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Math Activity 7

The document provides a lesson plan for teaching third grade students how to multiply 2-3 digit numbers by 1-digit numbers without regrouping. It includes an example word problem about calculating the total number of cotton buds if there are 58 in each pack and 5 packs are bought, and lists 3 possible solutions students may provide - multiplying vertically, doubling factors, or using distributive property. The lesson plan has the teacher present the problem narratively, have students work through solutions in pairs, and then share sample solutions on the board.

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Keira Desamero
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123 views

Math Activity 7

The document provides a lesson plan for teaching third grade students how to multiply 2-3 digit numbers by 1-digit numbers without regrouping. It includes an example word problem about calculating the total number of cotton buds if there are 58 in each pack and 5 packs are bought, and lists 3 possible solutions students may provide - multiplying vertically, doubling factors, or using distributive property. The lesson plan has the teacher present the problem narratively, have students work through solutions in pairs, and then share sample solutions on the board.

Uploaded by

Keira Desamero
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Mitzi B.

Sumadero BEED-2

GED109

Assess

Answer the following questions to solidify your understanding of the problem-


solving strategy.

1. How are the three possible solutions shown in Experience different from each
other? What goes in the minds of the students who would possible give those
solutions?
- The three possible solutions is different from each other in way that is shown on
different steps on how to solve its problem in an unique and easiest way. The minds of
the students who would be able to give the possible solutions might be good in
problem solving and critical thinking skill.

2. As a teacher, how would you ensure that the word problems you will give
genuinely promotes problem solving?
- As a future teacher, I would think about the concepts or processes that I want
my students to practice. How can my students apply then in a straightforward
way? What types of mistakes are they likely to make? Will they be able to tell
immediately if their answer isn’t sensible? Word problems should take all of
these into account. I would also ask my future colleagues to review them. Peer
review is sorely underused in most fields, and that’s a shame because it’s so
incredibly helpful to both the creator and the reviewer.
Challenge
As discussed, the task of the teacher is to present the problem in an
engaging way and to be able to anticipate possible solutions from students. Do the
following to practice these.

1. Browse the DepEd mathematics curriculum guide. Choose a topic from K to Grade
3. Write the topic and grade level below.
- Grade 3: Multiplies 2- to 3-digit numbers by 1-digit numbers without or with
regrouping.

2. Browse the DepEd mathematics teaching manual for the grade level you chose.
Find a problem from your chosen topic. Write the problem below like how it is written
in the teaching manual.
Read and solve the problem. Show the solution and label your
final answer.
There are 54 pieces of cotton buds in one pack. If there are 5
packs, how many pieces of cotton buds are there?

3. How would you present your chosen problem in an engaging way? Put it in a
situation where the students can relate to. You may use your own experience, too
(many times children are interested in what’s happening to their teachers’ lives)
imagine you are talking to your students. Write your script below. If you plan to use
materials, write a note about it.
- Adrianna knows that there is 58 pieces of cotton buds in one pack. If she would buy
5 packs how many pieces of cotton buds does are there?

4. The possible solutions in the sample lesson plan are generated by real Grade 3
students. So be convinced that Filipino students are actually capable of thinking! As
would-be teachers, your task is to anticipate such possible solutions. How? Consult
with experienced teachers! Show your problem to some teachers and ask them how
they think the students would answer if they are given the problem for the first time.
You may also ask the children themselves. Talk to your nephew/niece, godchild,
neighbor, etc. share with them your problem and have them explain to you how they
think they can solve it. Write in the boxes three of the possible solutions that you have
gathered.

Possible Solution 1
54X5
Tens Ones
5 4
X 5

27 0
=270

Possible Solution 2\
54x5

27x2x5

27x10
=270
Possible Solution 3
54x5
= (60x5) – (6x5)
= 300-30
-= 270
Harness
Write a lesson plan that makes use of the problem-solving strategy. Use the topic,
problem, and possible solutions that you have answered in Challenge. This activity
will be part of the learning portfolio that you will compile at the end of this module.

Topic: Multiplying 2- to 3- Digit Numbers by 1- Digit Numbers Without Regrouping


Grade level: 3
Target learning competency: by the end of the lesson, the learners will be able to:
1a.Multiply 2-to 3-digit numbers by 1-digit numbers without regrouping. (1 day)
1b.Multiply 2-to 3-digit numbers by 1-digit numbers with regrouping. (2 days)
Write the product of 2-to 3-digit numbers by 1-digit numbers without regrouping.
Show accuracy/carefulness in solving number problems.
Prerequisite Knowledge and skills:
1. Basic multiplication facts
2. Place value
3. Properties of multiplication
Presentation of the problem:
Multiplying 2-3 digits with or without regrouping the 54x5
Present the problem above in a narrative approach which will engage the students. See an example
below.

Adrianna knows that there is 58 pieces of cotton buds in one pack. If she would buy 5 packs how
many pieces of cotton buds does are there?

Generation of solutions:
Students will work in pair. Encourage students to consider the issue and share their opinions with
their peers. Assure them that there is no one-size-fits-all answer. They are welcome to do
calculations or draw, as long as they can explain why they did so. Teacher also needs to facilitate
the students and be attentive to the possible questions asked by the student.
Processing of solutions:
Let one representative in class to show their solutions in the board.\
Possible Solution 1:
54X5
Tens Ones
5 4
X 5

27 0
=270

Possible Solution 2:
54x5

27x2x5

27x10
=270

Possible Solution 3:
54x5
= (60x5) – (6x5)
= 300-30
-= 270

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