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In
Elementary Mathematics
Grade 3
Chapter I
Whole Numbers
Comprehension of Whole Numbers
DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY
2010
Copyright © 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.
GRADE 3
EXECUTIVE COMMITTEE
Printed By:
ISBN – 971-92775-2-1
TABLE OF CONTENTS
Introduction ..................................................................................................................................iv
Matrix ........................................................................................................................................v
I. WHOLE NUMBERS
iii
I N T R O D U C T I O N
the elementary grades. These provide integration of values and life skills using
Multiple intelligences techniques like games, puzzles, songs, etc. are also
iv
MATRIX IN ELEMENTARY MATHEMATICS
Grade III
MULTIPLE INTELLIGENCES
COMPETENCIES VALUES INTEGRATED STRATEGIES USED With HOTS
TECHNIQUES
I. Whole Numbers
A. Comprehension of Whole Numbers
1. Read and write the numbers through
100 000 in symbols and in words
1.1 Identify cardinal numbers Active Participation Looking for partners Manipulative (Bodily
1.1.11000 through 10 000 Modeling kinesthetic)
1.1.210 001 though 100 000 Orderliness Looking for patterns Chart (Spatial)
1.2 Give the place value of each digit Cooperation Make a table Cooperative groups
in 4 to 5 digit numbers Guess and check (Interpersonal)
Hands and feet movements (B.
kinesthetic)
Puzzle (Logical mathematics)
1.3 Read numbers through Speed and accuracy Looking for patterns Manipulative (Bodily
100 000 in symbols and in kinesthetic)
words
1.4 Write numbers through 100 000 in Acceptance of challenge Puzzle (Logical mathematics)
symbols and in words Play (Bodily Kinesthetic)
Make a table
Reading/writing numbers
(Linguistic)
3. Tell when a number is odd or even Cooperation Looking for patterns Diagram (Spatial) Cooperative
Acting out the problems groups (Interpersonal)
Concept development
v
4.1 Read money value in symbols Thriftiness Simplifying the problem Storytelling (linguistic)
through 1000 Manipulative (Bodily
kinesthetic)
4.2 Write money value in symbols Thriftiness Simplifying the problem Storytelling (linguistic)
through 1000 Manipulative (Bodily
kinesthetic)
4.3 Compare value of the different Cooperation Simplifying the problem Manipulative (Bodily
denominations of coins and bills kinesthetic)
through 1000
vi
Identifying Cardinal Numbers from 1000 to 10 000
I. Learning Objectives
A. Preparatory Activities
1. Drill
2. Review
1
3. Motivation
B. Developmental Activities
1. Presentation
a. Let the pupils get their flats, longs and cubes in their Math Kit.
b. Represent the numeral 999 through your flats, longs, cubes. Do it with a partner.
2
* How many s are there now?
* What will you do if there are 10 s in the ones place?
c) b) a)
3
* Where will you place it now? (Draw the next place value to compare hundreds which is
the THOUSANDS)
(flats)
(longs) (cubes)
(thousand block)
THOUSANDS Hundreds Tens Ones
c.
1 0 0 0
4
Note: bundled straws will be used in 10 000 numerals
or or or or
bundle of 10 000 bundle of or thousand bundled or flats bundled of or longs straw or one-
straws 1 000 blocks of 100 10 straws cube
straws straws
Ten Thousands Hundreds Tens Ones
Thousands
1 0 0 0 0
Introduce 10 000.
10 000 = 10 thousands
= 100 hundreds
= 1 000 tens
= 10 000 ones
5
2. Fixing Skills
The teacher posts some strips of cartolina with written numbers of blocks, flats, longs and
cubes. She calls pupils to write the correct numeral opposite the strips.
A
B
1 block, 0 flats, 8 longs, 0 cube = 1 080
7 blocks, 5 flats, 2 longs, 3 cubes = 7 523
5 blocks, 1 flat, 7 longs, 8 cubes = 5 178
10 blocks = 10 000
3. Guided Practice
Divide the class into 5 groups. The group will represent the given numeral through their
cubes, flats, longs and ones. They will put their answer on the place value mats/charts
on the board. The group with the most number of correct answers wins.
6
b. Individual Work - Written
The teacher gives the number of blocks, flats, longs and cubes orally and pupils will write
the correct numeral on their show-me-board.
A B
4. Generalization
7
C. Application
Work by pairs
a. Reproduce the activity cards shown below. Give each pair a copy.
1)
1 000 1 000 100 1
2)
1 000 100 10 1 1 4 537
1 000 4 573
100 10 1 1
1 000 100 1
100
8
3)
10 7 684
1 000 100 1 1
1 000 100
1 000 100
1 000 100
1 000
4)
1 000 100 10 1 1 111
1 000 10 2 213
100 1
2 223
5) 1 000 10
100 1 1 3 11
1 000 100 10
4 110
1 000 4 222
1 000
IV. Evaluation
A. Individual Work
Give the next number in the pattern. Write your answer on the blank.
9
9) 7 123, 7 124, ________, 7 126, ________
10) 2 564, ________, ________, 2 567, 2 568
B. Work by Pairs
CONNECT-THE-DOTS
Directions: Complete the picture by connecting the dots starting from 9988.
V. Assignment
A. Name the numeral that comes before the given cardinal number.
10
Identifying Cardinal Numbers from 10 001 to 100 000
I. Learning Objectives
A. Preparatory Activities
1. Drill
a. Conduct a drill on reading four to five-digit numbers using flash cards.
Then let them tell the place value of the underlined digit.
1 2 3 4 Round 1
0 1 2 3 Round 2
4 5 6 7 Round 3
8 9 0 1 Round 4
11
2. Motivation
a. Tell the pupils to go outside for a few minutes. Disarrange their chairs/desks but be sure
each chair/desk is numbered.
c. After the activity, lead the pupils to cite the importance of putting things in order.
Ask: What helps you put this chairs/desks in their proper places?
d. Relate this to the order of numbers. Say that the order of numbers makes counting and
writing number easy.
C. Developmental Activities
1. Presentation
Mount Everest is the highest mountain on earth. It is part of the Himalayan ranges.
It is about 29 140 feet high.
Look at the place value chart and see how the digits are grouped.
Thousands Units
Hundreds Tens Ones Hundreds Tens Ones
2 9 1 4 0
The digits are grouped by threes. Each group of three digits is called a period. Each
period has hundreds, tens and ones places. A space separates the thousands period
from the units period.
Mt. Pinatubo, a volcano in Zambales, erupted in June 1991. It was the most
destructive volcanic eruption. Newspaper reports said that about 100 000 houses were
destroyed at that time. Write the figures in the place value chart.
Thousands Units
Hundreds Tens Ones Hundreds Tens Ones
1 0 0 0 0 0
12
We read: One hundred thousand
We write: 100 000
How many digits are there in hundred thousands?
2. Guided Practice
a. Working in Triads
b. Working in Dyads
Name the numeral that comes before or after the given cardinal number.
c. Group Activity
Examples:
d. Another Activity
13
3. Generalization
Numbers through 100 000 have two periods – unit period and thousand period. Hundred
thousands have six digits.
C. Application
Column A Column B
IV. Evaluation
B. Write the smallest number and the largest five-digit number that can be formed.
smallest biggest
1) 0, 3, 4, 1, 8 _______ _______
2) 7, 6, 5, 9, 0 _______ _______
3) 3, 5, 7, 0, 1 _______ _______
4) 9, 4, 2, 1, 5 _______ _______
5) 6, 3, 0, 1, 5 _______ _______
V. Assignment
Name the counting numbers between each of the following pairs of numbers.
14
Giving the Value of Each Digit in 4- to 5-Digit Numbers
I. Learning Objectives
Cognitive: Give the place value of each digit in 4-to 5-digit numbers
Psychomotor: Write the value of each digit in 4- to 5-digit numbers
Affective: Cooperate in group activities
A. Preparatory Activities
1. Drill
2. Review
3. Motivation
Form 3 groups with five members each. Give each group five number cards like the ones
below. Before we proceed with our activity, what should each member remember when doing
activities in group? Focus on cooperation. How do non-members cooperate?
15
Formed Numbers
9 7
2 8 4
B. Developmental Activities
1. Presentation
a. Present the place value chart. Use the numbers that the pupils formed.
Ten
Thousands Thousands Hundreds Tens Ones
9 8 7 4 2
2 4 7 8 9
1 2 3 4 6
2x1 2 ones
4 x 10 40 tens
7 x 100 700 hundreds
8 x 1 000 8 000 thousands
9 x 10 000 90 000 ten thousands
9x1 9 ones
8 x 10 80 tens
7 x 100 700 hundreds
4 x 1 000 4 000 thousands
2 x 10 000 20 000 ten thousands
6x1 6 ones
4 x 10 40 tens
3 x 100 300 hundreds
2 x 1 000 2 000 thousands
1 x 10 000 10 000 ten thousands
16
2. Guided Practice
a. Working in pairs
Look at the place value chart then complete the table below.
1) 67 521 means ___ ten thousands ___ thousands ___ hundreds ___ tens ___ ones
2) 53 678 means ___ ten thousands ___ thousands ___ hundreds ___ tens ___ ones
3) 67 521 means 60 000 + ____ + ____ + ____ + ____
4) 53 678 means ____ + 3 000 + ____ + ____ + ____ + ____
b. Working in Fours
Give the place value of the following numbers by changing the place value to some
body movements.
ones – clap your hands
tens – stamp your foot
hundreds – vow your head
thousands – move the hand sideward
ten thousands – Jumping Jack
Do the actions based on the value of the number under each place value.
Example 21 511
Meaning – one clapping of hand
one stamping of foot
five vowing of heads and so on and so forth
Numbers:
12 321
22 321
33 212
c. Individual activity
Give the place value of the underlined digit. Raise your show me board!
1) 67 415
2) 33 216
3) 87 412
4) 91 578
5) 61 432
3. Generalization
17
C. Application
IV. Evaluation
3) 5 9 0 16 ____________ ______________
V. Assignment
I. Learning Objectives
18
III. Learning Experiences
A. Preparatory Activities
1. Drill
2. Review
Identify the digit referred to by the place value beside the number. Then look for the code
and write them in the boxes provided for on the following page.
1) 67 421 thousands
2) 34 578 ten thousands
3) 5 321 thousands
4) 12 521 thousands
5) 89 321 thousands
6) 15 465 hundreds
7) 71 399 thousands
8) 88 434 thousands
9) 51 043 hundreds
10) 16 215 thousands
L O V E N U M B E R
0–E 5–V
1–M 6–R
2–E 7–L
3–O 8–B
4–U 9–N
1. Motivation
6 9 8 7 5
Read the number. Then show them the number word. Ask them to read the word.
19
B. Developmental Activities
1. Presentation
2. Guided Practice
A B
1) 12 103 a. ninety-one thousand four hundred fifteen
2) 39 430 b. twelve thousand one hundred three
3) 98 624 c. thirty-nine thousand four hundred thirty
4) 93 765 d. ninety-eight thousand six hundred twenty-four
5) 91 415 e. ninety-three thousand seven hundred sixty-five
f. ninety-one thousand four hundred five
20
b. “ORGANIZE ME”
* Working in Dyads
Give each pair strips of cartolina with numbers written on them. Chop the number by
period then let the pupils organize them. (Make at least five.)
one
* Working in Fours
“Big Number Search”
Read each number word below then encircle that number on the number board. The
number may go down, across, diagonally or backward.
(Number Board)
4 1 9 0 5 6 4 1 2
0 5 0 3 3 1 7 7 8
5 4 6 2 2 0 3 8 7
1 3 4 4 1 4 2 3 4
2 2 2 4 6 5 9 0 1
0 1 0 8 1 1 4 5 1
21
3. Generalization
Application
4. Read each address envelope. Match it by writing the letter in the correct mailbox.
A B C
Hesed Leo Go Jameson Rodil Wenson Leynes
15678 Math Village 47415 Math Village 59215 Math Village
Philippines Philippines Philippines
D E F
Kenneth Urbina Joven Limbo Lou Mariam Go
78564 Math Village 47789 Math Village 34567 Math Village
Philippines Philippines Philippines
Planet Mean orbital velocity 1. Its speed has number 2 at the start and 6
around the sun at the end.
(miles per hour) 2. Its speed is a six-digit number.
Mercury 107 132 3. Its speed is twenty one thousand five
Venus 78 364 hundred sixty-five
Earth 66 641 4. Its speed is sixty-six thousand six
Mars 53 980 hundred forty-one
Jupiter 29 216 5. Its speed is fifty-three thousand nine
Saturn 21 565 hundred eighty
(Source: 6. Its speed is seventy-eight thousand three
www.grandpapencil.net/project/plansped.htm) hundred sixty-four
22
Did you get the correct answers?
How did you do it? Were you able to finish answering all the items? Is it good to be fast and
accurate in doing an activity? Why?
IV. Evaluation
2) 100 thousand
a. 100 001 c. 1 000
b. 10 000 d. 100 000
V. Assignment
Read the following numbers, then write the numbers that come before and after.
I. Learning Objectives
23
II. Learning Content
A. Preparatory Activities
1. Drill
2. Review
Display 10 triangles with numbers written on each. Ask the pupils to remove the triangle
when the teacher says the number inside it.
3. Motivation
Puzzle.
Find the number words in the puzzle. They may go down, across or backwards.
24
S E V E N T Y S S
H S I T H R E E I
U W E W O I E A E
N I N E U O N E A
D B A N A T S I T
R X I T E T I G S
E Y E Y I W A H I
D N A S U O H T X
F S B I C B A Y A
I U C X F O R T Y
J S N I N E T Y A
B. Developmental Activities
1. Presentation
Thousands Unit
tens ones hundreds tens ones
9 8 4 2 3
To write in words – Ninety-eight thousand, four hundred twenty-three
To write in figures – 98 423
Thousands Unit
tens ones hundreds tens ones We read
4 6 7 3 5 46 735
7 4 1 2 3 74 123
8 2 9 0 7 82 907
9 3 0 8 4 93 084
3 7 5 8 9 37 589
Write the number words in figures.
Forty-six thousand seven hundred thirty-five
Seventy-four thousand one hundred twenty-three
Eighty-two thousand nine hundred seven
Ninety-three thousand eighty-four
Thirty-seven thousand five hundred eighty-nine
25
2. Guided practice
a. Race with your partner to fill in the number puzzle. They are to write the number symbol
for each number word.
A B C D E
3 5 2 4 5 1 0 0 0 0 0
F
0 9 8 7 6 2
G L H I J K
5 0 5 1 3 1 8 7 6 5
L
1 3 2 4 5 1 M
1 0 1 3
N O
5 2 6 7 8 4 1 5 1 2
P
1 0 0 2 1
Q R
1 2 7 6 5 2 0 0 1 5
Across
A. thirty-five thousand two hundred forty-five
E. one hundred thousand
F. ninety-eight thousand seven hundred sixty-two
G. fifty thousand five hundred thirteen
H. eight thousand seven hundred sixty-five
L. thirty-two thousand four hundred fifty-one
M. one thousand thirteen
N. twenty-six thousand seven hundred eighty-four
O. one thousand five hundred twelve
P. ten thousand twenty-one
Q. twelve thousand seven hundred sixty-five
R. twenty thousand fifteen
Down
A. thirty thousand five hundred fifteen
B. twenty nine thousand five hundred thirty two
C. forty eight thousand one hundred twenty six
D. fifty seven thousand three hundred forty seven
E. twelve thousand one hundred fourteen
H. eighty one thousand one hundred
I. seventy thousand five hundred
J. sixty one thousand one hundred twenty one
K. fifty three thousand two hundred fifteen
26
c. Game – “Pass it on”
Ask the children to form a circle.
An object will be passed from one child to another while the music plays.
When the music stops, the child who holds the object will answer the exercises below.
3. Generalization
What are the things that we should remember when we are writing numbers in figures? In
words?
To write large numbers in figures, we use spaces to separate the digits into periods
or groups of three starting from the right.
Thousands have two periods – the units should always be composed of three digits.
Use zero as a place value holder when necessary.
To write numbers in words, write them as they are read.
C. Application
IV. Evaluation
27
V. Assignment
I. Learning Objectives
Cognitive: Express the relationship of numbers using the expressions “less than”, “greater
than” and “equal” (>, <, =)
Psychomotor: Use the symbols >, < or = in comparing numbers
Affective: Respect people’s differences
A. Preparatory Activities
1. Drill
Call on a pair of pupils to answer each question. The first pupil who answers it correctly is
the winner. Do the same with other pairs.
28
2. Review
Write the appropriate sign in each pair of numbers. Use >, < or =.
3. Motivation
Call on two pairs of children with opposite qualities. Let the class compare these pairs of
pupils.
e.g. big/chinky eyes, straight/kinky hair, straight/curly hair, long/short hair
Stress the value of respecting other people. Should you laugh at other people’s defects?
Why?
B. Developmental Activities
1. Presentation
400 410 420 430 440 450 460 470 480 490 500 510
What numbers come before 450? Are they less than 450?
What numbers come after 450? Are they greater than 450?
We say:
Read.
Mr. Go gathered 2 525 eggs. Mrs. Go gathered 2 578 eggs. Who gathered more eggs?
Arrange 2525 and 2578 in column.
Compare 2 525 and 2 578.
1. Are the number of digits the same?
2. Are the left-hand digits or the digits in the highest place value the same?
3. Are the next digits the same?
4. Compare the third digits of the numbers.
Which is greater, 2 or 7?
5. The greater number is 2 578.
6. The smaller number is ____.
Therefore 2 525 < 2 578
2 578 > 2 525
29
Try other numbers.
78 416 __ 78 516 5 345 __ 5 345
32 141 __ 31 211 7 464 __ 7 644
4 789 __ 478 3 215 __ 3 000 + 200 + 10 + 5
2. Guided Practice
> = <
1. Look at the pair of numbers to be flashed by the teacher.
2. Compare the numbers – then jump to your chosen answer.
3. The group with more points wins.
(Samples)
1) 216 ___ 260
2) 400 + 50 + 3 ___ 443
3) 1 286 ___ 1 828
4) 3 946 ___ 3 000 + 900 + 40 + 6
5) 6 000 + 700 + 60 + 2 ___ 5 000 + 600 + 70 + 2
6) 3 478 ___ 13 478
b. Balancing mobiles
Working in pairs
Provide each pair a copy of this activity.
Explain.
equal value
1.
lesser value
2.
greater value
30
Supply the numbers on the blank and compare by using < > =.
1.
525
525
2.
3 010 +
1 000
17 541
31
1) 2 345 _____ 4 263 2) 7 904 _____ 70 00 + 900 + 0 + 4
3) 6 212 _____ 6 212 4) 4 576 _____ 5 000 + 400 + 70 + 6
5) 7 476 _____ 7 568 6) 9 300 _____ 9 000 + 300 + 0 + 0
7) 9 806 _____ 8 315 8) 6 232 _____ 6 000 + 200 + 30 + 4
9) 8 943 _____ 8 952 10) 2 040 _____ 2 000 + 0 + 40 + 0
3. Generalization
How do you compare large numbers? Why is comparing the values of numbers important?
C. Application
Read the following problems then answer the questions that follow.
1. Ate Agnes bought a piano for 28,575 while Tita Laura bought her piano for
29,350. Who bought a cheaper piano?
2. The dining set costs 6,750. The sala set costs 9,385. Which set of furniture costs
more?
3. Mr. Santos bought a horse for 4,980. Mr. Reyes also bought a horse for 3,985.
Whose horse costs more?
IV. Evaluation
1. Mr. Rosales sold a piece of land for 455,200. Mr. Hermosa sold his piece of land for
460,350. Whose piece of land costs more?
2. Edwin and Conrado gathered 2350 chicos on Monday. On Tuesday, they gathered 2125 chicos.
When did they gather fewer chicos?
1) 9 878 or 8 789
2) 5 946 or 9 465
3) 6 897 or 1 689
4) 4 800 or 8 640
5) 7 643 or 6 437
32
V. Assignment
I. Learning Objectives
A. Preparatory Activities
1. Drill
Relay
The pupil will make a big step going to the finish line as he answers correctly.
Give the value of the underlined digit.
33
2. Review
3. Motivation
Giving names.
2 4 7 8 9 6
Ex.
Two
II
1+1
2+0
1x2
B. Developmental Activities
1. Presentation
34
2. Guided Practice
a. Working in Groups
Form groups of 12 members. Give each group the following number cards.
0 000 000 00 0 1 2 3 4
5 + + + +
Mechanics:
1) Listen to the number the teacher will say or/the teacher may write it on the board.
2) Give the expanded form by arranging the cards from left to right.
b. Working in dyads
4 000 + 300 + 50 + 8
15 275
63 254
c. “SEARCH ME”
Divide the class into two – There should be equal number of members for both groups.
Give each female pupil a card with numbers and the boys, cards with expanded form.
They are to search for his/her right partner.
Ask: What should you remember when doing activities that involve boys and girls like
you? Respect each other.
35
3. Generalization
What should you know first when writing numbers in expanded form? (Place value of
each digit.)
After the place value, what should you find next? (The value of each digit.)
Now how do we write a number in expanded form? (Write it as a sum of the values of
digits.)
C. Application
1. Mr. Simon harvested four thousand fifteen coconuts from his farm. His brother harvested three
thousand two hundred twelve. How many coconuts did they harvest together?
2. The gas station in Fourth Street sold fourteen thousand one hundred twenty-six litres of
gasoline. The station in Fifth Street sold nine thousand six hundred forty-one litres. How
many litres did they sell in all?
3. Two basketball games were played at the Bagong Lakas Sports Complex. In the first
game, ten thousand twelve tickets were sold. In the second game, eleven thousand one
hundred twenty-three tickets were sold. How many tickets were sold?
4. The mayor wanted to know the number of people in two barangays. Barangay Masagana
reported 14 826 people. Barangay Masikap reported 12 975 people. What is the total
number of people in the two barangays?
5. Roxas City Lions club had a benefit show for the deaf and blind. They sold out blue tickets
worth 11,450 and red tickets worth 18,796. How much worth of tickets were sold
out?
IV. Evaluation
V. Assignment
36
B. Write in standard form.
Barangay Population
Katipunan 15 211
Makabayan 11 313
Magiting 9 384
Mabini 8 578
Mayumi 16 321
Masagana 7 254
Mapayapa 5 321
1. biggest population
2. smallest population
3. second biggest population
4. population with the same digit in the thousands and ones
5. the population with the same digit in the ten thousands and thousands place
6. population of Barangay Magiting
7. population of Barangay Masagana
I. Learning Objectives
A. Preparatory Activities
1. Drill
37
Direction: Distribute flaglets and number cards to the pupils. Ask them to line up in front of the
class and show their flaglets one by one. Ask other pupils to match their number
cards with the figures.
2. Review
492 578 69
tens hundreds tens
364
hundreds 3 692 tens hundreds
1 285
3. Motivation
a. Show a bottle full of beads. Can we tell the exact number of beads at a glance? About
how many beads are there in the bottle?
b. Show a picture with a big crowd of people i.e.: watching boxing, baseball tournament,
beauty pageant.
B. Developmental Activities
1. Presentation
0 10 20 30 40 50
38
Find 25. Where is it located? It is halfway between 20 and 30.
When a number is halfway between the two tens, round it up to the higher tens.
So 25 rounded to the nearest tens is _____.
Find the point for 130. Is it closer to 100 or to 200? It is closer to 100.
Shall we round it down or round it up?
So 130 rounded to the nearest hundreds is ______.
2. Guided Practice
a. Work in Pairs
Distribute number cards and cutouts with the words round down and round up written on
them to each pair.
Ask the pupils to match the number cards with the cutouts and arrange them on top of
st
their desks. The 1 pair to come up with the correct answers wins. Remind them that each
member should cooperate with one another to win the game.
Ask the pupils to look for the answers to the following questions from the cutouts
arranged on the chalkboard.
39
C. Generalization
IV. Evaluation
A. Round off each number in the box to the nearest tens or hundreds. Write it in the correct
column.
ROUND OFF TO
195 78 385 64
361 456
32
1. 649
2.
476
50 40
600 3. 73
10
200
4. 195
500 70
5. 42
6 11
40
V. Assignment
1) 392 2) 85 3) 751
4) 91 5) 638 6) 1 783
7) 2 645 8) 7 288 9) 6 924
10) 5 763
I. Learning Objectives
A. Preparatory Activities
1. Drill
2. Review
41
34 283 78
428 66 853
3. Motivation
Have you gone to a gymnasium? Does your school have a gymnasium? Describe a
gymnasium? Do you know that you can play basketball, volleyball, table tennis and
badminton in this place? Who among you know how to play these sports? Do you know that
playing these sports keep a person physically fit?
B. Developmental Activities
1. Presentation
1) Thousands Place
2 000 2 100 2 200 2 300 2 400 2 500 2 600 2 700 2 800 2 900 3 000
Look for 2 400 and 2 600 on the number line. Which number is nearer to 2 000? The
numeral 2 400 is nearer to 2 000. So 2 400 rounded off to the nearest thousands is 2
000.
2) Ten Thousands Place
10 000 11 000 12 000 13 000 14 000 15 000 16 000 17 000 18 000 19 000 20 000
The teacher gives other examples in rounding off numbers to the nearest thousands and
ten thousands.
42
Using the number line show how the following numbers are rounded off to the nearest
thousands and ten thousands.
2. Guided Practice
a. Work in Pairs
Each pair will be given some exercises to work on. After answering them, the pupils
will write their answers on the board. The pair with the most number of correct answers
will be given a “yes clap”.
1) 8 241 a. 5 000
2) 71 592 b. 70 000
3) 69 125 c. 8 000
4) 3 378 d. 4 000
5) 94 705 e. 7 000
6) 8 749 f. 3 000
7) 54 342 g. 60 000
8) 7 248 h. 9 000
9) 4 329 i. 50 000
10) 4 653 j. 90 000
3. Generalization
1. Look for the digit of the place value to which the number is to be rounded.
2. Check the digit to its right. If it is 4 or below, round down the number. If it is 5 or above,
round it up.
3. Change to zero all the digits to the right.
C. Application
1. Which is the smallest four-digit number that can be rounded off to 1 000?
a. 1 634 b. 1 310 c. 1 536 d. 1 258
2. Which is the largest five-digit number that can be rounded off to 10 000?
a. 14 195 b. 13 795 c. 15 681 d. 12 831
43
3. Which is the smallest five-digit number that can be rounded off to 30 000?
a. 29 453 b. 34 467 c. 32 781 d. 24 938
IV. Evaluation
1. Mt. Apo is 2 954 metres high. About how many metres high is Mt. Apo? ________
2. The Philippines has about 7 100 islands, 2 773 of them have names. About how many
thousands are the islands with names? __________
3. The average number of pupils in our school is 4 268. About how many pupils are there in our
school? ________
V. Assignment
a) 23 418
b) 76 163
c) 89 246
d) 15 102
e) 52 813
I. Learning Objectives
44
III. Learning Experiences
A. Preparatory Activities
1. Drill
2. Review
EXAMPLES
1, 3 ___, ___, ___, 11, ___, 15, ___, ___, 21 5, 7, 9, 13, 17, 19
24, ___, 28, ___, 32, ___, ___, 38, ___, ___, 44 26, 30, 34, 36, 40, 42
53, ___, 57, ___, 61, ___, ___, 67, ___ 55, 59, 63, 65, 69
3. Motivation
The teacher calls on 2 pupils, then asks another pupil to give the 4 cupcakes equally to
the 2 pupils.
Ask: How many cupcakes does each child get?
Is there a leftover?
B. Developmental Activities
1. Presentation
a. Analysis of example
1. What division sentence can we make out of the 4 cupcakes divided equally among 2
pupils? 4 ÷ 2 = 2
2. Is there any remainder?
3. The teacher calls on 2 pupils at a time and distribute candies to them.
a. 5 candies ÷ 2 pupils
How many candies will each pupil receive?
Is there a leftover?
45
b. 6 candies ÷ 2 pupils
c. 7 candies ÷ 2 pupils
d. 8 candies ÷ 2 pupils
Ask the same
questions for e. 9 candies ÷ 2 pupils
exercises b to h.
f. 10 candies ÷ 2 pupils
g. 11 candies ÷ 2 pupils
h. 12 candies ÷ 2 pupils
A B
4 3
6 5
8 7
10 9
12 11
Numbers in column A are called even numbers, those in column B are odd
numbers.
b. Use the cutouts
Rosita picked 13 ripe guavas. She gave each of her 6 friends 2 guavas. Did she
give away all the guavas?
46
What kind of number is 13, odd or even? Why?
The teacher uses the same procedure with other numbers, using different kinds of
fruits.
c. Working in Triads
1 2 3 4 5 6 7
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Write a division sentence for the illustration.
14 ÷ 2 = 7
2. Guided Practice
a. Group the pupils into Learning Barkada’s. Copy the drawing and color the even numbers
blue and the odd numbers red. Remind the LB members to work cooperatively with each
other.
After the activity, ask each group how they did their activity. Is it good to cooperate with
the group in doing an activity? Why?
47
Study the numbers inside the box then put check if it is even and cross if odd
numbers.
8 18 7 14 60 53 55 69
27 65 47 52 72 67 68 76
27 57 65 62
3. Generalization
Differentiate odd from even numbers. Can you think of the uses of odd and even numbers in
our everyday life?
C. Application
Even Odd
IV. Evaluation
V. Assignment
A. Write on the blank if the number is even or odd then give the next greater number for each.
1) 331 ____ ____ 2). 3 827 ____ ____ 3) 9 654 ____ ____
4) 573 ____ ____ 5) 8 306 ____ ____ 6) 1 836 ____ ____
7) 204 ____ ____ 8) 4 570 ____ ____
9) 9 282 ____ ____ 10) 8 537 ____ ____
I. Learning Objectives
A. Preparatory Activities
1. Drill
Divide the class into four or five groups. Assign a leader. Ask them to form a circle. The
leader will ask his members to read the money symbols. When the members read them
properly, they will be allowed to sit. (Note – 1 to 100 only).
49
2. Review
3. Motivation
(Storytelling)
Mother goes to market every Saturday. She buys fruits, vegetables, fish and
other foods. Then she keeps the rest of her money in a saving box.
1. Presentation
a. Present the different denominations for Philippine money (bills & coins). Use play or real
money.
50 20
10 5
1 25 c 10 c 5c
Ask first the pupil to read the different denominations. What is the symbol for peso? for
centavo?
b. Make several combinations out of the denominations presented. Then ask the pupils to
read.
2. Guided Practice
a. Divide the class into 4 groups. Each group will play mini-store. Teacher will give each
group a certain amount of play money. Then the group will look for the items that can be
bought from their money. The group with more correct items bought wins.
50
Items Price
electric fan 950
T-shirt 299
pants 555
shorts 420
shoes 875
cup 320
belt 180
b. Play a Game (at this point the pupils will have to read and write money values in
symbols)
Show folded empty wrappers of candies. Inside the wrappers are certain amount of
money. Ask each pupil from the group to write the amount on the show-me-board. The
group with the highest points wins.
Examples:
3. Generalization
We write money values using the centavo sign (c) or peso sign ( ).
Application
1.
500 200 100
5 5
IV. Evaluation
Write on the blank spaces the number of paper bills and coins equivalent to each of the amount
indicated on the left.
V. Assignment
Fill in the blanks with the correct amount to complete each sequence.
I. Learning Objectives
Cognitive: Compare values of the different denominations of coins and bills through
1,000
Psychomotor: Show equivalent amount of different denominations through 1,000
Count money values with speed and accuracy
Affective: Say thank you after receiving gifts
52
III. Learning Experiences
A. Preparatory Activities
1. Drill
Give each pupil cards with written symbols. As the teacher flashes the cards like the
ones below, the pupils will raise the card appropriate to the mathematical sentence.
1. 50.00 100.00
2 ten-peso bills 30
2.
2. Review
3. Motivation
her
1 000
53
Ask: Did you also receive Christmas gifts from your godparents? What did you say after
you received such gift?
B. Developmental Activities
1. Presentation
a. Present the situation used in the motivation. Put the real money in a pocket chart.
Let us compare the amounts. Use >, < or =. Which is more, 750 or 1 000? Which is
less?
Depositor Savings
1. Josie 595.00
2. Agnes 300.00
3. Laura 650.00
4. Alma 1,000.00
5. Mariz 995.00
6. Gally 650.00
Compare:
595 is a three-digit number while 1 000 is a four digit number. Thus, 595 has the
lesser value.
54
2. Guided Practice
* Working in Four
200 = 50 50 50 50
100 100
* Working in Dyads
Play “Higher or Lower”. On the board are covered money values. Uncover the
squares one by one. Write “Higher or Lower” on show-me-board, if the next amount is
higher or lower than the previous one.
Inside 100 95.50 205 1,000 950.50 801.00 715.00 650.00 540.75
* Working in Triads
Give the amount that is 500 greater than each of the following:
Give the amount that is 100 less than each of the following:
3. Generalization
Remember:
1. Study the amounts of money. If the first digit of the two amounts are the same, compare
their second digits or the next digits.
2. The number with the greater digit has the greater value.
3. The more digits the money value has, the greater its value.
55
C. Application
50 10 20 20
1.
100 100 10
30
3.
10 10 500
50 50 20
200 200
4. 00 200
5 500
5.
100 50 20 10
IV. Evaluation
Nora went shopping at La Villa Department Store. She bought the following items:
56
B. Write <, > or = on the blank.
V. Assignment
I. Learning Objectives
A. Preparatory Activities
57
1. Drill
2. Review
XXXV XXXVII
XVI 34 XL XXXIX
29 45
29 27 XLIV 36
XXV 28
3. Motivation
Have you been to Manila? What places in Manila have you enjoyed visiting? Let the pupils
share their experiences.
The teacher will show the picture of Manila City Hall Clock Tower.
How do you describe the tower? Can you tell the time by that clock?
58
B. Developmental Activities
1. Presentation
Let us pretend that we are in a ranch. Cesar, a rancher is counting the animals. He was
asked by his master to prepare the list in Roman and Hindu-Arabic numbers. Here is the
list.
Animal Roman Numeral Hindu-Arabic
Numerals
sheep XCIX 99
Cow C 100
Goat LXXXVII 87
Carabao LXXV 75
Horse LXVI 66
Chicken LXXX 80
Turkey XCV 95
Duck LXXVIII 78
Pig LIV 54
2. Guided Practice
Group the students into four. Have them do the activities inside the envelope which the
teacher will give them.
Group 1
Complete the ladder by changing the Hindu-Arabic numerals to Roman numerals. Write
your answer at the steps above the number.
55
64
73
82
91 59
90 54
89 66
78 77
67 86
56 95
81
72
63
54
59
Group 2
(For a group with more bright pupils)
LXI, ____, LXIII, ____, LXV, LXVI, ____, ____, ____, LXX
XC, ____, ____, XCIII, XCIV, ____, ____, XCVII, XCVIII, ____, C
Group 3
A B
1. LXXX a. 51
2. LI b. 62
3. LXII c. 73
4. LXXIII d. 84
5. LXXXIV e. 95
6. XCV f. 100
7. LXXIX g. 57
8. LXVIII h. 68
9. LVII i. 79
10. C j. 80
k. 78
Group 4
3. Generalization
60
Remember:
2. Add if the symbols are repeated. The letters I and X can be repeated up to three
times only.
Example:
II = 1 + 1 = 2 XX = 10 + 10 = 20
III = 1 + 1 + 1 = 3 XXX = 10 + 10 + 10 = 30
Example:
LV = 50 + 5 = 55 LXI = 50 + 10 + 1 = 61
4. Subtract when a symbol of lesser value is placed before a symbol of greater value.
Example:
IX = 10 – 1 = 9 XC = 100 – 10 = 90
Note: Only letter I and X can be placed before a symbol of greater value.
C. Application
- Ray used 25 stones. Ed doubled that number. How many stones did they use in all?
- Jim has 94. How do you write 94 in Roman numerals?
- Carlos had 95. He bought a notebook for 23. How much does he have left?
- Mother went to the supermarket. She bought 12 cans of milk, 14 cans of biscuits and 40 cans
of sardines. How many cans of groceries did she buy in all?
- In a classroom there are 33 boys and 55 girls. How many pupils are there in all?
IV. Evaluation
A B
___1) 67 a. LXXV
___2) 78 b. LXVII
___3) 89 c. LXXVIII
___4) 94 d. XCIV
___5) 75 e. LXXXIX
___6) 93 f. XCVI
___7) 59 g. LXXVIII
___8) 78 h. LXXXIV
___9) 84 i. LIX
___10) 96 j. LXVIII
k. XCIII
61
V. Assignment
Look for the things inside and outside your house which are less than 101. List them down.
Follow the format below
QUANTITY
THINGS ROMAN HINDU-ARABIC
NUMERALS NUMERALS
I. Learning Objectives
Skill: Reading, writing and giving the value of Roman Numbers from C to D.
Reference: BEC PELC IA. 5. 1. 2
Materials: textbooks, chart, trees drawn on illustration board
Value: Taking care of the sea
A. Preparatory Activities
Call on pupils and ask them to pick pictures of fruits with Roman numerals written at the
back. If the child reads it correctly, he gets the fruit. The group with the most number of fruits
picked is the winner.
(The teacher should make a drawing of a tree and cutout of fruits then write at the back of
the fruits the Roman numeral I to L.)
62
2. Review
Write True if the statement is correct. If it is incorrect write the correct Roman numeral.
a. XCIX = 99
b. XCIV = 96
c. LXXXV = 85
d. LXIII = 62
e. LXXVII = 77
3. Motivation
What do you notice about our sea? Is it still clean? Who contributed much to the pollution
of our sea? What should you do to lessen sea pollution?
B. Developmental Activities
1. Presentation
a. The pupils of Paye Elementary School, through the guidance of their teacher-in-charge,
Mr. Galileo L. Go, participated in the Worldwide Coastal Clean-Up Day. He asked them to
make a listing of the waste materials they picked. The listing is as follows:
b. Ask: Did the pupils of Paye Elementary School show care for the sea?
c. Lead first the pupils in reading the Roman numerals with their corresponding Hindu-
Arabic numerals.
Which symbol comes first, the symbol with smaller or bigger value?
Do we add or subtract the value?
Let’s look at how we write 200 and 300.
Up to how many times are we going to repeat C? Why? Discuss also the other
numbers.
2. Guided Practice
63
b. Working in Dyads
Fill in the box with the correct number that is equivalent to the number on the
opposite box.
444
CCXXII
187
CDXLIV
3. Generalization
How do we write 100, 200, 300, 400 and 500 in Roman numerals?
Up to how many times are we allowed to repeat C? How about D? Why?
Remember:
1. Here is how we write the following numbers in Roman numerals.
Hindu-Arabic Roman numeral
100 - C
200 - CC
300 - CCC
400 - CD
500 - D
2. The symbol C can be repeated up to three times only and can be placed
before a symbol with a greater value.
C. Application
1) 456 2) 148
3) 500 4) 321
5) 348 6). 125
7) 248 8) 302
9) 146 10) 118
IV. Evaluation
V. Assignment
Column A Column B
1. 478 a. CCCXCIX
2. 254 b. CDLXXVIII
3. 362 c. CLXXXIII
4. 183 d. CCCLXII
5. 399 e. CCLIV
B. As a sign of your love and concern for the sea, together with your classmates pick up trashes
in the seashore. Make a listing like the one below. Note: up to 500 only
ROMAN HINDU-ARABIC
TRASH NUMERALS NUMERALS
I. Learning Objectives
A. Preparatory Activities
1. Drill
65
Example of problem written on
the rolled paper.
Change to Hindu-Arabic
LI
LXXV
LXXXVI
C
2. Review
Form 2 groups. Each member of the group will draw one question from the bowl and he
will answer it by himself. One correct answer means one step on the tree. The first group to
reach the top of the tree wins the game.
Sample Questions
66
3. Motivation
C. Developmental Activities
1. Presentation
a. Before the year ends, Mr. Cruz makes a listing of the unsold items in the bookstore.
First, spin the Roman numeral roulette. Have the pupils read the number, then let them
change it to Hindu-Arabic. Do this until you finish all the numbers. Follow the same
procedure in the Hindu-Arabic roulette.
2. Guided Practice
Ask: What should you do during group activities? Do you participate actively? Why is it
necessary to participate in every group activity?
67
1. Individual activity
Prepare two bowls with strips of paper, one for Hindu-Arabic and one for Roman
numerals. Have the pupils pick out one strip from either of the two bowls. Then the pupils
find their partner by matching the Hindu-Arabic number or Roman numeral each had
picked.
2. Form 4 groups (Provide each group with activity sheets.)
Group A
Give the missing numbers.
Group B
Write the missing numerals in the series.
Group C
Change the numbers to Roman numerals. Substitute the following for Roman numeral
letters. Sing the lines.
D – I have two hands the left and the right,
M – Hold them up high so clean and bright,
C – Clap them softly one, two, three,
L – Clean little hands are good to see.
X – Mathematics, mathematics (Are you sleeping?)
V – How it thrills, how it thrills,
I – It is so exciting and so interesting. I love Math. (2x)
1) 654 6) 505
2) 785 7) 955
3) 965 8) 833
4) 100 9) 550
5) 841 10) 660
Group D
1. Change to Roman numerals. Substitute the following movements for the letters.
I – jump once V – clap two times
X – stamp your feet L – sway your hips
C – turn around M – waive your hands two times
D – sit down
3. Generalization
What is the symbol for 600, 700, 800, 900 and 1000?
What did we add to D to make 600, 700, 800? What operation is involved here?
What did we put before M to make it 900? What operation is used here?
How many times are we allowed to write D? How about M?
d. We subtract when a symbol of lesser value is placed before a symbol of greater value.
Example:
CM = 1 000 – 100 = 900
Note:
1. Only letters I, X and C can be placed before a symbol of greater value.
2. Only letters I, X, C and M can be repeated up to three times
D. Application
Form 4 groups. Assign a leader and a recorder to record the correct responses of each pupil.
Mechanics:
The pupils sit in a circle. The game leader flashes a card and asks his member to read first.
The pupil then gives the equivalent Roman numeral. If he is not able to give the correct answer
others will do it. A pupil should have at least 5 points to win the game.
69
IV. Evaluation
1) 875 a. DCCCXXXV
2) 623 b. CMI
3) 642 c. DCXLII
4) 901 d. DCXXIII
5) 835 e. DCCCLXXV
6) 952 f. CMXCIX
7) 862 g. DXCIX
8) 960 h. CMLX
9) 599 i. DCCCLXII
10) 999 j. CMLII
V. Assignment
70