Vision L’Altra Montessori School, Inc.

Mission

This institution envisions in becoming

High School Department LMSI is committed to provide a unique
an exemplary and indispensable element in S.Y. 2024-2025 and quality education advanced in academic,
changing the lives of young people by physical, emotional, social, and spiritual life,
providing excellent and quality education. geared towards strengthening the child and
prepare him/her for life and a better future.

FIRST QUARTER
LEARNING PLAN IN MATHEMATICS 3

Content Standards ● Demonstrates understanding of proper and improper, similar and dissimilar and equivalent fractions.
● Demonstrates understanding of lines, symmetrical designs, and tessellation using square, triangle and other shapes that
can tessellate.

Performance ● Recognize and represent proper and improper, similar and dissimilar and equivalent fractions in various forms and contexts
Standards ● Recognize and represent lines in real objects and designs or drawings, complete symmetrical designs, and create patterns
of designs using square, triangle and other shapes that can tessellate.

Schedule Topic/s Learning Learning Institutional Core Materials &

Competencies/ Experiences/Methodology Values/21st Century Resources
Skills
Objectives
● Understandi ● illustrates A. Preliminary Activities The learners become… ● Whiteboard
ng multiplication marker
Multiplicatio as repeated A.1 Recap/Review Question:
● Powerpoint
n and Its addition • Ask students: “What is ● Critical thinker
October 1-4 presentation
Properties addition?”
● writes a ● Creative thinker
● Worksheets
related • Follow up: “Can you tell me ● Cooperative
equation for what happens if we add a number several
each type of times, like 2 + 2 + 2? Is there a faster way
 multiplication: to write that?” ● Collaborative
repeated
● Independent
addition,
array, A.2 Motivation:
counting by
• Show a picture of 3 bags,
multiples,
each with 4 apples. Ask: “If we have 3
and equal
bags, and each bag has 4 apples, how can
jumps on the
we find out how many apples there are in
number line
total?” (Use visuals to make it engaging.)
● illustrates the
• Connect this to multiplication:
property of
“Multiplication helps us find out the total
multiplication
faster when we have equal groups.”
that any
number
multiplied by
A.3 Checking of Prior Knowledge
one (1) is the
Question:
same
number. • Ask: “What does the number
3 in the multiplication sentence 3 x 4
● illustrates the
mean?”
property of
multiplication • Discuss the concept of
that zero groups and how multiplication is repeated
multiplied by addition.
any number
is zero
● illustrates the B. Lesson Proper
commutative 1. Introduction to Multiplication:
property of
multiplication. • Define multiplication as
repeated addition. For example, 3 x 4
means 3 groups of 4 items.
• Write and demonstrate a few
multiplication problems on the board (e.g.,
2 x 3, 4 x 5, 6 x 2).
2. Multiplication Properties:
• Commutative Property:
Explain that the order of the numbers does
not change the result (e.g., 3 x 4 = 4 x 3).
• Identity Property: Explain
that any number multiplied by 1 stays the
same (e.g., 5 x 1 = 5).
• Zero Property: Explain that
any number multiplied by 0 equals 0 (e.g.,
7 x 0 = 0).
3. Hands-On Practice:
• Use counters or small
objects for students to group and count in
sets to physically demonstrate
multiplication.
• Allow students to work in
pairs to solve simple multiplication
problems using the properties.

C. Synthesis/Generalization
• Ask students: “What do we
notice when we multiply by 1 or 0?” (Guide
them to the identity and zero properties.)
• Ask: “How does changing the
order of the numbers in a multiplication
problem affect the result?” (Guide them to
the commutative property.)

D. Assessment/Evaluation
• Provide a worksheet with
problems that cover:
• Simple multiplication (e.g., 2
x 3, 4 x 2)
• Identifying the commutative
property (e.g., 5 x 6 = _ and 6 x 5 = _)
• Applying the identity and
zero properties (e.g., 7 x 1 = _ and 8 x 0 =
_)
• Ask students to solve the
problems individually and check for
understanding.

E. Meaningful
Assignment/Enrichment
• Assignment: Have students
create a “Multiplication Properties” poster,
illustrating the commutative, identity, and
zero properties with examples.
• Enrichment: Challenge
advanced students to solve word problems
involving multiplication and identify the
properties used.
WEEK 2
● Multiplying ● visualizes A. Preliminary Activities The learners become… ● Whiteboard
numbers by multiplication marker
October 7-11 A.1 Recap/Review Question:
6-7 of numbers 1
● Powerpoint
to 10 by • Start by reviewing ● Critical thinker
● Multiplying presentation
2,3,4,5 multiplication facts that students already
numbers by ● Creative thinker
and10. know. Ask: ● Worksheets
8-9
● Cooperative
● multiplies “What is 4 × 6? Can anyone explain how
mentally we solved it last time?” ● Collaborative
2,3,4,5 and
(Review the concept of multiplication as ● Independent
10 using
appropriate repeated addition, using the 6 times table.)
strategies.
● solves A.2 Motivation:
routine and
nonroutine • Show a short video or image
problems about a real-world application of
involving multiplication (e.g., sharing cookies among
multiplication friends or buying multiple items in a store).
of whole Ask: “If you have 6 bags, and each bag
numbers has 7 candies, how many candies do you
including have in total?”
money using
appropriate Encourage students to think about how
problem multiplication helps us solve everyday
solving problems.
strategies
and tools
A.3 Checking of Prior Knowledge
Question:
 • Ask students: “What is 5 × 8?
Who can explain how to use the
multiplication table to find the answer?”
This will allow you to gauge their familiarity
with multiplication facts.

B. Lesson Proper
1. Write the multiplication facts
for 6, 7, 8, and 9 on the board (6 × 1, 6 ×
2, …, 9 × 1, 9 × 2, …).
2. Highlight patterns in the
tables of 6, 7, 8, and 9. For example:
• In the 6 times table, numbers
increase by 6 each time (6, 12, 18, 24…).
• In the 9 times table, the digits
of the answer add up to 9 (9, 18, 27,
36…).
3. Have students practice skip
counting by 6, 7, 8, and 9 to build fluency.
• Guided Practice (15
minutes):
• Using flashcards or a
multiplication chart, call out problems from
6 × 1 to 9 × 10 and have students answer.
• Pair students and have them
quiz each other with multiplication facts
from the tables of 6-9.
 • Walk around the room to
assist students who may need help.
• Independent Practice (10
minutes):
• Give each student a
worksheet with a mix of multiplication
problems (6 × 7, 8 × 3, 9 × 5, etc.).
• Ask students to complete the
problems independently.

C. Synthesis/Generalization
• Ask students: “What patterns
did you notice in the multiplication tables of
6, 7, 8, and 9?”
• Discuss common strategies,
such as skip counting and using known
facts (e.g., “If I know 6 × 3 = 18, then I can
quickly figure out 6 × 4 = 24”).

D. Assessment/Evaluation
• Use an exit ticket:
“Solve 7 × 6 and 9 × 4.”
This will help assess their individual
understanding of the lesson’s key
concepts.
 E. Meaningful
Assignment/Enrichment
• Give students a short word
problem involving multiplication by 6-9 to
complete at home:
“If there are 7 days in a week, how many
days are in 6 weeks? Solve by
multiplying.”

WEEK 3
October 14-16 ● Multiplying ● solves A. Preliminary Activities The learners become… ● Whiteboard
by 1-digit routine and marker
divisor nonroutine A.1 Recap/Review Question
● Powerpoint
October 17-18 problems • Question: “What is ● Critical thinker
● Multiplying presentation
(Spotsfest) involving multiplication?”
by 2-digit ● Creative thinker
multiplication ● Worksheets
divisor • Follow-up: Ask students for
and addition ● Cooperative
or subtraction examples of multiplication problems they
already know, e.g., 4 x 2 or 3 x 5. ● Collaborative
of whole
numbers A.2 Motivation ● Independent
including
money using • Activity: Show a real-life
appropriate scenario where multiplication is used, such
problem as buying multiple packs of stickers (e.g.,
solving “If 1 pack has 6 stickers, how many
strategies stickers would you have if you buy 4
and tools. packs?”).

● creates • Ask students, “How could we

problems figure out the total number of stickers?” to
involving stimulate curiosity.
multiplication A.3 Checking of Prior Knowledge Question
only and • Question: “Can anyone tell
multiplication me how to multiply a single-digit number
with addition by a two-digit number?”
or subtraction
• Use an example like: 3 x 12
of whole
and ask if anyone has an idea of how to
numbers
solve it.
including
money with
reasonable
answers. B. Lesson Proper
1. Introduction to Multiplying 1-
2 Digit Numbers
• Step 1: Review basic
multiplication facts (1-digit numbers).
• Step 2: Introduce the
strategy of multiplying a 1-digit number by
a 2-digit number (e.g., 3 x 12). Break the
problem into parts:
• Multiply the 1-digit number
by the ones place of the 2-digit number (3
x 2 = 6).
• Multiply the 1-digit number
by the tens place of the 2-digit number (3 x
10 = 30).
• Add the partial products: 30
+ 6 = 36.
• Step 3: Model another
example with the class, such as 4 x 23,
and guide them through the steps.
C. Synthesis/Generalization
• Question: “What did you
notice about multiplying a 1-digit number
with a 2-digit number?”
• Discuss strategies:
multiplying by the ones and tens places
separately, then adding the results
together.
• Highlight the importance of
breaking down the problem into
manageable parts.

D. Assessment/Evaluation
• Activity: Provide students
with a worksheet that includes a variety of
problems (e.g., 2 x 15, 4 x 32, 7 x 11).
• Assess their ability to
correctly break down the problems and
calculate the product.

E. Meaningful
Assignment/Enrichment
• Assignment: Give students 5
multiplication problems to solve at home,
with at least one involving a 1-digit by a 2-
digit number (e.g., 6 x 34).
WEEK 4
October 21-24 ● Estimating ● creates A. Preliminary Activities The learners become… ● Whiteboard
Products problems marker
involving A.1 Recap/Review Question:
● Powerpoint
multiplication • Ask: “What is multiplication?” ● Critical thinker
presentation
only and
(Review basic multiplication facts and the ● Creative thinker
multiplication ● Worksheets
with addition concept of multiplying two numbers to find ● Cooperative
or subtraction the total amount of equal groups.)
● Collaborative
of whole
numbers ● Independent
including A.2 Motivation:
money with • Show a simple real-life
reasonable scenario: “If you are buying 6 packs of
answers. stickers, and each pack has 8 stickers,
● estimate how could you estimate how many stickers
products by you would have without multiplying
multiplying 1- exactly?”
2 digits (Lead into estimation as a strategy to
simplify calculations.)

A.3 Checking of Prior Knowledge

Question:
• Ask: “What is the closest ten
to 8?”
(This prepares students to round numbers
when estimating.)
B. Lesson Proper
1. Introduce the concept of
estimating products:
• Explain that sometimes we
round numbers to the nearest ten or
hundred to make multiplication easier and
faster.
• Example: Estimate 47 × 6 by
rounding 47 to 50.
2. Step-by-step demonstration:
• Show how to round numbers:
“47 is closer to 50 than 40, so we round it
to 50.”
“Now, we multiply 50 × 6 = 300.”
3. Guided Practice:
• Provide a few examples with
the class. For example, estimate 38 × 7
and 53 × 4.
• Encourage students to round
the numbers to the nearest ten first.
4. Independent Practice:
• Provide students with 5
problems to estimate (e.g., 32 × 5, 61 × 3,
29 × 4).
 • Walk around to support
students who need help.

C. Synthesis/Generalization
• Summarize the steps for
estimating products:
1. Round each number to the
nearest ten or hundred.
2. Multiply the rounded
numbers.
3. The result is an estimate, not
the exact answer, but it helps us quickly
understand the approximate size of the
product.
• Ask: “Why is estimating
important in real life?”
(Emphasize situations like shopping or
measuring where exact answers aren’t
always necessary.)

D. Assessment/Evaluation
• Formative Assessment:
Walk around and observe students as they
work on independent practice. Provide
corrective feedback if necessary.
• Summative Assessment:
 At the end of the lesson, give a quick quiz
with 5 questions asking students to
estimate products (e.g., 72 × 6, 41 × 9).

E. Meaningful
Assignment/Enrichment
• Assignment:
Have students estimate the total number
of items in a set of groups. For example:
“There are 14 bags with 6 apples in each
bag. Estimate how many apples there are
in total.”

WEEK 5
November 5-8 ● Understan ● Solve division A. Preliminary Activities The learners become… ● Whiteboard
ding problem with marker
remainders A.1 Recap/Review Question:
Division ● Powerpoint
and explain • Begin by reviewing basic ● Critical thinker
presentation
what is the multiplication concepts (e.g., “What is 3 × ● Creative thinker
remainder 4?”) to show the connection between ● Worksheets
represents in multiplication and division. ● Cooperative
context
● Collaborative
● Relate
A.2 Motivation: ● Independent
division to
multiplication, • Use a real-world scenario: “If
recognizing you have 12 cookies and want to share
that division them equally with 4 friends, how many
is the inverse cookies will each person get?”
operation of
multiplication • Show the division process
using objects or drawing visual aids (e.g.,
● Estimate the 12 cookies divided into 4 groups).
quotient of a
division
problem by A.3 Checking of Prior Knowledge
rounding the Question:
dividend to
• Ask, “Can anyone explain
the nearest
what happens when we share a number
ten or
equally? How do we find out how many
hundred and
items go in each group?”
performing
simple • Encourage students to recall
mental their previous experience with grouping or
division sharing items equally.

B. Lesson Proper
• Define division as “the
process of splitting a number into equal
parts.” Use the example of 12 cookies and
4 friends, written as .
• Emphasize that division
answers the question: “How many are in
each group?”
2. Modeling the Concept:
• Use concrete objects (e.g.,
counters or small blocks) to demonstrate
division. Arrange them into equal groups
and count how many items are in each
group.
• Show the division equation
(e.g., 12 ÷ 4 = 3) and explain how it relates
to the real-world example.
3. Interactive Practice:
• Have students practice
dividing smaller numbers (e.g., 10 ÷ 2, 15
÷ 3) using manipulatives or drawing
pictures to show groups.

C. Synthesis/Generalization
• Ask students to summarize
the key idea: “What does division mean,
and how is it used?”
• Guide them to understand
that division is about splitting a number
into equal groups and finding out how
many are in each group.
• Discuss the connection
between division and multiplication (e.g., 4
× 3 = 12 is related to 12 ÷ 4 = 3).

D. Assessment/Evaluation
• Give a short quiz with
division problems (e.g., 16 ÷ 4, 20 ÷ 5, 18
÷ 3). Include both visual and numerical
problems.
• Review answers together
and assess understanding.
 E. Meaningful
Assignment/Enrichment
• For homework, ask students
to solve a word problem involving division,
such as: “You have 24 pencils and want to
put them into boxes with 6 pencils each.
How many boxes will you need?”

WEEK 6
November 11-15 ● Dividing by ● Solve division A. Preliminary Activities The learners become… ● Whiteboard
1-digit problem with marker
divisor remainders A.1 Recap/Review Question:
● Powerpoint
and explain • Ask the students: “What do ● Critical thinker
● Dividing by presentation
what is the you know about division?”
2-digits ● Creative thinker
remainder ● Worksheets
divisor (Encourage responses about dividing
represents in ● Cooperative
context groups, sharing equally, etc.)
● Collaborative
● Relate A.2 Motivation:
● Independent
division to • Show the students a simple
multiplication, division problem on the board: 12 ÷ 3 = ?
recognizing
that division Ask them: “If we have 12 apples and want
is the inverse to share them equally among 3 friends,
operation of how many apples does each friend get?”
multiplication This demonstrates the practical use of
● Estimate the division.
quotient of a A.3 Checking of Prior Knowledge
division Question:
problem by
rounding the • Ask the students to solve
dividend to simple division problems with 1 divisor:
the nearest
8 ÷ 2 and 9 ÷ 3.
ten or
hundred and Ensure they understand the concept of
performing division as repeated subtraction or
simple grouping.
mental
division
B. Lesson Proper
1. Introduction to Division by 1
and 2 Divisors:
• Explain that division is the
process of splitting into equal parts. Focus
on dividing a single-digit number by either
1 or 2.
• Show examples:
• 6 ÷ 1 = 6 (Anything divided
by 1 is itself.)
• 8 ÷ 2 = 4 (Explain how
dividing 8 into 2 equal groups gives 4 in
each group.)
2. Guided Practice:
• Write several problems on
the board:
9÷1=?
10 ÷ 2 = ?
7÷1=?
6÷2=?
• Solve them together, asking
students to explain their thinking.
3. Independent Practice:
• Provide students with a
worksheet of similar problems:
4 ÷ 1, 12 ÷ 2, 5 ÷ 1, 14 ÷ 2.

C. Synthesis/Generalization
• Summarize the key points:
• Dividing by 1 means the
number stays the same.
• Dividing by 2 splits the
number into two equal parts.
• Ask the class: “What
happens when we divide a number by 1 or
by 2? Can you predict the answer before
solving?”

D. Assessment/Evaluation
• Quick Check (Exit Ticket):
Give each student a small index card and
ask them to solve the following:
• 15 ÷ 1 = ?
• 16 ÷ 2 = ?
 Collect these to assess understanding.
• Group Activity:
Have students work in pairs to solve a set
of division problems and explain their
answers to each other.

E. Meaningful
Assignment/Enrichment
• Assignment:
Have students write 5 real-life scenarios
where they would use division by 1 or 2
(e.g., sharing toys, dividing candies, etc.).

WEEK 7
November 18-22 ● Estimating ● Solve division A. Preliminary Activities The learners become… ● Whiteboard
quotient problem with marker
remainders A.1 Recap/Review Question
● Mental ● Powerpoint
and explain • What is division? Can you ● Critical thinker
Division presentation
what is the explain what happens when we divide a ● Creative thinker
remainder number? ● Worksheets
represents in ● Cooperative
context • Ask students to recall basic
division facts such as 12 ÷ 3 = ? ● Collaborative
● Relate
● Independent
division to
multiplication, A.2 Motivation
recognizing
that division • Show a real-life scenario:
is the inverse “Imagine you have 24 pieces of candy,
operation of and you want to share them equally
among 6 friends. How many pieces does
 multiplication each friend get?”
● Estimate the • Ask, “How could you figure
quotient of a out the answer without using a calculator?”
division
problem by
rounding the A.3 Checking of Prior Knowledge Question
dividend to
• What is the difference
the nearest
between multiplication and division?
ten or
hundred and • Can you divide numbers
performing using simple mental math? (Prompt
simple students to answer 24 ÷ 4 or 30 ÷ 5
mental mentally.)
division

B. Lesson Proper
• Explain estimating quotients
by rounding numbers to the nearest tens
or hundreds to make division easier.
• Example: “If we need to
divide 97 by 4, we can round 97 to 100 to
make the division easier.”
• Show students how to
estimate the quotient (100 ÷ 4 = 25) and
adjust for accuracy.
• Present a few problems for
the class to solve together, such as:
1. Estimate 86 ÷ 5.
2. Estimate 245 ÷ 9.
 • Walk through the steps:
round the dividend to the nearest ten or
hundred, divide mentally, and adjust the
quotient if needed.
• Let students try similar
problems in pairs while you assist them.
• Distribute worksheets with
division problems that involve estimating
quotients (e.g., 168 ÷ 6, 235 ÷ 4)
• Students will complete the
worksheet individually, using rounding and
mental math strategies.

C. Synthesis/Generalization
• Ask students to summarize
how rounding helps in estimating
quotients.
• Discuss why mental division
is useful and when it can be applied in
everyday life.
• Example Question: “Why do
you think rounding numbers makes
division easier? Can we always use
rounding?”

D. Assessment/Evaluation
• Provide a few problems for
 students to solve independently:
1. Estimate 78 ÷ 3.
2. Estimate 195 ÷ 7.
• Assess their understanding
of the steps involved in estimation and
mental division based on their answers.

E. Meaningful
Assignment/Enrichment
• For homework, give students
a short set of word problems where they
have to estimate quotients:
1. You have 134 marbles and
want to share them equally among 6
friends. How many marbles will each friend
get?
2. There are 300 students in a
school, and 15 buses will take them home.
Estimate how many students each bus will
carry.

WEEK 8
November 25-26 Review for the Second quarter examination

Prepared by Checked by
Ms. Joana Crystal S. Maniacup (Name of administrator/checker)