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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
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)
portal
B. Other Learning flashcards, place value chart, set of numbers written on
Resources cards
IV. PROCEDURE

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A. Reviewing or
presenting the new Have a drill in the form of a game.(Number Tag
lesson 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
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)

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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.

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 1. ) 144 785
#2 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
(Note: Answers in red)

Ask:
What is the place value of the digit 7 in the first
number? (hundreds)

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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.
daily living Give the place value and value of each digit in the
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 What are the place values in a 5-digit number?
abstractions about (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)
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 1. 30 000+6000+500+70+9 = ________(36 570)

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remediation 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.

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation
B. No. of learners who
require additional
activities for remediation
C. Did the remedial
lessons work? No. of
learners who have caught
up the lesson
D. No. of learners who
continue to require
remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I
encounter which my
principal and supervisor
help me solve?
4. 64 300 = _______(ten thousands)
5. 46 432 = _______(thousands)
___ Learners earned 80% above.
__ Learners require additional activities for
Remediation.
___Yes ___No
___ Learners have caught up the lesson.
___ Learners continue to require remediation.
Strategies used that work well:
___ Group collaboration
___ 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
___ Bullying among pupils
__ _Pupils’ behavior/attitude
___ Colorful IMs
__Unavailable Technology

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G. What innovation or
localized material did I
use/discover which I
wish to share with other
teacher?
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 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

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