A DETAILED LESSON PLAN IN MATH

I. OBJECTIVE
At least 75% of the student must able to;
 Identify the place value and value of a digit in the numeral.
 Read and numbers through 9 000 in symbols and in symbols
and in words; and
 Solve word problems involving place value

II. SUBJECT MATTER

Topic: Place Value
References: K to 12 Curriculum guide Grade 3 Math page 1-4
Materials: Bond paper, Number cards, Place value chart

III. PROCEDURE

Teacher’s Activity Student’s Activity

A. Prayer
Everyone please stand up for our
prayer.

Dear God, may we through your Amen...

blessings, add purity to the world,
subtract evil from our lives, multiply the
good news of your son, and divide your
gifts and share them with others.

B. Greetings
Good morning class, Good morning teacher, good morning
classmate
Take your seat,
How are you today? Feeling good teacher
Who is absent today? None teacher
Very good!
Do you have an assignment? None teacher

Okay! Lets proceed to our topic.

Please read our learning objectives (Reading the learning objectives)
for today.
C. Review
1. What was our last topic? learning how to count.
2. What number it is 19? 19, teacher
3. What number it is 24? 24, teacher
4. What number it is 7? 7, teacher

D. Motivation
I have here a video presentation, Okay teacher
watch it and keep quiet.

E. Lesson Proper
Let us count the apples together.

1. How many groups of tens do we 2 group of tens teacher

have?
2. How many one/ones? 1 teacher
3. What number did we form? 21, teacher

Discussion
Four place value charts
(student will listen to the discussion)

in a four-digit number, the place value of

each digit from left to right are:
thousands, hundreds, tens, and
ones.

Reading numbers in words, in

symbol through 9 000

How to read number through

thousand?
To read numbers in the thousands
we put the digits into their place value
columns and read from left to right in
groups of hundreds, tens and units
(ones).

How to write number through

thousand?
Write first the left digit to right.

Activity:
1. I need two (2) groups, the class will
be divided into two groups. Each group
will select four representatives to paste
the digit into place value where they
belong.
(Numbers)
For group 1 is 4 694,
for group 2 is 5 620. For group one answer,

For group two answer,

2. In the same group, I give you 10

minutes to answer activity A and B.

A. Write the following in words

1. 461 . (students will answer the activity
2. 809 . together with their groupmates.)
3. 4 045 .
4. 7 420 .
5. 3 004 .

B. Write the following in symbols.

1. Five hundred eight
2. Two thousand forty-six
3. Three thousand, eight hundred
seventy
4. Eight thousand, nine hundred thirty-
seven
5. Six thousand, two
3. For our last activity, answer the
problem individually. (student will answer the last activity
individually.)
1. What is the digit with the biggest
value in 1 459?
2. What is the sum of the value of the
digits in the tens and thousand places in
the numeral 9 087?
3. What is the sum of the values of the
digits in the ones and hundreds place in
the numeral 9 837?

Analysis:
1. How many oranges did you see?
(student will answer the question.)

2. How many cubes did you see?

3. How many cubes did you see?

Abstraction:
Place value is the value of each
1. What is Place value? digit in a number.

2. What are those four (4) place value

we discussed? Ones, tens, hundreds, thousand.
Application: (the selected student will go to the
At least 3 students will be called to board and answer the board problem.)
answer the problem in the board.
Evaluation: (student will answer it)
Give the place value of the digit 2 in
each numeral. Answer this quiz on your
paper.

Number Place value

1. 62
2. 128
3. 205
 4. 2 507
5. 5 004

Agreement:
Study in advance about addition.