MABINI COLLEGES, INC

College of Education
Daet, Camarines Norte

A DETAILED LESSON PLAN IN MATHEMATICS

Topic: Multiplying Numbers up to Three Digits by Numbers up to Two Digits without Regrouping
Subject: Mathematics
Grade Level: Grade 4
Duration: 1 hour

I. OBJECTIVES:
At the end of the lesson, the students should be able to:
1. Multiply up to 3-digit numbers by up to 2-digits numbers without regrouping
2. Solve word problems involving multi-digit multiplication.
3. Apply the concept of multiplication in real-life situations.

II. PREREQUISITE CONCEPTS/SKILLS:

• Basic Facts in Multiplication and Addition
• Place Values

III. NEW CONCEPTS/ SKILLS:

1. Multiply up to 3-digit numbers by up to 2-digit numbers using short method and long method.
2. Multiply up to 3-digit numbers by up to 2-digit numbers without regrouping.

IV. MATERIALS:
• Flashcards
• Pictures
• Illustrations

V. REFERENCES:
• K-12 Curriculum Guide, Learner’s Material Math Grade 4, pages 23-27

VI. INSTRUCTIONAL PROCEDURE:

Teacher’s Activity Student’s Activity
A. Pre paratory Activities
a. Prayer
b. Greetings
c. Checking of Attendance

1.
Drill
Conduct a drill on basic multiplication facts using
flashcards.
2. Review
Before we proceed to our new lesson, let’s have
first a review on our lesson yesterday. So, what  We have studied multiplication.
have you studied yesterday?

Factors is
That’s right. We talked about multiplication. In
multiplication, the two numbers that are being
multiplied are called factors. composed of
multiplicand and multiplier.

What is multiplicand?  Multiplicand is the number that is being multiplied

What is multiplier? and has the highest value.
When we multiply two numbers, what do we  Multiplier is the number that we multiply and has
call their answer? the lowest value.
 When we multiply two numbers, we call the answer
as product.

3. Motivation
(The teacher will show a picture)

in your

• What do you see in the picture?  I see a mango tree.

• Do you have fruit  (The students will answer the question and share
trees farm/backyard? their own experiences.)
• Is it good to plant trees? Why?  Yes, because it releases air that we breathe and we
can harvest fruits from it.
B. Developmental Activities
1. Presentation
I have posted a problem on the board. Can you please
read the problem?

Mang Leo and his co-workers deliver 231 coconuts (Students will read the problem posted on the board)
in a day. How many coconuts can they deliver in 23
days?

• How many coconuts can Mang Leo and his  Mang Leo and his co-workers deliver 231 coconuts
coworkers deliver in a day? in a day.
• What is being asked in the problem?  We need to find the number of coconuts that they
• How can you solve the problem? can deliver in 23 days.
 (Let the pupils think and answer the question)

2. Discussion
In the problem, Mang Leo and his co-workers can
deliver 231 coconuts each day.

To visualize the problem, I have pictures of

coconuts here that Mang Leo and his co-workers

delivers in 23 days. We know that each day they

can deliver 231 coconuts.

...

23

Based on our illustration, we can now visualize that

there are 231 coconuts each day that Mang Leo and
his co-workers can deliver. On this problem, we
need to get the total number of coconuts that they
can deliver in 23 days.

Can anyone give me the mathematical sentence of

the given problem?  The given values on the problem are: 231 coconuts
delivered every day that they can deliver in day
and we need to find the total number of coconuts
that they can deliver in 23 days, so we will let the
unknown as N. Thus, the mathematical sentence
will be, 231 × 23 = N.

We can also write the factors vertically to easily

perform the operation as shown on the board:
 231
× 23

We multiply a three-digit by a two-digit number

using two methods, by using the short method and
the long method.

Let’s discuss first the short method.

Step1: Multiply the ones place of the multiplicand by

the ones place of the multiplier.

231
× 23
3

Step 2: Multiply the tens place of the multiplicand by

the ones place of the multiplier.

231
× 23
93
 Step 3: Multiply the hundreds place of the
multiplicand by the ones place of the multiplier.

231
× 23
693

Step 4: Multiply the ones place of the multiplicand

by the tens place of the multiplier.

231
× 23
693
4

Step 5: Multiply the tens place of the multiplicand by

the tens place of the multiplier.

231
× 23
693
64

Step 6: Multiply the hundreds place of the

multiplicand by the tens place of the multiplier.

231
× 23
693
62

Step 7: Add the partial products.

231
× 23
693
+ 462 6
5313

We are done with the short method, now let’s see

how the long method was done. This method uses
the distributive property of multiplication over
addition.

Step1: Write the multiplicand and the multiplier in

expanded form.

231 × 23
= (200 + 30 + 1) × (20 + 3)
= (200 + 30 + 1) × 20 + (200 + 30 + 1) × 3

Step 2: Multiply the digit in the ones place by the

multiplicand.

231 × 23

= (200 + 30 + 1) × (20 + 3)
= (200 + 30 + 1) × 20 + (200 + 30 + 1) × 3
= (200 × 20) + (30 × 20) + (1 × 20) +
(200 × 3) + (30 × 3) + (1 × 3)

Step 3: Multiply the digit in the tens place by the

multiplicand.

231 × 23

= (200 + 30 + 1) × (20 + 3)
= (200 + 30 + 1) × 20 + (200 + 30 + 1) × 3
= (200 × 20) + (30 × 20) + (1 × 20) +
(200 × 3) + (30 × 3) + (1 × 3)
= 4000 + 600 + 20 + 600 + 90 + 3

Step 4: Add all the products.

231 × 23

= (200 + 30 + 1) × (20 + 3)
= (200 + 30 + 1) × 20 + (200 + 30 + 1) × 3
= (200 × 20) + (30 × 20) + (1 × 20) +
(200 × 3) + (30 × 3) + (1 × 3)
= 4000 + 600 + 20 + 600 + 90 + 3
= 5313

You have seen how the two methods were done.

For you, which method is easier and faster to use?  (Students answer may vary based on their
Why? perspective)

You can use either of the methods that can make

you perform multiplication easier and faster for you.

3. Group Activity
And now, let’s have a group activity. I will divide the
class in two groups. But first, what should we do if  (Let the children suggest standards. Then post a
we will have a group activity? What are the chart with written standards then let the children
standards in doing group activity? read it.)
 Standards to be followed in Group Activity 
Read and follow the directions carefully.
• Work quietly.
• Cooperate with the group.
• Maintain cleanliness and orderliness in your working
area.

Each group will be given activity sheets where you

 (Each member should cooperate with the group)
need to multiply multi-digit numbers without
regrouping using the two methods. Group A will use
the Short Method and Group B will use the Long
Method. I’ll give you 10 minutes to finish your work.

(Checking of the work of each group)

 (Let each group read their work in front of the class.)

(After the groups presented and checked their work,

call on the leader of each group to relate what they  (The group leader will go in front to share what they
had done in using the distributive property of have done with their work)
multiplication and the partial products or short
method in multiplying 3-digit to 2-digit numbers.)

(After the activity, the teacher will ask questions) 

How did you find the activity?
 (The students will answer the questions)
• Which is easier to use? The long method or
the short method?
• Who finished first?

4. Generalization
• How do you multiply a 3-digit number by a
 We have two ways to multiply a 3-digit number by a
2digit number without regrouping?
2-digit number without regrouping, by using a short
method and a long method.
• How was the short method done? The long  When using the short method we follow these steps:
method? Step1: Multiply the ones place of the multiplicand by
the ones place of the multiplier.
Step 2: Multiply the tens place of the multiplicand by
the ones place of the multiplier.
Step 3: Multiply the hundreds place of the
multiplicand by the ones place of the multiplier. Step
4: Multiply the ones place of the multiplicand by the
tens place of the multiplier.
Step 5: Multiply the tens place of the multiplicand by
the tens place of the multiplier.
Step 6: Multiply the hundreds place of the multiplicand
by the tens place of the multiplier.
Step 7: Add the partial products.
 When using the long method we follow these steps:
 Ste p1: Write the multiplicand and the multiplier in
expanded form.
Step 2: Multiply the digit in the ones place by the
multiplicand.
Step 3: Multiply the digit in the tens place by the
multiplicand.
Step 4: Add all the products.

5. Individual Activity
Find the products of the following equations.
Answer this on your notebook.

1. 324
× 22 1. 7128

2. 322
× 33 2. 10626

3. 404
3. 8484
× 21

4. 589
6479
× 11 4.

5. 342
4104
× 12 5.

(Check the answers of the students)

6. Application
Directions: Read and analyze each problems,
then solve what is being ask in the problem.
Show your solution.

1. In Baguio, pine seedlings are packed in 1728

boxes of 12. How many seedlings are in 144 1.
boxes? 748
2. The transportation fare from the terminal 2.
to the subdivision is Php 22. How much will
the driver collect from 34 passengers? 4802
3. The recycling center collects 343 aluminum 3.
cans in one day. How many cans will be
collected in two weeks?

(Call a student to solve the problem on the

board)
 VII. EVALUATION
Find the product of the following. Use any of the two methods. Put your answers in your mathematics
notebook.

1. 304 3. 432 5. 432 7. 421 9. 344

× 22 × 32 × 23 × 32 × 22

2. 312 4. 857 6. 323 8. 344 10. 433

× 33 × 11 × 31 × 32 × 12

Answers:
1. 6688 3. 13824 5. 9936 7. 13472 9. 7568
2. 10296 4. 9427 6. 10013 8. 11008 10. 5196

VIII. ASSIGNMENT
A. Using the short method, find the product.
1. 3324 2. 2211 3. 1322 4. 2323 5. 2344
× 3 × 4 × 3 × 2 × 2

B. Using the long method, find the product.

1. 312 2. 233 3. 222 4. 324 5. 123
× 22 × 31 × 34 × 23 × 13

C. Read and solve the problem.

Mrs. Estilong has a gift shop in Baguio City. She sells native products like bags and wood figurines. Use the
table below to answer the following questions.

Gift Item Price

Bags Php 285
Figurine Php 97
basket Php 89

1. How much do 45 bags cost?

2. If each of the 34 tourists bought one wood figurine, how much did Mrs. Estilong get from her sales?
3. Find the cost of 115 baskets.

Prepared by: Submitted to:

(Name of Student) _________________________

 (Class Schedule) Instructor

Lesson Plan Format:

Font style:
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Font size:
• Heading: 12
• Body: 11 Spacing:  1.15 Margins:  Narrow (0.5) Paper Size:
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Video Demonstration Format:

• Time Limit: 15-20 minutes