LESSON PLAN

VALUE OF WHOLE NUMBERS

(4A’S FORMAT)
I. Objectives

At the end of the lesson the students will be able to:

a. identify the value of a whole numbers;
b. write a whole numbers in a given set; and
c. comparing a value of whole numbers.
II. Subject Matter
Topic: Value of Whole Numbers
Reference: OnlineMath Learning.com Website and Department of Education
Module (Grade 4)
Materials: Worksheet, websites, downloaded lesson guide
III. Procedure
A. Preliminary Activities
 Prayer
 Greetings
 Attendance
 Classroom Management
B. Motivational Activity
 The teacher will instruct the students to stand to do the counting game
activity.
 The students will be grouped and each group consist of at least 5
members.
 Each member student will be given a whole number (e.g 100, 50, 7).
The remaining members will write the number in the board.
 From the starting point, the student will clap 3 times before going in
front then say his/her assigned number. The secretary will write the
number in the board then the student will go back to the starting point
then clap 5 times to cue the next member to do the activity.
 After the activity, the teacher will read the number on the board then
the students will repeat.
C. Lesson Proper
 Activity

1. What number is formed using these discs? ___________

 2. What number is in the:
_____________a. Hundred thousands place
_____________b. Ten thousands place
_____________c. Thousands place
_____________d. Tens place
_____________e. ones place

 Analysis

1. What did you learn from the activity?

2. How can you determine the value of each number?
3. Can you now write an example of a whole numbers in a given set?
Give at least one example.

 Abstraction

- The teacher will present the lesson to the students.

 Value- The value refers to the worth of each digit

depending on where it lies in the number. We calculate it
by multiplying the place value and face value of the digit.

For instance: If we consider a number 45. Here the digit 4 is in the

tens column. Hence, the value of the digit 4 will be i.e. 40 or forty.

 The value of a digit is determined by multiplying that digit

by
its place value.
62 453 is made up of 6 ten thousands, 2 thousands, 4 hundreds, 5
tens and 3 ones. So, 62 453 = 60 000 + 2 000 + 400 + 50 + 3.

 To write numbers up to hundred thousand in symbols, we

use space to separate the digits into periods or groups of
three starting from the right.

1. Thousands have two periods (thousands and units) – the

units
period should always be composed of three digits.
2. Use zero as a place value holder of the missing digits in
the units. They are written but not read.

Let’s study these examples.

Ninety-two thousand, three hundred eighteen – 92 318

Forty-eight thousand, fifty-two – 48 052
Seventeen thousand, six – 17 006
Fifty-three thousand, one hundred two – 53 102
  To write numbers in words, write them as they are read
and use a comma to separate the thousands and units
period.

Examples: 21 890 – Twenty-one thousand, eight hundred ninety

75 326 – Seventy-five thousand, three hundred twenty-six
49 013 – Forty-nine thousand, thirteen.

 Application
- The student will find a pair to do the activity.
- After they will answer the given activity, they will identify what
is the message formed from their answer.
(FRIENDS ARE FOREVER)
  Assignment

IV. Evaluation

A. Complete the table by giving the value of the underlined digit.

NUMBER VALUE

72, 537 1.

94, 281 2.

69, 852 3.
 80, 208 4.

780 5.

B. Read the following number words and write in symbols.

1. Thirteen thousand, four hundred seventy-nine _____________

2. Fifty-three thousand, one hundred sixty ____________
3. Two hundred eighty-five ________________
4. Seven hundred fifty-four thousand, two hundred eighty-seven
______
5. Eleven thousand, three hundred ____________

PREPARED BY: JOEL S. PALLERA

CHECKED BY: SEMPLECIO T. CAGNA-AN

CHECKED:
REMARK: