LESSON PLAN

PLACE VALUE OF WHOLE NUMBERS

(4A’S FORMAT)
I. Objectives

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

a. identify the place value of a whole numbers;
b. apply understanding of tenths, hundredths, and thousandths to build one
whole; and
c. use knowledge of place value to order numbers from least to greatest.
II. Subject Matter
Topic: Value of Whole Numbers
Reference: Department of Education Module (Grade 4)/
https://www.scholastic.com/teachers/articles/18-19/grades-4-5-lessons-place-value/
Materials: Worksheet, websites, downloaded module
III. Procedure
A. Preliminary Activities
 Prayer
 Greetings
 Attendance
 Classroom Management
B. Motivational Activity

 The teacher will prepare a sheet of paper with blanks for a

nine-digit number, list of nine icebreaker questions that have
on-digit numeric answers (e.g., “What is the first digit in your
address?” “What is your shoe size?”)
 Begin by passing out the following to each student: a sheet
of paper with blanks for a nine-digit number and a list of nine
icebreaker questions that have one-digit numeric answers.
Then, tell students they will ask one another the nine
questions (one classmate per question). If an answer is not a
whole number (such as a shoe size of 7½), they should
round up to the nearest whole number before writing it in one
of the blanks on their paper.
 Once students have filled in all nine blanks, have them add
commas between some of the blanks to make the numbers
might at the beginning of fourth grade, you’ll add only
commas (e.g., 234,521,578). (Or simply use four or five
questions and digits to make it easier.) Finally, have students
line themselves up from least to greatest number.
C. Lesson Proper

 Activity

 The students will receive a sheet of paper with a set of number.

 Using the hand, the students will identify what is the place value of
each number.
 Assign each finger with a number. Start from the right with your little
finger.

 Analysis

 Abstraction

- The teacher will present the lesson to the students.

 Place value is how much each digit is worth, based on what

place it has in a number. You can find a digit's place value by
multiplying it times its place. For example, the 8 in 867
 actually has a place value of 800 (or 8 × 100), since it's in the
hundreds place. Similarly, 7 in 867 just has a place value of
7, since it's in the ones place (7×1).


 Our place-value system is called the "decimal" system,

because it's based on "all my fingers" (being "ten fingers");
that is to say, the "base" of our number system is ten. We
start with ones, being our fingers (that is, our counting
"units"). Then we go to tens, being sets of fingers. Then we
go to ten sets of ten fingers, which is 10×10 = 100; that is, we
go to hundreds. In other words, every time we go one "place"
further to the left (that is, every time we go into a unit that is
one jump bigger than the previous place's unit), we multiply
by our base of ten:

 Application
 IV. Evaluation

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

NUMBER PLACE VALUE

92, 557 1.

194, 281 2.

609, 852 3.

8,000, 209 4.

780,000,000 5.

810 6.

23 7.

345,900 8.

146,900,000 9.

578,453,980 10.

V. Assignment

PREPARED BY: JOEL S. PALLERA

CHECKED BY: SEMPLECIO T. CAGNA-AN

CHECKED:
REMARK: