MATHEMATICS RESOURCE PACKAGE

QUARTER I

Week 1

Subject: MATH Grade Level: IV

Date: __________________ Day : 1

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-1.4
Competency The learner visualizes numbers up to 100 000 with
emphasis on numbers 10 001 –100 000

I. OBJECTIVES

Knowledge: Visualizes numbers up to 100 000 with emphasis on

numbers 10 001-50 000

Skills: Writes numbers up to 100 000 with emphasis on numbers

10 001-50 000

Attitude: Shows cooperation in visualizing numbers

Numbers and Number Sense

II. CONTENT
Visualizing Numbers up to 100 000 with emphasis on
Numbers 10 001 – 50 000

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide Mathematics 4 TG pp. 4-7

Pages

2. Learner’s Mathematics LM pp. 2-3

Materials Pages

3. Textbook Pages pp. 2-3

4. Additional
Materials

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

 MATHEMATICS RESOURCE PACKAGE

5. Learning
Resources (LR)
portal

B. Other Learning blocks, flats, longs, and units or ones, cut outs of number
Resources discs, flashcards, charts, activity cards, place value chart

IV. PROCEDURE

A. Reviewing or 1)Have a drill on visualizing numbers 1001 to 10 000

presenting the new
lesson using cutouts of number disc.

a.1005 b. 1500 c. 4764 d. 9876

2)Review on rounding off numbers to the nearest tens and

thousands

a. 74 325 b. 25 936 c. 127 547 d. 31 247

B. Establishing a (Show pictures of men & women doing exercises and

purpose for the lesson children playing) Ask: What is the difference between
the 2 pictures? (Older people enter a gym and do their
exercises while children just play as a form of exercise)

Ask: Is it good to do exercises everyday? (Yes) Why? (To

become healthy) Integration to MAPEH

Do you play ball games? (Yes/No) What are some

of the ball games do you usually play? (basketball/
volleyball/ soccer/baseball)

● Have you watched a basketball game on

television? (Yes/No)

● What have you noticed about the sports

ground where this game is being held? (big
enough)

● Do you know how many people can be

accommodated in this place to watch the

game? (Yes/No)

C. Presenting examples Present this situation to the class.

of the new lesson
Write this in a manila paper and let the children read.
Leah and her friends enjoy watching their favorite

game on television. They are surprised with how big

the sports ground is where this game is being held.

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

 MATHEMATICS RESOURCE PACKAGE

They want to know how many people the sports

ground could accommodate. So, when the announcer

says that 10 542 people watch the game, they are

really surprised.

Ask:

a. Who watch the basketball game? (Leah & friends)

b. What surprised them about the sports ground?

(The number of people the ground could

accommodate)

c. How many people came to watch the game?(10 542)

D. Discussing new Have one pupil do this on the board and let others
concepts and observe.
practicing new skills
#1
Say: By using cutouts of number discs, visualize

10 542.
10 000

10
100 100 10
1
100
100
10
10 1
100

Ask:

How many ten thousand discs are there? (1)

How many thousands? (0)

How many hundreds? (5)

How many tens? (4)

How many ones? ( 2)

E. Discussing new Introduce the blocks, flats, longs and units/squares.

concepts and
practicing new skills
#2

1 block = 10 flats or 100 longs or 1 000 squares = 1 000

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

 MATHEMATICS RESOURCE PACKAGE

1 flat = 10 longs or 100 squares = 100

1 long = 10 squares = 10

1 square = 1

Let them use blocks, flats, longs, and squares to

visualize 9 988. Represent 9 000 using blocks, 900 using
flats, 80 using longs and 8 using squares/units.

Ask: How many blocks are there? ( 9 )

flats? ( 9) longs? ( 8 ) squares? ( 8 )

Say: If we have 9 blocks or 9000 and we add 1 more

block or 1000, how many blocks do we have now? (10)

If we are going to round the number 9 988 to the

highest place, what would be the answer? (10 000)

F. Developing Mastery Group Activity –

Group the pupils into 4. In activity cards, write the

following & let them follow what are written:

⬧ Using a manila paper, draw number discs to

represent these numbers: 25 342, 13 126,

30 325.

⬧ Choose a leader to report your work before

the class.

⬧ Then, post your work on the board if you’re

G. Finding practical
applications of
concepts and skills in
daily living
done.
Do this in a piece of paper.
There were 24 893 children and adults who watched
the football game. Draw number discs to show the given
number.

H. Making Ask:

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

 MATHEMATICS RESOURCE PACKAGE

Generalizations and
abstractions about
How do you visualize numbers from 10 001 to 50 000?
the lesson
(To visualize numbers from 10 001 to 50 000, we use
blocks, flats, longs, and units or number discs such as

10 000s, 1 000s, 100s, 10s, & 1s.)

I. Evaluating learning Draw number discs to show these numbers.

1. 28 700

2. 39 037

3. 45 647

4. 47 825

5. 49 524
J. Additional Do what each item tells you to do.
Activities for
1.Write the number that is 10 000 more than 24 658.
application or
remediation 2.Write the number that is 20 000 more than 18 459.

3.Write the number that is 1000 less than 48 750.

V. REMARKS

ATTACHMENT # 1
Week 1, Day 1

Content: Visualizing Numbers Up to 100 000 with Emphasis on

Numbers 10 001 – 50 000

DISCUSSIONS:

To visualize numbers from 10 001 to 50 000, we use blocks,

flats, longs, and units or number discs such as 10 000s, 1 000s, 100s,

10s, & 1s.)

SUPPLEMENTARY ACTIVITIES

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

DIRECTION: Draw number discs to show the following numbers.

a. 11 008
b. 13 400

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

 MATHEMATICS RESOURCE PACKAGE

c. 41 637
d. 19 869
e. 25 234

DIRECTION: Visualize the following numbers using number discs.

1) 10 324
2) 12 341
3) 15 523
4) 21 123
5) 31 052

ATTACHMENT # 2

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

 MATHEMATICS RESOURCE PACKAGE

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

 MATHEMATICS RESOURCE PACKAGE

DIRECTION:

DIRECTION:

DIRECTION:

DIRECTION:

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

 MATHEMATICS RESOURCE PACKAGE

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