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May 08, 2018

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Lesson plan math 3

© All Rights Reserved

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0 Aufrufe

Lesson plan math 3

© All Rights Reserved

Als DOCX, PDF, TXT **herunterladen** oder online auf Scribd lesen

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Introduction/Preparatory Activities

1. Once pupils are seated, show the pupils a basket of fruits. Pose a problem for

the pupils to solve. There are 3 baskets on the table, each with 3 melons. How

many melons are there in all?

2. Call on some pupils. Have them answer the question. Encourage them to use

any strategy to solve the problem.

3. To determine the pupils knowledge and skills, have them access/ do the

resources on TEC-CD.

Day 1

1. Start the lesson with an activator. Divide the class into two groups. Use flash

cards involving basic multiplication facts in a contest. Explain to the class that as

flash a card, each member in each group will outdo each other in giving the

correct answer to the fact that you will flash. The member who can give the

correct answer sits down. The group with more members sitting wins.

2. Ask five kinesthetic learners to raise their two hands and call on an auditory

learner to give a multiplication sentence about the pupils and their raise hands.

Ask: How many hands do you see in all?’ Can you write a multiplication sentence

to show the number of hands? Ask a visual learner to write the answer on the

boards: 5x2=10. Repeat the activity by increasing the group by ones until these

sentences are completed: 5x2=10; 6x2=12; 7x2=14; 8x2=16

3. Draw a grid consisting of 6 rows and 7 columns on the board. Ask a kinesthetic

learner to count the rows and columns. Ask a visual learner: How many squares

are there in each row? How many rows are there in a grid? Lead them to

understand that the number of squares in the grid? Lead them to understand that

the number of squares in a grid may be described as 6 rows of 7 or 6x7=42 or 7

columns of 6or 7x6=42.

Explain how to multiply rows and columns of squares to get the total

number of squares inside a rectangle or square.

4. Discuss think and understand.

5. Reinforce the commutative skills in multiplication by asking the kinesthetic

learners to change the order of the factors in each exercise and then ask a visual

learner to illustrate or draw pictures to present the new sentence.

Examples:

5 sets of 6 is 5x6=30; 6 sets of 5 is 6x5=30

5 columns by 8 rows is 5x8=40; 8 rows by 5 columns is 8x5=40

6. Ask the pupils to answer Check your understanding orally. Ask the kinesthetic

learners to change the order of the factors and use the board to illustrate two

multiplication sentences in B of Check Your Understanding. Example 1.3x9=27

and 9x3=27.

Day 2

1. Use multiplication flashcards for warm-up

2. Ask the pupils to watch a video song on the TEC-CD about multiplication.

3. Ask the pupils to work in teams of six. When you assign pupils to teams, balance

the team so that each team is composed of pupils whose performance levels

range from low to average to high. Tell the struggling learners to answer Keep

Practicing. Ask the average learners to answer items 1 to 6 of Practice and ask

the advanced learners to answer items 7 to 10 of Practice and try this Challenge.

Circulate around the classroom, clarifying questions, gauging pupils

understanding and addressing misconceptions. Ask the struggling learners if they

have encountered any difficulty in answering the exercise.

Day 3

1. Have the teams exchange papers to check each other work. Call on student

volunteers. Have them explain the answers to the exercises. Be ready to correct

any misconception that may arise from the discussion.

2. Ask the auditory learners to recite the multiplication table for factors 5 to 9.

3. Have the pupils answer Test Yourself.

1. Once pupils are seated. Pose a problem for the pupils to solve: There are 2 big

boxes. Each medium box has 4 small boxes. How many boxes are there in all?

2. Call on some pupils. Have them answer the question. Encourage them to use

any strategy to solve the problem.

3. To determine the pupils. Have them answer the question. Encourage them to use

any strategy to solve the problem.

Day 1

1. Start the lesson with an activator. Write this on the board: There were 3 palates

on the table. Each plate had 4 saucers. Each saucer had 2 siopao. How many

siopao were there in all? Ask an auditory learner to read problem.

2. Call a kinesthetic learner to write the related multiplication sentence on the

board: 3x (4x2).

Ask an average learner to multiply the numbers starting with the numbers

in the parentheses: 3x (4x2)=3x8+=24. Ask an advanced learner explain

the solution. Lead them to discover that the total number of siopao is

equal to 3x (4x2) or 24.

3. Discuss Think and Understand

4. Point out that to multiply three factors, multiply first the factors in the parentheses

and then multiply the resulting product by the third factor.

5. Call on volunteers. Have them answer Check Your Understanding. Allow them to

write their solutions on the board. Be ready to correct any error or misconception

in the discussion.

Day 2

1. Ask the pupils to do interactive practice on multiplying three one-digit factors on

the TEC-CD

2. Ask the pupils to work in groups of threes. Have them answer Practice and Keep

Practicing.

3. Have the teams exchange papers to check each other’s work. Call on volunteers.

Have them explain the answers to the exercises. Be ready to correct any

misconception that may arise from the discussion.

Day 3

1. Call a volunteer to answer Try this challenge. Allow the pupil to write on the

board to explain the solution.

2. To end the lesson, ask the pupils to do a think pair share. Have them exchange

ideas about the concepts they learned in Goal 2.

3. Have the pupils answer Test Yourself.

1. Pupils will be asked to answer a quick quiz.

2. Below are some of items in the quiz:

What is 1x9=?

What is the missing number in 2x _=12

What is 6’8?

What is 5’10?

What is the missing number in _x8=32?

3. To determine the pupil’s prior knowledge and skills, have them access/ do the

resources on the TEC-CD.

Day 1

1. Write this on the board: There were 4 farmers who diligently planted 12 aguho

tree seedlings each on the slope of the denuded hill to prevent landslide. How

many aguho tree seedlings did they plant altogether?

12:12=10+2

4x (10+2)= (4x10)+(4x2)= 40+8=48

3. Tell the class to remember place value concepts when multiplying two-digit by

one digit numbers.

4. Ask the pupils to answer individually Check your Understanding.

5. Tell the pupils to exchange papers to check each other’s work.

Day 2

1. Have the class form groups of four. Remind the pupils that this group is their

home team. Assign numbers 1 to 4 to the members of each home team.

2. Have the pupils work in expert groups. Ask all number 1 pupils to answer

Practice. Tell a number 2 pupils to answer A of Keep Practicing. Ask all number 3

pupils to answer B of Keep Practicing. Instruct all number 4 pupils to answer Try

this Challenge. Give the expert groups 20 minutes to answer the exercises. Have

them write the answers and solution on their notebook. Move around the

classroom and be ready to correct any misconception that may arise during the

activity.

3. Remind the pupils to study the solutions to answers. Tell them to prepare the

report to their home team.

Day 3

1. Ask the members of the expert groups to return to their home team. Have them

take returns to explain the answers and solutions to the exercises to the

members of their home team. Tell them to draw pictures, use base-10 blocks or

use place value chart to explain their answers.

2. To end the lesson, ask an auditory learner to summarize the important ideas

Goal 3.

3. Have the pupils answer Test Yourself.

4. Ask all pupils who did not do well on the test to attend after class tutorial

sessions or consultation periods. During these meetings, provide alternate

materials to consolidate their learning. Have them answer Ready-to-Print Activity

Sheets on the TEC-CD about multiplication without regrouping.

1. Once pupils are seated. Pose a problem for the pupils to solve: There are 2 big

boxes. Each medium box has 4 small boxes. How many boxes are there in all?

2. Call on some pupils. Have them answer the question. Encourage them to use

any strategy to solve the problem.

3. To determine the pupils. Have them answer the question. Encourage them to use

any strategy to solve the problem.

Day 1

1. Start the lesson with an activator. Write this on the board: There were 3 palates

on the table. Each plate had 4 saucers. Each saucer had 2 siopao. How many

siopao were there in all? Ask an auditory learner to read problem.

2. Call a kinesthetic learner to write the related multiplication sentence on the

board: 3x (4x2).

Ask an average learner to multiply the numbers starting with the numbers

in the parentheses: 3x (4x2)=3x8+=24. Ask an advanced learner explain

the solution. Lead them to discover that the total number of siopao is

equal to 3x (4x2) or 24.

4. Point out that to multiply three factors, multiply first the factors in the parentheses

and then multiply the resulting product by the third factor.

5. Call on volunteers. Have them answer Check Your Understanding. Allow them to

write their solutions on the board. Be ready to correct any error or misconception

in the discussion.

Day 2

1. Ask the pupils to do interactive practice on multiplying three one-digit factors on

the TEC-CD

2. Ask the pupils to work in groups of threes. Have them answer Practice and Keep

Practicing.

3. Have the teams exchange papers to check each other’s work. Call on volunteers.

Have them explain the answers to the exercises. Be ready to correct any

misconception that may arise from the discussion.

Day 3

1. Call a volunteer to answer Try this challenge. Allow the pupil to write on the

board to explain the solution.

2. To end the lesson, ask the pupils to do a think pair share. Have them exchange

ideas about the concepts they learned in Goal 2.

3. Have the pupils answer Test Yourself.

1. Start the lesson with an activator and pose this problem to the class: The grade 2

pupils donated 4 boxes of canned goods for the poor families in their barangay. If

each box contains 24 boxes of canned goods, how many canned goods did the

grade 2 pupils donate altogether?

2. Call on Volunteers. Have them explain the solution to the problem.

3. To determine the pupil’s prior knowledge and skills, have them access/do the

resources on the TEC-CD.

Day 1

1. Write this on the board: After a strong typhoon, 5 horses were used to carry 15

bags of assorted food altogether were brought to the community?

2. Ask an auditory learner to read the problem. Tell the pupil to write the given

information on the board.

3. Discuss the problem, and then show different ways to find the answer. Expand

and multiply horizontally or vertically. Find the partial products then add.

b.) Find the partial products then add. Thus, 15x5= (5x5)+(5x10)=25+50=75

4. Ask the pupils to answer Check Your Understanding orally. Allow the pupils to

use other ways of finding products aside from using the place value chart. Ask

the visual learners to use a place value chart to find the answer. Ask the

kinesthetic learners to use the base-10 blocks and then ask the auditory learners

to explain the solutions.

Example: number 1

38x6= (30+8) x6=180+48=228

Or

38x6= (3 ten and 8 ones) x 6= 18 tens +48 ones

Day 2

1. Use flash cards involving the basic multiplication facts in a 5-minute contest

among the pupils.

2. Ask the pupils to watch a video the TEC-CD about multiplication with regrouping

3. Ask the pupils to work in teams of six. When you assign pupils to teams, balance

the team so that each team is composed of pupils of different learning styles. Tell

them to answer Practice, Keep Practicing and Try this challenge. Give them

three options for the representation of their output. Tell the visual learners to use

place value-charts to find the answer form and ask the auditory learners to

explain orally the solution to each problem.

Day 3

1. Have the teams exchange papers to check each other’s work. Call on student

volunteers. Have them to explain the solution to the problem. Be ready to correct

any misconception that may arise from the discussion.

2. Ask a volunteer to summarize the different ways of finding the product of two-

digit and one digit factors with regrouping.

3. Have the pupils answer Test Yourself.

1. Start the lesson with an activator and pose this problem to the class: Mother

bought 11 packs of polvoron. Each pack has 12 pieces of polvoron. How many

polvoron did she buy altogether?

2. Call on some pupils. Have them answer the question. Encourage them to use

any strategy to solve the problem.

3. To determine the pupil’s prior knowledge and skills, have them access/do the

resources on the TEC-CD.

Day 1

1. Start the lesson with activator. Write this on the board: After a strong typhoon, 12

men volunteered to carry 14 boxes of assorted food each to a mountainous

community. How many boxes of assorted food altogether were brought to the

community?

2. Ask an auditory learner to read the problem. Tell the pupil to write the given

information on the board.

3. Ask a visual learner to draw a mathematical model on the board.

N= Total number of boxes of assorted food

N= 12X34

boxes of assorted food). It is divided into 12 equal parts, each representing a

volunteer. From the model, you can see that the answer can be found by

multiplying the part (34) by the number of equal parts (12).

4. After discussing the given information in the problem, discuss the different ways

to find the answer. Expand and multiply horizontally or vertically. Find the partial

products then add.

Multiply horizontally:

12x34= (10=2) x34= 340+68=408

b.) Find the partial products then add. Thus,

12x 34= (10+2) x (30+4)

= (10x30) + (2x30) + (10x4) + (2x4)

= 300+60+40+8=408

c.) Use a place value chart to find the answer. Say since 5x 5 ones is 25 ones,

regrouped 25 ones into 2 tens and 5 ones. Write 5 in the ones place and 2 in

the tens place above 1 ten. Since 5 x 1 ten = 5 tens, add 5 tens + 2 tens = 7

tens. Write 7 in the tens place of the product.

12= 10+2

34= 30+4

2x4= 8

4x10= 40

30x2= 60

30x10= 300

408

6. Assign B of Check Your Understanding as homework.

Day 2

1. Discuss the answers to the assignment. Have pupils check their own work.

2. Ask the pupils to watch a video on the TEC-CD about multiplication of two-digit

numbers without regrouping.

3. Ask the pupils to work in teams of six. When you assign pupils to teams, balance

the team so that each team is composed of pupils whose performance levels

range from low to average to high.

Day 3

1. Have the teams exchange papers to check each other’s work. Call on student

volunteers. Have them explain the answers to the exercises. Be ready to correct

any misconception that may arise from the discussion.

2. To end the lesson, ask a student volunteer to summarize the different ways of

multiplying two-digit numbers.

3. Have the pupils answer Test Yourself.

Multiplying Three-digit by One- digit numbers with regrouping

1. Pupils will answer a quick quiz to determine what they know and what about

multiplication involving one-digit and two –digit factors. They will be asked to

check the items they do not know.

2. Below are some items in the quiz:

What is 3x11?

What is 2x24?

What is 3’13?

What is 14x7?

What is 28x6?

3. To determine the pupils prior knowledge and skills, have them access/ do the

resources on the TEC-CD

Day 1

1. Write this on the board: Each of the barangays in our town was able to donate

125 bags of rice to other barangays that were badly hit by a strong typhoon. How

many bags of rice were donated altogether?

2. Ask an auditory learner to read the problem. Ask a visual learner to draw a

mathematical model on the board.

N= 9X125

3. Discuss the problem and call on volunteers to present different ways of finding

the answer to 125 x9

a.) Expand 125 and then add the partial products.

125 x 9= (100+20+5) x 9

= 900+180+45 or 1 125

b.) Find the partial products and add them in this form:

125 x 9 = (9x5) + (9x20) + (9x100)

= 45+180+900 or 1 125

Say: Using a or b, you can choose which way to start. You can start with the

ones or the hundreds.

c.) Use the place value chart. Write the digits in a place value chart. Explain the

process.

Write 5 in the ones place of the product. Regroup 4 in the tens place above 2.

Since 9 x 2 tens = 18 tens, add 18 tens + 4 tens = 22 tens as a 2 hundreds

and 2 tens. Write 2 tens in the tens place of the product. Write two hundreds

place above 1.

Hundreds +2 hundreds= 11 hundreds regroup as 1 thousand and 1 hundred.

Write 1 hundred in the hundreds place of the product and I thousands place

of the product.

4. Ask the pupils to answer A of check Your Understanding orally. Tell them to

defend their answers using any of the three ways to multiply within hundreds with

regrouping.

5. Assign B of Check your Understanding as homework.

Day 2

1. Ask the pupils to exchange papers to check each other’s work. Call on student

volunteers. Have them discuss the answers to the homework. Be ready to correct

any error or misconception during the discussion.

2. Ask the pupils to watch a video on the TEC-CD about multiplication of two-digit

numbers without regrouping.

3. Ask the pupils to work in teams of six. When you assign pupils to teams, balance

the team so that each team is composed of pupils whose performance levels

range from low to average to high. Tell the struggling learners to answer

Practice. Ask the average learners to Keep Practicing and ask the advanced

learners to answer Try this challenge.

Day 3

1. Have the teams exchange papers to check each other’s work. Call on student

volunteers. Have them explain the answers to the exercises. Be ready to correct

any misconception that may arise from the discussion.

2. To end the lesson, ask a student volunteer to summarize the different ways of

multiplying three-digit by one-digit numbers with regrouping.

3. Have the pupils answer Test Yourself.

4. Ask all pupils who did not do well on the test to attend after class tutorial

sessions or consultation periods. During these meetings, provide alternate

materials to consolidate their learning. Have them answer Ready- to- Print

Sheets on the TEC-CD about multiplication with regrouping.

1. Pupils will be asked to answer a quick quiz to determine what they know and

don’t know about multiplication involving two digit and one digit factors without

regrouping. They will be asked to find the missing addend or sum in a given

addition sentence.

2. Below are some of items in the quiz:

What is 3x 21?

What is 2x 42?

What is 3’33?

What is 3x 14?

What is 24x 2?

3. To determine the pupil’s prior knowledge and skills, have them access/ do the

resources on the TEC-CD.

Day 1

1. Write this on the board: Each of the 15 towns that were badly hit by a strong

typhoon. How many boxes of food packs were donated altogether?

2. Ask an auditory learner to read the problem. Ask a visual learner to draw a

mathematical model on the board.

N= 15X78

3. Discuss the problem and call on volunteers to present different ways of finding

the answer to 15 x78

a.) Expand 125 and then add the partial products.

15 x 78= (10+5) x 78

= (10 x 78) + (5x 78)

= 780+390

= 1 170

b.) Find the partial products and add them in this form:

15 x 78 = 15 x (70+8)

= (15 x 70) + (15 x 8)

= 1 050 + 120 or 1170

Say: Using a or b, you can choose which way to start. You can start with the

ones or the hundreds.

c.) Use the place value chart. Write the digits in a place value chart. Explain the

process.

into 4 tens and 0 ones.

Write 0 in the ones place of the product. Regroup 4 in the tens place above 1.

hundred and 2 tens. Write 2 tens in the tens place of the product. Write 1

hundred in the hundreds place.

4. Ask the pupils to answer A of check Your Understanding orally. Tell them to

defend their answers using any of the three ways to multiply within hundreds with

regrouping.

5. Assign B of Check your Understanding as homework.

Day 2

1. Ask the pupils to watch a video on multiplying two-digit numbers by one digit

numbers without regrouping using the resources on the TEC-CD

2. Ask the pupils to work in teams of six. When you assign pupils to teams, balance

the team so that each team is composed of pupils whose performance levels

range from low to average to high. Tell the struggling learners to answer

Practice. Ask the average learners to Keep Practicing and ask the advanced

learners to answer Try this challenge.

Day 3

1. Have the teams exchange papers to check each other’s work. Call on student

volunteers. Have them explain the answers to the exercises. Be ready to correct

any misconception that may arise from the discussion.

2. Ask the pupils to answer Ready to print activity sheets. Have them access the

resources on the TEC-CD.

3. Assign a volunteer to summarize the result in the discussion.

4. Ask the pupils to answer Test Yourself.

1. Start the lesson with an activator to check pupil’s current understanding related

to solving word problems.

2. Ask the pupils to do “Think-Pair-Share” activity. Tell them to answer the following

questions?

What is a word problem? Can you give an example?

How do you solve word problems?

3. Allow 3 minutes for pupils to think about the questions. Have pupils exchange

their thoughts and ideas with their partner for 3 minutes. Ask them to take down

and compare notes during the discussion.

4. To determine the pupil’s prior knowledge and skills, have them access/ do the

resources on the TEC-CD.

Day 1

1. Write this on the board: Mang Donato harvested twice as many kilos of mangoes.

How many kilos of mangoes did they harvest in all?

2. Ask an auditory learner to read the problem. Tell the pupil to write the given

information on the board.

3. Explain the steps involved in solving the problem. Write these on the board.

(A) Understand

1) Know the question: How many kilos of mangoes did they harvest in all?

2) Know the facts: Mang Donato- 85 kg of Mangoes; Leon-twice as many

kilos of mangoes; N-total kilos of mangoes harvested together

3) Know the hidden question: How many kilos of mangoes did Leon harvest?

(B) Plan

1. Draw a mathematical on the board to guide the pupils how to make a plan

of solving the problem.

Mang Donato 85 kg

Leon ?

Say: Here, two bars of length 1 unit and 2 units are drawn to represent the

number of kilos of mangoes harvested by Mang Donato and Leon. The model

shows that Leon’s harvest is twice Mang Donato’s harvest. Given that 1 unit

is 85, the hidden problem can be solved by multiplication.

(C) Solve: Hidden Problem= 2x 85= 170 kg of mangoes harvested by Leon

= 85 + 170

= 255 kg of mangoes

(D) Check if the answer is correct.

4. For all exercises in Check Your Understanding, use diagram to emphasize how

to plan to solve a two-step problem. Stress that it is important to know the hidden

question and answer it first.

5. Assign the pupils to solve the problems in Check Your Understanding without

using a diagram. Call on volunteers. Have them write the answers on the board.

Ask the pupils to explain their work. Be ready to correct any error that may arise

from the discussion.

6. Assign Practice as homework.

Day 2

1. Allow the pupils to use the board to share their answers to the homework.

2. Let the pupils discuss the answers to the homework. Move around the room and

listen to the discussion and solutions given by the different groups. Call on visual

learners to write the answers on the board. Ask the auditory learners to explain

the solution. Observe how they find the answer to the hidden question.

3. Group the pupils to make their own two-step problems involving multiplication.

Allow them to use or modify the problems they answered.

4. Allow the pupils to share their work with their classmates using the board for

discussion.

Day 3

1. Ask the pupils to work in teams of four. When you assign pupils to teams,

balance the team so that each team is composed of pupils whose performance

levels range from low to average to high. Tell them to answer Keep Practicing

and Try this challenge.

2. Ask the teams to exchange papers to check each other’s work.

3. Ask the struggling learners to draw a picture to show the problem on the board.

4. Ask the average learner to write and explain the team’s answer.

5. Ask the advanced learner to answer and explain Try this Challenge.

6. To end the lesson, ask a volunteer to summarize the result in the discussion.

7. Have the pupils answer Test Yourself.

1. Start the lesson with an activator to check pupil’s current understanding related

to mentally multiplying numbers.

2. Prepare multiplication flashcards. Tell the pupils to do mental computation to find

products. Tell the class to answer the following without using paper and pencil:

What is 4x7?

What is 5x6?

What is 7x4?

What is 8x6?

What is 9x10?

3. To determine the pupils prior knowledge and skills, have them access/ do the

resources on the TEC-CD

Day 1

1. Have pupils practice mental computation on flashcards.

2. Tell the pupils that they use place value concepts and break apart two-digit

factors to mentally multiply numbers. Give an example to illustrate.

Example:

12 x 4 = (10+2) x4

= (10 x4) + (2 x4) = 40 + 8 =48

4. Ask the pupils to answer orally check Your Understanding.

Day 2

1. Ask the pupils to watch a video on mental multiplication or mental tricks using the

resources on the TEC-CD.

2. Ask the pupils to answer orally Practice and Keep Practicing

3. Ask the pupils to work in pairs. Have them answer Try this challenge.

4. To end the lesson, ask the pupils to do a think pair share. Have them exchange

ideas about the multiplication shortcuts they learned in Goal 9.

5. Have the pupils answer Test Yourself.

Multiplying by Multiples of 10

1. Start the lesson with an activator to check pupil’s current understanding related

to Multiples 10.

2. Prepare multiplication flashcards. Tell the pupils to do mental computation to find

products. Tell the class to answer the following without using paper and pencil:

What is the fourth multiple of 100?

What is 3x10?

What is 10x5?

What is 100x2?

What is 4x 100?

3. To determine the pupils prior knowledge and skills, have them access/ do the

resources on the TEC-CD

Day 1

1. Have pupils practice mental computation on flashcards.

2. Tell the pupils that they use place value concepts and break apart two-digit

factors to mentally multiply numbers. Give an example to illustrate.

Example:

a. 2 x 10 = 2 x 1 ten = 2 tens or 20

b. 3 x 100 = 3 x 1 hundred = 3 hundreds or 300

c. 5 x 1000 = 5 x 1 thousand

= 5 thousand = 5000

d. 20 x 40 = 20 x 4 tens = 80 tens

= 8 x (10 tens) = 8 x 100 = 800

4. Ask the pupils to answer orally check Your Understanding.

Day 2

1. Ask the pupils to watch a video on mental multiplication or mental tricks using the

resources on the TEC-CD.

2. Ask the pupils to answer orally Practice and Keep Practicing

3. Ask the pupils to work in pairs. Have them answer Try this challenge.

4. To end the lesson, ask the pupils to do a think pair share. Have them exchange

ideas about the multiplication shortcuts they learned in Goal 9.

5. Have the pupils answer Test Yourself.

1. Pupils will answer a quiz to determine what they know and what they don’t know

about rounding numbers to the nearest ten and hundred. They will be asked to

check the items they know and cross the items they do not know.

2. Below are some of items in the quiz:

Round 128 to the nearest ten

Round 450 to the nearest hundred

Round 235 to the nearest hundred

3. To determine the pupil’s prior knowledge and skills, have them access/ do the

resources on the TEC-CD.

Day 1

1. Show a picture of volunteers distributing bags of foods in an evacuation center.

Write this problem on the board: There were 86 volunteers who distributed 62

bags of food each to the people in an evacuation center. About how many bags

of foods were distributed?

2. Explain that since the question is about how many, an estimate will be enough.

3. Ask the advanced learners to state the rules involved in rounding up and

rounding down two and three digit numbers. Be ready to correct any error or

state the missing steps.

4. Draw a number line on the board. Ask a kinesthetic to learner to mark 86 and 62

on the number line. Ask a visual learner to round the numbers to the nearest ten.

Lead them to discover that 86 rounds up to 90 and 62 rounds down to 60.

5. Call on the advanced learners. Have them use multiplying numbers by multiples

to answer the problem: 90 x 60 = 5400. Say: About 5 400 bags of food were

distributed

Show the pupils how to multiply to find the exact answer: 86 X 62 = 172 + 5160 =

5332, Say: The exact answer 5332 is close to the estimate, which is 5 400.

6. Discuss Think and Understand

7. Ask the pupils to work in pairs. Have them answer Check Your Understanding.

Remind them to exchange ideas to find a solution to the exercises.

8. Ask the pupils to exchange papers to check each other’s work. Draw a number

line on the board. Discuss the answers to the exercises. Ask the kinesthetic

learners to mark the numbers on the number line. Ask the visual learners to use

the number line to find the answer. Ask the auditory learners to explain the

solution.

Day 2

1. Review estimating, rounding, multiplying and by multiples of 10 on flashcards.

2. Ask the pupils to work in teams of six. When you assign pupils to teams, balance

the team so that each team is composed of pupils whose performance levels

range from low to average to high. Tell the struggling learners to answer Keep

Practicing and ask the advanced learners to answer Try this Challenge.

Day 3

1. Have the teams exchange papers to check each other’s work. Call on student

volunteers. Have them explain the answers to the exercises. Be ready to correct

any misconception that may arise from the discussion.

2. Ask an auditory learner to summarize the important ideas.

3. Have the pupils answer Test Yourself.

1. Start the lesson with an activator to check pupil’s current understanding related

to mentally multiplying numbers.

2. Prepare multiplication flashcards. Tell the pupils to do mental computation to find

products. Tell the class to answer the following without using paper and pencil:

What is 4x7?

What is 5x9?

What is 7x6?

What is 9x6?

What is 8x10?

3. To determine the pupils prior knowledge and skills, have them access/ do the

resources on the TEC-CD

Day 1

1. Have pupils practice mental computation on flashcards.

2. Tell the pupils that they use place value concepts and break apart two-digit

factors to mentally multiply numbers. Give an example to illustrate.

Example:

32 x 4 = (30 + 2) x 4

= (30 + 4) + (2 x 4)

= 120 + 8 = 128

3. Discuss Think and Understand. Emphasize the basic rules in mental

multiplication.

4. Ask the pupils to answer orally check Your Understanding.

Day 2

1. Ask the pupils to watch a video on mental multiplication or mental tricks using the

resources on the TEC-CD.

2. Ask the pupils to answer orally Practice and Keep Practicing

3. Ask the pupils to work in pairs. Have them answer Try this challenge.

4. To end the lesson, ask the pupils to do a think pair share. Have them exchange

ideas about the multiplication shortcuts they learned in Goal 9.

5. Have the pupils answer Test Yourself.

1. Pupils will answer a quiz to determine what they know and what they don’t know

about skip counting. They will be asked to check the items they know and cross

the items they do not know.

2. Below are some of items in the quiz:

What is the next term in 3, 6, 9, 12, _?

What is the missing term in 5, 10, 15, _, 25

3. To determine the pupil’s prior knowledge and skills, have them access/ do the

resources on the TEC-CD.

Day 1

1. Draw a 100-grid chart on the board and write numbers 1 to 100. Ask the auditory

learners to count by twos to 100. Ask the kinesthetic learners to circle all

multiples of 2 on the 100-grid chart. Introduce multiples of a number. Point out

that any counting number is a multiple of itself. Ask a visual learner to write the

first ten multiples of 2 on the board: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.

Ask: “If we continue counting by 2s, can we name all multiples of 2?” Help the

pupils understand that a number has an endless list of multiples.

2. Discuss Think and Understand

3. Point out that the numbers we multiply are called multiples of its products.

4. Ask the pupils to answer Check Your Understanding orally. Call on student

volunteers. Have them explain the answers to the exercises. Be ready to correct

any error in the discussion.

Day 2

1. Give a multiple and ask the class to give the first 10 multiples of that number.

Use multiples of 2, 3, 5 and 10.

2. Show how to get the common multiples of a number using skip counting.

Example: Find the multiples of 2 and 4.

Multiples of 2 are 2, 4, 6, 8, 10, 12, 14, and 16

Multiples of 4 are 4, 8, 12, and 16

3. Assign as homework Practice and Keep Practicing

4. Assign as optional homework Try this challenge.

Day 3

1. Ask the pupils to practice counting multiples by using the resources on the TEC-

CD

2. Ask the pupils to exchange papers to check each other’s work. Call on student

volunteers. Have them explain the answers to the exercises. Be ready to clarify

any error or misconception that may arise from the discussion

3. Assign a volunteer to summarize the results in the discussion.

4. Ask the pupils answer Test Yourself.

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