Paaralan
RITA ELEMENTARY SCHOOL
Daily Lesson Log Guro
Petsa/Oras:
I. OBJECTIVES
A.Content Standards
B.Performance Standards
C. Learning Competency
LC Code
Content
II.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages
2.Learner’s Materials Pages
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
III. PROCEDURES
A.Reviewing previous lesson or
presenting the new lesson
B.Establishing a purpose for the
lesson
STA.
MONDAY
Orient the learners about the
subject/course/overview of the
learning area.
Inform the learners of different
classroom rules.
Elect officers who will lead the
class throughout the school year.
Orientation
Prayer
Checking of attendance
Self-intorduction of the teacher
Mark David M. Hilario
August 22-26, 2022
TUESDAY
The learners demonstrates
understanding of whole numbers up to
10 000, ordinal numbers up to 100th,
and money up to PhP1000.
The learners is able to recognize,
represent, compare, and order whole
numbers up to 10 000, and money up
to PhP1000 in various forms and
contexts.
Visualizes numbers up to 10 000 with
emphasis on numbers 1001 - 10000.
M3NS-Ia-1.3
Visualizing Numbers up to 5 000
p.1-5
p. 2-5
Write the following in symbols.
1) eight hundred forty-eight
2) nine hundred ninety-nine
3) one hundred four
Write the following in words.
1. 345 3. 503 2.
674 4. 980 5.
864
Play a puzzle game. Provide each
group of pupils with sets of numerals
0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. The
puzzle is a number (ranging from 101
to 1 000) written in bold figures. Ask
pupils to answer the questions that
you will read.
C.Presenting examples/instances of
the new lesson
D.Discussing new concepts and
practicing new skills #1
E.Discussing new concepts and
practicing new skills #2
F.Developing mastery Election of officers
(Leads to formative
assessment)
G.Finding practical/applications of
concepts and skills in daily living
H. Making generalizations and
abstractions about the lesson
Introduction of the learners
Orientation about the subject
Setting of classroom rules
How are these numbers similar?
How many digits are there?
What is the biggest place value in the
numerals?
Have the pupils use flats, longs, and
squares to illustrate/visualize each
number. Using
blocks, flats, longs and squares, 1 000
has how many loose
squares? How many longs? flats?
blocks?
How many is 1 000 in hundreds?
tens? ones?
Guide the pupils to visualize other
numbers using flats, longs and
squares.
a. 2 425 b. 3
627
What do the blocks represent? the
flats? the longs? the squares?
When we add one square to 1 000
blocks, how much do we get?
Have pupils work on Activity 3 in the
LM.
How could we visualize numbers from
1 001 – 5 000?
What helps us visualize the numbers?
I.Evaluating Learning A. Visualize the following numbers by
using flats, longs and squares.
1. 2 217
3. 3 760 2. 3
248
B.
Write the total number in the number
disc.

J.Additional activities for application or

remediation

IV.REMARKS

V. REFLECTION
A.No. of learners who earned 80% of
the formative assessment
B.No. of learners who require
additional activities to remediation

C.Did the remedial lessons work?No.

of learners who have caught up with
the lesson
D.No. of ledarners who continue to
require remediation
E.Which of my taching strategies
worked well?Why did these work?
F.What difficulties did I encounter
which my principal or supervisor can
help me solve?
G.What innovation or localized
material did I use/discover which I wish
to sharewith other teachers?
HOOL Baitang/Antas
Asignatura
Markahan
WEDNESDAY THURSDAY
NO CLASSES DUE TO TROPICAL The learners demonstrates
DEPRESSION "FLORITA" understanding of whole numbers up to
10 000, ordinal numbers up to 100th,
and money up to PhP1000.
The learners is able to recognize,
represent, compare, and order whole
numbers up to 10 000, and money up
to PhP1000 in various forms and
contexts.
Gives the place value and value of a
digit in 4- to 5-digit numbers
M3NS-Ia-10.3
Giving the Place Value and Value of
Numbers up to 10 000
p. 10-13
p. 10-15
Give Activity 1-B in the LM as a review Write the missing number in the
shapes below.
Form four groups of three pupils each.
Give each group two sets ofnumber
cards (numbers 0 through 9). Give
these directions:
III-Atis
Mathematics
Una
FRIDAY
The learners demonstrates
understanding of whole numbers up to
10 000, ordinal numbers up to 100th,
and money up to PhP1000.
The learners is able to recognize,
represent, compare, and order whole
numbers up to 10 000, and money up
to PhP1000 in various forms and
contexts.
Reads and writes numbers up to 10
000 in symbols and
in words.
M3NS-Ia-9.3
p. 14-16
p. 16-18
Distribute a set of cards with numbers
written in symbols and another
set of cards with their equivalent
numbers in words. Tell the pupils to
find their match. The first pair to find a
match wins. Post the pairs found
on the board.
Provide and present the counters –
flats, longs, and squares or let the
pupils bring out their pre-assigned
counters. Have the pupils count them.
Let them group them into thousands,
hundreds, tens and ones.
Present this place value chart and
refer pupils to the LM. Discuss the
different place values.
Glenda heard from the newscaster
that there are one thousand twenty-
five voters in barangay Sta. Ana and
one thousand three hundred twenty-
four voters in barangay Nabalod. She
wrote the numbers on her paper this
way,
Barangay Sta. Ana – 1 250 voters
Barangay Nabalod – 1 324 voters

Let pupils do Activity 2. Let them give
the number represented by the
number discs on the chart. Let them
answer the questions that follow.
Let them note that the
value of a number could be arrived at
by
multiplying the digit by its place value
as shown in the procedure
below.
Is she correct in writing the numbers?
Why?
Which number is written correctly?
Why?
Which is not? What is the correct way
of writing this number?

Lead pupils to see the pattern that the Divide the class into groups.
place value of a digit is always 10 Assign each group a task. Ask them to
times as great as the place value of prepare the hundreds char
the digit to its right. Introduce the next Group1 – Make a number chart
higher place value – the ten thousands from 1 001–1 100.
place. Group 2 – Make a number chart
from 2 401 –2 500.
Group 3 – Make a number chart
from 3 501 –3 600.
+F26How were you able to do your
Have pupils work by pairs on Activity 3 Howtask?many digits do numbers from 1
in the LM. 001 to 9 999 have? Which digit
belongs to the thousands group?
How many digits are there in 10 000?
Which digit belongs to the thousands
group? Guide pupils in working on
Activity 1 in the LM.

Have pupils work on Activity 4 in the Guide pupils in doing Activity 2 in the
LM. LM.

What are the place values in a 4-digit How do we write numbers from 1 001
number? to ten thousand in symbols
In which group of number or period and in words?
name is each place value found?
How do you find the value of a digit in
a given number?
A. Give the correct place value and A. Write the correct missing number.
value of the following number. 1. 6 462, _____, 6 464
1. 5 017 3. 2. 7 586, _____, 7 588
3 259 2. 7 305 B. Write the following numbers in
B. words.
Answer the following questions. 1. 5 459 2.
6 568

Have pupils study the illustration in Give Activity 4 in the LM as pupils’

Activity 6 in the LM and let the pupils assignment.
give five 4-digit numbers using the
digits found in the illustration.