Date:____________________________ Day:____________________

Lesson 43 Solving Problems involving Multiplication

with Addition and/or Subtraction of Whole Numbers

Objective
Solve routine and non-routine problems involving multiplication with addition and
subtraction of whole numbers including money using appropriate problem solving
strategies and tools

Value Focus
Honesty, Cooperation

Prerequisite Skills
1. Basic addition, subtraction and multiplication facts
2. Steps in solving word problem

Materials
Flash cards, activity card, story problem

Instructional Procedures
A. Preliminary Activities
1. Drill
The teacher flashes the cards and the children write their answers on their
“Show Me” board.
32 20 83 42 21
x2 x4 x3 x2 x2

2. Review
Present the problem written on Manila paper.

Laura made 56 sampaguita garlands. Each garland has

13 pieces of sampaguita. How many pieces of sampaguita
did she use in all?

Ask: Who made sampaguita garlands?

How many sampaguita garlands did she make?
What is asked in the problem?
What are given?
What is the operation to be used to solve the problem?

Let the children solve the problem and show the answer in their “Show Me”
board.

3. Motivation
Present the word problem.

Joy bought 5 shirts for PhP94.00 each. If she had PhP475.00,

how much change would she get?

Ask: Who bought 5 shirts?

How much did each shirt cost?
How much money did she have?
How much would he spend for his five shirts?
The salesgirl happened to give a change more than what Joy should receive.
If you were Joy, what would you do? Why?
Is it good to return the money that does not belong to you? Why?

B. Developmental Activities
1. Presenting the Lesson
a. Using the problem in the motivation, ask the pupils to act out through
“Play Store” wherein pictures or objects like shirts, play money, etc. are
used. A pupil will go to the store and buy shirts.
b. Present the problem using a diagram.

Read How many shirts were bought?

How much did a shirt cost?
How much money did Joy have?
Plan What is the hidden question? the cost of 5 shirts
What is asked? change Joy would get
What operation should be used?
What is the number sentence?
PhP475 - (PhP94.00 x 5) = N

Solve
STEP 1 - Look for the cost of 5 shirts.

PhP 94.00 cost of 1 shirt

x5 number of shirts bought
PhP470.00 cost of 5 shirts

STEP 2
PhP 475.00 money of Joy
-470.00 cost of 5 shirts
PhP 5.00 change

Check : Go over the solution.

Is it correct?
Is your answer reasonable?
Is it complete?

2. Performing the Activity

Let the pupils solve the problems by group.
a. There are 2 boxes of marbles. Each box has 12 marbles. How many
marbles are there in all? If you get 5 marbles in one box, how many
marbles will be left?

Solution 1. Role Play

Call 1 group to act out the situation. Let them present the 2 boxes. Let the
class count the number of marbles in each box. Request one pupil to get
5 marbles in one box. Ask the class to count the number of marbles left.

Solution 2. By Drawing
Call 1 group to draw 2 boxes on a Manila paper. Let another group draw
12 marbles in each box. Ask one pupil to remove 5 marbles in one box.
Let the whole class count the number of marbles left.

b. Four persons can sit at a square table. How many persons can sit at
three square tables placed end-to-end?

Solution 1. By drawing a picture

Directions:
1. Draw three square tables placed end-to-end.
2. Count how many persons can be seated after the three tables are
placed end-to-end.

Solution 2. By using a number sentence

Answer the following questions:

1. How many persons can be seated on individual square tables?
Write the number sentence.
2. Will there be the same number of persons seating if the square
tables are placed end-to-end? Why?
3. How many persons cannot be seated? What will be the number
sentence?
4. How many persons can be seated if the square tables are placed
end-to-end? Show your solutions using the number sentence.

3. Processing the Activity

Ask the groups assigned to show their work in class. Ask them to explain how
they got their answers.

Expected answers of pupils for Problem 1

We had a role play of the situation. We added the number of marbles first.
Then, we subtracted the 5 marbles from one box. We found the total number
of marbles by counting the remaining marbles.
(12 + 12) – 5 = n

We drew 2 boxes and 12 marbles in each box. We crossed-out five marbles

in one box. We counted the number of marbles left in the two boxes to get
the answer to the question.
(2 x 12) – 5 = n

Expected answers of pupils for for Problem 2

Solution 1. By drawing a picture
Solution 2. By using a number sentence

Ask:
How many persons can be seated on individual square tables? Let
them write the number sentence.
3x4=n
3 x 4 = 12 persons
Will there be the same number of persons (12 persons) seating if the
square tables are placed end-to-end? Why? How many persons
cannot be seated?
What will be the number sentence?
(3 x 4) – 4 = n
So, how many persons can be seated if the square tables are placed
end-to-end?
Let the pupils solve using the number sentence.
(3 x 4) – 4 = n
12 – 4 = 8
So, the number of persons who can sit at three square tables placed
end-to-end is 8 persons.

Emphasize to the pupils that in solving 2-step word problems, answer the
hidden question first, then the given question. The operation inside the
parentheses is done first.

In solving two-step word problems, use the following questions as guide:

a. What is asked for in the problem?
b. What are the given facts?
c. What is the hidden question?
d. What processes will you use to answer the hidden question?
e. What is the number sentence?
f. What is the complete answer?
g. What strategy/ strategies will you use to solve the problem?

4. Reinforcing the Concept

Let the pupils read, analyze and solve the problems in Activity 1 in the LM. Let
them do the activity on their paper.

5. Summarizing the Lesson

Ask: How did you solve the problem?
What helped you solve it?

6. Applying to New and Other Situations

Let pupils work on Activity 2 in the LM. Read and analyze the problems. Let
them write their answer in their notebooks.

C. Evaluation
Have pupils work on Activity 3 in the LM individually. Let them write their answers
on their paper.

D. Home Activity
Let the pupils copy Activity 4 in the LM and have pupils work on this at home.

Date:____________________________ Day:____________________
 Lesson 44 Creating Problems involving Multiplication
without or with Addition or Subtraction

Objective
Create problems involving multiplication without or with addition or subtraction of
whole numbers including money with reasonable answers

Value focus
Environmental awareness

Prerequisite Concepts and Skills

Multiplication, addition, and subtraction of whole numbers including money

Materials
Textbook, flashcard/smart board, roulette, activity number cards, pictures of waste
materials/garbage improperly disposed of

Instructional Procedures
A. Preliminary Activities
1. Drill
Use the following.
a. Roulette to practice learners skills in multiplication
b. Flash cards to practice learners skills in addition and subtraction

2. Review
Ask pupils to give the missing number in each expression.

3. Motivation
Divide the class into 8 groups. Let each group discuss the problem below.
Ask: What are the environmental problems created by people in destroying
the environment? How can people provide solutions to these
problems? How can people lessen environmental problems?
Ask a representative from each group to share their ideas.
After the sharing of each group, infuse the value of “Environmental
Awareness.”
Note: Teacher should use the statements below in valuing.
Examples of environmental issues:
 improper disposal of garbage (Elimination/reduction of wastes in the
environment)
 Use of carbon dioxide which contributes to global warming (Shift in
behavior towards the environment and individuals’ use of natural resources, ensuring
sustainable development and conservation of the
environment.)

B. Developmental Activities
1. Presenting the Lesson
Post the problem on the board. Ask a pupil to read it.
One morning Ruby saw 4 guavas in their backyard with 4 birds eating
on each guava.
Ask the following:
a. Who saw guavas in their backyard?
b. How many guavas did she see in their backyard?
c. How many birds eat in each guava?
d. How many birds all in all did Ruby see eating the guavas?
e. Putting together the birds and the guavas, how many are there in all?
f. How many operations are used in the problem?
g. Can you also create/make your own problem, like the one given, where
you can apply multiplication with addition, or multiplication with
subtraction?

2. Performing the Activities

Group Work Activity
Divide the class into 6 groups. Let each group discuss how they will make a
problem based on the given situation. Three groups will focus on Problem 1,
while the other three groups will focus on Problem 2.

Problem 1. Involve multiplication with addition (two-step problem).

Situation: Mark needs 3 white t-shirts to be used in camping.
T-shirt price is PhP120.00.
Mark has only PhP300.00.

Problem 2. Use multiplication with subtraction (Two-step problem.)

Situation: Adore plans to donate 3 plants in school.
Adore has PhP500.00.
Price of plants is PhP130.00 each.

While the pupils are doing the activity, go around and guide/assist the pupils.
Ask each group to show their work and give them time to explain their output
in class.

3. Processing the Activities

After the activities have been done, let the groups post their created
problems in each situation and let them do the tasks below.
a. Role play the situation. (Call at least 2 groups to do it. Then ask the
class to solve the problem.)
b. Illustrate the problem and make the number sentence. Then solve the
problem with the solution.

4. Reinforcing the Concept

Pair Work Activity
Ask the pairs to create/make a problem based on the given situation. Half of
the pair will focus on Problem 1, while the other half will focus on Problem 2.

Problem 1. Use multiplication with addition (two-step procedure).

Situation: Eric needs to buy 3 boxes of chocolates.
Price is PhP200.00 for every box of chocolate.
Eric has only PhP350.00.

Problem 2. Use multiplication with subtraction (two-step procedure).

Situation: Tom wants to buy a pair of pants.
He has PhP1000.00.
Price of pair of pants is PhP700.00.

5. Summarizing the Lesson

What did you do to be able to create a problem given some situations?

Steps in creating word problems:

a. Familiarize yourself with the concepts in math. Think of the application to
every day life situations.
b. Think of the type of problem you want to create and the operations to
be used. Relate the problem to a real-life situation.
c. Read more on math problem solving. Study the solution in solving the
problems.
d. Make your own styles/strategies to justify the solutions.

6. Applying to New and Other Situations

Let the pupils do Activity 1 in the LM. Discuss their work afterwards.
(Answers vary)
Sample Problem:
1) Mother bought 2 boxes of donuts with 12 donuts in each box. How many
donuts are there in all?
2) Each cup of soup costs PhP5.00. Edna was not able to sell 4 cups out of
the 16 cups. How much was the amount of soup sold?

C. Evaluation
Let pupils do Activity 2 in the LM. Check pupils’ work.
(Answers vary)
Sample Problem:
1) Andoy placed the eggs in three trays. If there are 12 eggs in each tray and
there are 5 eggs not placed in any tray, how many eggs are there in all?
2) Joey bought 9 balloons for her 3 sisters. Each balloon costs PhP15.00. If each
girl received the same number of balloons, how much did Joey spend for
the balloons he gave to each of his sisters?

D. Home Activity
Divide pupils into five groups. Let them do Activity 3 in the LM as homework on
their papers.
Answers vary for A and B.

Date:__________________________ Day:___________________
 Lesson 45 Multiples of 1- to 2-Digit Numbers

Objective
State the multiples of 1- to 2-digit numbers

Value Focus
Cooperation

Prerequisite Concepts and Skills

Four fundamental operations

Materials
Flashcards, wooden blocks, number wheel, pictures of different activities of man
that destroys the environment

Instructional Procedures
A. Preliminary Activities
1. Drill
Show division facts written on flash cards. Ask learners by row/group to give
the quotient.

2. Review
Supply the missing number to complete each number sentence.
1) ___ ÷ 7 = 4
2) 35 ÷ ___ = 5
3) 50 ÷ 10 = ___
4) 36 ÷ 6 = ___
5) ___ ÷ 9 = 9

3. Motivation
Do the opposite of your drill. Give the multiplication facts. Ask other learners
by row/group (to give others a chance to participate) to give the
answer/product.
multiply the number by 8, 9, 10, 11, 12, 13
multiply the number by 6, 7, 8, 9, 10, 11, 12
multiply the number by 4, 5, 6, 7, 10, 20, 30
multiply the number by 6, 7, 8, 9, 10, 15, 20

B. Developmental Activities
1. Presenting the Lesson
Show these numbers.
Ask: What are the next numbers? Why do you think they are the next
numbers?
a. 2, 4, 6, 8, ___, ___, ___
b. 3, 6, 9, 12, ___, ___, ___
c. 10, 20, 30, 40, ___, ___, ___
d. 12, 24, 36, 48, ___, ___, ___

2. Performing the Activities

Show the series of numbers. Ask the pupils to observe and determine the
pattern.
a. 2 4 6 8 10 12 14
b. 3 6 9 12 15 18 21
c. 10 20 30 40 50 60 70
d. 12 24 36 48 60 72 84

Ask: How did you get your answers in each of the number patterns?
Note to the teacher: Answers can be any of the following strategies:
a. Multiplying the first number by 2, 3, 4, 5, … to get the next 3 missing
numbers.
b. Adding the common difference of the numbers to the next
numbers and so forth to get the next 3 missing numbers.

Ask: Extend the number patterns in given activity, give the next 5 multiples
for a, b, c, and d using any of the above strategies.

Group Activity
Let each group do Activity 1 in the LM. Let them find the next 6 multiples of
the given number. Let them write their answers on their answer sheets.
Discuss the groups’ answers.

3. Processing the Activities

Ask each group to present their work and ask them how they were able to
get the multiples of a given number.
Ask them to discuss their answers on the work sheet.

4. Reinforcing the Concept

Show a number wheel to the class.
Call a group and ask a member to spin the number wheel.
a. In the first spin, whichever number will show up all members of the group
will state 10 of the multiples of that 1- digit number.
b. In the second spin, whichever number will show up in the first and in the
second spin, all members will state 5 multiples of that 2 – digit numbers.

5. Summarizing the Lesson

a. Multiplying the first number by 2, 3, 4, 5, and so on will determine the next
multiples of number.
b. Adding the common difference of the numbers to the next numbers and
so forth will arrive at the next multiples of the number.

6. Applying to New and Other Situations

a. Show a calendar. Ask pupils what pattern of multiples of numbers they
can see in the calendar.
b. Let pupils answer Activity 2 by pairs.

C. Evaluation
Ask pupils to answer Activities 3 and 4 in the LM individually.

D. Home Activity
Assign Activity 5 in the LM as pupils’ homework.
Date:____________________________ Day:____________________

Lesson 46 Dividing Numbers up to 100 by 6, 7, 8, and 9

Objective
Visualize division of numbers up to 100 by 6, 7, 8 and 9

Value Focus
Envisioning the beauty and abundance of nature

Prerequisite Concepts and Skills

Concept on the four fundamental operations

Materials
Activity cards, spin a wheel number, flashcard/smart board, wooden blocks,
pictures of different activities of man taking care of the environment

Instructional Procedures
A. Preliminary Activities
1. Drill
Flash cards with basic division facts and ask pupils by row/group to give the
answer/ quotient.

2. Review
Call pupils to supply the missing number to complete each sentence.
1) ___ x 7 = 42
2) 5 x ___ = 35
3) 6 x 9 = ___
4) ___ x 8 = 56
5) ___ x 9 = 81

3. Motivation
Ask pupils to read the quotation.
A quote as lovely as my inspiration …
Let our life in school be like playing an arithmetic…
JOYS added,
FRIENDS multiplied,
SORROWS subtracted,
But note that LOVE cannot be divided among our teachers
and us, learners.

Ask pupils to explain what they have read. Elaborate or explain further.

B. Developmental Activities
1. Presenting the Lesson
Present a problem situation and ask pupils to think of the answer. Allow 2 or 3
of them to show their solution/s.
My older brother and sister wanted to help shoulder our parents’
expenses at home. They plan on how they can help our parents. In our
backyard, my brother and sister made a garden plot for planting
eggplant seedlings to sell in the market after the harvest. They planted
48 eggplant seedlings equally in 6 rows. How many seedlings were in
each row?
a. Analyze and solve the problem using an illustration:
Ask: (suggested questions)
1) Who wanted to help the parents in family expenses at home?
2) What did they do to help their parents?
3) Do you want to help your Nanay and Tatay too?
4) What kind of brother and sister are they? Do you want them?
5) How many seedlings did they plant in all?
Show their solutions.
6) How many seedlings are there in all?
7) How many rows are there?
8) How many seedlings are there in each row?
9) Write your mathematical sentence and solve.
(Hint to teacher: 48 ÷ 6 = n)

2. Performing the Activity

Let pupils do this problem.
There are 98 pupils in Grade 4. They are assigned in each section
equally to the 4 mathematics teachers and the 3 science teachers as the
class advisers. How many pupils will be under the class advisory of each
teacher?

Guide questions:
a. How many pupils are there?
b. How many are teachers?
c. What is your dividend?
d. What is your divisor?
e. What is missing in the problem?
f. Write the number sentence.
g. Solve!

3. Processing the Activity

Ask:
1) How did you solve the problem above?
2) What information/data did you consider to solve the problem?
Say: Look at the division sentence.
56 ÷ 8 = 7, if we use instead of 56, we have
÷ 8 = 7. How will you find the value of ? We multiply 8 by 7.
56 ÷ 8 = 7.
Explain that in finding the quotient we are finding on the factors. When
multiplying the product and divisor we are finding the dividend. Lead the
pupils to see that division is opposite of multiplication.

Group Activity
In your group get your partner and do the activity in pair. Fill in the
appropriate data and solve. (chart )

Discuss pupils’ answers.

4. Reinforcing the Concept
Let the pupils answer Activity 1 in the LM in their notebook. Discuss how they
solve the problems.

5. Summarizing the Lesson

a. How do you visualize a problem in division?
b. Name the terms involved in division facts.
c. How do you call the result/answer in dividing two numbers?

6. Applying to New and Other Situations

Think and visualize the problem.
Example 1:
Thirty eggs in a basket were transferred to an egg box. How many
rows are there in an egg box, if 6 eggs are placed in each row of an
egg box?
30 ÷ 6 = ?
Let the pupils answer Activity 2 in the LM by pairs. Discuss their answers
afterwards.

C. Evaluation
Let the pupils answer Activity 3 in the LM individually.

D. Home Activity
Let the pupils answer Activity 4 in the LM individually in their notebook.

Date:_____________________________ Day:_____________________

Lesson 47 Stating Division Facts of Numbers up to 10

Objective
State basic division facts of numbers up to 10

Value Focus
Orderliness and Cooperation

Prerequisite Concepts and Skills

Multiplication

Materials
Flashcards with multiplication and division facts

Instructional Procedures
A. Preliminary Activities
1. Drill
Multiplication basic facts
Show flash cards with basic multiplication facts and ask pupils to give the
answer.

2. Review
Flash cards with division sentences (around 4 to 5 sentences).
Let pupils identify the terms in a division sentence.
Ask: Which is the dividend? divisor? quotient?

Example: 24 ÷ 6 = 4

3. Motivation
Play the game “The boat is sinking” for 3 minutes.
Mechanics of the game:
a. Let the pupils stand and stay in one place altogether.
b. The teacher/leader says, “The boat is sinking, lifeboats for five.” The
pupils will form groups with five members in each group. The pupils
who cannot form a group with 5 members will sit down.
c. The teacher/leader will say again, “The boat is sinking, lifeboats for
eight.” The pupils will again form groups with eight members in each
group. The pupils who cannot form a group with 8 members will sit
down.
d. Do the activity until only 1-3 pupils are left or until the given time is over.
Ask: How did the class perform the game? (orderly, cooperatively)

B. Developmental Activities
1. Presenting the Lesson
Show a picture of objects grouped equally.

Ask:
a. How many boxes are there in all?
b. How many balls are there in each box?
c. How many balls are there in all?
d. What multiplication facts/sentences can we give/write? (3 x 5 = 15) This
means there are 5 balls in each box and there are 3 boxes, so, 15 balls in
all.
e. What division facts/sentences can we give/write? (15 􀵊 3 = 5)
This means 15 balls divided equally in 3 boxes equals 5 balls in each box;
or 15 􀵊 5 = 3; this means 15 balls divided equally with 5 balls in each box
equals 3 boxes.

2. Performing the Activity

Let pupils study the table below. Call a pupil to show the multiplication and
division facts/sentences given in the example. Call more pupils to give 2 or 3
multiplication and division sentences.
Example: 6 x 4 = 24 4 x 6 = 24 24 ÷ 4 = 6 24 ÷ 6 = 4

Divide the class into 5 groups. Let each group complete the table. Let them
give/write 5 families of multiplication and division sentences/facts.

3. Processing the Activity

Let the groups present their work.
Ask:
a. What multiplication facts have you given/written?
b. How were you able to give/write the division facts/sentences? (by
knowing the multiplication facts, we can give the division facts)
c. What can you say about the multiplication facts and the division facts?
(The division facts are the inverse of the multiplication facts)

4. Reinforcing the Concept

Let pupils answer Activities 1–3 in the LM. Discuss some items in the activities
that need to be emphasized.

5. Summarizing the Lesson

Ask:
How can we give or state the division facts?
(We can give or state the division facts by knowing or giving the
multiplication facts then convert this into division facts.)

6. Applying to New and Other Situations

Let pupils answer Activity 4 in the LM. If necessary, discuss the puzzle. Ask
pupils how they got their answers.

C. Evaluation
Let pupils do Activity 5 in the LM. Check pupil’s work.

D. Home Activity
For pupils’ homework, let them do Activities 6 and 7 in the LM.