Grade 3 Level

Super Value Numbers!

By: Resa Mae D. Custodio
BEED II-B, Visayas State University-Isabel

Learning Competencies:
At the end of the lesson, the pupils would be able to:
Give the place value and value of a digit in 4 to 5 digit number. (M3NS-Ia
10.3).
Specifically, the students would be able to
 Identify the place value of a number.
 Write numbers in expanded form.
Materials:
 Place Value Chart
 Base Ten Blocks (ones, tens, hundreds, thousands, & ten thousands)
Value Integration:
The teacher integrates the value of appreciation. Considering that our life
full of tough times but we should be able to see the good things behind it. For
all we know, every tough time in life has a purpose. We only need to
appreciate the people who always there to help and guide us.

Procedures:
1. Show the cut out picture and put it on the table.
 Ask the pupils these questions: (Motivation)

a. What do you call this object? (Expected answer: puzzle, cut out picture, & etc.)
b. What we are going to do this object? (Expected answer: arrange, regroup, & etc.)

Ask for 5 volunteer pupils and told them to help one another to assemble the cut out picture
and paste their output at the board. (Hint: number picture)

2. Let the other pupils observe the assembled picture. Then, share this situation to the pupils,
“One time a strong wind came inside the classroom and some parts of the picture were taken
by the wind. In short, it fell to the ground.” Now, what will happen to the picture if it lacks some
parts? Would it be the same as it would be? (Expected answer: No, because the picture is no
longer an eight)

Tell the pupils about the value of appreciation. “Just like in our life, obstacle (bad times) is
inevitable and we never know when it will come or done. Meaning, we need to appreciate the
gift of life everyday and give importance to the people we loved. Let us appreciate the
presence of all of them in our life. Though life is quite shaky but with them we can still be able
to find a good reasons to be the same as what we are used to be. (Values Integration)
 Tell the pupils that the value of appreciation is not only applicable in our life but it could be in
mathematics as well. Every digit has its value or significance.
3. Present the concept of place value and value of a digit

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

Value – is the numeral worth of a digit the value of a digit can be determine by multiplying the digit
by its place value.

4. Teach pupils the place value & its value using place value chart. (Discussion)

The place value chart below shows the number 22,982. How do we read the number?

The number 22,982 is read as “twenty-two thousand, nine hundred eighty-two”.

TEN
Place Value in THOUSANDS HUNDREDS TENS ONES
THOUSANDS
Word
Place Value in
Figure 10,000 1,000 100 10 1

Given number 2 2 9 8 2

Figure 1: Place Value Chart

The table below shows the place value and value of each digit in the number 22, 982.
Observe that the value is simply the product of the digit and its place value.

T TH TH H T O
Place 2 2 9 8 2
value
Value 20,000 2,000 900 20 2
5. Give pupils more examples about finding place value & its value using place value chart.
(Enrichment)

1. The place value chart below shows the number 5,483

The number 5,483 is read as “five thousand, four hundred eighty-three”.

Place Value in THOUSANDS HUNDREDS TENS ONES

Word
Place value in 1
1,000 100 10
Figure
Given number 5 4 8 3

The table below shows the place value and value of each digit in the number 5,483. Observe
that the value is simply the product of the digit and its place value.

TH H T O
Place
5 4 8 3
value
Value 5,000 400 80 3

2. The place value chart below shows the number 14,999

The number 14,999 is read as “fourteen thousand, nine hundred ninety- nine”.

Place Value in Word TEN THOUSANDS THOUSANDS HUNDREDS TENS ONES

Place Value in 10,000 1,000 100 10 1

Figure
Given number 1 4 9 9 9

The table below shows the place value and value of each digit in the number 14,999.
Observe that the value is simply the product of the digit and its place value.

T TH TH H T O
Place value 1 4 9 9 9
Value 10,000 4,000 900 90 9
6. Ask pupils to practice in finding the place value and value of a digit from the given number in a
table. (Activities)

Act. # 1. The place value chart below shows the number 656.

Place Value in HUNDREDS TENS ONES

Word
Place value in 100 10 1
Figure
Given number 6 5 6

Expected answer:
The number 656 is read as “six hundred fifty-six”.
H T O
Place 6 5 6
value
Value 600 50 6

Place Value in THOUSANDS HUNDREDS TENS ONES

Word
Place value in Figure 1,000 100 1
10
Given number 7 4 4 2
Act. # 2. The place value chart below shows the number 7,442.

Expected answer:
 The number 7,442 is read as “seven thousand, four hundred forty-two”
T TH TH H T O
Place 1 4 9 9 9
value
Value 10,000 4,000 900 90 9

7. Tell the pupils that place value of a digit in numbers can also be represented using BASE TEN
BLOCKS. (Discussion)

Ten
Ones
Thousands Hundreds
Thousand Ten (1)
s (100) s
(1,000)
(10,000) (10)

Figure 2: Base ten Blocks

Show pupils in how to use base ten blocks in finding the place value & value of a digit in a
number.

12,348

TEN THOUSANDS THOUSANDS HUNDREDS ONES

TENS
 1 2 3 4 8
In 12,348, 1 is in the ten thousands place and its value is 10,000,
2 is in the thousands place and its value is 2,000,
3 is in the hundreds place and its value is 300,
4 is in the tens place and its value is 40,
8 is in the ones place and its value is 8.

8. Ask the class for a volunteer to try to perform the given numbers in finding the place value &
value of a digit using base ten blocks. (Enrichment)

21,436

TEN THOUSANDS THOUSANDS HUNDREDS TENS ONES

2 1 4 3 6

In 21,436, 2 is in the ten thousands place and its value is 20,000,

1 is in the thousands place and its value is 1,000,
4 is in the hundreds place and its value is 400,
3 is in the tens place and its value is 30,
 6 is in the ones place and its value is 6.

9. Ask the class to give the NUMBER of the given blocks using the place value chart. (Activities)

Act. # 1. Teacher gives 2 (hundreds blocks), 1 (tens block), & 5 (ones blocks) to the
pupils.

Expected Answer:
The place value chart below shows the number 215.

Place Value in HUNDREDS TENS ONES

Word
Place value in
Figure
100 10 1

Given number
2 1 5

The number 215 is read as “two hundred fifteen”.

Act # 2. Teacher gives 2 (thousands blocks), 1 (hundreds block), 3 (tens blocks), & 3 (ones
blocks).
Expected answer:
The place value chart below shows the numbers 2,133.

Place Value in THOUSANDS HUNDREDS TENS ONES

Word
Place value in
Figure
1,000 100 10 1

Given number
2 1 3 3

The number 2,133 is read as “two thousand, one hundred thirty-three”.

Act # 3. Teacher gives 2 (ten thousands blocks), 1 (thousands block), 2 (hundreds

blocks), 2 (tens blocks), & 4 (ones blocks) to the pupils.

Expected answer:
 The place value chart below shows the number 21,224.

Place Value in TEN THOUSANDS HUNDREDS TENS ONES

Word THOUSANDS
Place Value in
Figure 10,000 1,000 100 10 1

Given number
2 1 2 2 4

The number 21,224 is read as “twenty-one thousand, two hundred twenty-four”.

10. Tell pupils that understanding the place value of a digit in numbers helps in writing numbers in
their EXPANDED FORM. (Discussion)

For instance, the expanded form of the numbers above;

 215 = 200 + 10 + 5
 2,133 = 2,000 + 100 + 30 + 3
 21, 224 = 20,000 + 1,000 + 200 + 20 + 4
 1,321 = 1,000 + 300 + 20 + 1

11. Give pupils another examples

STANDARD FORM WORD FORM EXPANDED FORM

1. 22,358 Twenty-two thousand three hundred fifty 20,000 + 2,000 + 300 + 50 + 8

eight
2. 8,465 Eight thousand four hundred sixty-five 8,000 + 400 + 60 + 5

3. 596 Five hundred ninety-six 500 + 90 + 6

Figure 3: Standard, Word, & Expanded form

12. Ask pupils to fill the missing cells in the table below. (Activities)

STANDARD FORM WORD FORM EXPANDED FORM

1. 34,251
2. six hundred forty-four
3. 5,783
4. 10,000 + 5,000 + 700 + 60 + 9
5. Four hundred thirty-six

Expected answer:
STANDARD FORM WORD FORM EXPANDED FORM

1. 34,251 thirty- four thousand, two hundred fifty- one 30,000 + 4,000 + 200 + 50 + 1
2. 644 six hundred forty-four 600 + 40 + 4
3. 5,783 five thousand, seven hundred eighty-three 5,000 + 700 + 80 + 3
4. 5,769 five thousand, seven hundred sixty-nine 5,000 + 700 + 60 + 9
5. 436 Four hundred thirty-six 400 + 30 + 6

13. End of discussion

Name: ___________________________________________ Grade & Section:

_______________
Score: _____________________________
Assessment:

Name________________________________ Grade & Section_______ Score___

A. Direction: Find the place value and value of each digit from the given number. Write your
answer using the PLACE VALUE CHART.

1. 2,578 4. 7,104

2. 63,324 5. 33,345

3. 1,672

B. Direction: Fill the table showing the place value and value of a digit by this given number,
11,356 using the BASE TEN BLOCKS.

TEN THOUSANDS THOUSANDS HUNDREDS TENS ONES

 11,356

Assignment:

Name________________________________ Grade & Section_______ Score___

Direction: Find any objects at home that will represent the numbers given below. Draw and place it
in a table form.

1. 12, 431
2. 4, 232
3. 3,324
4. 795
5. 11, 322
EXAMPLE 1,000 500 20 7

1,527

8:00 – 10:00 AM
1:00 – 3:00 PM