3

NATIONAL MATHEMATICS PROGRAM

Lesson Script in Mathematics

Quarter 3 Week 2
National Mathematics Program
Lesson Script in Mathematics
Quarter 3: Week 2
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in delivering the
curriculum content, standards, and lesson competencies.

The Intellectual Property Code of the Philippines states that “No copyright shall subsist in any work of the Government of the Philippines. However, prior
approval of the government agency or office wherein the work is created shall be necessary for exploitation of such work for profit. Such agency or office may,
among other things, impose as a condition the payment of royalties.”

Borrowed materials (e.g., texts, illustrations, musical notations, photos, and other copyrightable, patentable contents) included in this learning resource are
owned by their respective copyright and intellectual property right holders. Where applicable, DepEd has sought permission from these owners specifically
for the development and printing of this learning resource. As such, using these materials in any form other than agreed framework requires another
permission and/or licensing.

No part of this material, including its original and borrowed contents, may be reproduced in any form without written permission from the Department of
Education.

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please call the Office of the Director
of the Bureau of Learning Delivery via telephone numbers (02) 8636-6540 and (02) 6540 or send an email to [email protected].

Published by the Department of Education

Development Team Management Team

Writer: Mariber G. Domingo May B. Eclar, PhD, CESO III

Content Evaluator: Angelita R. Iglesia Jessie L. Amin, CESO V
Language Editor: Ralph Jayson D. Calbang Rosalinda S. Ibarra, PhD
Technical Expert: Kevin DC. Lao Ma. Editha R. Caparas, EdD
Joseph D. Reyes, PhD
Maria Divina Amor C. Medina, PhD
 LESSON SCRIPT IN MATHEMATICS 3

Week 2 DAY 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate knowledge and understanding of:
Standards • multiplication and division of whole numbers including money.
By the end of the quarter, the learners are able to:
B. Performance ● apply multiplication and division of whole numbers including money in mathematical problems and real-
Standards
life situations.
C. Learning The learners will be able to:
Competencies ● multiply 2-to-3-digit numbers by multiples of 10 and 100.
D. Learning At the end of the lesson, the learners are able to:
Objectives ● multiply 2-digit numbers by multiples of 100.
II. CONTENT: Multiplying 2-Digit Numbers by Multiples of 100
III. LEARNING RESOURCES
National Learning Camp- Mathematics Intervention Camp, Learners Workbook for Grade 3
A. References
RMA Result of Least Learned Competencies in Grade 3
B. Other Learning PowerPoint presentation, activity cards, and activity sheets.
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Good morning/afternoon, class! Are you excited about our National Mathematics Program class today?

We can use what we have learned about multiplication from the previous lesson.

Activating Prior Today, let us recall how to multiply 2-digit numbers by multiples of 10. This strategy will always work no matter
Knowledge how many digits we are multiplying.

(4 minutes) Are you ready?

1
 LESSON SCRIPT IN MATHEMATICS 3

Intervention Group Consolidation Group Enhancement Group

(The teacher will group the pupils (The teacher will group the pupils (Using a show-me board, the pupils
in pairs. Each pair will be given a in pairs. Each pair will be given a will solve the product as fast as
specific task to answer. The pupils specific task to answer. The pupils they can.)
will be given a piece of activity will be given a piece of activity
sheet and a pentel pen as their sheet and a pentel pen as their
materials for the activity.) materials for the activity.)

Direction: Perform the indicated Direction: Perform the indicated Direction: Perform the indicated
operation. operation. operation.

93 x 10 = ____ 50 x 20 = ____ 93 x 40 = ____ 50 x 50 = _____ 93 x 70 = _____ 93 x 90 = _____

Expected Answers: Expected Answers: Expected Answers:

93 50 93 50 93 93
x10 x 20 x40 x 50 x70 x 90
930 1000 3720 2500 6510 8370

(After the answers were posted, process the learner’s output and give appropriate feedback.)

Say, “Let us see if you got them right.”

What did you use in getting the product?

2
 LESSON SCRIPT IN MATHEMATICS 3

Expected Answer:

I used the steps in multiplying a 2-digit number by multiples of 10.

Can you tell me the steps in multiplying a 2-digit number by multiples of 10?

Expected Answers:
The steps are:
Step 1: Multiply the non-zero digits.

Step 2: Count the number of zeroes seen in both multiplier and multiplicand.

Step 3: Put the number of zeroes found in both multiplier and multiplicand to the product of the non-zero

digits.

Call a pupil to demonstrate the steps in multiplying a 2-digit number by multiples of 10. (Examples may vary)

Expected Answer:
40 x 50 = _____

Step 1: 4 x 5 = 20

Step 2: 40 x 50

Step 3: 40 x 50 = 2000

NOTES TO THE TEACHER: This activity will serve as a review for the Grade 3 competency on multiplying a 2-
digit number by multiples of 10 through activity sheets and show-me board.
Lesson Based on our previous lesson, we talked about multiplying a 2-digit number with multiples of 10. This time we
Purpose/Intention will do it again by multiplying them with multiples of 100.

(1 minute)
3
 LESSON SCRIPT IN MATHEMATICS 3

Let us do it! We all know that multiplication is the process of multiplying 2 factors to get the product, right?

NOTES TO THE TEACHER: This lesson part introduces the competency to be mastered which is multiplying 2-
digit numbers by multiples of 100.
To remind everyone, let us recall the meaning of some words before we go further into our discussion.

Lesson Language Multiples – a number that can be divided by another number without a remainder.
Practice
Non-zero digits – these are the numbers 1, 2, 3, 4, 5, 6, 7, 8, and 9
(1 minute)
NOTES TO THE TEACHER: This part introduces the key terms to be used in the lesson or terms that are new in
the lesson.
During/Lesson Proper

Give 5 numbers which are:

1. multiples of 100 beginning with 1000

2. multiples of 300

Reading the Key 3. multiples of 500 beginning with 2000

Idea/Stem
4. multiples of 700
(6 minutes)
5. multiples of 900

Expected Answers:

1. 1 100, 1 200, 1 300, 1 400, 1 500

2. 300, 600, 900, 1 200, 1 500

4
 LESSON SCRIPT IN MATHEMATICS 3

3. 2 000, 2 500, 3 000, 3 500, 4 000

4. 700, 1 400, 2 100, 3 500, 4 200

5. 900, 1 800, 2 700, 3 600, 4 500

Now, let us start with the lesson.

A while ago, we recalled the steps in multiplying a 2-digit number by multiples of 10. Let us test if these steps are
also applicable in multiplying 2-digit numbers by multiples of 100.

Let us multiply some numbers, what will be the product?

(Note: The teacher will post the steps in multiplying 2-digit numbers by multiples of 10.)

Intervention Group Consolidation Group Enhancement Group

(The students will work by pairs in (The students will work (The students will work
getting the product of the given independently in getting the independently in getting the
number sentence, following the product of the given number product of the given number
rules in multiplying a 2-digit sentence following the rules in sentence, following the rules in
number by multiples of 10.) multiplying a 2-digit number by multiplying a 2-digit number by
multiples of 10.) multiples of 10.)

Perform the indicated operation. Perform the indicated operation. Perform the indicated operation.

1. 54 x 100 = N 1. 54 x 300 = N 1. 54 x 600 = N

2. 50 x 100 = N 2. 50 x 400 = N 2. 50 x 700 = N

3. 54 x 200 = N 3. 54 x 500 = N 3. 50 x 800 = N

4. 50 x 200 = N 4. 50 x 500 = N 4. 54 x 900 = N

5
 LESSON SCRIPT IN MATHEMATICS 3

Expected Answers:
Intervention Group Consolidation Group Enhancement Group

1. 54 x 100 = 5 400 1. 54 x 300 = 16 200 1. 54 x 600 = 32 400

2. 50 x 100 = 5 000 2. 50 x 400 = 20 000 2. 50 x 700 = 35 000

3. 54 x 200 = 10 800 3. 54 x 500 = 27 000 3. 50 x 800 = 40 000

4. 50 x 200 = 10 000 4. 50 x 500 = 25 000 4. 54 x 900 = 48 600

Do you think that the steps in multiplying a 2-digit number by multiples of 10 are also applicable to
multiplying a 2-digit number by multiples of 100? What makes you say so?

Let us look again at your answers.

A B C

54 x 100 = 5 400 54 x 300 = 16 200 54 x 600 = 32 400

50 x 100 = 5 000 50 x 400 = 20 000 50 x 700 = 35 000

54 x 200 = 10 800 54 x 500 = 27 000 50 x 800 = 40 000

50 x 200 = 10 000 50 x 500 = 25 000 54 x 900 = 48 600

Expected Answer:
Yes, the steps in multiplying 2-digit numbers by multiples of 10 are also applicable to multiplying 2-
digit numbers by multiples of 100 since 100 is a multiple of 10.

6
 LESSON SCRIPT IN MATHEMATICS 3

Very good! Now, you are ready to multiply more numbers by 100.

NOTES TO THE TEACHER: The activity will help the learners discover an easier way of multiplying a 2-digit
number by multiples of 100. Additional leading questions may be given by the teacher to help the pupils in
coming up with the answer.

From your activity, we have seen that the rules for multiplying a 2-digit number by multiples of 10 are also
applicable to multiplying a 2-digit number by multiples of 100.

Developing (The teacher will provide two boxes. The first box contains 2-digit numbers. The second box contains multiples of
Understanding of the 100. Students will pick from each box and multiply the numbers that they picked.)
Key Idea/Stem
Very good! Now, you are ready to multiply more numbers by 100.
(7 minutes)
NOTES TO THE TEACHER: This part of the lesson helps or guides the learners to see an easier way of solving a
2-digit number by multiples of 100. This part also gives additional activity to help learners improve their skill in
multiplying a 2-digit number by multiples of 100. The materials must be prepared by the teacher before the class
starts.
Intervention Group Consolidation Group Enhancement Group
(The teacher will divide the group (The teacher will divide the group (The teacher will divide the group
into two or more teams. into two or more teams. into two or more teams.
The teacher will set up a relay race The teacher will set up a relay race The teacher will set up a relay race
Deepening format where each team member format where each team member format where each team member
Understanding of the takes turns running to the takes turns running to the takes turns running to the
Key Idea/Stem whiteboard, grabbing an index whiteboard, grabbing an index whiteboard, grabbing an index
card, solving the number sentence, card, solving the number sentence, card, solving the number sentence,
(5 minutes) and writing the correct product. and writing the correct product. and writing the correct product.
The next team member cannot The next team member cannot The next team member cannot
start until the previous one has start until the previous one has start until the previous one has
correctly written down the product. correctly written down the product. correctly written down the product.
The teacher sets a timer for each The teacher sets a timer for each The teacher sets a timer for each

7
 LESSON SCRIPT IN MATHEMATICS 3

team to see how fast they can solve team to see how fast they can solve team to see how fast they can solve
all the number sentences.) all the number sentences.) all the number sentences.)

Let’s Practice… Let’s Practice… Let’s Practice…

Solve for the product of the Solve for the product of the Solve for the product of the
following: following: following:

1. 64 x 100 = 1. 64 x 300 = 1. 64 x 600 =

2. 50 x 200 = 2. 50 x 400 = 2. 50 x 800 =
3. 30 x 200 = 3. 30 x 500 = 3. 30 x 700 =
4. 55 x 100 = 4. 55 x 300 = 4. 55 x 900 =
5. 38 x 200 = 5. 38 x 500 = 5. 38 x 800 =

Expected Answers:

Intervention Group Consolidation Group Enhancement Group

1. 6 400 1. 19 200 1. 38 400
2. 1 000 2. 20 000 2. 40 000
3. 6 000 3. 15 000 3. 21 000
4. 5 500 4. 16 500 4. 49 500
5. 7 600 5. 19 000 5. 30 400
After/Post-Lesson Proper

You did a great job! You've demonstrated a solid understanding of multiplying a 2-digit number by multiples of
Making 100.
Generalizations and
Abstractions Again, how do we multiply a 2-digit number with multiples of 100?

(1 minute)

8
 LESSON SCRIPT IN MATHEMATICS 3

Expected Answers:

When we multiply a 2-digit number by multiples of 100, we simply put zeroes at the right of the product of
the non-zero digits, but the number of zeroes we put depends on the number of zeros in the given.

When we multiply a 2-digit number by multiples of 100, we simply multiply the non-zero digits and add the
zeroes found in the multiplicand and multiplier at the end of the product obtained from the non-zero digits.
For our next activity, we will test your understanding of multiplying a 2-digit number by multiples of 100 by
answering the following tasks. Write your answers on the provided activity sheet.
Intervention Group Consolidation Group Enhancement Group
Direction: Shade the correct Direction: Shade the correct Direction: Shade the correct
answer. answer. answer.

1. What is the product of 20 x 100? 1. What is the product of 20 x 300? 1. What is the product of 20 x 700?

14 000
20 200 2000 2000 4000 6000
0 0 0
16 000
2. What should be written in the 2. What should be written in the
Evaluating Learning 15 500
box? 45 x 200 = box? 45 x 400 =
(5 minutes) 2. What should be written in the
20 000 box? 45 x 700 =
7000 8000 9000
0 0 0 32 000
16 000
3. 40 x 100 = 31 000
18 000

1000 2000 4000 31 500

0 0 0

9
 LESSON SCRIPT IN MATHEMATICS 3

4. What is twelve multiplied by two 3. 50 x 300 = 3. 60 x 900 =

hundred?
43 000
1 200 15 000

2 400 16 000 47 000

3 600 18 000 54 000

5. Which of the following number 4. What is seventeen multiplied by 4. What is nineteen multiplied by
sentence shows the correct six hundred? nine hundred?
answer?
10 100 17 000
12 x 100 = 1 200
10 200 17 100
11 x 200 = 2 000
10 300
17 300

15 x 200 = 3 100
5. Which of the following number 5. Which of the following number
sentence shows the correct sentence shows the correct
answer? answer?
22 x 500 = 16 000 21 x 800 = 18 000

23 x 300 = 17 500 18 x 700 = 12 600

25 x 400 = 10 000 35 x 600 = 21 000

10
 LESSON SCRIPT IN MATHEMATICS 3

Expected Answers:
Intervention Group Consolidation Group Enhancement Group
1. 2 000 1. 6000 1. 14 000
2. 9 000 2. 18 000 2. 31 500
3. 4 000 3. 15 000 3. 54 000
4. 2 400 4. 10 200 4. 17 100
5. 12 x 100 = 1 200 5. 25 x 400 = 10 000 5. 18 x 700 = 12 600
Additional Activities for
Application or
Remediation (if
applicable)
Remarks
Reflection

11