Lesson

WHOLE NUMBER UP
1 TO 10,000
Objectives:
a. Defined 'whole numbers'.
b. Explain what makes a number a whole number.
c. Demonstrate understanding of whole numbers on a number line.

INTRODUCTION | MOTIVATION
The first number set we learned as children was the set of natural or counting
numbers. This is also true in the history of humans; early humans first counted the

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objects around them.

INSTRUCTION | DELIVERY

Whole Numbers are the basic counting

numbers 0, 1, 2, 3, 4, 5, 6, … and so on.

Whole numbers include natural numbers

that begin from 1 onwards. In addition,
include positive integers along with 0.

There is no fractional or decimal part.

And no negatives.
Example
5, 49 and 980 are all whole numbers.

Fun Facts
 There is no 'largest' whole number.
 Except 0, every whole number has an immediate predecessor or a
number that comes before.
 A decimal number or a fraction lies between two whole numbers, but are
not whole numbers.

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WHAT MAKES A NUMBER A WHOLE NUMBER?

Some peoplesay that whole numbers can also be negative, which makes them exactly
the same as integers.And some people say that zero is NOT a whole number.

NAME NUMBERS EXAMPLES

WHOLE NUMBERS {0, 1, 2, 3, 4, …} 0, 27, 398, 2345
COUNTING NUMBERS {1, 2, 3, 4, …} 1, 128, 27, 2061
INTEGERS {…, 2, -1, 0, 1, 2, …} -15, 0, 27, 1102

PRACTICE| CHECK YOUR PROGRESS

Name: _________________________________________________________

Date: ____________________ Time/Schedule: ____________ Score: ______

IDENTIFICATION | Write the correct answer in the space provided. 1 point is given
for every correct answer.

_______1. Give a number that is not a whole number.

_______2. Identify whether the statement is ‘TRUE’ or ‘FALSE’.
“All Natural Numbers are Whole Numbers”
_______3. What is the predecessor of 208090?
_______4. What is the smallest whole number?
_______5. The successor of 1001 is ____?
_______6. How many whole numbers are between 1018 and 1203?
_______7. The whole number has no predecessor is ____.
_______8. Identify whether the statement is ‘TRUE’ or ‘FALSE’.
“1 is the smallest whole number”
_______9. Identify whether the statement is ‘TRUE’ or ‘FALSE’.
“Zero is the smallest natural number”
_______10. Is ½ a whole number? Yes or No.

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ENRICHMENT

Name: _________________________________________________________

Date: ____________________ Time/Schedule: ____________ Score: ______

ESSAY | Answer the following questions.

1. Why is it important to introduce whole numbers in primary grades?

2. What are the problems you will possibly encounter in introducing whole numbers
in primary grades?

RUBRIC
This rubric will be used in grading the output of the students.
 Essay

Score Content Organization Use of Language

Answer is Clear sense of Uses technical or

appropriate to order. Begins with scientific terminology
10 the question. a topic sentence. appropriately and
Content is Supporting points correctly. No major
factually correct. are presented in a grammatical or spelling
logical errors.
progression.
Answer is May lack a topic Accurate word choice.
7 appropriate to sentence, but No more than 2 major
the question. points are errors and a few minor
Content may presented in a errors.
have one or two logical
factual errors. progression.
Content relates Logic of argument Ordinary word choice;
peripherally to is minimally use of scientific
4 the question; perceivable. terminology avoided.
contains Points presented Some serious errors
significant in a seemingly (but they don’t impair
factual errors. random fashion, communication).
but all support
argument.

2 3
 Lesson
WHOLE NUMBERS:
2 Place Value, Standard and ExtendedForm

LESSON
Objectives:
a. Identify the place value of a digit in a whole number.
b. Write a whole number in words and in standard form.
c. Write a whole number in expanded form.

INTRODUCTION | MOTIVATION

In math, every digit in a number has a place value. The next farthest to the right
is in the tens place. The rem
aining digits continue to fill in the place values until there are no digits left.

INSTRUCTION | DELIVERY

PLACE VALUE

A digit is one of the symbols 0, 1, 2, 3, 4, 5, 6, 7, 8, or 9. All numbers are made

up of one or more digits. Numbers such as 2 have one digit, whereas numbers such as
89 have two digits. To understand what a number really means, you need to
understand what the digits represent in a given number.

Place Valuecan be defined as the value represented by a digit in a number on

the basis of its position in the number.

The position of each digit in a number tells its value, or place value. We can
use a place-value chart like the one below to easily see the place value for each digit.
The place values for the digits in 1,456 are shown in this chart.

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EXAMPLE 1
459
The number 456 is made up of 4 hundreds, 5 tens, and 9 ones.
We can also write this as: 459 =400 + 50 + 9.

Thousands Hundreds Tens Ones

4 5 9
EXAMPLE 2
1, 252
The number 1, 252 is made up of 1, thousands, 2 hundreds, 5 tens, and 1 ones.
We can also write this as: 459 =400 + 50 + 9.

Thousands Hundreds Tens Ones

1 2 5 2

Note: The farther the digit is to the left, the greater its place value. For
example, 666 hundreds is greater than 666 ones because hundreds are
farther to the left.

WRITING WHOLE NUMBER IN WORDS

When you write a check, you write out the number in words as well as in digits. To
write a number in words:
1. Write the number in each period followed by the name of the period without the
‘s’ at the end.
2. Start with the digit at the left, which has the largest place value.
3. The commas separate the periods, so wherever there is a comma in the number,
write a comma between the words.
4. The ones period, which has the smallest place value, is not named.

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EXAMPLE 1 |IN WORDS
1,221
1. Begin with the leftmost digit,
which is 1. It is in the One thousand
thousands place.
2. The next number to the right is
Two hundred
hundreds.
3. The next number to the right is
Twenty
tens.
4. The next number to the
One
rightmost is ones.

EXAMPLE 2 |IN WORDS

135
1. The next number to the right is
One hundred
hundreds.
2. The next number to the right is
Thirty
tens.
3. The next number to the
Five
rightmost is ones.

WRITING WHOLE NUMBER IN STANDARD FORM

If you have the number in standard form, you can quickly change it into expanded
form.
Write the given number in standard form: 2,000 + 300 + 50 + 1
Identify the place vale of the given number. Write it in a place value chart.
In filling out the chart, you have to identify how many values placed in the specific
place value.

Thousands Hundreds Tens Ones There

2 3 5 1 are 2
thousands, 3 hundreds, 5 tens and 1 ones.
Therefore, the value is 2,351.

WRITING WHOLE NUMBER IN EXPANDED FORM

Expanded form or expanded notation is a way of writing numbers to see the
math value of individual digits. When numbers are separated into individual place
values and decimal places, they can also form a mathematical expression.

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EXAMPLE 1 |Write 5,325 in Expanded Form

Expanded Form:
5,000 + 300 + 20 + 5 = 5,325

EXAMPLE 2 |Write 532 in Expanded Form

Expanded Form:
500 + 30 + 2 = 532

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PRACTICE| PROBLEM SOLVING

Name: _________________________________________________________

Date: ____________________ Time/Schedule: ____________ Score: ______

PART 1 | Write the place value of the following whole numbers.

1. 1,234 __________________________________

2. 512 __________________________________

3. 12 __________________________________

4. 1,245,121 __________________________________

5. 56,563 __________________________________

PART 2 |Write the following whole numbers in standard form.

1. 1,520,100 __________________________________

2. 2,230,500 __________________________________

3. 1,33,140 __________________________________

4. 120,000 __________________________________

5. 5,510,210 __________________________________

PART 3 | Write the following whole numbers in expanded form.

1. 4,444 __________________________________

2. 121,124 __________________________________

3. 1,234,567 __________________________________

4. 12,000,122 __________________________________

5. 520 __________________________________

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ENRICHMENT| PROBLEM SOLVING

Name: _________________________________________________________

Date: ____________________ Time/Schedule: ____________ Score: ______

PART 1 | Write following words into whole number.

1. One million, two hundred fifty-six

2. One thousand, three hundred

3. Fifty-six

4. Eight billion, four hundred million, six hundred thirty thousand, eighty-one

5. Six hundred thirty-four billion, six million, six hundred seventy thousand

PART 2 |Write the givennumber in standard form into whole number.

1. 1,000 + 200 + 20 + 1

2. 1,000,000 + 200,000 + 11,000 + 500 + 2

3. 300 + 20 + 4

4. 50,000 + 7,000 + 200 +8

5. 6,000 + 400 + 60 +1

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RUBRIC
The rubric will be used in grading the output of the students.
 Problem Solving
Category 3 2 1

Was able to get the Was able to get the correct Was able to get the
Correct Answer correct answer and answer but there are correct answer but no
solution mistakes in the solution solution

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 Lesson

2 MEASUREMENT
3
Objectives:
a. Defined measurement and non-standard unit.
b. Estimated and measured length with nonstandard units.
c. Appreciated the importance of measurement.

INTRODUCTION | MOTIVATION

Measurement tools and skills have a variety of uses in everyday life. The ability
to use measuring tools, rulers, thermometers, scales, and to estimate with these tools
are necessary skills that enable us to quantify the world around us (NZC, 2007).

INSTRUCTION | DELIVERY

Unit of measurement – unit used to measure a given attribute.

Measurement - a number that shows the size or amount of something.

Usually the number is in reference to some standard measurement, such as a meter or
kilogram.

Estimate - to find a value that is close enough to the right answer, usually with some
thought or calculation involved.

TYPES OF UNIT OF MEASUREMENT

1. Standard units - are common units of measurement such as centimeters,

grams and liters.

2. Non-standard unitsof measurement- are units of measurement that aren't

typically used, such as a pencil, an arm, a toothpick, or a shoe.

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NON-STANDARD UNITSOF MEASUREMENT

Non-standard units of measurements are unit of measurement that are not

typically used. In addition, non-standard units of measurements use common objects in
measuring like pencil, paperclips, stones, books, etc. It may give only a very
approximate measurement - more like an estimate than a fixed measurement. In
contrary, standard unit of measurements, we used rulers, meter sticks and other
measuring tools.

Non-standard Units of Standard Units of

Measurements Measurements

EXAMPLES OF NON-STANDARD UNIT OF MEASUREMENT

1. Measuring the length of a pencil.

a. The pencil is 15 blocks long.

b. The pencil is 6 paperclips long.

2. Measuring the length of the bar.

a. The bar is 6 handspans long.

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PRACTICE| CHECK YOUR PROGRESS

Name: _________________________________________________________

Date: ____________________ Time/Schedule: ____________ Score: ______

INSTRUCTIONS
1. Estimate the measurement of the given objects using non-standard unit of
measurement.
2. Write the objects used in measuring in the spaces provided.
3. Attach photo in every item for documentation.
4. Send your output via g-mail williamganzongtcd@gmail.com

1. Length of a table
Object used: ____________

2. Height of a chair
Object used: ____________

3. Weight of a book
Object used: ____________

4. Height of a door
Object used: ____________

5. Length of a television
Object used: ____________

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ENRICHMENT

Name: _________________________________________________________

Date: ____________________ Time/Schedule: ____________ Score: ______

ESSAY | Answer the following questions.

1. Why do we need to teach measurements in primary grades?

_________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________.
2. How will you make your students appreciate the importance of knowing how to
measure?

_________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_________.

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RUBRIC
This rubric will be used in grading the output of the students.
 Essay

Score Content Organization Use of Language

Answer is Clear sense of Uses technical or

appropriate to order. Begins with scientific terminology
10 the question. a topic sentence. appropriately and
Content is Supporting points correctly. No major
factually correct. are presented in a grammatical or spelling
logical errors.
progression.
Answer is May lack a topic Accurate word choice.
7 appropriate to sentence, but No more than 2 major
the question. points are errors and a few minor
Content may presented in a errors.
have one or two logical
factual errors. progression.
Content relates Logic of argument Ordinary word choice;
peripherally to is minimally use of scientific
4 the question; perceivable. terminology avoided.
contains Points presented Some serious errors
significant in a seemingly (but they don’t impair
factual errors. random fashion, communication).
but all support
argument.

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 Lesson
SIMPLE GEOMETRIC
2
4 FIGURES
Objectives:
a. Identify specific shapes.
b. Recognize shapes in the environment.
c. Create original works of art using the shapes.

INTRODUCTION | MOTIVATION

In geometry, there are many plane shapes such as squares, circles, triangles,
stars, and many others. There are also spatial shapes like prisms, rectangular prisms,
cylinders, and pyramids. You can find these same shapes occurring in nature - not
created by people, just out there in nature (Geometric Shapes in Nature, 2019).

INSTRUCTION | DELIVERY

The circle is a shape that can be made by tracing a curve that is

always the same distance from a point that we call the center. The
distance around a circle is called the circumference of the circle.

The triangle is a shape that is formed by 3 straight lines that are

called sides.

There are different ways of classifying triangles, according to their sides or

angles.
BY SIDE ANGLE
Equilateral has three equal Acute Triangle has three angles
Triangle sides < 90°

Isosceles Triangle has two equal sides Right Triangle has one angle
= 𝟗𝟎°
Scalene Triangle has no equal sides Obtuse Triangle Has one angle
> 90°

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 The rectangle is a shape that has 4 sides. The distinguishing
characteristic of a rectangle is that all 4 angles measure 90
degrees.

The rhombus is a shape formed by 4 straight lines. Its 4 sides

measure the same length but, unlike the rectangle, any of all 4
angles measure 90 degrees.

The square is a type of rectangle, but also a type of rhombus. It has

characteristics of both of these. That is to say, all 4 angles are right
angles, and all 4 sides are equal in length.

The trapezoid also has 4 sides. It has two sides that

are parallel but the other 2 are not.

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PRACTICE| CHECK YOUR PROGRESS

Name: _________________________________________________________

Date: ____________________ Time/Schedule: ____________ Score: ______

Make a tour inside your house. List down the objects that you see and
identify the shape it represents.

Object Shape

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

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 ENRICHMENT
Instruction
 Make a collage using different shapes.
 The theme of the collage must focus on issues about COVID-19.

CATEGORY 4 3 2 1
All of the graphics Most of the Only a few None of the
Creativity or objects used in graphics or objects graphics or objects graphics or objects
the collage reflect used in the collage reflect student reflects student
a degree of reflect student creativity, but the creativity.
student creativity creativity in their ideas were typical
in their display. display. rather than
creative.
Design Graphics are cut to 1-2 graphics are 3-4 graphics are Graphics are not an
an appropriate lacking in design or lacking in design or appropriate size
size, shape and are placement. There placement. Too shape. Glue marks
arranged neatly. may be a few much background evident. Most of
Care has been smudges or glue is showing. There the background is
taken to balance marks. are noticeable showing. It
the pictures across smudges or glue appears little
the area. Items marks. attention was given
are glued neatly to designing the
and securely. collage.
Time and Effort Much time and Class time was Class time was not Class time was not
effort went into used wisely. always used used wisely and
the planning and Student could have wisely. the student put in
design of the put in more time no additional
collage. It is clear and effort. effort.
the student used
class time
efficiently.
Attention to The student gives The student gives The student gives The student's
Theme a reasonable a reasonable a fairly reasonable explanations are
explanation of how explanation of how explanation of how weak and illustrate
every item in the most items in the most items in the difficulty
collage is related collage are related collage are related understanding how
to the assigned to the assigned to the assigned to relate items to
theme. For most theme. For many theme. the assigned
items, the of the items, the theme.
relationship is clear relationship is clear
without without
explanation. explanation.

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 Lesson
PATTERNS AND
2
5 ALGEBRA
Objectives:
a. Identify the missing element in a pattern and number sentence.
b. Demonstrate understanding of concepts of continuous and repeating
patterns and number sentences.

INTRODUCTION | MOTIVATION

Young children enter school mathematically curious, imaginative, and capable.

They have to learn to be otherwise (Papert, 1980). The teaching of mathematics
around big ideas offers students opportunities to develop a sophisticated understanding
of mathematics concepts and processes, and helps them to maintain their interest in
and excitement about doing and learning mathematics (Ministry of Education, 2018).

INSTRUCTION | DELIVERY

Patterns are regular, repeated, or recurring forms or designs. Try to look around.
Patters are everywhere. We see pattern everyday – from the floor tiles, designs of the
skyscrapers and the windows. Studying patterns help students to make logical
connections and make predictions.

EXAMPLE 2: What comes next?

What do you think will be the next face in the sequence? It should be easy enough to
spot the next face in the sequence. The pattern is made up of two emojis- one is a
shushing face and the other one is woozy face. The pattern begins in woozy face
followed by a shushing face, then alternate. Logically, the face that

should follow is

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Example 2 |What comes next?

A, B, A, B___

Solution

Alternating letters, A and B. Therefore, the next letter after B is A.

Example 3 | What will the next shape be?

Solution

NUMBER SENTENCES
A number sentence is a mathematical sentence, made up of numbers and signs.

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TYPES OF NUMBER SENTENCES
A number sentence can use any of the mathematical operations from addition,
subtraction, multiplication to division. Symbols used in any number sentence vary
depending upon what they indicate.

ADDITIONAL EXAMPLES

Example 5 |. Circle the group that has more things. Then count all (both
groups). Write the number in the box below.

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PRACTICE/ENRICHMENT

Name: _________________________________________________________

Date: ____________________ Time/Schedule: ____________ Score: ______

Instruction:
1. Make ten (10) number sentences involving shapes and objects.

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