DAILY LESSON LOG School: PARADAHAN ELEMENTARY SCHOOL Grade Level: III

REVISED K TO 12 CURRICULUM Teacher: Clarisa V. Ovas/Jonalyn S. Mojica Learning Area: MATHEMATICS

Teaching Dates & Time: (Week 6) Jan. 5-9, 2026 Quarter: THIRD

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standards The learners should have knowledge and understanding of multiplication of numbers with and without regrouping.
B. Performance Standards By the end of the quarter, the learners are able to multiply numbers with and without regrouping.
C. Learning Competencies/ K- Multiply numbers with and without regrouping:
Objectives a. 2- to 3-digit numbers by a 1-digit number, and
(Write the Code for b. 2- to 4-digit numbers by a number whose leading digit is the only non-zero digit, with products up to 10 000.
each) S- Solve problems involving multi-digit multiplication.
A- Apply the concept of multiplication in real-life situations.
II. CONTENT Multiply 3-digit numbersby 1- Multiply 2- to 4- digit numbers • Multiply numbers in expanded Multiply 3-digit numbers by 1- Multiply 3-digit numbers by 1-
(Subject Matter) digit numbers without by a number whose leading digit form with regrouping; and digit numbers with regrouping. digit numbers with regrouping.
regrouping is the only non-zero digit • Multiply 2-digit numbers by 1-
without regrouping.
digit numbers with regrouping.
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages Revised K to 12 Curriculum Revised K to 12 Curriculum Revised K to 12 Curriculum Revised K to 12 Curriculum Revised K to 12 Curriculum
Guide, Mathematics 3 Guide, Mathematics 3 Guide, Mathematics 3 Guide, Mathematics 3 Guide, Mathematics 3
2. Learner’s Material pages
3. Textbook pages
4. Additional Materials
from Learning Resource
LR portal
B. Other Learning Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation Powerpoint presentation
Resources

IV. PROCEDURE
A. Reviewing previous Lesson Begin by reviewing how to Begin by asking the learners to Begin by reviewing how to Discuss the answers to Activity: “Flash Solve!”
or presenting new lesson multiply 2-digit numbers by 1- solve the following multiply a 2-digit number by a 1- Assessment 2, which are
digit numbers without multiplication sentences. Then, digit number using the expanded provided in Day 3’s Evaluating Teacher flashes the following on
regrouping, using the vertical invite some learners to write form, without regrouping. Learning. the board for quick solving:
form. Prepare multiplication their answers on the board for Example:
flashcards beforehand to the class to see. 1. 24 × 3 =
support the activity.
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 Examples: 2. 38 × 2 =
3. 57 × 4 =
4. 46 × 5 =
5. 29 × 3 =

B. Establishing a purpose for To multiply 3-digit numbers by To multiply 2- to 4- digit To multiply numbers in To multiply 3-by 1-digit Teacher shows a picture of 3
the lesson 1-digit numbers without numbers by a number whose expanded form, with numbers bags of 125 marbles.
regrouping leading digit is the only non-zero regrouping with regrouping
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 digit without regrouping • To multiply 2-digit numbers
by 1- digit numbers, with Ask:
regrouping “If one bag has 125 marbles and
we have 3 bags, how many
marbles do we have altogether?”

Explain:
“To solve this without repeated
addition, we multiply a 3-digit
number by a 1-digit number—
which is exactly our lesson
today!”
C. Presenting examples/
instances of the new Motivation Question
lesson.
“Have you ever bought several
packs of items and wanted to
know the TOTAL quickly? How
can multiplication help us?”

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 D. Discussing new concepts Teacher writes the problem:
and practicing new skills.
#1 Example:

147 × 3

Teacher asks:
“How can we multiply using
place value?
What happens if the product is
more than 9?”

Break the number for conceptual

understanding:
147 = 100 + 40 + 7

Multiply each part:

7×3
40 × 3
100 × 3

Show that regrouping is needed

when the result is more than one
digit.

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 E. Discussing new concepts
and practicing new skills
Main Concept: Standard
#2.
Algorithm with Regrouping

Example 1: 128 × 4

Write vertically:

128
× 4
------

Step 1 – Multiply the Ones

8 × 4 = 32
Write 2 in the ones place.
Regroup 3 to the tens place.

128
× 4
------
2 ← ones
+3 ← regrouped tens

Step 2 – Multiply the Tens

2×4=8
Add regrouped 3 → 8 + 3 = 11
Write 1 in the tens place.
Regroup 1 to the hundreds place.

128
× 4
------
12 ← tens + ones
+1 ← regrouped hundreds

Step 3 – Multiply the Hundreds

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 1×4=4
Add regrouped 1 → 4 + 1 = 5

Final:

128
× 4
------
512

Answer: 512

F. Developing Mastery Let the learners answer AS 1 in

(Lead to Formative pairs. Give them enough time to
More Complex Example
Assessment 3) complete it. Once the learners
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 are done, discuss the answers.
Emphasize the steps in Example 2: 367 × 5
multiplying a 3-digit number by
367
a 1-digit number. Discuss also
× 5
why the other choices are
------
incorrect.
• 7 × 5 = 35 → write 5, regroup 3
• 6 × 5 = 30 + 3 = 33 → write 3,
regroup 3
• 3 × 5 = 15 + 3 = 18 → write 18

Final Answer: 1,835

Additional Notes:

• Regrouping is needed
whenever the product is 10 or
greater.
• Always multiply starting from
the ones place, moving left.

F. Developing Mastery
(Formative Assessment)

Group Activity: “Multiply &

Match”

Each group receives 4 cards:

• 2 cards with multiplication
problems
• 2 cards with possible answers

Groups must match correctly and

explain their steps.

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 Problems:

1. 243 × 3
2. 156 × 4
3. 421 × 5
4. 304 × 6

Each group presents ONE item

and explains where regrouping
happens.

Formative Quiz (5 Items)

Solve:

1. 214 × 2
2. 135 × 4
3. 452 × 3
4. 309 × 5
5. 189 × 6

G. Finding practical Write 30 × 230 on the board. Now that learners have practiced Let the learners answer AS 4
application of concepts Discuss how to find the product multiplication using expanded individually. Give them enough Activity: “Math in Real Life”
and skills in daily living with the class. form, reinforce the shorter time to complete it. Once they
method of multiplying 2-digit are done, discuss the answers. Teacher presents scenarios:
numbers by 1-digit numbers with Emphasize the steps in
regrouping, which is called multiplying a 3-digit number by
1. A pack of crayons has
multiplication in vertical form. a 1-digit number with
125 crayons. You bought
regrouping. Discuss also why
4 packs.
the other choices are incorrect
How many crayons in
to deepen their understanding.
total?
2. One juice box contains
143 ml of juice. A class
needs 5 boxes.
How many milliliters in
all?

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The creator/editor of this MATATAG DLL does not claim ownership over its contents such as (pictures, illustrations, stories, etc.). This MATATAG DLL is only intended as reference for teachers.
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 H. Making Generalizations How do we multiply a 3-digit How do we multiply 2- to 4- digit How do we multiply numbers in How do we multiply 3-digit Teacher asks:
and Abstraction about the number by a 1-digit number numbers by a number whose expanded form with regrouping? numbers by 1-digit numbers in
Lesson. without regrouping? leading digit is the only non-zero We follow the following steps: vertical form, with regrouping? 1. What is the first place
We follow the following steps: digit, without regrouping? 1. Write the 2-digit number in We follow the following steps: value we multiply?
1. Arrange the numbers We follow the following steps: expanded form. 1. Arrange the numbers 2. When do we regroup?
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 vertically by placing the 1-digit 1. Multiply the non-zero parts of [Link] the distributive property by vertically by placing the 1-digit 3. Why is it important to
number below the 3-digit the multiplicand and the multiplying each part of the number below the 3-digit regroup correctly?
number, aligning the digits multiplier. expanded form by the 1-digit number, aligning the digits by 4. How does place value
according to their place value. 2. Count all the zeros in the number. their place value. help us multiply bigger
2. Multiply the 1-digit number multiplier. 3. Add the partial products to get 2. Multiply the ones digit of the numbers?
by each digit of the 3-digit 3. Add the total number of zeros the final answer. 3-digit number by the 1-digit
number, starting from the to the product of the non-zero How do we multiply 2-digit number. If the product is Students formulate the rule:
ones place, then the tens parts. The result is the final numbers by 1-digit numbers in greater than 9, carry over the “To multiply a 3-digit number by
place, and finally the product. vertical form, with regrouping? tens to the tens place. a 1-digit number, multiply from
hundreds place. Since there’s When there are zeros are at the We follow the following steps: 3. Multiply the tens digit of the ones to hundreds, regroup when
no regrouping, write each end of the numbers being 1. Arrange the numbers 3-digit number by the 1-digit needed, and use correct place
partial product directly below multiplied, we can follow the vertically by placing the 1- number, then add any carry value.”
the corresponding place following steps: digit number below the 2-digit over from the previous step, if
value. The partial products 1. Multiply the non-zero parts of number, aligning the digits by needed. If the total is greater
together form the total the numbers to be multiplied. their place value. than 9, carry over the
product. 2. Count the total number of 2. Multiply the ones digit of the hundreds to the hundreds
zeros at the end of both 2-digit number by the 1-digit place.
numbers. number. If the product is 4. Multiply the hundreds digit
3. Add the total number of zeros more than 9, carry over the of the 3-digit number by the 1-
to the result in step 1. tens to the tens place. digit number, then add any
3. Multiply the tens digit of the carry-over from the previous
2-digit number by the 1-digit step, if needed.
number and add the carry 5. Combine the products from
over (the regrouped tens) to steps 2 to 4 to get the final
the result. product.
4. Combine the products from
step 2 and step 3 to get the
final product
I. Evaluating Learning Assessment 1 Activity Sheet 2 Assessment 2 Assessment 3 Solve:
Find the product using vertical Multiplying 2- to 4- digit Find the product using vertical Find the product using vertical
form. Show your complete numbers by a number whose form. Show your complete form. Show your complete 1. 184 × 3
solution. The first one has been leading digit is the only non-zero solution. The first one has been solution. The first one has been 2. 327 × 4
done for you. digit without regrouping done for you. done for you. 3. 516 × 5
4. 249 × 6
Find the product using the short 5. 705 × 7
method when the numbers 6. 492 × 3
being multiplied end in zeros. 7. 381 × 8
Show your complete solution. 8. 208 × 9
The first one has been done for 9. 646 × 4
you.

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 10. 739 × 5

J. Additional Activities for Hands-on activities with visual Hands-on activities with visual Hands-on activities with visual Hands-on activities with visual
Application or models and repeated addition models and repeated addition models and repeated addition models and repeated addition
Remediation before moving to fluency. before moving to fluency. before moving to fluency. before moving to fluency.
V. REMARKS The learners were able to The learners were able to The learners were able to The learners were able to
demonstrate understanding of demonstrate understanding of demonstrate understanding of demonstrate understanding of
basic multiplication through basic multiplication through basic multiplication through basic multiplication through
hands-on activities and counter hands-on activities and counter hands-on activities and counter hands-on activities and counter
objects. objects. objects. objects.
VI. REFLECTION The learners understand The learners understand The learners understand The learners understand
multiplication more effectively multiplication more effectively multiplication more effectively multiplication more effectively
when they manipulate real when they manipulate real when they manipulate real when they manipulate real
objects and see visual objects and see visual objects and see visual objects and see visual
representations. representations. representations. representations.
A. No. of learners earned 38 of learners who earned 38 of learners who earned 38 of learners who earned 38 of learners who earned
80% of the formative 80% of the formative 80% of the formative 80% of the formative
80%in the evaluation. assessment. assessment. assessment. assessment.
B. No. of learners who 2 of learners who require 2 of learners who require 2 of learners who require 2 of learners who require
additional activities to additional activities to additional activities to additional activities to
required additional activities remediation. remediation. remediation. remediation.
for remediation who scored
below 80%
C. Did the remedial lesson Yes Yes Yes Yes
2 No. of learners who have 2 No. of learners who have 2 No. of learners who have 2 No. of learners who have
work? No. of learners who caught up with the lesson caught up with the lesson caught up with the lesson caught up with the lesson
have caught up with the
lesson.
D. No. of learner who 0 0 0 0
continue to require
remediation
E. Which of my teaching Strategies used that work well: Strategies used that work well: Strategies used that work well: Strategies used that work well:
__Group collaboration __Group collaboration __Group collaboration __Group collaboration
strategies worked well? Why / Games / Games / Games / Games
did these work? __Power Point Presentation __Power Point Presentation __Power Point Presentation __Power Point Presentation
The creator/editor of this MATATAG DLL does not claim ownership over its contents such as (pictures, illustrations, stories, etc.). This MATATAG DLL is only intended as reference for teachers.
The creator/editor shall/does not allow/permit any individual to sell this Daily Lesson Log or to share without his/her permission. @edumaymay @lauramos @angie
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 __Answering preliminary __Answering preliminary __Answering preliminary __Answering preliminary
/ activities/exercises / activities/exercises / activities/exercises / activities/exercises
__Discussion __Discussion __Discussion __Discussion
__Think-Pair-Share __Think-Pair-Share __Think-Pair-Share __Think-Pair-Share
F. What difficulties did I Lack of interest of the learner. Lack of interest of the learner Lack of interest of the learner Lack of interest of the learner
encounter which my
principal or supervisor can
help me solve?
G. What innovation or Planned Innovations: Planned Innovations: Planned Innovations: Planned Innovations:
/ Flashcards / Flashcards / Flashcards / Flashcards
localized materials did I __Pictures __Pictures __Pictures __Pictures
used/discover which I wish / Learning Activity Sheets / Learning Activity Sheets / Learning Activity Sheets / Learning Activity Sheets
to share with other __Math Module __Math Module __Math Module __Math Module
__Tarpapel __Tarpapel __Tarpapel __Tarpapel
teachers? __Drill Cards __Drill Cards __Drill Cards __Drill Cards
/ Powerpoint Presentation / Powerpoint Presentation / Powerpoint Presentation / Powerpoint Presentation

Prepared by:
Checked by:
CLARISA V. OVAS/JONALYN S. MOJICA
Teacher I PRIMAVITA M. APOSTOL
Master Teacher I

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