BEED 2A – FACILITATING LEARNER-CENTERED

TEACHING 1ST SEMESTER AY 2023 – 2024

DETAILED LESSON PLAN IN GRADE 3

MATHEMATICS

I. LEARNING OUTCOMES
At the end of the lesson, 95% of the Grade 3 pupils must be able to:
• recognize the place value of at least three-digit numbers to 999 in the numeral,

• show enthusiasm in participating actively in all activities in the classroom, and

• read and write three-digit numbers in symbols and in words.

II. SUBJECT MATTER

A.Subject: Mathematics
B.Lesson: Place Value
C. Materials:
a. Laptop
b. Flashcards
c. Pocket Chart
d. Manipulatives (Lego Blocks, straws, base10strips)
D. References
Camarista, Genesis G. & Oranio, Ian B., (2019). Teaching Mathematics in the
Primary Grades [Place Value, pp. 1-3]. Lorimar Publishing Inc.
BrainPOP Educators
(https://educators.brainpop.com/lesson-plan/place-value- activities-for-kids/

III. PROCEDURE

Teacher Student

A. Prayer

"Good morning class"

- "Good morning teacher"
"Before we start our activities
today, let us all stand for our prayer" -

" In the name of the father, and of the

son and of the holy spirit Amen."
 "Lord, thank you for this wonderful
day, bless each and every student here,
as well as our teacher, as we embark on
another day of learning. Please give us
clear minds and open hearts so we can
grasp the knowledge and lessons set
before us. Help us to be attentive, and
let Your wisdom guide us in our
studies.
Amen."

"In the name of the father and of the son

and of the holy spirit Amen."
- "Amen"

"Hello and good morning kids" -" Good morning, Teacher"

"Pick up pieces of paper and throw it

on the trash cans and you may take - "Okay, Teacher"
your seat right after."

B. Checking of Attendance
" Let's check the Attendance first, say
present if your name is called"

Angela Alcancia.
- Present Teacher
Mark Alicabo.
- Present Teacher
Awayan Teejay.
- Present Teacher
C. Energizer

" Who wants to sing and dance with me

- Me Teacher
today?"

" Okay, since it's Math time, let us all

stand up and let's sing I LOVE MATH" - (student stand up)

(I Love Math)

M.A.T.H, M.A.T.H

I love math, I love math

It so exciting, very

interesting, I love
- (everyone sings and dance)
math

I love math

M.A.T.H, M.A.T.H

I love math, I love math

 It so exciting, very

interesting, I love

math

I love math

" Very good you can now take your sit." (everyone sits)

D. Review

“Who can remember what was our -We do skip counting numbers by 10s
lesson yesterday?” teacher (everyone)

“Wow! Very good, we do the skip

counting of numbers by 10s”

“What is the example of counting of

numbers Angela?” -10, 20, 30, 40, 50, 60, 70, 80, 90, 100
and so on.
“Wow! Very good, let’s give Angela a
- (everyone claps 3x “WOW”)
WOW clap”

“What number should we start counting

- 10 teacher
Teejay?”

“Very good! Let’s give Teejay a Kris - (everyone claps 3x Correct)

Aquino clap”

IV. LEARNING PROCESS:

“Before we start with our lesson, who

wants to play a game?” -Me Teacher (everyone)

“Today we will play a game and it’s - We are not familiar with it, teacher.
called Bean Bag Toss Game, are
you all familiar with it?
Who is excited?” -We are Teacher (everyone)

“Okay, so here’s the instruction of the -Okay, Teacher

game and you have to listen to
Teacher, okay?”
“Okay so, the right side is group 1 and the
left side is group 2.

There are number mats placed on

the floor.

Each group will be given 4 bean bags.

Each member should take turns

throwing one bean bag facing the
opposite side of the mat until it landed
on a number.
 The number they come up with should
be written on the board.

The team that first got 5 sets of

numbers wins.”
-Yes, Teacher
“Are we all clear?”

“Okay, good so let’s start the game”

-Yes, Teacher
(After 3-5 minutes)

“Okay, did you all enjoy the game?”

-Yes, teacher.
B. Analysis or Processing (10mins)

“Did you know that the game we

play was connected to our topic for
today? What do you think is our
lesson for today? -It is about Place Value Teacher.
“Very good. Our lesson for today is all
about place value.”

Good thing you asked, the place value

- What is place value, teacher?
can be defined as the value represented
by a digit in a number on the basis of its
position in the number. or Place value
is the value of each digit in a number.

“What is Place Value again, Angela?”

“Yes, very good. For example, in this
number 143 the 3 is placed in one’s
place. Now what is one’s place?
What digit is in the one’s place?
-Place value is the value of each digit in a
number.
- One’s place is the right side of the
number 143

Correct the number 3 is the ones.

There are three places in Place Value and - It is 3, teacher.
these are the ones, tens, hundreds. The
Ones is representing the place value of
the rightmost digit in any number.

For example, the 7 is in one’s place,

remember one number just like
1,2,3,4,5,6,7,8,9 is ones placed numbers,

Now, what if there are two numbers

just like 10, 11,12,13,14, and so on?
What will happen? - The second number from the right to
left will become the tens place.
Ver good!

For example, the number 12, the 2 in 12

represents the one’s place because it
represents the rightmost digit in a
number, but how about the 1 in 12?
 Now the 1 in twelve represents the tens
place”
-Ones place Teacher.
“What is the place of 2 in 12
again Teejay?”

“Very good, but what if there are three

numbers,

For example, in the number 143, so the - The 1 in 143 represents the hundreds
3 in 143 represent the Ones Place and place.
the 2 is represents the Tens Place, how
about the place of 1 in 143?

Now you have the place of every

number 3 for Ones Place, 4 for Tens
Place and 1 for Hundreds Place.”

Have you ever wondered why you read - 1 is one hundred 4 is forty and 3 is
this number as one hundred forty- three ones.
three? Who can give me their idea?

Straws, teacher.
Yes, you have the idea there. As you can
see, what do I have here?

Yes, I have straws here to help you see

what I am talking about.
- Three, teacher
How many straws I am holding right
now?
- It’s plenty teacher
Very good. Now how many straws I am
holding right now?
- 1, 2, 3, 4, 5, 6, 7, 8, 9, and 10
Yes, correct, but to be precise I have here
a group of tens. How about we count
them all together. Let’s count the first
group if it truly contains 10 straws. - We will count them by 10s

Very good. Now, we have 4 groups of

tens. What should we do?
- There are four group of 10s, teacher
Correct! How many groups of 10s did you
see?
- 10, 20, 30, 40
Very good! Let’s count them altogether.
Only 4, teacher.
Correct! How many groups of 10s are
there all in all?

That’s right. That is why we write 4 in the - 40, teacher

tens place meaning there are 4 groups of
10s and the value of the digit 4 is how
much?

Correct! - It’s very many teacher

How about now, how many straws I am

holding right now?
 - 10, 20, 30, 40, 50, 60, 70, 80, 90, 100
Right! I have here a group of hundred
straws. Just to save time. I group them
into 10s so we can easily count them
altogether. How about we count them
now? -Just 1, teacher

We have here 100 straws, so how many

groups of 100s do we have? -100, Teacher.

Very good! We only have 1 group of one

hundred here so what is the value of the
digit 1 in the number 143?

Very good!

C. Abstraction or Deepening (25

minutes)

“Now I will provide you with a set of -Yes, Teacher.

base10 block strips. It may compose a
group of hundreds, tens or ones. All
you need to do is identify how many
ones, tens, hundreds are there.
“I will call a student to write it on
the board. Is that clear?”
(1 student write 359 on the board)
(The base10 block strips have 3
groups of 100s, 5 groups of 10s
and 9 individual blocks) - Yes, teacher.

Class, is this correct? - There are 3 groups of 100s and 5

groups of 10s and 9 blocks that’s why
Why is it correct? it is 359.
Very good! I am happy now that you
understand the lesson well. Do you - Really, teacher?
know that there are 4 ways on how
these numbers were represented?

Yes, the first one is the standard form.

It is the same when you write the
numbers on the board.

The second one is the word form. How - It is three hundred fifty-nine.
do you read 359? (one student will write on the board the
three hundred fifty-nine in word form)
Correct! Who can write it on the board?

That is correct! And the third one is the

expanded form. All you have to do is
regroup the number 359. It will become
300+50+9, that’s equal to 359.

Lastly, is the base10 form. As what you

have used awhile ago, that is the base10
form. You can group them using blocks
for you to easily recognize how many
groups are there in a number.
- No teacher.
Do you have any question?

If there’s no question, then let’s

practice. Let us play a number mystery -Yehey
game.

I’m going to think of number all you

have to do is guess the number on my - Yes, teacher.
mind. I’ll give you three clues, so you
- It is 105, teacher
need to be attentive. Is everyone ready?

1st clue is I am a three-digit number. 2nd

clue is my ones place value is 5. 3rd clue
is you can find me between numbers
100 to 110. What number am I? (Pupils who volunteered will be given
rewards)
Very good! Who can write the word
form on the board? - 27, teacher.

1st clue I am a two-digit number. 2nd

clue my ones place is equivalent to 7. 3rd
clue you can find me between numbers
20 to 30. What number am I?
(Pupils who volunteered will be given
Very good! Who can write the expanded rewards)
form on the board? - 160, teacher.
1st clue I am a three-digit number. I
have no place value in my ones, but my
tens place is equal to 60 and my
hundreds place is equivalent to a
hundred. 3rd clue you can find me
between numbers 100 to 200. What
(Pupils who volunteered will be given
number am I? rewards)
Correct! Who can write the standard for - 93, teacher.
on the board?

1st clue I am a two-digit number. 2nd

clue my ones place value is 3. 3rd clue
you can find me between the numbers
90 to 100. What number am I? (Pupils who volunteered will be given
rewards)
Very good! Who can write the base10
form on the board?
- Yes, teacher
(After 25 minutes)
- It is the basic when we are going to
Is our lesson for today, interesting? add, subtract, multiply and divide
whole numbers.
Why do we need to learn the place
value system?

That is correct. It is very useful in our

lives, especially if we buy goods in
Ororama or Gaisano or SM or Centrio.
If you look at the price tag, you already
know how much you are going to pay in
the cashier for the goods you are
buying.

D. Application or Transferring - Me, teacher

(10minutes)

“Who still wants to play?”

“Okay good, I will divide you into 8

groups. Each group must have at
least 4 members.

I will let each group find numbers

hidden inside the classroom.

Every group must compete to get the

correct answer. The group who gets
the correct answer will earn a reward.

When a group finds a number, each

member will be assigned to do a task
written on it.

1 member should write the word form

of your number on the board,

1 member should write the expanded

form on the board,

1 member will pick the numbers on the

teachers table and assigned the correct
number on its place value in the pocket
chart, - Yes, teacher

1 member will use the lego blocks and

build anything that represents the
number”
“Is it clear?”

Okay, let’s start

- Yes, teacher
(After 10 minutes)

Everyone, please settle down.

“For your assessment, let’s have this
activity called Build a Number.
I will give each group a random number
cards and I let you answer the following
worksheet.

V. Assessment (10 minutes)

Directions: Using the set of numbers

given, build or form a number to
answer the questions below. Example
number given 5, 3, 9, 1
 Build the largest number.

Build the smallest number.

Build a number between 30 and 50.

Build a number less than 30.

Build a number greater than 300.

Build a number that is closest to 500.

Build a number with a digit 9 in its

one’s place.

Build a number with a digit 1 in

its hundreds place.

Build a number with a digit 5 in its tens

place. - Yes, teacher.

(After 10 minutes) Time’s up! Finish or

unfinished, please pass the worksheet
in front silently. In the count of three. 1,
2, 3. Are all worksheets in?

VI. ASSIGNMENT
Bring 5 paper cups tomorrow for our
performance task (stack paper cups
making

Prepared by: Checked by:

Elena C. Dado Dr. Rogelyn T. Abubacar

Teejay Awayan Instructor
Jeanneth Salido
Angela Alcancia
Mark Christian Alicabo – absent