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NATIONAL MATHEMATICS PROGRAM

Lesson Script in Mathematics

Quarter 4 Week 2
 LESSON SCRIPT IN MATHEMATICS 3

National Mathematics Program

Lesson Script in Mathematics
Quarter 4: Week 2
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: Gladys Bitong May B. Eclar, PhD, CESO III

Content Evaluator: Rosallyn P. Cayabyab Jessie L. Amin, CESO V
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 LESSON SCRIPT IN MATHEMATICS 3

Week 2 DAY 4
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners demonstrate knowledge and understanding of:
Standards ● division of 2- to 4-digit numbers.
B. Performance By the end of the quarter, the learners are able to:
Standards ● divide 2- to 4-digit numbers.
C. Learning The learners are able to:
Competencies ● divide 2- to 3-digit numbers by 1- to 2- digit numbers with remainder.
D. Learning At the end of the lesson, the learners are able to:
Objectives ● divide 2 to 3-digit numbers by 1 to 2 - digit numbers with remainder.
II. CONTENT: Dividing 2 to 3-digit numbers by 1- to 2 - digit numbers with remainder
III. LEARNING RESOURCES
A. References Budget of Work for National Math Program Lesson Scripts, RMA result of least learned competencies in Grade 3
B. Other Learning RMA result of least learned competencies in Grade 3, PowerPoint presentation, activity sheets, etc.
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Good morning/afternoon class! Welcome to our Math class! Before we have our discussion for today, let’s have an
activity first.

Direction: Complete the table by finding the quotient.

DIVIDEND DIVISOR QUOTIENT

Activating Prior 98 49
Knowledge 315 5
(5 minutes)
675 15
414 23
529 23
Expected Answers:
DIVIDEND DIVISOR QUOTIENT

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 LESSON SCRIPT IN MATHEMATICS 3

98 49 2
315 5 63
675 15 45
414 23 18
529 23 23

NOTES TO THE TEACHER: This activity serves as a review of the last competency about division facts of dividing
2- to 3- digit numbers by 1- to 2- digit without remainder.
Based on our last activity, you recognized dividing 2- to 3-digit numbers by 1-to-2-digit numbers without
remainder. In today's lesson, we are tasked to grasp the topic which is about dividing 2- to 3- digit numbers by 1-
Lesson
to-2-digit number with remainder.
Purpose/Intention
(1 minute)
NOTES TO THE TEACHER: This lesson segment introduces the competency to be mastered, which is dividing 2-
to 3- digit numbers by 1- to 2- digit with remainder.
Rearrange the jumbled letters to form Math Words. The symbol on the second column is your clue. Write your answer on the
third column.

- Numbers we can multiply together to get another number

- Is the number by which the dividend is divided to obtain the quotient
- The result obtained by adding two or more numbers or items
Lesson Language - The leftover number in a division problem.
Practice - The result of subtracting one number from another number.
(1 minute)

JUMBLED LETTERS SYMBOLS ANSWER

SORAFCT x
IVSODIR ÷
Expected Answers: UMS +
RREEMNAID r
FFEEEDIRNC -

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JUMBLED LETTERS SYMBOLS ANSWER

SORAFCT X FACTOR
IVSODIR ÷ DIVISOR
UMS + SUM
RREEMNAID r REMAINDER
FFEEEDIRNC - DIFFERENCE

NOTES TO THE TEACHER: This section introduces the key terms that will be used in the lesson or terms that
need to master to recognize the concept as a whole. Use PowerPoint presentation to present the activity.
During/Lesson Proper
Let’s Explore This!

Mother bought 155 pieces of candies for Goldy’s 7th birthday. She had 15 pieces of party bags. How many pieces of
candies would be put in each party bag? How many candies would be left?

Let us analyze the problem.

1. Who celebrates 7th birthday?

2. How many candies did her mother buy?
3. How many party bags did she have?
4. What is the number sentence?
Reading the Key 5. What is the number to be used as a dividend? as a divisor?
Idea/Stem 6. How can we solve the number of candies that mother would put in each party bag? How many candies would
(7 minutes) be left?

Expected Answers:

1. Goldy celebrates 7th birthday.

2. Her mother bought 155 candies.
3. She had 15 pieces of party bags.
4. The number sentence that will be used is 155 ÷ 15 = N.
5. 125 is the dividend and 15 is the divisor.
6. We need to divide 155 candies by 15 party bags.

Intervention Group Consolidation Group Enhancement Group

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 LESSON SCRIPT IN MATHEMATICS 3

● Let us use Repeated • Follow the following steps of • Follow the steps of division
Subtraction. division using the long method. using the short method.
• Subtract 155 by 15 until it 155 ÷ 15 = __
becomes zero. 155 ÷ 15 =___
• Count how many 15’s will
be used in the subtraction. 1
STEP 1 STEP 1
1 155
155 ÷ 15 = ____ • Divide the first • We have 15 to divide
15 155 partial dividend by 15. (15 ÷ 15= 1)
1. 155 – 15 = 140 (15) by the divisor. 15 • Write 1 above the
2. 140 – 15 = 125 (15÷15), there is 1 tens place of
3. 125 – 15 = 110 group of 15 in 15). dividend.
4. 110 – 15 = 95 • Write 1 above the
5. 95 – 15 = 80 tens place.
6. 80 – 15 = 65
1
7. 65 – 15 = 50
8. 50 – 15 = 35 STEP 2
1 15 155
9. 35 – 15 = 20 • Subtract 15 from
10 20 – 15 = 5 15 155 15. (15-15 = 0) and
STEP 2
15 we have 0.
• Multiply 1 by the
divisor. (1 x 15 =15)
Therefore, 10 candies would be STEP 3
put in each party bag and 5 • How many groups of
10
would be left. 15 in 5? (5 ÷ 15 = 0)
1 15 155 and we have 0.
STEP 3 • Write 0 above the
15 155 ones place of the
• Subtract 15 from
15 15. (15-15= 0) dividend.
5
0

1 STEP 4
• Multiply
STEP 4
15 155 quotient 0 by
• Bring down the 10 r5
its divisor. (0 x
15 ones digit (5).
15 155 15 =0)
05 • Subtract 0 from
5 5. (5-0= 5)
 LESSON SCRIPT IN MATHEMATICS 3

STEP 5
10
• Divide 5 by the
divisor. (5÷15) it
15 155
is 0 Therefore, 10 candies would be put in
15 5 divide 15. each party bag and 5 would be left.
05 • Write 0 above the
ones place of the
dividend.

10 STEP 6
• Multiply 0 by the
15 155
divisor. (0 x 15= 0)
15
05
0

10 STEP 7
15 155 • Subtract 0 from
15 5. (5-0= 5)

05
0
5

Therefore, 10 candies would be put in

each party bag and 5 would be left.

Very good! Now, you are ready to divide 2-to 3- digit numbers by 1-to 2-digit numbers with remainder.

NOTES TO THE TEACHER: This activity helps the learners how to divide 2- to 3- digit numbers by 1- to 2-digit
numbers with remainder.

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 LESSON SCRIPT IN MATHEMATICS 3

Let’s try another example:

Goldy’s auntie prepares 215 chocolate bars. How many chocolate bars will be put in 15 pieces of party bags? How
Developing many chocolate bars will be left?
Understanding of the
Key Idea/Stem 1. What does Goldy’s auntie prepare for her birthday?
(6 minutes) 2. How many chocolate bars she prepares?
3. How many are the pieces of party bags?
4. How many chocolate bars will be put in each party bag?
5. How many bars of chocolate will be left?

Expected Answers:

1. Goldy’s auntie prepares chocolate bars.

2. She prepares 215 chocolate bars.
3. There are 15 pieces of party bags.
4. 14 pieces of chocolate bars will be put in each party buy.
5. 10 pieces of chocolate bars will be left.

Solution:
Repeated Subtraction Long Division Method Short Division Method

215 – 15 = 200
14 r5
200 - 15 = 185 1 4 r5
185 – 15 = 170 15 215
170 – 15 = 155 15 21 65
15
155 – 15 = 140
65
140 – 15 = 125
125 – 15 = 110 60
110 – 15 = 95 5
95 – 15 = 80
80 – 15 = 65
65 – 15 = 50
50 – 15 – 35
35 – 15 = 20
20 – 15 = 5

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NOTES TO THE TEACHER: These items were given to provide more examples to the learners to divide 2- to 3-
digit numbers by 1- to 2- digit numbers with remainder.

Intervention Group Consolidation Group Enhancement Group

Solve for the quotient of Solve for the quotient of dividend 486 Solve for the quotient of dividend 984
dividend 98 by the given and by given divisor. Write your by the given divisor. Write your answer
divisor. Write your answer on answer on the box provided to on the box provided to complete the
the box provided to complete complete the illustration. illustration.
the illustration.

Deepening
Understanding of the
Key Idea/Stem
(5 minutes)

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Expected Answers: Expected Answers: Expected Answers:

After/Post-Lesson Proper

You all did your best! Now, to check if you really understand the topic for today’s discussion, answer this question:

• How to divide 2- to 3- digit numbers by 1-to 2- digit numbers with remainder?

Expected Answers:
Making
Generalizations and To divide 2- to 3- digit numbers by 1- to 2- digit numbers with remainder, we need to do these steps:
Abstractions 1. Decide how many digits the dividend can be divided by the divisor.
(2 minutes) 2. Write the quotient above the digit being divided.
3. Multiply the quotient by the divisor.
4. Write the product under the digit being divided, then subtract.
5. Bring down the next digit in the dividend.
6. Divide the new formed dividend by the divisor.
7. Continue the process until the last digit with the lowest place value.
8. Write the remainder at the side of the quotient.
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 LESSON SCRIPT IN MATHEMATICS 3

Now, we will test your understanding of dividing 2- to 3- digit numbers by 1-to 2- digit numbers with remainder
by completing the following tasks. Write your answers on the provided activity sheet.
Expected Answer:
Intervention Group Consolidation Group Enhancement Group
Match column A with column B Find the quotient of the following Answer the following questions and
by writing the letter of the division sentences. situations.
Evaluating Learning correct answer on the space
(3 minutes) provided before the number. 1. 82 ÷ 14 = _______ 1. A librarian puts 375 books on the
shelves. Each shelf holds 9 books. How
COLUMN A COLUMN B 2. 576 ÷ 5 = _______ many books will be put on the shelves?
How many books will be left?
___1. 32÷15= A. 8 r21
3. 366 ÷ 37 = _______
___2. 267÷2= B. 26 r16
2. A farmer packs 826 papayas on the
___3. 458÷17= C. 15 r27 4. 791 ÷ 63 = _______ sacks to be sold in the market. Each
sack holds 15 papayas. How many
___4. 612÷39 = D. 2 r2
5. 126 ÷ 45 = _______ sacks will be used by the farmer to
___5. 525÷63= E. 133 r1
pack the papayas? Will there be any
Expected Answers: papayas left?
Expected Answers:
1. 5 r12
1. D
2. 115 r1
2. E Expected Answers:
3. 9 r33
3. B
4. 12 r35
4. C
5. 2 r 36 1. 41 books will be put on the shelves
5. A
and 6 will be left.

2. 55 sacks will be used to pack the

papayas and there will be only 1
papaya left.

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Additional Activities for

Application or
Remediation (if
applicable)

Remarks
Reflection

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