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QUARTER I
Week 1

Subject: MATH Grade Level: IV

Date: __________________ Day : 2
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-1.4
Competency The learner visualizes numbers up to 100 000 with
emphasis on numbers 10 001 –100 000
I. OBJECTIVES
Knowledge: Visualizes numbers up to 100 000 with emphasis on
numbers 50 001-100 000

Skills: Writes numbers up to 100 000 with emphasis on numbers

50 001-100 000

Attitude: Shows cooperation in visualizing numbers up to 100 000

Numbers and Number Sense

II. CONTENT Visualizing Numbers up to 100 000 with emphasis on
Numbers 50 001 – 100 000

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Mathematics 4 TG pp. 7-10
Pages
2. Learner’s Mathematics LM pp. 4-5
Materials Pages
3. Textbook Pages
4. Additional
Materials
5. Learning
Resources (LR)
portal
B. Other Learning cut outs of number discs, picture
Resources
IV. PROCEDURE

Prepared by: Mrs. Annie H. Piñero, Sibulan 2 District

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A. Reviewing or
presenting the new Have a drill on visualizing numbers 10 001 to 50 000.
lesson Pupils can be asked to use or draw number discs to
show numbers 10 001 to 50 000.

Example:
Using your cut outs of number discs, show these
numbers:
a. 22 105
b. 41 408
c. 32 637
d. 24 918
B. Establishing a (Showing pictures of scouts who are planting trees)
purpose for the lesson

Let them say something about the pictures.

C. Presenting examples
of the new lesson
Ask:
a. Have you ever joined a tree planting activity in your
school?(Yes/No) Have you ever planted tree
seedlings in your backyard? (Yes/No)
b. Why do you think it is important to plant trees?
Or in what way do trees help us? (Trees help us in
many ways. They help prevent soil erosion, etc.)
(Science Integration)
If ever there is heavy rain, what do you think would
be the result because of the absence of trees? (flood)
Then what should you do before the flood will rise or
will overflow? ( We will evacuate before it happens.)
( DRRE Integration)
 Present this situation to the class.
A group of pupils from different schools in Luzon
joined a Tree Planting activity. There were 52 134
trees planted in all. Do you know how big 52 134 is?
Ask: How many trees in all were planted by a group
of pupils? (52 134)

D. Discussing new  Group the pupils into 5 teams.

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concepts and  Distribute cutouts of number discs to the teams.

practicing new skills  Let the pupils use cutouts of number discs to visualize
#1 52 134.
Ask:
a. How many 10 000s discs did you use? (5)
b. How many 1 000 discs? (2)
c. How many 100s? (1)
d. How many 10s? (3)
e. How many 1s? (4)
E. Discussing new  After all groups have presented their answers, look
concepts and back at the given example. Ask: How many 10 000s
practicing new skills do we have? ( 5 )
#2 a. Five 10 000s discs is equal to how many?(50 000)
b. How many 1000s do we have? (2)
c. Two thousands discs equals how many?(2000)
d. How many 100s? (1)
e. One 100s discs equals 100, how many 10s?(3)
f. Three 10s discs equals 30, how many 1s discs? (4)
g. Four 1s discs equals how many?(4)
Say:
 52 134 means
5 ten thousands, 2 thousands, 1 hundred, 3 tens, and
4 ones.
Ask:
a. Which group was/were able to give all correct
answers? (varied answers)
b. Which group was/were not able to give any
correct answers? (varied answers)
c. How did you find the activity? (varied answers)
d. Is using number discs helpful to you in visualizing
numbers from 50 001 to 100 000? (Yes/No)

F. Developing Mastery  Use number discs to visualize the numbers within

the sentence.
1. There are 62 800 people at the peace rally.
2. About 95 450 people left for the Middle East
last month.
3. The Foundation donated 85 945 assorted canned
goods to the typhoon victims.

G. Finding practical Do this in a piece of paper.

applications of There are 38 450 tree seedlings distributed to the
concepts and skills in different schools of Dumaguete City Division by the
daily living Department of Environment and Natural Resources.
Draw number discs to show the given number.

Prepared by: Mrs. Annie H. Piñero, Sibulan 2 District

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H. Making Ask:
Generalizations and  How do you visualize numbers from 50 001 to
abstractions about 100 000?
the lesson (To visualize numbers from 50 001 to 100 000, we use
number discs such as 10 000s, 1 000s, 100s, 10s and 1s.)

I. Evaluating learning Draw number discs to show these numbers.

1. 61 120
2. 52 766
3. 83 745
4. 75 324
5. There were 27 264 people who joined the
“Save the Forest Movement”.

J. Additional Write the numbers for the following:

Activities for 1. 5 ten thousands, 8 thousands, 9 tens, and 5 ones
application or 2. 7 ten thousands, 6 thousands, 7 tens, and 0 ones
remediation 3. 8 ten thousands, 9 tens
4. 10 ten 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 Remediation.
activities for remediation
C. Did the remedial ___Yes ___No
lessons work? No. of ___ Learners have caught up the lesson.
learners who have caught
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:
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

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F. What difficulties did I
encounter which my
principal and supervisor
help me solve?
G. What innovation or
localized material did I
use/discover which I
wish to share with other
teacher?
Prepared by: Mrs. Annie H. Piñero, Sibulan 2 District
___ 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
___ Bullying among pupils
__ _Pupils’ behavior/attitude
___ Colorful IMs
__Unavailable Technology
Equipment (AVR/LCD)
__ Science/ Computer/
Internet Lab
__ Additional Clerical works
__Reading Readiness
__Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use of big books from
views of the locality
__ Recycling of plastics to be used as Instructional
Materials
__ Local poetical composition
__Flashcards
__Pictures
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ATTACHMENT # 1
Week 1, Day 2

Content: Visualizing Numbers Up to 100 000 with Emphasis on

Numbers 50 001 – 100 000

DISCUSSIONS:

To visualize numbers from 50 001 to 100 000,

we use number discs such as 10 000s, 1 000s, 100s, 10s,

and 1s.

SUPPLEMENTARY ACTIVITIES

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

DIRECTION:

Draw number discs to represent these numbers.

1. 56 370
2. 87 958
3. 68 063
4. 99 950
5. 98 600

DIRECTION: Visualize the following numbers using number discs.

1) 50 001
2) 47 508
3) 76 382
4) 80 490
5) 100 000

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ATTACHMENT # 2

Prepared by: Mrs. Annie H. Piñero, Sibulan 2 District

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Prepared by: Mrs. Annie H. Piñero, Sibulan 2 District

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DIRECTION:

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

Prepared by: Mrs. Annie H. Piñero, Sibulan 2 District