GRADES 1 to 12 School: Bulacnin Elemetary School Grade Level: Four

DAILY LESSON LOG Teacher: Sherina M. Linang Learning Area: Mathematics

Teaching Dates and Time: September 4 – 8 , 2023 Quarter: Fourth

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

September 4, 2023 September 5, 2023 September 6, 2023 September 7, 2023 September 8, 2023
I.OBJECTIVES
A.Content Standard Demonstrates understanding of whole numbers up to 100 000
B.Performance
The learner is able to apply the concepts of time, perimeter, area and volume to mathematical problems and real-life situations.
Standards
C.Learning Give the place value of Give the value of a digit
Visualize numbers up to 100, 00 with emphasis on
Competencies / a digit in numbers up in numbers up to 100
numbers 10 001 – 100 000.
Objectives to 100 000 000.
II.CONTENT Visualizing Numbers up to 100 000 with Emphasis Place Value and Value of a Digit in Numbers up to
on Numbers 50 001- 100 000 100 000
III.LEARNING
RESOURCES
A.References
1.Teacher’s Guide pp. 4-10 pp.10-14
2.Learner’s Materials pp. 2-8 pp.9-11
3.Textbook pages
4.Additional Materials from
Learning Resources (LR)
portal
B.Other Learning Blocks, Flats, longs, and Cutouts of number disc
Resources Place value chart, cutouts, number disc, set of
units, cutouts of number (100 000s, 10 000s, 1
numbers
disc 000s, 10s,1s)
IV.PROCEDURES
A.Reviewing previous lesson Using cut outs of number Using cut outs of number Have a drill in the form of
or presenting discs, show these numbers. discs, show these numbers. a game( Number Tag
1008 22 105 Game)
1400 41 408 A. Each group will
4637 32 637 have a set of
24 918
9869 numbers from 0
to 9

B.Establishing a purpose for
the lesson
C.Presenting examples/
instances of the new lesson
D.Discussing new concepts
and practicing new skills #1
Have you watched a Have you ever joined a tree
basketball or a football
game on television?
What have you noiticed
about the stadium or sports
ground where this game is
being held? Do you know
how man y people can be
accommodated in this place
to watch the game?
Mark and his friends enjoy
watching their favorite
football game on television .
They are surprised with
how big the sports ground
is where this game is being
held. They want to know
how many people the
sports ground could
accommodate. So when the
announcer announces that
10 542 people watch the
game, they are really
surprised.
How do you fell when you
have some fun with your
friends? Is it good to be
friendly? Why?
Who watched the football
planting activity in your
school? Or did you ever
plant tree seedlings in your
backyard? Why do you
think is it important to
plant trees?
A group of students from
different schools in Luzon
joined a Tree Planting
activity. There were 52 134
trees planted.
Group Work
Group the pupils into five
teams. Distribute cutouts of
number discs to the teams.
Let the pupils use cutouts
B. Using the set of
numbers , pupil
will form a
number given by
the teacher. The
number must less
than 6 digits .
The first group to form the
number will be the
winner.
Why smaller pupils are
seated in front while the
bigger pupils are seated at
the back. Help the pupils
to realize that people
must be considerate of
others.
A value of a digit in a
number could be arrived at
by multiplying the
Let the pupils work in digit by its place value as
groups. Have each group shown in the procedure
bring out its pre-assigned below.
number discs. Have them
group the number discs
into ten thousands,
thousands, hundreds and
others.
How many ten thousands
did you form?
How many thousands are
there?
How many hundreds ?
 game? What surprised
them about the sports
ground? How many people
came to watch the game?
Do you know how big is
that?
E. Discussing new concepts
and practicing new skills #2
Using blocks, flats , longs
and units or ones, guide
the pupils to visualize 10
542.How many 10 000 do
we have ?
How many hundreds do we
have?
How many tens?
How many ones?
of number discs to visualize
52 314.
After all the group have
presented the answers, look
back at the given example.
How many 10 000 do we
have ?
How many hundreds do we
have?
How many tens?
How many ones?
Tens? Ones?
Have the pupils write the
numbers on the board.
Have them write each
number in expanded
form.
Put the following numbers
in its proper place in the
place value chart. Using the given number,
4 – tens 8 – ten thousand write the value of each digit
2 – ones on the blank provided for.
6 – hundreds 7 – A. 43 891 B. 19 328
thousand 3:______________ 1: ___________________
1: ____________________ 8:
___________________
9: ____________________ 2:
___________________
8: ____________________ 3:
___________________
4: ____________________ 9:
___________________

F.Developing Mastery Give the place value of the

underlined digit. Encircle
the correct answer.
1. 97 052: (hundreds,
thousands, ten
thousands, hundred
thousands)
2. 192 040: (hundreds,
thousands, ten
thousands, hundred
thousands)
3. 78 432: (tens,
hundreds, thousands,
hundred thousands)
4. 35 025: (ones, tens,
hundreds, ten thousands)
5. 193 783: (ones, tens, ,
thousands, hundred
thousands)
G.Finding practical
application of concepts and
skills in daily living
Why numbers are
important in your daily life?
Can you give some
situations where skills in
numbers are used?
(Collaboration)
H. Making generalizations
and abstractions about the
lesson
Numbers can be visualized
using blocks, flats,
longs, and units.
Here is the value of each:
Why learning the place
value of a digit important?
Do you think mastery of
giving the value of a digit
How do you find the
important in your
activity? Did you work
number skills? (Critical
cooperatively with your
Thinking)
group?
How do you relate the
importance of this skill in
your studies?
(Collaboration)
Numbers can be visualized
as well by using number
discs.
Each disc represents
different value.
The place value of a digit
is always 10 times as
great as
the place value of the digit
to its right.

I.Evaluating learning Analyze the following Illustrate the following Read each item carefully.
questions. Choose the letter numbers using a number discs. Choose the letter of the
of the correct answer. correct answer.
1. What is the place value of
8 in 87 564?
1. 3 blocks, 4 flats, 6 longs A. Ten thousand B.
and 5 units is equivalent to Hundreds C. Thousands
what number? D. Tens
A. 3 465 B. 3 645 2. What is the place value of
C. 3 065 D. 3 000 the smallest digit in the
number 93 657?
2. 10 000 + 4 000 + 500 + A. Thousands B. Tens
C. Hundreds D. Ones
30 + 9 = N
 3. What is the place value of
the highest digit in the
number 91 354?
A. Hundred Thousands
B. Ten Thousands
A. 1 453 B. 14 539 C. Hundreds
C. 14 390 D. 14 005 D. Tens
4. In number 189 563, digit
six is in what place?
3. Three 1 000s, Five 100s,
A. Hundred Thousands
Seven 10s, and 9 ones is B. Ten Thousands
what number? C. Tens
A. 3 679 B. 3 679 C. 3 565 D. Hundreds
D. 3 579 5. In 65 893, what is the
place value of the digit 3?
A. Thousands
B. Tens
C. Hundreds
D. Ones
J.Additional Activities for Draw number discs to show
application or remediation these numbers.
1. 51 200
2. 65 780 5.
3. 78 925
4. 83 562
96 787
V.REMARKS
VI.REFLECTION
A.No. of learners who earned 80% in
evaluation
B.No. of learners who require additional
activities for remediation who scored below
80%
C.Did the remedial lesson work? No. of
learners who have caught up with the
lesson
D.No. of learners who continued to require
remediation
E.Which of these strategies work well? Why
did this work?
F.What difficulties dis 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:

SHERINA M. LINANG
Teacher III
Checked by:

MADONNA OLIMPIA A. HORNILLA

Master Teacher I

Noted:

ANGELICA L. ENRIQUEZ, PhD

Principal III