Republic of the Philippines

DEPARTMENT OF EDUCATION
Region VIII (Eastern Visayas)
Division of Leyte
Jaro III District

SAN AGUSTIN ELEMENTARY SCHOOL

121467

A SEMI-DETAILED LESSON PLAN IN MATHEMATICS 4

May 27, 2022

I. Objective
Identify the place value and value of a digit in numbers up to 100 000
M4NS-Ia-1.4

Being considerate

II. Content and Materials

A. Place Value and Value of a Digit in Numbers up to 100 000
B. Multi-media equipment, manila paper, marker
C. Teacher’s Guide, pages 10-14; Learner’s Material, pp. 6-8

III. Procedure
A. Preparation
1. Drill
Have a drill in the form of a number game.
a. Give each row a piece of Manila paper and a marker.
b. Ask the pupils to write in the Manila paper the number which will be given
by the teacher.
c. The row which has the most number of correct answer wins the game.
2. Review
Conduct a review on the place value and value of a digit in numbers
from 1 001 to 10 000.
3. Motivation
Ask the pupils why smaller pupils are seated in front while the bigger pupils
are seated at the back. Help the pupils realize that people must be
considerate to others.
B. Presentation
1. Let the pupils work in rows. Have each row bring out its pre-assigned number
disc. Have them group the number discs into ten thousands, thousands,
hundreds, tens and ones.
2. Differentiate place value and value.

C. Comparison and Abstraction

 Activity 1
1. Performing Activity
Pupils will work on the activity by row. Give each row different activity sheets.
Set standards. Tell them to follow carefully the directions in writing the data.

EXPLORE AND DISCOVER

In 2013, Barangay San Sebastian harvested 64, 789 mangoes. What

does each digit in 64, 789 mean? Identify the place value of each digit and
determine its value. Use the table below as a guide.

Place Value Value

9 Ones 9
8
7
4
6

2. Processing the Activity

After the exercises, let one pupil in each row present his/her answer.

Activity 2
1. Performing Activity
Write the numbers that follow on the board. Then let each row perform the
activity assigned to them.

1) 23 885 2) 65 221 3. 38 476

Row 1: Identify the value of the digits in each number.

Row 2: Identify the place value of the digits in each number.
Row 3: Draw number discs which will correspond to the given numbers

2. Processing the Activity

Discuss the answers given by each row. Are the answers the same?
If not, settle the differences by letting each row explain and defend
their answers.

Activity 3
Reinforcing the Concept and Skill
a. Discuss the lesson about place value and value of numbers
b. Have the pupils answer the exercises under Get Moving
GET MOVING
A. In the number 91 736 what is the place value of each digit?
9 ____________ 1 ____________ 7 ____________
3 ____________ 6 ____________

B. Write the missing numbers.

1. 74 789 means 70 000 + 4 000 + 700 + 80 + _______
2. 34 567 means _______ + _______ +_______ + 60 + 7
3. 45 897 means 40 000 + _______ + 800 + 90 + 7
4. 45 789 means 40 000 + _______ + 700 + 80 + 9
5. 64 413 means _______ + _______ + _______ + _______ + _______

3. Generalization
 Ask the following questions to elicit the generalization below.
- What are the place values in a 5-digit number?
- How do you determine the value of a digit in a given number?

4. Application
a. Ask the pupils to answer this problem:
There are 49 263 people attending the launching of Care for a Child,
Feed a Child Program of the DSWD. Give the place value and value of each
digit.

b. Let the pupils answer the exercises under Apply Your Skills A and B on page
8 of their Module.

IV. Evaluation
Write the place value and value of the underlined digit.

Place Value Value

1. 64 587
2. 67 840
3. 43 125
4. 80 456
5. 23 348

V. Assignment
Give the number represented by the following.
1. 30 000 + 6 000 + 500 + 70 + 9
2. 70 000 + 7 000 + 300 + 20 + 7
3. 80 000 + 6 000 + 200 + 60 + 4

Ratee:

MAY JOY T. TORREFIEL

Teacher I

Process Observers:

MARITA G. MORFE LIZA M. GUDA

Master Teacher I School Head/Principal I

Noted:

LIZA M. GUDA
School Head/Principal I