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Subject: Mathematics
Semester: 1
Period: 3
Week: 13
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 3
Date: Week 13
Lesson Duration: 45 minutes
Week & Period: Week 13, Period 3
Topic: Operations with Whole Numbers (1–4 digits)
Sub-topic: Addition, Subtraction, Multiplication, and Division with Renaming
Learning Objectives
By the end of the lesson, students should be able to:
Add 3–4 digit numbers with renaming
Subtract 3–4 digit numbers with renaming
Multiply 2–4 digit numbers by 1–2 digit numbers
Divide 1–3 digit numbers by 1–2 digit numbers
Previous Knowledge
Students already know how to add and subtract 1–2 digit numbers without renaming and can identify multiplication as repeated addition.
Instructional Materials
Mathematics textbook for Grade 3, base-10 blocks, multiplication charts, flashcards, place value charts
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
Teacher writes a simple problem such as 54 + 29 on the board and asks students to solve mentally. Short oral drill: 7 × 6 = ?, 81 ÷ 9 = ?, 120 – 45 = ?. Teacher praises correct answers and connects warm-up to the day’s lesson on multi-digit operations.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
Teacher explains addition with regrouping: when the sum in a column exceeds 9, we rename (regroup) into the next place value. Example: 376 + 489 = 865.
Teacher demonstrates subtraction with borrowing: Example: 723 – 456 = 267. If the digit above is smaller, borrow from the next place value.
Multiplication: Teacher explains long multiplication step-by-step. Example: 234 × 12 = 2,808.
Division: Teacher explains long division and short division. Example: 864 ÷ 12 = 72. Teacher emphasizes repeated subtraction and sharing as meanings of division.
Learners’ Activities (Expanded):
Students solve problems in pairs using base-10 blocks.
Students practice regrouping using place value charts.
Students work on multiplication drills in groups.
Students perform short division using number lines.
Assessment Checks:
Teacher checks individual work on problems such as 3,452 + 2,678, 5,320 – 4,185, 246 × 14, and 672 ÷ 12.
Notes (Expanded & Detailed):
Addition and subtraction with renaming involve careful carrying and borrowing across place values. Multiplication uses repeated addition, while division represents equal sharing or grouping. These four operations form the foundation of arithmetic and real-life problem-solving.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: Teacher reviews the steps in solving addition, subtraction, multiplication, and division with renaming.
Evaluation Method (Expanded):
Exit slip/quiz: Solve 528 + 439, 1,024 – 689, 135 × 7, and 648 ÷ 9.
Teacher will collect slips and provide oral feedback.
Assignment (Expanded):
Solve 5 mixed problems from the textbook involving addition, subtraction, multiplication, and division.
Follow-up Activity:
Practice regrouping using base-10 blocks at home.
Differentiation / Inclusive Strategies
Pair weaker students with stronger ones during group activities. Provide additional counters and number charts for learners who need visual aids.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low