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NATIONAL MATHEMATICS PROGRAM

Lesson Script in Mathematics

Quarter 3 Week 6
National Mathematics Program
Lesson Script in Mathematics
Quarter 3: Week 6
SY 2024-2025

This material is intended exclusively for the use of teachers in the implementation of the MATATAG K to 10 Curriculum. It aims to assist in
delivering the curriculum content, standards, and lesson competencies.

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Published by the Department of Education

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Writer: Jan Cathleen C. Landicho May B. Eclar, PhD, CESO III
Content Evaluator: Rosalie P. Cayabyab, EdD Jessie L. Amin, CESO V
Language Editor: Jordan D.C. Manuel Rosalinda S. Ibarra, PhD
Technical Expert: Alma A. Macamay Ma. Editha R. Caparas, EdD
Joseph D. Reyes, PhD
Maria Divina Amor C. Medina, PhD
 LESSON SCRIPT IN MATHEMATICS 3

Week 6 DAY 2
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate knowledge and understanding of:
Standards ● division using the 6, 7, 8, and 9 multiplication tables.
B. Performance By the end of the quarter, the learners are able to:
Standards ● use the 6, 7, 8, and 9 multiplication tables to divide numbers.
C. Learning The learners are able to:
Competencies ● visualize division of numbers up to 100 by 6,7,8, and 9 (multiplication table of 6, 7, 8, and 9).
D. Learning At the end of the lesson, the learners are able to:
Objectives ● visualize division of numbers up to 100 by 7 using a number line.
II. CONTENT: Visualizing Division of numbers up to 100 by 6, 7, 8 and 9
III. LEARNING RESOURCES
Merriam-Webster Dictionary.
A. References
RMA result of least learned competencies in Grade 3.
B. Other Learning PowerPoint presentation, number line, marker, manila paper, popsicle sticks, cups etc.
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Magandang buhay, mabuting tao!
Today, we are going to explore how to visualize division of numbers up to 100 by 7 using a number line.

Intervention Group Consolidation Group Enhancement Group

• Let the learners count 49 • Look at the pictures. • Choose a counter available
Activating Prior
popsicle sticks and put them • Divide 42 ballpens into 7 inside the classroom. Show
Knowledge
in 7 cups. boys. Encircle each boy’s the division sentence below
(4 minutes)
• How many popsicle sticks ballpen. and give the quotient.
will be put in each cup? • How many ballpens are there
in each boy? 63 ÷ 7 =

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 LESSON SCRIPT IN MATHEMATICS 3

Expected Answers: Expected Answers:

(Answers may vary.)

https://www.bing.com/images/search?view=detailV2&ccid=szog38WJ&id=C0
394ACE6800AA6DD4CF62BE61AFBBB6B68F9FEB&thid=OIP.szog38WJjHYT
x0jrJ24HbQHaHa&mediaurl=https%3A%2F%2Fmedia.istockphoto.com%2Fid
%2F1354815167%2Fvector%2Fice-cream-wooden-sticks-flat-vector-
illustrations-set-ecological-material-eco-friendly-
food.jpg%3Fs%3D612x612%26w%3D0%26k%3D20%26c%3DpiH3Phh9HlNhF
8IZBLxrq5-
sqpZq1bkcPkjK0FUUjQ0%3D&exph=612&expw=612&q=popsicle+sticks+clip+
art&simid=608007416735610401&form=IRPRST&ck=6F384D231B61EA9308
29AB29574FDA99&selectedindex=2&itb=0&ajaxhist=0&ajaxserp=0&pivotpara
ms=insightsToken%3Dccid_tiK9hubg*cp_F38F83BB334208B877E2D93BB13
E9D55*mid_FC6566A2FC006F7B13E829AE8E9912504AD53DEC*simid_6080
48618384202139*thid_OIP.tiK9hubgQXsZFON3nfmn7AAAAA&vt=0&sim=11&
iss=VSI&ajaxhist=0&ajaxserp=0 https://www.bing.com/images/search?view=detailV2&ccid=zpYqXzY0&id=947
2960F45D7A88FD485619041C6500F4A491E1A&thid=OIP.zpYqXzY0X-
https://www.bing.com/images/search?view=detailV2&ccid=2of0Wie5&id=FF8
861ACBFB4F86DB49125082F2CBB796DC18879&thid=OIP.2of0Wie5p- WaokcYNU3zHwHaJ4&mediaurl=https%3a%2f%2fthumbs.dreamstime.com%2 63 ÷ 7 = 9
zB2ylTA_bFwgHaHa&mediaurl=https%3a%2f%2fi5.walmartimages.com%2fasr fb%2fvarious-ballpens-
%2f3c3d805f-0bd1-4ccf-9c8a- 12078704.jpg&exph=900&expw=675&q=ballpens+clip+art&simid=608010496
e1bd3c65bb05_1.620187e0da148c1f0c96571f7cc53f96.jpeg&exph=1800&exp 239472435&FORM=IRPRST&ck=31654182C31CB2B460C2817D4F54FCC4&s
w=1800&q=paper+cup&simid=608028599519617348&FORM=IRPRST&ck=AD electedIndex=0&itb=0&idpp=overlayview&ajaxhist=0&ajaxserp=0
6C2634FA87B2906FB844BAD1CEE8C8&selectedIndex=1&itb=0&ajaxhist=0&
ajaxserp=0

Expected Answers:
• 7 popsicle sticks will be put
in each cup.

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 LESSON SCRIPT IN MATHEMATICS 3

• There are 6 ballpens in

each boy.

NOTES TO THE TEACHER: The teacher must prepare the activities before the class with the board work.
You already knew how to visualize the division of numbers up to 100 by 7 using the combination of both counters
and pictures.
This time, we will visualize the division of numbers up to 100 by 7 using a number line.

Listen and do whatever command I give.

❖ Jump backwards 3 times.
Lesson
❖ Jump backwards 8 times.
Purpose/Intention
❖ Jump backwards 5 times.
(1 minute)
❖ Jump backwards 10 times.
❖ Jump backwards 7 times.

NOTES TO THE TEACHER: This lesson part introduces the competency to be mastered which is visualizing the
division of numbers up to 100 by 7 using a number line. A teaser on a situation that the learners can relate to is
presented for them to be interested in the next part of the lesson.
Arrange the jumbled letters to form the correct word.
ONDISIVI = (It is splitting into equal parts or groups.)
SUZAVIALIONTI = (It is to form a mental picture of someone or something.)
Lesson Language
BERNUM NELI = (It is a line of infinite extent whose points correspond to the real numbers
Practice
according to their distance in a positive or negative direction from a point arbitrarily taken as zero.)
(1 minute)

NOTES TO THE TEACHER: This part introduces the key terms to be used in the lesson or terms that are new in
the lesson.
During/Lesson Proper
Let us read and solve the problem:

Darwin wants to share his 14 marbles to his 7 friends. How many marbles will each of his friend receive?

Before we solve the problem, let’s answer the following questions:

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1. Who wants to share his marbles?

2. How many marbles does he have?
3. How many friends does he want to share the marbles with?
4. What operation will we use to solve the problem?

Expected Answers:
1. Darwin wants to share his marbles.
2. Darwin has 14 marbles.
3. He wants to share the marbles with his 7 friends.
4. We will use division.

Intervention Group Consolidation Group Enhancement Group

Reading the Key • Look at the number line. Let • Study the number line. To • Complete the number line by
Idea/Stem us help Darwin divide his 14 show the problem, draw filling out the numbers from
(3 minutes) marbles into his 7 friends by arrows to illustrate how to 0-20.
counting the arrows. How count backwards by 7 • Then, show how to divide 14
many arrows will be moved until you reach 0. Start by 7 by drawing arrows to
to illustrate the marbles to from number 14. How illustrate how to count
be given to his friends? many arrows will be moved backwards by 7. Start from
to illustrate the marbles to number 14. How many
be given to his friends? arrows will be moved to
illustrate the marbles to be
given to his friends?

Expected Answer:
Expected Answers:
Expected Answers:
• There are 2 arrows that
will be moved to illustrate

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 LESSON SCRIPT IN MATHEMATICS 3

the marbles to be given to

his friends.

• There are 2 arrows that • There are 2 arrows that

will be moved to illustrate will be moved to illustrate
the marbles to be given to the marbles to be given to
his friends. his friends.

● In visualizing division of numbers by 7 using a number line, count the times the divisor is counting
backwards from the dividend until it reaches 0.
● How many times do you continuously count backwards from 14 until you reach 0? What is the answer to
the problem?

Expected Answers:
• 2 times and each of his friend will get 2 marbles.

NOTES TO THE TEACHER: The activity helps the learners to visualize the division of numbers up to 100 by 7
using the number line through the presented situation/problem based on their context.
Using the number line, let us find the quotients of the following:

1. 28 ÷ 7 =

Developing
Understanding of the
Key Idea/Stem
(9 minutes)

If we continue counting backwards by 7, what is the next number after 21? so on and so forth. How many times
do you count backwards until you reach 0?
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 LESSON SCRIPT IN MATHEMATICS 3

Expected Answers:
After 21, the next number is 14, then 7, lastly 0. From 28, we count backwards four times until we reach 0. So,
the answer in this problem is 4.

For the next example, the learners answer this on the board. The teacher guides them in answering.

2. 42 ÷ 7 =

Let’s count backwards by 7 and start from number 42. What is the next number after 42? so on and so forth.

Expected Answers:
The next number after 42 is 35, then 28, 21,14, 7, lastly 0. So, the quotient of 42 and 7 is 6.

NOTES TO THE TEACHER: These items were given to provide more examples to the learners. The numbers may
be adjusted for lower numbers in the intervention or consolidation group and higher numbers for enhancement
group up to 100.
Intervention Group Consolidation Group Enhancement Group
Let’s Practice… Let’s Practice… Let’s Practice…

Indicate hops in each number line Complete the division sentence Make a division sentence according
and complete the following division according to the given number line. to the given number line. Write your
Deepening
sentences. Write your answer on the Writ your answer inside the box. answer on the blanks provided.
Understanding of the
blanks provided.
Key Idea/Stem
1. _____ ÷ _____ = _____
(5 minutes)
1. 7 ÷ 7 = __________ 1. ÷7=8

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 LESSON SCRIPT IN MATHEMATICS 3

2. 49 ÷ 7 = __________ 2. 70 ÷ = 10 2. _____ ÷ _____ = _____

3. 35 ÷ 7 = __________ 3. 35 ÷ 7 = 3. _____ ÷ _____ = _____

4. 56 ÷ 7 = __________ 4. _____ ÷ _____ = _____

4. ÷7=3

5. 63 ÷ 7 = __________
5. _____ ÷ _____ = _____
5. 42 ÷ =6

Expected Answers:

1. 7 ÷ 7 = 1 Expected Answers:
Expected Answers:
1. 42 ÷ 7 = 6
1. 56 2. 56 ÷ 7 = 8
2. 7 3. 84 ÷ 7 = 12
2. 49 ÷ 7 = 7 3. 5 4. 77 ÷ 7 = 11
4. 21 5. 21 ÷ 7 = 3
5. 7

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 LESSON SCRIPT IN MATHEMATICS 3

3. 35 ÷ 7 =

4. 56 ÷ 7 = 8

5. 63 ÷ 7 = 9

After/Post-Lesson Proper
You did a great job! You've demonstrated a solid understanding of visualizing division of numbers up to 100 by 7
using a number line.
Making
Generalizations and
• How do we visualize division of numbers by 7 using a number line?
Abstractions
(2 minutes)
Expected Answer:
• By counting how many times the arrow moves backwards from the dividend by its divisor until you reach 0.
Now, we will test your understanding of visualizing division of numbers up to 100 by 7 using the number line by
answering the following tasks. Write your answers on the provided activity sheet.

Evaluating Learning Intervention Group Consolidation Group Enhancement Group

(5 minutes) Give the quotient of the following Choose the correct division sentence Find the missing number based on
based on the number line. Choose and based on the number line. Choose the number line to complete the
encircle the letter of the correct and encircle the letter of the correct division sentence. Write your
answer. answer. answer inside the box.
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 LESSON SCRIPT IN MATHEMATICS 3

1. 35 ÷ 7 = 1. 1. ÷ =5

a. 35 ÷ 7 = 5
a. 6 b. 42 ÷ 7 = 6
b. 5 c. 14 ÷ 7 = 2 2. ÷ =8
c. 4 d. 63 ÷ 7 = 9
d. 7
2.
2. 56 ÷ 7 =

3. ÷ = 10
a. 28 ÷ 7 = 4
b. 49 ÷ 7 = 7
a. 4 c. 56 ÷ 7 = 8
b. 7 d. 70 ÷ 7 = 10
c. 8
d. 13 3. 4. ÷ =4

3. 70 ÷ 7 =

a. 70 ÷ 7 = 10
b. 42 ÷ 7 = 6
c. 7 ÷ 7 = 1
a. 2 d. 21 ÷ 7 = 3 5. ÷ =3
b. 10
c. 8 4.
d. 3

4. 28 ÷ 7 =

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 LESSON SCRIPT IN MATHEMATICS 3

a. 77 ÷ 7 = 11 Expected Answers:
b. 49 ÷ 7 = 7 1. 35 ÷ 7 = 5
c. 35 ÷ 7 = 5 2. 56 ÷ 7 = 8
d. 28 ÷ 7 = 4 3. 70 ÷ 7 = 10
a. 9 4. 28 ÷ 7 = 4
b. 1 5. 5. 21 ÷ 7 = 3
c. 4
d. 12

5. 21 ÷ 7 = a. 63 ÷ 7 = 9
b. 21 ÷ 7 = 3
c. 84 ÷ 7 = 12
d. 7 ÷ 7 = 1

a. 3 Expected Answers:
b. 6 1. A
c. 10 2. C
d. 11 3. A
4. D
Expected Answers: 5. B
1. B
2. C
3. B
4. C
5. A
Additional Activities for
Application or
Remediation (if
applicable)
Remarks
Reflection

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