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Lesson Exemplar: (If Available, Write The Attached Enabling Competencies)

1) The document provides a lesson exemplar for teaching mathematics to 4th grade students on visualizing and representing numbers up to 100,000. 2) The lesson objectives are for students to visualize numbers up to 100,000, understand place value and value of digits, and read, write, and compare numbers using symbols and words. 3) The lesson procedures include introducing the concepts, developmental activities like representing numbers with blocks and charts, and engagement activities such as writing numbers in expanded form and comparing numbers using symbols.

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Jhem Goronal
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564 views

Lesson Exemplar: (If Available, Write The Attached Enabling Competencies)

1) The document provides a lesson exemplar for teaching mathematics to 4th grade students on visualizing and representing numbers up to 100,000. 2) The lesson objectives are for students to visualize numbers up to 100,000, understand place value and value of digits, and read, write, and compare numbers using symbols and words. 3) The lesson procedures include introducing the concepts, developmental activities like representing numbers with blocks and charts, and engagement activities such as writing numbers in expanded form and comparing numbers using symbols.

Uploaded by

Jhem Goronal
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Lesson Exemplars in Mathematics Using the IDEA Instructional Process

Learning Area Mathematics 4


Learning Delivery Modality Modular Distance Learning
LESSON BUENAVISTA ELEMENTARY
School Grade Level Four
EXEMPLAR SCHOOL
Teacher FE NENITA CAMAŇAG Learning Area Mathematics
Teaching
October 05-09, 2020 Quarter First
Date
Teaching
No. of Days 5
Time
I. OBJECTIVES 1. Visualize numbers up to 100,000.
2. Give place value and value of numbers up to 100,000.
3. Read and write numbers up to 100,000 in symbols and words
4. Compare numbers up to 100 000 using relation symbols.
A. Content Standards
The learner demonstrates understanding of whole numbers up to 100, 000.

B. Performance The learner is able to recognize and represent whole numbers up to 100, 000
Standards in various forms and context.
C. Most Essential The learner visualizes numbers up to 100 000 with emphasis on numbers 10
Learning 001–100 000. Gives the place value and value of a digit in numbers up to 100
Competencies (MELC) 000. Reads and writes numbers, in symbols and in words, up to hundred
thousand and compare them using relation symbols. MELCs 1-3
D. Enabling
Competencies (If available, write the attached enabling competencies)

II. CONTENT Week 1: Visualizes Numbers up to 100 000 with Emphasis on Numbers
A. References

a. Teacher’s Guide MELC Mathematics 4 Q1 (pages 211), PIVOT BOW R4QUBE, K to 12


Pages Curriculum Guide
b. Learner’s PIVOT 4A Learners Material Mathematics 4 Quarter 1 (pages 6-10)
Material Pages
c. Textbook Pages Mathematics 4 Learners Material (pages 2-16)

d. Additional
Materials from
Learning
Resources
B. List of Learning
Resources for
Development and
Engagement
Activities
IV. PROCEDURES

A. Introduction What I need to know?

There are many ways to understand and visualize how big the number is.
Using the representations of blocks, charts, tables, blocks and disc we
can able to understand the numbers.
After going through this lesson, you are expected to visualize
numbers, up to 10,000, give place value and value, read and write
numbers in symbols and words, and compare them using relation
symbols.
What’s new?

Using the sticks representations of numbers, in your notebook answer the


given questions.

See page 6 Learning Task 1

B. Development What I know?

Using different representations of number, visualize how big the numbers


were in the given example in pages 6 and 7 of your module. See how
numbers up to 10,000 were expressed in their expanded form, written in
symbols and words and compared using relation symbols.

What’s in?

Activity: Answer Learning Tasks 2 – 5 in page 8 of the modules.

Materials: pen, paper

What to do:
LT 2: Use number discs to show the numbers. Write your answer in
your notebook.

LT 3: Draw number discs on your notebooks to show or represent the


numbers

LT 4: Answer the given questions.

LT 5: Complete the table. Give the place value and value of


4 in each of the numerals given in the module. Write your
answer in your notebook.
What is it?
How important zero number in the place value? The digit “0” is an important
place holder in a number.

For example, in the number 89,056 is read as eighty nine thou- sand, and
fifty-six. With the place of zero, the value of the digit 9 is 9,000. Without the
place of zero the number becomes 8,956 which means the value of 9 will be
900 and the number is read as “eight thousand, nine hundred fifty six”.

These numbers are different. Let us try to compare 89,056 and 8,956. Which
do you think is bigger number? In comparing a number, we started to
compare from the highest place value of each digit or starting from the left.
Showing to you below is how you are going to compare the number.
T-Th Thou Hun Tens Ones
Thou Hun Tens Ones
8 9 0 5 6
8 9 5 6

The value of 8 in 89,056 is 80,000,


while the value of 8 in 8,956 is 8,000
Thus, 89,056 is greater than 8,956 or 89,056 > 8,956
C. Engagement What’s more?

Learning Task 6: Write the expanded form of the following numbers in


your notebook.
1) 8,345 6) 67,902
2) 6,902 7) 23,456
3) 7,781 8) 91,034
4) 8.902 9) 32,890
5) 2,023 10) 29,031
What I can do?

Learning Task 7: Write the following number words in


figures or in symbols. Write your answer in your
notebook.

1) Five hundred sixty-eight


2) Two thousand six hundred forty-five
3) Sixty -one thousand five
4) Thirty- two thousand sixty -seven
5) Seventy -nine thousand three hundred eighty-six
6) Twenty -five thousand nineteen

1) 8,980 6) 67,924 11) 12,350 What else I can do?


2) 4,650 7) 79, 346 12) 13,345 Learning Task 8:
Write the following
3) 6,587 8) 12, 458 13) 84,023 numbers in words in
your notebook.
4) 77,023 9) 43, 506 14) 93,234

5) 81,127 10)10, 012 15) 28,327

D. Assimilation What I have learned?

To visualize and represents number up to 100 000, we have to


separate or group by ten thousands, one thousands, hundreds, tens
and ones of a number. One way to represent the number is using disc
and blocks.
The value of a digit is determined by the place value it occupies. The
place values of a digit in numbers up to 100 000 is based on the Place
Value Chart starting from the right ones, tens, hundreds, thou- sands,
ten thousands and hundred thousand.

In reading a number always begin with the digits in the first period on
the left and say the period where the digits are. Then say only the
digits in the unit period. In writing a number in symbol, the digits are
separated by comma or space in groups of 3 called periods starting
from the right.

What I can achieve?

Learning Task 9: Write the letter of the correct answer on your


notebook.

1. What number represented by the disc?

a) 23,545 b) 23,544 c) 23,454 d) 23,514


2. Which of the following is the same as 45,691?
a) 40,000 + 500+ 60 + 9 + 4 c) 40,000+ 5000+ 600+ 90 + 4
b) 40,000 + 5000 + 60 + 90 + 4 d) 40,000 + 50000 + 600 + 90 + 4

3. In 46,853, the digit 6 is in the _ place.

a) Tens b) hundreds c) thousands d) ten thousands

4. Which of the following has the same value as 64,054?


a) 60,000 + 4000+ 500 + 4 c) 60,000+ 40000+ 5000+ 4
b) 60,000 + 4000 + 50 + 4 d) 6,000 + 4,000 + 50 +4
5. What is the standard form of eighty-one thousand two hundred
seventy- seven?
a) 81,277 b) 82,177 c) 81,727 d) 81,227

6. What is the place value of the underlined digit in the number


57,892?
a) Tens b) hundreds c) ten thousands d) thousands

7. What is the value of 9 in the 97,234?


a) 90 b) 900 c) 9,000 d) 90,000

8. 47 thousands 15 hundreds 21 tens is the same as


a) 48,710 b) 48,170 c) 48,107 d) 48,000
9. Using the digits, 6, 0, 7, 8, 9, what smallest odd
number with 9 in the thousands place can be
formed?

a) 69,087 b) 69,807 c) 69, 780 d) 69,708

10. Using the digits 2, 3, 4, 5, 8, what largest five


digit number can be formed with 4 in the tens place and
no repetition.
a) 85,342 b) 83,542 c) 85,243 d) 83,542

V. REFLECTION Final task:


(Reflection on the type of
Formative Assessment used Write your personal insight about the lesson by competing the statements
for this Particular Lesson)
below:

I understand that ________________________________.

I realized that ___________________________________.

Prepared by:

FE NENITA CAMAŇAG /BUENAVISTA ELEMENTARY SCHOOL


Name of Teacher/School

Evaluator:

Signature Over Printed Name/Date

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