Republic of the Philippines

Department of Education
Region IX, Zamboanga Peninsula
SCHOOLS DIVISION OF ZAMBOANGA DEL NORTE

Daily Lesson Plan in Mathematics Grade 3

Quarter 1, Week 1, Day 3

I. OBJECTIVES
The learner demonstrates understanding of whole
A. CONTENT
numbers up to 10 000.
STANDARD
The learner uses concrete objects to make sense of
B. PERFORMANC numbers up 10 000, and to represent and compare
E STANDARDS numbers.

C. NEW
The learner gives the place value and value of a
LEARNING
number up to ten thousand. M3-NA-I-a3-b1
COMPETENCY
The learner should be able to:
a. give the place value and value of a number up to
D. UNPACKED
five thousand;
MELC/
b. write the place value and value of a number up to
LEARNING
five thousands; and
OBJECTIVES
c. show willingness to participate in the group activity.

II. CONTENT NUMBER AND ALGEBRA

III. LEARNING
RESOURCES
A. Reference
I. Mathematics 3 TG pp. 10-13
1. Textbooks
II. Mathematics 3 LM pp. 10-14
flash cards, place value chart, and
2. Other
number discs
sources
DEVELOPMENTAL ACTIVITIES
IV. PROCEDURE
A. Reviewing Preliminary Activities:
previous lesson or 1. Opening Prayer
presenting the 2. Checking of Attendance
new lesson 3. Setting of Classroom Standards
4. Song: “Little Indians”

ELICIT
Activity 1.

A. Drill
The teacher shows number discs and let the learners
write the number on their show me board.

B. Checking of Assignments/Review

The teacher checks the assignment.

Write the following numbers in words.

1) 2 726 = Two thousand seven hundred twenty-six.
2) 4 620 = Four thousand six hundred twenty.
3) 5 054 = Five thousand fifty-four
4) 8 950 = Eight thousand nine hundred fifty
5) 9 175 = Nine thousand one hundred seventy- five

B. Establishing a ENGAGE
purpose for the The teacher unlocks some difficult words such as digit,
lesson number, place value and value.

What is a digit?
Digit is a single numerical symbol such as
0,1,2,3,4,5,6,7,8,9.

What is a number?
Number is an amount of something. It can be written
with one or more digit.
Example: 2 356 6 794 1 053 6 802

What is place value?

Place Value is a system in which the position of a digit
in a number determines its value.

What is value?
Value is the numerical worth of a digit. The value of a
digit can be determined by multiplying the digit by its
place value.

The teacher presents a word problem and let the

learners read the word problem.

Dipolog City launched a cleanliness campaign

last month. One action team was assigned to collect
plastic bottles. The team was able to collect 4 268
plastic bottles in all.

Ask: How many plastic bottles did the action team

collected?

The teacher presents place value chart for 4 268.

Place Value Chart
Ten Thousan Hundreds Tens Ones
Thousands ds Place Place Place Place
Place (1000) (100) (10) (1)
(10 000)
4 2 6 8

Here are the place value of a digit from left to right.

Digit Place Value

4 Thousands
2 Hundreds
6 Tens
8 Ones

Guided Question:
1. What is the place value of digit 8?
The place value of 8 is in Ones place.

2. What is the place value of digit 6?

The place value of 6 is in Tens place.

3. What is the place value of digit 2?

The place value of 2 is Hundreds

4. What is the place value of digit 4?

The place value of 4 is Thousands

In getting the value of a number, just multiply the

digit by its place value as it shown in the procedure
below.

Digit Place Value Value

4 x 1 000 = 4 000
2 x 100 = 200
 6 x 10 = 60
8 x 1 = 8

Guided Question:
What is the value of 4?
The value of 4 is 4 000.
What is the value of 2?
The value of 2 is 200.
What is the value of 6?
The value of 6 is 60.
What is the value of 8?
The value of 8 is 8.

Activity 2: Station Rotation.

Group the students into 3 subgroups where each
group will be assigned to specific station. After 5
minutes, they will rotate to the next station until all
groups are able to do the activities for each station.

Station 1: Obj.1. (Give Me my Place Value)

Give each group sets of number cards (numbers 0
through 9) and place value chart. Let the learners get
numbers from the envelope and form it in the place
value chart.

Station 2: Obj.2. (Show Me my Value)

The teacher gives each group a 4digit numbers up to 5
000. Let the learners write the value of each digit.
Example: 3 429 3 = 3 000 4 = 400 2 = 20 9 = 9

Station 3: Obj.3. (Mystery Numbers)

The teacher post picture of a boy and let the learners
form five 4digit numbers from the boy’s face.

1. ______________
1. 2. ______________
3. ______________
4. ______________
5. ______________

Answer:
1) 4 073 2) 3 407 3) 7 043 4) 3 704 5) 7 304

C. Presenting EXPLORE
examples/ instances
of the new lesson. Let the learners give the place value of 2 307
 Place Value Chart
Ten Thousan Hundred Tens Ones
Thousands ds s Place Place
Place Place Place
2 3 0 7

Guided Question:
1. What is the place value of 2?
The place value of 2 is Thousands.
2. What is the place value of 3?
The place value of 3 is Hundreds.
3. What is the place value of 0?
The place value of 0 is Tens.
4. What is the place value of 7?
The place value of 7

Activity 3: Obj.1. Give the Place Value

Let the learners give the place value of the encircled
number.
1) 3 4 5 6 = _____________
2) 4 6 5 0 = _____________
3) 1 2 3 4 = _____________
4) 4 1 5 9 = _____________
5) 2 3 7 1 = _____________

Answer Key:
1) 6 = ones 2) 4 = thousands 3) 2 = hundreds
4) 5 = tens 5) 2 = thousands

D. Discussing new EXPLAIN

concepts and
practicing new skills Let the learners give the numbers represented by the
#1 number discs on the table.

Place Value Chart

Ten Thousands Hundreds Tens Ones
Thousands Place Place Place Place
Place

1000 100 10 10 1 1
100
1000 100 10 1 1
100
1000 10 10 1 1

Answer: 3 000 400 50 6

Activity 3: Obj.1. Give the value.

Let the learners count the number discs and give the
value.

Number Discs Value

 1.
1000 1000 1000 1000
__________
2.
100 100 100 100 100
__________
3.
10 10 10 10 10
10
10 10 10 10 __________

4.
1000 1000 1000 1000 1000
__________
5.
100 100 100 100
__________
Activity 4: Obj.1 Match Me
E. Discussing new Let the learners match column A and column B.
concepts and
practicing new skills
#2

F. Developing Activity 5: Obj.2.Write the Number

mastery (Leads to
Formative Let the learners write the number being asked.
Assessment)
1) 3 678 = ____ thousands + ____ hundreds + ____ tens +
_____ ones
2) 4 902 = ____ thousands + ____ hundreds + ____ tens +
_____ ones
3) 1 043 = ____ thousands + ____ hundreds + ____ tens +
_____ ones
4) 4 870 = ____ thousands + ____ hundreds + ____ tens +
_____ ones
5) 2 913 = ____ thousands + ____ hundreds + ____ tens +
_____ ones
Answer:
1) 3 thousands + 6 hundreds + 7 tens + 8 ones
2) 4 thousands + 9 hundreds + 0 tens + 2 ones
3) 1 thousands + 0 hundreds + 4 tens + 3 ones
4) 4 thousands + 8 hundreds + 7 tens + 0 ones
 5) 2 thousands + 9 hundreds + 1 tens + 3 ones

Activity 6: Obj.2. Supply the missing number

G. Finding practical Let the learners supply the missing numbers in
applications of expanded form.
concepts and skills
in daily living 1) 4 567 = ________ + _______ + ________ + _____

2) 3 045 = ________ + ________ + _______ + ______

3) 1 234 = ________ + ________ + _______ + ______

4) 2 489 = ________ + ________ + _______ + ______

5) 1 300 = ________ + ________ + _______ + ______

ELABORATE
H. Making
generalizations and Let the learners answer the questions:
abstractions about 1. How do we get the place value and value of a
the lesson number?
2. Why is it important to learn about place value
and value of a number?

EVALUATE Obj.1.
I. Evaluating
Learning Choose the letter of the correct answer and write it on
the blank before the number.

______ 1. In 3 491, what is the place value of 4?

A. Ones B. Tens
C. Hundreds D. Thousands
______ 2. The place value of 6 in 4 760 is ______.
A. Hundreds B. Tens
C. Thousands D. Ones
______ 3. What is the value of 4 in 4 683?
A. 4000 B. 400 C. 40 D. 4
______ 4. The value of 2 in 1 214 is _______.
A. 2 B. 200 C.20 D. 2 000
______ 5. The value of 8 in 4 038 is ______?
A. 8 B.80 C. 8 000 D. 800

(Answer: 1. C 2. C 3. A 4. B 5. A )

EXTEND
J. Additional Assignment: Obj.1, Obj.2, Obj.3
activities for Give the place value and value of the encircled number.
application or Number Place Value Value
remediation 1. 3 6 8 1
2. 4 1 3 0
3. 2 6 2 9
 4. 5 0 0 0
5. 1 2 3 6
Answer
1. Tens 80
2. Thousands 4 000
3. Ones 9
4. Thousands 5 000
5. Hundreds 200

V. REMARKS
VI. REFLECTION
A. No. of learners who
earned 80% in the
evaluation.
B. No. of learners who
require additional
activities for
remediation who
scored below 80%.
C. Did the remedial
lessons work? No. of
learners who have
caught up with the
lesson.
D. No. of learners who
continue to require
remediation.
E. Which of my
teaching strategies
worked well? Why did
these work?
F. What difficulties
did I encounter which
my principal or
supervisor can help
me solve?
G. What innovation or
localized materials did
I use/discover which I
wish to share with
other teachers?

PREPARED BY: Lay-out Artist/Illustrators:

ROSARIE J. BEROHILA
DENNIS B. DOMPALES
Teacher III
Tampilisan District
 Rubrics for Draw My Problem Activity

Points
Components Score
15 10 5

The line of sight and The line of sight and

The line of sight and
angle of elevation angle of elevation
angle of elevation
are well-defined. The are present. The
are not present. The
Content measurements for measurements for
measurements are
distance and angle distance and angle
not indicated or
are accurately are not correctly
incorrectly indicated.
indicated. indicated.
The students work
The students are The students are
together several
working together seldom working
times in the activity.
Collaboration from the start of the together and at
At some point, the
activity up to the some point argued
other students did
end. with each other.
not work together,
The drawing shows The drawing shows
The drawing does
accuracy in the good proportion of
not show good
Creativity and proportion of the the objects. The
proportion. The
Accuracy objects and the structure shows
structures are hardly
structure is well- some irregularities in
recognizable.
defined in form. form.

Total Score: