Lesson Guide 4 - Book 4 - Comprehension of Multiplication v0.2.pdf

8/9/2019 Lesson Guide 4 - Book 4 - Comprehension of Multiplication v0.2.pdf

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L esson Guide

In

Elementary MathematicsGrade 4

Reformatted for distribution viaDepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL

DEPARTMENT OF EDUCATIONBUREAU OF ELEMENTARY EDUCATION

in coordination with

ATENEO DE MANILA UNIVERSITY

2010

Chapter IWhole Numbers

Comprehension of Multiplication

INSTRUCTIONAL MATERIAL S COUNCIL SECRETARIAT, 2011


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Lesson Guides in Elementary Mathematics Grade 4

Copyright 2003All rights reserved. No part of these lesson guides shall be reproduced in any form without a writtenpermission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 4

Region 3

Evelyn H. Magpayo PampangaMyrna Vicente Nueva EcijaEster Ramones TarlacVirgie Costales - Zambales

Region 4 A (CALABARZON)

Flordeliza D. Yamo Laguna Araceli C. Montoya San Pablo CityEstelita Q. del Rosario Cavite City

National Capital Region (NCR)

Remylinda T. Soriano ManilaMaria Brucal MakatiLina Sea Taguig/Pateros

Analee Pacaa Pasig/San Juan

Bureau of Elementary Education (BEE)

Rogelio O. DonesLeony M. AchacosoZosima C. Ventura

Ateneo de Manila University

Eva Marie Guevarra

Support Staff

Ferdinand S. BergadoMa. Cristina C. Capellan

Emilene Judith S. SisonJulius Peter M. SamuldeRoy L. ConcepcionMarcelino C. BatallerMyrna D. LatozaEric S. de Guia Illustrator

Consultants

Fr. Bienvenido F. Nebres, SJ President, Ateneo de Manila University

Carmela C. Oracion Ateneo deManila University

Pacita E. Hosaka Ateneo de ManilaUniversity

PROJECT MANAGEMENT

Yolanda S. Quijano Director IV Angelita M. Esdicul Director III

Simeona T. Ebol Chief, Curriculum Development DivisionIrene C. de Robles OIC, Asst. Chief, Curriculum Development Division

Virginia T. Fernandez Project Coordinator

EXECUTIVE COMMITTEE

Jesli A. Lapus Secretary, Department of EducationJesus G. Galvan OIC, Undersecretary for Finance and Administration

Vilma L. Labrador Undersecretary for Programs and ProjectsTeresita G. Inciong Assistant Secretary for Programs and Projects

Printed By:

ISBN 971-92775-3-x


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TABLE OF CONTENTS

Introduction .................................................................................................................................. ivMatrix ................ ................. .................. ................. .................. ................. .................. ............... v

I. Whole Numbers

D. Comprehension of Multiplication

Properties of Multiplication ............................................................................................. 1Distributive Property of Multiplication over Addition ....................................................... 4Multiplying 5- or More Digit Factors by 3- Digit Factors

with and without Regrouping ................ .................. ................. ................. .......... 8Multiplying 5- or More Digit Factors by 4- to 5-Digit Factors

with and without Regrouping ................ .................. ................. ................. .......... 11Multiplying Numbers having Zeros in both Factors without Regrouping ........................ 14Multiplying Numbers having Zeros in both Factors with Regrouping . 17 Multiplying by Multiples of 10, 100 and 1000 ................................................................. 19Estimating Products ....................................................................................................... 22Multiplying Mentally without Regrouping ................. .................. ................. ................. .... 25Numbers in Exponential Form ................. ................. ................. .................. ................. . 27Numbers from Standard Form to Scientific Notation ................. .................. ................. . 31Numbers in Scientific Notation to Standard Form .......................................................... 34

Analyzing Problems Involving Multiplication ................. ................. .................. ............... 37Solving Problems Involving Multiplication ....................................................................... 40Solving 2-Step Problems ................................................................................................ 43


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I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction in

the elementary grades. These provide integration of values and life skills using

different teaching strategies for an interactive teaching/learning process.

Multiple intelligences techniques like games, puzzles, songs, etc. are also

integrated in each lesson; hence, learning Mathematics becomes fun and

enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are

incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

used by the teachers as a guide in their day-to-day teaching plans.


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MATRIX IN ELEMENTARY MATHEMATICSGrade IV

COMPETENCIES VALUES INTEGRATED STRATEGIES USED MULTIPLE

INTELLIGENCESTECHNIQUES

I. Whole Numbers

D. Comprehension of Multiplication

1. Multiply 5- or more factors by 3- to5- digit factors without and withregrouping and with zero difficulty

1.1 Multiply 5- or more digit factorsby 3-digit factors without andwith regrouping

Conservation of trees Concept developmentMental mathLooking for pattern

Numbers, Logic,Cooperative groups,Hands-on activities,Manipulative, Reading,Writing

1.2 Multiply 5- or more digit factors by4- to 5- digit factors without and

with regrouping

Nationalism Mental computationConcept development

Use logical reasoning

Cooperative group,Independent study

1.3 Multiply 5-or more digit factorshaving one to three zeros in bothfactors without regrouping

Carefulness Mental mathConcept developmentLooking for pattern

Cooperative groups,Reading, Writing,Hands-on activities,Manipulative

1.4 Multiply 5- or more digit factorshaving one to three zeros in bothfactors with regrouping in allplaces.

Cooperation Concept developmentGuess and check

Cooperative learning,Reading,Hands-on activities,Independent study

1.5 Multiply 5- digit or more factors bymultiples of 10, 100 and 1 000

Health consciousness Looking for patternConcept developmentWrite equation

Graphing, Charting,Speaking,Hands-on activities

2. Show the properties ofmultiplication

- Commutative- Associative- Zero Property- Identity Property- Distributive Property of

Multiplication over Addition

Love for reading Concept developmentDiscovery approachWrite equation

Cooperative groups,Hands-on activities,Reading; Logic,Writing

3. Estimate the products of twofactors with 5- or more digitsby 2- to 3- digit numbers

Love of nature Concept developmentWorking backGuess and checkCooperative learning

Charting, NatureManipulative

4. Multiply mentally 2- digitnumbers with products up to200 without regrouping

Health consciousness Concept developmentMental mathUsing estimationGuess and checkCompleting tables

Cooperative groups,Independent study,Reading, Logic, Number,Speaking,Puzzle

5. Write numbers in exponent form Cooperation Concept developmentUse equationLooking for pattern

Independent activity

6. Write numbers in standard form toscientific notation and vice-versa

Cooperation Use tables

Write number in standard form toscientific notation

Accuracy Concept developmentGuess and checkLooking for patternWrite equationCooperative learning

Independent activity,Diagram,Hands-on activities


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Write number in scientific notation tostandard form

Cooperation Concept developmentDevelop formulaWrite equationCooperative Learning

Independent activity,Diagram,Hands-on activities

7. Application of Multiplication

7.1 Solve word problems involvingmultiplication of whole numberincluding money

Cooperation Concept developmentDevelop formulaWrite equation

Writing, Reading,Hands-on activities,Manipulative

Analyze the word problem

Tell:- what is used- what is/are given- the word clue/s the

hidden question theoperation to be used

Transform the word problem into anumber sentence

Use the correct operationState the complete answer

HardworkResourcefulness

Concept developmentWorking backWrite equation

Game, Number,Manipulative,Hands-on activities,Cooperative groups

8. Application of Multiplication and anyof Addition/Subtraction

Solve 2- step word problem involvingmultiplication and any of addition/subtraction

Cooperation Simplifying the problemModelingCooperative learning

Reading, Speaking,Hands-on activities


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Properties of Multiplication

I. Learning Objectives

Cognitive: Show the different properties of multiplicationCommutative property

Associative propertyZero propertyOne/Identity property

Psychomotor: 1. Solve for the product mentally2. Supply for the missing numbers in a given equation

Affective: Show love for reading

II. Learning Content

Skill: Identifying the properties of multiplicationReferences: BEC-PELC I.D.2Materials: counters, cartolina strips, chartValue: Love for reading

III. Learning Experiences

A. Preparatory Activities

1. Drill

Answer as fast as you can. (number sentences written on cartolina strips)

9 + 6 4 + 75 + (3 + 6) 7 + 46 + 9 (2 + 5) + 6(5 + 3) + 6 9 + (4 + 2)

2. Review

Write each number on the left as a product of two numbers in different ways.18 = 6X3 3x6 9x2 2x9 1x1820 =32 =25 =

42 =

3. Motivation

Miss Daisy has 25 pupils. She required each pupil to read two books for home readingper month. How many books will the children read in 10 months?

Valuing:What do you think will be developed among the pupils of Miss Daisy?What do you think shall we get from reading many books?


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B. Developmental Activities

1. Presentation

25 x 2 = 50

What are the factors? Do you think that if we interchange the factors, the product will stillbe the same? Let us see.

1 x 25 = 50

50 = 50Therefore: 25 x 2 = 2 x 25

Materials: countersGroup size: pairsProcedure:

Distribute 40 counters to each pair.Say 2 multiplication problems using the same factors (e.g. 3 x 6, 6 x 3).Each pupil in pair shows and solves one of the problems using counter.Pupils compare the products and discuss.Repeat activity (5-10 mins.).

a. Distribute cards to all the pupils. Each card contains a different multiplication factsuch as 4 x 2 = 8 and 2 x 4 =8. Each child will look for his/her partner. Include in themultiplication facts 0 and 1, factors like 0 x 1=0, 1 x 0=0, 3 x 1=3, 1 x 3=3

b. Based on the activities done, present the following:

A B C9X4 = 36 7X0 = 0 2X1 = 24X9 = 36 0X7 = 0 1X2 = 2

8X3 = 24 9X0 = 0 6X1 = 63X8 = 24 0X9 = 0 1X6 = 6

7X9 = 63 15X0 = 0 12X1 = 129X7 = 63 0X15 = 0 1X12 = 12

What have you observed in Group A? If the order of the factors are changed,does the product also change or remain the same? (Then present the commutativeProperty of multiplication) Does addition also have this property?

How about column B? What have you observed? (Introduce the zero property.)How about column C? What can you say about the numbers multiplied by 1?

(Introduce the identity property.)c. Present 2 cartolina strips showing.

( 4x2) x 5 = 8 x 5 = 404 x (2 x 5) = 4 x 10 = 40

40 = 40Therefore, (4x2) x 5 = 4 x (2 x 5)

6 x (4x3) = 6 x 12 = 72(6 x 4) x 3 = 24 x 3 = 72

72 = 72


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Therefore, 6 x (4x3) = (6 x 4) x 3

What have you observed? Do the groupings of the factors affect the product?(Introduce the associative property)

2. Group Activity

Distribute activity cards.

Each group will answer the exercises in the activity card and report. (Identify whatproperty is illustrated.)

a) 3 x 6 = 6 x 3c) (8 x 4) x 5 = 8 x (4 x 5)e) 6 x 0 = 0

b) 1 x 12 = 12d) 18 x 9 = 9 x 18f) 12 x (2 x 5) = (12 x 2) x 5

3. Generalization

What are the properties of multiplication? Define each.

Commutative Property changing the order of the factors does not change theproduct.

Associative Property changing the grouping of the factors does not change theproduct.

Zero Property any number multiplied by zero equals zero.Identity Property any number multiplied by 1 equals the number.

C. Application

Mang Tonyo prepares his harvest to be brought to the market. He has 5 baskets of tomatoes.If each basket contains 300 tomatoes, how many tomatoes are there in all? (Prove your answerby showing the commutative property)

Solution: 5 x 300 = 300 x 51 500 = 1 500

IV. Evaluation

A. Use multiplication properties to solve the following.

1) 3 X 4 = 12 2) 9 X 2 = 18 3) 0 X 5 =_____4 X 3 = ____ 2 X 9 = _____ 9 X 1 =_____

4) (3 X 3) X 5 = 3 X (3 X 5) 5) (2 X 4) X 6 = 2 X (4 X 6)9 X 5 = 3 X 15 ___ X 6 = 2 X ___

___=___ ___=___

B. What property of multiplication is indicated?1) 6 x 4 = 4 x 62) (3 x 9) x 6 = 3 x (9 x 6)3) 4 x 04) 11 x 15) 92 x 3 = 3 x 92

C. Solve for the answer and indicate the property of multiplication.1) 7 x 8 = 8 x 7


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2) (4 x 8) x 3 = 4 X (8 x 3)3) 120 x 04) 29 x 15) (14 x 5) x 8 = 14 x (5 x 8)

V. Assignment

Solve and fill in the blanks the correct answer.1) 5x 8 = 8 x 5 6) (2 x 3) X 6 = 2 x (3 x 6)

___=___ __ x 6 = 2 x ___2) 9 x 4 = 4 x 9 ___=___

___=__ 7) 14 x 1 = ___3) 6 x 0 =___ 8) 100 x 0 =___4) 80 x 1 =___ 9) 4 x 9 = ___x___5) (3 x 8) x 4 = 3 X (8 x 4) 10) 7 x 3 = 3 x 7

___x 4 = 3 x ___ ___=___ ___=___

The Distributive Property of Multiplication over Addition


Cognitive: Identify the distributive property of multiplication over additionPsychomotor: 1. Supply the missing number

2. Solve for the product mentallyAffective: Demonstrate love for work


Skill: Showing the distributive property of multiplication over additionReferences: BEC-PELC I.D.2.b

textbooks in Math 4Materials: flash cards, chart, picture, counters, activity cardsValue: Dignity of labor



1. Drill

a. Have the pupils answer orally the basic multiplication facts using flash cards.

2. Review

b. Identify the property of multiplication being illustrated. Complete the equations asnecessary.


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1. 6 x 2 = 2 x 6 9. (6 x 0) x 5 = 6 x (0 x 5)2. (4 x 8) x 2 = 4 x (8 x 2) 10. (4 x 1) x 9 = 4 x (1 x 9)3. 9 x 0 = 11. 4 x 12 = 12 x 44. 1 x 25 = 12. 36 x 1 = 1 x 365. 7 x 6 = 6 x 7 13. 4 x 10 = 10 x 46. 9 x 0 = 14. 300 x 0 =7. 75 x 1 = 15. 95 x 1 =8. (3 x 9) x 6 = 3 x (9 x 6) 16. (1 x 7) x 8 = 1 x (7 x 8)

3. Motivation

Rene works every morning as a dishwasher at Chefoo restaurant earningP120.00 per day and every afternoon as cook at Gardenia Garden Restaurantearning P250.00 a day. If he works for 5 days a week in both restaurants, how muchis his earning for a week?

Valuing:

What kind of person is Rene?How many jobs does he has?How many days does he work a week?Would you want to be like Rene?

Stress the value of ones work.


1. Presentation

a. Study the problemWhat are the jobs of Rene? Answer: Dishwasher and as CookHow much does he earn as dishwasher? Answer : P120.00How much does he earn as cook? Answer : P250.00How many days does he work in a week? 5What is the number sentence? (5 x P120) + (5 x P250) = n or

5 (P120.00 + P250.00) = n

b. Present the following illustrations.

Write the number sentence below the illustration.

3 x 4 + 3 x 5


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(3 x 4) + (3 x 5)

(3 x 4) + (3 x 5) = 3 x (4 + 5)12 + 15 = 3 x 9

27 = 27

Ask: Did the answers change in the two illustrations?What was done in the second illustration? (the stars were grouped together)

b. Study the next illustration.What is the number sentence?

4 x (4 + 3) = 4 x 7 = 28

4x 4 + 4 x 3

(4 x 4) + (4 x 3) = 16 + 12 = 28

Therefore, 4 x (4+3) = (4 x 4) + (4 x 3)

Explain why the answers are the same.

2. Group Activity

a. Divide the class into 3 groups. Give them counters. Distribute the activity cards. Show bymeans of counters the following combination facts showing the distributive property ofmultiplication over addition.

A 2 x (4 + 8) = (2 x 4) + (2 x 8)B 5 x (6 + 7) = (5 x 6) + (5 x 7)C 4 x (5 + 9) = (4 x 5) + (4 x 9)


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b. Draw in your manila paper your work and explain it to the class. (Advise the pupils to usecrayons to make their work nice and presentable.)

3. Practice Exercises

Solve using the distributive property of multiplication.The example is given to you.

(3 + 4) x 8 = (3 x 8) + (4 x 8)= 24 + 32= 56

a. 6 x (3 + 3)b. 4 x (5 + 4)c. (6 + 3) x 7d. (2 x 7) x 8e. (3 + 2) x 4f. (3 + 6) x 9g. (2 + 5) x 7h. 9 x (4 + 4)i. 8 x (3 + 3)

j. 3 x (2 + 7)

4. Generalization

What is the distributive property of multiplication?

Distributi ve property of multiplication over addition is also known as breaking apart. Theproduct will not change if one factor is expressed as the sum of two addends then multipliedby the other factor.

C. Application

Liza and Marie have 3 dolls and 4 stuffed toys each. How many toys do they have in all?

IV. Evaluation

A. Give the missing numbers.1) 3 x (7 + 4) = ( ___ x 7) + (3 x 4) = _____2) 9 x (3 + 4) = (9 x 3) + (9 x ___) = _____3) 5 x (10 + 3) = (___ x 10) + (5 x 3) = _____4) 6 x (4 +4) = (6 x 4) + (___ x 4) = _____5) (3 + 4) x 5 = (3 x 5) + (___ x 5) = _____

B. Rename the second factor as two addends and find the product.1) 6 x 12

2) 8 x 253) 5 x 144) 3 x 135) 7 x 9

C. Solve these problems. Write the necessary label for the final answer1. Jojo, Grace and Len have 5 ribbons and 3 headbands each. How many ribbons and

headbands do they have?2. Each of the 7 pupils in a class has 3 storybooks and 4 coloring books. How many books do

they have?


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3. Eight farmers were given 2 cows and 3 hogs each to take care of. How many animals weregiven to them?

V. Assignment

1. Show the distributive property of multiplication over addition then solve for the product .Example: 6 x 7 = 6 x (4+3)

= (6 x 4) + (6 x 3)= 24 + 18= 42

a. 9 x 15b. 3 x 21c. 2 x 9d. 8 x 18e. 4 x 10

2. Write the number sentence for each problem, then solve.

a. There were 8 pupils who helped the science teacher. Each of them carried 3 beakers and 2alcohol lamps. How many things did the pupils carry?

b. Each of the 9 families in our street has 4 fruit trees and 2 shade trees. How many trees arethere in our street?

c. Jojo and his 4 friends were given 4 guavas and 3 chicos each by their Uncle Bert. How manyfruits did they get?

Multiplying 5- or More Digit Factors by 3-digit Factors without and withRegrouping


Cognitive: Multiply 5- or more digit factors by 3-digit factors without and with regroupingPsychomotor: Illustrate multiplying by 5- or more digit factors using partial product methodAffective: Appreciate the importance of trees


Skill: Multiplying of 5- or more digit factors by 3-digit factors with and withoutregrouping

References: BEC-PELC I.D.1.1textbooks in Math 4

Materials: drill cards, picture, manila paper, markersValue: Conservation of trees


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1. Drill

Basic multiplication facts using drill cards

2. Review

What are the parts of a multiplication sentence?

Let the pupils solve for the product mentally as fast and correct as they can.12 23 17 13 42

x 5 x 3 x 4 x 7 x 8

3. Motivation

Show a picture of a mango orchard. Elicit from the children the answer to the followingquestions:

What can you see in the picture?Do you have fruit trees in your farm/backyard?Is it good to plant trees? Why?


1. Presentation

Mang Ambo and his co-workers can deliver 12 234 coconuts in a day. Howmany coconuts can they deliver in 123 days?

Analyze the problem.

a. How many mangoes did Mang Ambo and his co-workers gather in one day?b. What is asked in the problem?c. How can we solve the problem?d. Show the solution by using the sum of partial products.

12 234 12 234 12 234 12 234x 123 x 123 x 123 x 123

36 702 36702 36702 3670224468 24468 24468

+ 12234 + 12234

1504782

Step 1 Step 2 Step 3 Step 4Multiply 12 234by 3

Multiply 12 234by 2

Multiply 12 234by 1

Add the partialproducts


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Show the solution.a. 14 213 b. 16 821 c. 23 568

x 132 x 424 x 238

Study the multiplication algorithm.

625 543x 352

12510863127715

+ 1876629__220191136

Let the children have more practice.a) 68 214 b) 52 183 c) 821 145 d) 21 963 e) 72 584

x 327 x 172 x 634 x 453 x 921

2. Group Activity

Each group will be given activity sheets/cards containing 3 items. Each group thatfinishes the work will display them on the board. The group with the most number of correctanswers will be given a prize.

65 218 21 465 392 146 24 693 24 986x 456 x 382 x 781 x 423 x 142

421 826 95 218 76 542 621 483x 321 x 523 x 352 x 218

3. Generalization

How do we multiply 5- or more digit factors by 3-digit factors without and with regrouping?

We multiply 5- or more digit factors by 3-digit factors by multiplying all the digitsin the multiplier by the ones digit of the multiplicand to get the first partial product,then by the tens digit to get the second partial product and the hundreds digit to getthe third partial product and so on. Then add the partial products to get the finalproduct.

C. Application

Mr. Mendoza can gather 12 350 eggs in a week from his poultry farm. How many eggs canhe gather in 12 weeks?

IV. Evaluation

Solve for the products.1) 32 512 2) 29 786 3) 69 214 4) 35 683 5) 21 463

x 312 x 521 x 382 x 748 x 121

6) If the factors are 32 416 and 145, what is the product?7) A number times 6 equals 2 712. What is the number?

More Practice


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V. Assignment

Give the products.1) 85 354 2) 82 806 3) 49 236 4) 421 832 5) 678 322

x 978 x 814 x 314 x 175 x 387

6) What is the product of 2 876 and 489?7) What is 27 654 added to the product of 32 145 and 237?

Multiplying 5- or More Digit Factors by 4- to 5-Digit Factors without and withRegrouping


Cognitive: Find the product of 5- or more digit factors by 4- to 5-digit factors without and withregrouping

Psychomotor: Multiply 5- or more digit factors by 4-to-5 digit factors with and without regroupingAffective: Show nationalism by patronizing Philippine products.


Skill: Multiply 5- or more digit factors by 4- to 5-digit factors with and withoutregrouping

References: BEC-PELC I.D.1.2Materials: pictures, strips of cartolina, chart, illustrationsValue: Patronizing Philippine products



1. Drill (Mental Computation)

33 92 80 91 81 64x 3 x 4 x 6 x 5 x 7 x 3

2. Review

Solve for the product.

69 432 32 184 98 521x 413 x 215 x 762

(This is in the form of a contest. The first one to give the correct answer will receive areward.)


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3. Motivation

Show pictures of different Philippine fruits. What is your favorite fruit? Why? Point out tothe children that Philippine fruits are comparable if not better than foreign fruits. By buyingPhilippine fruits, we can help our economy.

Valuing:What character trait do we show if we buy our own products?


1. Presentation

a. Present the problem

The Bureau of Plant Industry needs chico seedlings for tree plantingthroughout the country. If 1 538 schools will participate giving 15 120 seedseach, how many seeds can be collected by the Bureau?

b. Analyze the problem

How many schools will participate in giving chico seeds to the bureau?How many seeds will each school give to the bureau?What will you do to solve the problem?Show the solution on the board the long method.

1) 15 120 15 120 15 120 15 120x 1 538 x 1 538 x 1 538 x 1 538120960 120960 120960 120960

45360 . 45360 . 45360 . 75600 . + 75600 .

15120 . 23254560

c. Introduce another way of multiplying using the Lattice Multiplication.

Answer: 23,254,560

01

05

01

02

00

05

25

05

10

00

0 3 1 5 0 3 0 6 0 0

08

40

08

16

00

5

151 2 0

3

1

X

5

8

3

2

2

04 5 6


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How to do the Lattice Multiplication

Each square is divided diagonally. The multiplicand is written on top and themultiplier on the right side outside the box.

Every entry in a square is the product of a digit in one factor and a digit of theother factor. The entry maybe a one-digit product or a 2-digit product. In case of a 2-digitproduct, the digit in the upper half of the square is to be regrouped to the next higherplace value. The entries in each row are the partial products of one factor. Adding thenumbers in the diagonals is the same as adding the partial products column by column.Example:

To multiply: 345 x 162Solution: 345 x 162 = 55 890

2. Practice Exercise

a. Group Activity

Each group will perform the exercise. It will be done using cooperative learning andusing the Lattice multiplication.

23 564x 2 135

b. Individual Exercise

Find the product.64 325 21 832 36 842 14 683 56 943x 256 x 464 x 218 x 123 x 416

3. Generalization

How do we multiply 5- or more digit factors by 4- to 5-digit factors with and withoutregrouping?

C. Application

The marble factory can produce 55 683 marbles a day. How many marbles can be producedin 2 365 days?

03

04

05

18

24

30

06

08

10

8

543

2

1

X

65

0

5

9 0


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IV. Evaluation

1. Solve using the algorithm method.42 183 331 247 294 375 329 457

x 1 358 x 7 265 x 2 153 x 11 263

2. Solve using the lattice multiplication method.34 928 163 432 273 516 375 168

x 1 673 x 2 514 x 3 425 x 21 341

3. Solve using the algorithm and lattice method.46 935 216 395 325 176 173 212

x 1 564 x 1 632 x 3 482 x 45 326

V. Assignment

A. Solve the following using the two methods.

46 935x 2 564

B. Solve the following.

1. If the factors are 35 186 and 4 762, what is the product?2. Add 2 754 to the product of 13 456 and 5 278. What is the sum?3. What is 1 876 subtracted from the product of 743 168 and 3 625?

Multiplying Numbers having Zeros in both Factors without Regrouping


Cognitive: Multiply 5- or more digit factors having 1 to 3 zeros in both factors withoutregrouping

Psychomotor: Find the product using the process of long multiplication with easeAffective: Show carefulness in doing other activities


Skill: Multiplying 5- or more digit factors having 1 to 3 zeros in both factors withoutregrouping


Materials: M-1 window cardsValue: Carefulness


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1. Drill

Drill on basic multiplication facts using window cards. Give the exact time (number ofminutes) to finish the drill card.

2. Mental Computation

Answer the following in your notebook.

213 842 524 400 523x 3 x 2 x 3 x 7 x 10

3. Review

Show how to solve for the product using the long method on the board. Elicit the steps.Be sure that the pupils follow correctly and carefully the steps in multiplying using the longmethod.

Valuing: Are you also careful in doing other things aside from our activities in Math? How?

Find the product.65 432

x 765

What did you do to get the correct product?

4. Motivation

Sing the song (tune: Are you sleeping).

Mathematics! Mathematics!How it thrills, how it thrills

Addition, SubtractionMultiplication, DivisionMental Math! Mental Math!(Repeat)


1. Presentation

The Zoom Rice Milling Company delivered 300 trucks of rice in Metro Manila. Ifeach truck contains 40 000 sacks, how many sacks did the company deliver in all?

a. Analyze the problemHow many trucks of rice did the company deliver?How many sacks are in each truck?What is asked?What is the operation to be used?Show the solution


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b. Write on the board.40 000x 300

12 000 000 sacks of rice

c. Written exercises10 411 20 011 20 500 80 003x 200 x 60 x 101 x 300

40 004 95 000 70 100x 2 000 x 100 x 300

How did you come up with the answers? Is there a faster way to solve for theproduct? Elicit the patterns.

2. Group activity

Divide the class into two groups.

Give them activity sheets where the exercises are written. Each group will report theiranswers.

60 002 30 052 21 220 23 001x 300 x 1001 x 40 x 200

11 000 21 200 30 022x 500 x 400 x 30

Dyad

Pair the children. Each pair will work on these exercises.32 000 10 052 50 012 52 003 3 002x 300 x 101 x 400 x 100 x 303

3. Generalization

How do we multiply 5- or more digit factors having 1 to 3 zeros in both factors withoutregrouping?

Any number multiplied by zero equals zero. If the zeros in both factors are foundat the end, multiply the given numbers then count the number of zeros found at theend of the factors and write them in the answer.

C. Application

There are 12 300 members of Barangay Masikap. If each member contributed 30 packs ofnoodles for the Lutong Bayan Project, how many packs of noodles were collected?

IV. Evaluation

A. Find the product.44 000 60 021 32 011 34 000

x 21 x 302 x 101 x 210

43 002 2 340x 321 x 21


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B. Answer the following:1. Multiply 7 400 and 200. What is the product?2. What is 23 100 added 40 times?3. If the factors are 4 500 and 90, what is the product?4. What is 61 002 multiplied by 400?

V. Assignment

Find the product.a. 30 002 b. 42 102 c. 21 004 d. 60 002 e. 32 102

x 320 x 43 x 102 x 41 x 403

Multiplying Numbers having Zeros in both Factors with Regrouping


Cognitive: Find the product of 5- or more digit factors having 1 to 3 zeros in both factors withregrouping

Psychomotor: Multiply 5- or more digit factors having 1 to 3 zeros in both factors withregrouping in all places

Affective: Show cooperation during class activities


Skill: Multiplying 5- or more digit factors having 1 to 3 zeros in both factors with

regrouping in all placesReferences: BEC-PELC I.D.1.4textbooks in Math 4

Materials: window cardsValue: Cooperation



1. Drilla. Basic multiplication facts using window drill cards

(Record each pupils time.) b. Mental Math

2 004 30 100 80 020 7 001 70 200 600x 2 x 4 x 3 x 5 x 50 x 20 x 400

2. Review

Find the product.80 100 93 002 72 000 80 100 61 003x 50 x 30 x 40 x 50 x 30


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3. Motivation

Game: Roll the Dice ( Number in the dice should be prepared by the teacher to fit to theobjective)

A player rolls two dice. The player will multiply the two numbers that appear on the twodice. Each number corresponds to an exercise like the following:

61 001 81 012 61 001 70 200 31 100x 400 x 60 x 200 x 40 x 60


1. Presentation

A shoe factory pays each laborer 31,200.00 annually. How much does theowner pay for its 50 laborers?

a. Analyze the problem.How many laborers are there in the shoe factory?What is the salary per year of each laborer?What is asked in the problem?What is the operation to be used?How will the problem be solved?

b. Show the solution of the problem.31,200.00

x 501,560,000.00

2. Group ActivitiesCooperative Exercise

Complete the table.

x 40 50 60 70 8086 000 4 300 00090 042 7 203 360809 051 56 633 570700 800

Divide the class into three groups. Give each group an activity card/sheet.The membersof the group will help each other answer the following exercises shown below.

64 000 70 800 80 700 90 050 80 007x 30 x 40 x 150 x 203 x 701

460 010 391 021 3 620 400 1 210 055x 50 x 100 x 720 x 302

How did you find the exercise? Does the work make easier if members workcooperatively? Why?


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3. Generalization

How do we multiply 5- or more digit factors having 1 to 3 zeros in both factors withregrouping in all places?

Remember:1. Use the same steps in multiplying.2. Regroup whenever necessary.3. Write zero in the product if zero is multiplied by any number or bring down the

terminal zeros of the factors and proceed with multiplying the non-zero digits.

C. Application

Ralph is a salesman of electrical appliances. His average sales for a month is 23,005.What is his sales for 105 months?

IV. Evaluation

Find the product.

40 056 30 108 46 003 30 050 92 005x 40 x 50 x 203 x 700 x 300

200 052 460 005 200 0242 100 3065 708 251x 60 x 102 x 50 x 310 x 305

V. Assignment

Find the product.

61 002 370 501 462 003 1 874 002 20 621 000x 40 x 50 x 800 x 108 x 306

Solve the following math problems.1. What is 37 100 times 50?2. Multiply 700 to the difference of 2 100 and 355.3. If the factors are 20 710 and 40, what is the product?

Multiplying Numbers by Multiples of 10, 100 and 1 000


Cognitive: Multiply 5- or more digit factors by multiples of 10,100 and 1 000Psychomotor: Write the product of factors of 5- or more digit by multiples of 10,100 and 1 000Affective: Show kindness to other people in times of need


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Skill: Multiplying 5- or more digit factors by multiples of 10,100 and 1 000References: BEC-PELC I.D.1.5Materials: flash cards, charts, number wheelValue: Kindness and helpfulness



1. Drill

Basic multiplication facts using flash cards


4 x 10 8 x 10 9 x 1000 16 x 10 25 x 1007 x 10 36 x 100 4 x 1000 11 x 10 35 x 1000

3. Review

Have the class count together by tens up to 100, and by hundreds up to 1 000.

4. Motivation

Show pictures of people or families hit by calamities like typhoon or earthquake.

Valuing:How does our government help the people during typhoon or earthquake? Howabout you, how do you help others during heavy typhoon, fire and the like?


1. Presentation

Barrio San Agustin was hit by typhoon Lucing last October. The president promised togive each family 12,250.00. If there were 100 families in the barrio, how much will begiven to the families in Barrio San Agustin?

Analyze the problem.

a. What calamity hit Barrio San Agustin last October?b. What did the president promise each family in the barrio?c. How many families are there in the barrio?d. What is asked in the problem?

e. What operations will help solve the problem?f. What is the answer? Show and discuss the solution on the board.Challenge the class to find the pattern for the following:

A. 52 163 x 4 = 208 652 B. 21 846 x 3 = 65 53852 163 x 40 = 2 086 520 21 846 x 30 = 655 38052 163 x 400 = 20 865 200 21 846 x 300 = 6 553 80052 163 x 4 000 = 208 652 000 21 846 x 3 000 = 65 538 000

Ask: What pattern did you observe? How do we multiply numbers by multiples of 10?100? 1 000?


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V. Assignment

Complete the table.X 60 1 200 6 000

a. 21 345b. 53 466

c. 25 364d. 51 528e. 85 432

Solve the following math problems.1. Multiply 80 to the sum of 320 and 180.2. What is the product of 2 145 and 50?3. What is 319 000 minus the product of 376 and 800?

Estimating Products


Cognitive: Estimate the product of two factors with 5- or more digits and 2- to 3-digitnumbers

Psychomotor: 1. Tell the importance of caring for our environment2. Find the estimated product of two factors with 5- or more digits and

2- to 3- digit numbersAffective: Show love for nature


Skill: Estimating the products of two factors with 5- or more digits and 2- to 3-digitnumbers

References: BEC-PELC I.D.3textbooks in Math 4

Materials: cutouts, chart, activity cards, number wheel, picturesValue: Love for nature



1. Drill

Basic Multiplication Facts

Game: Picking Guavas

A pupil picks a guava with a multiplication fact. He/sh e answers as fast as he/she can. Acorrect answer gets a candy.


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3. Guided Practice

Estimate the product by rounding each factor to the nearest tens.a. 14 325 b. 21 178 c. 56 683 d. 47 928

x 42 x 43 x 62 x 37

e. 34 625 f. 51 321 g. 32 182 h. 52 146x 63 x 28 x 33 x 45

i. 45 682 j. 21 456x 78 x 81

Target Game

Prepare a wheel with numbers. At the back of each number is a corresponding exerciseto be solved. The pupil who is called will make a target on the wheel and answer thecorresponding exercise at the back. The pupil will the most number of correct answer wins.

4. GeneralizationHow do you estimate the product of 2 factors?

To estimate the products, round the factors to the highest/greatest place valuethen multiply the rounded factors.

C. Application

Solve each problem.1. A nursery sells 34 296 seedlings a day. About how many seedlings can be sold in 23 days?2. A town has an average of 81 989 number of trees. Give the estimated total number of trees

of 12 towns.

IV. Evaluation

Estimate the product.a. 34 231 b. 184 599 c. 265 463

x 62 x 586 x 371

d. 43 960 e. 98 521 f. 48 214x 42 x 241 x 34

V. Assignment

Estimate the product.

a. 631 236 b. 184 599 c. 265 463x 143 x 586 x 371

d. 572 169 e. 491 641x 39 x 334


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Multiplying Mentally without Regrouping


Cognitive: Multiply mentally 2- digit numbers with products up to 200 without regroupingPsychomotor: Practice speed and accuracyAffective: Tell the importance of fruits to our body


Skill: Multiplying mentally 2-digit numbers with products up to 200 without regroupingReference: BEC-PELC I.D.4Materials: textbook, flash cards, activity cardsValue: Health consciousness

II. Learning Experience


1. Drill

Basic multiplication facts using flash cards


13 24 12 16 22 11x 3 x 2 x 4 x 1 x 4 x 7

3. Review

Estimate the products.32 465 12 365 72 146 31 654 46 123

x 28 x 47 x 52 x 32 x 81

4. Motivation

Do you like fruits? What is your favorite fruit? What food nutrients do we get from fruits?Which do you prefer to eat, chocolate candies or fruits? Why?Why do we have to eat fruits everyday?


1. Presentationa. Present this word problem.

A kilo of mango costs 80.00. How much will you pay for 2 kilos?

How much is a kilo of mango?What is the cost of 2 kilos?What did you do to solve the problem?Can you solve it without using paper and pencil?


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b. Give the products orally.

42 54 31 43 64 21 54x 3 x 2 x 5 x 3 x 2 x 8 x 2

c. Copy and complete the table.Factor 14 22 41 21 32 40Factor 2 3 2 4 2 2Product ? ? ? ? ? ?

2. Group Activity

Divide the class into three groups. Give each group an Activity Card like the one below.Record which group answered first, the second and the third. Answers will be written on theother square.

22 63 5243 32 7221 41 3044 126 104129 96 21684 164 120

3. Generalization

How do you multiply mentally 2-digit numbers by 1-digit number without regrouping?

In multiplying mentally, multiply first the ones and then the tens, without usingpaper and pencil.

C. ApplicationSolve mentally.

1. There are four rows of chairs in Miss Lunas class. If there are 10 chairs in each row, howmany chairs are there in all?

2. Rizal Primary School has three sections in Grade 4. Each section has 42 pupils. How manyGrade 4 pupils are there in Rizal Primary School?

IV. Evaluation

A. Multiply mentally.

41 86 42 31 44 40 30 41x 2 x 2 x 3 x 3 x 2 x 2 x 5 x 5

B. Multiply mentally.

23 x 3 = 21 x 4 = 3 x 62 =2 x 50 = 21 x 9 = 4 x 50 =

C. Prepare 5 exercises on multiplying numbers mentally without regrouping. Include the answers.

2 X3 X

4 X

Answers


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IV. Assignment

A. Multiply mentally.61 20 43 64 72

x 3 x 10 x 3 x 2 x 2

24 36 73 54 82x 2 x 1 x 2 x 2 x 2

B. Oral drill. Test your speed in multiplying each number mentally.12 22 23 11 12

x 2 x 3 x 1 x 4 x 3

32 11 43 33 50x 3 x 7 x 2 x 3 x 2

C. Create two word problems involving multiplying numbers mentally.

Numbers in Exponential Form


Cognitive: Write numbers in exponential formPsychomotor: Express numbers in exponential formAffective: Practice cooperation in group activities


Skill: Writing numbers in exponential formReferences: BEC-PELC I.D.5textbooks in Math 4

Materials: flash cards, activity sheetValue: Cooperation



1. Drill

Use flash cards in conducting this drill. Select two to three volunteers/pupils to act ascontestants. Whoever answers first will be given points until the time limit has beenconsumed.

Example:25 36 22 81 18 50x 2 x 4 x 3 x 2 x 5 x 4


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2. Review

Write the missing numbers in the factor tree.

a. 6 b. 12 c. 30 d. 48

2 3 4 10 3 6

2 2

3. Motivation

Look at the given data below. Notice how the numbers are written.Standard Form Product of Factors Exponential Form

2 = 2 24 = 2 x 2 28 = 2 x 2 x 2 216 = 2 x 2 x 2 x 2 232 = 2 x 2 x 2 x 2 x 2 264 = 2 x 2 x 2 x 2 x 2 x 2 2

What did you observe about how the numbers are written?


I. PresentationGroup 11. Look at the numbers in the table. How is 2 related to 4 and 4 to 8?2. Write your observations on the chart.

Given Data Observation/sa. 2b. 4c. 8d. 16e. 32f. 64

Group 2a. Tell something about this illustration.b. How many times is number 2 being written?

22 4


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Exponential Form Product

2

2 x 2

2 x 2 x 2

2 x 2 x 2 x 2

2 x 2 x 2 x 2 x 2

2 x 2 x 2 x 2 x 2 x 2

Group 3a. What did you observe about the way 2 is written?b. Observe from the first to the sixth number.

Group 4a. Compare the following data to those of the powers of 2. Do they show a pattern? How?

b. Write your observations below.3 = 39 = 3 x 327 = 3 x 3 x 381 = 3 x 3 x 3 x 3243 = 3 x 3 x 3 x 3 x 3729 = 3 x 3 x 3 x 3 x 3 x 3

Observations: __________________________________________

2. Analysis and Discussion Ask the pupils the following questions:a. What happens to 2 when multiplied by another 2? By another 2?b. What did you observe about the numbers from 2 up to 64? How about the factors?

Illustrations:2 4 8 16 32 64

What is the relation of the first number to the second number?What happens when you double 2, 4 and so on?Does it form a pattern?Do you know that any number can also be expressed in exponential form? How are wegoing to do this?

40 = 1 - A non-zero number raised to the zero power is always 1.51 = 5 - A number raised to the first power is always equal to itself.62 = 36- Any number raised to the second power is always multiplied by itself.

1

2

3

4

5

6


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62 = 36 (standard form) = 6 x 6 (product)base

Based on the work of group 4, 3 to the third power is obtained by multiplying 3 by itselfthree times. It is written as 3 3.

Valuing:

How did you work with the other members in your group?Is it important to cooperate with each other while working on something? Why?

3. Group Activity

a. Write in exponential form.1) 7 x 7 3) 9 x 9 x 9 x 92) 8 x 8 x 8

b. Write each as a product of equal factors.1) 642) 125

4. Generalization

The exponent tells how many times the base is used as a factor. A non-zero number raised to the zero power is always 1. A number raised to the first power is always itself, the second power is also called squaredand so on.

Exponent (tells how many times the base4 = 2 x 2 = 2 2 is multiplied by itself)

Base (the factor to be multiplied)factors

C. Application1. Write in standard form.

a. 2b. 4 3

c. 74

d. 8e. 9 4

2. Write in exponential form.a. 2 x 2 x 2 x 2 d. 7 x 7 x 7 x 7 x 7 x 7b. 3 x 3 x 3 x 3 e. 9 x 9 x 9 x 9 x 9 x 9 x 9c. 4 x 4 x 4

IV. Evaluation

A. Match column A with column B. A B

1) 5

a. three cubed2) 4 b. five cubed3) 2 c. five to the seventh power4) 5 d. two squared5) 3 3 e. four to the fifth power

B. Write the standard form.1) 3

3) 5 4 5) 6 3

2) 144) 9 5

exponent


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V. Assignment

Select the letter of the correct answer.

1) 7 x 7 x 7 x 7 x 7 =a. 7 7 b. 7 5 c. 5 7

2) 9 x 9 x 9 x 9 =a. 4 9 b. 9 4 c. 9 9

3) 10 =a. 10 0 b. 10 1 c. 10 2

4) 4 3 =a. 12 b. 16 c. 64

5) 64 =a. 8 2 b. 2 8 c. 8 8

Numbers from Standard Form to Scientific Notation


Cognitive: Write numbers from standard form to scientific notationPsychomotor: Compute accurately the power of a numberAffective: Show accuracy in giving answers


Skills: 1. Writing numbers in scientific notation2. Computing the power of a number

References: BEC-PELC I.D.6.1

textbook in Math 4Materials: flash cards, chart, learning activity sheetsValue: Accuracy



1. Drill

Find each product.

a. 10 x 10 = ___10 x 10 x 10 = ___10 x 10 x 10 x 10 = ___

b. 1) 1 x 10 = ___10 x 10 = ___

2) 3 x 200 = ___30 x 200 = ___

3) __ x 40 = 20 x 8030 x 100 = __ x 50


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Example # 3How many zeros are there? Why is it 10 raised to the 4 th power?

40 000 4 x 10 4

Example # 4

360

Think: 360 is between 300 and 400.300 = 3 x 10 2

400 = 4 x 10 2

Shortcut method:3. 6. 0. = 3.6 x 10 2 move the decimal point 2 places

to the left. (you have to move thedecimal point 2 places to the left

A number greater than so the first factor is more than 1or equal to one but less than but less than 10.)ten


Dyad GroupingWrite in scientific notation.

a) 30b) 600c) 7 400

3. Generalization

How do we write numbers from standard form to scientific notation?

Standard numerals are written in scientific notation as a product of 2 factors. Thefirst factor is greater than or equal to 1 but less than 10 and the second factor is apower of 10.

C. Application

Triad Grouping

Write in scientific notation.

1) 3002) 6 000

3) 40 0004) 800 0005) 700 000 000

IV. Evaluation

1. Fill in the missing number.

a. 600 = ___ x 10 2 b. 7 000 = 7 x 10__


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2. Review

Write the numbers in exponential form.a. 6 000b. 7 000 000c. 80 000 000d. 860 000e. 3 800 000

3. Motivation

Mercury is the planet closest to the sun. It is about 60 000 000 km from the sun.a. How far is Mercury from the sun?b. What did we study yesterday?c. What did we do with the number?


1. Presentation

60 000 000 is in what form of the number?6 x 10 7, what is this form?How did we express the numbers?

Suppose, we do it this way:6 x 10 7 60 000 000

How did I write the given number?Do you know how to do it?

2. Group Activity

a. Present this number.

6 x 10 7 60 000 000

What is the exponent?Based on previous lesson, the exponent shows the number of zeros 60 000 000 has.

6 x 10 7 What is this form?- Scientific Notation

60 000 000 How about this?- Standard Form

Pupils Activity: Dyad Example:

4 x 10 7 40 000 0007 x 10 6 7 000 000

b. Show the changing of exponential form to standard form.1.2 x 10 4 = 1. 2 000 12 000


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1. The exponent is 4. Move the decimal point 4 places to the right.2. What happened to the number when the decimal point is moved to the right using the

exponent?

3. Give other examples for dyad activity

3.1 x 10 6 3. 1 00000 3 100 000

7.31 x 10 6 7. 3 1 0000000 7 310 000 000


Write in standard form (group activity)a. 3 x 10 3

b. 4 x 10 6 c. 6 x 10 8 d. 6.1 x 10 3 e. 9.3 x 10 6

4. Generalization

How do we write numbers in scientific notation to standard form?

To change scientific notation to standard numerals, move the decimal point to the right ofthe decimal point adding zeros after the last non-zero digit depending on the exponent tomake it a whole number.

C. Application

Write in standard numerals:8 x 10 4 9 x 10 2

1.2 x 10 5

2.81 x 10 3

IV. Evaluation

1. Match column A with column B. A B

1. 6 x 10 a. 6 0002. 6 x 10 b. 60 000

3. 6 x 10 c. 6004. 6 x 10 d. 6 000 0005. 6 x 10 e. 600 000

2. Write in standard form.a. 8 x 10 2

b. 8.1 x 10 2

c. 2.16 x 10 5

d. 3.49 x 10 8

e. 6.11 x 10 7


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V. Assignment

Write in standard form.

1) 3 x 103

2) 4 x 10 4 3) 9.3 x 10 6 4) 12 x 10 3 5) The earth is about 1.5 x 10 8 km from the sun.

Analyzing Word Problems Involving Multiplication


Cognitive: Analyze word problem involving multiplication by telling what is asked, what aregiven, the word clue/s, the hidden question and the operation to be used

Psychomotor: Transform the word problem into a number sentenceAffective: Strengthen family ties through annual reunion


Skill: Analyzing word problems involving multiplicationReferences: BEC-PELC I.D.7.1.1 1.4

textbooks in Math 4Materials: flash cards, charts, learning activity sheets, strips of cartolina with steps in

analyzing word problemsValue: Strengthening family ties



1. Drill

Multiplication facts in flash cardsSolve mentally.

123 x 3 = _____ 23 x 3 = _____50 x 7 = _____ 124 x 2 = _____45 x 4 = _____ 800 x 70 = _____60 x 40 = _____ 7 000 x 9 = _____

2. Review

Game Power: Ordering of stepsEach group will be given strips of cartolina with steps in analyzing word problems written

on it. The group who places the strips in correct order first will be the winner.


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3. Motivation

Mr. Jamisons family holds a reunion once a year. Fifteen of the grandchildren invited 3friends each. How many of their friends are expected to attend the reunion?

a. What does Mr. Jamisons fam ily do every year?b. Are you doing it too?c. If Mr. Jamisons family holds a reunion once a year, what do you think he should do so

that there will be no problem financially?


1. Presentation

The teacher groups the pupils into 4. Each group is given a card with a problem writtenon it. Read and answer the questions that follow.

2. Group Activity

Group 1

Rose bought 4 ribbons at 86.50 each. She gave a 500-peso bill. How muchchange did she get?

a. What is asked in the problem?b. What are given?c. What is the hidden question?d. What is/are the word clue/s?e. What is/are the operation/s to use?f. What is the mathematical sentence?

Group 2

Rose bought 4 ribbons at 86.50 each. She gave a 500-peso bill. How muchchange did she get?


Group 3

Ana brought home 3 baskets of papaya with 8 pieces in each basket. Susanbrought home 12 mangoes. How many fruits did Ana and Susan bring homealtogether?



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Group 4

Ana brought home 3 baskets of papaya with 3 pieces in each basket. Susanbrought home 12 mangoes. How many fruits did Ana and Susan bring homealtogether?

3. Analysis/Abstraction

Analyzing word problem has steps to follow. These steps are:1. Reading and analyzing the problem2. Knowing what are the key facts

a. Know the questionb. Know the what are givenc. Know if there is a hidden questiond. Know the word clue/se. Know what operations to use

3. Planning what to do.a. Formulate the mathematical sentence

4. Oral Exercises

Teacher reads the problem and asks the pupils to answer the questions orally.

There were 12 packages with 24 paper plates in each package. If 142 of theplates were used, how many plates were not used?


Alan and Andy have one garden plot each. Alan has 4 rows of 12 pechay plantsin each row. Andy has 5 rows of 10 pechay plants in each row. How many pechayplants do they have altogether?

a. What is asked in the problem?b. What are given?c. What is the hidden question?d. What is/are the word clue/s?e. What is the operation to use?f. What is the mathematical sentence?

5. Generalization

How do we analyze and solve word problems involving multiplication?

In analyzing word problems, take note of the following:a. What is askedb. The given factsc. The word clue/s

d. The operation/s to be usede. The hidden question/sf. The mathematical sentence


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IV. Evaluation

The teacher will present problems and asks the pupils to answer the questions that follow.

1. In the canteens refrigerator, there were 4 trays of eggs. Each tray had 12 eggs. The cook used15 eggs. How many eggs were left in the refrigerator?


2. Ben bought 6 T-shirts. His brother also bought 6 T-shirts. Each T-shirt costs 285.00. Howmuch did all the T-Shirts cost?


V. Assignment

Read and analyze the problem. Answer the questions correctly.Lita bought 5 kilograms of lapu-lapu which costs 150.00 per kilogram and 3 kilograms of

bangus which costs 110.00. How much did she pay for the lapu-lapu? How much did she pay forthe bangus? How much did she pay in all?


Solving Problems Involving Multiplication

I. Learning ObjectivesCognitive: Solve word problems involving multiplication of whole numbers including moneyPsychomotor: Follow correctly the steps in solving word problemsAffective: Realize the importance of backyard gardening for the family


Skill: Solving word problems involving multiplication of whole numbers includingmoney


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Materials: flash cards, chart, learning activity sheetValue: Industry

III. Learning ExperiencesA. Preparatory Activities

1. Drill

a. Basic multiplication facts using window cards.b. Solve for the product of factors with multiples of 10 and 100.

Examples: 40 x 9 = _____ 400 x 30 = _____50 x 30 = _____ 20 x 90 = _____20 x 700 = _____ 500 x 8 = _____600 x 8 = _____ 60 x 20 = _____

2. Review

What are the steps in solving a problem?

a. Have a game on rearranging the steps in analyzing word problems that are written onstrips of cartolina.

b. The group who finishes ahead of the others is declared the winner.

3. Motivation

How many of you have gardens at home? What are planted in your garden? Are they inrows? How do farmers plant seedlings in a farm?

Valuing:Is it important to have gardens at home? Why?


1. Presentation

An orchard contains 8 rows of trees. If there are 10 trees in a row, how manytrees are there?

The teacher specifies that to solve a word problem, the pupils must always think of thesteps in solving a word problem. Let us use the following guide in solving word problems.

a. What is asked?b. What are given?c. What operations are to be used?d. Write the number sentence.e. Do the operation.f. What is the answer?g. Check if your answer make sense.


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2. Group Activity

Remind the pupils of the importance of analyzing the problems first before solving for theanswer.a. Group the pupils.b. Each group is given an activity sheet with a problem written on it.c. They will solve the problems using the steps in problem solving.

Activity 1

Supply the missing information below.a. What is asked?b. What are given?c. What operations are to be used?d. Write the number sentence.e. What is the answer?

Activity 2

Illustrate the problem.

Activity 3

Write the given data and solve for the answer.a. What is asked?b. What are given?c. What operations are to be used?d. Write the number sentence.

e. What is the answer?


The teacher gives problems and lets the pupils solve for the answer by following the steps.

a. Mang Julios jeepney uses 175 litres of gasoline in a week. How many litres of gasolinecan it consume in 15 weeks?

b. A basket of lanzones costs 1,285.00. How much do 25 baskets of lanzones cost?c. There are 1 648 shoppers who go to Mabuhay Department Store everyday. How many

shoppers go to the store in 59 days?d. There are 953 names listed in each guest book of the National Museum. How many

names are listed in 52 guest books?

4. Generalization

What are the steps in solving word problems?

C. Application

Read and solve on your paper.1. Mrs. Dizon, the school nurse examined 48 pupils per day. How many pupils did she examine

in 5 days?


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Story:

The statue of Liberty is one hundred fifty-one (_____) feet tall. The tip of the torch is threehundred five (_____) feet above the ground. It is made with over three hundred (_____) thinsheets of copper. To climb the top of the statue, there are one hundred sixty-eight (_____)steps.

a. The largest number in the story is _____.b. The smallest number in the story is _____.c. The numbers in the story that are less than 186 are _____ and _____.d. The numbers in the story that are greater than 200 are _____ and _____.

2. Review

Ask pupils about the different steps in solving word problems.

3. Motivation

Do you know what a mailman is?What is his work?What do you notice on the mail envelope?Is this important? Why?

Here is a problem about stamps. Let us find what it is all about.Problem:

Marie had 153 pages in her stamp album. There were 12 stamps on each page.She gave 63 stamps to her friend. How many stamps were left with her?


1. Presentation

Children, if you are to solve the problem, what are you going to do?If I will let you work in groups, what are you going to do? Why?

Activities Discovery Approach

Group 1

Acting out the problemsMaterials: magazines, pieces of art paper

The pupils are to present the problem by acting it out. One member will act as Marie andothers will help in answering the problem using improvised album and stamps.

Group 2

Solving the problem (Computation)Materials: chalk, mini-boards

The group is allowed to have a direct computation based on their understanding aboutthe problem. The group should come out with only one common answer.

Group 3

Picture illustrations about the problem.Materials: manila paper, mini board, chalk, crayons, marker penThe group is to give the answer to the problem by illustrating it through pictures.


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2. Letty bought 15 kilos of rice at 25.00 per kilo. How much should be her change if she gave500.00?

3. A pre-school teacher charges 125.00 per person for one hour of tutorial class. The teacherpays 35.00 per hour for the rental of her place. How much does she earn for a 12-hour tutorialclass with one pupil?

4. Rica sold 785.00 worth of beauty products. The products she sold were make-up kits and

lipsticks. She was able to sell 6 make-up kits at 95.00 each. How much was her sales for thelipsticks?5. Marie and Peping bought the following goods for their picnic: two cakes at 15.00 each, 4 bags

of potato chips at 14.00 each, 3 boxes of chocolate candies at 25.00 per box. How muchdid he pay for the goods? Is 150.00 enough?

V. Assignment

Solve the following word problems and label your answers.1. Jubal packed 12 pillowcases in a box. Each pillowcase costs 25.00. How much would 3

boxes of pillowcase cost?

2. A group of balikbayan rented 3 cottages at 1,275.00 each. They also rented 2 extra beds at475.00 each. How much did the group pay for the cottages and the extra beds?

Lesson Guide 4 - Book 4 - Comprehension of Multiplication v0.2.pdf

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