lesson guide - gr. 3 chapter i -comprehension of whole numbers v1.0.pdf
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L esson Guide
In
Elementary MathematicsGrade 3
Reformatted for distribution viaDepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL
DEPARTMENT OF EDUCATIONBUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY
2010
Chapter IWhole Numbers
Comprehension of Whole Numbers
INSTRUCTIONAL MATERIAL S COUNCIL SECRETARIAT, 2011
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Lesson Guides in Elementary Mathematics Grade III
Copyright 2003All rights reserved. No part of these lesson guides shall be reproduced in any form without a writtenpermission from the Bureau of Elementary Education, Department of Education.
The Mathematics Writing Committee
GRADE 3
Region 3
Agnes V. Canilao PampangaJosefina S. Abo Tarlac City
Alma Flores Bataan
Region 4 - A
Cesar Mojica Regional OfficeMarissa J. de Alday QuezonHenry P. Contemplacion San Pablo City
Region 4 BFelicima Murcia Palawan
National Capital Region (NCR)
Laura N. Gonzaga Quezon CityDionicia Paguirigan Pasig/San JuanYolita Sangalang Pasig/San Juan
Bureau of Elementary Education (BEE)
Elizabeth J. EscaoGalileo L. GoNerisa M. Beltran
Ateneo de Manila University
Pacita E. Hosaka
Support Staff
Ferdinand S. BergadoMa. Cristina C. Capellan
Emilene Judith S. SisonJulius Peter M. SamuldeRoy L. ConcepcionMarcelino C. BatallerMyrna D. LatozaEric S. de Guia - Illustrator
Consultants
Fr. Bienvenido F. Nebres, SJ President, Ateneo de Manila University
Ms. Carmela C. Oracion Principal, Ateneo de Manila UniversityHigh School
Ms. Pacita E. Hosaka Ateneo de ManilaUniversity
Project Management
Yolanda S. Quijano Director IV Angelita M. Esdicul Director III
Simeona T. Ebol Chief, Curriculum Development DivisionIrene C. Robles OIC - Asst. Chief, Curriculum Development Division
Virginia T. Fernandez Project Coordinator
EXECUTIVE COMMITTEEJesli A. Lapus Secretary, Department of Education
Teodosio C. Sangil, Jr. Undersecretary for Finance and AdministrationJesus G. Galvan OIC - Undersecretary for Programs and ProjectsTeresita G. Inciong Assistant Secretary for Programs and Projects
Printed By:
ISBN
971-92775-2-1
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TABLE OF CONTENTS
Introduction .................................................................................................................................. ivMatrix ................ ................. .................. ................. .................. ................. .................. ............... v
I. WHOLE NUMBERS
A. Comprehension of Whole Numbers
Identifying Cardinal Numbers from 1 000 to 10 000 ....................................................... 1Identifying Cardinal Numbers from 10 001 to 100 000 ................. .................. ............... 11Giving the Value of Each Digit in 4- to 5- Digit Numbers ................................................ 15Reading Numbers through 100 000 ............................................................................... 18Writing Numbers through 100 000 ................................................................................. 23Expressing the Relationship of Numbers ................ .................. ................. ................. .... 28Writing Numbers in Expanded Form ............................................................................... 33
Rounding Numbers to the Nearest Tens and Hundreds ................................................ 37Rounding Numbers to the Nearest Thousands ................. ................. .................. ......... 41Odd and Even Numbers ................................................................................................. 44Reading Money in Symbols through Php1,000/Writing Money
Value through 1,000 ................. ................. ................. .................. .................. 49Comparing Values of the Different Denomination of Coin/Bills through Php1,000 ...... 52Reading and Writing Roman Numbers (L-C) ................................................................. 57Reading and Writing Roman Numbers (C-D) ................. ................. .................. ............ 62Reading and Writing Roman Numbers (D- M)... 65
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I N T R O D U C T I O N
The Lesson Guides in Elementary Mathematics were developed by the
Department of Education through the Bureau of Elementary Education in
coordination with the Ateneo de Manila University. These resource materials
have been purposely prepared to help improve the mathematics instruction in
the elementary grades. These provide integration of values and life skills using
different teaching strategies for an interactive teaching/learning process.
Multiple intelligences techniques like games, puzzles, songs, etc. are also
integrated in each lesson; hence, learning Mathematics becomes fun and
enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are
incorporated in the lessons.
The skills are consistent with the Basic Education Curriculum
(BEC)/Philippine Elementary Learning Competencies (PELC). These should be
used by the teachers as a guide in their day-to-day teaching plans.
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MATRIX IN ELEMENTARY MATHEMATICSGrade III
COMPETENCIES VALUES INTEGRATED STRATEGIES USED MULTIPLE INTELLIGENCESTECHNIQUES With HOTS
I. Whole Numbers A. Comprehension of Whole Numbers 1. Read and write the numbers through
100 000 in symbols and in words 1.1 Identify cardinal numbers
1.1.11000 through 10 000 Active Participation Looking for partners
Modeling Manipulative (Bodilykinesthetic)
1.1.210 001 though 100 000 Orderliness Looking for patterns Chart (Spatial)
1.2 Give the place value of each digitin 4 to 5 digit numbers
Cooperation Make a tableGuess and check
Cooperative groups(Interpersonal)
Hands and feet movements (B.kinesthetic)
Puzzle (Logical mathematics)
1.3 Read numbers through100 000 in symbols and inwords
Speed and accuracy Looking for patterns Manipulative (Bodilykinesthetic)
1.4 Write numbers through 100 000 insymbols and in words
Acceptance of challenge
Make a table
Puzzle (Logical mathematics)Play (Bodily Kinesthetic)Reading/writing numbers(Linguistic)
1.5 Express the relationship ofnumbers using expressions "lessthan," greater than and equal to (>,
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4.1 Read money value in symbolsthrough 1000
Thriftiness Simplifying the problem Storytelling (linguistic)Manipulative (Bodilykinesthetic)
4.2 Write money value in symbolsthrough 1000
Thriftiness Simplifying the problem Storytelling (linguistic)Manipulative (Bodily
kinesthetic)
4.3 Compare value of the differentdenominations of coins and billsthrough 1000
Cooperation Simplifying the problem Manipulative (Bodilykinesthetic)
5. Express Roman numbers through M inHindu-Arabic symbols and vice-versa
5.1 Read and write the value ofRoman numbers in Hindu-Arabicand vice-versa5.1.1 L to C Love and care for animals Looking for patterns Play (Bodily Kinesthetic)
Puzzle (Logical mathematics)
5.1.2 C to D Taking care of the sea Listing Global theme (Naturalist)
5.1.3 D to M Active participation Simplifying the problem Song (Musical) Cooperativegroups(Interpersonal)
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3. Motivation
Present the illustration below.
Flats Longs Cubes
* How many flats are there?* How many longs are there?* How many cubes are there?* What numerals do they represent?
B. Developmental Activities
1. Presentation
a. Let the pupils get their flats, longs and cubes in their Math Kit.
Ask: How many ones are there in a (cube)? (1)
How many cubes are there in a (long)? (10)
How many cubes are there in a (flat)? (100)
Is 999 correctly represented in the place value mat?What is the first place value starting from your right?What is the next? What is the third place value?
b. Represent the numeral 999 through your flats, longs, cubes. Do it with a partner.
Ask: What happens if we add one more cube in the place?
Let the pupils add one in the ones place.
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* Where will you place it now? (Draw the next place value to compare hundreds which isthe THOUSANDS)
(thousand block)
(flats)
(longs) (cubes)
THOUSANDS Hundreds Tens Ones
c.
1 0 0 0
e. What is the next higher place value to hundreds?* How many cubes do we have now? (none)* How many longs do we have now? (none)* How many flats do we have now? (none)* How many blocks do we have now? (one)
Introduce the number 1000.
10 flats are traded for 1 thousand-block.1000 is 1 thousand 0 hundreds 0 tens 0 ones* How many is 1000 in hundreds? tens? ones?
1000 = 10 hundreds= 100 tens= 1000 ones
f. Ask the pupils to represent 9000.
Then ask them to add 1 more block to the thousands place.* How many blocks do you have now? (10)
* What must you do with 10 blocks? (trade/exchange)* What will you trade for it? (10 thousand-block)But since the number is so large, we will represent it with a picture of bundle straws with10 000 label.
* Where will you place it now? (Draw and introduce the next place value to thousandswhich is the TEN THOUSANDS.)
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Note: bundled straws will be used in 10 000 numerals
bundle of 10 000straws
bundle of1 000straws
or thousandblocks
bundledof 100straws
or flats bundled of10 straws
or longs straw or one-cube
TenThousands
Thousands Hundreds Tens Ones
1 0 0 0 0
g. What is the next higher place value to thousands?
* How many cubes do you have now?* How many longs do you have?* How many flats do you have?* How many blocks do you have?* How many bundles of 10 000 straws do you have?
Introduce 10 000.
10 cubes are traded for 1 bundle of 10 000 straws.10 000 is 1 ten thousand 0 thousands 0 hundreds 0 tens 0 ones.
* How many is 10 000 in thousands? hundreds? tens? ones?
10 000 = 10 thousands= 100 hundreds= 1 000 tens= 10 000 ones
or or or or
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b. Individual Work - Written
The teacher gives the number of blocks, flats, longs and cubes orally and pupils will writethe correct numeral on their show-me-board.
1) 6 blocks, 4 flats, 0 long, 4 cubes2) 8 blocks, 6 flats, 3 longs, 3 cubes3) 9 blocks, 3 flats, 0 long, 6 cubes4) 1 block, 8 flats, 2 longs, 8 cubes5) 4 blocks, 7 flats, 0 long, 1 cube6) 2 blocks, 0 flat, 1 long, 5 cubes7) 3 blocks, 5 flats, 5 longs, 2 cubes8) 5 blocks, 1 flat, 4 longs, 7 cubes9) 7 blocks, 2 flats, 7 longs, 0 cube10) 9 blocks, 9 flats, 6 longs, 9 cubes
Match column A with B. Write the letters only.
A B
_____ 1) 10 bundles of 1000 straws a. 2 500 _____ 2) 7 bundles of 1000 straws and 1 bundle of b. 9 000
10 straws c. 3 140 _____ 3) 21 bundles of 100 straws d. 2 120 _____ 4) 9 bundles of 1000 straws e. 1 001 _____ 5) 1 bundle of 1000 straws and 1 straw f. 4 680 _____ 6) 3 bundles of 1000 straws and 14 bundles g. 7 010
10 straws h. 3 210 _____ 7) 25 bundles of 100 straws i. 2 100 _____ 8) 4 bundles of 1000 straws, 6 bundles of j. 10 000
100 straws and 80 pieces more k. 2 510 _____ 9) 21 bundles of 100 straws and 20 pieces more
_____10) 3 bundles of 1000 straws and 210 pieces more
* Ask the pupils what they feel during the activities. Did you participate actively during the activities? How? Did you cooperate with your group?
4. Generalization
How did we identify cardinal numbers from 1000 to 10000?Why is there a need to identify cardinal numbers?
To identify cardinal numbers in thousands and in ten thousands, count thenumber of digits in the numeral.Thousands (1000) has 4 digits while ten thousands (10000) has 5 digits.
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3)7 684
7 864
7 635
4)111
2 2132 223
5)3 11
4 110
4 222
IV. Evaluation
A. Individual WorkGive the next number in the pattern. Write your answer on the blank.
1) 5 652, 5 653, ________, 5 655, 5 6562) 1 047, 1 048, 1 049, ________, 1 0513) ________, 3 125, 3 126, 3 127, 3 1284) 9 996, 9 997, 9 998, 9 999, ________5) 1 000, ________, 1 002, 1 003, 1 0046) 1 425, 1 426, ________, 1 428, 1 4297) ________, 2 304, 2 305, 2 306, 2 3078) 8 411, ________, 8 413, ________, 8 415
1 000 100 10 1
1 000 100 10
1
1
1 000 100 10 1
1 000
1 000
1 000 100 10
1
1 000 100 10 1
1 000
1 000
1 000
1 000
1 000
1 000
100
100
100
100
100
10
10
1
1
1
1
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9) 7 123, 7 124, ________, 7 126, ________10) 2 564, ________, ________, 2 567, 2 568
B. Work by PairsCONNECT-THE-DOTS
Directions: Complete the picture by connecting the dots starting from 9988.
V. Assignment
A. Name the numeral that comes before the given cardinal number.
1) ________ 2 599 2) ________ 1 001
3) ________ 1 053 4) ________ 2 410
5) ________ 9 999 6) ________ 4 647
7) ________ 8 409 8) ________ 6 751
9) ________ 5 142 10) ________ 3 144
B. Write the numeral.
1) 100 more than 9 000 is __________________.
2) 1 000 less than 8000 is ___________________.
3) 10 more than 2 100 is ___________________.
4) 100 more than 2 587 is __________________.
5) 1 000 less than 5700 is ___________________.
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Identifying Cardinal Numbers from 10 001 to 100 000
I. Learning Objectives
Cognitive: Identify cardinal numbers from 10 001 to 100 000Psychomotor: Read and write numbers from 10 001 to 100 000Affective: Tell the importance of doing things in order.
II. Learning Content
Skills: Identifying cardinal numbers from 10 001 to 100 000Reading and writing cardinal numbers from 10 001 to 100 000
Reference: BEC PELC I A 1.1.2Materials: place value chart, flashcards Value: Orderliness
III. Learning Experiences
A. Preparatory Activities
1. Drilla. Conduct a drill on reading four to five-digit numbers using flash cards.
Have them read these numbers.
Then let them tell the place value of the underlined digit.
b. Divide the class in groups with 4 members in each group.- Give each group a set of numbers.
- From these digits the pupils will form the highestand the lowest three- or four- digit numbers.
3 254 4 581 8 206 7 005
3 028 9 750 4 010 6 796
4 126 5 002 3 572 6 003
1 2 3 4 Round 1
0 1 2 3
4 5 6 7
8 9 0 1
Round 2
Round 3
Round 4
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2. Motivation
a. Tell the pupils to go outside for a few minutes. Disarrange their chairs/desks but be sureeach chair/desk is numbered.
b. Tell the pupils to come in and find their seats. Ask: Can you find your seats easily?
Why? Why not? Let the children arrange their seats in order.
c. After the activity, lead the pupils to cite the importance of putting things in order. Ask: What helps you put this chairs/desks in their proper places?
d. Relate this to the order of numbers. Say that the order of numbers makes counting andwriting number easy.
C. Developmental Activities
1. Presentation
a. Present this problem.
Mount Everest is the highest mountain on earth. It is part of the Himalayan ranges.It is about 29 140 feet high.
Look at the place value chart and see how the digits are grouped.
Thousands UnitsHundreds Tens Ones Hundreds Tens Ones
2 9 1 4 0
We read: Twenty nine thousand one hundred fortyWe write: 29 140
The digits are grouped by threes. Each group of three digits is called a period. Eachperiod has hundreds, tens and ones places. A space separates the thousands periodfrom the units period.
Ask: How many digits are there in ten thousands?
b. Present another problem.
Mt. Pinatubo, a volcano in Zambales, erupted in June 1991. It was the mostdestructive volcanic eruption. Newspaper reports said that about 100 000 houses weredestroyed at that time. Write the figures in the place value chart.
Thousands Units
Hundreds Tens Ones Hundreds Tens Ones1 0 0 0 0 0
thousands period units period
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We read: One hundred thousandWe write: 100 000How many digits are there in hundred thousands?
2. Guided Practice
a. Working in Triads
Give the next number in the pattern.
1) 27 253, ______ 47 253, 57 2532) 85 578, 86 578, ______ 88 5783) 56 584, 56 684, 56 784, ______4) 45 254, 45 354, _____, 45 5545) 73 067, 74 067, _____, 76 067
b. Working in Dyads
Name the numeral that comes before or after the given cardinal number.
1) 18 607 ________ 2) ________ 100 0003) 39 415 ________ 4) ________ 23 9855) 73 069 ________ 6) ________ 40 3657) 90 108 ________ 8) ________ 59 6689) 96 768 ________ 10) ________ 78 564
c. Group Activity
1. Divide the class into 5 groups.2. Teacher prepares numbers in the pocket chart.3. The pupils line up and determine the order of the players who are going to play from
each group.4. The teacher calls out a number from the pocket chart. The first player of each group will
get the number from the pocket chart.5. Pupils read the number after they get it.6. Repeat the procedure.7. The group with the most points wins the game.
Examples:
d. Another Activity
- Teacher dictates a number then the pupils write it on their show-me-board.
36 208 73 100 10 051 25 815
99 989 100 000 75 231 50 026
13 483
19 056
39 276 47 201 15 653
2 321 66 511 39 400
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3. Generalization
How do you identify cardinal numbers through 100 000?
Numbers through 100 000 have two periods unit period and thousand period. Hundredthousands have six digits.
C. Application
Match column A with column B by drawing a line to connect them.
Column A Column B
1) 18 901 a. sixty-one thousand five hundred thirty-eight2) 89 973 b. forty-six thousand three hundred twenty-two3) 46 322 c. eighteen thousand nine hundred one4) 61 538 d. seventy-eight thousand nine hundred eighty-six5) 78 986 e. eighty-nine thousand nine hundred seventy-three
f. sixty-one thousand five hundred eight
IV. Evaluation
A. Write the number that comes before and after.
1 _________ 80 040 __________2) _________ 53 456 __________3) _________ 99 954 __________4) _________ 43 201 __________5) _________ 11 561 __________
B. Write the smallest number and the largest five-digit number that can be formed.
smallest biggest
1) 0, 3, 4, 1, 8 _______ _______2) 7, 6, 5, 9, 0 _______ _______3) 3, 5, 7, 0, 1 _______ _______4) 9, 4, 2, 1, 5 _______ _______5) 6, 3, 0, 1, 5 _______ _______
V. Assignment
Name the counting numbers between each of the following pairs of numbers.
1) 13 407 and 13 4112) 41 880 and 41 8853) 72 751 and 72 7594) 94 970 and 94 9755) 67 841 and 67 846
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Formed Numbers
a. Form the highest number using all the digits.b. Form the smallest number.c. Do this again using another set of numbers.
B. Developmental Activities
1. Presentation
a. Present the place value chart. Use the numbers that the pupils formed.Ten
Thousands Thousands Hundreds Tens Ones9 8 7 4 22 4 7 8 91 2 3 4 6
b. Read the first number in the chart.How many digits are there?What is the place value of 9?, 8?, 7?, 4?, 2?Give the value of each digit.
Meaning of Digit Value Place Value9 8 7 4 2
2 x 1 2 ones4 x 10 40 tens
7 x 100 700 hundreds8 x 1 000 8 000 thousands
9 x 10 000 90 000 ten thousands
Meaning of Numeral Value Place Value2 4 7 8 9
9 x 1 9 ones8 x 10 80 tens
7 x 100 700 hundreds4 x 1 000 4 000 thousands
2 x 10 000 20 000 ten thousands
Meaning of Numeral Value Place Value1 2 3 4 6
6 x 1 6 ones4 x 10 40 tens
3 x 100 300 hundreds2 x 1 000 2 000 thousands
1 x 10 000 10 000 ten thousands
9 7
2 8 4
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2. Guided Practice
a. Working in pairsLook at the place value chart then complete the table below.
Ten Thousands Thousands Hundreds Tens Ones
6 7 5 2 15 3 6 7 8
1) 67 521 means ___ ten thousands ___ thousands ___ hundreds ___ tens ___ ones
2) 53 678 means ___ ten thousands ___ thousands ___ hundreds ___ tens ___ ones
3) 67 521 means 60 000 + ____ + ____ + ____ + ____
4) 53 678 means ____ + 3 000 + ____ + ____ + ____ + ____
b. Working in FoursGive the place value of the following numbers by changing the place value to some
body movements.
ones clap your handstens stamp your foothundreds vow your headthousands move the hand sidewardten thousands Jumping Jack
Do the actions based on the value of the number under each place value.
Example 21 511Meaning one clapping of hand
one stamping of footfive vowing of heads and so on and so forth
Numbers:12 321
22 32133 212
c. Individual activityGive the place value of the underlined digit. Raise your show me board!
1) 67 4152) 33 2163) 87 4124) 91 5785) 61 432
3. Generalization
How many digits do numbers with up to thousands place have?Can you tell the value of a number by the number of digits present in it?
Numbers up to thousands place have four digits.Numbers up to ten thousands place have five digits.
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III. Learning Experiences
A. Preparatory Activities
1. Drill
Write the missing number in the series.
1) 100, 150, 200, ___, 3002) 200, 400, 600, ___, 10003) 150, 300, ___, 600, 7504) 50, 100, ___, 200, 2505) 1 000, 2 000, 3 000, ____, 5 000
2. Review
Identify the digit referred to by the place value beside the number. Then look for the codeand write them in the boxes provided for on the following page.
1) 67 421 thousands2) 34 578 ten thousands3) 5 321 thousands4) 12 521 thousands5) 89 321 thousands6) 15 465 hundreds7) 71 399 thousands8) 88 434 thousands9) 51 043 hundreds10) 16 215 thousands
L O V E N U M B E R
0 E 5 V1 M 6 R2 E 7 L3 O 8 B4 U 9 N
1. Motivation
Draw five boxes on the board.
6 9 8 7 5
Say: We are going to write in the boxes a five-digit number.Listen
3 apples + 2 apples = ___. Write the answer on the ones place2 mangoes + 4 mangoes = ___. Write the answer on the ten thousands place.1 pencil + 8 pencils = ____. Write on the thousands place.7 blue birds + 1 blue bird = ____. Write on the hundreds place.6 yellow flowers + 1 yellow flower = ____. Write on the tens place.
Read the number. Then show them the number word. Ask them to read the word.
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B. Developmental Activities
1. Presentation
a. Present this word problem.Miss Canilao deposited some money in the bank. She wrote the following in the
deposit slip.
How much money did Miss Canilao deposit in the bank?How did she write the amount in the deposit slip?
b. Lets read some more numbers.
51 761 fifty-one thousand seven hundred sixty-one83 478 eighty-three thousand, four hundred seventy-eight100 000 one hundred thousand
2. Guided Practice
a. Match column A with Column B.
A B1) 12 103 a. ninety-one thousand four hundred fifteen2) 39 430 b. twelve thousand one hundred three
3) 98 624 c. thirty-nine thousand four hundred thirty4) 93 765 d. ninety-eight thousand six hundred twenty-four5) 91 415 e. ninety-three thousand seven hundred sixty-five
f. ninety-one thousand four hundred five
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3. Generalization
How do we read numbers?
To read numbers in figures follow these steps:1. Read the digit in the first period at the left.2. Say the period where the digits are.3. Say only the digits in the units period.
Why is it necessary for us to read numbers properly?
Application
4. Read each address envelope. Match it by writing the letter in the correct mailbox.
2. Use the table to identify the planet
Planet Mean orbital velocityaround the sun(miles per hour)
MercuryVenusEarthMars
JupiterSaturn
107 13278 36466 64153 98029 21621 565
(Source:www.grandpapencil.net/project/plansped.htm)
AHesed Leo Go15678 Math Village
Philippines
BJameson Rodil47415 Math Village
Philippines
CWenson Leynes59215 Math Village
Philippines
DKenneth Urbina78564 Math VillagePhilippines
EJoven Limbo47789 Math VillagePhilippines
FLou Mariam Go34567 Math VillagePhilippines
1. Its speed has number 2 at the start and 6at the end.
2. Its speed is a six-digit number.
3. Its speed is twenty one thousand fivehundred sixty-five4. Its speed is sixty-six thousand six
hundred forty-one5. Its speed is fifty-three thousand nine
hundred eighty6. Its speed is seventy-eight thousand three
hundred sixty-four
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Did you get the correct answers?How did you do it? Were you able to finish answering all the items? Is it good to be fast andaccurate in doing an activity? Why?
IV. Evaluation
A. Choose the letter of the correct answer.
1) 15 thousand 4 hundred thirty-onea. 15 331b. 15 431
c. 15 314d. 15 615
2) 100 thousanda. 100 001b. 10 000
c. 1 000d. 100 000
3) seventy-eight thousand five hundred sixty-onea. 78 561b. 78 516
c. 78 517d. 78 571
4) ninety-five thousand, seven hundred sixty-threea. 95 783b. 95 793
c. 95 763d. 95 773
5) eighty-six thousand eight hundred seventy-foura. 86 874b. 86 884
c. 86 894d. 86 864
V. Assignment
Read the following numbers, then write the numbers that come before and after.
1) ______________ 61 478 _______________2) ______________ 57 692 _______________3) ______________ 88 999 _______________4) ______________ 57 643 _______________5) ______________ 54 784 _______________6) ______________ 99 999 _______________7) ______________ 100 001 _______________8) ______________ 57 694 _______________9) ______________ 89 786 _______________10) ______________ 78 630 _______________
Writing Numbers through 100 000
I. Learning Objectives
Cognitive: Write numbers through 100 000 in symbols and in wordsPsychomotor: Write correctly the number wordsAffective: Accept challenge during group activities
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S E V E N T Y S S
H S I T H R E E I
U W E W O I E A E
N I N E U O N E A
D B A N A T S I T
R X I T E T I G S
E Y E Y I W A H I
D N A S U O H T X
F S B I C B A Y A
I U C X F O R T Y
J S N I N E T Y A
B. Developmental Activities
1. Presentation
Present this situation.a. About ninety-eight thousand, four hundred twenty-three boy scouts joined the jamboree
at Mt. Makiling. Write the number words in figures in the place value chart.
Thousands Unittens ones hundreds tens ones
9 8 4 2 3To write in words Ninety-eight thousand, four hundred twenty-threeTo write in figures 98 423
b. Here are other examples.Pupils will continue putting the numbers in the place value chart.
Thousands Unittens ones hundreds tens ones We read
4 6 7 3 5 46 7357 4 1 2 3 74 1238 2 9 0 7 82 9079 3 0 8 4 93 0843 7 5 8 9 37 589
Write the number words in figures.Forty-six thousand seven hundred thirty-fiveSeventy-four thousand one hundred twenty-threeEighty-two thousand nine hundred sevenNinety-three thousand eighty-fourThirty-seven thousand five hundred eighty-nine
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c. Game Pass it on Ask the children to form a circle. An object will be passed from one child to another while the music plays.When the music stops, the child who holds the object will answer the exercises below.
Supply the missing words and read.1) 62 136 ____ thousand one ____ six2) 18 250 eighteen ____ two ____ fifty3) 57 812 fifty _____ thousand _____ hundred ____4) 60 127 ____ thousand one hundred ______ seven5) 83 463 eighty three thousand ______ hundred _____
How should you write numbers in figures especially in personal checks?Why is it that when we write the amount of money in checks, we are required to writethe amount in figures and in words?How did you find the activities? Was it challenging? Were you able to do all the activitieseffectively?
3. Generalization
What are the things that we should remember when we are writing numbers in figures? Inwords?
To write large numbers in figures, we use spaces to separate the digits into periodsor groups of three starting from the right.
Thousands have two periods the units should always be composed of three digits.Use zero as a place value holder when necessary.
To write numbers in words, write them as they are read.
C. Application
Read the following sentences and write each number in words.1. There are about 20 865 people who attended the 4 th World Meeting of families at the
Luneta.2. Mother gathered 6 125 eggs from their poultry.3. All the 4 250 pupils of Bagong Silang Elementary School participated in the launching of
Zero Garbage in the school.4. There are about 25 160 registered voters in Barangay Kaunlaran.5. Mr. Gonzales picked 2 561 mangoes from his orchard.
IV. Evaluation
A. Answer each question in number words1. What number is 1 000 more than 3 650?2. What number is 1 500 more than 5 365?
3. What number is 10 000 more than 23 150?4. What number is 1 500 less than 8 725?5. What number is 10 000 less than 13 786?
B. Write each number word in standard form.1. Seventy thousand eight hundred one2. nine thousand three3. fourteen thousand two hundred eighty-six4. twenty-five thousand one hundred thirty5. two thousand ninety
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V. Assignment
A. Write the underlined number in words.1. Mr. Go sold 1 560 coconuts on the first day.2. On the second day, he sold 2 564 coconuts.3. On the third day, he sold 7 876 coconuts.4. He sold a total of 12 000 coconuts in three days.
B. Write the underlined number word in figures. A shoe factory has delivered the following items in different stores.1. three thousand, eight hundred ninety-two pairs of ladies shoes2. seven thousand, five hundred pairs of men shoes3. five thousand, six hundred fifty pairs of boys shoes 4. two thousand, nine hundred ten pairs of girls shoes and5. one thousand, two hundred sixty-five pairs of shoes for infants6. All in all, the shoe factory was able to deliver twenty-one thousand, two hundred seventeen
Expressing the Relationship of Numbers
I. Learning Objectives
Cognitive: Express the relationship of numbers using the expressions less than, greaterthan and equal (>, , < or = in comparing numbersAffective: Respect peoples differences
II. Learning Content
Skills: Expressing the relationship of numbersReference: BEC PELC I.A.1.5Materials: chartsValue: Respect
III. Learning Experiences
A. Preparatory Activities
1. Drill
Call on a pair of pupils to answer each question. The first pupil who answers it correctly isthe winner. Do the same with other pairs.
Example: Which numeral has more tens?38 or 48, 122 or 243Which numeral has more hundreds?893 or 900, 600 or 423Which numeral has more thousands?4 623 or 2 625, 3 643 or 7 415
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2. Review
Write the appropriate sign in each pair of numbers. Use >, < or =.
1) 246 ___ 154 2) 497 ___ 1683) 140 ___ 193 4) 87 ___ 645) 187 ___ 32 6) 99 ___ 787) 782 ___ 149 8) 538 ___ 7679) 429 ___ 329 10) 199 ___ 991
3. Motivation
Call on two pairs of children with opposite qualities. Let the class compare these pairs ofpupils.
e.g. big/chinky eyes, straight/kinky hair, straight/curly hair, long/short hair
Stress the value of respecting other people. Should you laugh at other peoples defects?Why?
B. Developmental Activities
1. Presentation
How did we know that 400 is less than 450? Why?What did we compare first? Next?
Let us compare bigger numbers.
Read.Mr. Go gathered 2 525 eggs. Mrs. Go gathered 2 578 eggs. Who gathered more eggs?
Arrange 2525 and 2578 in column.Compare 2 525 and 2 578.1. Are the number of digits the same?2. Are the left-hand digits or the digits in the highest place value the same?3. Are the next digits the same?4. Compare the third digits of the numbers.
Which is greater, 2 or 7?5. The greater number is 2 578.6. The smaller number is ____.Therefore 2 525 < 2 578
2 578 > 2 525
Look at the number line.
400 410 420 430 440 450 460 470 480 490 500 510What numbers come before 450? Are they less than 450?What numbers come after 450? Are they greater than 450?We say:
400 is less than 450400 < 450
420 is less than 450420 < 450
460 is greater than 450460 > 450
450 is equal to 450450 = 450
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Try other numbers.78 416 __ 78 516 5 345 __ 5 34532 141 __ 31 211 7 464 __ 7 6444 789 __ 478 3 215 __ 3 000 + 200 + 10 + 5
2. Guided Practice
a. Divide the class into two.Game JUMP THE ANSWER
Draw the following on the floor or use cartolina. Each group should begiven/provided with a set of these symbols.
1. Look at the pair of numbers to be flashed by the teacher.2. Compare the numbers then jump to your chosen answer.3. The group with more points wins.(Samples)
1) 216 ___ 2602) 400 + 50 + 3 ___ 4433) 1 286 ___ 1 8284) 3 946 ___ 3 000 + 900 + 40 + 65) 6 000 + 700 + 60 + 2 ___ 5 000 + 600 + 70 + 26) 3 478 ___ 13 478
b. Balancing mobilesWorking in pairs
Provide each pair a copy of this activity.Explain.
If we are to use >, < or = What does this mean?
lesser value
greater value
> = =.
1.
2.
3. Give 5 possible answers. Write only 1 in thescale. Write the other 4 beside the scale.
4. Give 5 possible answers. Write only one in thescale. Write the other four beside the scale.
5. Give 5 possible answers. Write only one in thescale; the other four beside the scale.
c. Math Kinesthetics (Individual)Compare the following numbers using the following gestures.
less than greater than equal
left hand up right up equal sign
525
525
3 010 +1 000
6 578
17 541
1 500
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1) 2 345 _____ 4 2633) 6 212 _____ 6 2125) 7 476 _____ 7 5687) 9 806 _____ 8 3159) 8 943 _____ 8 952
2) 7 904 _____ 70 00 + 900 + 0 + 44) 4 576 _____ 5 000 + 400 + 70 + 66) 9 300 _____ 9 000 + 300 + 0 + 08) 6 232 _____ 6 000 + 200 + 30 + 410) 2 040 _____ 2 000 + 0 + 40 + 0
3. Generalization
How do you compare large numbers? Why is comparing the values of numbers important?
In comparing large numbers:1. Compare first the number of digits. If they are not equal, the number with more
digits has the greater value. The number with lesser digits has the lesser value.2. If the number of digits is the same, we compare first the digits on the left. If these
are the same, we compare the next and so on. The symbol > means greaterthan, < stands for less than and = means equal to.
C. ApplicationRead the following problems then answer the questions that follow.
1. Ate Agnes bought a piano for 28,575 while Tita Laura bought her piano for29,350. Who bought a cheaper piano?
2. The dining set costs 6,750. The sala set costs 9,385. Which set of furniture costsmore?
3. Mr. Santos bought a horse for 4,980. Mr. Reyes also bought a horse for 3,985.Whose horse costs more?
IV. Evaluation
A. Read and answer the questions.
1. Mr. Rosales sold a piece of land for 455,200. Mr. Hermosa sold his piece of land for460,350. Whose piece of land costs more?
2. Edwin and Conrado gathered 2350 chicos on Monday. On Tuesday, they gathered 2125 chicos.When did they gather fewer chicos?
B. Which has more thousands? Copy the number.
1) 9 878 or 8 7892) 5 946 or 9 4653) 6 897 or 1 6894) 4 800 or 8 640
5) 7 643 or 6 437
C. Answer the following
1. What number is 10 000 less than 86 784?2. 15 678 more than 50 000 is what number?3. 5 225 is 1 005 more than what number?4. 2 455 is 1 000 less than what number?5. What number is equal to 8 000 + 900 + 50 + 6?
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V. Assignment
A. Compare the numbers and write >, < or = on the blank.
1) 4 860 ___ 4 587 2) 15 678 ___ 51 784
3) 5 862 ___ 8 652 4) 27 431 ___ 27 314
5) 2 738 ___ 7 321 6) 39 812 ___ 39 712
7) 7 876 ___ 6 787 8) 48 678 ___ 48 786
9) 6 234 ___ 2 346 10) 57 891 ___ 57 891
B. Fill in the blank with the appropriate answers.
1) 78 thousand + 500 + 78 = _____ 2) 16 215 > ____ or ____
3) 87 541 < ____ or ____ 4) 21 891 > ____ or ____
5) 84 3416 < ____ or ____ 6) 8911 < ____ or ____
7) 7678 > ____ or ____ 8) 18 000 + 7000 + 600 + 50 + 4 = ____
9) 26 000 + 3 000 + 500 = ____ 10) 4 125 + 678 = ____
Writing Numbers in Expanded Form
I. Learning Objectives
Cognitive: Write 4-to 5-digit numbers in expanded form.Psychomotor: Give the values of the digits of a numberAffective: Show respect to opposite sex
II. Learning Content
Skill: Writing numbers in expanded formReference: BEC PELC I A 1.6Materials: straws, number cards, chartValue: Respect
III. Learning Experiences
A. Preparatory Activities
1. Drill
RelayThe pupil will make a big step going to the finish line as he answers correctly.Give the value of the underlined digit.
3 7 5 6 9 4 1 2 7 4 94 8 9 3 2 3 7 8 6 5 4 8
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2. Review
Write the following numbers in expanded form.Ex. 613 = 600 + 10 + 3
523 = ______ + _______ + _______476 = ______ + _______ + _______477 = ______ + _______ + _______925 = ______ + _______ + _______894 = ______ + _______ + _______
3. Motivation
Giving names.
Give at least five ways of writing each number.
2 4 7 8 9 6
Ex.TwoII1 + 12 + 01 x 2
Today you shall learn the other ways of writing numbers.
B. Developmental Activities
1. Presentation
a. Group the class into four.
Provide each group a box of straws. Let the pupils separate the green, yellow, red, blue and white straws. Remind them of the color coding of the straws.
(Write them on the board)
Green - ten thousandsYellow - thousandsRed - hundredsBlue - tensWhite - ones
Show a number. Example 26 578 The pupils will have:
two green straws + 6 yellow straws + 5 red straws + 7 blue straws + 8 white straws
or 2 ten thousands + 6 thousands + 5 hundreds + 7 tens + 8 onesor 2(10 000) + 6 (1 000) + 5 (100) + 7 (10) + 8 (1)or 20 000 + 6 000 + 500 + 70 + 8 Expanded Form
b. Give other examples: Follow the steps above.
17 415, 13 201, 113 00132 784, 15 678
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2. Guided Practice
a. Working in Groups
Form groups of 12 members. Give each group the following number cards.
Mechanics:
1) Listen to the number the teacher will say or/the teacher may write it on the board.2) Give the expanded form by arranging the cards from left to right.
Ex. 54 321 54 123 45 132 32 145
b. Working in dyads
Complete the chart.
c. SEARCH ME
Divide the class into two There should be equal number of members for both groups.Give each female pupil a card with numbers and the boys, cards with expanded form.They are to search for his/her right partner.
Ask: What should you remember when doing activities that involve boys and girls likeyou? Respect each other.
0 000 000 00 0 1 2 3 4
5 + + + +
4 000 + 300 + 50 + 8
15 275
30 000 + 6 000 + 500 + 50 + 7
63 254
10 000 + 1 000 + 700 + 10 + 8
15 454 10 000 + 5 000 + 400 + 50 + 4
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3. Generalization
What should you know first when writing numbers in expanded form? (Place value ofeach digit.)
After the place value, what should you find next? (The value of each digit.)
Now how do we write a number in expanded form? (Write it as a sum of the values ofdigits.)
C. Application
Write the underlined number in expanded form.
1. Mr. Simon harvested four thousand fifteen coconuts from his farm. His brother harvested threethousand two hundred twelve. How many coconuts did they harvest together?
2. The gas station in Fourth Street sold fourteen thousand one hundred twenty-six litres ofgasoline. The station in Fifth Street sold nine thousand six hundred forty-one litres. Howmany litres did they sell in all?
3. Two basketball games were played at the Bagong Lakas Sports Complex. In the firstgame, ten thousand twelve tickets were sold. In the second game, eleven thousand onehundred twenty-three tickets were sold. How many tickets were sold?
4. The mayor wanted to know the number of people in two barangays. Barangay Masaganareported 14 826 people. Barangay Masikap reported 12 975 people. What is the totalnumber of people in the two barangays?
5. Roxas City Lions club had a benefit show for the deaf and blind. They sold out blue ticketsworth 11,450 and red tickets worth 18,796. How much worth of tickets were soldout?
IV. Evaluation
A. Write in standard form1) 60 000 + 5 000 + 400 + 30 + 5 _____________2) 10 000 + 7 000 + 800 + 70 + 6 _____________3) 70 000 + 8 000 + 900 + 10 + 2 _____________4) 90 000 + 1 000 + 200 + 30 + 4 _____________5) 50 000 + 4 000 + 300 + 20 + 1 _____________
B. Write in expanded form.1) 16 245 2) 53 748 3) 17 4134) 13 765 5) 35 174 6) 14 3217) 28 999 8) 15 846 9) 47 84610) 13 215
V. Assignment
A. Write in expanded form.
1) 20 946 2) 16 259 3) 73 815 10) 25 8154) 24 343 5) 71 158 6) 26 4837) 27 364 8) 27 364 9) 26 483
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B. Write in standard form.
1) 30 000 + 1 000 + 200 + 80 + 52) 40 000 + 4 000 + 300 + 90 + 63) 10 000 + 3 000 + 200 + 70 + 94) 50 000 + 1 000 + 200 + 50 + 7
Look at the chart below. Answer the questions that follow.
Barangay PopulationKatipunanMakabayanMagitingMabiniMayumiMasaganaMapayapa
15 21111 3139 3848 578
16 3217 2545 321
Write in expanded form:
1. biggest population2. smallest population3. second biggest population4. population with the same digit in the thousands and ones5. the population with the same digit in the ten thousands and thousands place6. population of Barangay Magiting7. population of Barangay Masagana
Rounding Numbers to the Nearest Tens and Hundreds
I. Learning Objectives
Cognitive: Round off numbers to the nearest tens and hundreds. Psychomotor: Write the rounded form of numbersAffective: Cooperation in group activities
II. Learning Content
Skill: Rounding numbers to the nearest tens and hundredsReference: BEC PELC I A.2.1Materials: number cards, flaglets, bottle of beads, cutoutsValue: Cooperation
III. Learning Experiences
A. Preparatory Activities
1. Drill
Reading of numbers and matching number figures with number words
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Direction: Distribute flaglets and number cards to the pupils. Ask them to line up in front of theclass and show their flaglets one by one. Ask other pupils to match their numbercards with the figures.
2. Review
Identifying the digit in the tens and hundreds place
The teacher flashes some number cards with underlined digits.The pupils will identify the place value of the underlined digit.
tens hundreds tens
hundreds tens hundreds
3. Motivation
a. Show a bottle full of beads. Can we tell the exact number of beads at a glance? Abouthow many beads are there in the bottle?
b. Show a picture with a big crowd of people i.e.: watching boxing, baseball tournament,beauty pageant.
Describe what you see in the picture.Can you tell the exact number of people watching the activities? About how many peopleare watching the beauty pageant? the boxing tournament? the baseball tournament?Sometimes there is no need for us to give the exact number. Instead we just tell abouthow many people or things there are.
B. Developmental Activities
1. Presentation
Use the number line11 17 25
0 10 20 30 40 50Find the point for 11. Is it closer to 10 or to 20.? It is closer to 10Since it is closer to the smaller one we round it down.So 11 rounded to the nearest tens is _____.
Find 17. To what number is it closer? 20 or 10?Since it is closer to twenty we round it up.So 17 rounded to the nearest tens is _____.
Twenty-one five hundred eighty-three
six hundred forty-seven
One hundred seventy-four
583 647 21 86 174
492
1 285 3 692
578 69
364
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Find 25. Where is it located? It is halfway between 20 and 30.When a number is halfway between the two tens, round it up to the higher tens.So 25 rounded to the nearest tens is _____.
Find the point for 130. Is it closer to 100 or to 200? It is closer to 100.Shall we round it down or round it up?So 130 rounded to the nearest hundreds is ______.
Find the point for 280. Is it closer to 200 or 300?280 is closer to 300. Shall we round it down or round it up?So 280 rounded to the nearest hundreds is ______.
2. Guided Practice
a. Work in Pairs
Distribute number cards and cutouts with the words round down and round up written onthem to each pair.
Ask the pupils to match the number cards with the cutouts and arrange them on top oftheir desks. The 1 st pair to come up with the correct answers wins. Remind them that eachmember should cooperate with one another to win the game.
b. Game Can You Find Me
The teacher arranges cutouts on the chalkboard.
Ask the pupils to look for the answers to the following questions from the cutoutsarranged on the chalkboard.
1. Which is the smallest 3 digit-number that can be rounded to 200?2. Which is the highest 3 digit-number that can be rounded to 500?3. What number can be rounded down to 80?4. Which number can be rounded up to 70?5. What is the number that is halfway between 50 and 60?6. Which number can be rounded to 60?
84 80 round down 261 300 round up
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3. Motivation
Have you gone to a gymnasium? Does your school have a gymnasium? Describe agymnasium? Do you know that you can play basketball, volleyball, table tennis andbadminton in this place? Who among you know how to play these sports? Do you know thatplaying these sports keep a person physically fit?
B. Developmental Activities
1. Presentation
a. The teacher presents a problem.
A certain number of people are in a gymnasium watching a volleyball tournament. Ifthe number of people is rounded to 2 000, is it more likely to be 2 400 or 2 600? Why?
b. Use of number line
1) Thousands Place
2 000 2 100 2 200 2 300 2 400 2 500 2 600 2 700 2 800 2 900 3 000
Look for 2 400 and 2 600 on the number line. Which number is nearer to 2 000? Thenumeral 2 400 is nearer to 2 000. So 2 400 rounded off to the nearest thousands is 2000.
2) Ten Thousands Place
10 000 11 000 12 000 13 000 14 000 15 000 16 000 17 000 18 000 19 000 20 000
Find the point for 18 000. Is it closer to 10 000 or 20 000?Shall we round it up or round it down?18 000 is nearer to 20 000 so we round it up.18 000 rounded off to the nearest ten thousands is 20 000.
The teacher gives other examples in rounding off numbers to the nearest thousands andten thousands.
34 283
428
78
66 853
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Using the number line show how the following numbers are rounded off to the nearestthousands and ten thousands.
1) 3 500 2) 6 543 3) 89 1344) 94 683 5) 87 391
2. Guided Practice
a. Work in Pairs
Each pair will be given some exercises to work on. After answering them, the pupilswill write their answers on the board. The pair with the most number of correct answerswill be given a yes clap.
Round off to the place indicated.
1) 4 329 2) 69 125 3) 8 1494) 89 134 5) 71 592 6) 33 7817) 56 342 8) 8 241 9) 45 678
b. Matching Game Work in Triads
Match the numbers with their rounded form.Each triad will be given a copy of the activity sheets.The pupils match the numbers with their rounded form by using a line.The first triad to submit the most number of correct answers wins the game.
1) 8 241 a. 5 0002) 71 592 b. 70 0003) 69 125 c. 8 0004) 3 378 d. 4 0005) 94 705 e. 7 0006) 8 749 f. 3 000
7) 54 342 g. 60 0008) 7 248 h. 9 0009) 4 329 i. 50 00010) 4 653 j. 90 000
3. Generalization
How do you round off numbers?
1. Look for the digit of the place value to which the number is to be rounded.2. Check the digit to its right. If it is 4 or below, round down the number. If it is 5 or above,
round it up.3. Change to zero all the digits to the right.
C. Application
Encircle the correct answer.
1. Which is the smallest four-digit number that can be rounded off to 1 000?a. 1 634 b. 1 310 c. 1 536 d. 1 258
2. Which is the largest five-digit number that can be rounded off to 10 000?a. 14 195 b. 13 795 c. 15 681 d. 12 831
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3. Which is the smallest five-digit number that can be rounded off to 30 000?a. 29 453 b. 34 467 c. 32 781 d. 24 938
IV. Evaluation
A. Round off each number to the place indicated.Write the letter of the correct answer.
______1) 5 419 a. 3 000 b. 4 000 c. 5 000 d. 6 000 ______2) 2 937 a. 3 000 b. 4 000 c. 5 000 d. 6 000 ______3) 47 324 a. 40 000 b. 50 000 c. 60 000 d. 70 000 ______4) 82 181 a. 70 000 b. 80 000 c. 90 000 d. 100 000 ______5) 6 263 a. 4 000 b. 5 000 c. 6 000 d. 7 000
B. Round off the answer to the nearest thousands or ten thousands
1. Mt. Apo is 2 954 metres high. About how many metres high is Mt. Apo? ________2. The Philippines has about 7 100 islands, 2 773 of them have names. About how many
thousands are the islands with names? __________3. The average number of pupils in our school is 4 268. About how many pupils are there in our
school? ________
V. Assignment
1. Round off each number to the nearest
Thousands Ten Thousands
a) 23 418b) 76 163c) 89 246d) 15 102
e) 52 813
Odd and Even Numbers
I. Learning Objectives
Cognitive: Tell when a number is odd or even
Psychomotor: Write odd or even numbersAffective: Work cooperatively with others.
II. Learning Content
Skills: Telling when a number is odd or evenWriting odd or even numbers
Reference: BEC PELC I- A.3Materials: cutouts, pictures, counters, show-me-board Value: Cooperation
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III. Learning Experiences
A. Preparatory Activities
1. Drill
Division basic facts with 2 as divisor.
2. Review
1. The teacher flashes a number card.2. The pupils write the answers on their show-me-board.3. The pupils show the answers to the teacher by raising the show-me-board over their
heads.
Direction Look for a pattern and write the missing number.
EXAMPLES
3. Motivation
Acting out the problem
The teacher calls on 2 pupils, then asks another pupil to give the 4 cupcakes equally tothe 2 pupils.
Ask: How many cupcakes does each child get?Is there a leftover?
B. Developmental Activities
1. Presentation
a. Analysis of example
1. What division sentence can we make out of the 4 cupcakes divided equally among 2pupils? 4 2 = 22. Is there any remainder?3. The teacher calls on 2 pupils at a time and distribute candies to them.
a. 5 candies 2 pupilsHow many candies will each pupil receive?Is there a leftover?
2, 4 ___, 8, ___, 12, ___,___, 18, ___, 22 6, 10, 14, 16, 20
1, 3 ___, ___, ___, 11, ___, 15, ___, ___, 21 5, 7, 9, 13, 17, 19
24, ___, 28, ___, 32, ___, ___, 38, ___, ___, 44 26, 30, 34, 36, 40, 42
53, ___, 57, ___, 61, ___, ___, 67, ___ 55, 59, 63, 65, 69
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b. 6 candies 2 pupils
c. 7 candies 2 pupils
d. 8 candies 2 pupils
e. 9 candies 2 pupils
f. 10 candies 2 pupils
g. 11 candies 2 pupils
h. 12 candies 2 pupils
Write the corresponding division sentence beside each exercise.
5 candies 2 pupils 5 2 = 2 remainder 16 candies 2 pupils 6 2 = 37 candies 2 pupils 7 2 = 3 remainder 18 candies 2 pupils 8 2 = 49 candies 2 pupils 9 2 = 4 remainder 1
10 candies 2 pupils 10 2 = 511 candies 2 pupils 11 2 = 5 remainder 112 candies 2 pupils 12 2 = 6
Lets make a table and organize our data. From our division sentences, write all the numbers that can be divided exactly by 2 undercolumn A, and those with remainders under column B.
Ask:Describe the numbers in column A, in column B. What do you call the numbers in column A? column B?
A B
468
1012
3579
11
Numbers in column A are called even numbers , those in column B are oddnumbers .
b. Use the cutouts
Rosita picked 13 ripe guavas. She gave each of her 6 friends 2 guavas. Did shegive away all the guavas?
Ask the pupils to draw the problem.
Write a division sentence for the problem.13 2 = 6 remainder 1
Ask the samequestions forexercises b to h.
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What kind of number is 13, odd or even? Why?The teacher uses the same procedure with other numbers, using different kinds of
fruits.
Let the pupils read the numbers..What do you notice about the remainder when odd numbers are divided by 2? The
remainder is always 1.
c. Working in Triads
Use the number line
1 2 3 4 5 6 7
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17Write a division sentence for the illustration.
14 2 = 7
Can 14 be divided exactly by 2? Why?What kind of number is 14, odd or even? How about 13?How do you classify zero? Why? Provide more exercises on the number line.
2. Guided Practice
a. Group the pupils into Learning Barkadas. Copy the drawing and color the even n umbersblue and the odd numbers red. Remind the LB members to work cooperatively with eachother.
After the activity, ask each group how they did their activity. Is it good to cooperate withthe group in doing an activity? Why?
b. Game PICK ME OUT
The teacher distributes number cards to the pupils. The 1 st pupil to come up withthe correct answer wins the game.
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Study the numbers inside the box then put check if it is even and cross if oddnumbers.
8 18 7 14 60 53 55 69
27 65 47 52 72 67 68 76
27 57 65 62
3. Generalization
Differentiate odd from even numbers. Can you think of the uses of odd and even numbers inour everyday life?
C. Application
A. Classify the numbers below. Write them in appropriate column.
Even Odd
840 4 638 5 478 9 431 3 509125 7 243 9 705 1 002 4 5743 476 3 817 4 901 8 426 3 012
B. How many can you find?
1. An odd number plus an even number is what kind of number?2. An odd number plus an odd number is what kind of number?
3. How many pairs of even numbers can you find whose sum is 12?4. 1 and 3 are two consecutive odd numbers, 2 and 4 are two consecutive evennumbers. The sum of two consecutive even numbers is 26. What are the twonumbers?
5. What is the sum of the even numbers less than 30?6. The sum of two even numbers is what kind of number?
IV. Evaluation
Write E if the number is even and O if it is odd.
Numbers which can be divided by 2 without a remainder are called evennumbers. Numbers which have a remainder of 1 when divided by 2 are oddnumbers.
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1) 4 639 ________ 2) 307 + 283 = ________3) 5 634 ________ 4) 278 13 = _______5) 152 + 10 _______ 6) 312 3 = _______7) 75 + 13 = ________ 8) 4 928 ________9) 3 464 ________ 10) 5 x 20 = ________
V. Assignment
A. Write on the blank if the number is even or odd then give the next greater number for each.1) 331 ____ ____ 2). 3 827 ____ ____ 3) 9 654 ____ ____4) 573 ____ ____ 5) 8 306 ____ ____ 6) 1 836 ____ ____7) 204 ____ ____ 8) 4 570 ____ ____9) 9 282 ____ ____ 10) 8 537 ____ ____
B. Do what each item tells you to do.
1. List all even numbers between 310 and 320.2. Write all odd numbers larger than 31 but less than 50.3. Write a 2-digit odd number between 17 and 20.
Reading Money in Symbols through 1,000/ Writing Money Value through1,000
I. Learning Objectives
Cognitive: Read money in symbols through 1,000 Psychomotor: Write money value through 1,000
Affective: Practice the habit of being thrifty/spending money wiselyII. Learning Content
Skills: Reading money in symbols through 1,000Writing money value through 1,000
Reference: BEC PELC IA.4.1-4.2Materials: real or play money, money chart, show-me-boardValue: Thrift/Spending money wisely
III. Learning Experiences
A. Preparatory Activities
1. Drill
Divide the class into four or five groups. Assign a leader. Ask them to form a circle. Theleader will ask his members to read the money symbols. When the members read themproperly, they will be allowed to sit. (Note 1 to 100 only).
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2. Review
Write the following numbers (teacher reads the following)
1. three hundred ninety six2. eight hundred forty five3. thirty nine thousand six hundred4. seventy five thousand nine hundred one5. two hundred thousand five hundred one
3. Motivation
(Storytelling)
Have the children listen to the story.
b. What does Mother do every Saturday?c. What does she do with the rest of her money?d. Why do you think Mother saves money? Do you also save money? Why?
B. Developmental Activities/Lesson Proper
1. Presentation
a. Present the different denominations for Philippine money (bills & coins). Use play or realmoney.
Ask first the pupil to read the different denominations. What is the symbol for peso? forcentavo?
b. Make several combinations out of the denominations presented. Then ask the pupils toread.
2. Guided Practice
a. Divide the class into 4 groups. Each group will play mini-store. Teacher will give eachgroup a certain amount of play money. Then the group will look for the items that can bebought from their money. The group with more correct items bought wins.
Mother goes to market every Saturday. She buys fruits, vegetables, fish and
other foods. Then she keeps the rest of her money in a saving box.
1000 500 200 100
50 205
1 25 c 10 c 5 c
10
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Items Priceelectric fanT-shirtpantsshortsshoes
cupbelt
950299555420875
320180
b. Play a Game (at this point the pupils will have to read and write money values insymbols)Show folded empty wrappers of candies. Inside the wrappers are certain amount ofmoney. Ask each pupil from the group to write the amount on the show-me-board. Thegroup with the highest points wins.
Examples:
3. Generalization
How do we write money values?
Why is there a need to write the values of money clearly?
Application
Write the total amount for each set.
1.
2. 500 200 200 1003. 100 54. 200 20 25. 200 100 100 20 20
IV. Evaluation
Give the missing numbers.
1. 150.25 means _______ pesos and _______ centavos2. 212.75 means _______ pesos and _______ centavos
five hundred pesosand fifty centavos
675 pesos and 30centavos
415 pesos and 50centavos
500 200 100
5 5
We write money values using the centavo sign (c) or peso sign ( ).
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3. 763.50 means _______ pesos and ________ centavos4. 874.25 means _______ pesos and ________ centavos5. 946.50 means _______ pesos and ________ centavos
Write on the blank spaces the number of paper bills and coins equivalent to each of the amountindicated on the left.
1. 1,000 a. _____ five hundred-peso bill and _____ one hundredpeso bills
b. _____ five hundred-peso bill2. 500 a. _____ one hundred-peso bills
b. _____ fifty-peso bills3. 200 a. _____ two hundred-peso bills
b. _____ one hundred-peso bills4. 330 a. _____ two hundred-peso bill _____ one hundred
peso-bill _____ ten peso-bills5. 990 a. _____ five hundred-peso bill _____ two hundred-peso
bills _____fifty-peso bill _____ ten-peso coins
V. Assignment
Fill in the blanks with the correct amount to complete each sequence.
1. 500, ________, 700, 800, ________ 10002. 150, 250, 350, ________, ________, 6503. 225, 325, ________, ________, ________, 7254. 520, 540, ________, ________, ________, 6205. 110, 210, 310, ________, ________, ________
Comparing Values of the Different Denomination of Coins/Bills through
1,000
I. Learning Objectives
Cognitive: Compare values of the different denominations of coins and bills through1,000
Psychomotor: Show equivalent amount of different denominations through 1,000Count money values with speed and accuracy
Affective: Say thank you after receiving gifts
II. Learning Content
Skill: Comparing Values of the Different Denomination of Coins/Billsthrough 1,000
Reference: BEC PELC A. 4.3Materials: Philippine money, play money, flash cards, chartsValue: Gratitude
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III. Learning Experiences
A. Preparatory Activities
1. Drill
Give each pupil cards with written symbols. As the teacher flashes the cards like theones below, the pupils will raise the card appropriate to the mathematical sentence.
1.
2.
3.
4.
5.
2. Review
Write the money values in symbols.
1. + + +
2. + + +
3. nine hundred fifty pesos and fifty centavos4. seven hundred seventy-eight pesos and twenty-five centavos5. one thousand pesos
3. Motivation
Problem opener: Show real money while presenting this problem.
Last Christmas Edmars godparents gave him
. Allyssas godparents gave
her
50.00 100.00
2 ten-peso bills 30
& 50
5 twenty-peso bills 100
sixty five pesos 75.00
500 pesos 100 pesos 50 pesos 5 pesos
35 pesos 100 pesos 50 pesos 20 pesos
500
100 100 50
1 000
50 sixty-five pesos
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Ask: Did you also receive Christmas gifts from your godparents? What did you say afteryou received such gift?
B. Developmental Activities
1. Presentation
a. Present the situation used in the motivation. Put the real money in a pocket chart.
Edmar received 750 while Alyssa received 1 000.
Let us compare the amounts. Use >, < or =. Which is more, 750 or 1 000? Which isless?
b. Present this chart.
The chart shows the savings of six persons in a bank.
Depositor Savings
1. Josie2. Agnes3. Laura4. Alma5. Mariz6. Gally
595.00300.00650.001,000.00995.00650.00
Ask: Who has the biggest savings?Who has the least savings?Who have the same savings?
Compare:
650 and 650595 and 1,000300 and 650
Is the number of digits the same?Is the first digit to the left of each number the same?Which is greater 3 or 6?
Now we say 595 < 1,000650 > 300
How about 650 and 650 ? They are equal.
Why did you say that 595 is less than 1,000?595 is a three-digit number while 1 000 is a four digit number. Thus, 595 has the
lesser value.
(Compare the other amounts. Do the same process.)
How about 650 and 300?
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2. Guided Practice
* Working in Four
a. Put your play money on your desk.b. Look at the money the teacher puts in the pocket chart.c. Show me the equivalent amount of money.
=
The pupils may give as many combinations.(Put more bigger amount like 1,000, 500, 100 then do the same process.
* Working in Dyads
Play Higher or Lower. On the board are covered money values. Uncover thesquares one by one. Write Higher or Lower on show -me-board, if the next amount ishigher or lower than the previous one.
Inside 100 95.50 205 1,000 950.50 801.00 715.00 650.00 540.75
* Working in Triads
Give the amount that is 500 greater than each of the following:
1. 150 ____________ 4. 478.10 ____________2. 325 ____________ 5. 300.00 ____________3. 70.85 ____________
Give the amount that is 100 less than each of the following:
1. 1,000 ____________ 4. 555 _____________2. 425 _____________ 5. 325 _____________3. 628 _____________
3. Generalization
How do you compare money values?
Remember:1. Study the amounts of money. If the first digit of the two amounts are the same, compare
their second digits or the next digits.2. The number with the greater digit has the greater value.3. The more digits the money value has, the greater its value.
Why is it important to know how to compare the values of money?
200 50 50 50 50
100 100
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C. Application
Compare the following. Write >, < or =.
1.
2.
3.
4.
5.
IV. Evaluation
A. Read the situation below. Answer the questions that follow.
Nora went shopping at La Villa Department Store. She bought the following items:
a pair of ladies shoesa dressa baga towela pair of slippers
550450399250169
Fill in the blank with more or less.
1. a bag costs _______ than the towel.2. a pair of shoes costs _______ than the dress3. a dress costs _______ than the bag4. a towel costs _______ than the pair of shoes
50
100
10 20 20
100 10
500 500 1,000 10
30
5001010
200 200
50 50 20
50000
5 200
100 50 20 10
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B. Write or = on the blank.
1. seven 10-peso bills _____ 8002. 200 _____ twenty 10-peso bills3. four 50-peso bills ______ 2004. ten 100-peso bill _____ 900
5. two 500-peso bill _____ 800
V. Assignment
A. Write the amount that is:
1. 100 greater than 623 __________2. 50 greater than 645 ___________3. 300 greater than 500 __________4. 400 lesser than 1,000 ___________5. 225 lesser than 725 ____________
B. Write >, < or = on the blanks.
1. 100 + 100 + 100 _____ 3002. three 20-peso bills _____ two 50-peso bills3. 955 _____ 5954. 1,000.00 _____ 1005. 99 _____ 596. 678 _____ 8767. 345 _____ 100 + 100 + 10 + 58. 498 _____ 8949. ten 50-peso bills _____ five 100-peso bills10. six-peso coins _____ six 100-peso bills
Reading and Writing Roman Numbers (L to C)
I. Learning Objectives
Cognitive: Read and write Roman numbers from L to CPsychomotor: Give the value of Roman numerals from L to C in Hindu-Arabic and vice-versaAffective: Realize that animals should be loved and taken care of
II. Learning Content
Skills: Reading and writing Roman Numbers from L to CGiving the value of Roman numbers from L to C in Hindu-Arabic and vice-versa
Reference: BEC PELC IA 5.1.1Materials: charts, picture of a ranchValue: Love and care for animals
III. Learning Experiences
A. Preparatory Activities
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Group 2(For a group with more bright pupils)
Complete the number in series.
LI, LII, LIII, ____, ____, LVI, ____, LVIII, ____, LX
LXI, ____, LXIII, ____, LXV, LXVI, ____, ____, ____, LXX
LXXXI, LXXXII, LXXXIII, LXXXIV, ____, ____
XC, ____, ____, XCIII, XCIV, ____, ____, XCVII, XCVIII, ____, C
Group 3
Match column A with column B
A B
1. LXXX a. 512. LI b. 623. LXII c. 734. LXXIII d. 845. LXXXIV e. 956. XCV f. 1007. LXXIX g. 578. LXVIII h. 689. LVII i. 7910. C j. 80
k. 78
Group 4
Complete the puzzle below. Write the numbers in Roman numerals
1 C 2 L X X V3 L X 4 X
5 L X X X 6 X C7 X I 8 L X V
3. Generalization
How do we find the value of a Roman number from L to C?Give examples wherein these Roman numbers are used?
Across Down1) 100 2) 712) 75 3) 703) 60 4) 954) 10 5) 505) 80 6) 206) 907) 118) 65
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V. Assignment
Look for the things inside and outside your house which are less than 101. List them down.Follow the format below
QUANTITYTHINGS ROMAN
NUMERALSHINDU-ARABIC
NUMERALS
Reading and Writing Roman Numbers (C to D)
I. Learning Objectives
Cognitive: Read and write Roman numbers from C to DPsychomotor: Give the value of Roman numerals from C to DAffective: Practice ways of taking care of the sea
II. Learning Content
Skill: Reading, writing and giving the value of Roman Numbers from C to D.Reference: BEC PELC IA. 5. 1. 2Materials: textbooks, chart, trees drawn on illustration boardValue: Taking care of the sea
III. Learning Experiences
A. Preparatory Activities
1. Drill (Roman numeral I to L)
Game Picking Fruits (Two groups)
Call on pupils and ask them to pick pictures of fruits with Roman numerals written at theback. If the child reads it correctly, he gets the fruit. The group with the most number of fruitspicked is the winner.
(The teacher should make a drawing of a tree and cutout of fruits then write at the back ofthe fruits the Roman numeral I to L.)
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b. Working in Dyads
Fill in the box with the correct number that is equivalent to the number on theopposite box.
Roman numerals Hindu-Arabic numerals
3. Generalization
How do we write 100, 200, 300, 400 and 500 in Roman numerals?Up to how many times are we allowed to repeat C? How about D? Why?
Remember:1. Here is how we write the following numbers in Roman numerals.
Hindu-Arabic Roman numeral100 - C200 - CC300 - CCC400 - CD500 - D
2. The symbol C can be repeated up to three times only and can be placedbefore a symbol with a greater value.
C. Application
Write the following numbers in Roman numerals.
1) 456 2) 1483) 500 4) 3215) 348 6). 125
7) 248 8) 3029) 146 10) 118
IV. Evaluation
Write the answer in Roman numerals.1. This summer, Redentor read 535 pages from 3 Science books. His sister read 230 pages. How
many more pages did Redentor read than his sister?2. Mang Kardo sold 1 000 coconuts. Five hundred twenty-one of them were young coconuts. How
many were not young coconuts?3. Of the 1 035 registered voters in Brgy. Maligaya, 555 are males. How many are females?
CCCLVI
CCXXII
CDXLIV
444
187
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4. Rudy had 1 240 pineapples to sell. He sold 912 of them. How many pineapples were left?5. Find the difference of 2600 and 2120.
V. Assignment
A. Match column A with column B.
Column A Column B1. 478 a. CCCXCIX2. 254 b. CDLXXVIII3. 362 c. CLXXXIII4. 183 d. CCCLXII5. 399 e. CCLIV
B. As a sign of your love and concern for the sea, together with your classmates pick up trashesin the seashore. Make a listing like the one below. Note: up to 500 only
TRASHROMAN
NUMERALSHINDU-ARABIC
NUMERALS
Reading and Writing Roman Numbers from D to M
I. Learning ObjectivesCognitive: Read and write Roman numbers from D to MPsychomotor: Give the value of Roman numerals from D to M in Hindu-Arabic and vice versaAffective: Participate actively in the different activities
II. Learning Content
Skill: Reading and writing Roman Numbers from D to M.Reference: BEC PELC I. A. 5. 1.3Materials: textbooks, fish bowl, picture of coconut, improvised rouletteValue: Active participation
III. Learning Experiences
A. Preparatory Activities
1. Drill
Hook the Fish Hook one fish from the bowl. Open the rolled paper and do what is asked. It can be donein a contest manner.
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3. Motivation
Song: Math Time (Its a small World) Oh its Math time after all 3xCome together and come allThere is just one classWe enjoy a lotWhere our mind think hard
And compute so muchThough the drills are so fast
And the problem so toughWe enjoy our class in Math.
C. Developmental Activities
1. Presentation
a. Before the year ends, Mr. Cruz makes a listing of the unsold items in the bookstore.
Items Hindu-ArabicNumerals
Roman Numeral
Greeting cards 900 CMBallpen 800 DCCCPencil 700 DCCFolders 600 DCFasteners 999 CMXCIXPaper clips 844 DCCCXLIV
b. Lead the pupils in reading both numbers. Ask: What is the symbol for 900?
What comes first, the symbol with greater value or the symbol with smaller valuethan the next? Why? What do we do with the values?
Do the same process with the remaining numbers.
c. Present another set of examples using roulettes.
First, spin the Roman numeral roulette. Have the pupils read the number, then let themchange it to Hindu-Arabic. Do this until you finish all the numbers. Follow the sameprocedure in the Hindu-Arabic roulette.
2. Guided Practice
Ask: What should you do during group activities? Do you participate actively? Why is itnecessary to participate in every group activity?
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1. Individual activityPrepare two bowls with strips of paper, one for Hindu-Arabic and one for Romannumerals. Have the pupils pick out one strip from either of the two bowls. Then the pupilsfind their partner by matching the Hindu-Arabic number or Roman numeral each hadpicked.
2. Form 4 groups (Provide each group with activity sheets.)
Group AGive the missing numbers.
1. CMXCIV = 900 + ____ + 9 = ____2. CMXLV = ____ + 40 + 5 = ____3. DCCCXII = 500 + ____ + 12 = ____4. DCCLXXVII = 700 + 70 + ____ = ____5. DCCC = 500 + ____ + 100 + ____ = ____6. DCXCVIII = 600 + ____ + 8 = ____7. DCLXXVI = ____ + 70 + 6 = ____8. CMLXV = 900 + ____ + 5 = ____9. DCCIII = ___ + 3 = ____10. DCCVI = 700 + ____ = ____
Group BWrite the missing numerals in the series.
1. DCCL, DCCLX, ____, ____, ____2. DCV, ____, DCXV, ____, DCXXV, ____3. DC, ____, ____, CM, M4. DCCCXV, ____, ____, DCCCXVIII, DCCCXIX, ____5. CMVII, CMXIV, ____, CMXXVIII
Group CChange the numbers to Roman numerals. Substitute the following for Roman numeralletters. Sing the lines.
D I have two hands the left and the right,M Hold them up high so clean and bright,C Clap them softly one, two, three,L Clean little hands are good to see.X Mathematics, mathematics (Are you sleeping?)V How it thrills, how it thrills,I It is so exciting and so interesting. I love Math. (2x)
1) 654 6) 5052) 785 7) 9553) 965 8) 8334) 100 9) 5505) 841 10) 660
Group D1. Change to Roman numerals. Substitute the following movements for the letters.
I jump once V clap two timesX stamp your feet L sway your hipsC turn around M waive your hands two timesD sit down
Say first the letter before you do the action1) 765 2) 8863) 706 4) 920
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5) 570 6) 9547) 528 8) 7899) 803 10) 940
3. Generalization
What is the symbol for 600, 700, 800, 900 and 1000?What did we add to D to make 600, 700, 800? What operation is involved here?What did we put before M to make it 900? What operation is used here?How many times are we allowed to write D? How about M?
a. The symbol M means 1000.b. We can repeat the symbol C up to three times only and add the value of each.
Example:CC = 100 + 100 = 200 CCC = 100 +100 + 100 = 300
c. We add when a symbol of greater value is followed by a symbol of lesser value.Example:DC = 500 + 100 = 600DCC = 500 + 100 + 100 = 700DCCC = 500 + 100 + 100 + 100 = 800
d. We subtract when a symbol of lesser value is placed before a symbol of greater value.Example:CM = 1 000 100 = 900
Note:1. Only letters I, X and C can be placed before a symbol of greater value.2. Only letters I, X, C and M can be repeated up to three times
D. Application
Form 4 groups. Assign a leader and a recorder to record the correct responses of each pupil.
Mechanics:
The pupils sit in a circle. The game leader flashes a card and asks his member to read first.The pupil then gives the equivalent Roman numeral. If he is not able to give the correct answerothers will do it. A pupil should have at least 5 points to win the game.
654 786 945 513 983
846 762 940 831 678
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IV. Evaluation
Match column A with column B.
1) 875
2) 623
3) 642
4) 901
5) 835
6) 952
7) 862
8) 960
9) 599
10) 999
a. DCCCXXXV
b. CMI
c. DCXLII
d. DCXXIII
e. DCCCLXXV
f. CMXCIX
g. DXCIX
h. CMLX
i. DCCCLXII
j. CMLII
V. Assignment
Change the numbers to Roman numerals.1. Nestor wanted to buy a pair of rubber shoes that costs approximately 865.00.2. During the first day of Palarong Panlalawigan, 998 public officials came.3. 625 + 346 = _____ Write the total in Roman numeral.4. Jose receives 550 an hour for repairing computer.5. 615 + 326 = _____