K to 12 Lesson Plan
I. Objectives
A. Content Standards
B. Performance Standards
C. Learning Competencies
II. Content
References
1. Teacher’s Guides/ pages
2.Learner’s Materials/ pages
3.Textbook/ pages
4. Additional Materials from
Learning Resource (LR) portal
5. Other Learning Resources
III. PROCEDURES
A. Pre-Assessment/ Review
(previous lesson related to the
new lesson)
The learners demonstrate an understanding of whole
numbers up to 100,000.
The learners should be able to recognize and represent
whole numbers up to 100,000 in various forms and
contexts.
Learners should be able to:
a. Differentiate the numbers up to 100 000 with
emphasis on 10 001 – 100 000; (psychomotor)
b. Identify the value of a digit in numbers up to 100
000; (cognitive) and
c. Practice reading numbers in symbols and in words.
(affective)
Numbers and Number Sense
M4NS-Ia-10.4
Discovering Math for Global Learners Grade 4, 2003 pp.
10-17*
Realistic Math Grade 4, 2001 pp. 2-9*
Using Math in this Millennium Grade 4, 2001 pp. 24-25*
Mathematics Curriculum Guide
Mathematics Quarter 1 – Module 1: Visualizing Numbers
up to 100 000
PowerPoint Presentation, Interactive IMs, Worksheet,
Activity Materials
A.1
1. Prayer
2. Greetings
3. Settings/Reminding of Classroom Rules
4. Energizer
5. Checking of Attendance
6. Checking of Assignments
A. 2
1. Drill (skill-based)
 Let the learners participate and watch a short video about
place value, to be followed by a short discussion.

https://www.youtube.com/watch?v=21l3Jg5_MCg

2. Review (content-based)
Instructions: Learners will try to read larger numbers.
The following numbers are read as:
 13 896- Thirteen thousand, eight hundred ninety-six.
 23 544- Twenty-three thousand, five hundred forty-
four.
 50 680- Fifty thousand, six hundred eighty.
 52 567- Fifty-two thousand, five hundred sixty-
seven
 100 000- One hundred thousand.

Review and recall the place value of each digit in the

number.

B. Establishing the purpose of 1. Introduction: Make It Right, MATHalino!

the lesson: Instruct the students to line up each row. Dictate a number
1. Introduction (Cite the and let students put the printed numbers either on ones, tens,
Objectives of the lesson) hundreds, thousands, ten thousand, and hundred thousand.
2. Motivation After completing the digits, the students will be asked to
read the full digit numbers.
 2. Motivation: Show It in Three Ways
Ask the learners to demonstrate their understanding of place
value by showing one number in a variety of ways using
objects and drawings as well as explaining their work.

Instruction: Learners will pick a number card. They will

write the number, write how many value digit numbers, and
write the number in expanded form. And share how they
built the number.

Guided questions:
 Do you think you can do it yourself?

C. Modelling/Presenting The teacher will instruct the learners to form two (2)
examples/instances of the groups. Each group will choose its leader, secretary,
lesson timekeeper, and presenter. Discuss the objectives and
procedure of the activities.

Guide the learners in performing the activity and instruct

them to answer the guide questions. Do maximum
supervision while the students perform the group activity.

Activity for Group 1: Writing Numbers

Figure out how many each illustration will make up the
given number. Write the right number in the column.
Ex. Activity:

42 054

Guide question:
 How would you describe the activity in learning
about place value?

SCORING RUBRIC
 Criteria Score
Level of Engagement in 10
Class
Quality of Work 15
Demonstrated Knowledge 15
Cooperation and Teamwork 10
Total 50

Activity for Group 2: Carry On

Draw the number of burgers that will make up the number
written in the box.
Ex. Activity

Hundred Ten Thousand Hundred Tens Ones

Thousand thousand
755 048
Guide Question:
 How would you describe the activity in learning
about place value?

SCORING RUBRIC
Criteria Score
Level of Engagement in 10
Class
Quality of Work 15
Demonstrated Knowledge 15
Cooperation and Teamwork 10
Total 50

After the activity, the learners will present their answers to

D. Discussing new concepts the guide questions. A representative in each group will
and practicing new skills.#1/ present and discuss the observations and answers to the
Guided Practice guide questions based on the activity conducted.
 To enhance and strengthen the concepts gained by the
learners in the activities through a lecture discussion. The
teacher will use the learners' learning experiences in
discussing the Place Value.

The teacher will also present a video of the place value

https://www.youtube.com/watch?v=S29LVPMKw48

Focus With Your Partner

After the discussion, allow the learners to find a pair to
work with during the think-pair activity to assess their
understanding.

E. E. Discussing new concepts

and practicing new skills.#2/
Independent Practice

1. Which row has the largest number?

2. Which row has the smallest number?
3. Which column has the smallest number?
4. Which column has the largest number?
5. Which row has the largest hundreds?

The teacher will instruct the learners to form two (2)

groups. Each group will choose its own leader, secretary,
timekeeper, and presenter. The students will answer the
F. Finding practical
following assigned question. Discuss the objectives and
application of concepts and
instruction of the activities.
skills
in daily living/ Application
Guide the learners in performing the activity and instruct
them to answer the guide questions. Do maximum
 supervision while the students perform the group activity.

The learners will answer the question given. In this activity,

the learning styles of the learners will be used to deepen
their understanding.
The learners can choose one (1) activity that will suit their
learning styles.

Group 1 Activity: Write the numbers correctly in words and

in symbols. (Reading and Writing)

Group 2 Activity: Cut out and glue a number beside the

description it matches. Circle the largest number.
(Kinesthetic)

SCORING RUBRIC
Criteria Score
Content 10
Quality of Work 15
Demonstrated 15
Knowledge
Total 40

Summarize the questions by picking questions from the

G. Making Generalizations previous activity. Let the learners answer the questions.
and Abstraction about the
Lesson.

How Much Have You Learned?

A. Fill in the needed data.

H. Evaluating Learning/Post
Assessment
B. Show 2 305 using base-10 blocks and number discs.

C. Give the total value of each of the following:

1. 47 blocks, 9 flats, 0 long, 4 cubes
2. 32 blocks, 5 flats, 1 long
3. 86 blocks, 8 flats

Let’s Go Further
The table shows the data of COVID-19 cases at the given
period of time based on the report of the Department of
Health (DOH).

I. Enrichment Activities/ 1. Represent the number of confirmed cases on May

Additional activities for 13, 2020, using number discs. For the number of
application or remediation or recovered cases on the same date, use base-10
assignment blocks to represent the number.

2. Think of a number between 10 001 to 100 000 that

may represent a situation related to the COVID-19
pandemic.

3. In order not to be infected with coronavirus, what

can you do as a member of your community?

IV. REMARKS
V. REFLECTION

A. No. of learners who

earned 80% in the
evaluation

B. No. of learners who

require additional
activities for
remediation who scored
below 80%

C. Did the remedial lessons

work? No. of learners
who have caught up
with the lesson

D. No. of learners who

continue to require
remediation

E. Which of my teaching
strategies worked well?
Why did these work?

F. What difficulties did I

encounter which my
principal or supervisor
can help me solve?

G. What innovation or
localized materials did I
use/discover which I
wish to share with other
teachers?