QUARTER I

Week 1

Subject: MATH Grade Level: IV

Date: __________________ Day : 3

The learner demonstrates understanding of whole

Content Standard numbers up to 100,000.

The learner is able to recognize & represent whole

Performance Standard
numbers up to 100 000 in various forms and contexts

M4NS-Ia-10.4
Competency Gives the place value and value of a digit in numbers up
to 100 000.

I. OBJECTIVES

Knowledge: Gives the place value and value of a digit in numbers up

to 100 000

Skills: Reads and writes numbers up to 100 00

Attitude: Participates actively in giving the place value and value of

a digit in numbers

Numbers and Number Sense

II. CONTENT
Place Value and Value of a Digit in Numbers up to
100 000

III. LEARNING RESOURCES

A. References
MATHEMATICS
MATHEMATICS RESOURCE
RESOURCE PACKAGE
PACKAGE

1. Teacher’s Guide Mathematics 4 TG pp. 10-14

Pages

2. Learner’s Mathematics LM pp. 6-8

Materials Pages

3. Textbook Pages

4. Additional
Materials

5. Learning
Resources (LR)
portall

B. Other Learning flashcards, place value chart, set of numbers written on

Resources cards

IV. PROCEDURE

A. Reviewing or
presenting the new
lesson ▪ Have a drill in the form of a game.(Number Tag
Game) Divide the class into 4 groups.
a. Each group will have a set of numbers from 0 to 9.
b. Using the set of numbers, pupils will form a
number given by the teacher. The number must be
less than 6 digits. Examples:
23 567 56 743 70 512
94 016 82 455 61 395
c. The first group to form the number will be the
winner.
▪ Conduct a review on reading and writing numerals
in standard form using many ways.
Match column A with column B.

A B

37 1th 3h 5t 6 ones

145 Thirty-seven

1356 Eighty-six thousand one

hundred forty-one

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24295 1 hundred 4 tens 5 ones

86141 20 000+4 000+200+90+5

Discuss the many ways in writing numbers in

standard form.
a. Word form: three thousand seven hundred sixty five
b. Number and abbreviation form: 3th 7h 6t 5ones
c. Number and word: 3 thousand 7 hundreds 6 tens 5
ones

B. Establishing a Ask the pupils why smaller pupils are seated in front
purpose for the lesson while the bigger ones are seated at the back. Ask: Why
is this so? Help the pupils to realize that people must be
considerate of others. (ESP Integration)
C. Presenting examples Present this place value chart to the class.
of the new lesson

Ten Thousands Hundreds Tens Ones

Thousands

4 2 3 6 5

Ask: What digit is in the ten thousands place? (4)

thousands? (2) hundreds? (3) tens? (6) ones? (5)
Can you write the number in expanded form?
(40 000+2 000+300+60+5=42 365)
How did you arrive at this? ( by multiplying the
digit by its place value)
Therefore, what is the value of the digit 4? What
about 2? 3? 6? & 5? (40 000, 2 000, 300, 60, 5)

D. Discussing new Group the pupils into four.

concepts and Give each group activity sheet and activity card.
practicing new skills Tell them to follow carefully the instructions written
#1 in the activity card.
1)Give the place value and value of the digits in

this number 65 981 following this format.

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Digit Place Value Value

2) Choose a group leader to present your work

before the class.
Ask:
a. What is the place value of 6? ( ten thousands)
b. What is its value? (60 000)
c. How did you get the value?( by multiplying the
digit by its place value ; 6 x 10 000)
d. Which group was/were able to give all correct
answers? (varied answers)
e. Which group/s missed an answer? (varied
answers)
f. Which group/s was/were not able to give any
correct answer? (varied answers)
Provide immediate feedback/remedial measures
to those with incorrect answers.

E. Discussing new Write each digit of the given numbers in the correct place
concepts and using the place value chart.
practicing new skills
#2 1. ) 144 785

2. ) 21 349 342

Millions Thousands Units

TM M HTh TTh Th H T O

1 4 4 7 8 5

2 1 3 4 9 3 4 2

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(Note: Answers in red)

Ask:

What is the place value of the digit 7 in the first

number? (hundreds)

Give the value of 9 in the second number. (9 000)

F. Developing Mastery (Note: The teacher may write this in a manila paper.)
Identify the missing numbers of the following.
1.) 74 789 means 70 000+____+____+____+____
2.) 34 567 means ____+4 000+500+60+7
3.) 68 412 means ____+_____+_____+____+____

G. Finding practical Answer this problem.

applications of There are 49 263 people attending the launching of
concepts and skills in “Care for a child, Feed a child” Program of the DSWD.
Give the place value and value of each digit in the
daily living
underlined number.
Answer: 4- ten thousands(40 000)
9- thousands (9 000)
2- hundreds (200)
6- tens (60)
3- ones (3)

H. Making Ask:
Generalizations and
abstractions about What are the place values in a 5-digit number?
(ones, tens, hundreds, thousands, ten thousands)
the lesson
How do you determine the value of a digit in a given
number? ( Simply multiply the digit by its place value.)

I. Evaluating learning A. Write the value of digit 4 in each of the numerals

below.
1. 64 587= ________(4 000)
2. 67 840=_________(40)

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3. 43 125=_________(40 000)
4. 80 456=_________(400)
5. 23 348=_________(40)

B. Give the place value of the underlined digit.

1 89 752=_________ (thousands)
2. 80 001=_________(ten thousands)
3. 23 432=_________(hundreds)
4. 78 435=_________(thousands)
5. 97 765=_________(ten thousands)

J. Additional Give the number represented by each of the following on

Activities for your paper.
application or
remediation 1. 30 000+6000+500+70+9 = ________(36 570)
2. 70 000+7000+300+20+7= ________ (77 327)
3. 80 000+6000+200+60+4= ________(86 264)

Give the place value of 6 in each numeral.

4. 64 300 = _______(ten thousands)
5. 46 432 = _______(thousands)
V. REMARKS

VI. REFLECTION

A. No. of learners who ___ Learners earned 80% above.

earned 80% in the
evaluation

B. No. of learners who __ Learners require additional activities for

require additional
activities for remediation Remediation.

C. Did the remedial ___Yes ___No

lessons work? No. of
learners who have caught ___ Learners have caught up the lesson.
up the lesson

D. No. of learners who ___ Learners continue to require remediation.

continue to require
remediation

E. Which of my teaching Strategies used that work well:

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strategies worked well? ___ Group collaboration

Why did these work? ___ Games
___ Power Point Presentation
___ Answering preliminary
activities/exercises
___ Discussion
___ Case Method
___ Think-Pair-Share (TPS)
___ Rereading of Paragraphs/
Poems/Stories
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s Cooperation in doing their tasks
F. What difficulties did I ___ Bullying among pupils
encounter which my __ _Pupils’ behavior/attitude
principal and supervisor ___ Colorful IMs
__Unavailable Technology
help me solve?
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils

G. What innovation or Planned Innovations:

localized material did I __ Localized Videos
use/discover which I __ Making use of big books from
views of the locality
wish to share with other
__ Recycling of plastics to be used as Instructional
teacher? Materials
__ Local poetical composition
__Flashcards
__Pictures

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ATTACHMENT # 1
Week 1, Day 3

Content: Place Value and Value of a Digit in Numbers Up to 100 000

DISCUSSIONS:
In giving the place value and value of a digit in numbers up to 100
000:
Identify the place value in which the digit belongs to as ones,
tens, hundreds, thousands, ten thousands.
The value of a digit could be arrived at by multiplying sais
digit
by its place value.
The place value of a digit is always 10 times as great as the
place value of the digit to its right.

SUPPLEMENTARY ACTIVITIES

Note: The activities included here will be used only when needed.

DIRECTION:

Give the place value of the underlined digit.

1. 78 349 = _____________
2. 8 789 = ______________
3. 52 398 = _____________
4. 46 432 = _____________
5. 86 784= ______________

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DIRECTION: Give the number represented by each of the following.

1) 30 000 + 6 000 + 500 + 70 + 9 = __________

2) 70 000 + 7 000 + 300 + 20 + 7 = __________

3) 40 000 + 2 000 + 300 + 60 + 5 = __________

4) 20 000 + 3 000 + 500 + 60 + 7 = __________

5) 50 000 + 3 000 + 700 + 40 + 9 = __________

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DIRECTION:

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DIRECTION:

DIRECTION:

DIRECTION:

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REFERENCES

A. DepEd INSTRUCTIONAL MATERIALS:

EASE Modules Year 2, Module 1: Variation

Bryant, M., & et. al. (2014). Mathematics-Grade 9 Learner’s Module (1st Ed.).
Pasig City: DepEd-IMCS

B. BOOKS AND OTHER REFERENCES

Mendoza, M. and Oronce, O. (2007). e-Math Intermediate Algebra. Quezon City,

Philippines: Rex Book Store.

Bernabe, J. and Soledad, J. (2009) Intermediate Algebra Textbook for Second

Year, Rev. Ed. Quezon City: SD Publications, Inc.

K to 12 Curriculum Guide Mathematics. (2012). Department of Education,

Philippines;

C. INTERNET SOURCES:

www.google.ph.com

Direct Variation. E-math Ii Tm' 2007 Ed.(intermediate Algebra). Retrieved on

October 10, 2017 from https://books.google.com.ph/books

Direct variation Worksheet(pdf). Retrieved on October 10, 2017 from

https://www.anderson5.net

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