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NATIONAL MATHEMATICS PROGRAM

Lesson Script in Mathematics

Quarter 3 Week 2
National Mathematics Program
Lesson Script in Mathematics
Quarter 3: Week 2
SY 2024-2025

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curriculum content, standards, and lesson competencies.

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Published by the Department of Education

Development Team Management Team

Writer: Peterson P. Tacay May B. Eclar, PhD, CESO III

Content Evaluator: Angelita R. Iglesia Jessie L. Amin, CESO V
Language Editor: Ralph Jayson D. Calbang Rosalinda S. Ibarra, PhD
Technical Expert: Kevin DC. Lao Ma. Editha R. Caparas, EdD
Joseph D. Reyes, PhD
Maria Divina Amor C. Medina, PhD
 LESSON SCRIPT IN MATHEMATICS 3

Week 2 DAY 2
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate knowledge and understanding of
Standards ● multiplication and division of whole numbers including money.
By the end of the quarter, the learners are able to:
B. Performance
● apply multiplication and division of whole numbers including money in mathematical problems and real life
Standards situations.
C. Learning The learners will be able to:
Competencies ● multiply 2-digit number by 2-digit number with or without regrouping.
D. Learning At the end of the lesson, the learners are able to:
Objectives ● multiply 2-digit number by 2-digit number with regrouping using the short method.
II. CONTENT: Multiplying 2-digit number by 2-digit number
III. LEARNING RESOURCES
K-12 Most Essential Learning Competencies CG Mathematics Grades 3
A. References
RMA Result Least Learned Competencies in Grade 3 Math
B. Other National Learning Camp- Mathematics Intervention Camp, Learners’ Workbook for Grade 3.
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper

Good morning/afternoon, class! Are you ready to learn something new today?

Let us have an activity called “Math Charades”. I have prepared two boxes for each group containing random
numbers. The first student in each group will pick a number in the first box and post it on the board, another student
will pick the second number in the second box and will do the same. The third student will try to solve the Math
problem by multiplying the numbers that they picked in the Math Box. The series continues till time last. This activity
Activating Prior
will be done in 5 minutes.
Knowledge
(5 minutes)

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Sample questions/instructions for the learners.

Intervention Group Consolidation Group Enhancement Group

The first student in each group The first student in each group will The first student in each group
will pick a number in the box and pick a number in the box and post will pick a number in the box and
post it on the board, another it on the board, another student will post it on the board, another
student will pick the second pick the second number and will do student will pick the second
number in the 2nd box and will do the same. The third student will number, making sure that
the same. The third and fourth try to solve the Math problem. he/she picked a 2-digit number,
students will work in pair and try that can be answered without
to solve the Math problem. regrouping. The third student
will try to solve the Math
problem.
*Set of numbers to be included in *Set of numbers to be included in the
the first box are: first box are: *Set of numbers to be included in
11, 12, 13, 20, 21, 22, 23, 30, 31, 11, 12, 13, 20, 21, 22, 23, 30, 31, 32, the first box are:
32, 33. 33. 11, 12, 13, 20, 21, 22, 23, 30, 31,
32, 33.
*Set of numbers to be included in *Set of numbers to be included in the
the second box are: second box are: *Set of numbers to be included can
1- 13, 20, 21, 22, 23, 30, 31, 32, 33. 1- 13, 20, 21, 22, 23, 30, 31, 32, 33. be a variety of 2-digit numbers
(10-99)

(After the answers were posted, process the learner’s output and give appropriate feedback.) Say, “let us see if you
got them right.”
NOTES TO THE TEACHER: This activity will serve as a review for the Grade 3 competency on multiplying 2-digit
by 2-digit numbers without regrouping. The teacher must prepare the box containing the questions before the
class. The teacher may have more than 1 group per learner classification, 3-4 learners per group is recommended.
The teacher should make sure the numbers picked by the learners can be solved without regrouping.
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Yesterday, we were able to multiply 2-digit by 2-digit numbers without regrouping using short method. Today, we
will try to multiply 2-digit by 2-digit numbers with regrouping using short method.

Lesson
Purpose/Intention Let us do it!
(1 minute)
NOTES TO THE TEACHER: This lesson part introduces the competency to be mastered which is multiplying 2-
digit by 2-digit numbers. A teaser on a situation that the learners can relate to is presented for learners to be
interested in the next part of the lesson.

To remind everyone, let us recall the meaning of the following words before we go further in our discussion:

Carry overs - are number we put above the multiplicand if the answer is a 2-digit number
(greater than 9).
2
37 Factors - are the numbers that we multiply (multiplicand and multiplier)
X 13
111 First partial product - the first product we get by multiplying the ones digit of the
+ 37 multiplier to the multiplicand.
481
Second partial product - the second product we get by multiplying the tens
Lesson Language digit of the multiplier to the multiplicand.
Practice Product - the final answer or the result we obtained.
(1 minute)

NOTES TO THE TEACHER: This part introduces the key terms to be used in the lesson or terms that are new in
the lesson.

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During/Lesson Proper
Hiraya likes to read bedtime stories to her son, Alon. She plans to buy 15 storybooks
which cost 27 pesos each. How much would she pay at the cashier?

This time, let us look into Hiraya’s situation.

1. How many books does Hiraya plan to buy?

2. How much does each book cost?
Reading the Key
3. What operation can we use to solve the situation?
Idea/Stem
4. How can we help Hiraya know how much would she pay?

Expected answers:

1. Hiraya is planning to buy 15 books.

2. Each book costs 27 pesos.
3. We will use multiplication.
4. We will multiply 15 and 27.

Intervention Group Consolidation Group Enhancement Group

• Find a partner to solve the • You will work independently. • Are you familiar with the short
multiplication question. • Be guided by the arrow. method of multiplication?
• Be guided by the arrow. • Write your answer in the box. • I want you to write the number on
• Write your answer in the box. your mini-whiteboard or paper.
• Discuss with your partner • Once the digits are written, you
how you came up with your may solve the problem. (Their
final answer. output should look like this.)

5 minutes □ □ 3
15 15 15
X 27 X 27 X 27
□□□ 15 x 7 = ? □□□ 15 x 7 = ? 105
+ □□__ 15 x 2 = ? + □□__ 54 x 2 = ? + 30__
□□□ pesos □□□ pesos 405 pesos
* The teacher may choose 1 learner to discuss
his/her work to the class.

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3
● In multiplying 2-digit number by a 2-digit number, we have to first write the numbers
15 vertically.
X 27 ● Next, we will multiply 7 to the multiplicand which is 15 to get the
105 first partial product. (Remember, since 7 x 5 is 35, we will leave 5 and carry over 3 to
+ 30_ the tens place, then proceed to 7x1 and add the carry over 3.)
405 pesos • Then, we will multiply 2 to 15 to get the
second partial product which is 30. Remember that we have to leave the ones place
blank.
• Finally, we will add the partial products together to get the final product.

Very good! Now you are ready for the next activity.

NOTES TO THE TEACHER: The activity helps the learners have a better understanding on how to multiply 2-digit
by 2-digit numbers through the situation/problem presented based on their context.

In this activity we will be using a number wheel. We will pick 2 random 2-digit numbers that we will multiply to
find the product.

Developing
Understanding of the
Key Idea/Stem

6 minutes

https://pickerwheel.com/tools/random-number-generator/

*Possible set of numbers to be included for the Intervention group are 11-50; Consolidation group are 11-70;
Enhancement group are 11-99.

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NOTES TO THE TEACHER: These items were given to provide more examples to the learners. The numbers may
be adjusted to lower numbers for the intervention or consolidation group and higher numbers for the enhancement
group. The teacher should make sure that paired numbers can be solved with regrouping.

Intervention Group Consolidation Group Enhancement Group

Let’s Practice… Let’s Practice… Let’s Practice…

1. 28 1. 63 1. 64
x 12 x 14 x 82

2. 34 2. 44 2. 75
Deepening x 13 x 33 x 93
Understanding of the
Key Idea/Stem
3. 41 3. 57 3. 85
5 minutes x 14 x 28 x 78

Expected Answers: Expected Answers: Expected Answers:

1. 336 1. 882 1. 5, 248

2. 442 2. 1, 452 2. 6, 975
3. 574 3. 1, 596 3. 6, 630

After/Post-Lesson Proper
Making
You did a great job! You've demonstrated a solid understanding of multiplying 2-digit by 2-digit numbers.
Generalizations and
Abstractions
Let us sum up what we have learned.
2 minutes
1. What have we learned today?

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2. How do we multiply 2-digit by 2-digit numbers with regrouping?

Expected Answers:
1. We have learned how to multiply 2-digit by 2-digit numbers with regrouping using short method.
2. The following answers may come up:
a. We have to first write the numbers vertically.
b. Second, we will multiply the ones digit of the multiplier to the multiplicand. If the answer is a 2-digit number,
we will leave the ones digit and carry over the tens digit in the next place value.
c. Third, we will multiply the tens digit of the multiplier to the multiplicand and add the carry over.
d. Finally, we will combine the partial product to get the final product.

Now, we will test your understanding on multiplying 2-digit by 2-digit numbers by answering the following tasks.
Write your answers on the provided activity sheet.

Intervention Group Consolidation Group Enhancement

Group
Solve for the following. Solve for the following. Solve for the following.
1. 44 1. 64 1. 84
x 13 x 32 x 62

2. 32 2. 51 2. 95
Evaluating Learning x 16 x 38 x 78

5 minutes 3. 22 3. 72 3. What is the product of 97 and

x 25 x 43 82?

4. 64 4. What is 74 multiplied by 48? 4. If each book costs 85 pesos and

x 33 there are 34 books, what is the total
cost?
5. What is the product of 64 5. What is the product of 87 and
and 36? 54? 5. Which two numbers will have a
product of 630? 40 and 15
or 42 and 15?

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Expected Answers: Expected Answers: Expected Answers:

1. 572 1. 2,048 1. 5,208

2. 512 2. 1,938 2. 7,410
3. 550 3. 3,096 3. 7,954
4. 2,112 4. 3,552 4. 2,890
5. 2,304 5. 4,698 5. 42 and 15

Additional Activities
for Application or
Remediation (if
applicable)
Remarks
Reflection