Republic of the Philippines

Department of Education
Region III – CENTRAL LUZON
Schools Division Office of City of San Fernando (P)
SAN AGUSTIN INTEGRATED SCHOOL - MAIN
SAN AGUSTIN, CITY OF SAN FERNANDO (P)
DETAILED LESSON PLAN IN GRADE 3 Mathematics
General Mathematics
2 Quarter, Week 6, Lesson 48 & 49
nd

I. Objectives
A. Content Standards
The learner demonstrates an understanding of multiplication and division of whole
numbers including money
B. Performance Standards
The learner is able to apply multiplication and division of whole numbers including
money in mathematical problems
C. Learning Competencies
The learner divides 2- to 3-digit numbers by 1- to 2- digit numbers without and with
remainder
D. Objectives
To divide 2- to 3-digit numbers by 1- to 2- digit numbers without and with remainder.
(M3NS-IIh-54.1)
II. Content
Dividing 2- to 3-digit numbers by 1- to 2- digit numbers without and with remainder.
Learning Resources
A. Reference
Math TG pages 183 - 191
Math LM (Kapampangan) pages 186 - 193
III. Procedures
A. Preliminary Activity
1.) Drill
Give the Quotient:

2.) Review

B. Establishing a purpose for the lesson

This is a story book.
Do you like reading books?
What kind of books do you read?
How do you take care of your books?

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C. Presenting the New Lesson

D. Discussion of the Lesson

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 E. Performing the Activities
Activity #1:

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F. Processing the Activities
a) Which strategy/solution did we use to find the quotient?
b) Which of the solutions is easier to use in finding the quotient of 2-to 3-digit number by 1-
digit number? Why?
c) What is the relationship of the remainder to the divisor?
d) How can we check if our answer is correct?
G. Reinforcing the concept
Activity #2:
Answer the following:
1.) 92÷ 4 = ______
2.) Is there any remainder if 96 is divided by 7? What is the remainder?
3.) 258 ÷ 6 – 43, is the number sentence correct? Why? Justify your answer.
4.) Find the quotient: 708 ÷ 8.
5.) Eight hundred sixty-three divided by nine is equal to ______.
H. Summarizing the lesson
How do we multiply 2- to- 3 digit numbers by 1- digit number with and without regrouping?
In multiplying 2- to- 3 digit numbers by 1-digit numbers with and without regrouping,
remember the following steps:
a) What are the different wayas of finding a quotient?
b) What are the steps ind viiding 2=to3=igit numbers by 1-digit numbers using
long division method?
c) When do we have a remainder? (There is a remainder if the dividend
could not be divided exactly by the divisor.)
d) How do we write a quotient with remainder?
e) What do we do to check if our quotient is correct?
I. Evaluation
Fill in the blanks. Choose your answer from the numbers in the box.

1 11 23
6 20 7

1.) The divisor is 12. The dividend is 84. What is the quotient? ___________
2.) The remainder in 295 ÷ 14 is __________.
3.)If the quotient is 30 and the dividend is 600, what is the divisor? ____________
4.) 322 ÷ 14 is _________
5.) The divisor is 80. The dividend is 880. What is the quotient? ____________

Lesson 50:

I. Objectives
A. Content Standards
The learner demonstrates an understanding of multiplication and division of whole
numbers including money
B. Performance Standards
The learner is able to apply multiplication and division of whole numbers including money
in mathematical problems and real-life situation.
C. Learning Competencies
The learner divides 2–3-digit numbers by 10 and 100 without or with remainder. (M3NS-IIh-
54.2)

D. Objectives
To divide 2-3 digit numbers by 10 and 100 without or with remainder.
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II. Content
Dividing 2-3 digit numbers by 10 and 100 without or with remainder.
Learning Resources
A. Reference
Math TG pages 191-196
Math LM (Kapampangan) pages 194 - 197
III. Procedures
A. Preliminary Activity
1.) Drill

2.) Review
Complete the Table:

40 400

50 500

B. Establishing a purpose for the lesson

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C. Presenting the New Lesson

D. Discussion of the Lesson

Example #1:

Example #2:

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 E. Performing the Activities
Activity #1:

F. Processing the Activities

The Methods used in dividing by numbers with 10 and 100 with remainder are:
1. Use of family of multiplication of Division facts
2. Cross out methods/ short cut method.
3. Long method
G. Reinforcing the concept
Activity #2:
Analyze and solve. Write your answers on your paper.
1.) How many 100’s are there in 600? _________
2.) Two-thousand and five hundred has how many hundreds? _________
3.) 5 000 is how many hundreds? _________
4.) 400 is equal to how many tens? _________
5.) 780 has how many tens? ________
H. Summarizing the lesson
What do you do to divide whole numbers by 10 or 100?
To divide whole numbers by 10 or 100, cancel the same number of zeros from both the
dividend and the divisor.
I. Evaluation
Answer the following. Encircle the letter of the correct answer.
1.) I’m 6. My number sentence is:
a. 600÷ 100 = n c. 60 ÷ 5 = n
b. 600 ÷ 10 = n d. 116 ÷10 = n
2.) I’m 80. My number sentence is:
a. 8 000÷ 10 = n c. 800 ÷ 10 = n
b. 8 000 ÷ 100 = n d. 800 ÷100 = n
3.) I’m 53. My number sentence is:
a. 53 ÷ 1 = n c. 530 ÷ 1 000 = n
b. 530 ÷ 100 = n d. 5 300 ÷10 = n
4.) I’m 27. My number sentence is:
a. 2 700 ÷ 100 = n c. 270 ÷ 100 = n
b. 2 700 ÷ 10 = n d. 270 ÷1 = n
5.) I’m a quotient 22 with a remainder of 4. My number sentence is:
a. 2 240 ÷ 10 = n c. 2 240 ÷ 100 = n
b. 2 204 ÷ 10 = n d. 2 204 ÷100 = n

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 Lesson 51
I. Objectives
A. Content Standards
The learner demonstrates an understanding of multiplication and division of whole
numbers including money
B. Performance Standards
The learner is able to apply multiplication and division of whole numbers including
money in mathematical problems and real-life situations
C. Learning Competencies
The learner estimates the quotient of 2- to 3- digit numbers by 1- to 2- digit numbers.(
M3NS-IIi-55.1 )
D. Objectives
To estimates the quotient of 2- to 3- digit numbers by 1- to 2- digit numbers..
II. Content
Estimating the quotient
Learning Resources
A. Reference
Math TG pages 197 - 201
Math LM (Kapampangan) pages 198 - 202
III. Procedures
A. Preliminary Activities
1. Drill
Round off each number.

2. Review

Write the Quotient in the Grid.

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B. Establishing A Purpose for The Lesson

Do you help in doing Household Chores?

How do you help in doing Household Chores?
C. Presenting the New Lesson
Read and Analyze the Word Problem.

A Jeepney driver traveled a total distance of 325 km in 31 days. About how

many kilometers did he travel in each day? (This is assuming he did not have
a day off and the distance covered daily uniformed.)

D. Discussion of the Lesson

Look at the Given: 325 ÷ 31.
Estimate 325 ÷ 31
a) What is the divisor in the given? How many digits are in the divisor?
b) What about the dividend?
c) What is 31 when you round it off to the nearest tens?

325 ÷ 31

a) Now what is your estimate answer?

b) How far did the driver travel a day?
c) Does it mean that the driver travels more or less than 10 km in a day?
d) Why? (The driver more than 10 km in a day because 325 ÷31 = 10 r 15,
which is greater than 10 km.)

Example:

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E. Performing the Activities
Activity #1:
Estimate the Quotient.
1.) 184 ÷ 11 _____ 4.) 677 ÷ 56 _____
2.) 338 ÷ 48 _____ 5.) 889 ÷ 78 _____
3.) 508 ÷ 21 _____
F. Processing the Activities
• How did you get the answers in the activity?
• How many digits are there in the dividends? The divisor?
• Can we get the answer without using our paper and pencil? How?
• What strategies did you use in dividing mentally?
• Which among the strategies given is the easiest for you to divide mentally?

G. Reinforcing the concept

Activity #2:
Estimate the quotient.

1.) 19 ÷ 6 ______ 2.) 29 ÷ 7 ______ 3.) 35 ÷ 7 ______

4.) 68 ÷ 8 ______ 5.) 93 ÷ 6 _______

H. Summarizing the lesson

How do we divide mentaly 2-digit numbers by 1-digit numbers without remainder?
To divide mentally, rename the dividend to numbers that are easy to divide, then add their
quotient.
When the divisor is 5, use compensation method to divide mentally, This means, multiply the
divisor 5 by 2 to make it 10. Then multiply the dividend by 2 and divide its product by 10.
I. Evaluation
Estimate the quotient. Write your answer on the space provided.
1.) 253 ÷ 50 _____ 4.) 270 ÷ 32 _____
2.) 360 ÷ 7 _____ 5.) 432 ÷ 18 _____
3.) 554÷ 6 _____

Lesson 52

I. Objectives
A. Content Standards
The learner demonstrates an understanding of multiplication and division of whole
numbers including money.
B. Performance Standards
The learner is able to apply multiplication and division of whole numbers including
money in mathematical problems and real-life situations.
C. Learning Competencies
The learner divides mentally 2-digit numbers by 1-digit numbers without remainder using
appropriate strategies
D. Objectives
To divide mentally 2-digit numbers by 1-digit numbers without remainder using
appropriate strategies
II. Content
Divides mentally 2-digit numbers by 1-digit numbers without remainder using
appropriate strategies.

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Learning Resources
A. Reference
Math TG pages 201 - 206
Math LM (Kapampangan) pages 203 – 206
III. Procedures
A. Preliminary Activities
1. Drill
Good Morning! Komusta ka at ang iyong pamilya?
Invite mo ang pamilya mo, na umawit ng awit pang Mathematics!
2. Review:

B. Establishing A Purpose For The Lesson

Do you also Share your toys?

How do you feel when you are sharing your toys?
C. Presenting the New Lesson
Miss Hilario has 90 books in mathematics. She wants to divide these books equally
among 3 sections. How many books will each section receive?
a. How many books does Miss Hilario have?
b. What does she want to do with the books?
c. How shall she solve the problem?
d. What is the number sentence? (90 ÷ 3 = n)
D. Discussion of the Lesson
What is the number sentence? (90 ÷ 3 = n)
Let us analyse the given in the problem:
Say: Let’s answer 90 ÷ 3 mentally.
Ask: Look at the dividend. Is it divisible by 10?
Since 90 is a multiple of 10, you can simply use the basic fact to divide 90 by 3
Mentally
90 ÷ 3 = 9 tens divided by 3 equals 3 tens.
So, 90 ÷3 =30 each section will have 30 books.
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 What strategy did you use to get the answer? (Family fact/basic division fact)

If Miss Hilario will distribute the 90 books to 30 schools in Manila, how many books
will each school receive?
What process will you use to solve the problem?
Look at the number of zeros in both the dividend and divisor.
Can we cross out the same number of zeros in both the dividend and divisor?
(Write the equation on the board.)
90÷ 30 = 3
Now think 9 ÷ 3 = 3
So, what is 90 ÷ 30 = 3
Each school will receive 3 books.
What do you call this strategy, when you cancelled the same number of zeros
both in dividend and in divisor? (Cross-out method)
Can you divide 95 by 5 without using paper and pencil?
Let us find the answer:
Can you rename the dividend 95?
By renaming:
95 ÷ 5 = (60 ÷ 5) + (35 ÷ 5)
12 + 7 = 19
So, 95 ÷ 5 =19
In this example, what did you do to divide mentally? (rename the dividend)
What do you call this strategy? (Renaming)
Let us use 95 ÷ 5 in dividing mentally using another strategy:
What is the divisor? (5)
If the divisor is 5, multiply it by 2 to make it 10.
Multiply also the dividend by 2 to compensate and divide its product by 10.

95 ÷ 5 = (95 x 2) ÷ (5 x 2)
190 ÷ 10 = 19

What strategy did you use to divide? 95 ÷ 5? (Compensation)

E. Performing the Activities
Activity #1:
Find the Quotient Mentally.
DIVIDE IT BY 5:

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 F. Processing the Activities
• How did you get the answers in the activity?
• How many digits are there in the dividends? The divisor?
• Can we get the answer without using our paper and pencil? How?
• What strategies did you use in dividing mentally?
• Which among the strategies given is the easiest for you to divide mentally? Why?

G. Reinforcing the concept

Activity #2:
Answer the following.
1. 60 ÷ _____ = 30
2. How many tens are there in 60? _______
3. How many fives are there in 75? ______
4. What is 46 ÷ 2? _______
5. How many 15s are there in 60? _______
H. Summarizing the lesson
How do we divide mentally 2-digit numbers by 1-digit numbers without remainder?
To divide mentally, rename the dividend to numbers that are easy to divide, then add their
quotient.
When the divisor is 5, use compensation method to divide mentally. This means, multiply the
divisor 5 by 2 to make it 10. Then multiply the dividend by 2 and divide its product by 10.
I. Evaluation
Solve mentally then compare the quotients using greater than, less than or equal to.

Prepared by: Checked By: Reviewed by:

CHRISTINE MAE D. GRAJEDA ALYNE E. PAJAROJA EDILET B. ARCIGA

Teacher I Mathematics Leader Master Teacher II

Noted by:

ERROL P. MANALASTAS
School Principal

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 Republic of the Philippines
Department of Education
Region III – CENTRAL LUZON
Schools Division Office of City of San Fernando (P)
SAN AGUSTIN INTEGRATED SCHOOL - MAIN
SAN AGUSTIN, CITY OF SAN FERNANDO (P)
Answer Sheet in Mathematics 3
Quarter 2 (Week 6)

Name:_____________________________________________________________ Score:_______________
Grade/Section:_________________________________________ Teacher: CHRISTINE MAE D. GRAJEDA
Lesson 48 and 49: G. Reinforcing the concept
Activity #2: Answer the following.
1.) 92÷ 4 = ______
2.) Is there any remainder if 96 is divided by 7? What is the remainder?
3.) 258 ÷ 6 – 43, is the number sentence correct? Why? Justify your answer.
4.) Find the quotient: 708 ÷ 8.
5.) Eight hundred sixty-three divided by nine is equal to ______.
I. Evaluation
Fill in the blanks. Choose your answer from the numbers in the box.

1 11 23
6 20 7

1.) The divisor is 12. The dividend is 84. What is the quotient? ___________
2.) The remainder in 295 ÷ 14 is __________.
3.)If the quotient is 30 and the dividend is 600, what is the divisor? ____________
4.) 322 ÷ 14 is _________
5.) The divisor is 80. The dividend is 880. What is the quotient? ____________
Lesson 50: G. Reinforcing the concept
Activity #2: Analyze and solve. Write your answers on your paper.
1.) How many 100’s are there in 600? _________
2.) Two-thousand and five hundred has how many hundreds? _________
3.) 5 000 is how many hundreds? _________
4.) 400 is equal to how many tens? _________
5.) 780 has how many tens? ________
I. Evaluation
Answer the following. Encircle the letter of the correct answer.
1.) I’m 6. My number sentence is:
a. 600÷ 100 = n c. 60 ÷ 5 = n
b. 600 ÷ 10 = n d. 116 ÷10 = n
2.) I’m 80. My number sentence is:
a. 8 000÷ 10 = n c. 800 ÷ 10 = n
b. 8 000 ÷ 100 = n d. 800 ÷100 = n
3.) I’m 53. My number sentence is:
a. 53 ÷ 1 = n c. 530 ÷ 1 000 = n
b. 530 ÷ 100 = n d. 5 300 ÷10 = n
4.) I’m 27. My number sentence is:
a. 2 700 ÷ 100 = n c. 270 ÷ 100 = n
b. 2 700 ÷ 10 = n d. 270 ÷1 = n
5.) I’m a quotient 22 with a remainder of 4. My number sentence is:
a. 2 240 ÷ 10 = n c. 2 240 ÷ 100 = n
b. 2 204 ÷ 10 = n d. 2 204 ÷100 = n

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Lesson 51: G. Reinforcing the concept
Activity #2: Estimate the quotient.

1.) 19 ÷ 6 ______ 2.) 29 ÷ 7 ______ 3.) 35 ÷ 7 ______

4.) 68 ÷ 8 ______ 5.) 93 ÷ 6 _______

I. Evaluation
Estimate the quotient. Write your answer on the space provided.
1.) 253 ÷ 50 _____ 4.) 270 ÷ 32 _____
2.) 360 ÷ 7 _____ 5.) 432 ÷ 18 _____
3.) 554÷ 6 _____

Lesson 52: G. Reinforcing the concept

Activity #2: Answer the following.
1. 60 ÷ _____ = 30
2. How many tens are there in 60? _______
3. How many fives are there in 75? ______
4. What is 46 ÷ 2? _______
5. How many 15s are there in 60? _______
I. Evaluation
Solve mentally then compare the quotients using greater than, less than or equal to.

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