HOLY FAMILY SCHOOL

Weekly Plan for Q 1, Week 1

Subject: Mathematics Grade: 3 Time : 8:00 – 9:00 Teacher: Mrs. Jezan Elarcosa
Performance Standards: Is able to recognize, represent, compare and order whole numbers up to 10,000 and money up to 1, 000 in various forms and contexts
Content Standard: Demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to PhP1000.
MELC:
a. Visualizes numbers up to 10,000 with emphasis on numbers from 1, 001 to 10, 000
b. Give the place value and value of a digit in a 4 to 5 digit number
c. Reads and write numbers up to 10,000 in symbols and in words
Parts of the Lesson Monday Tuesday Wednesday Thursday Remarks/Teacher’s
(Date: ____________) (Date: ________________) (Date: _______________) (Date: _____________) Reflections)
Unpacked Visualizes numbers from Gives the place value and Reads and write numbers up Summative Test Q1, Week 1 (See
Competency/Objecti 1, 001 to 10, 000 value of a digit in a 4-5 digit to 10,000 in symbols and in summative Test notebook with
ve number words TOS and items)
Visualizing numbers from 1, 001 Giving the placed value and Reading and writing numbers
Subject Matter to 10 000 value of a digit in a 4 to 5 digit up to 10,000 in symbols and
number in words
https://www.youtube.com/ https://www.youtube.com/
References: watch?v=zwDvlefiA-k watch?v=pPbVvwFyrrM Math for Lifelong Learning
Grade 3 Abiva Publishing
Math for Lifelong Learning House 2017
Grade 3 Abiva Publishing
House 2017

Materials Activity Sheets, Manila Paper, Book, Activity Sheets, Place Number charts, flash cards
blocks, flats, longs and squares, Value Chart
other figures to illustrate
numbers

Value Focus:
A. Preparatory
Activities:
Flash Cards Drill: Reading of 3- Flash Cards Drill (Reading of 4 Flash cards drill : reading of 3
digit numbers (Group drill first, to 5 digit numbers): to 4 digit numbers (group
then individual drill): drill first then, dyads, then
112 222 357 478 1, 000 4 375, etc individual)
 Call on each child to write the 3
1. Review/ digit number shown on the flash
Drill card on the board.
If they have individual show me
boards, let each child write the 3
digit number on their show me
board. Teacher checks their
work.
Show the illustration to the
children one at a time.
Ask: Can you name each?
2. Motivation
Note: If the children cannot
name each figure, introduce to
them each. Tell them that they
are going to use the figures in
their lesson today.
Ask: What are these numbers
called? (Referring to the
numbers read by the pupils in
the flash cards).
Expected Ans: numerals
Puppet Play:
Characters: Louie and Karen
Scene:
Karen: (comes in happily)
Louie Congratulations! You
won P 12, 528 in our school Point out what the numbers
raffle draw!
Louie: (Jumps with joy) Thank
you Karen!
Ask:
Who are the puppets?
What did Karen tell Louie?
How much did Louie win?
Do you know how big is P 37, symbols
159 pesos?
Elicit from the pupils what
are “place value of the digit”
and “value of the digit”
Show a 5 digit number with
one of the digits underlined
( 12 537 Ask:
What is the place value of the
underlined digit?
What is the value of the
underlined digit?
Call the attention of the
learners on the picture
shown on page 3, Math for
Lifelong Learning 3.
shown in the bulletin board
mean.
Tell the pupils that the
numbers in the picture are
called cardinal numbers or
counting numbers. Cardinal
or counting numbers can be
written in words or in

Today we are going to illustrate
numbers using the squares,
longs, flats and blocks. (Teacher
3. Presentation shows the lesson objective on
the board. Let the children read
the lesson objective)
Our lesson today, will teach Today we are going to learn
you how big 37, 159 pesos is. how to read and write
numbers up to 10,000 in
The teacher posts the lesson symbols and in words.
objective for the day. The
children read the obj. The
teacher explains briefly what
the lesson is about
B. Lesson Proper
Strategies/ The teacher introduces the What does place value mean? Call the attention of the
Approaches: figures presented in the What does value mean? pupils on the charts on pages
(4A’s/Discovery/Dir motivation and the value of Say: 37, 159 pesos is a 4 and 5, Math for Lifelong
ect Teaching) each figure. number. It is a symbol that Learning 3. Tell the children
Say: represents the money that that the charts show how
Louie won in the lottery. It is numbers are expresses in
1. Activity/”I do it” “one square is = 1 also called a numeral. symbols and in words.

The teacher shows the place Let the pupils read Page 5),
“One long is 10 squares. It value chart below and how cardinal numbers from
is equal to 10 ones or ten” introduces it to the pupils: one thousand (1 000)
through ninety nine thousand
nine hundred ninety nine
This is a flat. One flat (99,999) are written in
is equal to 10 tens or symbols and in words.
10 longs or 100 Give at least 2 examples
Call the attention of the pupils
using the place value chart
to the information seen in the
This is 1 block. 1 first.
place value chart (The place
block is 10 flats or
value in each column, the
1000 (one thousand)
value of the number in each
specific column)
Teacher shows how the figures
are used to illustrate numbers
Let the pupils read ‘Showing
starting with a 3 digit number.
place values on page 13 to 14
of the book Math for Lifelong
Say: “112 is:
Learning.”
Call the attention of the
pupils’ to the ff:
+ +
-“digits”
- place value and value of
each digit as shown in the
One flat + one long + 2
place value chart
squares= 112
Teacher shows again another
Give another example to the
number (225) and show how the
children using 4 to 5 digit
number can be illustrated using
numbers calling their attention
the figures.
to the place value and value of
Note: The teacher must
each digit as shown in the
prepare adequate number =
of squares, longs and flats so place value chart.
that she can show immediately
how the numbers are illustrated.
Tell the children that blocks,
flats, longs and squares can also
be replaced with other figures to
illustrate numbers. Show the
illustration below and take time
to explain to the pupils the
illustration.
The teacher illustrates or
represents 112 using the straws:

112 =

Using the blocks, flats, longs and

squares, 112 =

We say that:

The teacher shows another

number (4 digit number) and let
the children read it. She calls
the attention of the children and
shows on the board how 1, 113
is illustrated using the squares,
longs, flats and blocks and other
figures similar to the straws
above. (The teacher must be
ready with cut outs of blocks,
flats, longs and squares and
other figures to represent the 4
digit numbers. Show at least 3 4
digit numbers from 1001 to 10
000)
 The teacher gives 4 digit number
card to the children. The
children illustrate the number
using the figures on a piece of
bond paper.
The teacher gives at least 3
2. Analysis/ “We do more exercises using 4 digit
it” number from 1001 to 10, 000
and let the pupils represent
them with figures with close
sueprvisi9n of the teacher.
Activity sheet No. 1)
Illustrating numbers from 1001
to 10,000. See activity Sheet
No.1 )
3. Abstraction “ You The teacher forms dyads among
do it” the learners and distributes the
activity card and materials to
each dyad. Let the children do
the activity.
4. Application N/A for direct teaching
approach
Directions: Choose the
illustration that best represents
IV. Evaluation each number. Encircle the letter
(Formative Test) of the correct answer.
(Distribute Activity sheet no. 2,
to each pupil)
(See Formative Test no. 1, Q1,
Week 1, Day 1, in the Test
Notebook
V. Homework Represent each number using
the appropriate illustrations.
Let the pupils do Self Check,
numbers 1 to 3, page 15 of the
book “Math for Lifelong
Learning 3”
The teacher guides the pupils
while doing the activity. The
teacher may form dyads to do
the activity so that the
members of the dyad help
each other.
Let the pupils do activity Self
Check B, page 15 of the book
Math form Lifelong Learning 3.
N/A for direct teaching
Distribute Activity Sheet No. 1
Q1, Week 1, Day 2
See Formative Test No. 2, Q1,
Week 1, Day 2 in the Test
Notebook, Math 3
Distribute homework sheet Distribute homework sheets
no. 2, q1, week 1, day 2 to the for Q1, Week 1 day 3
With the help of the teacher,
let the pupils do the “Self
Check Activity A and B” on
page 7, Math for Lifelong
Learning 3.
Let the pupils complete the
activities A and B “Beginning”
independently in dyads or
individually.
Check the pupils’ outputs and
provide appropriate feedback
when needed.
N/A for direct teaching
Distribute Activity sheet no. 1
for Q1, week 1, day 1
Se formative Test Notebook
for reference.
 pupils.
Directions: Study each Directions:
See homework sheet. (Activity number. Identify the place A. Write the ff numbers
Sheet No. 3) value and the value of the in words:
underlined digit in each 1. Eleven thousand
numeral. Write your answer two hundred fifty
on the designated spaces on six
the table: 2. Eighteen
Number Place Value thousand twenty
Value
10 362
four
B. Write the ff. in words
8 791
1. 15 002
25 916
2. 9 608
C. Complete the
statement in each
number:
1. I enjoyed
______________
______________
2. I find difficulty in
______________
______________
______________