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Bukmathi Enhancement Class

Bukidnon Mathematics for Inclusive Excellence

Mathematics 4 Lesson No. 1

Skip count numbers from 10,000 up to 100 000

I. OBJECTIVES
1. Skip count numbers from 10, 000 up to 100, 000.

II. MATERIALS NEEDED

 5 pieces of Manila Paper
 5 pieces of Pentel Pen
 25 pieces of flashcards
 3 sets of Scrambled letters (SKIP)
 2 sets of Scrambled letters (COUNTING)

III. ACTIVITIES
Teaching Mathematics Through Problem-Solving
Activity 1: Review/Drill (5 mins)
What to do/ask (Teacher):
 Divide the class into 5 groups.
 Distribute flashcards with numbers on it.

What to do (Learner):
 Arrange the numbers from least to greatest number.
 Group 1 - 50, 100, 150, 200, 250
 Group 2 - 100, 200, 300, 400, 500
 Group 3 - 500, 1000, 1500, 2000, 2500
 Group 4 - 1000, 2000, 3000, 4000, 5000
 Group 5 – 2000, 4000, 6000, 8000, 10000

Activity 2: Mathematical Language/Vocabulary Development (5 mins)

what to do/ask (Teacher)
 Distribute the scrambled letter to each group.
- Group 1, 2 and 3 – SKIP
- Group 3 and 4 - COUNTING
 Follow up Question:
- What word did you formed?
- What do you mean by SKIP?
- What you mean by COUNTING?

What to do (Learner):
 Stay in their respective groups
 Arrange the scramble letters to form the word SKIP and
COUNTING.
 Answer the Questions Orally.

Activity 3: Presentation & Discussion of Skill #1 (20 mins)

A. Presentation of the Problem (An open-ended problem)

What to do (Teacher):

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Bukmathi Enhancement Class
Bukidnon Mathematics for Inclusive Excellence

Mathematics 4 Lesson No. 1

 Present and discuss the problem.

Aling Martha can bake 2500 loaf of bread every week.

She wants to know how many loaves of bread she can
bake as the week goes by. Calculate and list how
many loaves of bread she can bake as the week goes
by after 8 weeks.

What to ask (Teacher):

 How many loaves of bread Aling Martha can bake in a week?
 What Aling Martha wants to know?

What to do (Learners):
 Answer the questions orally.
 Go to their respective groups to solve the problem.

B. Collaborative Problem-Solving

What to do/say (Teacher):

 Guide learners how to accomplish the task.
 Provide the material needed.
 Roam around, observe each group and listen carefully to
learner’s new and brilliant ideas.
 Record your relevant observations

What to do (Learners):
 Share ideas in the group.
 Answer collaboratively the word problem.
 Come up with at least one solution.

C. Comparison and Discussion

What to ask (Teacher):

 Continue roaming around to check progress.
 Observe learners/groups and listen carefully.
 Manage the time and groups.
 Provide support to learners/groups.
 Assign a learner to present their work.
 Record new and correct solution from the learners, if any.
 Encourage rethinking/redoing to solve the problem.
 Detect learners’ difficulty in accomplishing the task.

What to do (Learners):
 Discuss the solution (s) within the group.
 Identify the best or correct solutions.
 Group output be presented in the class.

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Bukmathi Enhancement Class
Bukidnon Mathematics for Inclusive Excellence

Mathematics 4 Lesson No. 1

D. Presentation of Possible Solutions

What to do/say (Teacher):

 Present and discuss ALL POSSIBLE solutions, tools, and
strategies to come up with an answer one at a time.

Possible Answer:
Method 1
2500 + 2500 + 2500 + 2500 + 2500 + 2500 + 2500 + 2500

w1 w2 w3 w4 w5 w6 w7 w8
2500 5000 7500 10000 12500 15000 17500 20000

Method 2
Week 1 – 2500
Week 2 – 2500 + 2500 = 5000
Week 3 – 2500 + 2500 2500 = 7500
Week 4 – 2500 + 2500 2500 + 2500 = 10,000
Week 5 – 2500 + 2500 2500 2500 + 2500 = 12,500
Week 6 – 2500 + 2500+ 2500 2500 2500 + 2500 = 15,000
Week 7 – 2500 + 2500 + 2500+ 2500 + 2500 2500 + 2500 = 17,500
Week 8 – 2500 + 2500 + 2500+ 2500 + 2500 2500 + 2500 + 2500 = 20,000

Method 3
Week 1 – 1 x 2500 =2500
Week 2 – 2 x 2500 =5000
Week 3 – 3 x 2500 =7500
Week 4 – 4 x 2500 =10,000
Week 5 – 5 x 2500 =12,500
Week 6 – 6 x 2500 =15,000
Week 7 – 7 x 2500 =17,500
Week 8 – 8 x 2500 =20,000

E. Whole Class Discussion/Summary

What to do/say (Teacher):

 Discuss how to skip count.
 Ask the following questions:
- How do we skip count?
- What is the skip interval looking at the answers?
- How was the problem solved?
 Call learners to summarize how the problem is solved.

What to do (Learners):
 Answer the questions orally.
 Share how the problem solved.

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Bukmathi Enhancement Class
Bukidnon Mathematics for Inclusive Excellence

Mathematics 4 Lesson No. 1

IV. ASSESSMENT (10 mins)

1. What is the next number in the pattern 15,000 – 30,000 – 45,000 -

_________?
2. What is the skip counting interval of 15,000 – 30,000 – 45,000
patterns?
3. How many numbers you can list if you skip count by 5,000s up to
50,000?
4. If you skip count by 500’s what is the 13th number in your list if you
start from 0?
5. Choose a skip count interval and list the all the numbers up to
100,000.

V. REMARKS/REFLECTION

VI. Remarks
No. of learners who needs additional support :
No. of learners who improved their performance :
Decision (Check : ___Re-teach; ___Review/Re-assess; ___Continue
which applies)

VII. Reflection
What impact did my teaching have on student learning?"

How well did I differentiate my instruction to meet individual

student needs?"

What changes can I make to enhance my teaching and better

support my students?"