Call pupils to answer orally.
Give the missing number to complete the following:
(Refer to LM Leksyon 11, Hilikuton 1)

B. Developmental Activities

1. Motivation
Show a number chart 1-100 to the class
Let the pupils study the number shown on the number chart.
Ask: How many numbers were added to the next number?

2. Group Activity
Group pupils into 4-5 smaller groups and distribute again the
materials used the other day.
Say: Display your 5 bundles of 100s on your desk.
How many sticks do you have? (500)
Now, get one stick and put it near the 5 bundles of 100s.
Ask: How many sticks do you have now? (501)
Call a pupil to write the number on the board.
Say: If I put another stick near the 501 sticks, how many sticks do I
have now?
Call another pupil to write the next number.
Continue doing this up to 505, letting the pupils write the succeeding
numbers. Then, let the whole class read aloud each number.
The number series should look like this on the board:

39
 501, 502, 503, 504, 505

Continue the activity with numbers 600, 700, 800 and 900

C. Processing the Activity

How many numbers do we add to the next number) (We add one to
the next number)

D. Summarizing the lesson

How do we order of numbers?

E. Reinforcing Concept/Skills
a. Give the numbers that come before.
b. Give the numbers that come after.
(Refer to LM Leksyon 11, Hilikuton 2)

F. Applying the new skills to other situations.

Let a pupil give the number and another pupil gives the next number.

Example: Pupil A - 562 ________ Pupil B - 563

Pupil C - 878 ________ Pupil D - 879
Pupil E - 645 ________ Pupil E - 646

G. Evaluation
Order the numbers from least to greatest. Write the numbers on a
sheet of paper.
(Refer to LM Leksyon 11, Hilikuton 3)

H. Home Activity
Order the number from least to greatest write your answer on your
notebook.
(Refer to LM Leksyon 11 Hilikuton 4)

40
Lesson 12: Visualizing and identifying the 1st through the 20th object of
a given set from a given point of reference.

Objective: Visualize and identify the 1st through the 20th object of a given set
from a given point of reference.
Materials: Activity cards, Show-Me-Boards (back of the illustration board)
Values: Cooperation, self-confidence, waiting for one's turn, love of country
Instructional Procedure:

A. Preliminary Activities

1. Drill. Using Show-Me-Boards

NOTE: Tell pupils to be ready with their Show-Me-Boards or any
similar instructional materials.
a. Using your show-me-boards, write the following number in figures.
one twelve seventeen
b. Using your Show-Me-Boards, write the following numbers in words.
3 8 20
2. Review: Using Activity Chart
NOTE: Before conducting the Drill, prepare 5 strips of paper (1.5cm
x 7cm). On each of these strips are written with questions. Put
them in a box or jar. Prepare also a picture chart with 20
objects arranged in a row to be posted on the board.
Tell pupils to pick one rolled paper and answer the question.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Questions:
What object is number 5? 16? 20? 1? 7?

B. Developmental Activities

1. Motivation/Pre-Reading: Role Playing of Pupils Buying in the

Canteen

Tell pupils that they will pretend to be inside the school canteen.
Let one pupil act as the Canteen Cashier.
Request 20 pupil volunteers to pretend as customers, lining up in
front of the Cashier.

Ask: What are the pupils doing? Why is there a need to always fall
in line?

41
 2. Presentation
Shared Reading
(Refer to LM Leksyon 12)

a. The teacher will read the story first while the pupils listen.
Asking comprehension questions follow. (Skip the first step if
pupils know how to read.)
b. The pupils read with the teacher.
c. A volunteer pupil reads the part of the story with the teacher.
d. Pupils read together.

Ask:
a. What did Miss Santos tell her pupils?
b. In what other activities should you form a line and wait for your turn?
c. Do you also form your line and wait for your turn in everything you
do?
d. Supposing, you are falling in line and behind you is an old lady, what
will you do?
d. How do you feel if you have helped somebody?
e.
Activity 1. Role Playing

Call again the 20 pupils of Miss Santos. Let them fall their line in front.
Ask the following questions:
How many pupils are there in a line? How many are boys? girls?
Starting at the left, who is the first pupil in the line? second? twentieth?
In the list, _____________________is in what place?
(Ask similar questions.)
Emphasize the point of reference. Fill in the chart with pupils names
according to their order.
This chart should be filled-up by pupils as they do the activity and
answering the questions.

Post this on the board:

Pupils‟ Numbers Ordinal Ordinal Numbers in Word

Names Number in
Symbol
1 1st first
2 2nd second
3 3rd third
4 4th fourth
5 5th fifth
6 6th sixth

42
 (real 7 7th seventh
names of 8 8th eighth
pupils in a 9 9th ninth
class) 10 10th tenth
11 11th eleventh
12 12th twelfth
13 13th thirteenth
14 14th fourteenth
15 15th fifteenth
16 16th sixteenth
17 17th seventeenth
18 18th eighteenth
19 19th nineteenth
20 20th twentieth
(The above chart will also be used for the next day‟s lesson.)

C. Processing the Activity

Introduce ordinal numerals. Give emphasis on the point of reference.

Ask: What are written on the first column? second? third? fourth
column?
What have you observed with the first column? second? third?
fourth?
Let pupils read the chart in rows.
Say: Ordinal numbers tell the position of objects or people in a definite
order. The words used to tell the position of the object in a group
are first (1st), second (2nd), third (3rd), fourth (4th), fifth (5th),
sixth (6th), seventh (7th), eighth (8th), ninth (9th), tenth (10th),
eleventh (11th), twelfth (12th), thirteenth (13th), fourteenth (14th),
fifteenth (15th), sixteenth (16th), seventeenth (17th), eighteenth
(18th), nineteenth (19th) and twentieth (20th).
In the second column are numbers. In the third column are ordinal
number symbols. In the fourth column are ordinal number words.
One (1), two (2), three (3) etc. are called counting numbers. They
represent the number of objects, things or persons in a set or group.
While first (1st), second (2nd), third (3rd) etc. are ordinal numbers. They
tell the order, rank or position of objects, things or persons in a set or in
a group.
D. Summarizing the lesson
When would you use the word “one”?
When would you use the word “first”?
What is the difference between the words “two” and second”?
What do you call the number that tells the position of an object or
person in a set or group? How do you identify the ordinal number?
Can we write first, second, third etc. in a shorter way? How?

43
 E. Reinforcing Concepts and Skills

Activity1. Oral Individual Activity

NOTE: Prepare the chart and post it on the board. It may consists of
drawings or cut-out pictures.

Tell pupils to read the chart by rows from left to right.

Ask: What are the things you see? Do you also use these things?
Starting from left to right by rows, what is the position of the ball? (Ask
similar additional questions.)

NOTE: Prepare blue, yellow, green and red crayons or chalk for Activity 2.

Activity 2. Coloring Activity

(Use the chart in Activity 1.)

Ask pupils to do the following tasks using the crayons/pieces of

colored chalk. Remind them to observe the correct stroke or
procedure in coloring (updown).
1. Color the eighth object red.
2. Color the third object blue.
3. Color the twentieth object yellow.
4. Color the first object green.
5. Color the eleventh object violet.

Activity 3. Matching Game with a Partner

Tell the class to look for a partner (preferably their seatmate).
They will do the activity on their paper.
(Refer to LM Leksyon12, Hilikuton 1.)

F. Applying to New and Other Situations

Let pupils do the following puzzle on LM Leksyon 12, Hilikuton 2.
Tell them to write the answer on their paper.

44
 Secret Message: PILIPINO AKO

G. Evaluation

NOTE: Prepare the chart. Picture/s may vary. They could be

cut-outs or drawing.
Class Activity

Post the chart on the board. Call pupils to write the name of the animal
whose ordinal number will be mentioned.

1 2 3 4 5

puppy chicken monkey duck fish

6 7 8 9 10

rabbit elephant ant bat rat

11 12 13 14 15

goat) turtle butterfly frog sheep

16 17 18 19 20

bees cat bird grasshopper lizard

Say: nineteenth eleventh fifth second twelfth

45
Lesson 13: Reading and writing ordinal numbers in symbols from 1st to
20th

Objective: Read and write ordinal numbers in symbols from 1st through the
20th.
Materials: Fruit chart, Show-Me-Boards
Values: Sportsmanship, neatness in writing
Instructional Procedure

A. Preliminary Activities
1. Drill

Game of Consequence

NOTE: Prepare the chart. Post or draw it on the board.

Ask for four volunteers. Let them start from the back of each isle of
the classroom.
Say: Refer to the chart. As I point to the picture, identify its position
in a group. Say “deal” if you want to answer. The first pupil to say
“deal” is given the chance to answer. If the answer is correct, you will
hop forward once. However, if you give a wrong answer, you‟ll hop
backward once. Whoever reaches the finish line first is the winner.

Example: From the first step going up, what is the position of this
object?

46
 2. Review

NOTE: Prepare big white flash cards written with ordinal numbers
in symbols from 1st to 20th and big green flash cards written
with ordinal numbers in words.
Match Me
Distribute a flash card to each pupil. Pupils holding the white
flashcards written with ordinal numbers in symbols will stand in front of
the class arranging themselves from 1st to 20th. Those pupils holding
the green flashcards written with ordinal numbers in words will match
their green flash cards with the white ones equivalent to the symbol of
the ordinal number in words that they have.

B. Developmental Activities

1. Motivation
Post the ordinal number cards (those used in the Review) on the
board from 1st to 20th with the number symbol on top and the
equivalent number word below. Ask pupils to read the cards from
left to right.
2. Presentation
Teacher will demonstrate to the pupils how each ordinal number
is written in symbols. Afterwards, call on some pupils to write on
the board, while others practice on their paper.
C. Processing the Activity
Ask some pupils to show their work to the class. Check their work.
Take note of pupils‟ errors in writing. See to it that pupils follow
the correct way of writing.
Ask: What ordinal numbers do you find difficulty in writing?
D. Summarizing the Lesson
To write ordinal numbers in symbols, what do we write first? next?
(Expected answer: Write the number and affix the last two letters of
the written word e.g. 1st, 2nd, 3rd)
E. Reinforcing Concept or Skill
The teacher will demonstrate how to write the ordinal number symbols
that were found to be the pupil‟s errors in writing. On the other hand,
commend pupil‟s correct and legible writings.
F. Applying to new and other situations
NOTE: The teacher will make a chart on the board.

Ask pupils to contribute 20 different things and line them up on the

table in front. Draw or write the name of the objects in the first column.

47
Say: From left to right, identify the ordinal number represented by each
object. Fill in the column by writing the ordinal number symbols of the
given objects.

Objects Ordinal Number in Symbols

G. Evaluation
(Refer to the objects used in the Applying to New and Other Situations)

Tell pupils to write the ordinal number symbols of the following

objects.
(The teacher will identify the objects to be used for the test items.)

H. Home Activity
(Refer to LM Leksyon 13, Hilikuton 1)

48
Lesson 14. Reading and Writing Ordinal Numbers in Words from 1st
through the 20th

Objective: Read and write ordinal numbers in words from 1st through the
20th.
Materials: Activity cards, real or plastic fruits, Show-Me-Boards, calendar
Value: Active participation, eating nutritious food
Instructional Procedure

A. Preliminary Activities
1. Drill
NOTE: Prepare big ordinal number cards in symbols and in words
from 1st to 20th. Instruct the pupils prepare their Show- Me-Boards
to be used for the activity.
“Pick Me Up”
Place ordinal number cards in symbols and in words on the table
facing upside down.
Say: I will call for volunteers to pick one card. Then you will show and
read the card to your classmates. You will write on the board the
given ordinal number in symbols. Those of you who are seated,
will write your answers on your Show Me-Boards and check it
with the answer written on the board.
2. Review
NOTE: Post on the board the chart with steps used in the Drill
of Lesson 13.

Tell pupils to identify the position of each object from the first step
going up. On the space provided, write the ordinal numbers of the
given object in symbols and words.
NOTE: Make a chart on the board .

Ordinal Number
Symbols

49
B. Developmental Activities

1. Motivation
NOTE: Prepare 20 fruit cards.
Ask: Do you like to eat fruits? What fruits do you like to eat? Why?
List down on the board the 20 fruits mentioned by the pupils. The
listing of fruits should be done in one row only from left to right.
Post on the board the 20 fruit cards ion one row. Have the pupils
identify each fruit.

2. Presentation
NOTE: Prepare 40 big strips of paper (4 inches x 14 inches)
and 4 pentel pens.
Have the pupils label from left to right below each fruit the
pens.
corresponding ordinal number symbol.

Group Activity: Write My Ordinal Number

1. Group the pupils into four. Let pupils choose their leader, secretary
and reporter. Remind pupils of the standards for the group activity.
2. Distribute 10 big strips and a pentel pen in every group.
3. Each group will be assigned to five fruits from left to right. Below is
the assignment of each group.
Group A -fruits 1to 5 Group C - fruits 11 to 15
Group B-fruits 6 to 10 Group D - fruits 16 to 20
4. The group will write correctly the ordinal number in words of the
fruits assigned to them.
5. Answers will be written on each piece of paper strip.
6. Post every strip of paper written with ordinal number in word below
the corresponding ordinal number symbol.

C. Processing of Solutions
What group finished first? Why?
Reporter of each group will present group's work. Altogether, facilitate
the checking of the answers.
Ask: From left to right, what is the first fruit? second, third....twentieth?

50
D. Summarizing the lesson
What are ordinal numbers? (Expected answer: Numbers that tell the
position of an object, a thing or a person in a given point of reference.)
How is an ordinal number written in words? (Expected answer: Write
the counting number and the last two letters of the word form of the
ordinal number except the following :
one = first eight = eighth
two = second nine = ninth
three = third twelve = twelfth
five = fifth twenty = twentieth

E. Reinforcing Concept or Skills

Class Activity
Refer to LM Leksyon 14.

F. Applying to new and other situations

Writing Ordinal Numbers
Refer to LM Leksyon 14, Hilikuton 1.
NOTE: Post a calendar of the current month and year on the board.

G. Evaluation:
Refer to LM Leksyon 14, Hilikuton 2.

H. Home Activity
What did you do today? List down the 20 things you did today starting
from waking up this morning. Label them with ordinal numbers in
symbols accordingly.

51
Lesson 15. Identifying and Using the Pattern of Naming Ordinal
Numbers from 1st to the 20th

Objective: Identify and use the pattern of naming ordinal numbers from 1st to
the 20th.
Materials: Blocks, activity cards, manila papers/newspapers, scissors with
blunt ends, cassette recorder, chart, Show-Me-Boards and
improvised fishing rod with magnet.
Value: Sportsmanship, neatness and accuracy in writing
Instructional Procedure:

A. Preliminary Activities
1. Drill
NOTE: Prepare 20 small colored blocks or colored strips of
paper (1 red block, 1 blue block, 1 yellow block, 17
white blocks)
“Hand Game”
Let pupils assemble 20 small colored blocks or let them post the 20
colored strips of paper on the board one after the other in one
column like the one below.
Divide the class in two groups. Group A will write the ordinal number
in symbol while Group B will do the writing in words then vice versa.
Each member of the group will answer the following questions using
their Show-Me-Boards.

Sample questions to be asked:

What layer is the red block/paper strip?
What layer is the blue block?
What layer is the yellow block?

Blocks/paper strips
on the board
2. Review
“Number Fishing Game”
Set up a fishing area with ordinal numbers in symbols and in
words. Pupils will take turns fishing with the use of a rod. A pupil
who catches a fish written with ordinal number in symbols, will
write them in words and vice versa.
3. Motivation
. “Train Ride”
a. Tell the pupils to form a circle. Let them pretend that they are
riding in a train. They will put their hands on the shoulders of the
pupil in front.

52
 b. A station will be determined by the teacher as to where a pupil
will get out from the train once the music stops.
c. The teacher will tap the table or play the music. Once the tapping
or playing of the music stops, a pupil who is on the station will be
out from the group.
d. A pupil‟s name will be listed on the board every time he/she is
out from the group.
e. Riding in a train continues until 20 pupils get out from the train.
f. Set a time limit of 5 minutes for the activity.

B. Presentation
(Refer to the listed names on the board).
Activity A. Writing Ordinal Numbers
Ask: Who is the first to get out from the train? second? third?
Ordinal Number in Ordinal Number in
Name of Pupil
symbol word

(From the 1st to the

20th pupil who get out
from the train in order)
.

Tell the pupils to fill in the second and third columns. Call volunteers
to write their answers in symbols and in words on the board

Activity B. “Who Is This?”

Distribute used manila papers or newspapers to the pupils. Ask
them to lie down on the paper while the partner traces his/her body.
Each one will cut his/her own body figure on the Manila paper.
Pupils will write their names on their model figure.
Call 20 pupils to form a row in front facing their classmates. They will
bring with them their “cut figures”. Let them count from left to right.
Pupils will post their “cut figures” on the board following their order.

C. Processing of Solutions / Answers

Ask: What is the ordinal number of_____? (Expected answer: first)
What is the ordinal number of _____? (Expected answer: third)
What is the ordinal number of _____? (Expected answer: ninth)
What is the ordinal number of _____? (Expected answer: twelfth)

53
D. Summarizing the Lesson
What word tells the position of an object if it is number one?
(Expected answer: first), number two? (Expected answer: second),
number three? (Expected answer: third)
How is an ordinal number written in symbols? (Expected answer:
Write the number and affix the last two letters of the written word.)
How is an ordinal number written in words? (Expected answer:
Write the counting number and the last two letters of the word form of
the ordinal number except:
one = first eight = eighth
two = second nine = ninth
three = third twelve = twelfth
five = fifth twenty = twentieth

E. Reinforcing the concepts and skills

Tell pupils to fill in the blanks with ordinal numbers.
(Refer to LM Leksyon 15, Hilikuton 1).

F. Applying to new and other situations

NOTE: Prepare the story chart and post it on the board.

Tell pupils to read the story and do the following tasks.

PLAY TIME
One windy, Saturday afternoon Lito and his friends flew kites.
There were different beautifully colored kites up in the sky playing with
the wind. Some kites were small. Other kites were big. Some kites flew
low. Others flew high. Below is the picture of the kites flying.

54
 Do the following:

1. From the highest point, color the 1 st, 4th, 7th, 10th and 20th kites red.
2. From the highest point, color 2nd, 6th, 12th, 18th and 19th kites blue.
3. From the lowest point, color the 5 th, 9th, 11th, 15th and 17th kites
yellow.
4. From the lowest point, color the 3rd, 8th, 13th, 14th and 16th kites
green.

G. Evaluation

A. Supply the missing ordinal numbers in symbols by rows from left to

right.
1st 3rd 4th
6th 7th 4th 9th 10th
12th 13th 14th 15th
th th th
16 17th 18 19

B. Supply the missing ordinal numbers in words from left to right.

second third fourth fifth

sixth eighth ninth tenth
eleventh twelfth fourteenth fifteenth
seventeenth eighteenth twentieth

H. Home Activity

Draw 20 things you saw in your way home from school. Label them
with ordinal numbers written in symbols and in words according to the
order you saw them.

55
Lesson 16: Adding Numbers with Sums Up to 1000 With and Without
Regrouping: 2 Digit and 3-Digit
Objective: Add numbers with sums up to 1000 without regrouping: 2 digit and
3-digit.
Materials: Short sticks/straws, rubber bands, place value chart,
Value: Enjoyment
Instructional Procedure

A. Preliminary Activities
1. Drill
Prepare domino cards on basic addition facts
Let pupils give the sum by writing the answer on their Show-Me-
Boards as you flash the cards.
Do this through a contest.

1. 4.

5 + 4= 6 + 2 =

2. 5.

8 + 1= 4 + 4 =

3.

7 + 2 =

2. Review:
Prepare the following exercises on the board.
Call pupils to give the sum.
a. 20 b. 16 c. 42 d. 32 e. 24
+ 50 + 22 + 10 + 12 + 31

B. Developmental Activities
1. Motivation

Say: Look at the picture.

(Refer to the illustration on LM Leksyon 16)
Ask: Who among you have gone to the beach?

56
 What did you do there?
What are the things that you can see in the beach?

2. Presentation

Reading of the story

(Refer to LM Leksyon 16)

Ask:
Where did the children go?
What did the children do in the beach?
What kind of shells did they collect?
How many shells did Cora and Lorena collect?
How many shells did Romeo and Nora collect?
Ask the pupils to represent the problem visually to find a solution.

Activity 1. Using the counters

Let us count the shells Cora and Lorena collected using the counters.
Pupils will bundle the bundles of 100s, 326 sticks into 100s, 10s, and
1s. These are the shells Cora and Lorena collected.
Ask: How many 100s are there in 326?
How many bundles of 10s are there?
How many loose ones are there?
How many shells did Nora and Romeo collect?
Say: This time we will have another bundled stick which will represent
72 shells Nora and Romeo collected. Bundle 72 sticks into 10s.
Ask : How many 10s are there in 72? How many ones are there?
Say: Put altogether the shells they collected (372 and 72). Write the
number represented by the sticks/straws. Count how many sticks
are there altogether?

Activity 2. Using the number line

326 + 72

326 75

0 50 100 150 200 250 300 350 400 450 500

Activity 3. Using number cards

Call a pupil to place the number cards on a place value chart.

57
 Hundreds Tens Ones

100 1 1
10 10
100 1 1
100
1 1

10 10 10

1 1
10 10 10

10

Activity 4. Using building up and breaking down (expanded notation)

300 + 20 + 6
+ 70 + 2
300 + 90 + 8 = 398

Activity 5. Algorithmic / Procedural/Shortcut

326 1. Add the digits in the ones place.
+ 72
8
326 2. Add the digits in the tens place.
+ 72
98
326 3. Add the digits in the hundreds place.
+ 72
398
Activity 6. Counting on
In adding numbers whose one addend is a smaller number, put
the larger number first in order to count on.
Example: 468 + 7 = 475
468, 469, 470, 471, 472, 473, 474, 475
C. Processing the Activity
Which group of numbers did we add first? next? last?
D. Summarizing
How do we add 2 digit and 3 digit numbers? What are the steps?

58
 Remember
To add a 2digit and 3digit numbers, start at the right.
 Add the ones.
 Add the tens.
 Then, bring down the hundreds.

E. Reinforcing Concept/Skills
Let the pupils answer the following exercises on the board.
(Refer to LM Leksyon 16, Hilikuton 1)

F. Applying to New or Other Situations

Group the pupils by 4 or 5. Assign a leader to report their answers.
Distribute the activity sheets.
Answer the question by adding the numbers.
Write your answers on a pad paper.
1. What is 35 more than 562?
2. Add 572 an 26.
3. What is the total if you add 531 and 57?
4. What is 734 added to 43?

G. Evaluation
Let pupils answer the following exercises on a pad paper.
(Refer to LM Leksyon 16, Hilikuton 2)

H. Home Activity
Arrange the numbers in column, and then add. Write your answers on
your notebook.
(Refer to LM Leksyon 16, Hilikuton 3)

59
Lesson 17: Adding Numbers with Sums up to 1000 without Regrouping:
3-Digit and 3-Digit

Objective: Add numbers with sums up to 1000 without regrouping: 3 digit and
3-digit.
Materials: Flashcards with basic addition facts, place value chart, picture of a
vegetable garden, cutouts of different fruits placed inside a small
basket.
Value: Industry
Instructional Procedure

A. Preliminary Activities
1. Drill
Prepare flash cards on basic addition facts.
Say: Write on your Show-Me-Board the sum as I flash each card.
6 7 9 8 4 3
+3 +5 +6 +8 +9 +6

2. Review. Game: Picking fruits

a. Prepare cut outs of different fruits (eg. guava, mango, duhat
etc.)
b. Group class into 4 small groups. Assign a leader for each group.
c. Start with the first group to pick two fruits/cut-outs from the
basket and solve the numbers mentally. If successful, the group
retains the cut-out.
d. The group which does not answer the number combination
correctly will return the fruit to the basket.
e. The group with the most number of fruits wins.

473 625 726

+ 26 + 54 + 71

B. Developmental Activities
1. Motivation
Refer to LM Leksyon 17. Introduce the picture of a
vegetable garden.
60
 Ask: Do you have a vegetable garden in your home? What
vegetables do you have in your garden? Do you eat some
of them?
Say: On this page is a story problem. But before we read it, let‟s
review the standards for silent reading. Ask some pupils to
recall these standards.

2. Presentation
(Read the story problem in their LM Leksyon 17.)

Ask: Who has a big vegetable garden? What did she gather in the
garden? What did she do with the vegetables? Is it good to
have a vegetable garden at home? Why?
Activity 1.

Prepare a Place Value Chart on the board.

Say: Let‟s study the vegetables that Lourdes gathered.
Ask: How many okras did she gather? (265) How many hundreds
are there in 265? How many tens? How many ones?
Call a pupil to write 265 in expanded form.
Call another pupil to write the number in a place value chart.
Place Value Chart
Hundreds Tens Ones
200 + 60 + 5 2 6 5

Follow the same line of questioning and giving instructions with the
number 124.
Make sure that the numbers are aligned in the correct place
values, like the following:

61
 Place value Chart
Hundreds Tens Ones
200 + 60 + 5 2 6 5
100 + 20 + 4 1 2 4

Ask: To answer the question in our story problem (how many

vegetables did she sell in all), what shall we do?
(Expected Answer: add the number of okras and that of
eggplants)
What do we do first? (Add the ones.)
What are the numbers in the ones place? (5 and 4)

Call on a pupil to add the ones in the expanded form and in the
place value chart.
Ask: What is the sum of 5 and 4?
Ask: What will we add next? (the numbers in the tens place)
What is the sum of 60 and 20?

Call another pupil to write 80 in the tens place in the expanded

form and in the place value chart.
Ask: What numbers shall we add last?

Call another pupil to write the answer below the numbers in the
hundreds place.
Present to the class the finished work, like the one below:
Place Value Chart
Hundreds Tens Ones
200 + 60 + 5 2 6 5
100 + 20 + 4 1 2 4
300 + 80 + 9 389 3 8 9

Ask: What is the sum of 265 and 124? Let the pupils read aloud
the sum.
Give other examples and ask similar questions to develop the
concept.

C. Processing the Activity

Ask: In the numbers that we have just added, how many digits does
each one have? (three digits)
Say: That‟s why, we call these numbers, three-digit numbers.
Ask: How did you add the numbers? What place value did you add
first? Second? Last?

62
 D. Summarizing

Ask: What are the steps in adding 3-digit and 3-digit numbers
without regrouping?

Lead the pupils to form this generalization:

Remember
To find the sum of 3-digit numbers, start at the right.
1. Add the ones.
2. Add the tens.
3. Then, add the hundreds

E. Reinforcing Concept/Skills
Refer to LM Leksyon 17, Hilikuton 1, or you may let them answer the
exercises on the board.

F. Applying to New or Other Situations

Refer to LM Leksyon 17, Hilikuton 2.

Say: Read the story problem and answer the question.

Thank You For The Toothbrushes

Last year, the Department of Health distributed 231

toothbrushes to Grade Two pupils. This year they distributed
245 toothbrushes. How many toothbrushes did the
Department of Health distribute in all?

Provide assistance to the pupils as they answer the question.

G. Evaluation

Find the sum. Write your answers on your pad paper.

Refer to LM Leksyon 17, Hilikuton 3.

H. Home Activity

Say: Do this exercise at home. Arrange the numbers in column, then

find the sum.
Refer to LM Leksyon 17, Hilikuton 4.

63
Lesson 18: Adding Numbers with Sums Up to 1000 with Regrouping:
2 digit and 3-digit

Objective: Add numbers with sums up to 1000 with regrouping: 2-digit and
3 digit
Materials: Flash cards, Pocket Chart, Place Value Chart; flats, longs, and
ones (made from paper/cardboard), Activity Sheets
Value: Cooperation
Instructional Procedure

A. Preliminary Activities
1. Drill
Prepare the following in flash cards.
Call pupils to give the number for each of the following:

4 tens = 7 tens = 10 tens =

12 tens = 15 tens = 12 tens =

3 hundreds = 5 hundreds = 9 hundreds =

2 hundreds = 4 hundreds = 7 hundreds =

2. Review
Prepare the following exercises on the board.

A. Call some pupils to rename each of the following numbers by

filling the blanks.
1) 14 = __ ten and __ ones 4) 19 = __ ten and __ ones
= __ + __ = __ + __

2) 18 = __ ten and __ ones 5) 17 = __ ten and __ ones

= __ + __ = __ + __

3) 12 = __ tens and __ ones 6) 78 = __ tens and __ ones

= __ + __ = __ + __

B. Let some pupils solve the following, while the rest of the class
will do it in their notebooks.
1) 25 3) 674 5) 163
+ 31 + 12 + 312

64
 2) 37 4) 122 6) 587
+ 51 + 63 + 211

B. Developmental Activities
1. Motivation
Refer to LM Leksyon 18, let them focus on the picture.
Tell pupils to describe the picture.

2. Presentation
Have the pupils read the story in LM Leksyon 18.
Ask the comprehension questions.
Who owns a big poultry?
What did he gather?
How many eggs did Mang Lucio gather yesterday?
How many eggs did Mang Lucio gather today?
How many eggs did he gather in all?
Activity1. Using flats, longs and ones
Prepare flats, longs, and ones to represent the eggs gathered.
Say: Let‟s study the number of eggs gathered by Mang Lucio.
We shall use these cards, representing hundreds, tens, and
ones, instead of the actual eggs that Mang Lucio gathered.
(Show the cardboards representing flats, longs and ones.)

One flat = 100 pcs. One long = 10 pcs. 1 unit = 1 pc.

Let one flat represent 100, one long for 1 ten and 1 , for ones.

Say: Now, let‟s use these flats, longs and ones to show the number
of eggs in the story.

Ask some pupils to show 125 in the pocket chart, using the flats,
longs and ones. The finished work may look like this:

Number of eggs gathered yesterday: 125

65
 Call other pupils to show 68 in the pocket chart, using the flats,
longs and ones. The finished work may look like this:

Number of eggs gathered today: 68

When done, ask: What do we do to find out the number of eggs

Mang Lucio gathered in all? (Expected Answer: Add 125 and 68.)
How?

Allow pupils to explore the number of eggs harvested by Mang Lucio

using flats, longs and ones. After a few minutes,

Ask: I have 1 flat which is 100

8 longs altogether is 80
13 ones altogether is 13
13 is one ten and 3 ones so I added the one 10 to 80, it
becomes 90. So, 100 + 90 + 3 = 193.
Therefore, 125 + 68 = 193.
Ask : What did you do with 13 ones? Introduce the term "regrouping" or
"renaming".
This time, introduce adding using expended notation.

Activity 2. Using number chart

Tell the pupils that another way of adding numbers is by using a

place value chart. Let pupils answer the exercises
Directions: Find the sum of each of the following
using the place value charts. Every member
1.should cooperate with other3. group.

+
1. H T O 3.+ H T O
2 6 7 6 2 5
+ +
1 9 5 7

2. 4.
+
2. H T O 4.+ H T O
6 3 7 5 4 6
+ +
4 8 1 5

66
 Activity 3. Using building up and breaking down (expanded notation)

Introduce this activity by telling the pupils that there is another way
of adding 125 and 68. And this is by using the expanded form.

Lead the pupils through the following process, through questions:

1. Rename each of the numbers in expanded forms.

125 = 100 + 20 + 5
+ 68 = 60 + 8 2. Add the ones.
= 100 + 80 + 13

= 100 + 80 + (10 + 3) 3. Rename 13.

= 100 + (80 + 10) + 3 4. Put together or regroup the tens.
= 100 + 90 + 3
5. Add the hundred to the tens and ones.
= 193
6. Give the final answer.
Write the answer in standard form.

Activity 4. Using the shortcut method.

After this, relate to procedural method/algorithmic/using steps.

125 Step 1. Add the ones. Rename 13 as 1 ten and 3 ones.

+ 68 Step 2. Regroup to the tens. Then add the digits in the tens.
193 Step 3. Add the hundreds.

C. Processing the Activity

Ask: In the exercises you solved, how many digits did they have?
(Expected Answer: Some 2-digits, others 3-digits) What did we do
when the sum of the digits is 10 or more? (We regroup/rename)

D. Summarizing the lesson

How do we add numbers with regrouping?

67
 Remember
When adding numbers with regrouping:
.  Add the ones
 Rename and regroup when the sum of the digits is 10 or
more.
 Add theHow
tensdo we add numbers with regrouping?
 Add the hundreds
 Give the final answer.
E. Reinforcing Concept/Skill
Refer to LM Leksyon 18, Hilikuton 1.
F. Applying to New or Other Situations
Before referring the pupils to the LM Leksyon 18, Hilikuton 2, let them
recall the Standards for Silent Reading.
Then, let them read the story problem and answer the question.

There were 318 boys and 75 girls who participated in mass

calisthenics during the opening of a provincial athletic meet. How
many boys and girls participated in all?

G. Evaluation
Add the following. Write your answers on a pad paper.
Refer the pupils to the LM Leksyon 18 Hilikuton 3.

H. Home Activity
Give the sum. Write your answers in your notebook
Refer the pupils to the LM Leksyon 18, Hilikuton 4.

68
Lesson 19: Adding Numbers with Sums Up to 1000 with Regrouping (in
the tens place)

Objective: Add numbers with sums up to 1000 with regrouping (in the tens
place): 3digit and 3-digit numbers.
Materials: Short sticks/straws, place value chart, activity sheets, picture of a
man picking Indian mango
Value: Cooperation
Instructional Procedure

A. Preliminary Activities

1. Drill
Prepare the following exercises on a flash card.
Call pupils to give the answers orally as you flash the cards.

20 40 0 30 40

+30 +20 +7 +60 +50

0

2. Review
Prepare these exercises on the board.
Call pupils to answer the following.
Rename the following numbers by regrouping tens with hundreds.

a. 14 tens = ___ hundred and ___ tens

b. 16 tens = ___ hundred and ___ tens
c. 12 tens = ___ hundred and ___ tens
d. 15 tens = ___ hundred and ___ tens
e. 13 tens = ___ hundred and ___ tens

B. Developmental Activities

1. Motivation
Show the class the picture of a man harvesting Indian Mango.
Refer to LM Leksyon 19.

2. Presentation
Reading the story problem
Refer to LM Leksyon 19
Ask: Who picked Indian mangoes?
How many Indian mangoes did he pick yesterday?
How many Indian mangoes did he pick today?

69
 Activity 1

Acting out the problem:

Prepare bundles of 100s, 10s and 1s sticks/straws.
Group pupils in 4-5 small groups and distribute the materials to be
used.

Say: Let us show the number of Indian mangoes Mario harvested

using sticks/straws.

Pupils will display bundles of 100s, 10s and 1s to represent 374

mangoes.
Show the number of Indian mangoes Mang Mario harvested
yesterday.
Ask: How many bundles of 100s are there?
How many bundles of 10s? 1s?
Now, show also the number of Indian mangoes he harvested today,
Let the pupils display the 483 Indian mangoes using bundles of
sticks/straws.

Using the counters, let them explore finding the answer.

Let them explain how they got their answers.

Activity 2. Using a place value chart

Call a pupil to write 7 in the place value chart below the ones
column.

Ask: What will we combine next? (tens)

How many tens are there in all?
Let everybody count aloud.

Ask: How many digits has number 15?

Call a pupil to rename 15 tens as 1 hundred and 5 ten and regroup
with the hundreds.

Let them write the number in the tens column.

70
 Using the number chart.
Hundreds Tens Ones
1
3 7 4
4 8 3
8 1 5 7
Add the ones.
Add the tens.
Rename 15 tens as:
1 hundred and 5 tens

Regroup 1 hundred to the

hundreds. Add the hundreds.

Activity 3. Using the long method or expanded notation

Call pupils to write the numbers used in the story on the board.
Call another pupil to write the expanded notation of each number.
Have another pupil add the numbers.

100
300 + 70 + 4
+ 400 + 80 + 3
700 + 50 + 7

Activity 4. Using the short method

Call pupils to write the numbers used in the story on the board.
Call another pupil to write the correct number on the blank.
Let them follow the steps learned in adding 3-digit numbers.
(1)
374 =
+ 483 =
857 =
Add the ones.

Add the tens.

Rename 15 tens as:
1 hundred and 5 tens

Regroup 1 hundred to the hundreds place.

Add the hundreds.

71
 Give some more examples depending on pupils' abilities. Ask similar
questions to develop further the skill in adding with regrouping.

Activity 3. Group Activity

Distribute activity cards to each group.

Let them answer the exercises making sure that every member
cooperates with the group.

H T O H T O
1. 3.
3 5 2 2 7 5
5 6 4 3 8 2

H T O H T O
2. 4.
5 8 7 7 9 2
1 6 2 1 4 6

C. Processing the Activity

What kind of numbers have we been adding? (Expected answer: 3-
digit numbers) What makes this lesson different from the previous
one? (Expected Answer: We regrouped in the tens place)

D. Generalizing
How do we add 3-digit numbers with regrouping in the tens place?
What should we remember if the sum of the digit in the tens place is 10
more?
Remember
If the sum of the digit in the tens place is 10 or more,
rename the sum as hundred and tens then regroup 1 hundred to
the hundreds place.

E. Reinforcing Concept/Skills
Let the pupils answer the exercises on the board.
(Refer to LM Leksyon 19, Hilikuton 1)

F. Applying to New or Other situations

Read and solve the story problem:
(Refer to LM Leksyon 19, Hilikuton 2)

72
 There were 465 boy scouts and 383 girl scouts who
joined in the Provincial Jamboree. How many boy and girl
scout joined the jamboree?

G. Evaluation
Arrange the numbers in column, then add. Write your answers on a
pad paper.
(Refer to LM Leksyon19, Hilikuton 3)

H. Home Activity
Arrange in column, then find the sum. Write your answers on your
notebook.
(Refer to LM Leksyon 19, Hilikuton 4)

73
Lesson 20: Adding Numbers with Sums Up to 1000 with Regrouping:
3 digit and 3-digit (in the tens and hundreds places)

Objective: Add numbers with sums up to 1000 with regrouping: 3 digit and
3-digit.
Materials: Flashcards on basic addition facts,
Value:
Instructional Procedure

A. Preliminary Activities

1. Drill
Prepare flashcards on basic addition facts.
Call pupils to give the sum as you flash the cards.

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

2. Review
Prepare the exercises on the board.
Call pupils to answer the following.

a. Rename and regroup to the tens place.

1. 11 ones = __ ten and __ ones
2. 16 ones = __ ten and __ ones
3. 18 ones = __ ten and __ ones
4. 19 ones = __ ten and __ ones
5. 17 ones = __ ten and __ ones

b. Rename and regroup to the hundreds place.

1. 12 tens = __ hundred and __ tens
2. 14 tens = __ hundred and __ tens
3. 17 tens = __ hundred and __ tens
4. 15 tens = __ hundred and __ tens
5. 19 tens = __ hundred and __ tens
B. Developmental Activities
1. Motivation
Prepare the problem opener on a Manila Paper.
Mang Carlos gathered 285 chicken eggs and 357
duck eggs in one week. How many chicken and duck eggs
did he gather in all?

74
 Ask: How many chicken eggs did Mang Carlos gather?
How many duckʹs eggs did he gather?

2. Activities

Activity 1

Prepare bundles of 100s, 10s 1s of short sticks/straws.

Group pupils into 4-5 small groups and distribute the materials to
be used.

Acting out the story problem.

Let pupils display on their desk the number of eggs Mang Carlos
gather.

Using counters, pupils explore the ways of finding the answer.

Ask them their ways of getting the answer.
(Expected answer: Put together
2 hundreds and 3 hundreds is 5 hundreds
8 tens and 5 tens is 13 tens
5 ones and 7 ones is 12 ones
There are 5 hundreds + 1 hundred + 3 tens + 1 ten + 2 ones
equals 6 hundreds + 4 tens + 2 ones = 642.
The teacher could reinforce the concept of regrouping while
asking questions such as, what did you do with the 13 tens?
Why?

Activity 2. Using a place value chart

H T O
1. Add the ones. Rename or regroup
121 1 as 1 ten and 2
2
ones. 8 5
2. Add the tens. Rename or regroup
3 5 7
14 a 1 hundred and 4
6
tens. 4 2
3. Add the hundreds.

75
Activity 3. Using building up and breaking down or expanded notation.

100 10
285 = 200 + 80 + 5
+ 357 = 300 + 50 + 7
600 + 40 + 2

Activity 4. Using the short cut method or algorithm

285
+ 357
642
1. Add the ones. Rename or regroup 12 as 1 ten and 2 ones.
2. Add the tens. Rename or regroup 14 as 1 hundred and 4
tens.
3. Add the hundreds.

C. Processing the Activity

How did we regroup 12 ones with the tens?
How did we regroup 14 tens with the hundreds?

D. Generalizing
What are the steps in adding 3digit and 3-digit numbers with
regrouping?
What should we remember?
Remember
If the sum of the digits is 10 or more, rename the sum and
regroup to the next higher place order. Then, add.
E. Reinforcing Concept/Skills
Add. Write your answers on the board.
Refer to LM Leksyon 20, Hilikuton 1)

F. Applying to New or Other Situations

Read the problem story and solve.
(Refer to LM Leksyon 20, Hilikuton 2)

G. Evaluation
Arrange the numbers in column, then added. Write your answers on
a pad paper.
(Refer to LM Leksyon 20, Hilikuton 3)

H. Home Activity
Add. Write your answers on your notebook.
(Refer to LM Leksyon 20, Hilikuton 4)

76
Lesson 21: Using the Following Properties of Addition in Computing for
Sums up to 1000
 Zero/identity of addition
 Commutative property of addition

Objective: Use the following properties of addition in computing for sums up

to 1000.
 Zero/identity of addition
 Commutative property of addition
Materials: Flash cards with basic addition facts, 2 boxes, number cards,
activity cards
Value: Cooperation
Instructional Procedure

A. Preliminary Activities
1. Drill
Prepare flashcards on basic addition facts.
Call pupils to give the answer as you flash the card
4 7 0 5 9
+5 +8 +9 +6 +7

2. Review
Prepare the following exercises on the board.
Call pupils to add the numbers.
a. 285 b. 379 c. 254 d. 746 e. 149
+ 347 + 459 + 378 + 187 + 476

B. Developmental Activities
1. Motivation
Prepare two boxes.
Box A = 25 crayons
Box B = empty

Show to the whole class the two boxes.

A B

77
2. Activities:

Activity 1

Say: Children I have here two boxes. Box A has crayons.

Open the box and let us count the crayons.
Ask: How many crayons are there in Box A?
Open the Box B. Show them the content.
What can you see in Box B? (nothing)
Say: There is nothing inside Box B or Box B is empty.
If we combine the contents of Box A and Box B,
what will we get?
What addition sentence do the two boxes represent?
25 + 0 = 25

Introduce to the pupils that the two numbers added (25 and 0)
are called addends and the answer (25) is called the sum.

Ask: What sum do we get if we add a number to zero?

Introduce that this is called the Zero Property of Addition.

Give other example and ask similar questions to develop this
concept.

Activity 2

Draw two big circles in front of the class. Label the circles A and B.
Call all the girls to stand inside circle A and the boys to stand
inside circle B.
Let them count themselves.

Ask: How many girls are standing inside circle A.

(Example: 14 girls)
How many boys are standing inside circle B? (Example 19 boys)
How many children are there? (33 children)
What addition sentence do this represent?
Call pupil to write the number sentence. Guide if necessary.
14 + 19 = 33
Let the boys and the girls exchange their places, thus the boys
stand inside circle A and the girls stand inside circle B.
Ask: How many boys and girls are standing inside the two circles.
What addition sentence do this suggest?
Call a pupil to write the number sentence beside the first one.
14 + 19 = 33 19 + 14 = 33

78
 Call pupil‟s attention to the two number sentence on the board.
Ask: What can you observed with the addends of the two number
sentences. (The position changed)
What can you say about the sum of the two number
sentences? (They are still the same).

Does the answer change if we change the position or order of the

addends?
Introduce that this is called the Order or Commutative Property of
Addition.
Give other examples and ask similar questions to develop the
concept.
C. Processing the Activity
Call pupils' attention to the two number sentences.
What is the sum if we add a number by zero?
Introduce that this property is Called Zero Property of Addition.
How did we add the addends in the 1st number sentence? 2nd number
sentence?
Does the sum change if we change the position or order of the
addends? Why?
Introduce that this property is called Commutative Property of Addition.
Give another example and ask similar questions to develop the
concept.
D. Summarizing the lesson
What is Zero Property of Addition?
What is Commutative property of Addition?
Remember: Zero Property of Addition says that if we add zero to any
number or any number added to zero is the number itself.
Commutative Property of Addition says that we can
change the position of the addends and still get the same sum.
E. Reinforcing Concept/Skill
a. Give the missing number.
b. Change the position of the addends and give the sum.
c. Fill in the blanks with the correct number.
(Refer to LM Leksyon 21, Hilikuton 1.)
F. Applying to New or Other Situations
Fill the blanks with the correct number.
(Refer to LM Leksyon 21, Hilikuton 2)
G. Evaluation
Fill the blank with the correct number.
(Refer to LM Leksyon 21, Hilikuton 3)
H. Home Activity
Write the missing number. Write your answer on your notebook.
(Refer to LM Leksyon 21, Hilikuton 4)

79
Lesson 22: Using the Associative Property of Addition in Computing for
Sums up to 1000

Objective: Use the Associative Property of Addition in computing for sums up

to 1000.
Materials: Flash cards of addition combinations
Value: Speed and accuracy
Instructional Procedure

A. Preliminary Activities
1. Drill
Prepare flashcards of addition combinations. Post each card
facing the board. Tell pupils to get one card, then show to the
class while giving the answer.

18 + ___ = 18 ___+ 85 = 85 41 + ___= 41

___+ 16 = 16 ___+ 25 = 25

2. Review
Game: Finding My Partner
Prepare two sets of addition combination cards - the other set has
the commutative property of addition of the first set.
e.g. 9 + 10 = ___ 10 + 9 = ___
Mechanics:
1. Distribute sets of addition combination cards to the pupils.
2. Tell them to write the sum on the space provided.
3. Then, they will move around the room and look for their
partner.
4. The first to match their cards wins the game.

B. Developmental Activities

1. Motivation
Play: The Boat is Sinking
Tell the pupils to group themselves according to the number
mentioned like by 5, by 2 and by 3. The first to group themselves
into 3 will come to front and each one be given a number card.

2. Presentation
Prepare number cards. Call three pupils to come in front and let
each hold a number card.
Let the first two pupils stand side by side and the third one in a
distance as shown:
23 15 31

80
 Let pupils read each number aloud.
Ask: What addition sentence can you suggest.
What two numbers will we add first? (23 and 15)
Say: So, we will group 23 and 15 as shown:
Call a pupil to write the number sentence. Guide her/him if
necessary.
(23 + 15) + 31 =

Ask: If we add 23 and 15, then 31, what will we get?

(23 + 15) + 31 =

38 + 31 = 69

Let the second and the third pupil holding the number cards stand
side by side with the first pupil in a distance as shown:
23 15 31

Let pupils read the number aloud again.

Ask: With the illustration shown, what number sentence can you
suggest?
Call a pupil to write the number sentence beside the first one.
Guide if necessary.
This time we are going to group numbers 15 and 31.
Ask: What is the sum if we add 15 and 31? (46)
What will we get if we add 23 to 46?
(23 + 15) + 31 23 + (15 + 31)
48 + 31 23 + 46
69 69
Call pupils‟ attention to the two number sentences.
Ask: What can you say about the groupings of the two number
sentences?
What can you say about the sum? Does it change?
Introduce that this property is called the Associative Property of
Addition.
Give another example and ask similar questions to develop the
concept.

C. Processing the Activity

Call pupils' attention to the two number sentences.
Ask: How did we add the addends in the 1st number sentence?
2nd number sentence?
What can you say about the sum? Does it change? Why?

81
 Introduce that this property is called Grouping or Associative Property
of Addition.
Give another example and ask similar questions to develop the
concept.

D. Summarizing the lesson

What is Associative Property of Addition?

What happened to the sum if we change the grouping s of the

addends?
Remember: Associative Property of Addition says that we can
change the grouping of the addends and still get the same sum.
E. Reinforcing Concept/Skill

"Pair Share"

Tell pupils to look for a partner preferably their seatmate. One pupil will
write the missing addend, while the partner will solve for the sum.
(Refer to LM Leksyon 22, Hilikuton 1.)

F. Applying to New or Other Situations

Read the problem. Group the addends in two ways. Then, find the
sum.
Roy has 5 yellow, 6 red and 14 marbles. How many
marbles does he have in all?

G. Evaluation
Post this on the board.

Give the missing number. Write the sum.

1. 13 + (10 + 5) = ( ___ + 10) + 5 = ___

2. 8 + ( 7 + 4) = (8 + 7) + ___ = ___
3. (400 + 3) + 8 = 400 + ( ___ + 8) = ___
4. (100 + 6) + 5 = 100 + (6 + ___) = ___

H. Home Activity

Regroup the addends. Write the sum below each number

combinations.
(Refer to LM Leksyon 22, Hilikuton 2.)

82
Lesson 23: Adding mentally 1- to 2- digit numbers with sums up to 50

Objective: Mentally add 1- to 2- digit numbers with sums up to 50.

Materials: Show-Me-Boards, flashcards, papaya cut-outs
Value: helpfulness, speed and accuracy
Instructional Procedure:

A. Preliminary Activities

NOTE: Each pupil should be ready with a piece of chalk and

their Show-Me-Boards.

1. Drill: "Show Time"

Say: Each one of you will write in your Show-Me-Boards the answer
of every basic addition cards to be flashed.
1 3 8 6 0 2 9 1 7
+3 +7 +9 +5 +7 +9 +5 +6 +5

2. Review:

NOTE: Prepare white flashcards written with 2-digit numbers

up to 50.
Prepare also yellow flashcards written with numbers in
expanded form of the numbers in white flashcards.
(The teacher may use other colored flashcards)

“Pairing”
Distribute the white and red flashcards to the pupils.

Say: Written on the white flashcards are numbers in standard form

while on the yellow cards are the equivalent numbers in
expanded form. Match the number with its expanded form.
Those who have matched the cards will go to the front.
The first two pupils to match the cards are the winners.
Ex:
24 20 + 4

B. Developmental Activities
1. Motivation
Refer to LM Leksyon 23.
Have the pupils observe the picture.
Ask them the following questions.
Who do you think are the people in the picture?
What are they doing?

83
 Do you also help your parents? How?
Tell us your experiences in helping your parents?

2. Presentation
Refer to LM Leksyon 23.
Reading Activity
Asking comprehension questions:
a. What is the work of Allan‟s father?
b. What kind of boy is Allan? Why?
c. If you were Allan, how will you help your parents?

C. Processing the Activity

Ask the following questions:
Was Allan able to give the correct answer right away to father‟s
question?
Did Allan count the total number of papayas sold?
Did he use paper and pencil to compute? How did you know?
How many ripe papayas did Allan sell?
How many unripe papayas did Allan sell?
What did father ask Allan?
What do you think is Allan‟s answer to father‟s question?
What are given in the story problem?
What is the solution used by Allan to get the total number of papayas
he sold?

NOTE: Use 14 ripe papaya cut-outs and 9 unripe papaya cut-outs.

Activity 1. Using the Drawing

Say: There are ways to solve this problem without using paper or
pencil. We can solve the problem mentally. But I will show you
first on how it will be done in a concrete way so that you will be
able to apply it with the addition combinations.

14+9=N

Illustrate the following steps using papaya cut-outs.

1. Show 14 ripe papaya cut-outs in one set and 9 unripe papaya cut-
outs in another set.

84
 2. Transfer and add 1ripe papaya to 9 unripe papayas.
14 9
- 1 +1
13 10
There are 13 ripe papayas and 10 unripe papayas already.
Since the other number which is 10 is a multiple of 10, then it is easy
to add.

3. Add mentally: 13 + 10 = 23.

Illustrate the other way using papaya cut-outs by:
1. Show 14 ripe papayas in one set and 9 ripe papayas in
another set.
2. Transfer 6 unripe papayas to the set of 14 ripe papayas.
So, you have 20 ripe papayas 3 unripe papayas left on the set.
3. Add mentally: 20 + 3 = 23.

D. Summarizing the lesson

Ask: How do you add the numbers mentally? (Expected answer:
Break one number and regroup by 10‟s, 20‟s, 30‟s or 50‟s.
Add the numbers.)

E. Reinforcing the concepts and skills

Refer to LM Leksyon 23, Hilikuton 1.

Game: BINGO (Individual activity)

Tell pupils to place marker on the sum of the number combinations
being flashed.
Cards to be flashed:
13 +12 = 25 + 8 = 37 + 5 = 3+2+5 = 39 + 9 =

F. Applying to new and other situations

NOTE: Have pupils prepare their Show-Me-Boards and chalk.

Say: Listen carefully. I will dictate the questions for you to solve
mentally.
While I am reading the question, you raise your pencils up.

85
 When I say go, that‟s the time for you to write your answers on your
paper.
1. What is 8 increased by 9? (Expected answer: 17)
2. What is 25 plus 8? (Expected answer: 33)
3. What is 22 more than 9? (Expected Answer: 31)
4. What is 6 added to 12? (Expected answer: 18)

(Provide more items depending on pupils‟ abilities.)

Call some pupils how they got their answer orally.

G. Evaluation

NOTE: Prepare five addition combinations. Each one should be

written on a flashcard.

Tell pupils to raise their pencils up and altogether write the answer on
their paper after a card had been flashed.

16 + 5 = 28 + 9 = 35 + 4 = 22 + 28 =

H. Home Activity
(Refer to LM Leksyon 23, Hilikuton 2)

86
Lesson 24: Adding mentally 3-digit numbers by ones, by tens and by
hundreds

Objectives:
1. Mentally adds 3- digit numbers by ones (1 up to 9).
2. Mentally adds 3- digit numbers by tens (multiples of 10 up to 90).
3. Mentally adds 3- digit numbers by hundreds (multiples of 100 up 900).
Materials: Flashcards on basic addition facts, counters like clean straws,
Popsicle sticks etc., flashcards with number combinations,
Show-Me-Boards, chart
Value: Honesty
Instructional Procedure:

A. Preliminary Procedure:
1. Drill
NOTE: Prepare flashcards on basic addition facts.
“Sit Down Game”
All pupils will stand near their seats. Flashcards on basic addition
facts will be flashed by the teacher. Whoever gives the correct
answer orally will be asked to sit down on his /her sit.
Examples:
8+2= 3+4= 0+9= 8 +8 =

2. Review
NOTE: Use Show-Me-Boards in this activity.
"Show-Me”
The teacher will flash the addition sentences to the pupils. Pupils
will add mentally each addition combination. Then, they will write
their answers on their Show-Me-Boards.
13 + 8 = 24 + 9 = 21 + 18 = 39 + 9 =

B. Developmental Activities
1. Motivation
Tell pupils to take out their counters (like straws, popsicle sticks or
sticks and rubber bands.
Ask: What counters did you bring?
2. Presentation
Activity I. Using Counters

Say: Take out one big bundle of 100 counters. How many counters

87
 are there in one big bundle?). Write 100 on the board.
Count 8 counters.
Ask: How many counters do we have?
Say: Put together 1 bundle of 100 counters and 8 counters.
How many counters do we have now?
Ask pupils to write the number sentence.
(Expected answer: 100 + 8 = 108)
Ask: supposing, you will not use the counters or your pencil and
paper in computing for the answer, could you give the answer
by adding mentally?

Activity 2. Let‟s Go Number Shopping

NOTE: Prepare big flashcards with the following number

combinations to be placed in a box.

392 146 150 240 800 600

+ 4 + 3 + 40 + 20 + 100 + 200

Mechanics:
a. A pupil will be called to pick a number card.
b. S/he reads the card to the class.
c. Then add mentally the number combinations and give the
answer orally.
(Pupils who are on their seats will simultaneously write their
answers on their Show-Me-Boards.
Checking will be done after they wrote the answer.)

C. Processing the Activity

Ask: If you add mentally, do you compute with your pencil and paper?
Ask pupils their strategy on mental computation.
Commend pupils‟ answers.

D. Summarizing the lesson:

Do you use paper and pencil in adding numbers mentally?
During mental computation, what part of your body does the
computation?
How do you do the adding of numbers mentally?
E. Reinforcing of Concepts and Skills

88
 NOTE: Prepare materials like the chart, pentel pen or chalk.
The chart to be distributed to each group varies. Refer to
the example.

“Brain Wave Game”

Mechanics:
1. Divide the class so that each group will have five members.
2. Assign a counting number from 1 and so on to each member of
every group.
3. Distribute the activity chart to each group.
4. A member of the group will answer the addition combination
mentally assigned to him. The answer will be written on the chart.
5. Reporting follows after all the groups have posted their work on the
board. Pupils should be reminded of the Standards to be observed
in conducting group activities.
6. A time limit of 3 minutes is set. (Time limit can be adjusted
depending on pupils' ability.
Group Number ____
Pupil 1 Pupil 2 Pupil 3 Pupil 4 Pupil 5
400 170
+ 50 701 + 8 = + 30 800 + 90 = 600 + 300 =

F. Applying to new and other situations:

NOTE: Prepare 3 charts to be posted on 3 different stations.
The charts contain addition combinations to be done by the
pupils mentally. Prepare also an answer sheet.

Activity: “Writing Station”

Mechanics:

1. Group the class into 3. Each group should have a leader, a secretary
and a reporter.
2. Each group will go to each station. When the teacher says “go” they
will start answering mentally the number combinations within 20
seconds. The procedure continues until all the groups have gone with
all the stations.
3. Then reporting follows.

89
 STATION 1 STATION 2 STATION 3
Answer by doing Answer by doing Answer by doing
mental computation. mental computation. mental computation.
Write the sum on Write the sum on Write the sum on
your answer sheet. your answer sheet. your answer sheet.
1. What is 160 1. What is 910 1. What is the sum of
increased by 40? increased by 70? 470 and 10?
2. What is 203 added 2. What is 104 added 2. What is 400 added
to 7? to 6? to 500?
3. What is the sum of 3. What 200 more 3. What 120 plus 60?
200 and 600? than 300? 300?

.
G. Evaluation:

NOTE : Use addition combination flashcards.

Instruct pupils to find the sum by computing mentally.

Answers will be written on a piece of paper.

350 400 203

1. + 40 2. + 500 3 + 6 4. 50 added to 200
.

H. Home Activity
Refer to LM Leksyon 24, Hilikuton 1.

90
Lesson 25: Analyzing and Solving Addition Word Problems of Whole
Numbers with Sums up to 1000 Without Regrouping
Objective: Analyze and solve word problems involving addition of whole
numbers with sums up to 1000 without regrouping.
Materials: Flashcards, Show-Me-Boards, chart
Value: Helpfulness
Instructional Procedure

A. Preliminary Activities
1. Drill
NOTE: Use addition facts flashcards and Show-Me-Boards.
Call three pupils to stand at the isles starting at the back.
The teacher flashes number cards of addition facts. For every
correct answer, a pupil will execute one step forward. The first to
reach the finish line in front is the winner. Those pupils who are
seated will write their answers on their Show-Me-Boards.

Examples:
3 5 7
+9 +6 + 8
2. Review
NOTE: Teacher will use flash cards while the pupils will use
their Show-Me-Boards.
Using your Show-Me-Boards find the sum of the following by
adding mentally.

300 125 520 172 350 650

+ 200 + 400 + 40 + 6 + 40 + 50

B. Developmental Activities

1. Motivation
Refer to LM Leksyon 25.
Say: What can you see in the picture? Where do you think is this?
Have you gone to the farm?
Let pupils share their experiences in the farm.

2. Presentation
Let the pupils read the story problem and answer the comprehension
questions on LM Leksyon 25.

91
Ask:

How many eggs did he harvest in one poultry?

How many eggs did he harvest in another poultry?
Say: Let us help Nilo find the total number of eggs he harvested.
Here are the steps:

1. Determine what the problem looks for or know what is asked?

2. Determine the given facts. What are given?
3. Determine the operation to be used.
What do you think will be the operation to solve the problem?
4. Write the number sentence for the problem.
(Expected answer: 153+224=N)
5. Solve. (The teacher discusses the solution using the place value
chart.)

hundreds tens ones

1 5 3 153 eggs from 1 poultry
+ 224 eggs from another
2 2 4 poultry
N total number of eggs
3 7 7

Why is it important to line up the numbers accurately?

Introduce the solution using the long and short method.

Long Method Short Method

153 = 100 + 50 + 3 153

224 = 200 +20 + 4 + 224
Step 1. Add the ones N
100 + 50 + 3 Step 1. Add the ones.
+ 200 + 20 + 4 153
7 + 224
Step 2. Add the tens 7
100 + 50 + 3
+ 200 + 20 + 4 Step 2. Add the tens.
70 + 7 153
+ 224
77

92
 Step 3. Add the hundreds
100 + 50 + 3 Step 3. Add the hundreds.
+ 200 + 20 + 4 153
300 + 70 + 7 + 224
Step 4. Write the answer in 377 total
standard form and state the number of
complete answer. 377 total eggs
number of eggs

(Give other examples depending on pupil‟s ability.

Lead pupils in solving the correct answer.)

C. Processing the Activity

Ask: Which method do you like best? Why?
In solving a word problem, what do you determine first? second?
third?
After determining all those things mentioned, what do you do next?

D. Summarizing the Lesson

In solving a word problem, it is important to read carefully and
understand the problem. First, determine what the problem looks for,
then determine the given facts, and determine the operation to be
used.
What will you do next?
(Expected answer: Write the number sentence and proceed in solving.
On what place value will you start solving?
Why should the numbers be aligned?
(Expected answer: To keep the proper value of the digits.)
After solving, write the complete answer.

E. Reinforcing the Concepts and Skills

Refer to LM Leksyon 25, Hilikuton 1.
Problems # 1 and # 2 will be answered altogether by the whole class.
Problem #3 will be answered individually.
Checking will be done every after a word problem.

F. Applying to new and other situations

Post the story problem on the board.
Tell pupils to study the problem and answer the questions that follow.
Ask some pupils to do the solving on the board. Checking follows after.

93
 Mr. Cruz conducted an inventory of the number of books by
subject area in his Grade Two class. Here are the list of books
and the number of copies.

Books Number of Copies

English books 112
Filipino books 145
Math books 53

Questions:
1. How many English and Filipino books are there in all?
2. How many Filipino and Math books are there in all?
3. How many English and Math books are there in all?
4. Among the books, which have more number of copies – English
and Math books or Filipino and Math books?

G. Evaluation

Post the problems on the board.

Solve the following word problems. Show your solutions on your paper.
Encircle the complete answer.

1. Mang Roberto raises chickens in the farm. He has 112 roosters

and 234 hens. How many chickens are there in all?
2. Vina has two mathematics books. One book has 573 pages while
the other book has 424 pages. How many pages of Mathematics
books are there altogether?

H. Home Activity

Post the problem on the board.

Tell pupils to solve and answer the word problem by showing their
solutions.

The population of Matapat Elementary School is 423 males and 452

females. What is the total population of the school?

94
Lesson 26: Analyzing and Solving Word Problems Involving Addition of
Whole Numbers with Sums up to 1000 with Regrouping

Objective: Analyze and solve word problems involving addition of whole

numbers with sums up to 1000 with regrouping.
Materials: Flashcards of basic facts, colored strips of paper, charts
Values: Cooperation, helpfulness

A. Preliminary Activities
1. Drill
NOTE: Use flashcards on basic addition facts and Show-
Me-Boards.

“Memory Game”
Mechanics:
1. Divide the class into 4 groups. See to it that the groups will have
the same number of participants.
2. Members should group together.
3. Assign a number starting from 1 to each member.
4. When the teacher calls for a particular number, only those pupils
with that number will give the sum for the addition combination
that will be flashed.
3 6 7 2 1 8 4 8 1 9 6 5 8

+4 + 8 +3 +9 + 7 +8 +9 +2 + 5 + 4 +0 + 4 +2
2. Review
Checking of Home Activity

B. Developmental Activities
1. Motivation
.
NOTE: Prepare equal number of colored rolled strips of paper
(green, yellow, blue and red). The number of strips should
be the same with the number of pupils.

Assist pupils in drawing lots using the colored strips of paper. The
color they picked will determine their groupings.

2. Presentation

NOTE: Prepare four word problems. Write the instruction and

one word problem on each Manila paper. Place each one in an
envelope.

95
 “Cooperative Group Work”

Mechanics:
1. Group the class according to the color they have drawn.
2. Each group will select their leader, secretary and reporter.
3. Ask them the Standards to be observed during the activity.
(Expected answers: Talk softly; cooperate with group members,
respect the opinion of others etc.)
4. Distribute an activity sheet and a chalk per group.
Pupils will work with the activity sheets for 5 minutes.
5. Post outputs on the board.
Ask the reporter to present group‟s work.
Commend pupils‟ correct answer.

Below are sample word problems.

The teacher may add two more similar problems.
Read and analyze the problem. Solve by writing the solution and the
complete answer on the space provided.

Problem #1.

Noel and Tirso helped their father harvest chico fruits in the
orchard. They put 345 chicos in a basket and 356 chicos in another
basket. How many chicos did the two boys harvest in all?

Problem # 2.

Nona and Rosita helped the “Alay ko sa Kapwa Foundation” in

packaging canned foods for the victims of Typhoon Pablo. Mila put
562 canned foods in one box while Rosita put 438 canned foods in
the same box. How many canned foods are there in a box?

C. Processing of Solutions / Answers

Ask reporters from the groups to explain their solution.
The teacher and the whole class will check the answers.

D. Summarizing the Lesson

In solving a word problem, what did you do?

(Expected answers:
1. Read carefully and understand the problem by determining what
the problem looks for, determining the given facts, and

96
 determining the operation to be used.
2. Then write the number sentence and proceed in solving.
3. Lastly, write the complete answer.

In adding, start with the numbers in the ones place, tens place and
hundreds place. Regroup if needed.)

E. Reinforcing the concepts and skills

Refer to LM Leksyon 26, Hilikuton 1.

F. Applying to new and other situations

Refer to LM Leksyon 26, Hilikuton 2.
Ask 4 pupils to solve on the board while the rest of the class will solve
on their paper. Checking of their work follows.

G. Evaluation

Post the problem on the board.

Analyze and solve the problem.

Show and encircle the complete answer on your paper.
1. The Department of Health conducted a medical mission. There
were 249 male patients and 216 female patients who were
examined. How many patients were examined?
2. There were 539 sacks of yellow corn and 461sacks of white corn to
be milled. How many sacks of corn are to be milled?

H. Home Activity

Solve the following problem. Show your solution.

Refer to LM Leksyon 26, Hilikuton 3.

97
Lesson 27: Analyzing and Solving Word Problems Involving Addition of
Money with Sums up to P1000 without and with Regrouping

Objective: Analyzes and solves word problems involving addition of money

with sums up to P1000 without and with regrouping.
Materials: Ball wrapped with addition combinations, real or play money of
different denominations, chart, Show-Me-Boards
Value: Saving money, group cooperation
Instructional Procedure

A. Preliminary Activities
1. Drill:

NOTE: Prepare a ball wrapped with bond papers written with

addition number combinations facing the inner side of the ball
(e.g. 25 + 16 =__; 200 + 600 = __; 157 + 40=__; 350; 803.
Prepare also a cassette/CD player if possible.)
“Unwrapping
+ 40 + 2Game: It‟s Mine.”

Mechanics:
1. This game is played by the whole class. Tell pupils to stand and
form a circle.
2. A ball wrapped with addition number combinations will be passed
from one pupil to another as the music played. (If cassette player
is not available, the teacher may tap the table to make the sound.)
3. When the music stops, the child holding the ball will unwrap the
ball. He will read and answer the number exercise.
4. The music continues and the ball is passed again until all the
exercises are answered.

2. Review

Post the problem on the board.

Tell pupils to read and solve the problem on their Show-Me-Boards.

Tiya Rosa made home delicacies to sell. She made 123 rice
cakes and 196 cassava cakes. How many delicacies did Tiya
Rosa make?

98
B. Developmental Activities

1. Motivation
NOTE: Prepare denominations likeP200, P100, P50, P20 bills, P10,
P5, P1 coin. Use real or play money. Prepare also things like
bag, umbrella, notebook, and pencil with price tag. Place these
things on top of the table for all the pupils to see.
Ask: What are the things you saw on the table?
Let the pupils identify the different denominations.

2. Presentation
NOTE: Prepare play money of different denominations. Prepare
also a bag, an umbrella, a notebook and a pencil with tag prices as
shown below.

Class Activity: Role Playing “Shopping Time”

Ask one pupil to act as customer giving her the Philippine

money of different denominations. One pupil will also pretend to be
the Cashier standing near the items .The teacher narrates the story
while the pupils act out the characters.

P 250 P 175

P 98

P6

Say: After class, (state the name of the pupil customer) dropped by
the market. She bought a bag worth P250 and a pencil worth
P6. How much will she pay the cashier?
(Ask the pupil customer to pay the cashier with the money she has.)
Let us see if (name of customer) was able to pay the correct amount.
Asking comprehension questions:

99
 1. What did (name of pupil customer) buy?
2. How much is the bag? umbrella? notebook? pencil?

C. Processing of Solutions
What is asked in the word problem?
What are the given facts?
What will be the operation to be used? (
Write the number sentence. (Expected answer: P 250 + P6 = N)
Say: To add numbers involving money, here are the steps.

1. First, write the numbers by column. Align the numbers to keep the
proper value of the digits.
2. Add starting in the ones column. Regroup if needed.
3. Do the same (in step 2) with the rest of the columns.
4. Copy Peso sign.
5. Write the correct answer or label your answer.
Demonstrate first to the pupils how to solve.
P 250 cost of the bag
+P 6 cost of the pencil
P 256 amount to be paid to the cashier

Ask: Supposing, we will buy only the umbrella and note book.
How much will we pay? (Ask other similar questions.)

D. Summarizing the lesson

How do we solve a word problem? (Expected answer: Read and
understand the problem by determining what the problem looks for,
determining the given facts, and determining the operation to be used.
Then write the number sentence and proceed in solving.
Lastly, write the complete answer.)
In what place value do you start adding? After solving the number
combinations, what did you do with the Peso sign? (Expected answer:
Copy it in the space provided for the answer align with the peso sign in
the addends.)

E. Reinforcing Concepts or Skills

NOTE: Prepare four charts. Each chart is written with the instructions
and a word problem. Put each chart inside an envelope.

100
 Cooperative Group Activity

Divide the class into 4 groups. Ask each group to choose their leader,
a secretary and a reporter. Distribute an activity envelope to every
group and a piece of chalk. Remind pupils of the Standards to be
observed during the group activity. Set a time limit.

Ask pupils to post their work on the board.

Call the reporter to report group‟s work.
Analyze and solve the following problems.
Show your solutions on a piece of paper.
Problem # 1
Rhea has P516 savings in her passbook. She earned P280 in
selling eggs. She deposited the amount in her passbook. How
much money does she have now?

Problem # 2
Bong earned P 185 for selling newspapers and P82 for selling
magazines. How much is his total earnings?

Problem # 3
Mother‟s birthday is coming soon. Father bought a cake worth
P235 and a gift worth P 675. How much did Father spend?

F. Applying to new and other situations

Refer to LM Leksyon 27, Hilikuton 1.
Pupils work in pairs.
After which, call three pupils to show their solutions on the board.

G. Evaluation
Solve the word problems on your paper. State the complete answers.
1. Mother paid the electric bill for P495 and the water bill for P304.
How much did she pay in all?
2. Uncle Ramon and Aunt Elisa came from abroad. They visited
Clara‟s family. They were impressed of Clara‟s good deeds. So,
Uncle Ramon gave Clara‟s mother P450 and Aunt Elisa gave also
P650 to buy Clara‟s school uniform and other school supplies. How
much did Clara‟s mother receive?

H. Home Activity
Refer to LM Leksyon 27, Hilikuton 2.

101
Lesson 28: Subtracting 2- To 3-Digit Numbers with Minuends up to 999
without Regrouping

Objective: Subtract 2- to 3-digit numbers with minuends up to 999 without

regrouping.
Materials: window cards of basic subtraction facts, word problem charts,
Show-Me-Boards
Values: diligence in studying, cooperation
Instructional Procedure:

A. Preliminary Activities
NOTE: The teacher will prepare window cards on basic subtraction
facts. If window cards are not available, write the basic
subtraction facts on the chart.
1. Drill.
Using Window Cards or Charts of Basic Subtraction Facts pupils
will write the answer of the subtraction facts on their paper.
Time limit is 5 minutes. Checking of pupils‟ work follows.
2. Review:
A. Parts of Subtraction Sentence
Review the parts of the subtraction sentence.
Have pupils identify and define the parts of a subtraction
sentence.
9 minuend - the number from which we take away
- 2 subtrahend – the number we take away
7 difference – the number left/ the answer in subtraction

B. “Searching Game”

NOTE: Prepare yellow number cards written with numbers in

standard form and white number cards written with the
equivalent numbers in expanded form of the of the yellow cards.

Distribute the yellow number cards (those with numbers in standard

form) and the white number cards (those written with numbers in
expanded form) to some pupils. Tell them to match their yellow
cards with the white ones equivalent to the number that they have.

Example:
yellow card 346 white card 300 + 40 + 6

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B. Developmental Activities

1. Motivation/Pre-Reading :
Refer to LM Leksyon 28
Ask: What did you see in the picture? Do you also do this every day
at home? Why?

2. Presentation

Activity 1. Reading the problem

Refer to LM Leksyon 28.
Comprehension questions:
1. Who is the nice little boy in the story?
2. Why is it that he is a nice boy?

Activity 2. Role Playing the Story

Tell the pupils to role play the story. Ask one boy to act as Eric
while the whole class read the story. Emphasize the pages he
reads.
C. Processing the Activity

Ask: What is the last page of the book Eric finished reading last night?
Show a book. Put a marker on page 123.
What is the last page he reads tonight?
Put a mark on page 135. Altogether, the class will count the number
of pages from page 124 (since 123 was finished reading last night) to
page 135.
Ask: How many pages did Eric read tonight?
Say: Aside from actual counting the number of pages, there is also
another way of finding the answer.
Ask: What is asked in the problem?
What are the given facts?
Encourage pupils to write the number sentence.
Pupils may relate this to addition.
124 + ___ = 135
Ask: What is another way of writing this equation or number sentence?
(135 - 124 = N)

Say: The minus sign (-) indicates that we need to subtract.

Demonstrate using the place value chart. Write the complete answer.
Show also to the pupils how to solve using the long method and the
short method.
Say: Why is it important to line up the numbers accurately?

103
 LONG METHOD

135 = 100 + 30 + 5 last page read last night 1. Write the numbers in
- 123 = 100 + 20 + 3 last page read tonight expanded form.
+2 2. Write them vertically.
3. Subtract the ones.
135 = 100 + 30 + 5 4. Subtract the tens.
- 123 = 100 + 20 + 3 5. Subtract the hundreds.
+10 + 2 6. Write the number in
standard form.
135 = 100 + 30 + 5
- 123 = 100 + 20 + 3
0 + 10 + 2 or 12 number of pages
he read tonight

SHORT METHOD
1. Write the numbers vertically.
135
- 123
2. Subtract the ones.
2

135
- 123 3. Subtract the tens.
12

135 4. Subtract the hundreds.

- 123
012 or 12 number of
pages he read tonight

D. Summarizing the lesson

How do we subtract 2-to 3-digit numbers without regrouping?

(Expected answer: To subtract 2- to 3-digit numbers without
regrouping, subtract the numbers on the ones place first, followed
by the tens place and finally the hundreds place.)

Why is it important to line up the numbers accurately?

(Expected answer: To keep the proper value of the digits in the
number.)

104
E. Reinforcing the concepts and skills
Individual Activity
Refer to LM Leksyon 28, Hlikuton 1.

F. Applying to new and other situations

Cooperative Group Work

NOTE: Teacher will prepare a problem for the pupils to
answer. Five problems of one kind will be written each on a
manila paper.

Divide the class into 5 groups. Each group will select their leader,
secretary and reporter. Remind pupils of the Standards to be
observed during group activity. Each group will be given a problem
to solve. A time limit of 6 minutes is set. After all the groups have
answered, tell them to post their problem on the board. The reporter
will report the group‟s answer.
Caloy‟s family owned a sari-sari store. This is the daily
inventory of the number of items sold.

Do the following: Find the difference between the

1. bread and biscuits
2. noodles and sardines
3. bar soap and biscuits

G. Evaluation
Post it on the board.

Find the difference.

476 685 809 892
1. - 13 2. – 32 3. - 406 4. -452

H. Home Activity
Do the following:

1. What is 178 minus 23?

2. Find the difference between 245 and 946.
3. If 700 is subtracted from 999, what is the answer?
4. 654 - 32 = N

105
Lesson 29: Subtracting 2- to 3-Digit Numbers with Minuends up to 999
with Regrouping (In the Tens and Ones Places)

Objective: Subtract 2- to 3-digit numbers with minuends up to 999 with

regrouping (in the tens and ones places).
Materials: Model of a guava tree and fruits written with subtraction basic
facts, number combination cards, counters
Values: Love of country, speed and accuracy
Instructional Procedure:

A. Preliminary Procedure
1. Drill
NOTE: Prepare basic subtraction facts in a guava tree.

“Come, Pick My Fruit”

Post a picture of a guava tree with basic subtraction facts written
on a guava fruit. Subtraction facts are facing the board. Ask pupils
to pick one fruit, read it and give the difference. Do this one at a
time.
18 16 15 9 7 17 11 10
- 9 - 8 - 7 -9 -6 - 8 - 2 - 2
2. Review
NOTE: Prepare subtraction combination cards.

“Relay Game”
Divide the class into 5 groups. Each member of the group will
answer one after the other a subtraction combination posted on the
board. The group who answers completely and correctly the
subtraction sentences wins the game.
Examples:
145 468 793 508
- 33 - 151 - 32 - 407
B. Developmental Activities
1. Motivation
Ask: Who of you arrived early this morning and attended the flag
ceremony? Do you always attend the flag ceremony?
Who has the perfect attendance in the flag ceremony?
2. Presentation
Prepare counters (straws, popsicle sticks, seeds etc.) 2 bundles or
groups of 100, 4 bundles or groups of 40 and 4 pieces)

106
 Post the problem on the board.

During the flag ceremony, 244 pupils attended. If 35

are Grade Two pupils, how many pupils belong to other
grade levels?

C. Processing the Solution

Ask: What is asked in the problem?
How many pupils attended the flag ceremony?
How many Grade Two pupils attended the flag ceremony?
What are we going to do to find the answer?
Guide the pupils to find the answer using counters first.
Ask them to explain their strategies.
Demonstrate how subtraction is done using place value chart.

HUNDREDS TENS ONES

3 10 + 4 = 14
2 4 4
__ 5
3
2 0 9
Answer
Demonstrate also subtraction using long and short method.

LONG METHOD Steps in Subtracting with Regrouping

1. Write the numbers in expanded form.
30 14 2. Write them vertically.
3. Subtract the ones. Since the minuend
244 = 200 + 40 + 4
is less than the subtrahend, regroup
- 35 = 30 + 5 the tens into tens and ones, thus 40
+9 becomes 30 + 10. Add the ones
(10 +4) = 14.
30 14 4. Subtract the ones (14 -5 = 9).
244 = 200 + 40 + 4 5. Subtract the tens.
- 35 30 + 5 6. Subtract the hundreds or copy the
number in the hundreds place of the
200 + 0 + 9
minuend if there is no number in the
hundreds place of the subtrahend.
7. Write the number in standard form.

107
 SHORT METHOD
Steps in Subtracting with
3 14
Regrouping
244 1. Write the numbers vertically.
- 35 2. Subtract the ones. Since the
5 minuend is less than the
subtrahend, regroup the tens into
3 14
tens and ones, thus 40 becomes
244
- 35 30 + 10. Add ten to the ones
05 (10 +4) = 14.
3. Subtract the ones (14 -5 = 9).
3 14 4. Subtract the tens.
244
5. Subtract the hundreds.
- 35
205

Ask: Which among the methods do you like best? Why?

D. Summarizing the lesson
What are the steps in subtracting numbers with regrouping in the
tens place? (Expected answer: 1. Write the numbers vertically. 2.
Subtract the ones. If the minuend is less than the subtrahend, regroup
the tens into tens and ones. Regroup in the minuend. 3. Subtract the
ones place. 4. Subtract the tens place. 5. Subtract the hundreds place.)

E. Reinforcing of Concepts and Skills

Refer to LM Leksyon 29, Hilikuton 1.

F. Applying to new and other situations.

Post the problem on the board. Ask pupils to solve on their paper.
Call four pupils to show their solutions on the boar.
Belen‟s hobby is collecting stamps. She has 241
stamps in one album. Out of those stamps, 87 are local
stamps. How many are not local stamps?
G. Evaluation
Post it these on the board.
Find the difference of the following numbers.
185 968 322 267 170
1. - 36 2 - 29 3. - 16_ 4. - 128 5. - 51

H. Home Activity
Teacher prepares parallel items for the pupils to work at home.

108
Lesson 30: Subtracting 2- to 3-Digit Numbers with Minuends up to 999
with Regrouping (In the Hundreds and Tens Places)
Objective: Subtract 2- to 3-digit numbers with minuends up to 999 with
regrouping (in the hundreds and tens places).
Materials: Model of a guava tree and fruits written with basic subtraction facts
Value: Appreciation of nature
Instructional Procedure

A. Preliminary Activities
1. Drill
Stand and Sit Game

Tell pupils to stand. Direct their attention to the basic subtraction

facts to be flashed. A pupil who gives the correct answer will take
his/her seat.

Examples:
6 10 14 11 13 5 1 17 15
-5 -9 - 6 - 7 - 4 -1 -1 -9 -9

2. Review
Write the difference.
239 968 322 217 173
1. - 36 2 - 29 3. - 16_ 4. - 128 5. - 51

B. Developmental Activities
1. Motivation
Refer to LM Leksyon 30.
Look at the picture. What do you think is the girl doing in the picture?
Who have gone to the beach? Do you also pick pebbles along the
shore? Why?

2. Presentation
Read and answer the story problem.
Refer to LM Leksyon 30.

C. Processing the Activity

What does the problem looks for?
How many pebbles did Elisa collect? (Expected answer: 234)
How many pebbles are white? (Expected answer: 142)
How will you represent the word problem using the number sentence?
Why?

Guide the pupils to find the answer using the counters first.

109
 Then, guide them to subtract using the long method, next the short
method.

Activity 3A. Activity 3B.

Using the long method. Using the short method

234 – 142 = N 234 – 142 = N

100+130

200 + 30 + 4 234
- 100 + 40 + 2 - 142
2 2
100 130
200 + 30 + 4 100+130

- 100 + 40 + 2 234
0 + 90 + 2 - 142
or 92 0 92 or 92

Steps in subtracting with regrouping

1. Write them vertically.
3. Subtract the ones.
4. Subtract the tens. Since the minuend is less than the subtrahend,
regroup the hundreds into hundreds and tens, thus 200 becomes
100 + 100. Add the regrouped tens place (100 +30) = 130.
5. Subtract the tens place (130 – 40 = 90).
6. Write 9 under the tens place.
7. Subtract the hundreds (100 – 100= 0).
8. Zero (0) may or may not be written because it has no value at all.

D. Summarizing the Lesson

How do we subtract numbers if the minuend in the tens place is less
than the subtrahend?
Why is it important to align the numbers accurately?
(Expected answer: To keep the proper value of the digits in the
number.)

E. Reinforcing of Concepts and Skills

Post these number combinations on the board. Ask some pupils to do
the operations on the board while the rest of the pupils solve on their
Show-Me-Boards.
148 627 319 986 317
- 183 - 292 - 359 - 593 - 123

110
F. Applying to new and other situations

“Problem Challenges”
Four pupils will be called for the challenge. They will solve the
challenge on the chalkboard. The first pupil to finish answering
correctly the challenge is the winner. Pupils on their seats will solve
on their paper. (One challenge after the other)

Solve the problem challenges. Show your solutions.

1. Subtract 124 from 313 3. Take away 78 from 139
2. 858 less 175 4. 981 minus 45

G. Evaluation

Post this on the board. Do this on your paper.

Find the difference.

325 968 645

1. - 51 2. - 97 3. - 675

4. What is the difference between 728 and 281?

H. Home Activity

Teacher prepares parallel items for the pupils to work at home.

111
Lesson 31: Subtracting 2- to 3-digit numbers with minuends up to 999
with regrouping (zero difficulty)

Objective: Subtract 2- to 3-digit numbers with minuends up to 999 with

regrouping (zero difficulty).
Materials: Flashcards of basic subtraction facts, guava fruit cut-outs written
with number combinations, counters like popsicle sticks, pebbles,
etc.
Values: Helpfulness, industry, speed and accuracy
Instructional Procedure

A. Preliminary Activities
1. Drill
Use flashcards.
Say: Write the answers on your Show-Me-Boards.
After the pupils have written their answers, ask a pupil to show the
correct answer to the whole class
Examples:
3 9 6 5 17
-1 -5 -3 -5 - 8

2. Review
NOTE: Prepare models of guava fruits written with number
combinations at the back .Post them on the board.
Say: Father goes to the farm. He will harvest the guava fruits. Please
help father harvest the fruits by picking them and answering the
number combinations. Show your solutions on the board.
Examples:
668 634 363 917
- 172 - 340 - 193 - 461

B. Developmental Activities

1. Motivation
Say: You have helped father harvest the guava fruits. Do you know
that guavas grow from seeds? What other plants grow from
seeds?
2. Presentation
Reading Activity

112
 Bong‟s father planted 200 okra seeds in his garden. After two
weeks, there were 182 healthy seedlings sprouted from the
ground. How many seedlings died?

Comprehension questions:
Who planted the okra seeds?
What kind of a man he is?
Why do you think some okra seeds died?

C. Processing of Solutions
NOTE: Use popsicle sticks (2 bundles of 100).

What is looked for by the problem?

How many okra seeds were planted?
How many okra seedlings many sprouted?
How will you solve the problem? What operation will you use?
How will you represent the problem? Write the number sentence.

Activity 1.Demonstrate on how to subtract 182 from 200 using bundles

of popsicle sticks.

Activity 2.Demonstrate how subtraction is done using place value

chart.
HUNDREDS TENS ONES
1 9 10
2 0 0
1 8 2
- difference 0 1 8

Activity 3. Demonstrate also how to subtract using the long and short
method.

113
 Long Method Steps in Subtracting with Zero Difficulty
1. Write the numbers in expanded form
200 – 182 = N (for long method only).
200 = 100 + 90 + 10 Write them vertically.
- 100 + 80 + 2 2. Subtract the ones. Rename the
0 + 10 + 8 minuend since it is less than the
or 18 subtrahend, thus 200 becomes 100 +
90 + 10.
Short Method 3. Subtract the numbers in the ones place
(10 – 2 =8).
200 – 182 = N 4. Subtract the numbers in the tens place
(90 – 80 = 10).
100+90+10
. 1 9 0 5. Subtract the hundreds (100 – 100= 0).
200 6. Zero (0) may or may not be written
-182 because it has no value at all.
18
Ask: Do these methods give the same answer?
Which method do you like best? Why?
Give another example like 502 – 231.
Discuss the process in arriving to the answer.
D. Summarizing the lesson
How is subtraction with zero difficulty done?
Why rename the minuend if it is less than the subtrahend?
E. Reinforcing Concepts and Skills
Refer to LM Leksyon 31, Hilikuton 1.
Tell pupils to use long method on items 1 and 2 while for items 3 and
4, use short method.
F. Applying to new and other situations
Post the problem on the board.
Tell pupils to solve the problem on their paper.
There are 203 Grade Two pupils. Out of this, 198 are
present. How many are absent?

G. Evaluation:
Post on the board.
Find the difference.
1. 840 2. 209 3. 607 4. 900
- 517 - 185 - 409 - 318

H. Home Activity
Refer to LM Leksyon 31. Hilikuton 2.

114
Lesson 32: Subtracting Mentally 1–Digit Numbers from 1-to 2-Digit
Numbers with Minuends up to 50

Objective: Mentally subtract 1-digit numbers from 1- to 2-digit numbers with

minuends up to 50.
Materials: Number cards from 1 to 9, numbers cards with subtraction
combinations
Values: Love of sibling, speed and accuracy
Instructional Procedure:

A. Preliminary Activities
1. Drill
NOTE: Prepare number cards with subtraction combinations.

“Number Snap”
Mechanics:
1. The teacher will flash a number (from 1 to 9).
2. Pupils will write the partner number on their Show-Me- Boards, so
that when the two numbers are added, they will have the sum of 10.
3. The first pupil to finish writing will say “Snap” to be acknowledged.
4. The pupil‟s answer will be shown to the class.
Ex: 4 6
2. Review:

NOTE: Prepare number cards with subtraction combinations.

Post them. The numbers facing the board.

Call pupils to get the cards. They will solve the subtraction combinations
on the board. The rest of the class will solve on their paper.
987 872 400 803
-376 - 234 - 32 - 541

B. Developmental Activities

1. Motivation
Refer to LM Leksyon 32.
Ask:
What are twins?
Try to look at the picture, what do you see in the picture?
Do they love each other? What about you, do you also love your
sibling/s?
How will you show your love to your siblings?

115
 2. Presentation
Refer to LM Leksyon 32.
Activity 1. Reading the problem
Let pupils read the problem.
Comprehension questions:
1. Who are the twins?
2. What are the activities that they do together?
3. Do twins love each other? How did you know?

C. Processing the Activity

Ask: What is asked in the problem? What are given? What will we do to
solve the problem? Write the number sentence on the board.
Without using your paper and pencil, how did you arrive to the
answer?
44 – 6 = N or 44
-6
Illustrate mental computation using 44 blocks (or counters to represent
the blocks).
Present 4 groups of 10 blocks and 4 pieces of blocks.
Ask: How many blocks are there? Tell a pupil to take away 6 pieces of
blocks.
(Guide the pupil to take the 4 pieces of single blocks and 2 pieces of
blocks from one group of 10 blocks leaving 8 pieces of blocks in one
group.)
Ask: How many groups of 10 blocks are left? How many single blocks
are left?
What number is represented by these set of blocks left?
Say: We can solve numbers without computing it on your paper. Instead,
we can do it in our minds. Think of the blocks which are
represented by these numbers. Let us use the equal addition
strategy.
Demonstrate on how to do the equal addition method.
24 – 6 = N or 44
STEPS IN
EQUAL ADDITION -6
METHOD Number sentence written horizontally
24 – 6 (Number sentence)
1. Mentally add the + 4 +4
same number to the 28 - 10 = 18
minuend and
subtrahend to make Number sentence written vertically
one number a multiple 24 + 4 = 28
of ten. - 6 + 4 = - 10
2. Subtract mentally.
18

116
 Explanation:
1. Add mentally 4 to 6 to make it 10. (Multiples of 10 are easy to
subtract mentally.)
2. Add mentally 4 to 44, thus it becomes 48.
3. Subtract mentally: 48 – 10 = 38
(Give other examples like 37 – 19 =N; 24 – 7 = N and 39 – 16 = N.

Demonstrate how to compute mentally using the same procedure by

giving the answer orally.)

D. Summarizing the lesson

In subtracting mentally, what is done with the minuend and the
subtrahend? Why?
(Expected answer: the same number is added to the minuend and
subtrahend to make one number a multiple of ten. It is easy to subtract
if one number is in the multiple of 10.)

E. Reinforcing Concepts or Skills

1. Activity: “Write Me”

Tell the pupils to subtract the numbers mentally. Flash the number
cards one at a time. They will write their answers on their Show-Me-
Boards. Call some pupils to explain how they got their answers.
9 35 7 34 43 28 17
- 3 - 1 -0 - 5 - 9 - 2 -5

2. Ask pupils to solve the following subtraction combinations mentally.

They will write the answers on their paper.
(Set a time limit depending on pupils' abilities.)
Refer to LM Leksyon 32, Hilikuton 1.)

F. Applying to new and other situations

Post these boards.

Give the answer orally.
1. If 3 is subtracted from 38, what is the answer?
2. What is the difference between 24 and 6?
3. What is 39 less 8?
4. What is 40 decreased by 9?

117
G. Evaluation

NOTE: Use flashcards of subtraction combinations to be

flashed one after the other.

(Ask pupils to raise their pencils up while they solve mentally.

Altogether, they will write the answer only on their paper.)
Solve mentally. Write your answers on your answer sheets.

6 19 25 48
1. – 2 2. - 9 3. – 6 4. - 5

118
Lesson 33: Subtracting 3-Digit Numbers Mentally without Regrouping
Objective: 1. Mentally subtract 3-digit by ones without regrouping;
2. Mentally subtract 3-digit by tens without regrouping;
3. Mentally subtract 3-digit by hundreds without regrouping.
Materials: Model of a guava tree and fruit written with subtraction facts,
number cards with subtraction combinations
Values: Helpfulness, speed and accuracy, sportsmanship
Instructional Procedure:

A. Preliminary Procedure
1. Drill
NOTE: Prepare basic subtraction facts.
“The Winner Steps”
Mechanics:
1. Divide the class into 3 groups.
2. Members of each group will stand in every isle of the classroom
starting at the back.
3. As the teacher flashes the number combination cards, pupils
solves mentally and give the answer orally.
4. The first to give the correct answer will take a giant step forward.
5. The first to reach the finish line is the winner.
Examples:
11 10 6 10 9 12 7 14
- 9 - 8 -3 - 10 -6 - 6 - 3 - 6
2. Review
NOTE: Prepare basic subtraction cards.
Tell the pupils to solve the numbers mentally. They will write their
answers on a piece of paper.
Examples:
11 40 17 50 29 31 15 44
- 9 - 8 - 3 - 9 - 5 - 6 - 5 - 7
B. Developmental Activities

1. Motivation
Refer to LM Leksyon 33.
Say: What can you see in the picture?
Ask: Have you experienced harvesting corn?
Tell us your experience.
2. Presentation
Refer to LM Leksyon 33.
Comprehension questions:
Ask: Who are the children in the story?

119
 What are they harvesting?
What kind of children are they? Why did you say so?

C. Processing the Solution

Ask: What is the story about?
How many corn seeds are there?
How many corn seeds are black or about to decay?
What do you think will the two children do to solve the problem?
Say: Let us help the two children find the answer for the problem.
Guide the pupils to say the correct answer mentally. Ask them to
explain their strategies.
Demonstration on how subtraction is done mentally may also introduce
using the place value chart.
Steps in Subtracting Mentally
1. Look or think of the numbers.
2. Subtract mentally the numbers in the ones place.
3. Subtract mentally the number in the tens place.
4. Subtract mentally the number in the hundreds place.
5. Give the answer.

D. Summarizing the lesson

How do you subtract mentally?
Expected answer: In subtracting mentally,
1.) Look or think of the numbers.
2.) Subtract mentally the numbers in the ones place
3.) Subtract mentally the number in the tens place.
4.) Subtract mentally the number in the hundreds place.
5.) Give the answer.
E. Reinforcing of Concepts and Skills
1. (Use flashcards.)
Solve the difference mentally. Write your answers on your paper.
478 160 740 300 989 750
- 6 - 30 - 10 - 100 - 7 - 50

2. Solve mentally. Write the answers on your paper.

(Set a time limit depending on pupils' abilities to solve mentally.)
Refer to Leksyon 33, Hilikuton 1.
F. Applying to new and other situations.
Ask some pupils to do the following. They will say their answers orally.

120
 1. Subtract 6 from 426.
2. 120 less 20.
3. Compute the difference between 600 and 200.
4. 457 minus 3.

G. Evaluation
(Use flashcards)
Solve mentally. Write your answers on your paper.

785 330 129 900 270

1. - 5 2. - 10 3. - 1_ 4. - 500 5. - 20

H. Home Activity

Copy and solve mentally.

Refer to LM Leksyon 33, Hilikuton 2.

121
Lesson 34: Analyzing and Solving One-Step Word Problems Involving
Subtraction of Whole Numbers with Minuends up to 1000
without Regrouping

Objective: Analyze and solve one-step word problems involving subtraction of

whole numbers with minuends up to 1000 without regrouping.
Materials: Picture of a frog, a rabbit and a grasshopper, basic subtraction facts
Values: Industry, speed and accuracy
Instructional Procedure

A. Preliminary Activities

1. Drill

NOTE: Draw three number lines on the board. Label the number
line from numbers 0 to 10. Place a picture of a frog, a rabbit and a
grasshopper on the left side of the number lines. One picture for
every number line. The number line could be shortened or
strengthened depending on the number of group's members.

Mechanics:
1. Group the class into three. Each group will represent by a cut-out.
2. Basic subtraction facts will be flashed.
3. Each member of the groups will answer the subtraction
combination mentally. The first to give the answer orally will move
or hop their cut-out one step forward on the line.
4. This continues until one cut-out reach 10 hops.

2. Review
Individual Activity

"Mental Math Game"

1. Refer to LM Leksyon 34, Hilikuton 1.

2. Tell them to solve mentally the number combinations to be
flashed.
3. Then, they will put a mark or a counter (like small sticks or
pebbles) on the numbers on the board game corresponding to
the answer of the number combinations flashed.
4. Checking follows every after each combination.

122
 Example:

967
- 5

Answer: 962
B. Developmental Activities

1. Motivation/Pre-reading Activity
Refer to LM Leksyon 34, Hilikuton 2.

2. Presentation
Refer to LM Leksyon 34, Hilikuton 2.

Comprehension questions:
1. Who harvested and sorted the mangoes?
2. What kind of a man he is?
3. Why do you think he sorted the ripe mangoes from the unripe
mangoes?

C. Processing the Activity

What is asked in the problem?
How many mangoes are there in the big basket?
How many are ripe mangoes?
What will you do to solve the problem?
Write the number sentence on the board.
Elicit solutions from the pupils on how to solve the problem. Ask them
their own strategy in solving the problem. Let them share their
solution to the class.
The teacher may also demonstrate the solution.
1. Write the number sentence vertically. Line up the numbers
accurately.
Ask: Why is it important to write the numbers in line? (Expected
answer: to keep the proper value of the digits in the number.)
2. Subtract the ones.
3. Subtract the tens.
4. Subtract the hundreds. Write the complete answer.

123
 179 total number of mangoes
- 41 ripe mangoes
138 unripe mangoes
D. Summarizing the Lesson

How did you solve the word problem?

(Expected answer: In solving a word problem, it is important to read
and analyze the problem by knowing what the problem is asking, the
given facts, the solution to be used. Then solve the problem. State the
complete answer.)

E. Reinforcing Concepts or Skills

Individual Activity
Refer to LM Leksyon 34, Hilikuton 3.

F. Applying to new and other situations

Write the problem on the board.
Tell pupils to solve the problem on a piece of paper.
There are 116 balloons in a box. If 52 balloons are red, how
many balloons are not red?

G. Evaluation

Post on the board.

Tell pupils to solve the problem on their paper.

1. The delivery van contains 984 kilos of dressed chicken. If 461 kilos
were delivered in the morning and the rest will be delivered in the
afternoon, how many kilos of dressed chicken will be delivered in the
afternoon?

2. In a big matchbox, there are 259 matchsticks. If 162 were taken out
and placed in a small box, how many matchsticks left?

H. Home Activity
Refer to LM Leksyon 34, Hilikuton 4.

124
Lesson 35: Analyzing and Solving One-Step Word Problems Involving
Subtraction of Whole Numbers with Minuends up to 1000
with Regrouping

Objective: Analyze and solve one-step word problems involving subtraction of

whole numbers with minuends up to 1000 with regrouping.
Materials: Number cards
Values: Love of reading books, speed and accuracy
Instructional Procedure

A. Preliminary Activities
1. Drill: Decomposing Numbers
NOTE: Prepare number cards like 8, 5, 7

"Give Me Names"
Mechanics:
1. Group the class into four.
2. One member of a group after the other will write number
sentences as long as the answer is equal to the number on the
number card that is being shown.
3. Every correct number sentence will earn one point.
4. The group with the most number of points wins the game.

Example 8 (Expected answers: 4+4, 5+3, 7+1, 2+6, 10-8, 15-7, 4

subtracted from 12, 11 less three, 13 minus 5 etc.)

2. Review
Checking of Home Activity

B. Developmental Activities

1. Motivation
Do you read books? Why?
What kind of books do you read? Why?
A person who is fond of reading books is described as a bookworm.

2. Reading Activity
Present the problem on the board and let the class read.

There are different kinds of books in the library. In a shelf, there

are 93 books. Among these books, 27 are fairy tale books. These
are story books for children involving magical events or imaginary
creatures. How many are non-fairy tale books?

125
 Comprehension questions:
1. In the story problem, where are the books?
2. What are fairy tale books? Give examples.
3. Do you also read fairy tale books? Why?
4. Give examples of non-fairy tale books?

C. Processing the Activity

What is the problem looking or asking for?
How many books are there in a shelf?
How many are fairy tale books?
What will you do to find out the number of books in a shelf that are non-
fairy tales? Why?

Call some pupils to solve on the board while those pupils in their seats
will solve on a piece of paper. Ask pupils (choose those who solved
correctly showing different strategies) to discuss his/her answer.
Demonstration may be done by the teacher if the solution was not done
or discussed by the pupil who solved on the board.)
8 13
93 total number of books in a shelf
- 27 number of fairy tale books
66 total number of non-fairy tale books

1. Write the numbers vertically. Line them up.

Why is alignment of numbers important? (Expected answer: to keep
the proper value of the digits in the number.)
2. Subtract the ones. Regroup or decompose 9 tens or 90 into 80 +10.
3. Add 10 to 3 (minuend of the ones place) making it 13.
4. Subtract: 13 - 7= 6
5. Subtract: 8 - 2 = 6 (hundreds place). Write the complete answer.

D. Summarizing the Lesson

How did you solve the problem?
(Ask one pupil to explain his/her process/es in solving the problem.)

E. Reinforcing
Work individually.
Refer to LM Leksyon 35, Hilikuton 1.

F. Applying to new and other situations.

Tell the class to solve the problem on their Show-Me- Boards. Afterwards,
call three pupils to solve the problem on the board. Those who are on

126
 their seats will compare and check their work with the correct
computation on the board.

You are asked by your teacher to count the number of chairs in

your classroom. You counted 55 chairs. Among these, 19 chairs are
different from others. How many chairs are the same?

G. Evaluation

Post these on the board. Tell pupils to read and solve on their paper.

1. There are 510 pieces of rubber band in a box. If 130 pieces are taken,
how many pieces of rubber band are left?
2. During the Family Day Celebration of the school, 651 parents and
pupils participated. Of these number, 373 were parents.
How many pupils participated?

H. Home Activity

Refer to LM Leksyon 35, Hilikuton 2.

127
Lesson 36: Analyzing and Solving One-Step Word Problems Involving
Subtraction of Money with Minuends up to P1000 (Zero
Difficulty)

Objective: Analyze and solve one-step word problems involving subtraction

of money with minuends up to1000 (zero difficulty).
Materials: Flashcards of basic subtraction facts, real or play money, activity
charts
Values: Thriftiness, cooperation, speed and accuracy
Instructional Procedure

A. Preliminary Activities
1. Drill
NOTE: Prepare flashcards of basic subtraction facts and
Show-Me-Boards.

Individual Activity: Competition of Speed and Accuracy

Compute mentally. Write your answers on your Show-Me-Boards.
Checking is done every after flashing the basic facts flashcards.

2. Review
Checking of Home Activity

B. Developmental Activities
1. Motivation
Refer to LM Leksyon 36.
What is the girl doing in the picture?
Why do you think she is saving a money?
Do you also save money? Why?

2. Reading Activity
Refer to LM Leksyon 36.
Comprehension questions:
What kind of girl is Belen?
Do you also have savings?
Why do we need to save?

C. Processing of Solutions
What does the problem looks for?
How much is Belen's savings?
How much money did she take from her savings?

128
 What will you do to solve the problem?
(Generate from the pupils their solutions in solving the answer.)
How will you represent the problem through the number sentence?
Guide the pupils to solve the problem showing their solution.
Ask some pupils to discuss or show their solution.

D. Summarizing the lesson

What did you do to solve the problem?
In solving a word problem, it is important to read and analyze the
problem by knowing what the problem is asking, the given facts, the
solution to be used. Then solve the problem. In solving, start from
ones, then tens and hundreds places. Regrouping done if necessary.

E. Reinforcing Concepts and Skills

NOTE: Prepare 4 activity charts. Each chart will have one word
problem.

Group Activity
Divide the class into 4 groups. Ask them to choose their leader,
secretary and reporter. Remind Standards to be observed during the
group activity. Each group will answer a word problem in 5 minutes.
After which, reporting by group follows. Set a time limit of 2 minutes for
group reporting.

Group 1. There are 760 boy scouts who joined the council
jamborette. If 342 are from the city and the rest from
the province, how many boy scouts are from the
province?

Group 2. Mother has P750. She went to the supermarket and

bought groceries worth P312. How much is her
change?

Group 3. I have P500-peso bill. I bought a dress and the

cashier gave me P239 as my change. How much is
the cost of the dress.

Group 4. Father had P1000. If he deposited P845 how much

was left to him?

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 After reporting, ask: What group finished first? Why?

F. Applying to new and other situations

Refer to LM Leksyon 36, Hilikuton 1.

G. Evaluation:
Post the problems on the board. Solve them on your paper.
1. Mrs. Andres made 900 pieces pastillas in a day. She was able to
delivered 630 pieces of pastillas.
2. Mr. Serano has P907 in his pocket. He gave P435 to Mrs. Serano
for their children's allowance. How much was left to Mr. Serano?

H. Home Activity
Let pupils write simple word problems and show their possible
solution.

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Lesson 37: Performing Order of Operations Involving Addition and
Subtraction of Small Numbers

Objective: Perform order of operations involving addition and subtraction of

small number
Materials: Flashcards with addition and subtraction facts, 15 counters like
clean straws, sticks etc.
Value: Active participation, speed and accuracy
Instructional Procedure:

A. Preliminary Activities
1. Drill
NOTE: Use flashcards on basic addition and subtraction facts.
Divide the class into 3 groups. The first pupil in each group solves
mentally the given addition or subtraction fact. The first one to give
the correct answer orally earns one point for the group. The
procedure continues until all members of the group have participated.
In case of lacking number of participant/s, the first/second player of
the group will play again. The group with the most number of points
wins the game.

2. Review:
Number Relay
Mechanics:
1. Divide the class into 5 groups (see to it that if possible each
group has the same number of members.)
2. When the signal is given, a pupil from each group will solve the
subtraction combination on the board.
3. He goes back to the group and taps the next player who will do
the same. The group who finished first and with the most
number of correct answers is the winner.
(Each group will have the same number combinations to answer.)
567 672 238 340 903

+ 432 + 145 - 61 - 312 - 672

B. Developmental Activities
1. Motivation:
Role Playing
Ask 3 boys and 5 girls to go in front. Tell the class to read the story
problem as their classmates in front will do the role play.
(Guide the pupils in role playing.)
2. Presentation
Reading the story problem on the board.

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 During their group activity in math, pupils were grouped. Members of
each group were seated together. There were 5 girls and 3 boys in a
group. Then 2 members stand and leave the group to get the
materials. How many pupils remain seated in a group?

Comprehension questions:
1. Why were the pupils grouped together?
2. Why did the two members leave the group?

C. Processing the Activity

Activity 1. Answering questions

Ask: How many boys are there in a group?
How many girls are there in a group?
If we would like to find out the number of pupils in a group, what will
you do?
How many pupils left the group?
If we would like to find out the number of pupils who remain seated
with the other members of the group, what will you do?
How would you represent our story problem in the number sentence?
(Expected answer: (3 + 5) - 2 = N)
Guide the pupils to arrive to the correct number sentence by asking
other similar follow-up questions.
What will be the answer? (Elicit from the pupils their ways of solving
the equation.)

Activity 2. Using counters

NOTE: Prepare counters like 15 clean straws, sticks etc.

Say: Using the counters, perform (9 + 6) - 8 =N

Ask: What is the answer? What did you do first? next?
Do you have other ways of getting the correct answer?

Activity 2. Illustrating or Drawing

Say: Using an illustration, perform (7 + 6) - 8 = N.
Ask: What is the answer? How did you do it?
What did you do first? next?
(Let the pupils share their strategies.)

Activity 3. Using Algorithm

The teacher may introduce the short cut method if pupils were not able
to do it.

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D. Summarizing the lesson
In adding numbers having addition and subtraction operations, what
did you do first? next? (Expected answer: Add the numbers first, then
subtract.)

E. Reinforcing Concepts or Skills

Write the following on the board. Pupils will work in pairs. A pupil who
doesn't have a partner will join the pair near him/her.

Perform the operations.

1. (4 + 3) - 5 = N 2. (8 + 1) - 3 = N 3. (2 + 1) - 3 = N
4. (9 + 9) - 5 = N 5. (10 + 20) - 30 = N

F. Applying to new and other situations

Work in pairs. Do the following on your paper.

1. The sum of 3 and 1 subtracted by 4.

2. Add 7 and 8. Then subtract 5 from their sum.
3. Subtract 2 from the sum of 1 and 6.
4. The sum of 4 and 2 less 3.

G. Evaluation
Perform the operations. Do this on your paper.
Refer to LM Leksyon 37, Hilikuton 1.

H. Home Activity
Copy and do the operations.
Refer to LM Leksyon 37, Hilikuton 2.

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Lesson 38: Solving Two-Step Word Problems Involving Addition and
Subtraction of 2- To 3 -Digit Numbers without Regrouping
Using Appropriate Procedures

Objective: Solve two-step word problems involving addition and subtraction of

2- to 3 -digit numbers without regrouping using appropriate
procedures.
Materials: Basic addition and subtraction facts
Value: Appreciation of nature
Instructional Procedure:

A. Preliminary Procedure
1. Drill
NOTE: Prepare basic addition and subtraction facts.
Pupils will answer on their Show-Me-Boards the basic addition and
subtraction facts to be flashed. Pupils will show their answers to the
teacher by raising their boards.
Examples:
13 5 7 8 14 6 10 9
- 6 +8 +5 -1 - 8 +7 - 3 -7
2. Review
Checking of Home Activity

B. Developmental Activities
1. Motivation
Refer to LM Leksyon 38.
Ask: What do you think is the picture about?
Have you gone to a coconut plantation?
Let them relate their experience.

2. Presentation
Refer to LM Leksyon 38.
Comprehension questions:
Ask: Who owned the coconut plantation?
Why do you think coconuts were harvested?
In what other ways young coconuts useful?
What about the matured coconuts?

C. Processing the Solution

Guide the pupils in analyzing and solving the word problem.
Ask: How did you do it?
Let pupils share their strategies.

134
 The teacher may also discuss how to solve the problem if pupils
were not able to come up with the correct solution leading to the
answer.
How many young coconuts were harvested?
How many matured coconuts were harvested?
What is the total number of coconuts harvested? What operation will
you use to find out the total number of coconuts harvested? Why?
(One at a time during questioning process, write 107 + 31 on the
board.)
How many coconuts were delivered in the market?
How many coconuts were left undelivered? To find the number
of coconuts undelivered, what will you do? Why?
(Continue writing "- 118" after 107 + 131, thus 107 + 131- 118=N.

Ask: How many operations does this problem have? Call volunteer/s to
solve the equation.
Explain the use of parenthesis in the order of operations.
27 + 31- 118 = N
Step 1. Add
1 0 7 young coconut
+ 1 3 1 matured coconut
2 3 8 total number of harvested coconut

Step 2. Subtract.
2 3 8 total number of coconuts
- 1 1 8 number of coconuts delivered
1 2 0 number of coconuts left undelivered

Ask the pupils if they have other ways of solving the problem.
Let them share their solution.

D. Summarizing the lesson

Remember that in solving word problems, read and analyze the
problem by knowing what the problem looks for, the important
numbers or facts to be considered and the solution on how to do with
the problem.
If addition and subtraction operations are needed to solve a word
problem, what process will you use first? next?

E. Reinforcing of Concepts and Skills

Refer to LM Leksyon 38, Hilikuton 1, item numbers 1 & 2.

135
 Ask 2 pupils to solve problems 1 and 2 on the board while the rest of
the class will solve on their paper. Checking follows altogether.

F. Applying to new and other situations.

Refer to LM Leksyon 38, Hilikuton 1, items 3 & 4.

Working with Partner

A pupil will solve one problem on the board while his partner will
solve the other problem. Then after solving, partners take turn in
discussing answers with each other. Checking will be done by the
whole class by asking volunteers to share their solutions.

G. Evaluation
Solve the problem on your paper.

Mang Andres is a fish vendor. He sells 43 kilos of tilapia and 24 kilos

of bangus. A customer buys 50 kilos of fish for his restaurant.
How many kilos of fish are left?

H. Home Activity
Refer to LM Leksyon 38, Hilikuton 1, item number 5.

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Lesson 39: Solving Two-Step Word Problems Involving Addition and
Subtraction of 2- to 3 -Digit Numbers with Regrouping Using
Appropriate Procedures

Objective: Solve two-step word problems involving addition and subtraction of

2- to 3 -digit numbers with regrouping using appropriate
procedures.
Materials: Flashcards of basic addition and subtraction facts,
Values: Sportsmanship
Instructional Procedure

A. Preliminary Activities
1. Drill
NOTE: Prepare basic addition and subtraction facts. Draw three
number lines on the board. Label the number line from numbers
0 to 5.
Mechanics:
1. Group the class into four.
2. Basic subtraction facts will be flashed.
3. Call a member from each group to answer the addition and
subtraction facts mentally. The first to give the answer orally will
put a mark on the first number of the line.
4. This continues until the fifth number had been marked.
5. The first group to finish marking the number is he winner.

2. Review
Checking of Home Activity

B. Developmental Activities
1. Motivation
Ask: Who has papaya plants at home?
Do you like to eat ripe papayas? Why?
Among the three food groups - go, grow and glow food, in
what food groups do papayas belong?
2. Presentation
Post the problem on the board and let the class read.
Aunt Nena worked in the restaurant. She bought papayas
for dessert. She made 56 slices of ripe papaya. Another ripe
papaya was sliced into 17. She put all the sliced papayas in a
container. If there were 38 slices of papaya left in the container,
how many slices were eaten?

137
 Comprehension questions:
1. Where did Aunt Nena work?
2. What is the dessert prepared by Aunt Nena?
3. Why do you think she prepares ripe papayas as dessert
instead of other possible desserts?

C. Processing the Activity

How many slices of ripe papaya were first made by Aunt Nena?
How many slices did she make next?
How many slices in all did she make?
(One at a time during questioning process, write 56 +17 on the
board.)
How many slices were left in the container?
(Continue writing "- 38" after 56 + 17, thus 56 + 17 - 38 = N.) Ask a
volunteer to solve the equation. Then, discussion of the solution
follows.
Step 1. Add the numbers first in the parenthesis.
1
5 6 number of papaya slices
+ 1 7 number of papaya slices
7 3 total number of papaya slices
Step 2. Proceed to subtraction
6 13
7 3 total number of papaya slices
- 3 8 number of papaya slices left
3 5 number of papaya slices that were eaten

(Elicit from the pupils other ways of solving the problem. Let them
share their solution.)

D. Summarizing
Remember that in solving word problems, read and analyze the
problem by knowing what the problem looks for, the important
numbers or facts to be considered and the solution on how to do with
the problem.
If addition and subtraction operations are needed to solve a word
problem, what process will you use first? next? (Expected answer:
Add first, then subtract.)

E. Reinforcing concepts and skills

Individual Activity

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 Refer to LM Leksyon 39, Hilikuton 1.
Answer problem numbers 1 and 2 only.

F. Applying to new and other situations

Refer to LM Leksyon 39, Hilikuton 1, item 3.
Solve the problem on a piece of paper.

During your math class, your teacher gave you 87 red and 28 blue
popsicle sticks for the activity. You used only 69 popsicle sticks.
How many popsicle sticks were not used?

G. Evaluation
Write the word problem on the board/chart and ask pupils to solve on
their paper.

There are 82 Math and 68 English books in a shelf.

If 88 books are new, how many are old books?

H. Home Activity
Solve the word problem on your paper.

Mother bakes 165 cookies in the morning and 135 cookies in the
afternoon. She delivers 249 cookies in a nearby store. How many
cookies are left?

139
Lesson 40: Solving two-step word problems involving addition and
subtraction of money using appropriate procedures

Objective: Solve two-step word problems involving addition and subtraction

of money using appropriate procedures.
Materials: Number cards, activity charts
Values: Saving money, group cooperation
Instructional Procedure

A. Preliminary Activities
1. Drill
NOTE: Prepare number cards with number combinations
involving order of operations

Individual Activity: Competition of Speed and Accuracy

Compute mentally. Write your answers on your Show-Me-Boards.
Example: 3 + 1 + 2 =
2. Review
Checking of Home Activity

B. Developmental Activities
1. Motivation
Do you save money out from your allowance? Why?
2. Reading Activity
Write the word problem on the board.

Felisa saved P12 last week and P18 this week from her
allowance. She put P24 in her coconut shell bank and
keeps the rest in her purse. How much money did she
put in her purse?

Comprehension questions:
What kind of girl is Felisa?
Do you also save money? Why?

C. Processing the Activity

How much was Felisa's savings last week?
How much was Felisa's savings this week?
How much money did she have in all?
What will you do to solve the problem?
(Generate from the pupils their solutions.)
How much money did she put into her coconut shell bank?

140
 How much money did she put in her purse?
How will you represent the problem through the number
sentence?
(Generate from the pupils their solutions. Let them share and
discuss their solutions to the class.)
The teacher may also discuss the steps in solving.
Step 1. Add
P 12 last week's savings
+ P 18 this week's savings
P 30 total savings

Step 2. Subtract
2 10
P30 total savings
- P24 amount saved in her coconut shell bank
P 6 amount she put in her purse
(Elicit from the pupils other ways of solving the problem.)

D. Summarizing the lesson

What will you do in solving the word problem?
To solve word problems, read and analyze the problem by:
1. know what the problem looks for;
2. determining important facts;
3. determine the solution/s needed
If addition and subtraction operations are needed to solve a word
problem, what operation is used first? next?
(Expected answer: Addition first, then subtraction.)
What words in the problem relates to money? (Expected answer:
How much, amount)

E. Reinforcing Concepts and Skills

NOTE: Prepare 4 activity charts. Each chart will have one word
problem.

Group Activity
Divide the class into 3 groups (or groupings may be adjusted depending
on the number of pupils). Ask them to choose their leader, secretary
and reporter. Remind Standards to be observed during the group
activity. Each group will answer a word problem in 5 minutes (time set
depends on pupils' abilities). Reporters will report group's answers.

141
 Group 1.
Mother has P 53. She gave P17 to Andrew and P15 to
Andrea. How much is left to her?

Group 2.
Tirso saved P50 in selling magazines and P 100 in selling
newspapers. He took P23 and buy a toy for his brother. How
much money does he have now?

Group 3.
Anton has P104 while Ana has P87. They put their money
together and buy a gift for grandma's birthday worth P75. How
much is left to them?

After reporting, ask: What group finished first? Why?

Your father gave you P100. He told you to buy a ganta of rice
worth P68 and a can of sardines worth P 15. How much will you
return to father?

F. Applying to new and other situations

Answer word problems 1 and 2 showing your solution.
Refer to Leksyon 40, Hilikuton 1.

G. Evaluation
Write the problem on the board. Tell pupils to solve on their paper.
Nene earned P55 for selling fruits and P43 for selling vegetables.
She gave mother the whole amount but mother only took P75.
How much money did Nene have?
H. Home Activity
Let the pupils answer the word problem at home.
Nonoy saved P140. He took P24 to buy his crayons and P27 to buy his
drawing pad. How much is left to Nonoy?

142
Lesson 41: Multiplication as Repeated Addition

Objective: Illustrate multiplication as repeated addition.

Materials: Pictures, counters, charts, flashcards
Value: Caring for Plants
Instructional Procedure:

A. Preliminary Activities
1. Drill: Flashcards
Addition facts
3 + 4 = ___ 4 + 4 = ___ 2 + 5 = ___
2 + 2 = ___ 6 + 3 = ___ 5 + 5 = ___
2. Review:
Skip counting by 2s, 4s, 5s, etc.

B. Developmental Activities:
1. Motivation:
(Show real flowers like Gumamela or Rose)
Say: What do you think I am holding?
How will you describe it?
What do you call this kind of plant?
Do you have flowering plants at home?
Can you describe it?
Valuing: Do you take good care of your plants at home?
What do you do to take care of your plants?

2. Activities
Activity 1: Reading the Story Problem
(Pupils read the story problem)
Mother bought flowers in pots. There are 3 flowers in each pot.
She bought 6 pots. Then, she brought all the flowering plants at
home.
(Refer to LM Leksyon 41 Hilikuton 1)
Activity 2: Post Reading Activity
-How many pots did mother buy?
-How many flowers are there in each pot?
-Do they have the same number of flowers?
-How many flowers are there in all?
Let us count.

143
C. Processing the Activity
In 3+3+3+3+3+3 = 18
Ask: How many times did we add 3? What is the sum?
So, we add 3, six times.
In 3+3+3+3+3+3 = 18, this is equal to 6 x 3 = 18
Show:

4 4 4

- Count how many groups of 4 are there.

- There are ____ groups of ____.
- How many times did we add 4?
- What will be the sum if we add 4 three times?
- 4 + 4 + 4 = _____ . In shorter way 3 x 4 = _____

D. Summarizing:
- How is multiplication related to addition?
- How do we show multiplication as repeated addition?

E. Reinforcing Concept and skill

Activity 1 (using counters)
Use Popsicle sticks. Group the sticks and make 3 groups of 4.
Ask: How many groups of 4 did you form? So, what is the
corresponding repeated addition did you make?
4 + 4 + 4 = 12 - repeated addition
3 x 4 = 12 - in multiplication
(Do the same procedure using straws)
Activity 2 (Group Activity)
(The teacher will provide the picture of different number cards)

F. Applying to New or Other Situations:

Look at the pictures. Show the repeated addition and its multiplication
sentence as shown in the picture.
(refer to LM Leksyon 41, Hilikuton 2)
G. Evaluation
Look at the pictures. Show the repeated addition and its multiplication
sentence as shown in the picture.
(refer to LM Leksyon 41, Hilikuton 3)

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Lesson 42: Multiplication as Repeated Addition on the Arrays and
Counting by Multiples

Objective: Illustrate and write multiplication as repeated addition on the arrays

and counting by multiples.
Materials: Pictures, flashcards, charts
Values: Helpfulness
Instructional Procedure:

A. Preliminary activities:
1. Song:
one and one, two
two and two, four
three and three, are six for me
four and four, eight
five and five, ten
little fingers on my hands.
(refer to LM Leksyon 42, Hilikuton 1)
2. Review: “SHOW ME” GAME
Let the pupils use counters like straws, popsicle sticks, etc.
- show me 6 + 6 + 6
- show me 4 + 4 + 4
- show me 3 + 3 + 3 + 3
- show me 2 + 2 + 2 + 2

B. Developmental Activities
1. Motivation: Game
Let pupils form a group as the teacher gives the signal:
Form 5 groups of 3s
Form 10 groups of 2s
Form 4 groups of 5s
Valuing: Did you enjoy the game? Did you help one another?
2. Activities: Group Activity
Group pupils into two and the teacher will provide the activity
sheets.
Draw simple objects in each box. Follow the given repeated
addition and its corresponding multiplication sentence on the
arrays.
(refer to LM Leksyon 42, Hilikuton 2)

145
C. Processing the activity:
How many times did you add the objects on the array?
How did you change it to multiplication sentence?

D. Summarizing:
How do we show the multiplication as repeated addition on the arrays?

E. Reinforcing Concepts and Skills

Draw simple objects in each box as shown in the given repeated
addition and its corresponding multiplication sentence on the arrays.
(refer to LM Leksyon 42, Hilikuton 3)

F. Evaluation
Draw simple objects in each box as shown in the given repeated
addition and its corresponding multiplication sentence on the arrays.
(refer to LM Leksyon 42, Hilikuton 4)

G. Home Activity:
Draw simple objects in each box in the given repeated addition and its
corresponding multiplication sentence on the arrays.
(refer to LM Leksyon 42, Hilikuton sa Balay)

146
Lesson 43: Multiplication as Equal Jumps on the Number Line
Objective: Write a related equation for multiplication as equal jumps on the
number line.
Materials: Pictures, flashcards, charts
Value: Cooperation
Instructional Procedures:

A. Preliminary Activities:
1. Drill: Game (Instruct pupils to do the following)

Jump 3 times 8 times

5 times 10 times

2. Review: Flashcards
Change the following into multiplication:

a. 3 + 3 + 3 = 9
__ x __ = __
b. 4 + 4 + 4 + 4 = 16
__ x __ = __
c. 5 + 5 = 10
__ x __ = __

B. Developmental Activities:
1. Motivation:
Children have you seen a frog?

Ask: Children what is in the picture?

How does it look like? How does it move?
Can you jump also like a frog? Everybody, stand and do it.
(refer to LM Leksyon 43, Hilikuton 1)

2. Activities
Activity 1: Reading the story Problem:
The farmer went to his farm. On his way to the farm he saw a
frog. He wants to catch the frog but the frog went on jumping
going to his rice field.

Ask: Who went to the farm?

What did he see?
What did he want to do with the frog?

147
 Activity 2: Post Reading:
Show:

0 1 2 3 4 5 6 7 8 9 10 11 12
Ask:
- Children, what is the picture?
- What do you call the line with numbers?
- How many jumps did the frog make?
- How many spaces are there in each jump?
- If the frog makes 4 jumps and there are 3 spaces in between,
how many spaces are there in all?
- What number is added repeatedly?
- How many times did we add 3?
Show: 3 + 3 + 3 + 3 = 12 or 4 x 3 = 12
(refer to LM Leksyon 43, Hilikuton 2)
C. Processing the Activity:
How is multiplication related to addition? How do we show
multiplication of whole number as repeated addition using the
number line?
D. Summarizing:
How do we show multiplication as equal jumps on the number line?
E. Reinforcing Concepts and Skills
Group Activity: Group the class into 3. Each group will be given an
activity sheet for them to answer.
Write the multiplication sentence as shown on the number line.
(refer to LM Leksyon 43, Hilikuton 3)
Valuing: What did you do while having your group activity? Did you
cooperate with one another?

F. Applying to New or Other Situations:

Write multiplication as equal jumps shown on the number line.

1.

0 1 2 3 4 5 6 7 8 9 10 11 12

_____ + _____ + _____ = _____

_____ x _____ = _____

148
 2.

0 1 2 3 4 5 6 7 8 9 10 11 12
_____ + _____ + _____ + _____ + _____ = _____

_____ x _____ = _____

G. Evaluation:
Write the repeated addition and its multiplication as shown on the
number line:

1.

0 1 2 3 4 5 6 7 8 9 10 11 12
_____ + _____ = _____

_____ x _____ = _____

2.

0 1 2 3 4 5 6 7 8 9 10 11 12

_____ + _____ + _____ + _____ = _____

_____ x _____ = _____

H. Assignment
Write the repeated addition and its multiplication as shown on the
number line.

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

_____ + _____ + _____ + _____ + _____ = _____

_____ x _____ = _____

149
Lesson 44: Identity Property of Multiplication

Objective: Illustrate the property of multiplication that any number multiplied

by 1 is the same number. (1 as multiplied to a number)
Materials: Pictures, flashcards, charts
Value: Sharing
Instructional Procedure:

A. Preliminary Activities
1. Drill: flashcards
2. Review:
Change the following repeated addition sentence into
multiplication sentence.
3+3+3=9 6 + 6 = 12
__ x __ = __ __ x __ = __

9 + 9 + 9 = 27 5 + 5 + 5 = 15
__ x __ = __ __ x __ = __

B. Developmental Activities
1. Motivation

Say: Children, look at the picture, what can you see?

Name the fruits that you see inside the winnow.
(Refer to LM Leksyon 44)
2. Activities:
Activity 1: Reading the story
Lyn‟s mother is a fruit vendor. She sells fruits every day. She
puts all her fruits in a winnow. Everyday she goes to market
to sell all the fruits.
(Refer to LM Leksyon 44)
Activity 2: Post Reading Activity:
1. Whose mother is a fruit vendor?
2. What did she sell?
3. Where did she put her fruits?
4. Where did she sell all her fruits?

150
C. Processing the activity
- How many winnows are there in the picture?
- How many fruits are there in the winnow?
- So, if we put all the five fruits inside one winnow, how many fruits are
there?
- Then, we write 1 x 5 = 5 in multiplication sentence.
(Refer to LM Leksyon 44, Hilikuton 1)

D. Summarizing:
What answer can we get if we multiply any number by 1?

E. Reinforcing Concept and Skills:

Group Activity (Divide the class into 2 groups)
Look at the pictures inside each box. Show the multiplication sentence
as shown in the picture.
(Refer to LM Leksyon 44, Hilikuton 2)

F. Applying to new or other situations:

Group 2. Look at the picture in each box. Write the corresponding
multiplication sentence.
(Refer to LM Leksyon 44, Hilikuton 3)

G. Evaluation:
Look at the pictures inside each box. Give the multiplication sentence
as shown by the picture.
(Refer to LM Leksyon 44, Hilikuton 4)

H. Home Activity:
Look at the pictures inside each box. Write the multiplication
sentence as shown by the picture.
(Refer to LM Leksyon 44, Hilikuton sa Balay)

151
Lesson 45: Identity Property of Multiplication

Objective: Illustrate the property of multiplication that any number multiplied to

1 the answer is the number.
Materials: Pictures, flashcards, counters
Value: Helpfulness
Instructional Procedure:

A. Preliminary Activities:
1. Drill: flashcards:
Multiplication facts:
1x5=5 1 x 10 = 10 1x7=7
1x 4 = 4 1x 8 =8 1x2=2
2. Review:
Write the multiplication sentence in each picture.

___ x ___ = ___ ___ x ___ = ___

___ x ___ = ___ ___ x ___ = ___

B. Developmental Activities
1. Motivation:
Children do you have flowers at home?
Ask: What is in the picture?
(Refer to LM Leksyon 45)
2. Activities:
Activity 1: Reading the story
Mrs. Cruz, the teacher told her pupils to bring 3 vases with a
flower. The next day, Cecile brought 3 flower vases with
flowers. She placed it on the table.
(Refer to LM Leksyon 45)
Activity 2: Post Reading:
- Who told the pupils to bring vases with flowers?
- How many vases were there?
- Who brought the vases with flowers?

152
 - Where did she place the vases with flowers?
(Refer to LM Leksyon 45)
Valuing: What kind of girl is Cecille?

C. Processing the activity:

How many vases are there?
How many flowers are there in each vase?
So, there are 3 vases and 1 flower in each vase.
Then we write 3 x 1 = 3 in multiplication sentence.

D. Summarizing:
What answer can we get if we multiply any number by 1?

E. Reinforcing Concept and Skills:

Look at the pictures inside each box.
Show the multiplication sentence as shown in the picture.
(Refer to LM Leksyon 45, Hilikuton 1)

F. Applying: (Using counters)

Form groups of objects for the following:
- 6 groups of 1 - 4 groups of 1
- 2 groups of 1 - 8 groups of 1

G. Evaluation:
Look at the pictures inside each box.
Show the multiplication sentence as shown in the picture.
(Refer to LM Leksyon 45, Hilikuton 2)

H. Home Activity:
Look at the pictures inside each box.
Give the multiplication sentence as shown in the picture.
(Refer to LM Leksyon 45, Hilikuton sa Balay)

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Lesson 46: Identity Property of Multiplication

Objective: Illustrate the property of multiplication that zero multiplied by any

number is zero.
Materials: Pictures, flashcards, charts
Value: Cooperation
Instructional Procedure:

A. Preliminary Activities:
1. Drill: Flashcards
Multiplication facts
2. Review: Games
Let pupils group themselves as the teacher says: Group
yourselves into 4, 5, 8, 10, etc.

B. Developmental Activities
1. Motivation:
Children, look at the picture. What do you see?
(Refer to LM Leksyon 46)

2. Activities:

Activity 1: Reading the Story

Alex bought 2 empty boxes. He brought them to school. The
teacher told him to put the boxes on top of the table and
show to his classmates what‟s inside.
(Refer to LM Leksyon 46)

Activity 2: Post Reading

- Who bought the boxes?
- Where did he bring the boxes?
- Where did he place the boxes?
(Refer to LM Leksyon 46)

C. Processing the activity:

How many boxes are there?
Did you see anything inside the box?
If you don‟t see anything inside each box, it means empty or zero.
Then we write 2 x 0 = 0 in multiplication sentence.

154
D. Summarizing:
What answer can we get if we multiply any number by zero?

E. Reinforcing Concept and Skills:

Look at the pictures. Give the multiplication sentence as shown in
the picture.

1. 3.
___ x ___ = ___ ___ x ___ = ___

2. 4.
___ x ___ = ___ ___ x ___ = ___

F. Applying to new or other situations: (Group activity)

(Note: teacher will provide activity sheet for each group)

Draw simple objects as shown in the given multiplication sentence.

Group 1 Group 2
1. 3 x 0 = 1. 5 x 0 =
2. 0 x 5 = 2. 0 x 8 =
3. 6 x 0 = 3. 0 x 4 =
4.
Valuing: What did you do while doing your work?

G. Evaluation:
Look at the pictures. Give multiplication sentence as shown in the
picture.
(refer to LM Leksyon 46, Hilikuton 1)

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Lesson 47: Commutative Property of Multiplication

Objective: Illustrate the commutative property of multiplication.

Materials: Pictures, flashcards, charts
Value: Being Industrious
Instructional Procedure:

A. Preliminary Activities:
1. Drill: Flashcards
Basic multiplication facts
2. Review:
0 x 4 = _____ 0 x 6 = _____
3 x 0 = _____ 1 x 8 = _____
1 x 0 = _____ 9 x 1 = _____
3 x 1 = _____ 1 x 5 = _____
B. Developmental Activities:
1. Motivation

What can you see in the picture?

2. Activities:

Activity 1: Reading the Story

Delia and Julie are preparing cookies to sell. Delia has 4 plastics
with 6 cookies each. Julie has 6 plastics with 4 cookies each. They
will sell the cookies around their place.
(Refer to LM Leksyon 47)

Activity 2: Post Reading

- Who were preparing cookies to sell?
- How many plastics does Delia have? How many cookies?
- How many plastic does Julie have? How many cookies?
(Refer to LM Leksyon 47)
Valuing: What character traits did Delia and Julie show?

156
C. Processing the Activity:
- How many plastic of cookies does Delia have?
- How many cookies are there in each plastic?
- What is the multiplication sentence?
Write: 4 plastics x 6 cookies each = 24 cookies
- How many plastic of cookies does Julie have?
- What is the multiplication sentence?
Write: 6 plastics x 4 cookies each = 24 cookies
- Do they have the same number of cookies?
- Does changing of the order of factors affect the product?

D. Summarizing:
How do we show the commutative property of multiplication?

E. Reinforcing Concept and Skills:

Group Activity: Draw objects in each box as shown in the given
multiplication sentence.
(Refer to LM Leksyon 47, Hilikuton 1)

F. Applying to new or other situations:

Group Activity: Divide pupils into 2 groups.
Draw objects in each box as shown in the multiplication sentence
below the boxes.
(Refer to LM Leksyon 47, Hilikuton 2)

G. Evaluation:
Draw simple objects in each box as shown in the multiplication
sentence below the boxes.
(Refer to LM Leksyon 47, Hilikuton 3)

H. Home Activity:
Draw simple objects in each box as shown in the multiplication
sentence below the boxes.
(Refer to LM Leksyon 47, Hilikuton sa Balay)

157
Lesson 48: Multiplication Tables of 5 and 10

Objective: Construct and fill up the multiplication tables 5 and 10

Materials: Pictures, flashcards, counters
Value: Honesty
Instructional Procedures:

A. Preliminary Activities:
1. Drill: Using 30 counters
Group your counters by 5, 10
2. Review:
Skip counting by 5 and 10 up to 100

B. Developmental Activities:

1. Motivation:
Children do you have pencils?
How many pencils do you have?

Ask: What is in the picture?

2. Activities:
Activity 1: Reading the Story
Mother bought 3 boxes of pencils. Each box has 5 pencils. She
gave the pencils to her children. Her children were very happy
because they have many pencils to use in school.
(Refer to LM Leksyon 48)
Activity 2: Post Reading Activity
Who bought the pencils?
To whom did she give the pencils?

C. Processing the Activity:

How many boxes of pencils are there?
How many pencils in each box?
How many pencils are there in all?

Show: In: 5 5 5 10 10 10 10

3x5 = 15 4x10 = 40

158
D. Summarizing:
How can we multiply using 5 as a factor?
How can we multiply using 10 as a factor?
Valuing: What did you do while having your activity?
Did you count your objects correctly?

E. Reinforcing Concept and Skills:

(Individual activity)
Using 30 counters let the pupils do the activity as the teacher gives
the signal.
- make 5 groups of 5
Ask: How many 5‟s are there?
In multiplication it becomes 5x5 = 25
- make 2 groups of 5
Ask: How many 5‟s are there?
In multiplication it becomes 2x5 = 10
(Do the same procedure in grouping by 10)

F. Applying to new or other situations:

Fill up the missing numbers to complete the multiplication table
(Refer to LM Leksyon 48, Hilikuton 1)

G. Evaluation:
Fill up the missing numbers to complete the multiplication table
(Refer to LM Leksyon 48, Hilikuton 2)

H. Home Activity:
Fill up the missing numbers to complete the multiplication table
(Refer to LM Leksyon 48, Hilikuton 3)

159
Lesson 49: Multiplication Tables of 2, 3, and 4
Objective: Construct and fill up the multiplication tables of 2, 3 and 4.
Materials: Pictures, flashcards, counters
Value: Cooperation
Instructional Procedures:

A. Preliminary Activities:
1. Drill:
Skip counting by 2‟s, 3‟s and 4‟s

2. Review: Oral
Multiplication table of 2, 3 and 4

B. Developmental Activities:
1. Motivation:

Children have you seen a tricycle?

Have you tried riding on a tricycle?
Ask: What is in the picture?

2. Activities:
Activity 1: Reading the Story
Mother bought a tricycle as her birthday gift to father Nilo. My
father uses it every day to earn a living. My father was very
happy for the tricycle.
Activity 2: Post-reading
Who bought the tricycle?
Why did mother bought a tricycle?
Who is celebrating his birthday?
(Refer to LM Leksyon 49)

C. Processing the Activity:

- How many wheels does a tricycle have?
- If the tricycle has 3 wheels, how many wheels are there in 2
tricycles?
- In multiplication sentence: 2x3 = 6

D. Summarizing:
How can we multiply using 2, 3 and 4 as a factor?

160
E. Reinforcing Concept and Skills:
Note: Teacher will provide an activity sheet for each group.

Fill up the missing numbers to complete the multiplication table

Group 1

Factors Product
4x3 =
2 x ___ = 6
5x3 =
1 x ___ = 3
6x3 =
Group 2
0 1 2 3 4 5
2x 2 10

Group 3
Factors Product
0x4 =
__x 4 = 8
__ x 4 = 12
8x4 =
6x4 =

F. Applying to new or other concepts:

Fill out the missing numbers to complete the multiplication table
(Refer to LM Leksyon 49, Hilikuton 1)

G. Evaluation:
Fill up the missing numbers to complete the multiplication table
(Refer to LM Leksyon 49, Hilikuton 2)

161
Lesson 50: Multiplication Tables of 2, 3, 4, 5, and 10

Objective: Multiply mentally and fill up the multiplication tables 2, 3, 4, 5 and 10.
Materials: Pictures, flashcards, counters
Value: Cooperation
Instructional Procedures:

A. Preliminary Activities:
1. Drill:
Skip counting by 2‟s, 4‟s, 5‟s and 10‟s
2. Review:
Recite the multiplication table of 2, 4, 5 and 10

B. Developmental Activities:

1. Motivation: Group Game

(Group pupils by 20, 10, 5 etc.)
Group yourselves by 20, 10, 5 etc.)
Ask: How many groups did you form?

2. Activities: Group Activity:

(Note: The teacher will provide an activity sheet for each group.)
Multiply mentally and fill up the multiplication tables
Group 1
Table of 2 Table of 3
0x2 = 0x3 =
1x2 = 1x3 =
2x2 = 2x3 =
3x2 = 3x3 =
4x2 = 4x3 =
5x2 = 5x3 =
Group 2
Table of 4 Table of 5 Table of 10
0x4 = 0x5 = 0x10 =
1x4 = 1x5 = 1x10 =
2x4 = 2x5 = 2x10 =
3x4 = 3x5 = 3x10 =
4x4= 4x5 = 4x10 =
5x4 = 5x5 = 5x10 =

Valuing: What did you do in your activity? Did you cooperate with
your group?

162
C. Processing the activity:
What did you do in your activity?
How did you construct the table of multiplication?

D. Summarizing:
How do you multiply mentally the multiplication tables of 2, 3, 4, 5
and 10?

E. Reinforcing Concept and Skills:

(Note: Provide the chart written on a Manila paper)
Multiply mentally and fill up the multiplication tables
1 x 5 =
X
3 x 2 =
= x
10 x 2 = 2
x =
3 X 4 =
=
30

F. Applying to new or other concepts:

Multiply mentally and fill up the multiplication tables
(Refer to LM Leksyon 50, Hilikuton 1)

G. Evaluation:
Multiply mentally and fill up the multiplication tables.
(Refer to LM Leksyon 50, Hilikuton 2)

H. Home Activity:
Multiply mentally and fill up the multiplication tables
(Refer to LM Leksyon 50, Hilikuton 3)

163
Lesson 51: One-step Word Problem

Objectives: Analyze and solve one-step word problems involving

multiplication of whole numbers including money.
Materials: Flashcards, pictures, charts, Manila paper
Value: Sharing
Instructional Procedure:

A. Preliminary Activities:
1. Drill: Use flashcards
Multiplication facts
5x2= 3 x3 = 4x3= 2x2= 2x6=

2. Review: (Use activity cards)

The teacher gives cards to the pupils and let each group answer
by finding the pattern.

___ groups of 3 ___ groups of 4

___ groups of 2

B. Developmental Activities:

1. Motivation:

Ask: What is the picture all about?

2. Activities:

Activity 1: Reading the Story

Liza bought 5 balloons with different colors. If each balloon
costs Php 10 each, how much will she pay for the 5
balloons?

Activity 2: Post Reading Activity

Who bought the balloons?
How many balloons did she buy?
How much each balloon costs?
(Refer to LM Leksyon 51)

164
C. Processing the Activity:
What is asked in the word problem?
What are the given facts?
What is the word clue?
What is the operation to be used?
What is the number sentence?
What is the complete answer?

D. Summarizing:
How will you analyze the word problem?
What are the steps in analyzing the word problem?
(Note: The teacher should encourage pupils to state/say answers in
complete sentences.)

E. Reinforcing Concept and Skills: Group Work

(Pupils will write their answers in Manila paper and place their work in
different corners of the room. Pupils will be given time to tour and
check the work of others.)
Analyze and solve the word problem carefully. Answer the questions
that follow:
If each toy car worth Php 10 each, how much will 4 toy cars cost?
What is asked in the word problem?
What are the given facts?
What is the word clue?
What is the operation to be used?
What is the number sentence?
What is the complete answer?

F. Applying to new or other concepts:

Analyze and solve the word problem carefully. Answer the
questions that follow:
There are 10 books in the cabinet. If there are 3 books in each
cabinet, how many books are there altogether?
Asked: __________ Operation Used: ________
Given: __________ Number Sentence: _______
Word Clue: _______ Complete Answer: ________
(Refer to LM Leksyon 51, Hilikuton 1)

G. Evaluation:
Analyze and solve word the problem carefully. Answer the questions
that follow:
A. Mother bought 6 pieces of eggs in store at Php 8 each, how
much will she pay for six eggs?
What is asked in the word problem?
What are the given facts?

165
 What is the word clue?
What is the operation to be used?
What is the number sentence?
What is the complete answer?

B. Alex bought 3 cans of juice. If each can costs Php 18, how much
will Alex pay for three cans?
What is asked in the word problem?
What are the given facts?
What is the word clue?
What is the operation to be used?
What is the number sentence?
What is the complete answer?
(Refer to LM Leksyon 51, Hilikuton 2)

H. Home Activity:

Analyze and solve word the problem carefully. Answer the questions
that follow:

A. Mariz bought 4 pieces of ponytails in store at Php 10 each, how

much will she pay for 4 ponytails?

Asked: __________ Operation Used: ________

Given: __________ Number Sentence: _______
Word Clue: _______ Complete Answer: ________

B. Alex bought 3 cans of juice. If each can costs Php 18, how much
will Alex pay for three cans?

Asked: __________ Operation Used: ________

Given: __________ Number Sentence: _______
Word Clue: _______ Complete Answer: ________
(Refer to LM Leksyon 51, Hilikuton sa Balay)

166
Lesson 52: Two-step Word Problem
Objective: Analyze and solve two-step word problems involving multiplication
of whole numbers as well as addition and subtraction including
money.
Materials: Pictures, flashcards, charts
Value: Cooperation
Instructional Procedure:
A. Preliminary Activities:
1. Drill :Oral
Give me the answer as fast as you can.
- think of two numbers with the product of 8
- think of the two numbers with the product of 12
- think of the two numbers with the product 6
- think of the two numbers with the product of 16
2. Review:
What are the steps in analyzing the word problem?

B. Developmental Activities:
1. Motivation: Mix-N-Match (2 groups of pupils)
(The teacher will prepare on a strip of cartolina the multiplication
sentences and the answer on another strip)
Match the multiplication sentences to its answer by looking your
partner:
(6 + 2) x 2 = N 18
(3 x 2) – 1 = N 15
(4 x 3) + 2 = N 16
(5 x 4) – 5 = N 5
(2 + 7) x 2 = N 14

Valuing: What did you do with your activity? Did you cooperate
with one another group?
2. Activities: Group Activity
(Divide the class into 3 groups. Give each group a word problem
to solve.)
Analyze and solve the problems carefully. Answer the questions
that follow. Write your answers on a manila paper.
Group 1
Allan bought 3 glasses of buko juice at Php 8 per glass and 3 puto
at Php 4 each, how much will he pay in all?
What is asked in the problem?
What are the given facts?
What is the word clue?
What is the operation to be used?
What is the number sentence?
What is the complete answer?

167
 Group 2
A dozen of eggs worth Php 72. If I bought 4 dozens of eggs and
I‟ll pay the seller Php 500, how much change will I receive?
What is asked in the problem?
What are the given facts?
What is the word clue?
What is the operation to be used?
What is the number sentence?
What is the complete answer?

C. Processing:
What did you do with your activity?
How did you find your answer?

D. Summarizing:
How will you analyze the word problem?

E. Reinforcing Concept and Skills:

Analyze and solve the problems carefully. Answer the questions that
follow:
Nico has 4-Php 10 bills and 3-Php 10 coins. He gave Php 50 to Mel.
How much money left to Nico?
What is asked in the problem?
What are the given facts?
What is the word clue?
What is the operation to be used?
What is the number sentence?
What is the complete answer?
(Refer to LM Leksyon 52, Hilikuton 1)

F. Applying to new or other concepts: Group Work

(Divide the class into 3 groups. Give each group a word problem to
solve.)
Analyze and solve the problems carefully. Answer the questions that
follow. Write your answer on a manila paper and publish your work.

Group 1
Allan bought 3 glasses of buko juice at Php 8 per glass and 3 puto
at Php 4 each, how much will he pay in all?

Asked: __________ Operation Used: ________

Given: __________ Number Sentence: _______
Word Clue: _______ Complete Answer: ________

168
 Group 2
A dozen of eggs worth Php 72. If I bought 4 dozens of eggs and I‟ll
pay the seller Php 500, how much change will I receive?

Asked: __________ Operation Used: ________

Given: __________ Number Sentence: _______
Word Clue: _______ Complete Answer: ________

G. Evaluation:

Analyze and solve the problem carefully. Answer the questions that
follow.

A. Liza sells 12 bananas in the morning and 10 in the afternoon. If

each banana cost PhP 4 each, how much will she earn?
1. What is asked in the problem?
2. What are the given facts?
3. What is the word clue?
4. What is the operation to be used?
5. What is the number sentence?
6. What is the complete answer?

B. Jojie bought 6 pieces of notebook at Php 16 each. She gave Php

100 to the seller, how much change will she receive?
1. What is asked in the problem?
2. What are the given facts?
3. What is the word clue?
4. What is the operation to be used?
5. What is the number sentence?
6. What is the complete answer?
(Refer to LM Leksyon 52, Hilikuton 2)

H. Home Activity
Analyze and solve the problem carefully. Answer the questions that
follow.
There are 3 boxes of buko pie. In every box there are 6 slices. If 10
slices are eaten, how many slices were not eaten?
Asked: __________ Operation Used: ________
Given: __________ Number Sentence: _______
Word Clue: _______ Complete Answer: ________
(Refer to LM Leksyon 52, Hilikuton sa Balay)

169
Lesson 53: Division in which Sets are Separated Into Equal Parts

Objective: Model and describe division situation in which sets are separated
into equal parts.
Materials: Flashcards, charts, pictures, plastic balls
Value: Cooperation
Instructional Procedure:

A. Preliminary Activities:
1. Drill:
Multiplication facts:
3x4= 8x3= 6x3=
5x2= 2x4= 7x3=

2. Review: Oral (Ask pupils individually)

Group the objects.

1.

Make 3 sets of circles

There are _____ circles in each set.
2.

Make 4 sets of triangles

There are _____ triangles in each set.
3.

Make 2 sets of squares

There are _____ squares in each set.
4.

Make 2 sets of stars

There are _____ stars in each set.

B. Developmental Activities:
1. Motivation: (request 5 boys or 5 pupils to stand in front)
Here are 10 small plastic balls. Call volunteer pupil to divide these
plastic balls among 5 boys. How many balls did each boy
received?
2. Activities:
Ask the pupils to look at the illustration found in LM Lesson 4.

170
 Say: Children, look at cabinet A and Cabinet B. What can you see?

Reading the Story:

In a toy store there are displays of toys in two big cabinets. In

cabinet A there are 12 divisions of toys and have 4 sets of the
same toys in each row. (point the row)
In cabinet B there are also 12 divisions of toys and have 3 the
same sets of toys in each column. (point the column)
(Refer to LM Leksyon 53)

How many divisions of toys in cabinet A?

How many sets of the same toys in each row?
So we say 12 ÷ 4 = 3
Show: 12 ÷ 4 = 3
In cabinet B how many divisions is big cabinet divided?
How many sets of the same toys in each column?
How many columns of toys are there?
So we say 12 ÷ 3 = 4
Show: 12 ÷ 3 = 4
Activity 2
Look at figure A and B
1 1 1 1 1 2 3 4
2 2 2 2 1 2 3 4
3 3 3 3 1 2 3 4

Figure A Figure B
(Refer to LM Leksyon 53, Hilikuton 1)

A. Processing the Activity:

Look at figure A
How many small rectangles are there?
Into how many rows is rectangle divided?
How many small rectangles are in each row?
What is the division sentence for figure A?
(Expected answer: 12 ÷ 3 = 4)
Look at figure B
How many small rectangles are there?
Into how many columns is rectangle divided?
How many small rectangles are in each column?

171
B. Summarizing:
How do we separate division into equal parts?

C. Reinforcing Concept and Skills:

(Note: The teacher will provide an answer sheets)
Write the division sentence shown by the figure:

Group Activities:

Group 1

10 ÷ __ = __
Group 2

6 ÷ __ = __
Group 3

8 ÷ __ = __

D. Applying to new or other concepts:

Write the division sentence for the given illustrations.
(Refer to LM Leksyon 53, Hilikuton 2)

E. Evaluation:
Show the division sentence in which sets are separated into equal
parts and write the division sentence.
(Refer to LM Leksyon 53, Hilikuton 3)

172
Lesson 54: Division as Equal Sharing

Objective: Represent division as equal sharing and formation of equal groups

of objects.
Materials: Pictures, flashcards, charts, counters
Value: Sharing
Instructional Procedure:

A. Preliminary Activities:

1. Drill: Using counters

- form 10 popsicle sticks
Divide your 10 sticks into to 2 equal parts, how many groups
did you form?
- form 12 sticks
Divide your sticks into to 4 equal parts, how many groups did
you form?
2. Review:
(Written on the chart and ask individual pupils to answer it.)
Show the division sentence in which sets are separated into equal
parts and write the division sentence.
1. 2. 3.

4 ÷ __ = __ 8 ÷ __ = __ 12 ÷ __ = __

B. Developmental Activities:
1. Motivation:
Ask: When is your birthday? Do you celebrate also your birthday?

Ask: What have you seen in the picture?

2. Activities:
Activity 1: Reading the Story

173
 Janelle celebrates her 7th birthday. She has a birthday party. She
invites her close friends. Her mother prepares a lot of foods like
cake, spaghetti, salad, ice cream. Janelle gives 18 balloons as
give aways to her 9 friends. She enjoyed a lot in her party.
(Refer to LM Leksyon 54)

Activity 2: Post-reading Activity

- Who is celebrating her 7th birthday?
- What foods did mother prepares?
- What are the giveaways given to her friends?
-
C. Processing:
- How many balloons are there?
- How many friends are there?
- How many balloons did each her friends receive?
Show: 18÷9 =

Valuing: What kind of girl is Janelle? What did she do?

Do you want to be like her?
In what other ways can you share your blessings to others?
Show the illustration on how Janelle gave out her 18
balloons to her friends equally.

D. Summarizing:
How do we divide the group of objects?

E. Reinforcing Concept and Skills:

(Note: Teacher should provide each group an answer sheet for
them to answer)

Group Activity: Group pupils into 3

Divide and draw the objects as equal sharing in each box and
give its division sentence:

174
 Group 1

6 ÷ ___ = ___

Group 2

12 ÷ ___ = ___

Group 3

8 ÷ ___ = ___

Group 4

6 ÷ __ = __

F. Applying to new or other concepts:

Divide and draw the objects as equal sharing in each box and give its
division sentence:
(Refer to LM Leksyon 54, Hilikuton 1)

G. Evaluation:
Divide and draw the objects as equal sharing in each box and give its
division sentence:
(Refer to LM Leksyon 54, Hilikuton 2)

H. Home Activity:
Divide and draw the objects as equal sharing in each box and give its
division sentence:
(Refer to LM Leksyon 54, Hilikuton sa Balay)

175
Lesson 55: Division as Repeated Subtraction

Objective: Represent division as repeated subtraction.

Materials: Flashcards, pictures, activity cards
Value: Cooperation
Instructional Procedures:

A. Preliminary Activities:
1. Drill: Use of flashcards
Basic division facts

2. Review: Using Counters

(Note: Teacher may use any form of counters available provided
pupils safety should be observed.)
Form groups of 10 – divide the objects equally by 5.
Form groups of 12 – divide the objects equally by 4.
Form groups of 9 – divide the objects equally by 3.

B. Developmental Activities:

1. Motivation:
Ask 20 volunteer pupils to stand in front. Form groups of 20
Ask: How many are you in your group?
Ask 5 pupils to sit down. How many were left?
Ask another 5 pupils to sit down. How many were left?
Ask another 5 pupils to sit down. How many were left?
Ask another 5 pupils to sit down. How many were left?

2. Activities:
Activity 1

Children look at the set of circles, what do you observe?

Reading the Story:
Gian cuts 12 pieces of circles. He gives 4 circles to Allan. He
gives another 4 to Felix and the remaining 4 to James. How
many circles left to him?
Activity 2: Post Reading
How many pieces of circles did Gian cuts?
How many circles did he give to Allan?
How many circles did he give to Felix?
How many circles did he give to James?
How many circles left to him?

176
 Show:
a. 12 – 4 = 8
b. 8 – 4 = 4
c. 4 – 4 = 0
(Refer to LM Leksyon 55)

C. Processing the Activity:

What is the number being subtracted?
What is the number subtracted repeatedly?
How many times did we subtract 4?

D. Summarizing:
How can you represent division as repeated subtraction?

E. Reinforcing Concept and Skills:

Group Activity: (Divide the class into 3 groups and distribute the
activity cards to each group.)

(Note: The teacher will model the process before the pupils will be
acted to do the activity.)

Ring the objects to represent division as repeated subtraction.

Write the subtraction and division sentence:

Group 1
Subtraction sentence_____
10
-2 -2 -2 -2 -2

Division sentence: 10 ÷ __ = __

Group 2
Subtraction sentence: ____
16
-4 -4 -4 -4

Division sentence: 16 ÷ __ = __

177
 Group 3
Subtraction sentence: ____
12
-3 -3 -3 -3

Division sentence: 12 ÷ __ = __

F. Applying to new or other concepts:

Ring the objects to represent division as repeated subtraction. Write

the subtraction and division sentence:
(Refer to LM Leksyon 55, Hilikuton 1)

G. Evaluation:

Ring the objects to represent division as repeated subtraction. Write

the subtraction and division sentence:
(Refer to LM Leksyon 55, Hilikuton 2)

178
Lesson 56: Writing an equation for repeated subtraction and equal
sharing

Objective: Write a related equation for each type of situation, repeated

subtraction, equal sharing and formation of equal group of objects:
Materials: Flashcards, charts, show-me-board
Value:
Instructional Procedure:

A. Preliminary Activities:
1. Drill: (Use Show-Me-Board)
Write the correct answer on your show-me-board as I flash the
cards:
6–2= 5–2= 8–4= 10 – 5
2. Review: =
Ring the objects to represent division as repeated subtraction.
Write the subtraction and division sentence:
1. 2.

Subtraction sentence: Subtraction sentence:

4 10
-2 -2 -2 -2 -2 -2 -2

Division sentence: 4 ÷ __ = __ Division sentence: 10 ÷ __ = __

B. Developmental Activities:
1. Motivation:
Let the pupils act out this problem:

Ivy bought 6 cans of sardines and shared them equally to her 3

friends. How many cans of sardines will each friend receive?

Request a girl in the class to act as Ivy and 3 pupils as her friends.
Provide 6 counters for the sardines.
(Refer to LM Leksyon 56)

2. Activities:
Activity 1
Ask: Who bought cans of sardines?
How many cans of sardines did she buy?

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 To whom did she share the sardines?
How many friends has she?
Are the sardines equally divided to her friends?
How many sardines did each of her friends receive?
Say: The 6 sardines were divided equally among her 3 friends.
So, each of her friends received 2 sardines.
Ask: How will you write the equation or number sentence of the
problem?
Equation: 6 ÷ 3 = 2

Activity 2
Present this equation. Have pupils observe it.

_ 6 _ 4 _ 2
2 . 2 . 2 .
4 2 0
Ask: What number is subtracted repeatedly?
How many times dis we subtract 2 from 6 to get 0?
How do we write this into a division sentence?
Say: We can subtract 2 from 6 three times. Therefore, 6 ÷ 2 = 3

C. Processing:
- How many times did we subtract 2 from 6 to get 0?
(Refer to LM Leksyon 56, Hilikuton 1)

How do we divide the objects? What is the equation?

Write the equation:
a. 9 ÷ 3 = 3
b. 8 ÷ 4 = 2
D. Summarizing:
How do you write an equation using repeated subtraction?
How do you write an equation as equal sharing using group of
objects?

E. Reinforcing Concept and Skills:

A. Write the repeated subtraction of the following group of objects:
B. Write the equation as equal sharing of the following group of
objects:
(Refer to LM Leksyon 56, Hilikuton 2)

F. Applying to new or other concepts: Group Activity

Note: Teacher may allow pupils to use any form of counters
available provided pupil‟s safety should be observed.

180
 Work in groups of 3. The leader of each group will distribute the
counters equally among his members. Then the leader will present
the work of their group by completing the table below:

Group 1

Counters No. of No. of Counters Received

Members by each member
1. 20 straws
2. 18 popsicle
sticks
3. 15 plastic
bottle caps
4. 10 mini balls

Group 2

Group the pupils into 2. Let the pupils use their popsicle sticks.
Complete the table below.

No. of No. of popsicle No. of Write the

popsicle sticks used on a triangle equation of
sticks triangle made equal sharing
6
9
12
15
18

G. Evaluation:
Write the equation of the following repeated subtraction and equal
sharing of group of objects.
(Refer to LM Leksyon 56, Hilikuton 3)

H. Home Activity:
Write the equation of the following repeated subtraction and equal
sharing of group of objects.
(Refer to LM Leksyon 56, Hilikuton sa Balay)

181
Lesson 57: Dividing Numbers by 2

Objective: Divide numbers found in the multiplication tables of 2

Materials: Number cards, flash cards, pictures, chart, show-me-board
Value: Cooperation
Instructional Procedure:

A. Preliminary Activities
1. Drill
a. Skip Counting by 2‟s
b. Flash card drill on multiplication facts
2x4 5x2 2x1 2x8
2x3 6x2 7x2 9x2
2. Review
Write a division sentence for each repeated subtraction
1. 8 – 2 = 6 6 – 2= 4 4–2=2 2 - 2= 0
Division sentence: ______
2. 18 – 6 = 12 12 – 6 = 6 6–6=0
Division sentence: ______
3. 36 – 9 = 27 27 – 9 = 18 18 – 9 = 9 9–9=0
Division sentence: ______
4. 20 – 5 = 15 15 – 5 = 10 10 – 5 = 5 5–5=0
Division sentence: ______

B. Developmental Activities:
1. Motivation
Conduct a game: Grouping by 2‟s
Divide pupils into group with 4-5 members
Distribute 20 counters to each group
Flash a number card (even numbers 0-20)
Pupils then group their counters by 2 and have them count the
groups of 2‟s they have formed and write the number on their
show- me- board.
The first group to give the correct answer earns a point.
Continue the game if necessary.
The group with most number of points wins the game.
2. Activities:
Activity 1
Put 2 straws (or any counters available provided it‟s visible to
everybody) in each 5 transparent plastic cups.
Say: Look at the cups and the straws in each cup.
Ask: How many straws do you see altogether?
How many straws are in each cup?
How many cups are there?
How many groups of two‟s are there?

182
 What equation or number sentence can be formed out of this
situation?
Say: So we write: 10 ÷ 2 = 5

number of cups (quotient)

number of straws in each cup
(divisor)
number of straws ( dividend)
We can also write:
5
2 10
We can say “ten divided by 2 equals 5”.
Ask: Do you think these numbers in the division sentence can be
found in the multiplication sentence?
Let us see if how are they related to one another. Have the pupils
look at again the group of straws and cups presented earlier.
Ask: How many cups are there?
How many straws are there in each cup?
How many straws are there in all?
So, we think 5 x 2 = 10
Note that 10 ÷ 2 = 5 is opposite of 5 x 2 = 10
Note: Give other examples of dividing numbers by 2 using objects or
pictures used in the previous lesson.
C. Processing the activity:
Is the division sentence related to multiplication sentence?
How is division sentence related to multiplication sentence?
Are the numbers in the division sentence are also found in the
multiplication sentence?
In the dividing numbers by 2, what do you call 2 in the division
sentence?
D. Summarizing:
How is division sentence changed to multiplication sentence ?
E. Reinforcing Concepts/Skills:
Write a division and a multiplication sentence for each.
Refer to LM Leksyon 57 Hilikuton 1
F. Applying to new or other situations:
Multiply then give the division sentence for each
Refer to LM Leksyon 57 Hilikuton 2
G. Evaluation:
Divide the numbers and change to multiplication sentence:
Refer to LM Leksyon 57 Hilikuton 3
H. Home Activity:
Write the missing numbers:
Refer to LM Leksyon 57 Hilikuton 4

183
Lesson 58: Dividing Numbers by 3 and 4

Objective: Divides numbers found in the multiplication tables of 3 and 4.

Materials: Pictures, flashcards, show- me -board
Value: Helpfulness
Instructional Procedures:

A. Preliminary Activities:
1. Drill: (Use flashcards)
Basic multiplication facts:
3x3= 4x3= 6x3= 2x5=
2x3= 4x4= 2x8=
2. Review:
In your show-me-board divide using repeated subtraction:

8÷2 = 4 6÷3 = 12÷4 = 3 9÷3 = 3

8÷2 =
2
B. Developmental Activities:
=
1. Motivation:
Children have you gone to the library?
What are the things that you observed in the library?

Ask: Children what can you see in the picture?

2. Activities
Activity 1: Reading the Story

Anne helps in the library every afternoon. She puts 16 books in a

shelf. She puts 4 books in each pile. How many piles of books did
she make? What kind of girl is Anne?
Activity 2: Post Reading
How many books were there?
How many books are there in each pile?
How many piles of books were there?
What division sentence can we form out of the word problem?
4
Write: 16 ÷ 4 = 4 or 4 16 or 16 divided by 4 = 4

Change into multiplication sentence.

184
Note: Give another example using objects or pictures used in the
Write: 4 x 4 = 16
previous lesson.
(Refer to LM Leksyon 58)

C. Processing:
Is the division sentence related to multiplication sentence?
How is division sentence related to multiplication sentence?
Are the numbers in division sentence found in the multiplication
sentence?

D. Summarizing:
How is division sentence changed to multiplication sentence?

E. Reinforcing Concept/Skills:
Change to division sentence the following multiplication sentence.
(Refer to LM Leksyon 58, Hilikuton 1)

F. Applying to new or other concepts:

Convert the following multiplication sentence into division sentence.
(Refer to LM Leksyon 58, Hilikuton 2)

G. Evaluation:
Change to division sentence the following multiplication sentence:
(Refer to LM Leksyon 58, Hilikuton 3)

H. Home Activity:
Fill in the correct number sentence on the blanks provided.
(Refer to LM Leksyon 58, Hilikuton sa Balay)

185
Lesson 59A: Division by 5 and 10

Objective: Divide numbers found in the multiplication tables of 5 and 10.

Materials: Pictures, charts, flashcards, activity sheets, envelopes, 2 red
squares
Value: Cooperation
Instructional Procedure:

A. Preliminary Activities:
1. Drill:
Basic division facts (Pupils give answer orally)
(Note: Teacher must provide more items for mastery and give focus
on most common error)
2÷1 4÷2 5÷1 6÷3 4÷4
2. Review: (Written on the chart)
Fill in the blanks using the pictures:

There are ___ smileys.

There are ___ smileys in each set
There are ___ sets of ___ smileys

B. Developmental Activities:
1. Motivation:
(Let pupils perform as the teacher gives the signal)
Make 4 groups of 10
Divide each group by 5‟s. How many groups did you form?
2. Activities: (Group Activities)
Note: The teacher will prepare envelopes, 2 red squares
Read carefully and follow what the directions ask you to do.
Group 1
a. Get the 2 big red squares inside the envelope.
b. Put 2 sets of 4 yellow squares on each red squares.
Ask: How many big red squares are there?
How many yellow squares on each big square?
How many yellow squares in all?
What is the multiplication sentence?
Group 2
a. Put 8 yellow squares on your desk.
b. Group the squares equally into 2.
Ask: How many yellow squares are there?

186
 How many groups of yellow squares did you form?
How many yellow squares in all?
What is the division sentence?
Valuing: What did you do with your group activity, did you
cooperate with your group?

C. Processing:
- What is the operation did the group 1 used?
- What is the multiplication sentence?
- What is the operation did the group 2 used?
- What is the division sentence?

D. Summarizing:
How did you divide numbers?

E. Reinforcing Concept and Skills:

Change to division sentence the following multiplication sentence:
(Refer to LM Leksyon 59A, Hilikuton 1)

F. Applying to new or other situations:

Give the correct division sentence of the given multiplication
sentence.
(Refer to LM Leksyon 59A, Hilikuton 2)

G. Evaluation:
Change to division sentence the following multiplication sentence:
(Refer to LM Leksyon 59A, Hilikuton 3)

187
Lesson 59B: Division Tables by 5 and 10

Objective: Divide mentally numbers found in the multiplication tables of 5 and 10.
Materials: Flashcards, pictures, activity sheets, strips of cartolina, show-me-
board.
Value: Cooperation
Instructional Procedure:

A. Preliminary Activities:
1. Drill:
Skip counting by 5 and 10
2. Review:
Give the product and the quotient of the following:
4x2= 2x3= 3x4= 3x3= 3x2=
8÷4= 6÷2= 12 ÷ 3 = 9÷3= 6÷3=

B. Developmental Activities:
1. Motivation:
Children do you want to have a group contest?
What are the rules to be followed in group contest?
2. Activities: Group Contest
(Divide pupils into 3 groups)
Solve mentally. As the teacher flashes the cards the
representative from each group will give the answer.
Note: The teacher will prepare the following in strips of cartolina.
2x5 10 ÷ 2

5x4 20 ÷ 5

1x5 5÷1

3x5 15 ÷ 3

6x5 30 ÷ 6

2 x 10 20 ÷ 2
C. Processing:
Did you enjoy the contest? How did you come up with your answer?
D. Summarizing:
How did you divide numbers found in the multiplication tables?
E. Reinforcing Concept and Skills:
Group Activity:
(Group pupils into 3.The teacher will provide activity cards of the
following pictures.)

188
 Study the pictures. Give orally the multiplication sentence and the
corresponding division sentence.

Group 1 Group 2

4 x 5 = ___ 5 x 5 = ___
20 ÷4 = __ 25 ÷5 = __
Group 3

10 x 3 = ___
30 ÷ 10 = ___
Valuing: What did you do while having your group activity? Did you
cooperate to one another?

F. Applying to new or other concepts: Use Show-Me-Board.

Change to division sentence the following multiplication sentence as
fast as you can:
1) 5 x 5 = 25 3) 4 x 5 = 20
__÷__ = __ __÷__ = __

2) 3 x 10 = 30 4) 2 x 10 = 20
__÷__ = __ __÷__ = __

G. Evaluation:
Change to division sentence the following multiplication sentence:
(Refer to LM Leksyon 59B, Hilikuton 1)

H. Home Activity:
Change to division sentence the following multiplication sentence:
(Refer to LM Leksyon 59B, Hilikuton sa Balay)

189
Lesson 60: Division tables of 2, 3, and 4

Objective: Divide mentally numbers found in the multiplication tables of 2, 3

and 4.
Materials: Counters, flashcards, show-me-board, number cards
Value: Alertness
Instructional Procedure:

A. Preliminary Activities:
1. Drill: (Ask pupils to answer the following)
Think of two numbers with product of 9.
Think of two numbers with product of 6.
Think of two numbers with product of 10.
2. Review: Use Show-Me-Board.
Write in your show-me-board the division sentence as I flash the
cards of multiplication sentence.
Note: Teacher will make as many number combinations
depending on the set of pupils.
3x2=6 4x2=8 2x2=4
5 x 2 = 10 4 x 4 = 16

B. Developmental Activity:
1. Motivation: (Using 30 counters)
Divide your counters equally by 5.
Ask: How many groups did you form?
Divide your counters equally by 10, by 6?
Ask: How many groups did you form?
2. Activities: (Group pupils into 2)
Note: The teacher will provide the number cards.
Group 1 will hold the card with division sentence while group 2 will
hold the multiplication sentence. Match the multiplication
sentence with its division sentence.
Group 1
12 ÷ 3 = 4 6÷2=3 12 ÷ 3 = 5
9÷3=3 2÷2=1 3 ÷ 1 =3
Group 2
3 x 4 = 12 2x3=6 3 x 4 = 12
3x3=9 2x1=2 1x 3 = 3

C. Processing:
What did you do with your activity?
What operation was involved in Group 1?
What operation was involved in Group 2?

190
D. Summarizing:
How did you divide numbers found in the multiplication tables?

E. Reinforcing Concept and Skills:

Divide the numbers mentally found in the multiplication tables.
2x2=4 __ ÷ 2 = __
3 x 4 = 12 12 ÷ __ = 4
1x3=3 3 ÷ __ = 3
4 x 4 = 16 __ ÷ __ = 4
2x3=6 6 ÷ __ = __

F. Applying to new or other concepts:

Ask pupils individually: Use flashcards.
Give the division sentence mentally as fast as you can.

1) 3 x 3 = 9 3) 2 x 2 = 4
9 ÷__ = __ __÷ 2 = __

2) 2 x 4 = 8 4) 3 x 4 = 12
__÷ 2 = __ 12 ÷__ = __

G. Evaluation:
(Use flashcards ask individual pupil.)
Give the division sentence of the following multiplication sentence
orally.

1) 5 x 3 = 15 3) 4 x 2 = 8
__÷__ = __ __÷__ = __

2) 3 x 4 = 12 4) 6 x 4 = 24
__÷__ = __ __÷__ = __

191
Lesson 61: Word problems involving division

Objective: Analyze and solve one-step word problems involving division of

numbers found in the multiplication tables 2, 3, 4, 5, and 10.
Materials: Pictures, flashcards, charts, cut-outs of letters, books
Value: Cooperation
Instructional Procedure:

A. Preliminary Activities:
1. Drill: Use flashcards
(Division facts)
9÷3 6÷2 5÷5 8÷4 3÷3 2÷1
2. Review: Use flashcards
Change the following multiplication sentence into division sentence.
1) 2 x 3 = 6 6÷__ = 2

2) 3 x 5 = 15 15 ÷ 3 = __

3) 2x8 = 16 16÷__ = 2

B. Developmental Activities:
1. Motivation:
(Teacher will provide cut-outs of letters to the words WORD
PROBLEM)
(Call pupils one at a time to get one card each inside the box)
Children, get a card inside the box and they will form all these
letters to complete the given letters to form the words of our topic
for today.

The first letter of each word is in the blackboard.

W_ _ _ P _ _ _ _ _ _

2. Activities:
Activity 1

Ask: What can you see in the picture?

192
 Reading the Story Problem:

Mang Jerry is a farmer. He plants tomato seedlings in 2 plots. If

he has 10 tomato seedlings, how many seedlings planted in each
plot?

Activity 2: Post Reading Activity

Who is the farmer?
What did he plants?
How many plots he made?
How many tomato seedlings he has?
(Refer to LM Leksyon 61)

Processing the Activity:

What is asked in the word problem?
What are the given facts?
What is the word clue?
What is the operation to be used?
What is the number sentence?
What is the complete answer?

C. Summarizing:
How do we analyze word problem?

D. Reinforcing Concept and Skills:

(Ask 4 boys to act out the situation in front of the class and the same
also with girls)
Mrs. Buen has 20 books to carry. She ask 4 boys to carry them. If
the books were equally shared among them, how many books will
each boy carry?

What is asked in the word problem?

What are the given facts?
What is the word clue?
What is the operation to be used?
What is the number sentence?
What is the complete answer?

E. Applying to new or other concepts: (Work in pairs)

Let the pupils choose their partners. Provide an answer sheet for every
pair. Encourage pupils to state/say answers in complete sentences.
Mother has 10 atis. She divided it equally among her 5 children. How
many atis did each child get?
What is asked in the word problem?
What are the given facts?

193
 What is the word clue?
What is the operation to be used?
What is the number sentence?
What is the complete answer?

F. Evaluation:
Analyze and solve the problems. Answer the questions that follow:

A. Kathy boiled 8 eggs. She divides it equally among her 4 sisters.

How many boiled eggs will each one get?
What is asked in the word problem?
What are the given facts?
What is the word clue?
What is the operation to be used?
What is the number sentence?
What is the complete answer?

B. There were 6 pencils shared equally by 3 pupils during the art

period. How many pencils did each pupil get?
What is asked in the word problem?
What are the given facts?
What is the word clue?
What is the operation to be used?
What is the number sentence?
What is the complete answer?
(Refer to LM Leksyon 61, Hilikuton 1)

G. Home Activity:
Analyze and solve the problem. Answer the questions that follow.
(Refer to LM Leksyon 61, Hilikuton 2)

194
Lesson 62: Unit Fractions with Denominators 10 and Below

Objective: Visualize and identify unit fractions with denominators 10 and

below.
Materials: Pictures, flashcards, charts
Value: Sharing
Instructional Procedure:

A. Preliminary Activities:
1. Drill: Use flashcards:
Name the shaded parts of a whole as I flash the cards:

Review:
Divide the following whole into equal parts:

B. Developmental Activities:
1. Motivation:
Introduce the lesson.
Ask: Look at the picture, what are the children doing?
Say: Do you like to know what the children are doing in the picture?
Today we shall read a story about these children. But before this,
let us recall our Standards for Silent Reading.

2. Activities:
Activity 1. Reading the Story Problem:

195
 Alex, Rey, Jessa and Annie bought a plate of buko pie. They
divided the buko pie equally into eight equal parts. Each of them
got one part. They reserved the rest of the pie for their parents.
They enjoyed eating their buko pie.
Post Reading:
Who are the children in the story? What did they buy?
Into how many parts did they divide the pie?
Did each of them get an equal share?
What part did each of them get?
What did they do with the rest of the pie?
(Refer to LM Leksyon 62)

Activity 2. Acting Out the Story Problem

Let some pupils act out the Story Problem. Ask for four pupil-
volunteers or you may select them. Distribute the round paper/
cardboard cut-outs to the four pupils. Then give the following
Instructions:
1. Pretend you are the four children in the story.
2. Fold your cut-outs equally into 8 parts. Make sure the parts
are equal. (Monitor pupils‟ work, making sure their folding is
accurately done. Provide assistance when needed.)
3. Cut the different parts and get one part each.
Ask: What part of the whole buko pie did each of the children get?
What do we call this part?
Introduce the term „one-eighth‟ if written in words; and if as a
symbol.
Ask: Why is one of the eight equal parts called „one-eighth‟? What
part of the symbol tells the number of parts the whole is divided
into? (lower part/denominator) What part of the symbol tells how
many parts are being talked about? (upper part/numerator)

Activity 3. Other Unit Fractions

This time, group the class into 4 smaller groups. Distribute to each
group rectangular pieces of old newspaper/scratch paper. Then
give the following instructions:
Group 1: Fold your paper into three equal parts. Color 1 part.
Group 2: Fold your paper into six parts. Color 1 part.
Group 3: Fold your paper into five parts. Color 1 part.
Group 4: Fold your paper into ten parts. Color 1 part.
Monitor the groups as they do the activity. Make sure the pupils
cooperate with each other. Provide assistance if needed.
When all groups are done, tell them to have a member per group
to show the colored part to the whole class. Also, s/he has to be
ready to tell something about that part. (e.g. “This part is one of
three equal parts.”….)

196
 As each group reports, write on the board, for example:
1. One of three equal parts
2. One of six equal parts
3. One of five equal parts
4. One of ten equal parts

Eventually, lead the pupils to give the unit fraction for each description
the groups have given. Introduce the unit fraction in words and in
symbols.

C. Processing the Activity

Ask: Into how many parts did each group divide the whole piece of
paper? What is each part called?

D. Summarizing:
How do we identify unit fractions?

E. Reinforcing Concept and Skills:

Ask individual pupil.
Look at the flashcards, how many shaded parts are there in each
card?
(Note: Teacher will provide pictures as shown below)

F. Applying to new or other situations:

Look at the pictures. Identify the fractions of the shaded parts in each.
(Refer to LM Leksyon 62, Hilikuton 1)

G. Evaluation:
Study the pictures. Identify the fractions of the shaded part in each:
(Refer to LM Leksyon 62, Hilikuton 2)

H. Home Activity:
Look at the pictures. Identify the fractions of the shaded parts.
(Refer to LM Leksyon 62, Hilikuton sa Balay)

197
Lesson 63: Reading and Writing Unit fractions

Objective: Read and write unit fractions.

Materials: Flashcards, charts, pictures
Value: Cooperation
Instructional Procedure:

A. Preliminary Activities:
1. Drill: Write on the chart. Ask individual pupils to answer.
Match each unit fraction shown in the drawing with its symbol.

2. Review:
Note: Teacher will prepare this on the chart.
Give the fraction for the shaded part. Encircle the correct answer.

1.

2.

3.

198
 4.

B. Developmental Activities:
1. Motivation:
Teacher will provide the fraction cards?
Children will get a card inside the box and read orally the fractions
written on it.

one–fourth one–tenth one-third

one–eighth one–half one-ninth

one–sixth one-fourth one-fifth

2. Activities:

Activity 1
(To be read orally by the whole class.)
Read the following fractions in symbols:

Read the following fractions in words:

one-half one-third one-fifth
one-sixth one-fourth

Activity 2: Group Activity

Note: Teacher will prepare cards with fractions in symbols
and in words.

Group 1 will hold the fractions in symbols, while group 2 will hold
the fractions in words. Match the words to its symbols by looking
for your partner.
one-half

one-third

one-ninth

199
 one-fifth

one-fourth

C. Processing:

What did you do with fractions in symbols to its words?

Valuing: Did you cooperate with your group while doing your activity?

D. Summarizing:
How can you identify a unit fraction?
(expected answer: a unit fraction is a fraction whose numerator is 1
and the denominator is any number)

E. Reinforcing concept and skills:

Read the fractions in symbols in column A and connect them with its
words in column B:
(Refer to LM Leksyon 63, Hilikuton 1)

F. Applying to new or other concepts: Use flashcards

Read the following fractions in symbols and in words.
– one-third - one-half – one-eighth

– one-fourth - one-fifth – one-tenth

G. Evaluation:
A. Read the following fractions in words and write its symbols.
B. Read the following fractions in symbols and write in words.
C. Write the fraction in symbols and in words.
(Refer to LM Leksyon 63, Hilikuton 2)

H. Home Activity:
A. Write the following fractions in symbols:
B. Write the following fractions in words.
C. Write the following fractions in symbols and in words
(Refer to LM Leksyon 63, Hilikuton sa Balay)

200
Lesson 64: Comparing Fractions

Objective: Compare unit fractions using the relation symbols >, < and =.
Materials: Real objects, cut-outs, flashcards, activity sheets
Value: Cooperation
Instructional Procedure:

A. Preliminary Activities:
1. Drill:
Note: Teacher will prepare cut-outs of fractions.
Using cut-outs let the pupil‟s identity the shaded parts of the shapes.

What part is shaded? Write your answer on the blank below each
drawing.

______ ______ ______ ______

2. Review:
Write on a piece of paper the fractions shown by the shaded part:

a b c d

B. Developmental Activities:
1. Motivation:
(Ask 2 pupil volunteers to come in front.)
Children, look at them, what can you say about them? What did you
observe? Are they the same or different? What words we use in
comparing them?
Today we are going to compare unit fractions.

Ask: What is in the picture?

201
 2. Activities:
Activity 1: Reading the Story
Tess bought 1 watermelon. She divided the watermelon into 2
equal parts. She ate one part of it, and divided the other half to her
2 sisters.
Post Reading:
What part of the watermelon did Tess ate?
What part of the watermelon did each 2 sisters get?
Who got the greater share?
Who got the lesser share?
(Refer to LM Leksyon 64)

C. Processing the Activity:

What symbol represents the relation of their shares, we use for greater
than? for less than? And for equal to?
How do we express the relation between Tess‟s shares to the 2 sisters‟
share? How about the 2 sisters‟ share to Tess‟s share?

Activity 2: (use flashcards)

a b
Ask: Look at figure A and B. Compare which is greater? Which is
lesser?
D. Summarizing:

How do we compare unit fractions? What symbol do we use in

comparing fractions?
E. Reinforcing Concept and Skills: Group Activity
(The teacher will provide activity sheets in each group.)
Group 1
Compare the following fractions using the symbols >, < and = on the
blank. Write your answers on your paper.

1. 3.

2. 4.

202
 Group 2:

Compare the fractions in column A to column B. Use the symbol >,

< and = on the blank:

A B

1.

2.

3.

4.

F. Applying to new or other concepts:

Compare the following fractions using the symbols >, < or = in the box.
(Refer to LM Leksyon 64, Hilikuton 1)

G. Evaluation
Compare the following fractions using relation symbols >, < or = in the
box.
(Refer to LM Leksyon 64, Hilikuton 2)

H. Home Activity:
Compare the fractions. Use >, < or = on the blank:
(Refer to LM Leksyon 64, Hilikuton sa Balay)

203
Lesson 65: Order Unit Fractions

Objective: Order unit fractions.

Materials: Flashcards, charts
Value: Cooperation
Instructional Procedure:

A. Preliminary Activities:
1. Drill: Game (Group pupils into 3)
(The teacher will prepare number cards from 1-10)
I have here scrambled numbers. Arrange the number cards from
the smallest to biggest.
1 2 3 4 5 6 7 8 9 10

2. Review: Use chart

Compare the following fraction use >, < or =

B. Developmental Activities:
1. Motivation

Note: The teacher will prepare number cards 0-9.

Order the following numbers from smallest to greatest.

8 5 0 2 7 6 3 9 4 1
2. Activities: (Group Activity)

The teacher will prepare 2 sets of cards for 2 groups.

Look at the shaded parts of each fraction. Arrange the following

fractions in order from the smallest to the greatest:
Group 1

Group 2

C. Processing the activity:

What did you do with the cards? How will you arrange the cards?

204
D. Summarizing:
How did you arrange the fractions in order?

E. Reinforcing concept and skills:

Arrange the fractions in order from smallest to greatest by writing 1-5
on the blank:
(Refer to LM Leksyon 65, Hilikuton 1)

F. Applying to new or other concepts:

Arrange the following fractions in order from smallest to greatest.
Write 1-5 on the blank:
(Refer to LM Leksyon 65, Hilikuton 2)

G. Evaluation:
Arrange the fractions in order from smallest to greatest. Write 1-4 on
the blank:
(Refer to LM Leksyon 65, Hilikuton 3)

H. Home Activity:
Order the fractions from smallest to greatest.
(Refer to LM Leksyon 65, Hilikuton sa Balay)

205
Lesson 66: Visualize and Identify Other Fractions

Objective: Visualize and identify other fractions less than one with
denominators 10 and below.
Materials: Flashcards, pocket charts, show-me-board, newspaper
Value: Cooperation
Instructional Procedure:

A. Preliminary Activities:
1. Drill: Use flashcards

A. (Call on individual pupils to read first before letting the whole

class read its fraction.)

a. b. c. d. e. f.

B. Write the unit fractions in your Show-Me-Board

1. one-third
2. one-half
3. one-sixth
4. one-fourth
2. Review:
Note: Teacher will prepare this on a Manila paper.
Match the drawing of unit fraction with its number name.
A B

a.

b.

c.

d.
B. Developmental Activities:
1. Motivation:

206
 Ask: Children what is in the picture?
Activities:
Activity 1: Reading the Story
My younger sister likes to draw. She draws a flower with 5 petals
in a card. She colors 1 of the petals and gave the card to our
mother as her birthday present.
Post Reading:
Who likes to draw?
What did she draw?
To whom did she give the card?
Why did she give card to her mother?
(Refer to LM Leksyon 66)
Processing the Activity:
How many petals are there in a flower?
How many petals with color?
What part of the flower with color?
Activity 2:
Note: Let pupils form dyads. If there is a pupil without a
partner, let him/her join any dyad.

Use old newspaper, magazine or scratch paper.

Say: Fold each strip of paper as such:
1st strip: into 4 equal parts
2nd strip:into 6 equal parts
3rd strip: into 8 equal parts
(Note: Monitor all groups, seeing to it that they divide correctly
the strips of paper.)
Say: Show the piece of paper folded into 4 equal parts.
What do we call 1 part?
Shade of this strip of paper.

Show on the board sample strip of paper showing

Note: Follow the same procedure in discussing and presenting

and

C. Processing the Activity:

Say: The drawings below represent the 3 strips of paper you folded in
many ways. Let‟s study each one.

207
 1.

2.

3.

Ask: What fraction is represented by drawing number 1? number 2?

number 3?
In drawing number 1 into how many equal parts the whole strip was
divided? In number 2? In number 3?
Does each of these fractions show more than 1 whole or less? How
can you tell the numerator is less than the denominator?
Note: Show/Point some objects in the room that maybe divided into 4
equal parts, 6 parts or ten parts.
D. Summarizing:
How do we identify fractions?
E. Reinforcing Concept and Skills:
Look at the figures, identify the shaded parts. Write your answer on
your paper.
(Refer to LM Leksyon 66, Hilikuton 1)
F. Applying to new or other concepts: Use pocket chart
Note: The teacher will prepare the following in a cardboard
Ask individual pupil to get a card inside the pocket char.t
Match the figure of fraction to its number name.

1.

2.

3.

4.

G. Evaluation:
Look at the figure, identify the shaded parts. Write your answer on
your paper.
(Refer to LM Leksyon 66, Hilikuton 2)

208
Lesson 67: Similar Fractions

Objective: Visualize and identify similar fraction using objects.

Materials: Pictures, flashcards, charts, activity cards
Value: Cooperation
Instructional Procedure:

A. Preliminary Activities:
1. Drill:
(Note: Teacher prepares the cards with fractions.)
Ask individual pupil to get the fractions inside the box and let them
read:

2. Review:
What do we call number above the fraction bar? below the fraction
bar?

B. Developmental Activities:
1. Motivation:
A B

Children look at the pictures A and B

2. Activities:
Activity 1: Reading the story
There are 2 boxes of balloons and there are 3 balloons in each
box. In box A, 1 balloon is shaded and in box B, 2 balloons are
shaded.
 How many balloons are there in box A?
 How many is shaded?
 What part of the group is shaded?
 How many balloons are there in box B?
 How many is shaded?
 What part of the group is shaded?
(Refer to LM Leksyon 67)

C. Processing:
In box A, 1 out of 3 is shaded.
How do we write in fractions?

209
 Show:

In box B, 2 out of 3 is shaded.

How do we write in fractions?
Show:

In and , what did you observed in their denominator?

D. Summarizing:
- How do we get similar fractions?
- Why are they called similar fractions?

E. Reinforcing Concept and Skills: (Group Activity)

Note: Teacher will provide the activity cards for each group.
Look at the pictures in each card. Shade the part of each group in the
following similar fractions.

Group 1

Group 2

Group 3

Group 4

Group 5

210
 Valuing: What did you do in your activity? Did you cooperate with
your group?

F. Applying to new or other concepts: (Group Activity)

Note: The teacher will provide an activity sheet

Look at the pictures and identify the similar fractions of the group of
objects. Mark X if it does not belong to the group:

Group 1

A.

B.

C.

Group 2: Copy the pair of pictures showing similar fractions.

A.

B.

C.

G. Evaluation:
Look at the pictures identify the similar fractions of the group of
objects at the right by choosing the letter of the correct answer .
(Refer to LM Leksyon 67, Hilikuton 1)

H. Home Activity:
Look at the pictures identify the similar fractions of the following
objects connect them with a line:
(Refer to LM Leksyon 67, Hilikuton sa Balay)

211
Lesson 68: Reading and Writing Similar Fractions

Objective: Read and write similar fractions

Materials: Cut out of different shapes, crayons, jar, flash cards
Values: Fairness, Equal Sharing
Instructional Procedures:

A. Preliminary Activities
1. Drill
Flash the cards and let pupils read orally the unit fractions written
on it.

2. Review
Game: Pick Me
Have the pupils study the chart.
Have them pick out the shapes that show fraction less than one.

B. Developmental Activities
1. Motivation
Call on two pupils with similar features to come in front (ex. length
of hair, height, gender etc.)
Say: Look at your classmates. Are they the same? How are they
the same?
Let pupils cite some similar feature of their classmates.
Introduce the word similar.
2. Presentation
Refer to LM Leksyon 68
Reading the Problem

212
 Bibingka
One day Aya‟s mother cooked bibingka for her three children.
When the bibingka was cooked mother divided it into eight equal parts.
Kyle ate Emil ate and Aya ate . They happily ate the bibingka
together. After eating, they hugged their mother and said “Thank you”.

Have pupils answer the questions.

1. Who cooked bibingka?
2. For whom did mother cook the bibingka?
3. Into how many parts she divided the bibingka?
4. What part of bibingka did Kyle eat? Emil? Aya?
5 .What did the children say to their mother after eating the
bibingka?
6. What kind of children are they?
7. How do you show you gratitude to others?

C. Processing the Activity

 Say: “In the story we have just read, into how many equal parts
the whole was divided? What part of the whole did Kyle eat?
Emil? Aya?
 (Show a circle to represent a bibingka.) Group pupils into 3.
Distribute to the each group paper circles. Through paper folding
ask the pupils to divide the circle into eight equal parts.
Demonstrate how to fold the paper into 8 equal parts.
 Shade or color the parts eaten by Kyle, Emil, Aya. (You may use
different colors of crayons to shade the parts eaten by the three
children)
 Ask a pupil to write on the board the fractions eaten by Kyle, Emil,
and Aya. Have them write the fractions.
 Have pupils study carefully the drawing and the fractions.
 What number represents the denominator of the first fraction? the
numerator? How about the second fraction, what is the
numerator? the denominator? and the third fraction?
 Look at the numerator and denominator. What can you say about
it? Are they similar? How do we call this set of fractions?
 Show another set of rectangle cut out divided into 4 equal parts.
One fraction shaded part another fraction .

 Ask pupils what fractions represent the shaded part of the cut
outs.
 Read and write fractions on the board.
 Ask: How do we know that set of fractions are similar fractions?

213
  Ask pupils to give their own examples of similar fractions and let
them write these on the board.

D. Reinforcing the concepts and skill

Have pupils take turn in taking out a rolled strip of paper with similar
fractions written on it from the jar. Then s/he reads the fractions and
ask one of his or her classmates to write it on the board. If s/he writes it
correctly s/he takes turn in taking out the next rolled strip of paper.
Continue the same procedure till the last paper is taken from the jar.
Note: Before starting this activity prepare the jar/box rolled strip of
papers with the following fractions written on each one.

1
3
- 12 4
5
- 25 3
8
- 18 5
6
- 36
5
7
- 37 2
4
- 34 1
10
- 3
10
1
2
- 22
E. Summarizing the lesson
How are we going to read and write similar fractions?

F. Applying to new and other situations

Read the fraction at the left then, write the similar fractions.
Choose your answer from the right.
Refer to LM Leksyon 68, Hilikuton 1
G. Evaluation
Read the fractions and write similar fractions for each. Choose your
answer from the box below. Refer to LM Leksyon 68, Hilikuton 2

H. Home Activity
Read the fractions and write two similar fractions for each given
fraction.
1
1. 7 ______ _______

2
2. 8 ______ _______

4
3. 5 ______ _______

1
4. 9 ______ _______

214
Lesson 69: Comparing Similar Fractions

Objective: Compare similar fractions using relation symbol

Materials: Flash cards, pocket chart, box
Values: Fairness, Equal Sharing
Instructional Procedure:

A. Preliminary Activities
1. Drill
Teacher flashes the cards and ask pupils to write in their notebook
the fraction for the shaded part.

Note: Prepare the flashcards needed for this activity

2. Review

a. Which should go in the , > or <?

1. 10 9 4. 8 6

2. 8 9 5. 11 2

3. 12 7

b. Match Me
Match the similar fractions (use cards) Look for the answer in the
chart (one set of fractions are placed in the chart, another set of
fractions are on the table or in the box). Pupils will pick one card
from the box or table then matches it with the cards in the pocket
chart.
Nott Note: Prepare the cards with the given fractions below.

B. Developmental Activities:
1. Motivation:
Note: Prepare the poem in the chart or write on the board before the
class starts.

215
Let pupils recite the poem.

Fractions
We have learned in our math class that
is greater than

is greater than

and is lesser than

Oh! Thanks teacher dear
For teaching us well

Comprehension Check- up: Asks the following questions orally.

1. What does the poem tell us?
2. To whom did they thank?
3. Which is greater or ?
4. Which is lesser or ?
5. Do you agree with what the poem tell us?
6. Is it true that is greater than ? and is lesser than ?
2. Activity 2
Note: Prepare the materials: 2 rectangles divided into 4 equal

parts. One part shaded and the other

Show the illustration of 2 rectangles with the same size divided into
4 equal parts. One rectangle with 2 shaded parts, another has one
shaded part.

 Let pupils study the picture.

 Have them name the equal parts the rectangle is divided.
 Have them name the shaded part of the rectangle.
 Have them identify the greater/ bigger part and smaller/lesser
part.
 Have them identify the symbol to be used.

216
C. Processing the activity
 Look at the fractions : and
 Compare their numerators and denominators.
 What can you say about their denominators?
 How about the numerators?
 What do we call these fractions?
 In fractions with the same denominators, how are we going to
identify the greater value? the lesser value?
 What symbol is used for greater than? Ask pupil to write on the
board the symbol
 What symbol is used for lesser than? Ask pupil to write on the
board the symbol
Let‟s try comparing these fractions. Write the > , < on the blank
between the fractions.

1. 3.

__ __

2. 4.

__ __

D. Summarizing the lesson

How do you compare similar fractions?
To compare similar fractions look at the numerators. The fraction with
a greater numerator has the greater value; the fraction with a lesser
numerator has the lesser value.

E. Reinforcing the concepts and skills

Compare each pair .Write > , < , or = to complete each number
sentence.
Refer to LM Leksyon 69 Hilikuton 1

F. Applying to new and other situations

a. Compare the pair of fractions. Write the fraction under its proper
column.

1). and 3). and

2). and 4 ). and

217
 Lesser fraction Greater fraction

Note: Prepare this chart

G. Evaluation
Compare the fraction using > , < on the blank.
Refer to LM Leksyon 69 Hilikuton 2

H. Home Activity
Refer to LM Leksyon 69 Hilikuton 3
Solve each problem by comparing the fractions given.

1. Andrea has read of a book. Nikki has read of a book. Who has
read more pages?

2. Joel has of buko pie while Susan has of buko pie. Who has
the lesser piece?

218
Lesson 70: Ordering Similar Fractions
Objective: Order similar fractions
Materials: Flash cards, cut outs
Value: Sharing
Instructional Procedures:

A. Preliminary Activities:
1. Drill:

Let pupils give the fraction name of fraction in the flashcards by saying
the line below:
We read: _______ We read: ______ We read: ______
We write: _______ We write: ______ We write: ______
Note: Prepare more fraction cards

2. Review:
a. Order the following number cards in the chart from least to
greatest.

1. 124 132 112 145

2. 543 324 216 464

b. Order the following number cards in the chart from greatest to

least

1. 265 756 431 154

2. 385 319 642 150

B. Developmental Activities
1. Motivation
Refer to LM Leksyon 70

219
 “Classmates”
Martin, Gary, Mark and Justin are classmates. They buy
chocolate Bar candies in the store after class. While walking home
they eat their chocolate candy. Martin eats of his chocolate. Gary

eats of the chocolate candy. Mark eats of the chocolate. While

Justin eats of his chocolate.

Comprehension check-up:
1. Who bought chocolate?
2. What part of his chocolate did Gary eat? Justin? Mark? Martin?
3. Who among them have eaten the most part of his chocolate?
Who have eaten the least part?
2. Presentation
Activity 1
 Show rectangular shaped figure of the same size to represent the
fraction used in the story.(as shown below)

Martin

Gary

Mark

Justin
 Label each figure with the name of each child.
 Ask a pupil to divide figure into 5 equal parts .Ask a pupil to
shade the drawing based on the data given in the problem.
 Continue to the next figure until all 5 model figures are shaded.
After which, have pupils compare the figures.
 Ask: Which fraction will be the first? second? third? fourth?
Activity 2
Present another set of fraction cards. Let pupils arrange the cards in
the chart in order from least to greatest or greatest to least.

Note: Teac Provide model figures for the given fraction.

220
C. Processing the Activity
How do we arrange the fractions?
What do we compare before ordering them?
What do you notice with the denominators in each group of fractions?
D. Summarizing the lesson
How do you arrange similar fractions from least to greatest? greatest to
least?
E. Reinforcing the Concepts and Skills
Group Activity
Game Rules:
a. Give five cards to each group.
b. Each group places their cards faced down in a row in front of them.
c. Teacher says “Ready, Set, Go!” and all groups turn over their cards
and try to put them in order from least to greatest.
d. When the group thinks their fractions are in order, they shout
“DONE”

Set# 1:

Set # 2:

Set # 3:

Set # 4:

Note: Provide the materials for this activity.

F. Applying to New and Other Situations
Order the following fractions from least to greatest. Use number 1-4,
where 1 is the least and 4 is the greatest. Letter (a) is done for you
Refer to LM Leksyon 70 Hilikuton 1
G. Evaluation:
A. Arrange the following fractions from least to greatest: Write your
answer in your paper.
B. Arrange the following fractions from greatest to least. Write your
answer in the shape at the right.
Refer to LM Leksyon 70 Hilikuton 2
H. Home Activity
A. Order the fractions from least to greatest or greatest to least.
B. Order the fractions from greatest to least.
Refer to LM Leksyon 70 Hilikuton 3

221
Lesson 71: Reading and Writing Money

Objectives: 1. Read and write money with value through 100

2. Read and write money in symbols and in words through 100
Materials: Flash cards, Philippine bills and coins, number cards, chart, pocket
chart
Values: Thriftiness
Instructional Procedure:

A. Preliminary Activities
1. Drill
Read and write the numbers in symbols and in words. (Use flash
cards)
Twenty-four Fifty-three Ninety-six

57 85 64
Note: Provide more numbers.

2. Review
Have pupils read the words
Fifty pesos Fifteen pesos Ten centavos
pesos
One peso Twenty pesos Five centavos

B. Developmental activities
1. Motivation
When someone special is celebrating his or her birthday, what do
you do?
When you buy gift for him or her where do you get your money?

2. Presentation
Activity 1
Refer to LM Leksyon 71
Reading of Story Problem

222
 “Birthday Gift”
Marian‟s Mother will be celebrating her birthday next week.
Marian is thinking of giving her mother a birthday gift. So she tries
to check her saving box if she has enough amount to buy her
mother a gift. She opens her saving box and counts her money.
She has the following amount: fifty pesos, ten pesos, five centavos,
twenty-five centavos, five pesos, ten centavos, one hundred
pesos, twenty pesos.
How happy she is knowing that she now have money to buy
a gift for her mother.

Post Reading
Ask comprehension question.
1. Who will celebrate her birthday next week?
2. Who wants to give a gift for mother?
3. What did Marian do so that she can buy a gift for mother?
4. How much money does she has in her saving box?
5. What kind of a girl is Marian? Is she a good girl?
Activity 2
From the story “A Birthday Gift” what amount of money were
mentioned?
Using the play money let pupils pick from the chart the
corresponding amount mentioned by the pupils. Then have them write
in words and symbols the given amount. Emphasize the correct way of
writing the given amount. As additional learning ask them also the
national heroes found in each money.
Activity 3
Let the pupils read and write the money in symbols and words on
the board as shown in the amount of bills and coins in the card.

a. b.

c. d.

e. f.

g. h.

223
 C. Processing the Activity
How did you write the money value through 100?
What separates pesos from centavos?
What symbol is used for writing Philippine money?
How do we read the decimal point or dot in money?
D. Summarizing the lesson
How do you read and write the money value through 100?
E. Reinforcing the concepts and skills
Refer to LM Leksyon 71 Hilikuton 1
A. Read each amount and write in words
Items Amount in Amount in Words
Symbols
1 Buko Juice ₱ 10.50
2 Banana cue ₱ 7.50
3 Puto ₱ 12.00
4 Soup ₱ 10.00
5 Sandwich ₱ 15.75
B. Write each amount in symbols:
1) eighty- five centavos ________________________
2) six pesos and thirty centavos ____________________
3) seventy-three pesos and ninety centavos ___________
4) one hundred pesos _____________

F. Applying to new and other situations

Game: Relay
Divide the pupils into three groups with equal number of members.
Let each pupil (one after another) get a card from the box. Have
them race on writing money in symbols and words. The first group
to finish and write all answers correctly will be declared winner.

1. forty-five centavos 6. ₱23.50

2. five pesos and five centavos 7. ₱3.75
3. fifteen pesos and sixty centavos 8. ₱ 35.00
4. one hundred pesos 9. ₱ 65.35
5. two pesos and fifty centavos 10. ₱ 45.80

Note: Give more exercises

G. Evaluation:
Read and write in words or symbols
Refer to LM Leksyon 71 Hilikuton 2
H. Home Activity.
Bring play money and coins tomorrow.

224
Lesson 72: Counting and Telling the Value of Money

Objectives: 1. Count and tell the value of a set of bills or a set of coins
through 100 in peso
2. Count and tell the value of a set of bills or a set of coins
through 100 in centavo
Materials: play money, coins, chart, flash cards, number cards, pocket chart
Value: Wise spending of money
Instructional Procedure:

A. Preparatory Activities:
1. Drill
Teacher shows play money to the pupils. Then ask pupil to get
the cards with given amount of money in words and symbols
displayed in the pocket chart, which correspond to the money
shown.

Ᵽ 10.00 Ten pesos

Ᵽ 50.00 Fifty pesos

Note: You can provide more exercises.

2. Review
Note: Prepare these exercises on the board or in a manila paper.
Read the amount and write in symbols.
a. fifty-five centavos
b. ninety pesos and twenty-five centavos
c. forty-two pesos and seventy centavos
d. three pesos and sixty-five centavos
e. eleven pesos
Read the amount and write in words.
a. ₱ 65.30
b. ₱ 90.00
c. 45ȼ
d. ₱ 2.75
e. ₱ 100
B. Developmental Activities
1. Motivation

225
 Guessing Game: Ask a pupil to pick a rolled strip of paper from the
box referred to. The pupil who answers correctly will then get the
play money in the box and show it to the class. Clues must be the
name of hero/heroes found in the money through 100.
2. Presentation
Show a bundle of play money. Let them tell the value of each set
of bills and coins.
Play a Game: “IF I HAVE”
Ask pupils “If I have ₱5 ,₱10 ₱10……how much money do I
Have?” while showing the money. Then ask them to take turn in
asking the same question to their classmates.

1) ₱5 , ₱5, 2) ₱100 3) ₱10, ₱10, ₱1 4) 10ȼ ,10ȼ, 5ȼ,

Note: Continue the activity by giving more examples.
Using the same question IF I HAVE … How much set of coins or set
of bills will I have for…?
1) ₱60 (set of bills) 2) ₱25 (set of coins) 3) 45ȼ
Note: Continue the activity by giving more examples.
C. Processing the Activity
 How do we count and tell the value of each set of coins or set of
bills?
 What basic operation is used to count or to tell the value of set of
coins or set of bills?
 What amount of money are set of bills?
 What amount of money are set of coins?
D. Summarizing the lesson
How did you count and tell the value of the given set of bills? set of
coins?
E. Reinforcing the concept and skills
Count the money and tell the value of set of coins or set of bills:
Refer to LM Leksyon 72 Hilikuton 1
F. Applying to new solutions and other situation:
Rey sells newspaper during Saturday and Sunday. He earned Ᵽ50
on Saturday and Ᵽ 50 on Sunday selling the newspapers. How much
did he earn in two days? His money is 2 paper bills and 3 coins. What
are they?
G. Evaluation
Count and tell the value of set of coins or set of bills by writing the
correct amount in symbol.
Refer to LM Leksyon 72 Hilikuton 2
H. Home Activity
Count and tell the value of each set of bills and coins.
Refer to LM Leksyon 72 Hilikuton 3

226
Lesson 73: Counting and Telling the Value of a Set of Bills or Coins

Objective: Count and tell the value of a set of bills or a set of coins through
100 in combination of pesos and centavos (peso bills and centavo
coins only)
Materials: Play money, coins, chart, pocket chart, pictures
Value: Wise spending of money
Instructional Procedure:

A. Preliminary Activities

1. Drill
Display play money with the following amount in the pocket chart.
Have pupils write the value of the money in pesos and in centavos:
1. ₱ 10 , ₱10 ______
2. ₱ 5 , ₱ 5, ₱ 10 ______
3. 25 ȼ, 25 ȼ, 25 ȼ ______
4. ₱20 , ₱ 20, ₱20 ______
5. ₱20, ₱50, ______

2. Review
Game: “Count Me”
Have pupils get the envelope with play money inside it. Have
them count the amount inside and tell the value. Instruct them to
write the answer on the board.
1) ₱ 1 , ₱10, ₱10
2) ₱ 20, ₱2 , ₱50
3) 25 ȼ, 25 ȼ, 10 ȼ, 5 ȼ
4) ₱ 50, ₱20
5) 10ȼ , 10ȼ , 5ȼ
6) ₱1, ₱1, ₱5, ₱5. ₱10, ₱10
Note: Provide more exercises.

B. Developmental Activities
1. Motivation
Show real objects with price tags. Place on the table.
notebook- ₱15.75 pencil case ₱ 39.75

paper bag- ₱ 75.50 ball pen- ₱12.25

eraser- ₱10.25

227
 Ask: 1) What objects are found on the table?
2) How much will you spend for the bag?
3) How much is the cost of notebook?
4) How much will you pay for the ball pen?
5) How much will you pay for the eraser?

2. Presentation
Ask pupils to look at the items found on the table. Ask a pupil to
pick one item and give corresponding amount of money equal to
the price tag (use play money).
Ask: How many peso bills and coins are used?
Continue the activity until all the given items are done.

C. Processing the results of the activity

How do you write the amount? How do you count the value of the
given set of bills? centavo?

D. Summarizing the lesson

How do you count and tell the value of a set of coins and bills?

E. Reinforcing the concept/skills

₱11.50

₱6.25

₱6.75

₱5.45

₱15.60
₱10.00

Look at the items in the chart with their tag prices carefully. Let them
read the amount indicated in each item. Then ask pupils to give the
value of each item using paper bills and coins.
1) pencil 4) paper
2) eraser 5) sharpener
3) scissors 6) ruler

228
F. Applying to new and other situations
“Play Store”

1. Divide pupils into 4 groups.

2. Display goods with price tags on the table placed in different
corners of the classroom
3. The teacher will throw a dice to determine the first buyer.
4. The two pupils will act as storekeepers.
5. Each group is only allowed to buy items more than ₱50 but
less than ₱100 using their own play money.
6. Let pupils transfer from one store to another.
7. Storekeepers will then count the amount collected and tell the
value.

G. Evaluation
Count the money. Then write the value.
Refer to LM Leksyon 73 Hilikuton 1
H. Home Activity
Write the value of a set of bills or coins. Write your answer in your
notebook.
Refer to LM Leksyon 73 Hilikuton 2

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Lesson 74: Comparing Values of Money

Objective: Compare values of different denomination of coins and paper bills

through 100 using relation symbols <,>, and =
Materials: Play money, coins, chart, pictures
Value: Wise spending of money
Instructional Procedure:

A. Preliminary Activities
1. Drill
Compare the numbers. Use < , > , =
a. 24 ____ 24
b. 125 ____ 100
c. 70 ____ 80
d. 325 ____ 90
e. 85 ____ 65
2. Review
Count and tell the amount in peso and in centavo. Using play
money pupils will count it and show to the class.
1. ₱ 45.35
2. ₱ 63.20
3. ₱ 4.55
4. ₱ 80.10
5. ₱ 25.30
6.
B. Developmental Activities
1. Motivation
Show two wallets with real money or play money inside it.
Ask: Can you guess what‟s inside these wallets? Can you help
me count the money inside these?
Call two pupils to come in front and give each of them the wallet .
Let them count the money and write the amount on the board.
Have them compare the value of money. Ask: Who has a greater
amount? Who has a lesser amount?
Say: Let‟s study more on comparing the value of money in the
activity we shall have next.

2. Presentation
Show picture of items with price tags.

₱ 45.00 ₱ 80.00

Ask: Which is more? Write the amounts on the board.

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 How would you compare the amounts? (45 pesos is less than
eighty pesos)
Show how to write the “less than” symbol. (₱ 45 < ₱ 85 )
Let pupils read the number sentence.
Show another items showing greater than and equal.

₱ 39.50 ₱ 15.75

₱ 75.00 ₱ 75.00

Let the pupils compare the given items. Then determine what symbol
is appropriate.

C. Processing the Activity

How do you compare value of the corresponding coins and bills?
What relation symbol do we use for lesser than? greater than? equal?

D. Summarizing the lesson

How do we compare value of the corresponding coins and bills?

E. Reinforcing the concept/skills

Compare the value of set of coins and set of bills. Use symbol < , > or =
Refer to LM Leksyon 74 Hilikuton 1

F. Applying to new and other situations

Read the sentences compare the amounts using < , > or =. Write your
answer in the
Refer to LM Leksyon 74 Hilikuton 2

G. Evaluation
Study the chart. Look at the prices carefully.
Refer to LM Leksyon 74 Hilikuton 3

H. Home Activity
Compare the amounts. Use < , > or = in the box.
Refer to LM Leksyon 74 Hilikuton 4

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 UNIT 2 - GEOMETRY
Lesson 75: Half-circles and Quarter Circles

Objective: Visualize, identify, classify and describe half-circles and quarter

circles.
Materials: Real objects, pictures, cut outs, crayons, art papers, scissors,
markers
Value: Fairness, Equal sharing
Instructional Procedure:

A. Preliminary Activities
1. Drill

a. Recite the poem

“Small Circle, Big Circle”
Small circle, small circle, big circle
Small circle, small circle, big circle
Kiss Mama, kiss Papa
Good night, good night
Six times six, six times six is thirty-six
Six times six, six times six is magic
b. How many circles are found in the figure?

2. Review
GAME: “Give Me What I Want”
Give me a five peso coin.
(ball, bottle cap, round sharpener, plate, or any circular or round
objects found inside or outside the classroom )

B. Developmental Activities

. 1. Motivation
From the poem you have recited, what shape is mentioned? What
size of the circle is mentioned in the poem? How about in our
game what are the shapes of the object you have collected?
2 Presentation
Activity 1
Distribute cut outs of circle to the children. Tell them to fold their
circular cut out into two equal parts. Show them how to do paper
folding. Instruct the children to match the folded parts exactly. With

232
 the use of ruler let them trace the crease of the paper with pencil
or crayons. Color or shade one of the parts.

Ask: Into how many parts we divide the circle? Are the two parts
equal? What do you call each part of the circle? Introduce the
word half-circle. How many half circles in one circle?

Activity 2
Ask them again to get another circle.
Tell them to fold their circular cut out into two equal parts, then
fold it again to form four equal parts. Show them the proper way
of folding.
Let them trace the crease of the paper, shade one part.

Ask: Into how many parts the circle was divided? Are the four parts
equal? What do you call each part of the circle? Introduce the
word quarter circle. How many quarter circle in one circle?

C. Processing the Activity

Into how many parts the circle is divided to be considered a part half
circle? Into how many parts the circle is divided to be considered a
part quarter circle?
Show the following figures:

Do the parts of this circle show half- circles? Why?

Do the parts of this circle show half circles? Why?

233
 Do the parts of this circle show quarter circles? Why?

Do the parts of this circle show quarter circles? Why?

Ask: Can we consider half-circle a part of a circle which is not equally

divided or cut into two?
Can we consider quarter circle a part of a circle which is not equally
divided or cut into four?
So then, how can you tell that the part of the circle is half circle? How
can you tell that the part of the circle is quarter circle?

D. Summarizing the Lesson

How can you tell that the figure is half-circle?
How can you tell that the figure is quarter circle?

E. Reinforcing the skills and concepts

Shade one part of the circle, then identify whether the shaded part
show half circle or quarter circle.

1. 3.
_______ _______

2. _______ 4. _______

Note: Prepare this activity in a manila paper or you may write

this on the board.

F. Applying to new and other situations

Let the pupils pick one cut out from the box.
See to it that everybody has the cut out.

The instruct pupils to hold their cut out. Teacher calls for a pupil, then
he or she has to tell whether his or her cut out is half-circle or quarter
circle. Then, after giving the answer a pupil has to paste the cut out
on the table (as shown below) under each proper column.

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 Half Circles Quarter Circles

Note: Prepare the cut outs of half-circles and quarter circles

G. Evaluation
Refer to LM Leksyon 75 Hilikuton 1
a. Write A if the figure show half-circle and B if it show quarter circle

b. Write HC if the statement describes a half-circle and QC if it is a

quarter circle.

_____ 1. One part of the four equal parts of a circle.

_____ 2. A part of two equal parts of a circle.
_____ 3. It is one part of the two parts of the circle when divided
equally.
_____ 4. A part of four equal parts of a circle.

H. Home Activity
Bring your art materials tomorrow.

235
Lesson 76: Constructing Shapes

Objective: Construct squares, rectangles and triangles using cut outs and
grids
Materials: Cut out of shapes, pocket chart, pictures,
Value: Helpfulness
Instructional Procedure:

A. Preliminary Activities
1. Drill
a. Sing the song: Square and Circle
Square and circle (2x)
Triangle, triangle
Rectangle and oblong (2x)
Trapezoid, trapezoid
Ask: What are the shapes mentioned in the song?
b. Flash the pictures of objects with different shapes and ask pupil to
identify the shape.

Note: Prepare additional pictures of objects/things with

the shape of square, rectangles and triangles.

2. Review
Show cut outs of half circles and quarter circles. Have pupils identify
the cutout as to half circle or quarter circle.
Note: Utilize the cutouts used the other day.

B. Developmental Activities
1. Motivation
a. Ask: Who has toys at home? What is your favorite toy? Why do you
like such toy?
b. Reading of the Story (Refer to LM Leksyon 76)
“MIMI”
One day in school, Sarah‟s teacher told them to draw their
favorite toy. Sarah was very happy to hear that. She hurriedly get
her drawing materials and started to draw. Then after a while, she
is done. And she excitedly showed her drawing to the class. Sarah
called her toy “Mimi”.

236
 Note: Prepare the picture of a doll made of different shapes in a
cartolina or manila paper
c. Post Reading
Comprehension Check up
1. Who told Sarah to draw?
2. What did Sarah‟s teacher told them to draw?
3. What is Sarah‟s favorite toy?
4. What is her drawing made of?
5. What is the shape of her doll‟s body? legs and arms? eyes?
hands? mouth? nose?
2. Presentation
 Show cut outs of square, rectangle and triangle.
Ask: How many sides and corners does a square have? rectangle?
triangle?
Group pupils into small groups with 3 members in each group
 Tell them to take out their art papers, bond papers, paste ruler,
pencil, and scissors
 Show how to construct the shapes and tell them to cut the art papers
into different shapes: rectangle, square and triangle. Instruct them
that each member of their group will choose one shape to cut.
 Have them show their work to the class while saying the following
sentences:

This is a rectangle. It has 2 pairs of opposite sides with the same

length and 4 corners.
This is a square. It has 4 equal sides and 4 corners.
This is a triangle. It has 3 sides and 3 corners.

C. Processing the Activity

Ask: How many sides does a rectangle have? What can you say
about its sides?
How many corners?
How many sides does a square have? What can you say about
its sides?
How many corners?
How many sides does a triangle have? What can you say about
its sides?
How many corners?
Ask pupil to come to the board and draw the shape .Then let him or
her show the sides and corners of the figure.

D. Summarizing the lesson

How can you tell that a figure is a square? rectangle? triangle?

237
E. Reinforcing the concepts and skills

Trace the dots and identify what shape is formed

1. 2.

3. 4.

F. Applying to new and other situations

Using a graphing paper let pupils create squares, rectangles and

triangles.
Color your work.

G. Evaluation:
Form a word out of the scrambled letters to complete the sentences.
Then, draw the figure.

1. A useraq has four equal sides and four corners.

gelartin
2. A has three sides and three corners

tercnaleg
3. A has two pairs of opposite sides with the same
length and four corners.

H. Home Activity

Create a figure using the 3 different shapes (triangle, square rectangle)

You may draw or use cut outs.

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Lesson 77: Constructing Circles, Half-circles and Quarter- circles

Objective: Construct circles, half circles and quarter circles using cut outs
and grids
Materials: Cutouts of shapes, pictures, flash cards, pocket chart, crayons,
art papers,
Value: Creativeness
Instructional Procedure

A. Preliminary Activities
1. Drill
Form the word out of the scrambled letters.
Hold a contest. Group pupils into four groups. Give each group
envelops where the letters are placed. Have them form the word out
of those letters. Clues are also placed inside the envelope. The first
group to form the words correctly wins the game.
a. FCRICLAHLE - clue: a part of two equal parts
b. URAIRCQELCERT- a part of four equal parts
2. Review
Place cut outs of different shapes in a pocket chart. Ask one pupil to
pick one cut out of shape. Then paste under the column for
rectangle, triangle and square.
Rectangle Triangle Square

B. Developmental Activities
1. Motivation
Say: Look around. Name objects around us whose shape is circle.
What can you say about circle? Who can draw the circle on the
board?
Note: You should make a perfect circle

2. Activity
 Direct pupils attention to the cut out of circle.
 Call two pupils to come in front and instruct to fold the circle.
Let them cut the circle into two equal parts.
Ask: “What is each part called?” (Expected answer: half-circle
or semi-circle)
Are the two parts equal? Let the two pupils again fold another
cut out of circle. Have them cut it into four equal parts.

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 Ask: what do we call one part of this four equal part?
(Expected answer: quarter circle)
 Pair the pupils. Give each pair cut outs of half-circles and
quarter circles
 Let them form a whole circle with the half-circles.
 Have them form a half-circles with the quarter circles
 Let them paste their work on a piece of paper. Ask some of
them to show their work in the class and tell something about
half-circle and quarter circle.
C. Processing the Activity
How do you make a half-circle? Into how many parts will you divide
the circle to make a half-circle?
How do you make a quarter circle? Into how many parts will you
divide the circle to make a quarter circle?
E. Summarizing the lesson
How do you tell that a figure is circle? Half-circle? Quarter circle?
D. Reinforcing the concepts and skills
Color the following using whole circle- red, half circle - yellow and
quarter circle- blue.

Note: Write the activity on the board or in a manila paper.

F. Applying to new and other situations

 Prepares colored paper cut outs of circles. Place in the box.
 Pass the box around then let each pupil get one cut out from the
box without looking into it.
 Tell the pupils that those who are holding red circles will cut their
circle to make half-circle. Those who are holding green circles will
cut it to make quarter circle.

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  After they are done cutting, have them paste their work on a bond
paper and label their work as to half-circle or quarter circle.

Note: Provide materials for this activity. It should be

equal to the number of pupils.

G. Evaluation

Draw lines on the circle to show half-circle or quarter circle. Then color
one part of each.

1. half-circle

2. quarter circle

3. quarter circle

4. half-circle

(Refer to LM Leksyon 77)

H. Home Activity:

Cut a circle to show half-circle and quarter circle. Then paste it on a

short bond paper and label.

241
Lesson 78: Identifying Shapes/Figures that Show Line of Symmetry

Objective: Identify shapes/figures that show line of symmetry

Materials: Cut outs of shapes, pictures, scissors, chart
Values: Cooperation, Creativity
Instructional Procedure:

A. Preliminary Activities:
1. Drill
Draw the shapes in the air.
a. triangle b. square c. rectangle d. circle e. oblong

2. Review
Flash the cards with drawing of shapes, pupils will identify the
shape.

B. Developmental Activities
1. Motivation
Game: “Find the Partner”
Give each pupil a half of the figure. Tell pupils to go around and find
who holds the other half of the cut out while the music plays. The first
pair to find his or her partner will be given a prize. Tell pupils to
continue looking for their partner until the music stop. If they find their
partner, let them stay beside him or her.

Note: Prepare more shapes depend on class size

2. Presentation
Activity 1
Going back to the cut outs used in the game. Ask pair
holding cut outs divided equally to stand and paste their cut outs

242
 in the chart labeled A. Let pair holding cut outs not equally
divided to paste their work in the chart labeled B.
Ask: Which set of pair of cut outs placed in the chart is divided
equally?
What can you say about the parts? (The pair is divided
equally) Are they the same? Do they match exactly?
Introduce the word Symmetry and line of symmetry Unlock the
word and phrase.
Tell the pupils that these shapes are symmetrical.
Call pupils attention to set B.
Ask: Are the two parts of these figures divided equally?
Are they of the same shape?
Are they symmetrical? Why?
Note: Prepare cut outs of different shapes. Set of cut outs equally
divided and another set not divided equally into two parts.

3. Activity 2
Present another set of cut outs.
Ask volunteer to come in front and fold the shape.
Have them draw the dotted line along the fold. Let them compare the
two halves.
Ask: Are they the same? Do they match exactly?
Do these figures have a line of symmetry?
Get another cut out folded as many.
Ask: How many lines of symmetry are found in the cut outs?
C. Processing the Activity.
 Do all figures have a line of symmetry?
 How will you tell if a figure has a line of symmetry?
 Into how many parts does a line of symmetry cut a figure?
 What do you call each part?
 Will that be possible to have more than one line of symmetry in
a figure?

D. Summarizing the lesson
What do you call the lines that we draw when we match the halves of
the figure? When are figures symmetrical?

E. Reinforcing Concepts and skills

Draw the line of symmetry in each figure
Refer to LM Leksyon 78 Hilikuton 1

F. Applying to new and other situations

Provide each group with boxes labeled symmetrical and not
symmetrical.

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 Give each group envelope which contains paper cut outs.
Instruct them to fold the cut outs into 2 equal parts
Have them tell whether each figure is symmetrical or not then put the
paper cut outs into the right boxes.

G. Evaluation

Identify the shape/figure that show symmetry.

Write A for symmetrical and B for not symmetrical.
Refer to LM Leksyon 78 Hilikuton 2

H. Home Activity
Draw the other half

1. 2.

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Lesson 79: Creating Figures that Show Line of Symmetry

Objective: Create figures that show line of symmetry

Materials: Cut outs of shapes, pictures, scissors, chart, pencil, crayons,
colored chalk
Value: Helpful, creativity
Instructional Procedure:

A. Preliminary Activities:
1. Drill
Flashcard drill on naming the shapes.

Note: Prepare more drawings of shapes

2. Review
a. Draw the line of symmetry of the following figures:

B. Developmental Activities
1. Motivation
How many of you here have done paper folding at home or in
school?
What shape have you made?

2. Presentation
Activity 1
Reading of the story (Refer to LM Leksyon 79)
KC‟s Art Project
KC is working her project in art. She needs to fold the papers in
equal parts. But she finds it difficult. Just in time, her brother CJ arrived
from school. So, she asked help from him. CJ then get a piece of
paper. He folds it exactly into two parts. Then, he draws a line along the
fold and cut it. KC is so happy. She was able to fold different shapes
into equal parts. Here is the way she folded the papers:

Comprehension Question:
1) Who is working with her project?
2) Who helped KC with her project?

245
 3) How did she fold the paper?
4) What are some of the shapes she made?
5) What kind of brother is CJ?

Activity 2

 Teacher gets blank square sheets. Demonstrate how to make

simple symmetrical designs.
 Procedure:
a. Fold a piece of paper.
b. Draw a shape along the fold.
c. Cut out the shape and unfold it
d. Draw a line along the fold to show symmetry
Do the same activity in a whole group.
Ask pupil to take out a piece of paper. Have them follow the
procedure given earlier. Let them paste their cut out on a short
bond paper. Then ask some volunteer to show their work in
the class.

C. Processing the Activity

What do you call the line that divides the shape or figure into half?
What do you call a figure that can be divided into two equal parts
Did you enjoy the activity we had?
How can you form shapes/figures that show symmetry?

D. Summarizing the Lesson

When are figures symmetrical?

E. Reinforcing the concepts and skills

Match each figure in column A with column B to form a symmetrical
figure. Connect them with a line.
Refer to LM Leksyon 79 Hilikuton 1

F. Applying to new and other situations

Here are four symmetric letters. Complete the letters by drawing the
other half. Then form a word using all of them.
Refer to LM Leksyon 79 Hilikuton 2

G. Evaluation
Draw the other half of each symmetric figure:
Refer to LM Leksyon 79 Hilikuton 3

H. Home Activity
Draw or cut out shapes or figures that show symmetry.

246
Lesson 80: Recognizing Shapes that can Tessellate

Objective: Recognize shapes that can tessellate

Materials: Cut outs of shapes, pictures, scissors, chart
Instructional Procedures:

A. Preliminary Activities
1. Drill
Using flashcards let pupils identify the shape of objects.
2. Review
Show half of the figures to the pupils. Have them look for the other
half in the set figures displayed in the pocket chart. Put your pictures
together and place in the pocket chart.
1. picture of half of cross
2. picture of hexagon
3. picture of half of heart
4. picture of letter V
5. picture of letter H
Note: give more exercises
B. Developmental Activities
1. Motivation
Guessing Game: Guess the Word
Divide pupils into 3 groups.
Give each group activity sheet.
Then answer the clues given to find the new word
1 S 2 Q 3 U 4 A 5 R 6 E
Clues:
1 First letter of SATURDAY.
2 First two letters of QUEEN
3
4
5 Erase letter C from the word CARE what word is left?
6
What is the WORD?
1 T 2 R 3 I 4 A 5 N 6 G 7 L 8 E
Clues: 1
2 First Three letters of TRICYCLE
3
4 Erase H and D on HAND what is the word
5
6
7 Take away double N from GLENN what is left?
8
What is the WORD?

247
1 R 2 E 3 C 4 T 5 A 6 N 7 G 8 L 9 E
Clues: 1 Last two letters of BARE
2
3 I am in CAN but if you take away me I will become AN.
What letter am I?
4 Take away S and D in STAND what letters remain?
5
6 The E and A of EAGLE fly what letter is left?
7
8
What is the WORD?
Teacher may conduct this in group or through question and answer.
2. Presentation
Group Activity
Divide the pupils into 3 groups.
Distribute each group envelop with squares, rectangles or
triangles and square board/rectangular board.
Let each group cover the surface of rectangle or square board
with small squares, rectangles or triangles.
Instruct them to make sure that the small squares, rectangles or
triangles must be placed end to end leaving no gap in between
the shape.
When all groups are done tell them to post their work on the
board.

Note: Prepare small squares, rectangles, triangles, square

board and rectangle board similar to the one below. Make sure
that the small squares, rectangles and triangles exactly fit the
board.

Figure A Figure B Figure C

Ask: What is the shape of figure A? figure B? figure C?

What shapes cover the surface of figure A? figure B? figure C?
Introduce the word tessellation.
Tell the pupils that the figures they have seen are just some of the
shapes that tessellate.

248
C. Processing Activity
How many squares do you see in figure A?
How many rectangles do you see in figure B?
How many triangles do you see in figure C?
Can you see gap in between the shape?

D. Reinforcing the concepts and skills

Mark (/) the shape that tessellate and (X) if not will tessellate
Refer to LM Leksyon 80 Hilikuton 1

E. Summarizing the lesson

How do you know that a figure will tessellate?

F. Applying to new and other situations

Draw a house using triangles, rectangles and squares.
Color them according to its shape.

G. Evaluation
Can the following shapes tessellate? Write YES or NO.
Refer to LM Leksyon 80 Hilikuton 2

H. Home Activity:
Draw a shape that shows tessellation.

249
Lesson 81: Tessellating a Surface

Objective: Tessellate a surface using triangles and squares.

Materials: Cut outs of shapes, pictures, scissors, chart/
Value: Orderliness, Creativeness
Instructional Procedures:

A. Preliminary Activities
1 Drill
Using flashcards let pupils identify the shape of objects.
2 Review
Flash the card with drawing of different figures. Tell whether the
figure shows symmetry or not.

H
Note: Teacher gives additional exercises.

B. Developmental Activities
1. Motivation
Show the illustration:
Figure A Figure B

Figure A:
What is the shape of the Figure?
How many squares do you see?
Figure B:
What is the shape of the figure?
How many triangles do you see?

2. Activity 1
Show a box which contains cut outs of 2 inches x 2, inches
squares 2 inches x 3 inches rectangles and triangles with 2
inches base and 3 inches height.
Show a board with size 12 inches by 12 inches then post it on
the board.

250
 Call two pupils to come in front and fill the board with squares.
See to it that there is no gap between two squares.
Ask: How many squares did you use? (Expected answer: 36
squares)
Replace the squares with triangles and then with rectangles.
Ask: How many triangles did you use? (Expected answer: 72
triangles)
Replace with rectangles.
Ask: How many rectangles did you use? (Expected answers: 24
rectangles)
Introduce the word tessellation. Thus the square board is example
of shape that will tessellate.

C. Processing Activity

What figures were given to you at first? (Expected answer: squares,

rectangles and triangles)
What shapes were used to form each figure? ( Expected answer:
square and rectangle)
What new shape was formed from the cut outs of figure? How do you
know that figure will tessellate?

D. Summarizing the lesson

How do you tessellate a given figure?

E. Reinforcing the concepts and skills

Group activity:

Divide pupils into 2 groups. Give each group a short bond paper and
art papers
Let the pupils do the following activities:

Group 1
Cut squares of equal size.
Cover the bond paper with cut outs of squares.
How many squares did you use?
Group 2
Cut small triangles of equal size.
Cover the bond paper with cut outs of triangles without any gaps.
How many triangles did you use?

Note: Make a model of square and triangle for the children to trace

251
F. Applying new and other situations
Complete the tessellation. Write the number of triangles. Squares or
rectangles that can cover the surface:
Refer to LM Leksyon 81 Hilikuton 1

G. Evaluation:

Write the numbers of triangles, squares or rectangles that can cover

the surface
Refer to LM Leksyon 81 Hilikuton 2

H. Home Activity

Form a tessellation using each figure below

1. 2. 3.

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Lesson 82: Straight Lines and Curves / Flat and Curved Surfaces (cube,
pyramid, cone)

Objectives: Identify straight lines and curves, flat and curved surfaces in a 3-
dimensional object (cube, pyramid, cone)
Explain the differences between straight lines and curved lines,
flat surfaces and curved surfaces.
Materials: 12 pieces colored paper (2cm squares: 3 blue, 3 red, 3 green and 3
yellow) for each small group, chart, 3 pieces of string ( 10-12 cm
long) real objects, pictures, flash cards, pocket chart, and strip of
cartolina
Values: Cooperation, Generosity
Instructional Procedure:

A. Preliminary Activities
1. Drill
Show real objects. Let pupils identify the shape of the objects.
a. square b. triangle c. rectangle d. circle

Note: Be sure that all shapes are represented.

2. Review
Note: Prepare this activity in manila paper or cartolina.
Match each drawing in Column A with its name in column B
using pieces of string/thread

A B

Pyramid

cube

cone

B. Developmental Activities
1. Motivation
Divide the class into two groups. Let one group (Group A) form a
straight line in front. Tell the other group (Group B) to join hands

253
 forming a circle at the back of the room. Using a piece of chalk,
draw a straight line on the floor alongside the line of pupils in front.
Do the same with the line of pupils at the back.
Ask: What kind of line was formed by Group A? (straight line) by
group B (curved line)
Say: Name the objects that show straight lines found in the
classroom. Curved lines?
Connect this activity to the next. (for example: Let‟s see if we can
find straight lines and curve lines in the story we shall read.
2. Presentation
Activity 1. (Refer to LM Leksyon 82)
Reading of the Story

. KATRINA‟S BIRTHDAY PARTY

Katrina is celebrating her 8th Birthday today. Mother and Yaya
Rosa are busy preparing for the party. There are balloons,cakes,ice
cream, sandwiches, drinks and many more. Many visitors are
coming with gifts. All guests wear party hats and sings “Happy
Birthday” to Katrina. She is so happy on her birthday party.

Answer the following questions:

1. Who is celebrating her birthday?
2. How old is she?
3. What are the things found in the party?
4. What do guests bring to Katrina?
5. Was Katrina happy on her birthday Party?

Activity 2
Display the following in front:
a. A gift wrapped box (to represent a cube)
b. A pyramid-shaped gift (to represent a pyramid)
c. A party hat (to represent a cone)

Note: If the above-mentioned items are not available, provide

appropriate replacements, provided they represent the three
shapes in the lesson.

C. Processing of Activity
Say (pointing to the three items): These objects are similar to those
mentioned in the story. I have some models that also look like them.
Let‟s study them closely.
Divide the class into small groups. Distribute to each group models
(made out of modeling clay or cardboard) of the cube, pyramid and
cone.(if these are not available, use some objects in the room that

254
 can represent them) Let the pupils identify each one ( as cube,
pyramid, cone). Then, give the following instructions:

1. Hold up the cube. ( Let one pupil in each group do this)

2. Take turns running your finger along the edges of the cube.
3. Count the number of edges there are in a cube.
Ask: What can you say about the edges of the cube? (The edges form
straight lines) How many edges are there? (12) Does the cube have
curves? How do you know that the object form straight lines? curved
lines? Then, let the pupils run their fingers along the faces (surface) of
the cube.
Ask: What can you say about the faces of the cube? (they are flat) How
many faces are there? (6) Does a cube have curved surface? How do
you know that it has flat surface? curved surface?
Use the same procedure in discussing the pyramid and the cone. Some
expected answers/highlights are the following:
1. The edges of the pyramid form straight lines..
2. The pyramid has flat faces or surfaces. It has
no curves.
3. The cone has curve lines.
4. The cone has flat and curve faces/surfaces. It has 1 flat face/surface
and 1 curve face/surface.
In the course of the discussion, allow the pupils to ask questions for
clarifications. Explain further the differences between straight and curve
lines, flat and curved surface.
Later, lead the pupils to record their observations in a table similar to the
following:

Shape Number of
Straight Curved lines Flat Curved
lines surface surface
cone
pyramid
cube
When all the groups are done, let them display their chart on the
bulletin board.
D. Summarizing
What makes a cube? pyramid? cone?

E. Reinforcing Concepts and Skills

Show picture of three-dimensional objects (cube, cone, pyramid)
posted on the board.
Place strips of cartolina with words and phrases written on each one,
face down on the table.

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 Pupils will take turn in picking up a strip of cartolina. Let them read and
paste under each object describe by the word or phrase.

Cube 12 straight lines 5 faces Curved surfaces

6 flat faces Curve lines cone 1 flat face

pyramid 7 straight lines

F. Applying to New and Other Situations

Check the column which tells what made up of the following objects.
Straight Curve Flat Curved
Name of objects
lines lines surface surface
Ice cream cone
tent
Alphabet block
dice
Party hat

G. Evaluation

Study the drawing in the table. Complete the table by filling in the
correct data.
Refer to LM Leksyon 82 Hilikuton 1

H. Home Activity

List down 3 objects similar to cube, pyramid and cone and write the
number of straight and curved lines, flat and curve surfaces.

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Lesson 83: Straight Lines and Curves/Flat and Curved Surfaces
(cylinder, rectangular prism, sphere)

Objective: Identify straight lines and curves, flat and curved surfaces in 3-
dimensional objects (cylinder, rectangular prism, sphere)
Explain the differences between straight and curve lines, flat
surfaces and curved surfaces
Materials: Real objects, pocket chart, pictures, flash cards
Value: Cooperation
Instructional Procedure:

A. Preliminary Activities
1. Drill
Matching drawings of 3-D objects with their names
Using picture flash cards, tell the pupils to give the names of the
shape on each of the flash cards that will be flashed to them.
Picture of Picture of an ice Picture of
square box cream cone tent

Note: Provide more pictures of 3-D objects

2. Review
Study each drawing and fill in the blanks below each one

There are: There are: There are:

___ straight lines ___straight lines ___ straight lines
___ curves ___ curves ___ curves
___ flat faces ___ flat faces ___ flat faces
___ curved faces ___ curved faces ___ curved faces

B. Developmental Activities
1. Motivation
Display some objects representing a cylinder, sphere and rectangular
prism. (Ex. plastic container for Stik-O, a ball ,a shoe box, etc.)
Ask: Children, do you know these objects? Let pupils name the
objects. What do we call these objects?

2. Presentation
Divide the class into small groups. Distribute each group these
objects. Have pupils study closely the objects.
Let them touch and feel the edge and surface of each object.

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 Lead the pupils to record their observations in a table like the one below.
Group reporting and checking of output.

Check the column which tell what made up of these objects.

Name of Objects It has…

Straight Curves Flat Curved
lines surfaces surfaces
Ex. shoe box  

Note: Whenever possible provide enough sample objects for 3-4

groups of pupils so they can have the chance to touch these. If
smaller groups are not possible allow some pupils to study/touch
the displayed objects.

C. Processing Activity
Consolidate the results of their observations. On the board write this
table.

Number of…
Name of Shapes Straight Flat Curved
Curves
lines surfaces surfaces
Rectangular prism
(shoe box, candy box
etc.)
Cylinder
(plastic container,
milk can etc.)
Sphere
( basket ball, balloon,
etc.)

Ask the following questions to the pupils:

1. What are your observations about the different shapes?
2. Which object has only straight lines? Does it have flat
surfaces/faces? How many? Does it have curved faces/ surfaces?
3. Which object has only curves? Does it have flat faces? How
many? Does it have curved faces? How many?

D. Summarizing
What made up of cylinder? sphere? rectangular prism?

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E. Reinforcing Concepts and Skills
Study the drawing. Complete the table.
Refer to LM Leksyon 83 Hilikuton 1

F. Applying to new and other situations

Guessing Game:

Choose a pupil to come to front. Ask the pupil to close his or her eyes.
Secretly put one of the shapes into the bag and give it to the pupils.
Ask the pupil to feel the bag the outside only and to describe the
shape that is inside. The pupil should not say the name of the object if
s/he knows it.
Pupil should say: It has ___ straight lines ____ curves ___ flat surface
____ curved surface
Ask the other pupil to guess the name of the shape from the description.
Then write the name of the object on Show me board.

G. Evaluation
Identify the 3-D object described
Refer to LM Leksyon 83 Hilikuton 2

H. Home Activity
List down at least two 3-D objects then write the number of straight lines
and curves, flat and curve surfaces.

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 UNIT 3 – PATTERNS AND ALGEBRA
Lesson 84: Identifying Simple Patterns

Objective: Identify and explain simple repeating patterns

Materials: Flash cards, cut outs, pictures, chart
Values: Creativity, Cooperation
Instructional Procedure:

A. Preliminary Activities
1. Drill
Skip counting by 2‟s, 3‟s, 5‟s and 10‟s
2. Review
Flash card drill in the different kinds of shapes and colors.
Flash the cards and let pupils name the shapes and colors in the
cards.

Note: Make other shapes and colors

B. Developmental Activities
1. Motivation
Divide the class into two groups with equal number of boys and girls
if possible. Let one group (Group A) arrange themselves alternately
with boy-girl arrangement in front. Tell the other group (Group B) to
arrange themselves with boy-girl-girl arrangement at the back. If
there are extra pupils in the group let them observe.
Say: Look at the pupils in Group A, how are the pupils arrange?
Let us check if they are really arranged as boy-girl, boy-girl…
Ask: What can you say about the pattern?
Ask the pupils to say the pattern out loud boy, girl, boy, girl.
How about pupils in Group B, how are they arrange?
Ask pupils where they have heard or seen a pattern before.
Ask them to explain why they think it is a pattern.
Provide also samples that do not show a pattern and ask them why
it is not a pattern.
2. Presentation
Activity 1
Divide pupils into 3 groups. Let them stand and tell each group to
do the actions. Have them repeat each action until they are able
to follow them.

260
 Group 1 – Clap thrice and stomp twice
Group 2 - Stomp feet thrice and clap twice
Group 3 - Stomp once, clap twice
Do you see repeating patterns in the actions you‟ve done?
What is the pattern of the action done by group 1?(clap, clap,
clap, stomp, stomp) Group 2? (stomp, stomp, stomp, clap, clap)
Group 3? (stomp, clap, clap)

Activity 2
Show the following pictures. Have pupils take turn in putting the
next objects in the sequence. Let them paste the objects in the
chart.

Picture 1

Picture 2

Picture 3

Picture 4
3 6 9
Picture 5

Ask: Do you see repeating pattern in the pictures or drawing posted

on the board?
Note: Provide cut outs of shapes. You may change the pictures
or drawings of your choice, provided it follows the suggested
patterns.

C. Processing the Activity

Direct pupils attention to the pictures. Let them carefully observe the
changes and what remains the same in the patterns.
Picture 1- Ask: Do you see repeating patterns? What is changing?
What remains the same? What is the pattern? (Possible answers:
The shape changes alternately from star to heart. The color does
not change. Pattern is star-heart)
Picture 2- Ask the same questions.
(Possible answers: The shapes are the same. The colors are the
same. But the size changes alternately from big to small.

261
 Pattern is big triangle small triangle.)
Picture 3- (Possible answers: The color changes alternately from red to
yellow. The shape does not change. Pattern is red-yellow)
Picture 4 - (Possible answers: The numbers increases by 3)
Picture 5 – (Possible answers: The direction of the arrow changes
Pattern face left – face upward.)

D. Summarizing the lesson

What is a pattern? How do you identify the pattern?

Patterns occur when something repeats regularly. It can be
shape, color, size, number or orientation. To identify the pattern
we need to notice what changes and remain the same.

E. Reinforcing the concepts and skills

Study the picture and tell what is the pattern.
Refer to LM Leksyon 84 Hilikuton 1

F. Applying to new and other situations

Pair Shared Activity:
Let pupils create 2 patterns using these set of shapes.
Ask 5 pairs to present their work in the class. Let their
classmates tell the pattern of their drawing.

G. Evaluation
Study the drawing and tell the pattern.
Write the letter of the correct answer.
Refer to LM Leksyon 84 Hilikuton 2

H. Home Activity

Create pattern using any of the following:

1. Shape
2. Color
3. Size

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Lesson 85: Determining the Next Term in a Given Sequence

Objective: Determine the next term (figures/ numbers) in a given sequence

and give the reason
Materials: Cut- outs, pictures, drawings, charts
Value: Teamwork, Cooperation
Instructional Procedure:

A. Preliminary Activities
1. Drill
a) Flash card drill on Naming Shapes
Flash the cards with drawing or picture of shapes and let pupils
name it.
b) Skip counting by 2‟s, 3‟s, 5‟s and 10‟s

2. Review
Have pupils tell the pattern of the pictures or drawing.

3 6 9 12 15

5 10 15 20 25

Note: You may provide more exercises.

B. Developmental Activities
1. Motivation
Group Game: “What‟s Next?”
Group pupils into 2 with 5 members each. The rest will serve as
observers.
Give each group cut-outs of different shapes.
Flash quickly the cards with patterns.
Let each group identify the 3 next shapes or figures in the sequence by
putting the cut-outs in the pocket chart.
The group who finish first and with no mistakes will earn the points.
The group with most number of points wins the game.

263
 Ask: How did you find the game? Did you enjoy it? Were you able to
help one another to find the answer in your activity?

2. Presentation
Activity1
Call 5 pupils to come in front. Arrange them alternately in a girl-boy
arrangement as shown below.

Have them observes carefully and study the pattern.

Ask: What is the pattern of the arrangement of the pupils?
Now, if I will add more pupils to make them 10. Who will be next in
line? Why?
Ask a pupil to call 5 classmates join the other five. Let him/her
arrange the other five pupils in order following the correct pattern.
(boy-girl-boy-girl-boy) How do you know that next in line is a boy?
Elicit pupils answers.

C. Processing the Activity

Show an illustration on the board as shown below. Ask pupils to
draw the next objects.

Ask: What shapes do you see in the illustration?

Do you see repeating patterns? What is the pattern?
What do you think will be the next 3 figures in the sequence?
(heart, square, heart)
How do you know that the next terms in a sequence are heart,
square, heart? What did you do to determine the next term in a
sequence? (Expected answer: Study carefully the pattern of the
figures/objects. Then decide or think of what next term to draw or
write in a sequence.)

Show another pattern using numbers. Let pupils study the pattern.

5 10 15 20 25
Ask: What numbers are shown in the card? Do you see repeating
pattern in these numbers? (numbers increase by 5)
Let‟s say. If we will continue the pattern by giving 2 more numbers in a
sequence, what will be the next two numbers? ( 30, 35)
How do you know it? Explain your answer.

264
D. Summarizing the lesson
How do you determine the next term in a given sequence?
To determine the next term in a sequence, study carefully the
pattern, before deciding what next term to draw or write.
Determine also the changes and what remains in a pattern.

E. Reinforcing the concepts and skills

Draw or write in your paper the next term in a given sequence.
Refer to LM Leksyon 85 Hilikuton 1

F. Applying to new and other situations

Group Activity:
Group pupils into 5 groups.
Distribute envelopes with activity cards and materials to be used in the
activity.
Let each group answer the activity by following the standards of group
activity.
Activity Card 1
“What‟s next?” Draw the next term.

1. ___ ___

2. ___ ___

3. ____ ___

4. ___ ___
Activity Card 2
“What‟s next?” Draw the next term.

1. ___ ___

2. ___ ___

3. ___ ___

4. ___ ___

Activity Card 3
“What‟s next?” Write the next number in sequence.
1. 2 4 6 8 __ __
2. 5 10 15 20 __ __
3. 562 563 564 565 __ __
4. 232 242 252 262 ___ ___

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 Activity Card 4
“What‟s next?” Color the shape with the next color in sequence.

1.

2.

3.

4.

Activity Card 5
“What‟s next?” Draw the next figure.

1. ___ ____

2. ___ ___

3. ___ ___

4. ___ ____
G. Evaluation
Identify the next term in a sequence. Write the letter of the correct
answer.
(Refer to LM Lesson 85 Hilikuton 2)

1. A B.

2. A. B.

3. 528 538 548 558 A. 568 B. 578

4. A. B.

H. Home Activity
Make you own simple pattern using the given figures.

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Lesson 86: Finding and Completing Patterns

Objective: Find and complete patterns according to one or two of the following
attributes; shape, size, color, orientation
Materials: Cut- outs, pictures, drawings, charts, crayons, chart
Value: Creativity, Cooperation
Instructional Procedure:

A. Preliminary Activities
1. Drill
Note: Prepare this activity in a manila paper or you may write
this on the board.
Naming shapes and colors
Have pupils identify the shapes and colors
Shape Color

2. Review
Identify and complete patterns. Draw on the blank the next term in
the given sequence.
1. ___ ___

2. ___ ___

3. ___ ___

4. ___ ___
5. 20 30 40 50 60 ___ ___

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B. Developmental Activities
1. Motivation
Display drawing of different shapes with different colors in the cartolina
or chart. Have pupils create their own pattern on the board using any of
the shapes and let their classmates find the pattern. Call at least 3
pupils.
Note: Drawing of shapes and its colors depend on your choice.
2. Presentation
Say: Look at this picture. Have pupils study carefully the pattern of the
picture.

Ask: What shape do you see in the picture? What colors do you see? Do
you see pattern in the picture? What can you say about the pattern
of the picture?
Ask pupils to color the triangle inside next square according to the pattern
of the picture. Let them explain their answer.
C. Processing the Activity

Ask: What is the pattern of the drawing?( Shape pattern: diamond-star-

heart; Color pattern: green- orange- red)
What will be the next shape? What will be the next color?
What do you need to do to identify a pattern? (To identify a pattern,
notice what changes and remains the same.)
D. Summarizing the Lesson
How do you find a pattern? How do you know the next term in a
sequence?
E. Reinforcing the concepts and skills
Find and complete the pattern. Write your answer on a piece of paper.
Refer to LM Leksyon 86 Hilikuton 1
F. Applying to new and other situations
Draw the next two figures to complete the pattern.
Refer to LM Leksyon 86 Hilikuton 2
G. Evaluation
Complete the pattern. Write the letter of the correct answer.
Refer to LM Leksyon 86 Hilikuton 3
H. Home Activity
Draw or cut out different shapes with different colors.
Create your own pattern using at least 3 different shapes and colors.
Glue or draw your shapes in bond paper.

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 UNIT 4 - MEASUREMENTS
Lesson 87: Telling and Writing Time

Objective: Tell and write the time in minutes including am and pm using
analog and digital clocks.
Materials: Model of standard and a digital clock, toy clock with movable
hands, show me boards, flashcards
Value: Wise use of time
Instructional Procedure:

A. Preliminary Activities:
1. Drill:
Note: Prepare actual clock with movable hands.

a) Telling time: Half hour or quarter hour

Hold a contest on telling time.
Divide the pupils into 4 groups with equal number of members or
depending on class size. If there is an extra pupil. Assign him/her as
facilitator in helping the teacher
Show the model clock with movable hands .
Let pupils tell time as shown in the clock.
Flash the model clock.
The first player will read the time shown in the clock.\
The first to answer will take a step forward.
Lines or markers were drawn on the floor so that player will have equal
distance of steps as they move forward.
The first to reach the front will be the winner.
Continue with the game until all players have played.
The group with most number of points wins the game

2. Review:
a) Skip counting by 5‟s and 10‟s
b) Flash the cards with drawing of clock with time. Have pupils write
the time on the board

B. Developmental Activities:

1. Motivation
What time do you wake up every morning? Do you go to school early?
Why do you need to go to school early? What time do you go to school
everyday?

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 2. Activity 1
Reading the story problem
Refer to LM Leksyon 87

Getting Ready For School

Carlo gets up at 6:00 am. or six o‟clock in the morning. He needs to fix his
bed.He has to prepare himself for school. He takes a bath at 6:05 am. He eats
his breakfast at 6:25 am. He goes to school at 6:45 am Carlo needs to reach
the school before 7:15 am. for flag raising ceremony.

Ask: What is the story about?

Show a model clock to the pupils. Demonstrate when asking
questions.
Ask: 1) What time is shown in the clock?
2) What do the hands of the clock tell?
3) Where does the long hand point?
4) Where does the short hand point?
5) If the long hand is at 6 and the short is between 5 and 6.
What time is it?
Ask somebody to write the time on the board. Guide pupils to write time
correctly.
Continue the same activity using other numbers.
Say: We use am. for the morning.
We use pm. for afternoon.
Thus, we say 5:30 am. if it‟s in the morning and 5:30 pm. if it‟s in the
afternoon.
Show other time and let the pupils tell and write the time on the board.
Direct them to write the number of hours and minutes.
Example: 5:25 or 25 minutes after 5:00

Activity 2
Show an improvised digital clock or real digital clock.
Say: Children, this is another kind of clock. We call this as digital clock.
What time is shown in this clock? Do this clock have hands?
What number tells the hour? the minutes?

C. Processing the Activity:

 How many hands does analog clock have?
 What does the long hand tell?
 What does the short hand tell?
 Which moves faster the hour hand or the minute hand?
 How many times does the long hand or the minute hand moves
around the clock in one hour?
 How many times will it take the hour hand to move around the clock
in one day?

270
  What term do we use to tell time in the morning? in the afternoon?
 In a digital clock, what separate the hour from minute?
 Which is easier to read time using analog or digital clock? Why?

D. Summarizing the lesson

How do you tell time? How do you write time?

E. Reinforcing the concept and skills.

Game: Relay
Show the time using the model clock
Have pupils race on telling time by writing the number of hours and
minutes.
Ask pupils to form small groups.
Assign number for each pupil in the group.
Call a number and the pupil bearing the given number will be the one to
give the answer by writing it on their show me board.
Group who earn most number of points win the game.

F. Applying to new or other situations

Read the sentences and write the time shown in the clock. Use am or
pm based on the given situations. Write your answers on your paper.
Refer to LM Leksyon 87 Hilikuton 1

G. Evaluation
Match the time shown in the analog clock in column A with the time
shown in the digital clock in column B. Write your answer in your paper.
Refer to LM Leksyon 87 Hilikuton 2

H. Home Activity
Bring old or new calendar tomorrow.

271
Lesson 88: Elapsed Time Using Calendar

Objective Find the duration of time elapsed using calendar.

Materials: Old or new calendar, flash cards with names of days and months,
blank calendar, problem cards
Value: Wise use of time
Instructional Procedure

A. Preliminary Activities
1. Drill
a). Flashcard drill :
Flash the cards and let pupils read orally the days of the week and
months of the year written on each card.
c) Using the flashcards, have pupils arrange the days of the week /
months of the year in order.
2. Review
Reading and Interpreting Calendar
Show calendar.
JUNE
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1
2 3 4 5 6 7 8
9 10 11 12 13 14 15
16 17 18 19 20 21 22
23 24 25 26 27 28 29
30
Ask:
2. Which days appear four times each month?
3. What day begins the month?
4. What day ends the month?
5. What will be the first day of next month?
6. What is the date of the second Thursday of the month
7. What is the date of the first Monday?

B. Developmental Activities:
1. Motivation
How many of you have spent vacation in other places? How many days
have you gone for a vacation? Did you enjoy your vacation?

2. Presentation
Read the problem:

Gino‟s family leaves for a vacation on December 20. They go

home 7 days later. What day does his family return home?

272
 Answer the following:
1. Who will leave for a vacation?
2. When did they leave for a vacation?
3. How many days did they spend for vacation?
Say: Let‟s find out how many days the family were gone?

Show a calendar dated December.

Say: Using this calendar we will count how many days the family were
gone.
Let pupils get their own calendar assigned to them a day before. (Make
sure all pupils have a calendar to work on)
Direct pupils to do the activity.
 Locate December 20 in your calendar and Circle around
the date.
 Count seven days from that (don‟t skip weekends)
 Arrive at your answer.

DECEMBER
Sunday Monday Tuesday Wednesday Thursday Friday Saturday
1 2 3 4 5 6
7 8 9 10 11 12 13
14 15 16 17 18 19 20
*21 *22 *23 *24 *25 *26 27
28 29 30 31
Ask: What day will the family return home?(The family will return
on December 26)
Give these problems to the pupils. Guide them to do the activity.
Let them use their calendar to find the time elapsed:
.
What day is one week before December 20?

How many days are between December 25 to

January 1?

Independence day is on June 12. Kristine was

born exactly 5 days after Independence day
What date is her birthday?

Ask: If you move down one row on a calendar, how many week/s is
that? If two rows?
Emphasize to the pupils that every time you move down a row it is
equal to one week or 7 days.

273
C. Processing of Activity

 What do we use to find the duration of day, months and years

elapsed?
 In finding the elapsed time using the calendar, what is the first thing to
do? What will be the next step?
 Base in this calendar, in what direction will you count the days if you are
finding the time after the given date? How about if the date asked is
before the given date?
 If you move down one row on a calendar, how many weeks will that be?

D. Summarizing
How do you find the elapsed time using calendar?
To find the elapsed time using calendar:
Step 1 – Find the given date in the calendar.
Step 2 - Use the given date as the first day then count backward or
forward.

E. Reinforcing Concepts and Skills

Group activity:
Group pupils into small groups with 4-5 members in each group.
Distribute a blank calendar to each group.
Label the calendar starting on the first Monday of January. (January
1- 31)
JANUARY
Sunday Monday Tuesday Wednesday Thursday Friday Saturday

Using the calendar they have made. Let them answer the following
questions.
1. What is the date 7 days after January 14?
2. Francis joined a 5-day camping. He left their house on January 12.
What day did he return?
3. What is the date two weeks after January 18?
4. What is the date four days before January 20?
5. How many days are there between January 6 and January 17?

F. Applying to new and other situations

Pair-Share Activity
Look for your partner.

274
 Using the calendar, answer the following exercises together with your
partner.
Write your answer in a piece of paper.
Refer to LM Leksyon 88 Hilikuton 1

G. Evaluation

Using the calendar below, find the elapsed time.

Refer to LM Leksyon 88 Hilikuton 2

1. How many days are there in the month of August?

2. What date is 3 days after August 15?
3. Aling Rosa will leave for Manila on August 5 and return after 5 days.
What day is it?
4. Mr. Lopez attended the seminar. He left home on August10 and return
home on August 15 . How long is he gone?

H. Home Activity
Make your own analog clock and bring it tomorrow.

275
Lesson 89: Elapsed Time Using Analog and Digital Clock

Objective: Find the duration of time elapsed using analog and digital clock.
Materials: Model clock, improvised digital clock, problem cards
Value: Wise use of time
Instructional Procedure:

A. Preliminary Activities
1. Drill
Note: Prepare the model clock and cards with
time written correctly .Prepare at least 10 cards.
Show a model clock. Call a pupil and let him/her tell the time shown in
the analog clock then let him/her get the correct answer from the cards
placed in the chart.

12:40 8:55 6:20 1:15 9:35

2. Review
Note: Prepare the calendar shown below.

Show this calendar.

MARCH
Sun Mon Tue Wed Thur Fri Sat
1 2 3 4
5 6 7 8 9 10 11
12 13 14 15 16 17 18
19 20 21 22 23 24 25
26 27 28 29 30 31
Have pupils take turn in picking problem cards from the box.
Have them read the problem written on it and give the answer.
Continue the same procedure until no more problem cards left in the box.
Note: Write the following problems in the cards.

1. What day of the month is March 20?

2. What is the date four days before March 15?
3. How many days are between March 8 and March 25?
(Expected answer: 18 days)
4. Amy leaves for a vacation on March 12. They go home 5 days
later?
5. What day does her family return? (March 16)

276
B. Developmental Activities

1. Motivation:
Do you study your lessons at home? What time do you start studying?
What time do you usually end? About how many hours do you spend
studying your lessons every night? Is it important to study? Why?
2. Presentation
(Refer to LM Lesson 89)
Say: Let‟s study this problem. Let‟s find out if the child in the story also
studies her lessons.

Joy is a Grade 2 pupil. She is a diligent child. She

answers her homework every night. She starts working her
homework at 7:15 pm after dinner. She ends at 7:55 pm
After working, she fixes her things and go to bed.

Comprehension check- up. Ask the questions orally.

1) What is the story about?
2) What time does Joy start working her homework? What time does she end?
M
Write the answer of the children on the board.
Say: Let us try to find out how long does Joy work her homework every
night.
Show the clock. Ask pupils to show time Joy started to work her
homework. Show another clock, then ask them again to show time Joy
ended working her homework.
Say: Children, let us study the clock.
m
A B

Time Time
Started :.______ Ended_____

Ask: What time does the clock A show? What time does the clock B
show?
Show to the pupil how counting in the clock is done.
Group the pupils by pair.
Let them get their model clock. Direct them to do the counting using
their clock.

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 Follow this steps:
1) Locate 7:15 in the clock.
Locate 7:55 in the clock .
2) From 7:15 skip count by 5 every time you move the long hand or
minute hand to the next number up to 7:55. Emphasize that the
movement of the hand of the clock must be clockwise-(from left
to right.). So, let pupils count the number of minutes Joy spends
in doing her homework
Ask: How long does Joy work her homework? (40 minutes)
Therefore it takes 40 minutes for Joy to work her homework.

Present another problem:

The Math Quiz Bee started at 9:30 am. It ended at
10:50 am. How long does the Math Quiz Bee last?

Ask: What time does the Math Quiz Bee start?

What time does the Math Quiz Bee end?
How long does the Math Quiz Bee last?
Direct pupils to count the time elapsed using digital clock.
Follow this step:
1) Count the hours from 9:30 to 10:30 = 1 hour
2) Count the minutes from 10:30 to 10:50 = 20minutes

Time elapsed is 1 hour and 20 minutes.

Therefore the Math Quiz Bee lasted for 1 hour and 20 minutes.
C. Processing the Activity
 In the activity we have done, what did you do to find the elapsed time
using your model clock?
 What is the first thing to do? What is the next step?
 What is the direction of the movement of the hands of the clock as it
move from one number to another?
 How do we count the number on the face clock to tell the minute?
How do we count the number on the face of the clock to tell the hour?
D. Summarizing
How do you find the elapsed time using the analog and digital clock?
To find the elapsed time using the analog clock and digital clock:
Step 1 – Count the hours.
Step 2 - Count the minutes

E. Reinforcing Concepts and skills

The School Library is open from 9:00 am. to 7:00 pm. write the correct
time in each clock below and tell how much time each pupil spends in the
library.
Refer to LM Leksyon 89 Hilikuton 1

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F. Applying to new and other situations.
Group activity
Divide the pupils into smaller groups with 4 to 5 members in each group.
If there is/are extra pupil/s, assigned them as facilitator in helping the
teacher. Let pupils read carefully the problem in the activity card and find
the elapsed time. Use your model clock.
Write your answer in a piece of paper provided.

Questions:
1. Jed walked to school this morning at 8:45. It took Jed twenty minutes
to walk to school. What time did Jed arrive at school?
2. This afternoon, Rey started reading a book at 5:40. He reads his book
for 3 hours. What time did he finish reading?
3. Lyle started his project at 8:30 pm. He finished at 10:05 pm. How long
did it take Lyle to do his project?
4. The pupils will begin their P.E. class at 2:15 pm. the bell rings after 40
minutes. What time will the P.E. class ends?

G. Evaluation:
Write how much time has passed.
Refer to LM Leksyon 89 Hilikuton 2

H. Home Activity:

Read and understand the problem, then find the elapsed time Jun studies
his lessons every night from 7:30 to 8:20. How many minutes does he spend
for studying?

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Lesson 90: Solving Word Problems Involving Time

Objective: Solve simple word problems involving time.

Materials: Problem cards. Toy clock, chart
Value: Wise use of time
Instructional Procedure:

A. Preliminary Activities
1. Drill
Game “ Right Time”
Using their model clock ask pupil to show the time in their clock as
dictated
a. 15 minutes after 12 noon
b. 10 minutes after 5 pm
c. Four -thirty
d. Seven- thirty
e. Six o‟clock
Note: Give more exercises.
2. Review
“Finding Elapsed Time”
 Have pupils take turn in getting the card with problems
written on it from the pocket chart.
 Let him/her reads the problem in the problem cards.
 Have him/her solve the problem and write the answer on the
board.
Problems:
1. How many minutes are there from 11:20 am. to 12:00 noon?
2. The pupils will begin their Math class at 1:00 pm. The bell
rings after 40 minutes. The Math class ends at _____.
Note: Give more problems similar to the problems above.

B. Developmental Activities
1. Motivation
Do you go to school early? What time do you go to school? Is it
good to come to school early? Why?

2. Presentation
Activity 1 (Refer to LM Leksyon 90)
Reading of the story problem:

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 Early to School
Lance goes to school early everyday. He attends the flag
raising ceremony every morning. The schedule of flag raising
ceremony is 7:15. He arrives school 15 minutes ahead of time.

Answer the following questions:

1. Who goes to school everyday?
2. What time is the schedule of flag raising ceremony?
3. What time is 15 minutes ahead of time?
Ask pupils to get their toy clock. Let them locate in their clock 15
minutes ahead of 7:15.
Let them follow the directions:
 Locate 7:15 in the clock
 From 7:15 skip count by 5 up to 15 while moving the long
hand backward or counter clockwise.
 After 15 counts stop counting and read the time where the
hand of the clock points.
Ask: What time did Lance arrive in school? What time is 15 minutes
ahead of time? (Expected answer: 7:00 o‟clock)
Activity 2
Present another problem:
The grocery store of Aling Cecil opens at 8:30 am and closes at
5:30 pm. How long does it serve the customers?

Ask: What time does the store open?

What time does it close? How long does it serve the customer?
Lead the pupils to find the time using their model clock..
Let everybody point the hands of their clock in 8:30.
From there, let them move the short hand clockwise from one
number to another until 5:30 with one as interval in counting.
Thus, the table shows how to find the time:
TIME No. of hours
8:30 am - 9:30 pm 1 hour
9:30 am – 10:30 pm. 1 hours
10:30 am – 11:30 pm. 1 hours
11:30 am 12:30 pm. 1 hours
12:30 am. – 1:30 pm. 1 hours
1:30 am. – 2:30 pm. 1 hours
2:30 pm – 3:30 pm. 1 hours
3:30 pm – 4:30 pm 1 hours
4:30- pm. – 5:30 pm 1 hours
Total 9 hours

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 Read the time where the hands of the clock point.
Therefore, it takes 9 hours for the grocery store of Aling Cecil to serve
the customers.

C. Processing the Activity

 In the activity we have done, what did you do to find the time?
 What is the first thing to do? What is the next step?

D. Summarizing the lesson

How do you solve the word problem involving time?

E. Reinforcing the concepts and skills

Divide the pupils into 4 groups.
Let beach group answer the problems provided in each corner of the
classroom.

Let each group move to the next station after solving the problem.
Do the same with the other stations.
After the groups finished all the stations, let them present their work for
checking.

Problem 1
Alyssa wakes up at 6:00 am. It takes her 40 minutes to get
ready for school. What time does she leave the house for school?

Problem 2
Harold arrived in school at 6:45 am His class started at 7:00
am. In between, he attended the flag ceremony. How long was the
flag ceremony?

Problem 3
The pupils went to the auditorium at 9:00 After 35 minutes
they returned to the room. What time did they return to the room?

Problem 4
Hazel arrived home at 5:35 pm and rested until 7:00 pm., the
time she took dinner. How long did she rest?

F. Applying to new and other situations

Study the table. Solve and answer the problems by looking at the
details on the table.
(Refer to LM Leksyon 90 Hilikuton 1)

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 1. If Hannah finished playing at 9:00 am. how long did she play?
2. If Hannah started reading at 9:00 pm. How long did she read?
3. If Hannah finished studying at 8;30 pm., how long did he study?
4. If Hannah started dancing at 2:00 pm. how long did she dance?

G. Evaluation
Study and read the problem:
(Refer to LM Leksyon 90 Hilikuton 2)

H. Home Activity

Solve the problem:

Marvin spends 30 minutes to walk from their home to school every

day. If he leaves home at 6:30 am at what time will he arrive school?

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Lesson 91: Measuring Length

Objectives: Show and use appropriate units of length to measure a particular

object and their abbreviations cm and m
Measure objects using appropriate measuring tool m or cm.
Materials: Meter stick, tape measure, centimeter ruler, 10 sets of 1 cm, 3cm,
5cm,8 cm, 10cm strips of paper , picture of a boy and a girl
measuring a notebook and a blackboard
Instructional Procedure:

A. Preliminary Activities
1. Drill
Have pupils play a game “Give Me What I Want”.
Ask pupils to give you the following objects: Long pencil, long bond
paper, long red crayon, short pencil, a short piece of chalk.
2. Review
Let pupils measure the following using strips of paper of different
lengths and their hand span.
A B
pencil blackboard
book window
paper door
notebook teacher‟s table

B. Developmental Activities
1. Motivation
Show a picture of a boy and a girl measuring objects with a ruler
and a meter stick. Ask: What are they doing? Have you
experienced measuring objects?
2. Presentation
Read the selection.
Fatima and Cesar are busy measuring the different objects
found inside their classroom. Fatima uses a centimeter ruler to
measure her pencil. The pencil is 19 centimeters long. Cesar uses a
meter stick to measure the length of their blackboard. It is 5 meters
long. Both children enjoy what they are doing.

Answer the following questions.

Who are busy measuring the different things in the classroom?
What did Fatima use to measure her pencil and book?
What unit of length did she use to measure her pencil and book?
Show the actual ruler. Introduce the centimeter. Point to and show
how long it is in the centimeter ruler. Say: “A centimeter is a unit of
length. Its abbreviation is cm. Demonstrate to the pupils how to

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 measure a pencil or book using a centimeter ruler. Then ask the
pupils to show to the class how to do it using other objects found in
the classroom.
What objects can we measure using a centimeter ruler?
Who used a meter stick to measure the blackboard?
How long is the blackboard?
What unit of length did Cesar use to measure the blackboard?
Show the meter stick putting it alongside the centimeter ruler.
Say: “A meter is also a unit of length? Its abbreviation is “m”.”
Who can show how Cesar measured the blackboard with a meter
stick?
What other objects can we measure using a meter stick?
Why did Cesar use a meter stick instead of a ruler?
Why is it important to use a ruler or a meter stick?
(Refer to LM Leksyon 91)

C. Processing of Activity
What units of length were mentioned in the selection?
Which unit of length is shorter?
Which unit of length is longer?
Can we use meter to measure the book or pencil? Why?
Can we use centimeter to measure the blackboard?
Ask a pupil to measure the blackboard using the centimeter unit and
another pupil to use the meter unit. Lead pupils to discover that it
is better to use meter unit for longer objects rather than
centimeter.
How many centimeters are there in a meter?
Show a tape measure and put it alongside the meter stick. Ask pupils
to count the number of centimeters that will make the equivalent
of one meter.

D. Summarizing
Ask: Which unit of length is used to measure short objects?
Which unit of length is used to measure longer objects?

E. Reinforcing Concepts and Skills

Prepare at least 10 sets of strips of paper 1cm, 3cm, 5cm, 8cm, 10 cm.
You may use old newspaper.

1. Group Activity
Group the pupils by four or five depending on class size.
Provide strips of paper with lengths exactly a whole number in
centimeters, e.g. 1 cm, 3 cm, 5 cm, 8 cm, 10 cm. Let the pupils
measure each strip of paper and have them report their answers to

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 the class. Have them compare their work. Make them realize that
using standard units of measure will produce accurate results.

2. Individual Activity
Have pupils measure the following objects: math book, math
notebook, pad paper, teacher‟s table, and blackboard. Let them
decide the appropriate unit of length to be used.
Measure the following objects. Write your answer in a piece of paper.
OBJECTS TO BE
LENGTH
MEASURED
1. Math book
2. Math notebook
3. pad paper
4. teacher‟s table
5. blackboard
(Refer to LM Leksyon 91, Hilikuton 1)
F. Applying to New or Other Situations
Draw the objects following the given length.
1. A ribbon 20 centimeters long
2. A stick 25 centimeters long
3. A pencil 19 centimeters long
4. An eraser 5 centimeters long
5. A crayon 10 centimeters long
(Refer to LM Leksyon 91, Hilikuton 2)
G. Evaluation
Measure the following Write your answer in a piece of paper.
1. Length of pad paper
2. Length of your desk
3. Height of teacher‟s table
4. Width of math book
5. Width of math notebook
(Refer to LM Leksyon 91, Hilikuton 3)
H. Home Activity
Let the pupils answer the activity in their notebook.
Measure the following using a centimeter ruler, meter stick, or tape
measure.
1. Height of the door of your house
2. Distance of your dining table to the main door of your house
(Refer to Hilikuton sa Balay)

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Lesson 92: Comparing Length in Meters or Centimeters

Objective: Compare length in meters or centimeters

Materials: Centimeter ruler, meter stick, tape measure,
Instructional Procedure

A. Preliminary Activities
1. Review
Let the pupils play a game. Draw a dividing line in the middle of the
room.
Instruct the pupils to go to the left side of the line if they think that
the length should be measured with a ruler and to go to the right
side of the line if they think it should be measured with a meter
stick.
- the length of the rice field
- the eraser
- the notebook
- the of the bamboo pole
- the length of your leg
B. Developmental Activities
1. Motivation
Let the pupils name their classmates with the longest/shortest:
hair, arm span, legs, feet, and thumb.
2. Group Activity
Form groups of 5. Provide tape measure to each group. Let pupils
measure, compare and record the length of the arms, palm, feet,
leg and height of each member of the group. Have them report
their work to the class.

Length of Length of Length of Length of

Member Height
arms palm feet leg
1.
2.
3.
4.
5.

C. Processing of Activity
Who has the longest/shortest arms? Palm ? Feet ? leg? Ask pupils to
give the length of the parts of the body of each member.
Who is the tallest/shortest in the group? What is his/her height?
What unit of length did you use to measure your body parts? Height?

D. Summarizing
Which is longer centimeter or meter?

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E. Reinforcing Concept and Skills
Look at the pictures and answer the questions. Write your answer on a
piece of paper.
(Refer to LM Leksyon 92, Hilikuton 1)

F. Applying to New or Other Situations

Read each sentence and answer the questions. Write your answer in a
piece of paper.
(Refer to LM Leksyon 92, Hilikuton 2)

G. Evaluation
Read each sentence and answer the questions. Write your answer in a
piece of paper.
(Refer to LM Leksyon 92, Hilikuton 3)

H. Home Activity

Let the pupils measure and compare the following.

1. The distance from your main door to your bedroom door.
2. The height of your dining table and the height of your chair.

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Lesson 93: Estimating and Measuring Length

Objective: Estimate and measure length using meter or centimeter

Materials: Meta cards, centimeter ruler, tape measure, meter stick
Instructional Procedure

A. Preliminary Activities
1. Review
Prepare in advance meta cards like the ones below.
Flash meta cards like the ones below. Let pupils choose which the
longer /shorter object is.
crayon 17 cm _____ pencil 16 cm

door 2 m _____ window 3 m

cabinet 2 m _____ blackboard 5 m

ball pen 14 cm_______ ruler 16 cm

paper 3 cm ______ paper clip 6 cm

comb 10 cm _______toothbrush 12 cm

B. Developmental Activities
1. Motivation

Let the pupils play the game “Step Yes / Step No”. Instruct pupils to
answer “step yes” if the sentence is right and “step no” if it‟s not
right.
Say the following sentences:
The height if the mango tree is about 10 m.
The length of the book is about 2 m.
The length of the table is about 2 cm.
The blackboard is about 5 m.
The distance from our classroom to the principal‟s office is about 10
cm.
2. Activity

Group Activity
Group the pupils by 5. Let them guess the length of the following
objects: math book, pad paper, blackboard, and teacher‟s table.
Have them record and report their guesses to the class.

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 Objects Guess of length Actual length
Math book
Pad paper
blackboard
Teacher‟s table

C. Processing of Activity
What did you do in the activity?
What are your guesses?
Say: Now, let‟s find out whether our guesses are right or did we make
closer guesses to the actual length of the object. Lead pupils to the
idea that their knowledge of the units of length appropriate for short/
long objects will facilitate better estimate of length.
Let pupils measure the objects to get the actual length.

D. Summarizing
How can we make better guess of length?

E. Reinforcing Concepts and Skills

Read and choose the best estimate. Write your answer in a piece of
paper.
(Refer to LM Leksyon 93, Hilikuton 1)

F. Applying to New or Other Situations

Read the sentences. Mark ( /) if the sentence gives the best estimate.
Mark ( x) if the sentence gives an incorrect estimate. Write your answer
in a piece of paper.
(Refer to LM Leksyon 93, Hilikuton 2)

G. Evaluation
Let pupils answer the activity in LM.
Read the sentences. Write in your paper the best estimate.
(Refer to LM Leksyon 93, Hilikuton 3)

H. Home Activity
Let pupils give examples of the following:
1. An animal that is about 2 meters long
2. An animal that is less than 10 centimeter long

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Lesson 94: Solving Simple Word Problems Involving Addition of Length

Objective: Solve simple word problems involving addition of length

Materials: Number cards 0-9, basic addition flashcards, real objects inside the
classroom, centimeter ruler, tape measure, ribbons, plastic straws,
Instructional Procedure

A. Preliminary Activities
1. Drill
Group Activity
Form two groups.(depending on class size)
Distribute to the members of each group, digit cards with numbers
from 0 to 9 (See the illustration below )
Teacher prepares 2 sets of digit cards with numbers 0-9 and flash
cards of basic addition combinations with answers up to 18 only.

0 1 2 3 4 5 6 7 8 9

Flash basic addition combinations with answers up to 9 only.

Instruct the members of each group to hold up the correct number
card which bears the answer of the flashed basic addition
combinations. The team gets a point for a correct response. The
team with the most number of points wins.
2. Review
Show real objects found in the classroom like books, notebooks,
pencils, erasers, blackboard and bulletin board. Have pupils
estimate the length of these objects. Check whether the guesses
of pupils are right by measuring the object with a centimeter ruler.
B. Developmental Activities
1. Motivation
Group the pupils by 5. Distribute to each group ribbons of different
lengths. Let them measure the ribbons. Ask them to write the
measured length of each ribbon.
2. Presentation
Ask: If we join the two ribbons, how long will the joined ribbons be?
Guide the pupils in getting the answer by putting a tape measure
with centimeter units below. Let pupils count the number of
centimeters.
Lead them to the idea of how addition of length is done. Emphasize
to them the need to write the correct label of the answer.
C. Processing of Activity
Ask the pupils the following.
What is the length of ribbon A? B?
What is the length of the two ribbons joined together?
What did you do to get the answer?

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 What is your answer?
How did you get your answer?
Can you illustrate it on the board?
Can you act out the problem?
D. Summarizing the Lesson
How do we solve word problems which involve adding of lengths?
E. Reinforcing Concepts and Skills
Introduce the word height and explain its meaning. Display some
objects with different heights. Point out the use of the following
phrases.
Centimeter long (for length)
Centimeter high (for height)
Let pupils read the word problem.

Ben measured the height of the mongo seedlings in the garden.

The seedlings were 8 centimeters tall. After a week, the seedlings
were 3 centimeters taller. How tall were the seedlings?
Guide the pupils in analyzing the word problem.
Who measured the mongo seedlings in the garden?
What did Ben measure? How tall were the mongo seedlings when
he measured them? How tall were the seedlings when he
measured them after a week?
What did Ben do to get the height of the mongo seedlings after a
week?
What is asked in the word problem?
What will you do to find out how tall the seedlings are?
What will you add?
What is the correct number sentence?
What is your answer?
Call some pupils to show their solutions to the problem and let them
state the answer with the correct label. Let them explain their
solutions and answer. (Refer to LM, Leksyon 94)
F. Applying to New and Other Situations
Group Activity
Form 6 groups.
Let pupils do the activity which involves actual measuring of objects
found in the classroom. Have them follow the instructions.
Teacher prepares several strips of red and green paper and
unused plastic straws.
Read and follow the instruction.

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 1. Measure the length of two tables/desks found in the classroom.
Write their lengths.
Table A_________ Table B__________
Join the lengths of these two tables.
Write the number sentence below.
Number Sentence:_________________

2. Measure and cut 30 centimeters of red strip of paper and 30

centimeters of green strip of paper. Combine the length of the red
and the green strips of paper. How many centimeters of red and
green strips of paper do you have now?

3. Measure and cut plastic straws of the following lengths: 20

centimeters and 15 centimeters .Join the plastic straws. How long
are they?

Have each group present their answers to the class. Let them
illustrate or act out the problem and their solution.
(Refer to LM Leksyon 94, Hilikuton 1)

G. Evaluation
Read the word problems and answer on a piece of paper.
1. Haylen‟s hair is 16 centimeters long. After two months her hair
grew by 3 centimeters. What is the length of her hair after 2
months?
What is the number sentence?_________________
What is the answer?____________________
Show how you got the answer
2. Ellen needs a string of beads 20 centimeters long for her bracelet
and another string of beads 63 centimeters long for her necklace.
How many centimeters of strings of beads does she need in all?
What is the number sentence?
What is the answer?
(Refer to LM Leksyon 94, Hilikuton 2)
H. Home Activity
Read and answer the word problem.
Bess used 90 centimeter of blue yarn and 80 centimeters of orange
yarn for her school project. How many centimeters of yarn did she
use in all?
(Refer to LM Leksyon 94, Hilikuton 3)

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Lesson 95: Solving Simple Word Problems Involving Length through
Subtraction

Objective: Solve simple word problems involving length through subtraction

Materials: Flashcards with subtraction sentences, plastic straws, 10 cm long
paper strips
Instructional Procedure

A. Preparatory Activities
1. Check the home activity of pupils.
2. Drill
Teacher prepares in advance the flashcards on basic subtraction
facts.
Drill pupils on the basic subtraction facts in flashcards.
14 11 12 18 15
- 8 - 7 -6 -9 -9
3. Review
Let pupils analyze and solve the problem. Guide them in writing the
number sentence and write the correct label on their answer as well.
Marlon cuts a string 15 meters long. Bobby cuts a string 7 meters
long. How long are the strings when put together end to end?
B. Developmental Activities
1. Motivation
Show an art work of paper weaving. Ask pupils to guess how it was
done. Lead them to the idea that the activity involves measuring
and cutting of paper.
2. Activity
Note: Teacher models to the children prior to the activity.
Tape a 10-centimeter strip of paper on the board.
Say: “Let us cut 6 centimeters of the strip of paper. Measure and
cut 6 centimeters of the strip of paper. Ask a pupil to measure
the length of the strip of paper left. Lead the pupils to give the
number sentence.
10 cm – 6 cm = 4 cm (Show this to the class using real
paper.)

Note: Teacher should prepare several 10 cm long strips of

paper for the whole class.

294
 Distribute to the pupils the 10 cm long strips of paper and have
them measure and cut the following lengths: 2cm, 3cm, 4cm and so
on. Have them measure the remaining strip of paper. Instruct the
pupils to write the number sentence.
C. Processing the Activity
How long was the strip of paper?
What did you do with the strip of paper?
How long was the strip of paper that you cut?
How long was the strip of paper left?
Go through the step-by-step process in analyzing the problem with the
pupils. For each question in the process, have them give the information
needed. Lead them in writing the number sentence. Have them label
their answer.
D. Summarizing the Lesson
What are the steps in solving word problem?
E. Reinforcing Concepts and Skills
Provide this word problem to the pupils to analyze and solve.
Note: Teacher will use the names of his/her 2 pupils for the word
problem below.

Karen is 121 centimeters tall. Tony is 130 centimeters tall.

Give the difference of their heights.
(You may also ask 3 pupils in the class to come in front and measure
their height and ask them to get the difference.)
Guide the pupils in analyzing the word problem.
What is asked in the problem?
What will you do to find the difference of the height of Karen and Tony?
What word is your clue?
What operation will you use?
What is the number sentence?
What is your answer?
Explain to the pupils that the use of centimeter tall is for the height of
people, plants, and animals.
F. Applying to New and Other Situations
Let pupils solve the problem in LM.
Write a number sentence for the word problem.
Solve then label the answers correctly.
1. Sara is 150 cm tall. She grew 3 cm tall this year.
How tall was she a year ago?

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 2. Jam is 135 cm tall. Her brother Jake is 115 cm tall. What is the
difference of their height?
(Refer to LM Leksyon 95, Hilikuton 1)
G. Evaluation
Ask the class to solve the word problem on page ___ of LM.

Read carefully the problem and answer on your paper.

1. Father needs 183 cm of rope. He only has 76 cm of rope. How
many centimeters of rope does he still need?
2. Lito‟s wire is 70 cm long. Rudy‟s wire measures 50 cm long. How
many centimeters longer is Lito‟s wire than Rudy?
(Refer to LM leksyon 95, Hilikuton 2)

H. Home Activity

Read and solve.

1. Bambi had a string of pearls 184 cm long.She used 18 cm of the
pearls to make a bracelet and 60 cm to make a necklace?
How long was the string of pearls left?
What was the difference of the length of the bracelet and
necklace?
(Refer to LM Leksyon 95, Hilikuton 3)

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Lesson 96: Solving Simple Word problems involving Multiplication of
Length

Objective: Solve simple word problems involving multiplication of length

Materials: Flashcards, picture of a child with medal or 3 real medals, strips of
ribbons, tape measure, centimeter ruler. Materials for group
activity: 6 pieces pad paper, 3 rulers,4 Math books, 2 crayons
Instructional Procedure:

A. Preparatory Activities
1. Drill
Flash cards on the basic multiplication facts so that the pupils will
master them.
Note: Prepare flashcards in advance.

9 7 8 6 9
X5 X6 X4 X3 X7

2. Review
Let the pupils answer the problem.

A dressmaker bought a cloth 5m long. If 1 m of the cloth was

used for the skirt, how long was the cloth left for the blouse?

B. Developmental Activities
1. Motivation
Show a picture of a child receiving a medal. Talk about the picture.
Ask: “Who likes to receive a medal? What will you do so that you
will receive a medal at the end of the school year?
Infuse the value of perseverance and the value of education.

2. Activity
Show three medals to the class. Ask the pupils to measure the
ribbons of the medals. Tack a tape measure on the board. Then put
the 3 ribbons alongside the tape measure as shown in the
illustration below.

297
C. Processing the Activity
Ask: How many strips of ribbons are there?
How long is each ribbon?
How long are the 3 strips together? Write on the board.
3 sets of 4 = 12 or 3 x 4 = 12

Point out to the children the answer on the tape measure by counting
the number of centimeters from the first to the lastribbon. Guide the
pupils on how to write the number sentence and get the answer.
Encourage pupils to label their answer.

3. Summarizing the Lesson

What are the questions that we should answer when we analyze word
problems?

4. Reinforcing Concepts and Skills

Group the class into five and ask each group to perform the following
activities. Have pupils report to the class how they did the activity.
The Grade Two Malipayon pupils went on a measuring hunt. Help
them do the task.

GROUP I
Get 3 the same Math books and measure each. Write the length of
each book. Put altogether the lengths of the 3 Math books. Make a
multiplication sentence out of the number of books and their
lengths. Write your answer.
How many Math books did you measure?
What is the length of each book?
What is the multiplication sentence?
What is the answer?

GROUP II
Get 4 crayons of the same lengths. Write the length of each
crayon. Make a multiplication sentence out of the number of
crayons and the length of each. Write your answer.
How many crayons did you get?
What is the length of each crayon?
What is the multiplication sentence?
What is the answer?

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GROUP III
Gather 6 pieces of Grade II pad paper from your classmates.
Measure and write the length of each. Make a multiplication
sentence out of the number of pad paper and the length of each.
Write your answer.

How many pieces of pad paper did you gather from your
classmates?
What is the length of each piece of pad paper?
What is the multiplication sentence?
What is the answer?
GROUP IV
Borrow 3 rulers from your group mates. Measure and write the
lengths of each. Make a multiplication sentence from the number
of rulers and the length of each ruler. Write your answer.

How many rulers did you borrow?

What is the length of each ruler?
What is the multiplication sentence?
What is the answer?
GROUP V
Get the length of 2 the same sized notebooks. Measure and write
the length then make a multiplication sentence out of the number
of notebooks and their length. Write your answer.

How many notebooks did you measure?

What is the length of each notebook?
What is the number sentence?
What is the answer?
Make the pupils see the relationship between the number of
objects and the length of each to the multiplication sentence.
Have them complete the table when they report their answers.

Number of Length of Multiplication Answer

objects each object sentence

(Refer to LM Leksyon 96, Hilikuton 1)

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D. Applying to New and Other Situations
Pair-share-activity
Let pupils work in pairs to answer the following problems.
1. Pinky will make 4 garlands. Each garland is 60 cm long. How
long are the garlands when joined together?
2. There are 2 flagpoles in school. Each flagpole has a string of 10
meters long. How long are the strings in all?
(Refer to LM Leksyon 96, Hilikuton 2)
E. Evaluation
Read carefully the word problems and answer in your pad paper.
1. Cora has 9 ribbons. Each ribbon is 20 cm long. What is the total
length of the ribbons?
2. Joshua makes 7 lanterns. Each lantern needs 2 meters of
colored plastic. How many meters of colored plastic does he
need?
(Refer to LM Leksyon 96, Hilikuton 3)

F. Home Activity
Let pupils solve this problem.
Read and solve the problem.

Laarni has 5 plastic straws. Each straw is 20 cm long. How long

are all the plastic straws when put end to end?

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Lesson 97: Solving Simple Word Problems Involving Division of Length

Objective: Solve simple word problems involving division of length

Materials: Flashcards with division facts, strips of paper, plastic straws, ruler,
tape measure
Instructional Procedure

A. Preparatory Activities
1. Check the home activity of pupils.
2. Drill
Present these division sentences and let the pupils give the quotient.
Note: Teacher may opt to make number combinations which are
observed to be the common errors of pupils.
a. 6÷2 d. 20÷5 g. 4÷4
b. 8÷4 e. 12÷4 h.10÷2
c. 4÷2 f. 18÷9 i. 15÷5
3. Review
Let pupils solve this problem.
There are 3 bridges in Barangay Malinis. Each bridge is 25 meters
long. What is the length of the 3 bridges altogether?

B. Developmental Activities
1. Motivation
Show a 12 cm long strip of paper. Ask a pupil to find its length
using a measuring tape.
2. Activity
Say: Let us divide this strip of paper into equal parts, each part is 5
cm long.
Ask a pupil to measure 5 cm and cut the strip. Then ask the class to
count how many pieces each 5 cm long was cut from the 20 cm long
strip of paper.
Elicit from the pupils the division sentence: 12÷3= 4

C. Processing of Activity
- How long is the strip of paper?
- What did you do with it?
- Into how many equal parts did you cut it?
- How long is each part?
- What is the number sentence?

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D. Summarizing
How did we divide length of the strips of paper?

E. Reinforcing Concepts and Skills

Group the pupils by five then distribute several strips of paper of
varying lengths e.g. 5 cm, 10 cm, 20 cm
Let the pupils divide equally the strips of paper among the members
of their group.
Have them write the number sentence and report their answer to the
class.
F. Applying to New and Other Situations
Let the pupils answer the activity to master the skill of problem solving
involving division of length. Let them write the number sentence.
The Boy Scouts went on a camping. They put up their tents. They
have to cut bamboo poles .They need to tie the bamboo poles with
ropes. Can you help them do it?
Read and solve the problems below.

a. A rope 20 meters long was cut into 4 equal pieces. How long is
each piece?
b. Andy cuts a bamboo pole 15 meters long into 3 equal parts.
How long is each part?
(Refer to LM Leksyon 97, Hilikuton 1)
G. Evaluation

1. A 150-meter lace was cut into 3 equal parts. How long is each part?
2. Mother has 12 meters of cloth for curtains. She will sew curtains of
the same length for 6 windows. How long will each curtain be?
3. A loop of yarn was 50 meters long. It was divided equally among 10
pupils. How long was the yarn received by each pupil?
(Refer to LM Leksyon 97, Hilikuton 2)
H. Home Activity

Let pupils answer the word problem and write a number sentence.

1. Betty bought a ribbon 100 centimeters long. She made 5

bracelets out of it. How long was each bracelet?

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Lesson 98: Solve Simple Word Problems Involving Addition,
Subtraction, Multiplication, and Division of Length

Objective: Solve simple word problems involving addition, subtraction,

multiplication, and division of length
Materials: Flash cards with division facts, plastic straws
Instructional Procedure

A. Preliminary Activities
1. Check the Home Activity
2. Drill
Flash division cards. Let pupils answer orally.
10÷5= 8÷2= 12÷4= 6÷2=
9÷3= 6÷3= 4÷2= 8÷4=
3. Review
Let pupils recall the steps in problem solving.

B. Developmental Activities
1. Motivation
Show 2 plastic straws or paper strips. Measure and cut the plastic
straws/ paper strips into different lengths. Ask pupils to guess the
operation to be used and let them give the number sentence.
2. Activity
Divide the pupils into groups of 5 members. Let them answer
the questions and solve the problem posted on different
“stations”. Have them write their answers on a Manila paper and
present their outputs to the class.

Problem 1
Lani bought 65 meters of cloth. She sold 23 meters. How many
meters were left?

Problem 2
Father had 80 meters of wire. He bought another 30 meters. How
many meters of wire did he have altogether?

Problem 3
Renton wants to put up 6 clotheslines. One clothesline needs 3
meters of wire. How many meters of wire does he need for the 6
clotheslines?

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 Problem 4
Mrs. De Juan prepares 6 medals for the Math contest winners.
She has only 150 cm of ribbon. How long must the ribbon be for
every medal?

C. Processing of Answers
What is asked?
What are given?
What is the word clue?
What is the operation to be used?
What is the answer?
Ask the pupils: “How did you analyze the problem? How were you
able to answer the problem fast and correctly? Did you work
cooperatively?”

D. Summarizing
What are the steps in problem solving?
Why should we label our answers?

E. Reinforcing Concepts and Skills

Let the pupils solve the following word problems.
a. Alvin is 155 cm tall.
Karl is 130 cm tall.
How many centimeter taller is Alvin than Karl?
b. Romar has a chain of rubber bands. The chain is 77 cm long.
Dave has a chain of rubber bands 64 cm long. The boys joined
their rubber band chain together.
How long is the new chain?

F. Applying to New and Other Situations

Assign areas in the classroom as learning stations.
Pose these problems and let pupils answer in each station.

READ AND ANSWER

a.Marie has 4 strips of ribbon. Each strip is 5 meters long. If she
lays them down on the floor one after another, how long will the
5 pieces be?
b.The school and the plaza are in the opposite directions from
Bing‟s house.The school is 200 meters away while the plaza is 80

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 meters away from Bing‟s house. Find the distance between the
school and the plaza.
c. Roy runs 200 meters for one hour every day. How many meters
does he run in a week?

G. Evaluation

a. Mother needs 14 meters of cloth for the pillow cases. She

already has 4 meters. How many meters more will she buy?
b. Adora‟s flower garden plot is 18 meters long. Jane‟s flower
garden plot is 15 meters long. How long will their plots be if
joined together?
c. Agnes has 27 meters of plastic sheet. How many 3 meters
long plastic sheets can she cut from it?
d. Fatima will make bracelets for her 6 friends. If each bracelet
will need 15 cm of stringed beads, how long will be the string
of beads that she will need?
(Refer to LM Leksyon 98, Hilikuton 1)

H. Home Activity

Let the pupils answer the word problem.

Allan‟s house is 100 meters away from school. If he walks every day in
going to school, how many meters does he walk in a week?
(Refer to LM Leksyon 98, Hilikuton 2)

305
Lesson 99: Measuring Mass

Objectives: Show and use the appropriate units of mass to measure a

particular object:
a. Gram
b. Kilogram
Measure objects using appropriate measuring units in g or kg
Estimate mass in grams or kilograms
Materials: Illustrations, weighing scales and real objects
Instructional Procedure

A. Preparatory Activities
1. Review
Show to the pupils the following objects: notebook, pencil, math book,
erasers. Let pupils give an estimate of its length. Let them get the
actual length of the object to check who gave the closest estimate.

B. Developmental Activities
2. Motivation
Let pupils play “Going to Market”.
Provide 2 sets of the following materials: basket, bandana and
sarong, umbrella.
Ask: Have you gone to the market? What do you do in the market?
2. Presentation
Read the story and answer the questions.
One Saturday morning, Chacha went with her mother to
the market and bought the following: 1 kilogram of bangus , 2
kilograms of pork, 2 kilograms of chicken, 1 kilogram of
mangoes, 500 grams of beef and 500 grams of sugar. Before
they went home, mother bought ice cream which made Chacha
very happy.
Comprehension Questions
1. Where did Mother and Chacha go?
2. What did they do there?
3. What did they buy?
4. What was the unit of measure used when they bought the
fish and the fruits? What else can we buy/sell by the kilo?
5. What do we use to find out how heavy an object is?
(Refer to LM Leksyon 99, Hilikuton 1)

3. Activity (Group Activity)

Have the pupils grouped by fives. Provide a weighing scale for
the group then let them weigh their Math books, a piece of

306
 paper and pencils. Have the pupils record the mass of the
objects they weighed and let them report their work to the class.

Object Mass
Math book
6 math books
A bundle of pad paper
10 pencils

Note: Teacher may use other materials.

C. Processing of Activity
What object has the smallest mass?
What object has the greatest mass?
Was there any object with mass less than 1 kilogram? What is the mass
of this object? Was there any object with mass more than 1 kilogram?
What is the mass of this object?
What units of measure did we use?

D. Summarizing
What are the standard units of measuring mass?

E. Reinforcing Concepts and Skills

Look at the pictures. Write the number of kilograms on your paper.
(Refer to LM Leksyon 99, Hilikuton 2)

F. Applying to New or Other Situations

Copy the mass of the object. Write it on your paper.
(Refer to LM Leksyon 99, Hilikuton 3)

G. Evaluation
A. Write the mass of the objects on your paper.
B. Copy the most reasonable mass for each object.
(Refer to LM Leksyon 99, Hilikuton 4)

H. Home Activity
Look for food wrappers/ labels or containers.
Copy the name of the product and the unit of mass used.

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Lesson 100: Comparing Mass in Grams or Kilograms

Objectives: Compare mass in grams or kilograms

Materials: Illustration, weighing scales and real objects, flashcards/picture
cards, cut-outs of food items, baskets
Instructional Procedure

A. Preparatory Activities
1. Drill
Display real objects or cut-outs of food items as if in a store or
market.
Call some pupils to pick these objects and place in baskets labeled
kg or g. A pupil who has the most number of correct objects in the
right basket wins.
2. Review
Show picture cards as shown below. Let pupils tell the mass of the
objects.
Note: Better if the teacher can provide real objects.

3. Motivation
Let pupils form 4 groups. Say: Arrange yourselves from:
- tallest to shortest
- shortest to tallest
- heaviest to lightest
- lightest to heaviest

B. Developmental Activities
1. Presentation
Place pairs of objects on the table with one object heavier than the
other.
Call pupils to weigh the objects in the weighing scale.
Ask pupils to tell how heavy the object is.
Ask: Which object is lighter? Heavier?

2. Activity
PAIR SHARE ACTIVITY
Let pupils pair with one another.

308
 a. Have them find out their body mass on the bathroom scale, then
compare each other‟s body mass. Let them tell who is
heavier/lighter.
b. Let them go on a” hunt” for objects in the classroom.
Let pupils make a list of heavy objects and of light objects they
have found in the classroom.

C. Processing of Answers
What is the body mass of your partner? Who is heavier? Lighter?
How did you know s/he is heavier/lighter?
What objects in the room are light/ heavy?

D. Reinforcing Concepts and Skills

Which is heavier? Write the letter of your answer in a piece of paper.
(Refer to LM Leksyon 100, Hilikuton 1)

E. Summarizing the Lesson

Which is heavier? Gram or kilogram?

F. Applying to New and other Situations

Read the story and do the activities.
(Refer to LM Leksyon 100, Hilikuton 2)

G. Evaluation
Look at the picture. Arrange the boys from the lightest to the heaviest.
Number them from 1-3.
(Refer to LM Leksyon 100, Hilikuton 3)

H. Home Activity
Look at the pictures. Arrange the fruits from the lightest to the heaviest.
Number them 1-5. Write your answer on a piece of paper.
(Refer to LM Leksyon 100, Hilikuton 4)

309
Lesson 101: Problem Solving Involving Addition of Mass

Objective: Solve simple word problems involving addition of Mass

Materials: Weighing scale, cut out of local fruits, picture of a vendor weighing
mangoes (2kg.), flashcards with addition sentences, real, plastic or
cut outs of mangoes
Instructional Procedure

A. Preliminary Activities
1. Drill
Prepare flash cards with addition sentences like the ones below.
Have the pupils form 2 lines. Flash the cards with addition
sentences like the ones below. Let pupils answer orally. Instruct the
pupil who gives the right answer to step forward. The pupil who
reaches the finish line will be declared winner.
8 7 9 6 4
+5 + 7 + 5 + 4 + 9
2. Review
Note: Prepare cut outs of local fruits in advance.
Prepare cut outs of different fruits with choices of weight estimate
written at the back. Ask a pupil to pick a fruit and read the weight
estimate choices. Then let them choose the nearest estimate.
B. Developmental Activities
1. Motivation (Refer to LM Leksyon 101)
Prepare a picture of a vendor weighing mangoes in advance.
Ask pupils if they have gone to the market. Let them talk about their
experiences in the market. Ask: What fruits do you see in the market?
What fruits do you like to buy? Why do you like it? Are the fruits good
for the body? Why? Infuse the value of eating the right kind of food.
How are fruits being sold in the market?
Show a picture of a vendor weighing some mangoes. Ask: What
does the fruit vendor do? How heavy are the mangoes?

310
 Provide real/ plastic or cut outs of mangoes to illustrate the problem.

2. Presentation
Present to the class the word problem.
Mother bought 2 kilograms of small mangoes. She also bought
1 kilogram of big mangoes. How many kilograms of mangoes did she
buy in all?

C. Processing of Activity
Let pupils answer the following questions.
- Who bought mangoes?
- What kind of mangoes did she buy
- How many kilograms of small mangoes did she buy? Big
mangoes?
- How many kilograms of mangoes did she buy in all?
- How will you draw the story problem?
- Emphasize to the children the need to label their answer using the
units of mass.

D. Summarizing
How do you solve word problems involving mass through addition?

E. Reinforcing Concepts and Skills

Let pupils analyze and solve the problem.
Read and answer the following word problems.
At the Market
Marina, Susan, and Carlo went to the market. They serve as errands
of their mothers. Help them do it.

a. Marina bought 150 grams of white sugar and 100 grams of

brown sugar. How many grams of sugar did Marina buy in all?
b. Susan bought 350 grams of ripe tomatoes. She also bought
420 grams of green tomatoes. How many grams of tomatoes
did Susan buy in all?
c. Carlo has 750 grams of mongo. He buys another 130 grams.
How many grams of mongo does he have now?
(Refer to LM Leksyon 101, Hilikuton 1)

311
F. Applying to New or Other Situations
Answer the following one-step word problems.
a. Jenny bought 500 grams of chicken. She also bought 200 grams of
pork. How many grams of meat did she buy in all?
b. Emily bought 3 kilograms of white camote. She also bought 5
kilograms of purple camote. How many kilograms of camote did
she buy in all?
(Refer to LM Leksyon 101, Hilikuton 2)
G. Evaluation
Read and solve the word problem.
a. Jay weighs 41 kilograms. Marlon weighs 32 kilograms. How many
kilograms do they weigh altogether?
b. Mother sold 10 kilograms of eggplant. Father sold 20 kilograms of
eggplant. How many kilograms of eggplant did they sell in all?
c. Father caught 10 kilograms of bangus and 35 kilograms of tilapia.
How many kilograms of fish did he catch in all?

(Refer to LM Leksyon 101, Hilikuton 3)

H. Home Activity
Read and answer the word problem.

Dennis sold 15 kilograms of chicken while Conrad sold 24

kilograms of chicken. How many kilograms of chicken did they sell in
all?

(Refer to LM Leksyon 101, Hilikuton sa Balay)

312
Lesson 102: Solving Simple Word Problems Involving Subtraction of
Mass

Objective: Solve simple word problems involving subtraction of mass

Materials: Rolled pieces of paper with subtraction sentences, box, weighing
scale
Instructional Procedure

A. Preliminary Activities
1. Drill
Write subtraction sentences on rolled pieces of paper.
Place the rolled pieces of paper in a box. Let the pupils sing a song
while they pass around the box. Have a pupil get a rolled paper
from the box when the music stops and answer the subtraction
sentence written on it.
2. Review
Let pupils read and answer the word problem. Ask them to give their
solution or illustrate the problem.

Mang Lando harvested 7 kilograms of ampalaya. Mang

Caloy harvested 4 kilograms of ampalaya. How many kilograms of
ampalaya did they harvest in all?

B. Developmental Activities
1. Motivation
Call two pupils and have them measure their mass on the weighing
scale.
2. Activity
Write on the board the mass of the two pupils. Let their classmates
compare the mass of the two pupils. Ask: Who is heavier? What is
the difference in the mass of the two pupils? Guide the pupils in
making the number sentence and finding the answer. Emphasize the
use of the correct unit of mass in the label.
3. Processing of Activity
What is the mass of pupil A? pupil B?
Who is heavier?
What is the difference of the mass of the two pupils?
How did you get the answer? What is your solution?
What operation did you use?
What is the correct number sentence?
What is the correct answer?

C. Summarizing
What should you remember in solving problems involving subtraction?

313
D. Reinforcing Concepts and Skills
Group the pupils by four. Read and solve the word problems.
Mother is busy. She prepares food for her family. She needs
some ingredients for the banana cake she bakes. Let‟s help her with
her task.
A. She got an 800-gram pack of flour. She used 400 grams only.
How many grams of flour were left?
B. She bought 750 grams of banana but she only used 300 grams.
How many grams of banana were left?
C. She opened a 500-gram pack of brown sugar. She used only
300 grams of sugar .How many grams of sugar was left?

(Refer to LM Leksyon 102, Hilikuton 1)

E. Applying to New or other Situations
For individual practice.
Read and answer the word problem.
a. Mother had 800 grams of bangus. She cooked 250 grams for
breakfast. How many grams of bangus were left?
b. Aling Tinay sold 250 kilograms of brown sugar and 500 kilograms
of white sugar. How many more kilograms of white sugar than
brown sugar did Aling Tinay sell?
(Refer to LM Leksyon 102, Hilikuton 2)
F. Evaluation
Have the pupils solve the following word problem.
Read and solve the word problem.
1. Randy picked 15 kilograms of tomatoes. If 8 kilograms were ripe,
how many kilograms were not ripe?
2. Rudy gathered 17 kilograms of calamansi. He sold 5 kilograms.
How many kilograms of calamansi were not sold?
3. Helen harvested 75 kilograms of bananas. If 30 kilograms were
lakatan, how many grams of bananas were not lakatan?
(Refer to Leksyon 102, Hilikuton 3)

G. Home Activity
Read and answer the word problem.
Mother sold 2000 grams of alogbate in the morning and 1750
grams in the afternoon. How many more alogbate did she sell in the
morning than in the afternoon?
(Refer to LM Leksyon 102, Hilikuton sa Balay)

314
Lesson103: Solving Simple Word Problems Involving Multiplication of
Mass

Objective: Solve simple word problems involving multiplication of mass

Materials: Flash cards with multiplication sentences, 3 empty sachet of milk
50grams each
Instructional Procedure
A. Preliminary Activities
1. Drill
Show cards with multiplication sentences. Let pupils say True if the
sentence is right and False if it is not right.
Teacher should prepare the flashcards in advance.

EXAMPLE:
4x2 < 3x2

2x5 = 5x2

4x3 < 6x2

2x0 > 1x1

4x4 > 5x3

2. Review
Have pupils answer this word problem orally.
Eva bought 3 kilograms of eggplant. She cooked 1 kilogram.
How many kilograms of eggplant were not cooked?
B. Developmental Activities
1. Motivation
Prepare 3 empty sachets of milk 50 grams each.
Show a sachet of milk to the class. Ask them if they drink milk.
Discuss to the class the importance of drinking milk. Have pupils
guess the mass of the sachet of milk.
2. Activity
Present to the class 3 sachets of milk each with the mass of 50
grams. Ask the pupils the total number of grams of the 3 sachets of
milk. Have them analyze the problem using the guide questions in
problem solving.
C. Processing of Answer
Ask the pupils the following.
How many sachets of milk are there?

315
 What is the mass of each sachet of milk?
What is the mass of the 3 sachets of milk when put together?
What is your solution?
How did you get the answer?
What operation did you use?
Draw the solution to this problem?
D. Summarizing
What should we remember when we solve problems involving
multiplication?
E. Reinforcing Concepts and Skills
Let the pupils answer the problem in working groups. Have them report
their answers to the class.
Aga went to the supermarket. Here are the food items he bought.
a. Two packages of noodles. Each package of noodles is 75
grams. How heavy are 2 packages of noodles?
b. Three dressed chicken each with a mass of 1 kilogram. If Aga
bought 3 chickens, what is their total mass?
c. He also bought 6 kilograms of beef. His sister bought 2 times
as much. How many kilograms of beef did Aga‟s sister buy?
(Refer to LM Leksyon 103, Hilikuton 1)
F. Applying to New or Other Situation
Read and answer the word problems.
1. A vendor sold 8 packs of ground pepper. Each pack
had 5 grams. How many grams of ground pepper did the
vendor sell in all?
2. There are two boxes of chocolates. Each box has a
mass of 24 grams. What is the total mass of the boxes of
chocolates?
3. There are 5 plastic bags of tomatoes. Each plastic bag
of tomatoes is 2 kilograms. What is the total mass of the 5
plastic bags of tomatoes?
(Refer to LM Leksyon 103, Hilikuton 2)
G. Evaluation
Analyze and solve the word problem.
Rona bought 4 packs of candies. Each pack is 20 grams. How
many grams of candies did she buy in all?
Belen filled 2 baskets of ampalaya. Each basket of ampalaya
weighs 7 kilograms. What is the total weight of the 2 baskets of
ampalaya?
Rey has 4 small paper bags of roasted peanuts. Each small
paper bag contains 10 grams of roasted peanuts. How many grams
of roasted peanuts does he have in all?
(Refer to LM Leksyon 103, Hilikuton 3)

316
Lesson 104: Solving Simple Word Problems Involving Division of Mass

Objective: Solve simple word problems involving division of mass

Materials:Chart with multiplication and division sentences, picture of a farmer,
Instructional Procedure

A. Preliminary Activities
1. Drill
Note: Teacher should prepare the chart in advance.
Let pupils find the quotient mentally.
12 ÷ 2 = 6 x 3 = 18 ÷ 9 = 2 x 7 = 14 ÷ 2 = 7 ÷ 7 = 1

2. Review
Let pupils read and analyze the problem.
Fred picked 3 mangoes. Each mango weighs 25 grams. What is the
total weight of the 3 mangoes?

B. Developmental Activities
1. Motivation
Show a picture of a farmer. Lead the pupils in talking about how
people like farmers exert much effort in raising crops. Introduce the
word hardworking to describe the trait of these people. Ask the
pupils if they also have this trait. Let them cite situations where they
have shown this trait.
2. Presentation
Present the story problem to the children through picture found in
Mother has 20 grams of candy. She distributed them equally among
her 5 children. How many grams of candy did each child receive?

(LM Leksyon 104, Hilikuton 1)

C. Processing of Answers
How many grams of candy does Mother have?
What will she do with the candy?
To how many children will Mother distribute the candy?
How will you find the answer to this problem?
What operation will you use?
Draw your solution to the problem.
D. Summarizing
How will you answer word problems involving mass through division?
E. Reinforcing Concepts and Skills

317
 Guide them in solving the word problem.

Read and answer the word problems.

a. Aling Rosa has 10 kilograms of salt. She placed it equally in 5
plastic. How many kilograms of salt did each plastic have?
b. Nena bought 15 kilograms of banana. She divided it equally to her
5 friends. How many kilograms of bananas did each of her friend
receive?

(Refer to LM Leksyon 104, Hilikuton 2)

F. Applying to New or Other Situation
Let pupils answer the exercises.
Read and solve the word problems.
a. Carina has 42 grams of tamarind candy which she will put in
small plastic wrappers. Each plastic wrapper can hold 6 grams
.How many small plastic wrappers will she need?
b. Mark and his 5 friends will equally divide among themselves the
36 kilograms of tilapia which they caught in the fish pond. How
many kilograms of fish will each of them get?
c. Kris, Tina, and Edna will equally share among themselves 24
kilograms of lanzones. How many kilograms of lanzones will each
receive?

(Refer to LM Leksyon 104, Hilikuton 3)

G. Evaluation
Have pupils answer exercises.
Read and answer the word problems.
a. Nilo gathered 64 kilograms of tomatoes which he will equally put
in 8 big baskets. How many kilograms of tomatoes will each big
basket hold?
b. Rosa will put 72 kilograms of eggplants into 9 plastic bags. How
many kilograms will she put in each bag?
c. Kent has 81 kilograms of atis. He wants to place 9 kilograms of
atis in every small basket. How many baskets will he need?
(Refer to LM Leksyon 104, Hilikuton 4)
H. Home Activity
Let pupils answer the home activity.
Read and answer the word problem.
Lara has 48 kilograms of avocados which she put equally in 8 trays.
How many kilograms of avocados are in each tray?
(Refer to LM Leksyon 104, Hilikuton sa Balay)

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Lesson 105: Solving Two-Step Word Problems Involving Multiplication
and Division of Mass
Objective: Solve two-step word problems involving multiplication and division
of mass
Materials: Chart
Instructional Procedure
A. Preliminary Activities
1. Drill
Have flashcard drill in multiplication and division.
2. Review
Ask pupils to recall the steps in solving word problem.
B. Developmental Activities
1. Motivation
Group the pupils by fives. Let each group act out a market scene. Ask:
Can you describe the scene you acted out? Why did you choose to
act out this scene? Where do you buy food? Who are the people
working in the market? Are they important to us? Why?
2. Presentation
Present the problem to the class.
Mang Larry bought 10 bags of sugar of 4 kilograms each. He then
repacked them into plastic bags of 2 kilograms each. How many
plastic bags did he use?

Let pupils analyze the problem.

Who bought sugar?
How many bags of sugar did he buy?
How many kilograms of sugar are in each bag?
How many kilograms of sugar does he have in all?
What did Nong Larry do with the sugar that he bought?
How many kilograms of sugar did he place in each repacked plastic
bags?
If he place 2 kilograms of sugar in each repacked plastic bag, how many
plastic bags did he use?
Focus the attention of the pupils on the first sentence of the problem
which will help them in finding the hidden information. Guide the
pupils in writing the number sentence for the first step.(10x4) Make
them realize that this is the first step that they should do in order to
solve the problem. Let them note the relation of the hidden
information and the first operation to be used. Point to the pupils the
second sentence in the problem. Lead them in writing the number
sentence for the second step.(40÷2)

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C. Processing of Answers
Have pupils answer the following questions.
What are you asked to look for?
What numbers are given?
What are the word clues?
What is the hidden question?
What are the operations to be used in solving problems?
What is the first step?
What is the second step?
What is the complete answer?
D. Summarizing
What should you remember in solving 2-step word problem involving
mass?
E. Reinforcing Concepts and Skills
(Teacher formulates similar word problems and allow pupils to
explore possible answers)
F. Applying to New and Other Situations
Let pupils analyze and solve the word problems.
a. Oca picked 9 kilograms of guavas and 15 kilograms of
chicos.He placed the fruits equally in 6 baskets. How
many kilograms fruits were placed in each basket?

Who picked fruits?

How many kilograms of guavas did he pick?
How many chicos did he pick?
How many kilograms of fruits did he pick in all?
What did Oca do with the fruits?
In how many baskets did he place the fruits?
If he placed the fruits equally in 6 baskets, how many kilograms fruits
were placed in each basket?
FIRST STEP:

SECOND STEP:

WRITE THE COMPLETE ANSWER:

Mother bought 37 grams of ube barquillos and 23 grams of vanilla

barquillos. She divided equally the barquillos to her 5 children. How
many grams of barquillos will each child receive?

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 Answer the following questions.
Who bought barquillos?
How many grams of ube barquillos did Mother buy?
How many grams of vanilla barquillos did Mother buy?
How many grams of barquillos did she buy in all?
What did Mother do with the barquillos?
To how many children did she divide equally the barquillos?
If she divided equally the barquillos to her 5 children, how many
grams of barquillos did each child receive?

FIRST STEP:
SECOND STEP:
WRITE THE COMPLETE ANSWER:

(Refer to LM Leksyon 105, Hilikuton 1)

G. Applying to New or Other Situation
Read each problem carefully then write your complete answer.
a. Nong Romy caught 150 kilograms of fish. Fifty kilograms were
milkfish,60 kilograms were mudfish and the rest were tilapia. How
many kilograms were tilapia?
b. Every day Roger gathers 10 kilograms of green shells while Lito
gathers 20 kilograms. How many kilograms of green shells do they
gather in7 days?
Solve:
Complete Answer:
(Refer to LM Leksyon 105, Hilikuton 2)
H. Evaluation
Read and solve the word problem.
a. Ben, Roy, and Kim caught 3 kilograms of fish each.If Roy sold all of his
fish, how many kilograms of fish were not sold?
b. Randy has 12 kilograms of guavas. He brought home 2 kilograms and
sold the rest at 5 pesos per kilogram. How much money did he get?
c. Two sisters, each carrying a basket filled with 10 kilograms of papaya
went to market to sell them. Ten kilograms of papaya were sold. How
many kilograms of papaya were left unsold?

(Refer to LM Leksyon 105, Hilikuton 3)

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Lesson 106: Illustrating Area

Objectives: Illustrate area as a measure of how much surface is covered or

occupied by a plane figure
Show the area of a given figure using square tile units, i.e.
number of square tiles needed
Materials: Flashcards with multiplication facts, about 100 pieces of 20x20cm
cut out squares, sheets of paper, geoboards, rubber band

Instructional Procedure
A. Preliminary Activities
1. Drill
Show cards of multiplication facts to the pupils.
4X8 6X3 5X9 7X3 8X4
6X5 9X2 4X7 6X6 3X9
Prepare flashcards in advance.

2. Review
Have pupils answer the word problem.
Mother bought five tilapia weighing 1000 grams. What is the weight
of each tilapia?

B. Developmental Activities
1. Motivation
Ask pupils to look inside the classroom. Let them name objects in the
room. Ask: What objects occupy big spaces? What objects occupy
small space.
2. Activity (Group Activity)
Group the pupils by 5. Have each group cover their desk/table with the
following cut outs of plane figure with uniform sizes: Say: Let‟s find the
area of the desk/table using the following shapes.
Prepare enough cut out shapes to cover the pupil‟s desk/table.
Groups 1 & 2 - circle
Groups 3 & 4 - triangle
Groups 5 & 6 - star
Groups 7 & 8 - rectangle
Groups 9 & 10 - square

Let them count how many of the cut-out plane figures covered their
desk/table. Let them report to the class.

C. Processing of Activity
How many pieces of each shape covered the desk/table?

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 circle____
triangle_____
star_____
rectangle_____
square______

Ask: Did all the shapes used completely cover the desk/table?
Focus the pupils‟ attention on the spaces between each plane figure.
Are there spaces in between each of the shapes that covered the
desk/table?
Lead pupils to the realization that square is the best shape to use in
measuring area since it completely covered the desk/table without
spaces in between each shape and the sides are of equal length.
Which shape completely covered the desk/table without spaces in
between?
Which shape is best for measuring area? Why?

D. Summarizing the Lesson

How did we get the area of the desk/table?
What shape is best used to measure area?

E. Reinforcing Concepts and Skills

Provide geoboards for each group.

Discuss the illustration. Ask pupils if they have a vegetable garden.

Talk about the benefits of having a vegetable garden. Infuse the value
of food production. Group the pupils by 5. Assign each group the
following to show on their geoboards, the number of squares of the
illustrated figure found on the page.
Group I- 1
Group II - 2
Group III - 3
Group IV - 4
Group V - 5
Group VI - 6
Susan‟s Vegetable Garden

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 Alogbate
Camote
Plants (1) plants
(2)

Kamatis plants Malunggay plants (4)

(3)
Eggplants Okra
(5) talong (8)

Kalabasa
plants (7)

This is Susan‟s vegetable garden. Different kinds of vegetables grow

in her garden. Let‟s find the area planted with her favorite
vegetables.
Questions:
1.Who owns the garden?
2. What vegetables grow in her garden?
3. What is the area of Susan‟s vegetable garden?
4. What area in her garden is the biggest?
5. What area is the smallest?
6. What is the area planted with:
Alogbate?__________ square units
Eggplant?__________ square units
Malunggay?________ square units
Camote?___________ square units
Squash? ___________ square units
Tomato? ___________ square units
Okra?______________ square units
(Refer to LM Leksyon 106, Hilikuton 1)
F. Applying to New and Other Situation
Note: Teacher may provide enlarged graphing paper for this activity
instead of pad paper.

Draw the given shapes in your graphing paper. Color them.

1.A square with 9 square units. Color it blue.
2.A rectangle with 12 square units. Color it green.

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 3.A rectangle with 10 square units. Color it orange.
4.A square with 4 square units. Color it yellow.
5.A square with 16 square units. Color it red.
(Refer to LM Leksyon 102, Hilikuton 2)

G. Evaluation
Note: Teacher may provide graphing paper for this activity
instead of pad paper.

Draw the following shapes in your paper.

1. Square with 4 square units
2. Rectangle with 6 square units
3. Rectangle with 8 square units
4. Square with 16 square units
(Refer to LM Leksyon 102, Hilikuton 3)

H. Home Activity
Do the activity.
Emily wants to make a flower garden, but she has a problem. Can you
help Emily draw her flower garden?

Provide graphing paper to the pupils for this activity.

(Refer to LM Leksyon 102, Hilikuton sa Balay)

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Lesson 107: Estimating Area
Objective: Estimate the area of a given figure
Materials: 10 cmx10 cm cut out squares, rectangles, flashcards with
multiplication facts, word card written with “estimate”, chessboard,
sample crossword puzzle

Instructional Procedure
A. Preparatory Activities
1. Drill
Let pupils do skip counting by 2‟s, and 3‟s.
2. Review
Let pupils show the given area of the desk, and table using: notebooks
uniform size or Math books.

B. Developmental Activities
1. Motivation
Ask pupils to name their favorite sport. Let them describe it. Encourage
them to talk about the things needed to play it. Infuse the value of
discipline and sportsmanship. Show a chessboard to the class.
Ask: What is this? (In case pupils are not familiar with chessboard
introduce it to the class).What shapes do you see on this board? How
many squares do you think are there on this board?
Let the pupils guess the number of squares on the chessboard. Show a
crossword puzzle. Ask: How many squares are there? Check their
answers by counting the actual squares on the chessboard/
crossword puzzle after they have made their guess.

2. Activity
Prepare 50 or more 10 cm x 10 cm square cutouts.
Show the 10 cmx10 cm squares to class. Ask: How many of these
squares can cover the surface of this table? Solicit as many answers
from the pupils. Write the responses of the pupils on the board.
Present the word “estimate” to the pupils. Point out to the pupils that
the answers they have given were not exact but only an estimate.
Have them validate their guesses. Let them cover the surface of the
table using the 10 cmx10 cm cut out squares. Instruct them to use
the phrase “about”___ number of cut out squares. Have them count
the actual number of squares used to cover the table. Write this on
the blackboard. Focus pupils‟ attention on their guesses and the
actual area of the table. Ask: Who made the closest guess? Repeat
the whole process but this time change the objects to book, desk,
and bulletin board.

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C. Processing of Activity
Ask: What did you do to give the number of squares that can cover the
table, book, desk, and bulletin board?
What is another word for “estimate”?
Lead pupils to the idea that “estimate” is also a guess.

D. Summarizing
What do you do when you make an estimate?

E. Reinforcing the Concepts

Guide pupils in making a guess.
How many can fit the figure below? Write your answer on a piece
of paper.
(Refer to LM Leksyon 107, Hilikuton 1)

F. Applying New or Other Situations

Pair-Share-Activity
Answer the activity sheet individually then find a partner to check
your guess.
(Refer to LM Leksyon 107, Hilikuton 2)

G. Evaluation
Answer this activity in a piece of paper.
How many can fit in the figures?
Let pupils answer the exercise in LM.

H. Home Activity
Answer the following questions.
What part of your home has the biggest area?_____
What part of your home has the smallest area?____
(Refer to LM Leksyon 107, Hilikuton sa Balay)

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Lesson 108: Finding Capacity

Objective: Show and find capacity using appropriate measuring tools, e.g.
amount of liquid needed
Materials: Flashcards of multiplication facts, empty plastic bottles, cups,
Instructional Procedure

A. Preparatory Activities
1. Drill
Flash cards with multiplication facts.
2. Review
Tell the area or number of square units.

B. Developmental Activities
1. Motivation
Show to the class a picture of a girl drinking water.
Ask: What is the girl doing?
What is she drinking? Lead pupils to the answer “water”.
Let pupils talk about the importance of water in our life.
Ask them to give the uses of water. Infuse the value of conserving
water.
2. Activity

Provide empty 1liter and 1.5 liters plastic bottles and cups with
uniform sizes for the group.

Let pupils work in groups of 5. Instruct them to fill with water the
plastic bottles using the cups provided. Let them count the number
of cups needed to fill with water the 1 and 1.5 liter bottles. Have
them record the number of cups that were filled with water. Let
them report the result of the activity using the table below.

Container Number of cups

1 liter

1.5 liter

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C. Processing of Activity
What did you do in the activity?
What did you fill with water?
Which container filled the most number of cups?
Which container filled the least number of cups?
Which container holds more water?
Which container holds less water?
D. Summarizing
What are the units of measure for capacity?

E. Reinforcing Concepts and Skills

Group the pupils by 4. Provide them the following: empty plastic
bottles (500mL, 1 liter, 1.5 liters). Let the pupils fill the 1 liter and the
1.5 liters plastic bottles with water using the 500 mL plastic bottle.
Have them count the number of 500 mL bottles needed to fill 1-liter
and 1.5-liter bottles.
Number of 500 mL bottle needed to fill the
containers
container

1 liter

1.5 liters

How many 500-mL bottles are needed to fill the 1-liter bottle?
How many 500-mL bottles are needed to fill the 1.5-liter bottle?
F. Applying to New or Other Situations
Provide real objects for the activity.
Place the real objects on the table and let the pupils arrange them from
the object which can hold the greatest amount of liquid to the least
amount of liquid. Label them 1-5.
(Refer to LM Leksyon 108, Hilikuton 1)
G. Evaluation
Look at the pictures. Write on your paper the letter of the container
which holds more liquid.
(Refer to LM Leksyon 108, Hilikuton 2)
H. Home Activity
Let pupils do the following.
Count how many drinking glasses of water can fill the following:
a. Kettle ____
b. Pitcher ____
c. Pail ____

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 UNIT 5: STATISTICS AND PROBABILITY

Lesson 109: Collecting and Organizing Data / Making Pictographs

Objectives: Collect and organize data using tables and pictures

Form scale representation of objects from the data collected
Make pictographs using scale representation
Materials: Cut outs of leaves/ real leaves, colored chalk, cut outs of shapes
and fruits
Instructional Procedure

A. Preliminary Activities
1. Drill
Let pupils do skip counting by 5s and 10s.
2. Review
Let pupils find the area of the figure.
B. Developmental Activities
1. Motivation
Show a dried leaf to the class. Ask them to describe it.
2. Activity
Group the pupils by 4s.
Do this activity under teacher‟s supervision.
Instruct the pupils to gather dried leaves of the same plants/trees
outside the classroom. Let them return to the classroom with the
dried leaves they have gathered. Ask pupils to count the number of
dried leaves. Teacher will make a table similar to the one below.
Group 1 2 3 4 5 6 7 8 9 10
A
B

C
D
E
F
G

With the supervision of the teacher, ask every group to plot on the
chart/board the number of dried leaves they gathered. (Colored chalk
is suggested in this activity).

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 Example :

Group Number of Dried Leaves

A _ 5
B _ 8
C _ 4
D _ 3
E _ 6
F _ 7
Say: Let‟s make a graph with the use of drawings or pictures.

GROUP LEAVES GATHERED

A
B
C
D
E
F
NOTE: Teacher may provide cut outs of leaves enough to
correspond to the number of leaves gathered or let pupils draw on
the board. Let the pupils illustrate on the graph or on the board.
C. Processing of Activity
Process the work of each group by asking the following questions.
How many dried leaves were gathered by group A? B? C? D? E? F?
What group gathered the most number of dried leaves? What group
gathered the least number of dried leaves?
What did we use to represent the number of dried leaves gathered by
each group?
What does each cut out/drawing of leaf represents in the graph?
Guide pupils to give the word “picture” as answer. Show the word
“pictograph”. What is your work about?
What does it tell us? What does it talk about?
Why is it called a pictograph? What does each drawing or picture
stand for?
What is the title of your work?
What label did you put in your work? What small words did you use
to make others understand your work?

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 Where did you base your numbers in the tally?
How else can we present the information without the numbers?
What could substitute or take the place of numbers?
D. Summarizing
What does a pictograph show?
E. Reinforcing Concepts and Skills
a. Individual Activity
Instruct pupils to make a tally of any of their classmate‟s favorite
color.
Let them write it in a piece of paper
b. Pair-Share-Activity
Ask pupils to find a partner. Instruct them to use the tally they made
in making a pictograph.
c. Pair-Square-Activity
Let the pair share their pictograph to another pair. Let them use
these guide questions.
What is your pictograph about?
What are the favorite colors of most of your classmates?
How many pupils like each color? What color is liked by most of
your classmates? What color is least liked by your classmates?
What drawing did you use to represent your classmates? What
does each picture/drawing mean?

F. Applying to New or Other Situation

Read this story.
The Grade II Mabuot class talks about their favorite shapes.
Here is the result: star-9, heart-7, circle-6, square-5, and triangle-3.
Help Miss Rica make a pictograph out of it.

a. Answer the following questions.

What did the class talk about?
How many pupils like star? ____ heart?____ circle? ___ square?
_____ triangle? _____
What shape is liked by most pupils? ___________________
What shape is least liked by the pupils? ________________

b. Do this activity.
Make a graph of the shapes liked by the Grade II Mabuot class with
the use of drawings or pictures.

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 Shapes Number of Pupils

(Refer to LM Leksyon 109, Hilikuton 1)

G. Evaluation

Make a pictograph out of the story. Then answer the questions.

Write your work on a piece of paper.

The Grade II Matinlo pupils talk of their favorite fruits. Here is the
result:
guavas-9, mangoes-7, pineapple-5, bananas-4, chico-2.
Let pupils do the activity in LM Leksyon 109 Hilikuton 2.

H. Home Activity
Ask your classmates about their favorite local games. Make a tally
about it. Use drawings or pictures to make the graph.
(Refer to LM Leksyon 109, Hilikuton sa Balay)

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Lesson 110: Reading and Interpreting Data in a Pictograph

Objective: Read and interpret data in a given pictograph

Materials: Water containers of different sizes, chart, cut-outs of smileys
Instructional Procedure
A. Preliminary Activities
1. Drill
Skip counting by 2s and 3s.
2. Review
Let pupils arrange the containers from the one which can hold
more liquid to the one which holds the least amount of liquid.
B. Developmental Activities
1. Motivation
Ask pupils about their birthdays. Let them tell how they
celebrate it.
2. Activity
Prepare in advance the following: chart similar to the one below and
cut-outs of smileys corresponding to the number of pupils
Distribute the cut-out smileys to all the pupils. Let them tack or
paste their cutout smileys opposite the month of their birthday on
the chart
Jan.

Feb.

March

April

May

June

July

Aug

Sept

Oct

Nov

Dec

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C. Processing of Activity
How many pupils celebrate their birthday in each month?
How many girls/boys celebrate their birthday in each month?
Which month has the most number of pupils celebrating his/her
birthday?
Which month has the least number of pupils celebrating his/her
birthday?
What does one smiley mean?

D. Summarizing
What does a pictograph show?

E. Reinforcing Concepts and Skills

Let pupils answer the activity in LM Leksyon 110, Hilikuton 1.
Study the pictograph and answer the questions which follow.

F. Applying to New or Other Situation

Read the pictograph and answer the questions which follow.
Let pupils do the activity in LM Leksyon 110, Hilikuton 2

G. Evaluation
Read the pictograph and answer the questions which follow.
Let pupils read and answer the activity in LM Leksyon 110,Hilikuton 3

H. Home Activity
Let pupils do the activity in LM Leksyon 110 Hilikuton sa Balay

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Lesson 111: Making Guesses

Objective: Make a guess on whether an event is less likely, more likely,

equally likely or unlikely to happen based on facts
Materials: Several boxes of crayons, flashcards with division facts, chart of a
pictograph
Instructional Procedure

A. Preliminary Activities
1. Drill
Flash some cards with division facts for the children to answer
individually.
18 ÷ 2 45÷9 54÷6 27÷9 36÷9 81÷9
2. Review
Show a pictograph on a chart.
Let pupils read and interpret data on the pictograph.
Story Books Read by Marie in a Week
Monday

Tuesday

Wednesday

Thursday

Friday

Key: = 1 book
Ask the following questions:
1. How many story books did Marie read on Monday?
2. What day did Marie read five story books?
3. What day did Marie read three books?
4. How many story books did Marie read on Thursday?
5. How many books did Marie read on Friday?
B. Developmental Activities
1. Motivation
Let pupils talk about the activities they like doing (eg. watching TV,
playing, etc.)

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 2. Activity
Let pupils look at the chart in LM Leksyon 111 Hilikuton 1. Ask
pupils to check events or activities which is less likely, more likely,
or unlikely to happen in school.

C. Processing of Activity
What activities/events are less likely to happen in school? Why?
What activities/events are more likely to happen in school? Why?
What activities/events are unlikely to happen in school? Why?

D. Summarizing
How do we know that an event will happen?

E. Reinforcing Concepts and Skills

Group Activity
Group the children by six.
Let pupils guess whether a particular shape will be less likely,
more likely or unlikely to be picked. Let each group report their
answer to the class.
(Refer to LM Leksyon 111, Hilikuton 2)

F. Applying to New or Other Situations

Let pupils do the activities in LM Leksyon 111 Hilikuton 3.
Ask the pupils to record their activities which are less likely, more
likely or unlikely for them to do at home.
Write the activities which are less likely, more likely, or unlikely for
you to do at home.

G. Evaluation
Let pupils answer the exercise in LM Leksyon 111, Hilikuton 4

H. Home Activity
Refer to LM Leksyon 111 Hilikuton sa Balay.
Make a list of activities that you will less likely, more likely or unlikely
to do on weekends.

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