Lesson Plan 1

                        Lesson 1 – KWL

Subject:   Mathematics                                               Level:  Grade 3

Topic:   Multiplication                                               Time:   45 minutes


Power point, K (what we know) W (what we want to learn) L (what we have learned) KWL charts, multiplication chart

Instructional Objectives:

By the end of the class, students will be able to:

  1. express their ideas about what they know about the topic
  2. ask what they want to know more about the topic
  3. discuss what they have learned
  4. identify important facts about multiplication


The lesson is about the meaning of multiplication. The teacher is going to facilitate with the use of the new strategy which is called KWL strategy. The teacher is going to test the knowledge of the students about the general facts about multiplication by helping or assisting and organizing the thoughts of the students through asking questions. Students were given assignment to read about multiplication a day before the lesson.


      Teacher’s Activity                Students’ Activity
1. Teacher greets the students

      “Good afternoon class.”

Students response happily and politely.

“Good afternoon ma’am Lily.”

2. Teacher puts up the KWL chart on the board.

 “ This afternoon we are going to learn      a new strategy which is called KWL. K stands for what you know, W  stands for what do you want to learn, and L stands for what you have learned.”


Students wait patiently and listen attentively.

3. Teacher asks the students what they  know about the topic and writes them in the K column.

     “ Today, we will learn about  multiplication. Can you tell me what do you know about multiplication?


Students mention specific knowledge they know about the topic.

4. Teacher asks the students about what they want to know about the topic and write them in the W column.

  “This time, let us discuss what do you  want to know more about  multiplication?  Perhaps there more things that you want to more.”


Students eagerly express what is in their thoughts.

5. Teacher discusses and views some important facts about the topic in a PowerPoint presentation.

“Now, let us check if what you have shared as what you know about  multiplication is being discussed in the slides at the same time let us see if we could find answers to your questions. 

  “Now, what have you learned? Have you learned something new today   about multiplication? Anyone can tell me what you have  learned?”

Students listen attentively and read when he or she is called to do so.



If it is written or if their questions are being answered students read the exact point where it is stated or mention.

Students raise their hands and tell what they have learned.


6. Teacher rechecks the KWL chart and  identifies given thoughts that are not answered.

“This time, for those items that we we’re not able to answer, copy them and  answer them at home as your assignments. You may ask your parents, siblings, or search in Google to find the answers and we will discuss them next meeting.”



Students copy their assignments.



  1. Do a research about the items that were not answered.
  2. Read page 256
  3. Prepare for a short quiz next meeting

Lesson Material


UXL Encyclopedia of Science

COPYRIGHT 2002 The Gale Group, Inc.


Multiplication is often described as repeated addition. For example, the product 3 x 4 is equal to the sum of three 4s: 4+4+4.


In talking about multiplication, several terms are used. In the expression 3 x 4, the entire expression, whether it is written as 3 x 4 or as 12, is called the product. In other words, the answer to a multiplication problem is the product. In the original expression, the numbers 3 and 4 are each called multipliers, factors, or terms. At one time, the words multiplication and multiplier were used to indicate which number got multiplied and which number did the multiplying. That terminology has now fallen into disuse. Now the term multiplier applies to either number.

Multiplication is symbolized in three ways: with an x, as in 3 x 4: with a centered dot, as in 3.4; and by writing the numbers next to each other, as in 3(4), (3)(4), 5x, or (x+y)(x-y).

Words to Know

Factor              : A number used as a multiplier in a product.

Multiplier        : One of two or more numbers combined by multiplication to form a       product

Product           : The result of multiplying two or more numbers.


Multiplication is used in almost every aspect of our daily lives. Suppose you want to buy three cartoons of eggs, each containing a dozen eggs, at 79 cents per cartoon. You can find the total number of eggs purchased (3cartoons times 12 eggs per cartoon = 36 eggs) and the cost of the purchase (3 cartoons at 79 cents per cartoon = $2.37). Specialized professions use multiplication in an endless variety of ways. For example, calculating the speed with which the Space Shuttle will lift off its launch pad involves untold numbers of multiplication calculations.

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Lesson Plan 2

Taba Inductive

Subject       : Mathematics

Level   : Grade 3

Topic             : Prime Numbers

Time    : 45 minutes

Class size         : 24 students


Data set that is made up of colorful flash cards with prime and composite numbers.

Instructional Objectives:

By the end of the class, students will be able to:

  1. Define prime numbers
  2. Classify prime numbers
  3. Label prime numbers


  1. Introduction

In reducing fractions, there is a basic knowledge you need to learn before you can    identify whether fractions are in the lowest terms or not. To know this, you need to learn how to differentiate between prime and composite numbers.

  1. Taba Inductive Method


              Teacher Activity           Student Activity
Phase 1 (Concept Formation)

“Let me divide you into 6 groups. Each group will be given a data set. Then I want you to group the data set into two groups. After that I want you to classify the data set and name each of the group you made. It’s okay to group another group that you think is not related to each and you can name them as nameless group.” Then I want you to think of one attribute of each group beside for being a number.”

Phase 2 (Interpretation)

“Now, I want you to write and discuss the similarities and differences of each group you have made.

 The groups that you are supposed to have are the prime and composite numbers. A prime number is a whole number greater than 1, whose only two whole-number factors are 1 and itself. The first few prime numbers are 2, 3, 5, 7, 11, 13, 17, 19, 23, and 29. As we proceed in the set of natural numbers N = {1, 2, 3, …}, the primes become less and less frequent in general. Composite Number is a whole number that can be divided evenly by numbers other than 1 or itself. Example: 9 can be divided evenly by 3 (as well as 1 and 9), so 9 is a composite number. But 7 cannot be divided evenly (except by 1 and 7), so is NOT a composite number (it is a prime number).

Phase 3 (Application)

“Now, here are some other sets of numbers and I want you to label them prime or composite.”


students classify date set into 2 groups


name each group they made





discuss one attribute of each group







write the similarities and differences of each group they make


discuss among their group about the similarities and differences



label the given numbers either prime or composite number


            Numbers are infinite. You can extend as far as you want; as big as you can. However, in this topic, we can classify them into two groups– prime and composite. No matter how big the numbers are, they can always be classified as prime and composite. Identifying them will help you to reduce fractions effectively and quickly.

Lesson Plan 3

 Concept Attainment


Subject      : Mathematics

Level   : Grade 3

Topic         : Money Problem Equation

Time    : 45 minutes

Class size        : 24 students


Mathematical symbol pictures , some pictures that are not related to math for the “no” column ,scotch tape, board marker, icons of happy face and sad fact. Textbook

Instructional Objectives:

By the end of the class, students will be able to:1. Identify the main concept of money equation3. Learn important facts about money equationIntroduction:The lesson is about Money Equation. The teacher is going to use new strategy called Concept Attainment. The teacher is going to test the knowledge of the students about the general facts of money equation by helping and organizing their thoughts using some pictures that help them to guess the concept of the lesson.

Pre-Analysis of Concept 

Enumerate the symbols needed for money equation

Name of the concept         :           Money Problem Equation

Main essential attribute of Money Equation concept. Like $1.00 is equal to 3 dimes, + 3 quarters + 5 pennies. (+, -, =, $, x, . sings)

Non-essential attributes like: star, crocodile, division symbol, and triangle shape

Basic Rule: An Equation says that two things are equal. Equation has “equal” (=) sign. And two sides on either side of “equal” (=) sign are equal. Example:  3 dimes – 2 nickels + 12 pennies   = $.32           .30   –   .10         + .12           = $.32 

Examples to be utilized

(3 x .10) – (2 x .05) + (12 x .01)     = $.32

Basic mathematical symbols are needed in solving money equation. “Yes” examples Pictures of mathematical symbols such us plus sign, dollar sign, decimal point, equal sign and parentheses “No” examples. Various pictures that are not related to the topic such as star, triangle, crocodile and division sign.


Teacher’s Activity Students’ Activity
Phase 1. Presentation of data and  identification of the concept

1. Procedure

Teacher greets the students.

      “Good afternoon class. Today we are going to have an interesting activity. I have here a sad face and a happy face. I want you to guess an idea that I have in mind. The happy face is for the YES answers and the sad face is for the NO answers.




Students response happily and politely.


Students look excited to participate.


2. Focus statement

”This activity does not require talking. Please don’t talk to your seatmates. I just want you to think silently so you can guess the concept that I have in my mind. ”

3. Teacher presents the pictures.

   “I want you to think what is common in the YES column and in the NO column.”

Students listen attentively.


Students think critically.

4. Teacher asks the students to start  thinking about the concept while   giving more examples.

“I want you to show me your thumbs up if your answer is YES and show your thumbs down if your answer is NO. Also,

try to form an idea through the examples I am posting for you to guess the content I have in mind.”



Students are thinking and contemplating by showing their answers through non-verbal response.

Phase 2 – Testing the concept  attainment

5.Teacher presents additional examples and asks students to name the concept.

“Anyone can guess what the concept is now?

6. Teacher asks for a basic signs or symbols based on the essential attributes.

 “What are the signs or symbols do we need in solving in money equation?”

Students eagerly express what is in their minds.




Students enumerate the symbols that are needed in money equation.

7. Teacher asks students to give their own example.

“Now, can you think of some more examples that you can contribute to our content. Can you draw them on the board?



Several students volunteer to draw additional examples they have in mind


Phase 3 – Analysis of thinking strategies

8. Teacher asks the students to describe  their thinking process used to discover the concept.

“Let me ask you, what comes to your mind when you first saw the examples I have pasted on the board? What makes able to guess the concept I have in mind?”

“I am happy that you were able to guess the concept of our lesson for today. Remember the important facts you need to do in money equation.”







Students express their feelings and ideas about the content.



  1. Practice page 255.
  2. Prepare for a board work recitation next meeting.

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