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QUARTER I
Week 1

Subject: MATH Grade Level: IV

Date: __________________ Day : 4
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-9.4
Competency Reads and writes numbers up to hundred thousand in
symbols and in words
I. OBJECTIVES
Knowledge: Reads and writes numbers up to hundred thousand in
symbols and in words

Skills: Gives the place value of each digit in a given number

Attitude: Appreciates the importance of working as a team in

reading and writing numbers up to hundred thousand in
symbols and in words

Number and Number Sense

II. CONTENT Reading and Writing Numbers Up to 100 000 in
Symbols and in Words

III. LEARNING RESOURCES

A. References
1. Teacher’s Guide Mathematics 4 TG p. 14-17
Pages
2. Learner’s Mathematics LM p. 9-11
Materials Pages
3. Textbook Pages
4. Additional
Materials
5. Learning
Resources (LR)
portal
B. Other Learning place value chart, number cards, flashcards
Resources

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

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IV. PROCEDURE
A. Reviewing or Drill :Read the following numerals.
presenting the new
lesson 34 173 29 495 4 341 86 342

Review: Write the numbers that I’m going to dictate in

your show-me-boards.

568 2645 4876

4567 7678

B. Establishing a Mix and Match

purpose for the lesson
 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 you’ve found on the board.
Example: 2 560 Two thousand, five hundred sixty-
tttttttttttthtttthttthrtthreethree

C. Presenting examples 1. Show a picture of farmers.

of the new lesson Ask : a) Who do you think have contributed much to the
production of this corn? (farmers)
b) Are the farmers important in our country? (Yes)
c) What do you think the farmers do to have a
better harvest? (They work harmoniously as a
team to have a better harvest.) So in other words,
they help each other in taking care of the plants
by applying fertilizer probably and cultivating it
regularly so that production would be better.
Right?
(ESP & EPP Integration)

2. Present this situation to the class. (Be written in a

cartolina)
The total production of corn from 2013 to 2014
of a certain region is fifty-one thousand nine hundred
four metric tons.
D. Discussing new Ask:
concepts and a. Who can write on the board the number fifty-one
practicing new skills thousand nine hundred four in symbol? (51 904)

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#1 b. Is it correct? (Yes) Why? (It has 5 digits. It is up to

ten thousands place.)
c. How many digits does the number have? (5)
d. What digit is in the ten thousands place? (5)
thousands? (1) hundreds? (9) tens?(0) 0nes? (4)
e. Can you read the number?(Yes)
Let them read the number.

E. Discussing new Let them read the problem on page 9 of their book,
concepts and Mathematics LM.
practicing new skills Ask: What is the total number of seedlings donated
#2 by the Bureau of Forest Development to each pupil in
Region 2? (64 821)
How do you read and write the number 64 821
in words and in symbol? ( The number 64 821 is read as
“sixty-four thousand eight hundred twenty-one.”. In
symbol, it is 64 821.)

F. Developing Mastery Group Activity

Divide the class into 4 groups.
Let each group do the following.

1.Read and write the numbers in words from:

Group 1 – 45 351 to 45 352
Group 2 - 45 353 to 45 354
Group 3 - 45 355 to 45 356
Group 4 - 45 367 to 45 368
2. Reporting & Discussion
Ask:
a. How do you find the activity?
b. Did you cooperate with each other in your team?
(Yes) Does it have a good effect? (Yes)
c. How many digits do numbers from 45 356 to 45 360
have? (5)
d. How did you separate the ten thousands and
thousands place from that of the hundreds, tens, and ones
place? (by a comma or space)
G. Finding practical Read and answer what is asked for.
applications of
concepts and skills in a. A school library has a total of twenty-five
daily living
thousand one hundred twenty three books. Write
the number of books in symbols. ( 25 123)
b. There are three hundred twenty-five thousand,
two hundred three registered voters in the

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Municipality of Sta. Catalina. Write the number of

registered voters in symbols. ( 325 203)

H. Making Ask:
Generalizations and How do we read numbers from 10 001 to
abstractions about 100 000?
the lesson To read numbers, read the digits in the first period
at the left, say the period where the digits are. Then, say
only the digits in the units period
How do we write number?
To write numbers from 10 001 to 100 000, the
digits are separated by a comma or space in groups of 3
called periods starting from the right.

I. Evaluating learning Match column A with column B. Write the letter of the
correct answer on the blank provided for.
A
___ 1. three thousand, two
___ 2. twenty thousand, two hundred
___ 3.Twenty four thousand, twenty six
___ 4. two thousand, eight
___ 5. sixty-seven thousand, five hundred

B
a. 24 026
b. 2 008
c. 20 200
d. 23 002
e. 67 500

J. Additional Write the 5 numbers after 90 000 in symbols and their

Activities for corresponding numbers in words.
application or
remediation
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

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

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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?
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
__ 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 Equipment (AVR/LCD)
___ Science/ Computer/Internet Lab
___ Additional Clerical works
___Reading Readiness
___Lack of Interest of pupils
Planned Innovations:
__ Localized Videos
__ Making use 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 4

Content: Reading and Writing Numbers Up to 100 000 in Symbols and in Words

DISCUSSIONS:

To read numbers, take note of what period the digits are,

read the digits in the first period at the left, and say the period

where they are. Then, say only the digits in the units period.

To write numbers from 10 001 to 100 000, the digits are

separated by a comma or space in groups of 3 called periods starting

from the right.

SUPPLEMENTARY ACTIVITIES

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

DIRECTION: A. Write each number in words.

1) 13 456 4) 39 004
2) 29 768 5) 83 500
3) 40 706

B. Write each number in symbols.

1) nine thousand, six hundred eighty-eight

2) forty-three thousand, thirty-nine
3) ten thousand, ninety-nine
4) ninety thousand, four hundred nineteen
5) seventy thousand, one hundred fifty

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ATTACHMENT # 2

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

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DIRECTION:

DIRECTION:

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DIRECTION:

DIRECTION:

DIRECTION:

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

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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