DATE: MAY 10 2024

IBA COLLEGE OF MINDANAO INC.

Pepito St. Poblacion Valencia City, Bukidnon

Teaching Mathematics in Elementary

DETAILED LESSON PLAN IN MATHEMATICS 3

ARION Y. COLERO BEED-2 SECTION 3

Detailed Lesson Plan in Mathematics: Multiplication on Whole Numbers

I. Objectives:
By the end of the lesson, students will be able to:
a. Define multiplication and explain the concept of repeated
addition.
b .Identify the factors in a multiplication problem.
c .Solve multiplication problems using various strategies (e.g.,
repeated addition, multiplication table).

II. Subject Matter:

A. Topic: MultiplicationW of hole Numbers
B. Materials:
 Chart paper or whiteboard,
 Markers,
 Counters,
 manipulatives (optional),
 Multiplication table (optional)
III. Procedure:
Teacher’s Activity Students Activity
A. Introduction (10 minutes

Good morning sir

Good day children before we
Start our class we well have our
preyer first how wants to lead OKAY Sir

our preyer (Our Father )……..

Aww raven pleace lead the preyer Amen
SO we will going to chenk NO ONES ABSENT SIR
attendance how are the absent today

So class! I hope journey ready for an

exciting today.before we dive in lets jog
our memory with a quick review of
addition who can me tell me what
addition mean?Raise your hand and share
your amswer

"That's right! Adding numbers together.

Now, let's try an example. If we have 5
apples and we add 3 more apples, how "Adding numbers together!"
many do we have in total?"
"Exactly! We have 8 apples in
total. Now, let's explore how we
can use multiplication to help us
when we have lots of additions to "8 apples!"
do."
B. Introducing Multiplication

"Now, let's talk about

multiplication. It's like a shortcut
for repeated addition. For
instance, if we have 3 groups of (students listening)
2 apples each, how many apples
do we have in total? That's right, 3
times 2 equals 6 apples.
Multiplication helps us find the
total quickly by adding groups of
the same number together."

C. Preliminary Activities
1. Drill

"To get a hands-on feel for

multiplication, we're going to
do an activity together. I'll
use some counters to
demonstrate how
multiplication can be (Students watch attentively as
thought of as repeated the teacher demonstrates.)
addition. Watch closely as I
group them!"

2. Guide Practice

"Now, let's put what we've

learned into practice
together. I'll write some
multiplication problems on
the board, and we'll solve
them as a class.
Remember, there are
different ways to solve these
problems, so don't be afraid
to share your strategies with
the class."
 1. 3x3=6
2. 10x9=90 (Students eagerly raise their
3. 6x6=36 hands to participate and offer
4. 7 different strategies for solving
x5 the problems.)
35

5. 5
X6
30

3. Motivation (Show

a picture)
“What’s in the picture?” “Very

good!”

“We have here three boxes of

apples and each basket has 9
apples.
So, how many apples are there in
all when you sum all boxes?”

“Very good!”

D. Developmental Activities

1. Presenting the lesson

(Post the word problem on the

board)
There are 10 pieces of
pencil in one box. If there
are 3 boxes, how many
pieces of pencils are
there?
“Who wants to answer the
problem?
Anybody from the class.”

“How many groups of

pencils do we have?”

“Very Good!”
 2. Presenting the solution

“Now class, lets solve the

problem using
multiplication.”

“3 groups of 10 pencils.”
“Multiply the number of
boxes to the number of
pencils”
(Write the solution)

“So, what is the answer “The answer is 48 sir!”

class?”

“Very Good!”

4. Processing the Activities

“Did we get the same answer

using the method I discussed?”
“Yes sir!.”

“If you listened, how do we

multiply numbers using the “Multiply the digits in the ones
place value method?” place and place the answer in the
ones place.
Then, multiply the multiplier by
the digit in the tens place and place
the answer in the tens place.”

“Where do we start
multiplying? In what place “…in the ones place, sir.”
value do we always start?”

“Very good class!”

5. Reinforcing the Concept

a. Independent Practice

“Now, let us try to get the

product of more numbers.
I’ll give you practice
problem and try to answer
the following.”

“Solve each
multiplication problem (Listening)
 using the place value
method. Show your work
neatly and box your final
answer.”
3×4=
5×2=
6×3=
4×7=
8×2=
9×5=
2×9=
7×3=
3×8=
10×4=

“You may start now!

I’ll give you 20 minutes
only to answer that one
and let see if you get our “Okay Sir!.”
lesson today”

 Work silently.
 Don’t shout.
 Concentrating.

“Time’s up! Please pass

your outputs on the front.” (Students pass their work)

“Let’s answer the

following problem”
“I will be calling names to
answer in the board”
“Okay. Let’s Start class”
“Who want to answer
number 1?, anyone” (Students raise their hands and
answer in the board)
(continue calling until last
number)

“Okay class, well done!”

“Very good class!, you got
all the problem correct, (Students clap their hands)
Let’s clap”

6. Summarizing the Lesson/

Generalization

“How do we multiply 2- to 3-
digit numbers by 1-digit
numbers without
 regrouping?” (Listening)

“In multiplying 2- to 3-digit numbers by 1-

digit numbers without regrouping,
remember the following steps:
 Multiply the ones. Write the product
under the ones place.
 Then, multiply the digit in the tens
place by the multiplier. Write the
product under the tens place.
 Lastly, multiply the digit in the
hundreds place by the multiplier.
Write the product under the
hundreds place.

IV. Evaluation

"Alright, it's time for our exit ticket. I'm going to hand out a short worksheet
with a few multiplication problems. Please solve them and hand them in when
you're done."

1. 56 2. 97 3. 33 4. 87 5. 42
x 5 x 3 x 4 x 2 x 5

Let us check your work.

Who got 5? 4? 3? 2? 1? 0?

V. Homework

"For homework tonight, I'm going to assign a short worksheet with

multiplication problems for you to practice at home. If you have any questions,
feel free to ask me before you leave."

1. 65 2. 79 3. 44 4. 76 5. 24
X 2 x 3 x 4 x 5 x 6

Prepared by:
ARION Y. COLERO