LESSON GUIDE - Gr. 3 Chapter I -Comprehension of Whole Numbers v1.0.pdf

7/24/2019 LESSON GUIDE - Gr. 3 Chapter I -Comprehension of Whole Numbers v1.0.pdf

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L esson Guide

In

Elementary MathematicsGrade 3

Reformatted for distribution viaDepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL

DEPARTMENT OF EDUCATIONBUREAU OF ELEMENTARY EDUCATION

in coordination with

ATENEO DE MANILA UNIVERSITY

2010

Chapter IWhole Numbers

Comprehension of Whole Numbers

INSTRUCTIONAL MATERIAL S COUNCIL SECRETARIAT, 2011


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Lesson Guides in Elementary Mathematics Grade III

Copyright 2003All rights reserved. No part of these lesson guides shall be reproduced in any form without a writtenpermission from the Bureau of Elementary Education, Department of Education.

The Mathematics Writing Committee

GRADE 3

Region 3

Agnes V. Canilao PampangaJosefina S. Abo Tarlac City

Alma Flores Bataan

Region 4 - A

Cesar Mojica Regional OfficeMarissa J. de Alday QuezonHenry P. Contemplacion San Pablo City

Region 4 BFelicima Murcia Palawan

National Capital Region (NCR)

Laura N. Gonzaga Quezon CityDionicia Paguirigan Pasig/San JuanYolita Sangalang Pasig/San Juan

Bureau of Elementary Education (BEE)

Elizabeth J. EscaoGalileo L. GoNerisa M. Beltran

Ateneo de Manila University

Pacita E. Hosaka

Support Staff

Ferdinand S. BergadoMa. Cristina C. Capellan

Emilene Judith S. SisonJulius Peter M. SamuldeRoy L. ConcepcionMarcelino C. BatallerMyrna D. LatozaEric S. de Guia - Illustrator

Consultants

Fr. Bienvenido F. Nebres, SJ President, Ateneo de Manila University

Ms. Carmela C. Oracion Principal, Ateneo de Manila UniversityHigh School

Ms. Pacita E. Hosaka Ateneo de ManilaUniversity

Project Management

Yolanda S. Quijano Director IV Angelita M. Esdicul Director III

Simeona T. Ebol Chief, Curriculum Development DivisionIrene C. Robles OIC - Asst. Chief, Curriculum Development Division

Virginia T. Fernandez Project Coordinator

EXECUTIVE COMMITTEEJesli A. Lapus Secretary, Department of Education

Teodosio C. Sangil, Jr. Undersecretary for Finance and AdministrationJesus G. Galvan OIC - Undersecretary for Programs and ProjectsTeresita G. Inciong Assistant Secretary for Programs and Projects

Printed By:

ISBN

971-92775-2-1


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TABLE OF CONTENTS

Introduction .................................................................................................................................. ivMatrix ................ ................. .................. ................. .................. ................. .................. ............... v

I. WHOLE NUMBERS

A. Comprehension of Whole Numbers

Identifying Cardinal Numbers from 1 000 to 10 000 ....................................................... 1Identifying Cardinal Numbers from 10 001 to 100 000 ................. .................. ............... 11Giving the Value of Each Digit in 4- to 5- Digit Numbers ................................................ 15Reading Numbers through 100 000 ............................................................................... 18Writing Numbers through 100 000 ................................................................................. 23Expressing the Relationship of Numbers ................ .................. ................. ................. .... 28Writing Numbers in Expanded Form ............................................................................... 33

Rounding Numbers to the Nearest Tens and Hundreds ................................................ 37Rounding Numbers to the Nearest Thousands ................. ................. .................. ......... 41Odd and Even Numbers ................................................................................................. 44Reading Money in Symbols through Php1,000/Writing Money

Value through 1,000 ................. ................. ................. .................. .................. 49Comparing Values of the Different Denomination of Coin/Bills through Php1,000 ...... 52Reading and Writing Roman Numbers (L-C) ................................................................. 57Reading and Writing Roman Numbers (C-D) ................. ................. .................. ............ 62Reading and Writing Roman Numbers (D- M)... 65


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I N T R O D U C T I O N

The Lesson Guides in Elementary Mathematics were developed by the

Department of Education through the Bureau of Elementary Education in

coordination with the Ateneo de Manila University. These resource materials

have been purposely prepared to help improve the mathematics instruction in

the elementary grades. These provide integration of values and life skills using

different teaching strategies for an interactive teaching/learning process.

Multiple intelligences techniques like games, puzzles, songs, etc. are also

integrated in each lesson; hence, learning Mathematics becomes fun and

enjoyable. Furthermore, Higher Order Thinking Skills (HOTS) activities are

incorporated in the lessons.

The skills are consistent with the Basic Education Curriculum

(BEC)/Philippine Elementary Learning Competencies (PELC). These should be

used by the teachers as a guide in their day-to-day teaching plans.


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MATRIX IN ELEMENTARY MATHEMATICSGrade III

COMPETENCIES VALUES INTEGRATED STRATEGIES USED MULTIPLE INTELLIGENCESTECHNIQUES With HOTS

I. Whole Numbers A. Comprehension of Whole Numbers 1. Read and write the numbers through

100 000 in symbols and in words 1.1 Identify cardinal numbers

1.1.11000 through 10 000 Active Participation Looking for partners

Modeling Manipulative (Bodilykinesthetic)

1.1.210 001 though 100 000 Orderliness Looking for patterns Chart (Spatial)

1.2 Give the place value of each digitin 4 to 5 digit numbers

Cooperation Make a tableGuess and check

Cooperative groups(Interpersonal)

Hands and feet movements (B.kinesthetic)

Puzzle (Logical mathematics)

1.3 Read numbers through100 000 in symbols and inwords

Speed and accuracy Looking for patterns Manipulative (Bodilykinesthetic)

1.4 Write numbers through 100 000 insymbols and in words

Acceptance of challenge

Make a table

Puzzle (Logical mathematics)Play (Bodily Kinesthetic)Reading/writing numbers(Linguistic)

1.5 Express the relationship ofnumbers using expressions "lessthan," greater than and equal to (>,


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4.1 Read money value in symbolsthrough 1000

Thriftiness Simplifying the problem Storytelling (linguistic)Manipulative (Bodilykinesthetic)

4.2 Write money value in symbolsthrough 1000

Thriftiness Simplifying the problem Storytelling (linguistic)Manipulative (Bodily

kinesthetic)

4.3 Compare value of the differentdenominations of coins and billsthrough 1000

Cooperation Simplifying the problem Manipulative (Bodilykinesthetic)

5. Express Roman numbers through M inHindu-Arabic symbols and vice-versa

5.1 Read and write the value ofRoman numbers in Hindu-Arabicand vice-versa5.1.1 L to C Love and care for animals Looking for patterns Play (Bodily Kinesthetic)

Puzzle (Logical mathematics)

5.1.2 C to D Taking care of the sea Listing Global theme (Naturalist)

5.1.3 D to M Active participation Simplifying the problem Song (Musical) Cooperativegroups(Interpersonal)


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3. Motivation

Present the illustration below.

Flats Longs Cubes

* How many flats are there?* How many longs are there?* How many cubes are there?* What numerals do they represent?

B. Developmental Activities

1. Presentation

a. Let the pupils get their flats, longs and cubes in their Math Kit.

Ask: How many ones are there in a (cube)? (1)

How many cubes are there in a (long)? (10)

How many cubes are there in a (flat)? (100)

Is 999 correctly represented in the place value mat?What is the first place value starting from your right?What is the next? What is the third place value?

b. Represent the numeral 999 through your flats, longs, cubes. Do it with a partner.

Ask: What happens if we add one more cube in the place?

Let the pupils add one in the ones place.


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* Where will you place it now? (Draw the next place value to compare hundreds which isthe THOUSANDS)

(thousand block)

(flats)

(longs) (cubes)

THOUSANDS Hundreds Tens Ones

c.

1 0 0 0

e. What is the next higher place value to hundreds?* How many cubes do we have now? (none)* How many longs do we have now? (none)* How many flats do we have now? (none)* How many blocks do we have now? (one)

Introduce the number 1000.

10 flats are traded for 1 thousand-block.1000 is 1 thousand 0 hundreds 0 tens 0 ones* How many is 1000 in hundreds? tens? ones?

1000 = 10 hundreds= 100 tens= 1000 ones

f. Ask the pupils to represent 9000.

Then ask them to add 1 more block to the thousands place.* How many blocks do you have now? (10)

* What must you do with 10 blocks? (trade/exchange)* What will you trade for it? (10 thousand-block)But since the number is so large, we will represent it with a picture of bundle straws with10 000 label.

* Where will you place it now? (Draw and introduce the next place value to thousandswhich is the TEN THOUSANDS.)


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Note: bundled straws will be used in 10 000 numerals

bundle of 10 000straws

bundle of1 000straws

or thousandblocks

bundledof 100straws

or flats bundled of10 straws

or longs straw or one-cube

TenThousands

Thousands Hundreds Tens Ones

1 0 0 0 0

g. What is the next higher place value to thousands?

* How many cubes do you have now?* How many longs do you have?* How many flats do you have?* How many blocks do you have?* How many bundles of 10 000 straws do you have?

Introduce 10 000.

10 cubes are traded for 1 bundle of 10 000 straws.10 000 is 1 ten thousand 0 thousands 0 hundreds 0 tens 0 ones.

* How many is 10 000 in thousands? hundreds? tens? ones?

10 000 = 10 thousands= 100 hundreds= 1 000 tens= 10 000 ones

or or or or


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b. Individual Work - Written

The teacher gives the number of blocks, flats, longs and cubes orally and pupils will writethe correct numeral on their show-me-board.

1) 6 blocks, 4 flats, 0 long, 4 cubes2) 8 blocks, 6 flats, 3 longs, 3 cubes3) 9 blocks, 3 flats, 0 long, 6 cubes4) 1 block, 8 flats, 2 longs, 8 cubes5) 4 blocks, 7 flats, 0 long, 1 cube6) 2 blocks, 0 flat, 1 long, 5 cubes7) 3 blocks, 5 flats, 5 longs, 2 cubes8) 5 blocks, 1 flat, 4 longs, 7 cubes9) 7 blocks, 2 flats, 7 longs, 0 cube10) 9 blocks, 9 flats, 6 longs, 9 cubes

Match column A with B. Write the letters only.

A B

_____ 1) 10 bundles of 1000 straws a. 2 500 _____ 2) 7 bundles of 1000 straws and 1 bundle of b. 9 000

10 straws c. 3 140 _____ 3) 21 bundles of 100 straws d. 2 120 _____ 4) 9 bundles of 1000 straws e. 1 001 _____ 5) 1 bundle of 1000 straws and 1 straw f. 4 680 _____ 6) 3 bundles of 1000 straws and 14 bundles g. 7 010

10 straws h. 3 210 _____ 7) 25 bundles of 100 straws i. 2 100 _____ 8) 4 bundles of 1000 straws, 6 bundles of j. 10 000

100 straws and 80 pieces more k. 2 510 _____ 9) 21 bundles of 100 straws and 20 pieces more

_____10) 3 bundles of 1000 straws and 210 pieces more

* Ask the pupils what they feel during the activities. Did you participate actively during the activities? How? Did you cooperate with your group?

4. Generalization

How did we identify cardinal numbers from 1000 to 10000?Why is there a need to identify cardinal numbers?

To identify cardinal numbers in thousands and in ten thousands, count thenumber of digits in the numeral.Thousands (1000) has 4 digits while ten thousands (10000) has 5 digits.


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3)7 684

7 864

7 635

4)111

2 2132 223

5)3 11

4 110

4 222

IV. Evaluation

A. Individual WorkGive the next number in the pattern. Write your answer on the blank.

1) 5 652, 5 653, ________, 5 655, 5 6562) 1 047, 1 048, 1 049, ________, 1 0513) ________, 3 125, 3 126, 3 127, 3 1284) 9 996, 9 997, 9 998, 9 999, ________5) 1 000, ________, 1 002, 1 003, 1 0046) 1 425, 1 426, ________, 1 428, 1 4297) ________, 2 304, 2 305, 2 306, 2 3078) 8 411, ________, 8 413, ________, 8 415

1 000 100 10 1

1 000 100 10

1

1

1 000 100 10 1

1 000

1 000

1 000 100 10

1

1 000 100 10 1

1 000

1 000

1 000

1 000

1 000

1 000

100

100

100

100

100

10

10

1

1

1

1


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9) 7 123, 7 124, ________, 7 126, ________10) 2 564, ________, ________, 2 567, 2 568

B. Work by PairsCONNECT-THE-DOTS

Directions: Complete the picture by connecting the dots starting from 9988.

V. Assignment

A. Name the numeral that comes before the given cardinal number.

1) ________ 2 599 2) ________ 1 001

3) ________ 1 053 4) ________ 2 410

5) ________ 9 999 6) ________ 4 647

7) ________ 8 409 8) ________ 6 751

9) ________ 5 142 10) ________ 3 144

B. Write the numeral.

1) 100 more than 9 000 is __________________.

2) 1 000 less than 8000 is ___________________.

3) 10 more than 2 100 is ___________________.

4) 100 more than 2 587 is __________________.

5) 1 000 less than 5700 is ___________________.


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Identifying Cardinal Numbers from 10 001 to 100 000

I. Learning Objectives

Cognitive: Identify cardinal numbers from 10 001 to 100 000Psychomotor: Read and write numbers from 10 001 to 100 000Affective: Tell the importance of doing things in order.

II. Learning Content

Skills: Identifying cardinal numbers from 10 001 to 100 000Reading and writing cardinal numbers from 10 001 to 100 000

Reference: BEC PELC I A 1.1.2Materials: place value chart, flashcards Value: Orderliness

III. Learning Experiences

A. Preparatory Activities

1. Drilla. Conduct a drill on reading four to five-digit numbers using flash cards.

Have them read these numbers.

Then let them tell the place value of the underlined digit.

b. Divide the class in groups with 4 members in each group.- Give each group a set of numbers.

- From these digits the pupils will form the highestand the lowest three- or four- digit numbers.

3 254 4 581 8 206 7 005

3 028 9 750 4 010 6 796

4 126 5 002 3 572 6 003

1 2 3 4 Round 1

0 1 2 3

4 5 6 7

8 9 0 1

Round 2

Round 3

Round 4


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2. Motivation

a. Tell the pupils to go outside for a few minutes. Disarrange their chairs/desks but be sureeach chair/desk is numbered.

b. Tell the pupils to come in and find their seats. Ask: Can you find your seats easily?

Why? Why not? Let the children arrange their seats in order.

c. After the activity, lead the pupils to cite the importance of putting things in order. Ask: What helps you put this chairs/desks in their proper places?

d. Relate this to the order of numbers. Say that the order of numbers makes counting andwriting number easy.

C. Developmental Activities

1. Presentation

a. Present this problem.

Mount Everest is the highest mountain on earth. It is part of the Himalayan ranges.It is about 29 140 feet high.

Look at the place value chart and see how the digits are grouped.

Thousands UnitsHundreds Tens Ones Hundreds Tens Ones

2 9 1 4 0

We read: Twenty nine thousand one hundred fortyWe write: 29 140

The digits are grouped by threes. Each group of three digits is called a period. Eachperiod has hundreds, tens and ones places. A space separates the thousands periodfrom the units period.

Ask: How many digits are there in ten thousands?

b. Present another problem.

Mt. Pinatubo, a volcano in Zambales, erupted in June 1991. It was the mostdestructive volcanic eruption. Newspaper reports said that about 100 000 houses weredestroyed at that time. Write the figures in the place value chart.

Thousands Units

Hundreds Tens Ones Hundreds Tens Ones1 0 0 0 0 0

thousands period units period


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We read: One hundred thousandWe write: 100 000How many digits are there in hundred thousands?

2. Guided Practice

a. Working in Triads

Give the next number in the pattern.

1) 27 253, ______ 47 253, 57 2532) 85 578, 86 578, ______ 88 5783) 56 584, 56 684, 56 784, ______4) 45 254, 45 354, _____, 45 5545) 73 067, 74 067, _____, 76 067

b. Working in Dyads

Name the numeral that comes before or after the given cardinal number.

1) 18 607 ________ 2) ________ 100 0003) 39 415 ________ 4) ________ 23 9855) 73 069 ________ 6) ________ 40 3657) 90 108 ________ 8) ________ 59 6689) 96 768 ________ 10) ________ 78 564

c. Group Activity

1. Divide the class into 5 groups.2. Teacher prepares numbers in the pocket chart.3. The pupils line up and determine the order of the players who are going to play from

each group.4. The teacher calls out a number from the pocket chart. The first player of each group will

get the number from the pocket chart.5. Pupils read the number after they get it.6. Repeat the procedure.7. The group with the most points wins the game.

Examples:

d. Another Activity

- Teacher dictates a number then the pupils write it on their show-me-board.

36 208 73 100 10 051 25 815

99 989 100 000 75 231 50 026

13 483

19 056

39 276 47 201 15 653

2 321 66 511 39 400


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3. Generalization

How do you identify cardinal numbers through 100 000?

Numbers through 100 000 have two periods unit period and thousand period. Hundredthousands have six digits.

C. Application

Match column A with column B by drawing a line to connect them.

Column A Column B

1) 18 901 a. sixty-one thousand five hundred thirty-eight2) 89 973 b. forty-six thousand three hundred twenty-two3) 46 322 c. eighteen thousand nine hundred one4) 61 538 d. seventy-eight thousand nine hundred eighty-six5) 78 986 e. eighty-nine thousand nine hundred seventy-three

f. sixty-one thousand five hundred eight

IV. Evaluation

A. Write the number that comes before and after.

1 _________ 80 040 __________2) _________ 53 456 __________3) _________ 99 954 __________4) _________ 43 201 __________5) _________ 11 561 __________

B. Write the smallest number and the largest five-digit number that can be formed.

smallest biggest

1) 0, 3, 4, 1, 8 _______ _______2) 7, 6, 5, 9, 0 _______ _______3) 3, 5, 7, 0, 1 _______ _______4) 9, 4, 2, 1, 5 _______ _______5) 6, 3, 0, 1, 5 _______ _______

V. Assignment

Name the counting numbers between each of the following pairs of numbers.

1) 13 407 and 13 4112) 41 880 and 41 8853) 72 751 and 72 7594) 94 970 and 94 9755) 67 841 and 67 846


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Formed Numbers

a. Form the highest number using all the digits.b. Form the smallest number.c. Do this again using another set of numbers.


1. Presentation

a. Present the place value chart. Use the numbers that the pupils formed.Ten

Thousands Thousands Hundreds Tens Ones9 8 7 4 22 4 7 8 91 2 3 4 6

b. Read the first number in the chart.How many digits are there?What is the place value of 9?, 8?, 7?, 4?, 2?Give the value of each digit.

Meaning of Digit Value Place Value9 8 7 4 2

2 x 1 2 ones4 x 10 40 tens

7 x 100 700 hundreds8 x 1 000 8 000 thousands

9 x 10 000 90 000 ten thousands

Meaning of Numeral Value Place Value2 4 7 8 9

9 x 1 9 ones8 x 10 80 tens



Meaning of Numeral Value Place Value1 2 3 4 6

6 x 1 6 ones4 x 10 40 tens



9 7

2 8 4


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2. Guided Practice

a. Working in pairsLook at the place value chart then complete the table below.

Ten Thousands Thousands Hundreds Tens Ones

6 7 5 2 15 3 6 7 8

1) 67 521 means ___ ten thousands ___ thousands ___ hundreds ___ tens ___ ones

2) 53 678 means ___ ten thousands ___ thousands ___ hundreds ___ tens ___ ones

3) 67 521 means 60 000 + ____ + ____ + ____ + ____

4) 53 678 means ____ + 3 000 + ____ + ____ + ____ + ____

b. Working in FoursGive the place value of the following numbers by changing the place value to some

body movements.

ones clap your handstens stamp your foothundreds vow your headthousands move the hand sidewardten thousands Jumping Jack

Do the actions based on the value of the number under each place value.

Example 21 511Meaning one clapping of hand

one stamping of footfive vowing of heads and so on and so forth

Numbers:12 321

22 32133 212

c. Individual activityGive the place value of the underlined digit. Raise your show me board!

1) 67 4152) 33 2163) 87 4124) 91 5785) 61 432

3. Generalization

How many digits do numbers with up to thousands place have?Can you tell the value of a number by the number of digits present in it?

Numbers up to thousands place have four digits.Numbers up to ten thousands place have five digits.


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1. Drill

Write the missing number in the series.

1) 100, 150, 200, ___, 3002) 200, 400, 600, ___, 10003) 150, 300, ___, 600, 7504) 50, 100, ___, 200, 2505) 1 000, 2 000, 3 000, ____, 5 000

2. Review

Identify the digit referred to by the place value beside the number. Then look for the codeand write them in the boxes provided for on the following page.

1) 67 421 thousands2) 34 578 ten thousands3) 5 321 thousands4) 12 521 thousands5) 89 321 thousands6) 15 465 hundreds7) 71 399 thousands8) 88 434 thousands9) 51 043 hundreds10) 16 215 thousands

L O V E N U M B E R

0 E 5 V1 M 6 R2 E 7 L3 O 8 B4 U 9 N

1. Motivation

Draw five boxes on the board.

6 9 8 7 5

Say: We are going to write in the boxes a five-digit number.Listen

3 apples + 2 apples = ___. Write the answer on the ones place2 mangoes + 4 mangoes = ___. Write the answer on the ten thousands place.1 pencil + 8 pencils = ____. Write on the thousands place.7 blue birds + 1 blue bird = ____. Write on the hundreds place.6 yellow flowers + 1 yellow flower = ____. Write on the tens place.

Read the number. Then show them the number word. Ask them to read the word.


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1. Presentation

a. Present this word problem.Miss Canilao deposited some money in the bank. She wrote the following in the

deposit slip.

How much money did Miss Canilao deposit in the bank?How did she write the amount in the deposit slip?

b. Lets read some more numbers.

51 761 fifty-one thousand seven hundred sixty-one83 478 eighty-three thousand, four hundred seventy-eight100 000 one hundred thousand

2. Guided Practice

a. Match column A with Column B.

A B1) 12 103 a. ninety-one thousand four hundred fifteen2) 39 430 b. twelve thousand one hundred three

3) 98 624 c. thirty-nine thousand four hundred thirty4) 93 765 d. ninety-eight thousand six hundred twenty-four5) 91 415 e. ninety-three thousand seven hundred sixty-five

f. ninety-one thousand four hundred five


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3. Generalization

How do we read numbers?

To read numbers in figures follow these steps:1. Read the digit in the first period at the left.2. Say the period where the digits are.3. Say only the digits in the units period.

Why is it necessary for us to read numbers properly?

Application

4. Read each address envelope. Match it by writing the letter in the correct mailbox.

2. Use the table to identify the planet

Planet Mean orbital velocityaround the sun(miles per hour)

MercuryVenusEarthMars

JupiterSaturn

107 13278 36466 64153 98029 21621 565

(Source:www.grandpapencil.net/project/plansped.htm)

AHesed Leo Go15678 Math Village

Philippines

BJameson Rodil47415 Math Village

Philippines

CWenson Leynes59215 Math Village

Philippines

DKenneth Urbina78564 Math VillagePhilippines

EJoven Limbo47789 Math VillagePhilippines

FLou Mariam Go34567 Math VillagePhilippines

1. Its speed has number 2 at the start and 6at the end.

2. Its speed is a six-digit number.

3. Its speed is twenty one thousand fivehundred sixty-five4. Its speed is sixty-six thousand six

hundred forty-one5. Its speed is fifty-three thousand nine

hundred eighty6. Its speed is seventy-eight thousand three

hundred sixty-four


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Did you get the correct answers?How did you do it? Were you able to finish answering all the items? Is it good to be fast andaccurate in doing an activity? Why?

IV. Evaluation

A. Choose the letter of the correct answer.

1) 15 thousand 4 hundred thirty-onea. 15 331b. 15 431

c. 15 314d. 15 615

2) 100 thousanda. 100 001b. 10 000

c. 1 000d. 100 000

3) seventy-eight thousand five hundred sixty-onea. 78 561b. 78 516

c. 78 517d. 78 571

4) ninety-five thousand, seven hundred sixty-threea. 95 783b. 95 793

c. 95 763d. 95 773

5) eighty-six thousand eight hundred seventy-foura. 86 874b. 86 884

c. 86 894d. 86 864

V. Assignment

Read the following numbers, then write the numbers that come before and after.

1) ______________ 61 478 _______________2) ______________ 57 692 _______________3) ______________ 88 999 _______________4) ______________ 57 643 _______________5) ______________ 54 784 _______________6) ______________ 99 999 _______________7) ______________ 100 001 _______________8) ______________ 57 694 _______________9) ______________ 89 786 _______________10) ______________ 78 630 _______________

Writing Numbers through 100 000


Cognitive: Write numbers through 100 000 in symbols and in wordsPsychomotor: Write correctly the number wordsAffective: Accept challenge during group activities


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S E V E N T Y S S

H S I T H R E E I

U W E W O I E A E

N I N E U O N E A

D B A N A T S I T

R X I T E T I G S

E Y E Y I W A H I

D N A S U O H T X

F S B I C B A Y A

I U C X F O R T Y

J S N I N E T Y A


1. Presentation

Present this situation.a. About ninety-eight thousand, four hundred twenty-three boy scouts joined the jamboree

at Mt. Makiling. Write the number words in figures in the place value chart.

Thousands Unittens ones hundreds tens ones

9 8 4 2 3To write in words Ninety-eight thousand, four hundred twenty-threeTo write in figures 98 423

b. Here are other examples.Pupils will continue putting the numbers in the place value chart.

Thousands Unittens ones hundreds tens ones We read

4 6 7 3 5 46 7357 4 1 2 3 74 1238 2 9 0 7 82 9079 3 0 8 4 93 0843 7 5 8 9 37 589

Write the number words in figures.Forty-six thousand seven hundred thirty-fiveSeventy-four thousand one hundred twenty-threeEighty-two thousand nine hundred sevenNinety-three thousand eighty-fourThirty-seven thousand five hundred eighty-nine


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c. Game Pass it on Ask the children to form a circle. An object will be passed from one child to another while the music plays.When the music stops, the child who holds the object will answer the exercises below.

Supply the missing words and read.1) 62 136 ____ thousand one ____ six2) 18 250 eighteen ____ two ____ fifty3) 57 812 fifty _____ thousand _____ hundred ____4) 60 127 ____ thousand one hundred ______ seven5) 83 463 eighty three thousand ______ hundred _____

How should you write numbers in figures especially in personal checks?Why is it that when we write the amount of money in checks, we are required to writethe amount in figures and in words?How did you find the activities? Was it challenging? Were you able to do all the activitieseffectively?

3. Generalization

What are the things that we should remember when we are writing numbers in figures? Inwords?

To write large numbers in figures, we use spaces to separate the digits into periodsor groups of three starting from the right.

Thousands have two periods the units should always be composed of three digits.Use zero as a place value holder when necessary.

To write numbers in words, write them as they are read.

C. Application

Read the following sentences and write each number in words.1. There are about 20 865 people who attended the 4 th World Meeting of families at the

Luneta.2. Mother gathered 6 125 eggs from their poultry.3. All the 4 250 pupils of Bagong Silang Elementary School participated in the launching of

Zero Garbage in the school.4. There are about 25 160 registered voters in Barangay Kaunlaran.5. Mr. Gonzales picked 2 561 mangoes from his orchard.

IV. Evaluation

A. Answer each question in number words1. What number is 1 000 more than 3 650?2. What number is 1 500 more than 5 365?

3. What number is 10 000 more than 23 150?4. What number is 1 500 less than 8 725?5. What number is 10 000 less than 13 786?

B. Write each number word in standard form.1. Seventy thousand eight hundred one2. nine thousand three3. fourteen thousand two hundred eighty-six4. twenty-five thousand one hundred thirty5. two thousand ninety


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V. Assignment

A. Write the underlined number in words.1. Mr. Go sold 1 560 coconuts on the first day.2. On the second day, he sold 2 564 coconuts.3. On the third day, he sold 7 876 coconuts.4. He sold a total of 12 000 coconuts in three days.

B. Write the underlined number word in figures. A shoe factory has delivered the following items in different stores.1. three thousand, eight hundred ninety-two pairs of ladies shoes2. seven thousand, five hundred pairs of men shoes3. five thousand, six hundred fifty pairs of boys shoes 4. two thousand, nine hundred ten pairs of girls shoes and5. one thousand, two hundred sixty-five pairs of shoes for infants6. All in all, the shoe factory was able to deliver twenty-one thousand, two hundred seventeen

Expressing the Relationship of Numbers


Cognitive: Express the relationship of numbers using the expressions less than, greaterthan and equal (>, , < or = in comparing numbersAffective: Respect peoples differences


Skills: Expressing the relationship of numbersReference: BEC PELC I.A.1.5Materials: chartsValue: Respect



1. Drill

Call on a pair of pupils to answer each question. The first pupil who answers it correctly isthe winner. Do the same with other pairs.

Example: Which numeral has more tens?38 or 48, 122 or 243Which numeral has more hundreds?893 or 900, 600 or 423Which numeral has more thousands?4 623 or 2 625, 3 643 or 7 415


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2. Review

Write the appropriate sign in each pair of numbers. Use >, < or =.

1) 246 ___ 154 2) 497 ___ 1683) 140 ___ 193 4) 87 ___ 645) 187 ___ 32 6) 99 ___ 787) 782 ___ 149 8) 538 ___ 7679) 429 ___ 329 10) 199 ___ 991

3. Motivation

Call on two pairs of children with opposite qualities. Let the class compare these pairs ofpupils.

e.g. big/chinky eyes, straight/kinky hair, straight/curly hair, long/short hair

Stress the value of respecting other people. Should you laugh at other peoples defects?Why?


1. Presentation

How did we know that 400 is less than 450? Why?What did we compare first? Next?

Let us compare bigger numbers.

Read.Mr. Go gathered 2 525 eggs. Mrs. Go gathered 2 578 eggs. Who gathered more eggs?

Arrange 2525 and 2578 in column.Compare 2 525 and 2 578.1. Are the number of digits the same?2. Are the left-hand digits or the digits in the highest place value the same?3. Are the next digits the same?4. Compare the third digits of the numbers.

Which is greater, 2 or 7?5. The greater number is 2 578.6. The smaller number is ____.Therefore 2 525 < 2 578

2 578 > 2 525

Look at the number line.

400 410 420 430 440 450 460 470 480 490 500 510What numbers come before 450? Are they less than 450?What numbers come after 450? Are they greater than 450?We say:

400 is less than 450400 < 450

420 is less than 450420 < 450

460 is greater than 450460 > 450

450 is equal to 450450 = 450


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Try other numbers.78 416 __ 78 516 5 345 __ 5 34532 141 __ 31 211 7 464 __ 7 6444 789 __ 478 3 215 __ 3 000 + 200 + 10 + 5

2. Guided Practice

a. Divide the class into two.Game JUMP THE ANSWER

Draw the following on the floor or use cartolina. Each group should begiven/provided with a set of these symbols.

1. Look at the pair of numbers to be flashed by the teacher.2. Compare the numbers then jump to your chosen answer.3. The group with more points wins.(Samples)

1) 216 ___ 2602) 400 + 50 + 3 ___ 4433) 1 286 ___ 1 8284) 3 946 ___ 3 000 + 900 + 40 + 65) 6 000 + 700 + 60 + 2 ___ 5 000 + 600 + 70 + 26) 3 478 ___ 13 478

b. Balancing mobilesWorking in pairs

Provide each pair a copy of this activity.Explain.

If we are to use >, < or = What does this mean?

lesser value

greater value

> = =.

1.

2.

3. Give 5 possible answers. Write only 1 in thescale. Write the other 4 beside the scale.

4. Give 5 possible answers. Write only one in thescale. Write the other four beside the scale.

5. Give 5 possible answers. Write only one in thescale; the other four beside the scale.

c. Math Kinesthetics (Individual)Compare the following numbers using the following gestures.

less than greater than equal

left hand up right up equal sign

525

525

3 010 +1 000

6 578

17 541

1 500


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1) 2 345 _____ 4 2633) 6 212 _____ 6 2125) 7 476 _____ 7 5687) 9 806 _____ 8 3159) 8 943 _____ 8 952

2) 7 904 _____ 70 00 + 900 + 0 + 44) 4 576 _____ 5 000 + 400 + 70 + 66) 9 300 _____ 9 000 + 300 + 0 + 08) 6 232 _____ 6 000 + 200 + 30 + 410) 2 040 _____ 2 000 + 0 + 40 + 0

3. Generalization

How do you compare large numbers? Why is comparing the values of numbers important?

In comparing large numbers:1. Compare first the number of digits. If they are not equal, the number with more

digits has the greater value. The number with lesser digits has the lesser value.2. If the number of digits is the same, we compare first the digits on the left. If these

are the same, we compare the next and so on. The symbol > means greaterthan, < stands for less than and = means equal to.

C. ApplicationRead the following problems then answer the questions that follow.

1. Ate Agnes bought a piano for 28,575 while Tita Laura bought her piano for29,350. Who bought a cheaper piano?

2. The dining set costs 6,750. The sala set costs 9,385. Which set of furniture costsmore?

3. Mr. Santos bought a horse for 4,980. Mr. Reyes also bought a horse for 3,985.Whose horse costs more?

IV. Evaluation

A. Read and answer the questions.

1. Mr. Rosales sold a piece of land for 455,200. Mr. Hermosa sold his piece of land for460,350. Whose piece of land costs more?

2. Edwin and Conrado gathered 2350 chicos on Monday. On Tuesday, they gathered 2125 chicos.When did they gather fewer chicos?

B. Which has more thousands? Copy the number.

1) 9 878 or 8 7892) 5 946 or 9 4653) 6 897 or 1 6894) 4 800 or 8 640

5) 7 643 or 6 437

C. Answer the following

1. What number is 10 000 less than 86 784?2. 15 678 more than 50 000 is what number?3. 5 225 is 1 005 more than what number?4. 2 455 is 1 000 less than what number?5. What number is equal to 8 000 + 900 + 50 + 6?


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V. Assignment

A. Compare the numbers and write >, < or = on the blank.

1) 4 860 ___ 4 587 2) 15 678 ___ 51 784

3) 5 862 ___ 8 652 4) 27 431 ___ 27 314

5) 2 738 ___ 7 321 6) 39 812 ___ 39 712

7) 7 876 ___ 6 787 8) 48 678 ___ 48 786

9) 6 234 ___ 2 346 10) 57 891 ___ 57 891

B. Fill in the blank with the appropriate answers.

1) 78 thousand + 500 + 78 = _____ 2) 16 215 > ____ or ____

3) 87 541 < ____ or ____ 4) 21 891 > ____ or ____

5) 84 3416 < ____ or ____ 6) 8911 < ____ or ____

7) 7678 > ____ or ____ 8) 18 000 + 7000 + 600 + 50 + 4 = ____

9) 26 000 + 3 000 + 500 = ____ 10) 4 125 + 678 = ____

Writing Numbers in Expanded Form


Cognitive: Write 4-to 5-digit numbers in expanded form.Psychomotor: Give the values of the digits of a numberAffective: Show respect to opposite sex


Skill: Writing numbers in expanded formReference: BEC PELC I A 1.6Materials: straws, number cards, chartValue: Respect



1. Drill

RelayThe pupil will make a big step going to the finish line as he answers correctly.Give the value of the underlined digit.

3 7 5 6 9 4 1 2 7 4 94 8 9 3 2 3 7 8 6 5 4 8


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2. Review

Write the following numbers in expanded form.Ex. 613 = 600 + 10 + 3

523 = ______ + _______ + _______476 = ______ + _______ + _______477 = ______ + _______ + _______925 = ______ + _______ + _______894 = ______ + _______ + _______

3. Motivation

Giving names.

Give at least five ways of writing each number.

2 4 7 8 9 6

Ex.TwoII1 + 12 + 01 x 2

Today you shall learn the other ways of writing numbers.


1. Presentation

a. Group the class into four.

Provide each group a box of straws. Let the pupils separate the green, yellow, red, blue and white straws. Remind them of the color coding of the straws.

(Write them on the board)

Green - ten thousandsYellow - thousandsRed - hundredsBlue - tensWhite - ones

Show a number. Example 26 578 The pupils will have:

two green straws + 6 yellow straws + 5 red straws + 7 blue straws + 8 white straws

or 2 ten thousands + 6 thousands + 5 hundreds + 7 tens + 8 onesor 2(10 000) + 6 (1 000) + 5 (100) + 7 (10) + 8 (1)or 20 000 + 6 000 + 500 + 70 + 8 Expanded Form

b. Give other examples: Follow the steps above.

17 415, 13 201, 113 00132 784, 15 678


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2. Guided Practice

a. Working in Groups

Form groups of 12 members. Give each group the following number cards.

Mechanics:

1) Listen to the number the teacher will say or/the teacher may write it on the board.2) Give the expanded form by arranging the cards from left to right.

Ex. 54 321 54 123 45 132 32 145

b. Working in dyads

Complete the chart.

c. SEARCH ME

Divide the class into two There should be equal number of members for both groups.Give each female pupil a card with numbers and the boys, cards with expanded form.They are to search for his/her right partner.

Ask: What should you remember when doing activities that involve boys and girls likeyou? Respect each other.

0 000 000 00 0 1 2 3 4

5 + + + +

4 000 + 300 + 50 + 8

15 275

30 000 + 6 000 + 500 + 50 + 7

63 254

10 000 + 1 000 + 700 + 10 + 8

15 454 10 000 + 5 000 + 400 + 50 + 4


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3. Generalization

What should you know first when writing numbers in expanded form? (Place value ofeach digit.)

After the place value, what should you find next? (The value of each digit.)

Now how do we write a number in expanded form? (Write it as a sum of the values ofdigits.)

C. Application

Write the underlined number in expanded form.

1. Mr. Simon harvested four thousand fifteen coconuts from his farm. His brother harvested threethousand two hundred twelve. How many coconuts did they harvest together?

2. The gas station in Fourth Street sold fourteen thousand one hundred twenty-six litres ofgasoline. The station in Fifth Street sold nine thousand six hundred forty-one litres. Howmany litres did they sell in all?

3. Two basketball games were played at the Bagong Lakas Sports Complex. In the firstgame, ten thousand twelve tickets were sold. In the second game, eleven thousand onehundred twenty-three tickets were sold. How many tickets were sold?

4. The mayor wanted to know the number of people in two barangays. Barangay Masaganareported 14 826 people. Barangay Masikap reported 12 975 people. What is the totalnumber of people in the two barangays?

5. Roxas City Lions club had a benefit show for the deaf and blind. They sold out blue ticketsworth 11,450 and red tickets worth 18,796. How much worth of tickets were soldout?

IV. Evaluation

A. Write in standard form1) 60 000 + 5 000 + 400 + 30 + 5 _____________2) 10 000 + 7 000 + 800 + 70 + 6 _____________3) 70 000 + 8 000 + 900 + 10 + 2 _____________4) 90 000 + 1 000 + 200 + 30 + 4 _____________5) 50 000 + 4 000 + 300 + 20 + 1 _____________

B. Write in expanded form.1) 16 245 2) 53 748 3) 17 4134) 13 765 5) 35 174 6) 14 3217) 28 999 8) 15 846 9) 47 84610) 13 215

V. Assignment

A. Write in expanded form.

1) 20 946 2) 16 259 3) 73 815 10) 25 8154) 24 343 5) 71 158 6) 26 4837) 27 364 8) 27 364 9) 26 483


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B. Write in standard form.

1) 30 000 + 1 000 + 200 + 80 + 52) 40 000 + 4 000 + 300 + 90 + 63) 10 000 + 3 000 + 200 + 70 + 94) 50 000 + 1 000 + 200 + 50 + 7

Look at the chart below. Answer the questions that follow.

Barangay PopulationKatipunanMakabayanMagitingMabiniMayumiMasaganaMapayapa

15 21111 3139 3848 578

16 3217 2545 321

Write in expanded form:

1. biggest population2. smallest population3. second biggest population4. population with the same digit in the thousands and ones5. the population with the same digit in the ten thousands and thousands place6. population of Barangay Magiting7. population of Barangay Masagana

Rounding Numbers to the Nearest Tens and Hundreds


Cognitive: Round off numbers to the nearest tens and hundreds. Psychomotor: Write the rounded form of numbersAffective: Cooperation in group activities


Skill: Rounding numbers to the nearest tens and hundredsReference: BEC PELC I A.2.1Materials: number cards, flaglets, bottle of beads, cutoutsValue: Cooperation



1. Drill

Reading of numbers and matching number figures with number words


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Direction: Distribute flaglets and number cards to the pupils. Ask them to line up in front of theclass and show their flaglets one by one. Ask other pupils to match their numbercards with the figures.

2. Review

Identifying the digit in the tens and hundreds place

The teacher flashes some number cards with underlined digits.The pupils will identify the place value of the underlined digit.

tens hundreds tens

hundreds tens hundreds

3. Motivation

a. Show a bottle full of beads. Can we tell the exact number of beads at a glance? Abouthow many beads are there in the bottle?

b. Show a picture with a big crowd of people i.e.: watching boxing, baseball tournament,beauty pageant.

Describe what you see in the picture.Can you tell the exact number of people watching the activities? About how many peopleare watching the beauty pageant? the boxing tournament? the baseball tournament?Sometimes there is no need for us to give the exact number. Instead we just tell abouthow many people or things there are.


1. Presentation

Use the number line11 17 25

0 10 20 30 40 50Find the point for 11. Is it closer to 10 or to 20.? It is closer to 10Since it is closer to the smaller one we round it down.So 11 rounded to the nearest tens is _____.

Find 17. To what number is it closer? 20 or 10?Since it is closer to twenty we round it up.So 17 rounded to the nearest tens is _____.

Twenty-one five hundred eighty-three

six hundred forty-seven

One hundred seventy-four

583 647 21 86 174

492

1 285 3 692

578 69

364


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Find 25. Where is it located? It is halfway between 20 and 30.When a number is halfway between the two tens, round it up to the higher tens.So 25 rounded to the nearest tens is _____.

Find the point for 130. Is it closer to 100 or to 200? It is closer to 100.Shall we round it down or round it up?So 130 rounded to the nearest hundreds is ______.

Find the point for 280. Is it closer to 200 or 300?280 is closer to 300. Shall we round it down or round it up?So 280 rounded to the nearest hundreds is ______.

2. Guided Practice

a. Work in Pairs

Distribute number cards and cutouts with the words round down and round up written onthem to each pair.

Ask the pupils to match the number cards with the cutouts and arrange them on top oftheir desks. The 1 st pair to come up with the correct answers wins. Remind them that eachmember should cooperate with one another to win the game.

b. Game Can You Find Me

The teacher arranges cutouts on the chalkboard.

Ask the pupils to look for the answers to the following questions from the cutoutsarranged on the chalkboard.

1. Which is the smallest 3 digit-number that can be rounded to 200?2. Which is the highest 3 digit-number that can be rounded to 500?3. What number can be rounded down to 80?4. Which number can be rounded up to 70?5. What is the number that is halfway between 50 and 60?6. Which number can be rounded to 60?

84 80 round down 261 300 round up


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3. Motivation

Have you gone to a gymnasium? Does your school have a gymnasium? Describe agymnasium? Do you know that you can play basketball, volleyball, table tennis andbadminton in this place? Who among you know how to play these sports? Do you know thatplaying these sports keep a person physically fit?


1. Presentation

a. The teacher presents a problem.

A certain number of people are in a gymnasium watching a volleyball tournament. Ifthe number of people is rounded to 2 000, is it more likely to be 2 400 or 2 600? Why?

b. Use of number line

1) Thousands Place

2 000 2 100 2 200 2 300 2 400 2 500 2 600 2 700 2 800 2 900 3 000

Look for 2 400 and 2 600 on the number line. Which number is nearer to 2 000? Thenumeral 2 400 is nearer to 2 000. So 2 400 rounded off to the nearest thousands is 2000.

2) Ten Thousands Place

10 000 11 000 12 000 13 000 14 000 15 000 16 000 17 000 18 000 19 000 20 000

Find the point for 18 000. Is it closer to 10 000 or 20 000?Shall we round it up or round it down?18 000 is nearer to 20 000 so we round it up.18 000 rounded off to the nearest ten thousands is 20 000.

The teacher gives other examples in rounding off numbers to the nearest thousands andten thousands.

34 283

428

78

66 853


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Using the number line show how the following numbers are rounded off to the nearestthousands and ten thousands.

1) 3 500 2) 6 543 3) 89 1344) 94 683 5) 87 391

2. Guided Practice

a. Work in Pairs

Each pair will be given some exercises to work on. After answering them, the pupilswill write their answers on the board. The pair with the most number of correct answerswill be given a yes clap.

Round off to the place indicated.

1) 4 329 2) 69 125 3) 8 1494) 89 134 5) 71 592 6) 33 7817) 56 342 8) 8 241 9) 45 678

b. Matching Game Work in Triads

Match the numbers with their rounded form.Each triad will be given a copy of the activity sheets.The pupils match the numbers with their rounded form by using a line.The first triad to submit the most number of correct answers wins the game.

1) 8 241 a. 5 0002) 71 592 b. 70 0003) 69 125 c. 8 0004) 3 378 d. 4 0005) 94 705 e. 7 0006) 8 749 f. 3 000

7) 54 342 g. 60 0008) 7 248 h. 9 0009) 4 329 i. 50 00010) 4 653 j. 90 000

3. Generalization

How do you round off numbers?

1. Look for the digit of the place value to which the number is to be rounded.2. Check the digit to its right. If it is 4 or below, round down the number. If it is 5 or above,

round it up.3. Change to zero all the digits to the right.

C. Application

Encircle the correct answer.

1. Which is the smallest four-digit number that can be rounded off to 1 000?a. 1 634 b. 1 310 c. 1 536 d. 1 258

2. Which is the largest five-digit number that can be rounded off to 10 000?a. 14 195 b. 13 795 c. 15 681 d. 12 831


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3. Which is the smallest five-digit number that can be rounded off to 30 000?a. 29 453 b. 34 467 c. 32 781 d. 24 938

IV. Evaluation

A. Round off each number to the place indicated.Write the letter of the correct answer.

______1) 5 419 a. 3 000 b. 4 000 c. 5 000 d. 6 000 ______2) 2 937 a. 3 000 b. 4 000 c. 5 000 d. 6 000 ______3) 47 324 a. 40 000 b. 50 000 c. 60 000 d. 70 000 ______4) 82 181 a. 70 000 b. 80 000 c. 90 000 d. 100 000 ______5) 6 263 a. 4 000 b. 5 000 c. 6 000 d. 7 000

B. Round off the answer to the nearest thousands or ten thousands

1. Mt. Apo is 2 954 metres high. About how many metres high is Mt. Apo? ________2. The Philippines has about 7 100 islands, 2 773 of them have names. About how many

thousands are the islands with names? __________3. The average number of pupils in our school is 4 268. About how many pupils are there in our

school? ________

V. Assignment

1. Round off each number to the nearest

Thousands Ten Thousands

a) 23 418b) 76 163c) 89 246d) 15 102

e) 52 813

Odd and Even Numbers


Cognitive: Tell when a number is odd or even

Psychomotor: Write odd or even numbersAffective: Work cooperatively with others.


Skills: Telling when a number is odd or evenWriting odd or even numbers

Reference: BEC PELC I- A.3Materials: cutouts, pictures, counters, show-me-board Value: Cooperation


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1. Drill

Division basic facts with 2 as divisor.

2. Review

1. The teacher flashes a number card.2. The pupils write the answers on their show-me-board.3. The pupils show the answers to the teacher by raising the show-me-board over their

heads.

Direction Look for a pattern and write the missing number.

EXAMPLES

3. Motivation

Acting out the problem

The teacher calls on 2 pupils, then asks another pupil to give the 4 cupcakes equally tothe 2 pupils.

Ask: How many cupcakes does each child get?Is there a leftover?


1. Presentation

a. Analysis of example

1. What division sentence can we make out of the 4 cupcakes divided equally among 2pupils? 4 2 = 22. Is there any remainder?3. The teacher calls on 2 pupils at a time and distribute candies to them.

a. 5 candies 2 pupilsHow many candies will each pupil receive?Is there a leftover?

2, 4 ___, 8, ___, 12, ___,___, 18, ___, 22 6, 10, 14, 16, 20

1, 3 ___, ___, ___, 11, ___, 15, ___, ___, 21 5, 7, 9, 13, 17, 19

24, ___, 28, ___, 32, ___, ___, 38, ___, ___, 44 26, 30, 34, 36, 40, 42

53, ___, 57, ___, 61, ___, ___, 67, ___ 55, 59, 63, 65, 69


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b. 6 candies 2 pupils

c. 7 candies 2 pupils

d. 8 candies 2 pupils

e. 9 candies 2 pupils

f. 10 candies 2 pupils

g. 11 candies 2 pupils

h. 12 candies 2 pupils

Write the corresponding division sentence beside each exercise.

5 candies 2 pupils 5 2 = 2 remainder 16 candies 2 pupils 6 2 = 37 candies 2 pupils 7 2 = 3 remainder 18 candies 2 pupils 8 2 = 49 candies 2 pupils 9 2 = 4 remainder 1

10 candies 2 pupils 10 2 = 511 candies 2 pupils 11 2 = 5 remainder 112 candies 2 pupils 12 2 = 6

Lets make a table and organize our data. From our division sentences, write all the numbers that can be divided exactly by 2 undercolumn A, and those with remainders under column B.

Ask:Describe the numbers in column A, in column B. What do you call the numbers in column A? column B?

A B

468

1012

3579

11

Numbers in column A are called even numbers , those in column B are oddnumbers .

b. Use the cutouts

Rosita picked 13 ripe guavas. She gave each of her 6 friends 2 guavas. Did shegive away all the guavas?

Ask the pupils to draw the problem.

Write a division sentence for the problem.13 2 = 6 remainder 1

Ask the samequestions forexercises b to h.


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What kind of number is 13, odd or even? Why?The teacher uses the same procedure with other numbers, using different kinds of

fruits.

Let the pupils read the numbers..What do you notice about the remainder when odd numbers are divided by 2? The

remainder is always 1.

c. Working in Triads

Use the number line

1 2 3 4 5 6 7

0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17Write a division sentence for the illustration.

14 2 = 7

Can 14 be divided exactly by 2? Why?What kind of number is 14, odd or even? How about 13?How do you classify zero? Why? Provide more exercises on the number line.

2. Guided Practice

a. Group the pupils into Learning Barkadas. Copy the drawing and color the even n umbersblue and the odd numbers red. Remind the LB members to work cooperatively with eachother.

After the activity, ask each group how they did their activity. Is it good to cooperate withthe group in doing an activity? Why?

b. Game PICK ME OUT

The teacher distributes number cards to the pupils. The 1 st pupil to come up withthe correct answer wins the game.


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Study the numbers inside the box then put check if it is even and cross if oddnumbers.

8 18 7 14 60 53 55 69

27 65 47 52 72 67 68 76

27 57 65 62

3. Generalization

Differentiate odd from even numbers. Can you think of the uses of odd and even numbers inour everyday life?

C. Application

A. Classify the numbers below. Write them in appropriate column.

Even Odd

840 4 638 5 478 9 431 3 509125 7 243 9 705 1 002 4 5743 476 3 817 4 901 8 426 3 012

B. How many can you find?

1. An odd number plus an even number is what kind of number?2. An odd number plus an odd number is what kind of number?

3. How many pairs of even numbers can you find whose sum is 12?4. 1 and 3 are two consecutive odd numbers, 2 and 4 are two consecutive evennumbers. The sum of two consecutive even numbers is 26. What are the twonumbers?

5. What is the sum of the even numbers less than 30?6. The sum of two even numbers is what kind of number?

IV. Evaluation

Write E if the number is even and O if it is odd.

Numbers which can be divided by 2 without a remainder are called evennumbers. Numbers which have a remainder of 1 when divided by 2 are oddnumbers.


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1) 4 639 ________ 2) 307 + 283 = ________3) 5 634 ________ 4) 278 13 = _______5) 152 + 10 _______ 6) 312 3 = _______7) 75 + 13 = ________ 8) 4 928 ________9) 3 464 ________ 10) 5 x 20 = ________

V. Assignment

A. Write on the blank if the number is even or odd then give the next greater number for each.1) 331 ____ ____ 2). 3 827 ____ ____ 3) 9 654 ____ ____4) 573 ____ ____ 5) 8 306 ____ ____ 6) 1 836 ____ ____7) 204 ____ ____ 8) 4 570 ____ ____9) 9 282 ____ ____ 10) 8 537 ____ ____

B. Do what each item tells you to do.

1. List all even numbers between 310 and 320.2. Write all odd numbers larger than 31 but less than 50.3. Write a 2-digit odd number between 17 and 20.

Reading Money in Symbols through 1,000/ Writing Money Value through1,000


Cognitive: Read money in symbols through 1,000 Psychomotor: Write money value through 1,000

Affective: Practice the habit of being thrifty/spending money wiselyII. Learning Content

Skills: Reading money in symbols through 1,000Writing money value through 1,000

Reference: BEC PELC IA.4.1-4.2Materials: real or play money, money chart, show-me-boardValue: Thrift/Spending money wisely



1. Drill

Divide the class into four or five groups. Assign a leader. Ask them to form a circle. Theleader will ask his members to read the money symbols. When the members read themproperly, they will be allowed to sit. (Note 1 to 100 only).


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2. Review

Write the following numbers (teacher reads the following)

1. three hundred ninety six2. eight hundred forty five3. thirty nine thousand six hundred4. seventy five thousand nine hundred one5. two hundred thousand five hundred one

3. Motivation

(Storytelling)

Have the children listen to the story.

b. What does Mother do every Saturday?c. What does she do with the rest of her money?d. Why do you think Mother saves money? Do you also save money? Why?

B. Developmental Activities/Lesson Proper

1. Presentation

a. Present the different denominations for Philippine money (bills & coins). Use play or realmoney.

Ask first the pupil to read the different denominations. What is the symbol for peso? forcentavo?

b. Make several combinations out of the denominations presented. Then ask the pupils toread.

2. Guided Practice

a. Divide the class into 4 groups. Each group will play mini-store. Teacher will give eachgroup a certain amount of play money. Then the group will look for the items that can bebought from their money. The group with more correct items bought wins.

Mother goes to market every Saturday. She buys fruits, vegetables, fish and

other foods. Then she keeps the rest of her money in a saving box.

1000 500 200 100

50 205

1 25 c 10 c 5 c

10


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Items Priceelectric fanT-shirtpantsshortsshoes

cupbelt

950299555420875

320180

b. Play a Game (at this point the pupils will have to read and write money values insymbols)Show folded empty wrappers of candies. Inside the wrappers are certain amount ofmoney. Ask each pupil from the group to write the amount on the show-me-board. Thegroup with the highest points wins.

Examples:

3. Generalization

How do we write money values?

Why is there a need to write the values of money clearly?

Application

Write the total amount for each set.

1.

2. 500 200 200 1003. 100 54. 200 20 25. 200 100 100 20 20

IV. Evaluation

Give the missing numbers.

1. 150.25 means _______ pesos and _______ centavos2. 212.75 means _______ pesos and _______ centavos

five hundred pesosand fifty centavos

675 pesos and 30centavos

415 pesos and 50centavos

500 200 100

5 5

We write money values using the centavo sign (c) or peso sign ( ).


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3. 763.50 means _______ pesos and ________ centavos4. 874.25 means _______ pesos and ________ centavos5. 946.50 means _______ pesos and ________ centavos

Write on the blank spaces the number of paper bills and coins equivalent to each of the amountindicated on the left.

1. 1,000 a. _____ five hundred-peso bill and _____ one hundredpeso bills

b. _____ five hundred-peso bill2. 500 a. _____ one hundred-peso bills

b. _____ fifty-peso bills3. 200 a. _____ two hundred-peso bills

b. _____ one hundred-peso bills4. 330 a. _____ two hundred-peso bill _____ one hundred

peso-bill _____ ten peso-bills5. 990 a. _____ five hundred-peso bill _____ two hundred-peso

bills _____fifty-peso bill _____ ten-peso coins

V. Assignment

Fill in the blanks with the correct amount to complete each sequence.

1. 500, ________, 700, 800, ________ 10002. 150, 250, 350, ________, ________, 6503. 225, 325, ________, ________, ________, 7254. 520, 540, ________, ________, ________, 6205. 110, 210, 310, ________, ________, ________

Comparing Values of the Different Denomination of Coins/Bills through

1,000


Cognitive: Compare values of the different denominations of coins and bills through1,000

Psychomotor: Show equivalent amount of different denominations through 1,000Count money values with speed and accuracy

Affective: Say thank you after receiving gifts


Skill: Comparing Values of the Different Denomination of Coins/Billsthrough 1,000

Reference: BEC PELC A. 4.3Materials: Philippine money, play money, flash cards, chartsValue: Gratitude


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1. Drill

Give each pupil cards with written symbols. As the teacher flashes the cards like theones below, the pupils will raise the card appropriate to the mathematical sentence.

1.

2.

3.

4.

5.

2. Review

Write the money values in symbols.

1. + + +

2. + + +

3. nine hundred fifty pesos and fifty centavos4. seven hundred seventy-eight pesos and twenty-five centavos5. one thousand pesos

3. Motivation

Problem opener: Show real money while presenting this problem.

Last Christmas Edmars godparents gave him

. Allyssas godparents gave

her

50.00 100.00

2 ten-peso bills 30

& 50

5 twenty-peso bills 100

sixty five pesos 75.00

500 pesos 100 pesos 50 pesos 5 pesos

35 pesos 100 pesos 50 pesos 20 pesos

500

100 100 50

1 000

50 sixty-five pesos


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Ask: Did you also receive Christmas gifts from your godparents? What did you say afteryou received such gift?


1. Presentation

a. Present the situation used in the motivation. Put the real money in a pocket chart.

Edmar received 750 while Alyssa received 1 000.

Let us compare the amounts. Use >, < or =. Which is more, 750 or 1 000? Which isless?

b. Present this chart.

The chart shows the savings of six persons in a bank.

Depositor Savings

1. Josie2. Agnes3. Laura4. Alma5. Mariz6. Gally

595.00300.00650.001,000.00995.00650.00

Ask: Who has the biggest savings?Who has the least savings?Who have the same savings?

Compare:

650 and 650595 and 1,000300 and 650

Is the number of digits the same?Is the first digit to the left of each number the same?Which is greater 3 or 6?

Now we say 595 < 1,000650 > 300

How about 650 and 650 ? They are equal.

Why did you say that 595 is less than 1,000?595 is a three-digit number while 1 000 is a four digit number. Thus, 595 has the

lesser value.

(Compare the other amounts. Do the same process.)

How about 650 and 300?


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2. Guided Practice

* Working in Four

a. Put your play money on your desk.b. Look at the money the teacher puts in the pocket chart.c. Show me the equivalent amount of money.

=

The pupils may give as many combinations.(Put more bigger amount like 1,000, 500, 100 then do the same process.

* Working in Dyads

Play Higher or Lower. On the board are covered money values. Uncover thesquares one by one. Write Higher or Lower on show -me-board, if the next amount ishigher or lower than the previous one.

Inside 100 95.50 205 1,000 950.50 801.00 715.00 650.00 540.75

* Working in Triads

Give the amount that is 500 greater than each of the following:

1. 150 ____________ 4. 478.10 ____________2. 325 ____________ 5. 300.00 ____________3. 70.85 ____________

Give the amount that is 100 less than each of the following:

1. 1,000 ____________ 4. 555 _____________2. 425 _____________ 5. 325 _____________3. 628 _____________

3. Generalization

How do you compare money values?

Remember:1. Study the amounts of money. If the first digit of the two amounts are the same, compare

their second digits or the next digits.2. The number with the greater digit has the greater value.3. The more digits the money value has, the greater its value.

Why is it important to know how to compare the values of money?

200 50 50 50 50

100 100


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C. Application

Compare the following. Write >, < or =.

1.

2.

3.

4.

5.

IV. Evaluation

A. Read the situation below. Answer the questions that follow.

Nora went shopping at La Villa Department Store. She bought the following items:

a pair of ladies shoesa dressa baga towela pair of slippers

550450399250169

Fill in the blank with more or less.

1. a bag costs _______ than the towel.2. a pair of shoes costs _______ than the dress3. a dress costs _______ than the bag4. a towel costs _______ than the pair of shoes

50

100

10 20 20

100 10

500 500 1,000 10

30

5001010

200 200

50 50 20

50000

5 200

100 50 20 10


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B. Write or = on the blank.

1. seven 10-peso bills _____ 8002. 200 _____ twenty 10-peso bills3. four 50-peso bills ______ 2004. ten 100-peso bill _____ 900

5. two 500-peso bill _____ 800

V. Assignment

A. Write the amount that is:

1. 100 greater than 623 __________2. 50 greater than 645 ___________3. 300 greater than 500 __________4. 400 lesser than 1,000 ___________5. 225 lesser than 725 ____________

B. Write >, < or = on the blanks.

1. 100 + 100 + 100 _____ 3002. three 20-peso bills _____ two 50-peso bills3. 955 _____ 5954. 1,000.00 _____ 1005. 99 _____ 596. 678 _____ 8767. 345 _____ 100 + 100 + 10 + 58. 498 _____ 8949. ten 50-peso bills _____ five 100-peso bills10. six-peso coins _____ six 100-peso bills

Reading and Writing Roman Numbers (L to C)


Cognitive: Read and write Roman numbers from L to CPsychomotor: Give the value of Roman numerals from L to C in Hindu-Arabic and vice-versaAffective: Realize that animals should be loved and taken care of


Skills: Reading and writing Roman Numbers from L to CGiving the value of Roman numbers from L to C in Hindu-Arabic and vice-versa

Reference: BEC PELC IA 5.1.1Materials: charts, picture of a ranchValue: Love and care for animals




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Group 2(For a group with more bright pupils)

Complete the number in series.

LI, LII, LIII, ____, ____, LVI, ____, LVIII, ____, LX

LXI, ____, LXIII, ____, LXV, LXVI, ____, ____, ____, LXX

LXXXI, LXXXII, LXXXIII, LXXXIV, ____, ____

XC, ____, ____, XCIII, XCIV, ____, ____, XCVII, XCVIII, ____, C

Group 3

Match column A with column B

A B

1. LXXX a. 512. LI b. 623. LXII c. 734. LXXIII d. 845. LXXXIV e. 956. XCV f. 1007. LXXIX g. 578. LXVIII h. 689. LVII i. 7910. C j. 80

k. 78

Group 4

Complete the puzzle below. Write the numbers in Roman numerals

1 C 2 L X X V3 L X 4 X

5 L X X X 6 X C7 X I 8 L X V

3. Generalization

How do we find the value of a Roman number from L to C?Give examples wherein these Roman numbers are used?

Across Down1) 100 2) 712) 75 3) 703) 60 4) 954) 10 5) 505) 80 6) 206) 907) 118) 65


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V. Assignment

Look for the things inside and outside your house which are less than 101. List them down.Follow the format below

QUANTITYTHINGS ROMAN

NUMERALSHINDU-ARABIC

NUMERALS

Reading and Writing Roman Numbers (C to D)


Cognitive: Read and write Roman numbers from C to DPsychomotor: Give the value of Roman numerals from C to DAffective: Practice ways of taking care of the sea


Skill: Reading, writing and giving the value of Roman Numbers from C to D.Reference: BEC PELC IA. 5. 1. 2Materials: textbooks, chart, trees drawn on illustration boardValue: Taking care of the sea



1. Drill (Roman numeral I to L)

Game Picking Fruits (Two groups)

Call on pupils and ask them to pick pictures of fruits with Roman numerals written at theback. If the child reads it correctly, he gets the fruit. The group with the most number of fruitspicked is the winner.

(The teacher should make a drawing of a tree and cutout of fruits then write at the back ofthe fruits the Roman numeral I to L.)


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b. Working in Dyads

Fill in the box with the correct number that is equivalent to the number on theopposite box.

Roman numerals Hindu-Arabic numerals

3. Generalization

How do we write 100, 200, 300, 400 and 500 in Roman numerals?Up to how many times are we allowed to repeat C? How about D? Why?

Remember:1. Here is how we write the following numbers in Roman numerals.

Hindu-Arabic Roman numeral100 - C200 - CC300 - CCC400 - CD500 - D

2. The symbol C can be repeated up to three times only and can be placedbefore a symbol with a greater value.

C. Application

Write the following numbers in Roman numerals.

1) 456 2) 1483) 500 4) 3215) 348 6). 125

7) 248 8) 3029) 146 10) 118

IV. Evaluation

Write the answer in Roman numerals.1. This summer, Redentor read 535 pages from 3 Science books. His sister read 230 pages. How

many more pages did Redentor read than his sister?2. Mang Kardo sold 1 000 coconuts. Five hundred twenty-one of them were young coconuts. How

many were not young coconuts?3. Of the 1 035 registered voters in Brgy. Maligaya, 555 are males. How many are females?

CCCLVI

CCXXII

CDXLIV

444

187


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4. Rudy had 1 240 pineapples to sell. He sold 912 of them. How many pineapples were left?5. Find the difference of 2600 and 2120.

V. Assignment

A. Match column A with column B.

Column A Column B1. 478 a. CCCXCIX2. 254 b. CDLXXVIII3. 362 c. CLXXXIII4. 183 d. CCCLXII5. 399 e. CCLIV

B. As a sign of your love and concern for the sea, together with your classmates pick up trashesin the seashore. Make a listing like the one below. Note: up to 500 only

TRASHROMAN

NUMERALSHINDU-ARABIC

NUMERALS

Reading and Writing Roman Numbers from D to M

I. Learning ObjectivesCognitive: Read and write Roman numbers from D to MPsychomotor: Give the value of Roman numerals from D to M in Hindu-Arabic and vice versaAffective: Participate actively in the different activities


Skill: Reading and writing Roman Numbers from D to M.Reference: BEC PELC I. A. 5. 1.3Materials: textbooks, fish bowl, picture of coconut, improvised rouletteValue: Active participation



1. Drill

Hook the Fish Hook one fish from the bowl. Open the rolled paper and do what is asked. It can be donein a contest manner.


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3. Motivation

Song: Math Time (Its a small World) Oh its Math time after all 3xCome together and come allThere is just one classWe enjoy a lotWhere our mind think hard

And compute so muchThough the drills are so fast

And the problem so toughWe enjoy our class in Math.

C. Developmental Activities

1. Presentation

a. Before the year ends, Mr. Cruz makes a listing of the unsold items in the bookstore.

Items Hindu-ArabicNumerals

Roman Numeral

Greeting cards 900 CMBallpen 800 DCCCPencil 700 DCCFolders 600 DCFasteners 999 CMXCIXPaper clips 844 DCCCXLIV

b. Lead the pupils in reading both numbers. Ask: What is the symbol for 900?

What comes first, the symbol with greater value or the symbol with smaller valuethan the next? Why? What do we do with the values?

Do the same process with the remaining numbers.

c. Present another set of examples using roulettes.

First, spin the Roman numeral roulette. Have the pupils read the number, then let themchange it to Hindu-Arabic. Do this until you finish all the numbers. Follow the sameprocedure in the Hindu-Arabic roulette.

2. Guided Practice

Ask: What should you do during group activities? Do you participate actively? Why is itnecessary to participate in every group activity?


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1. Individual activityPrepare two bowls with strips of paper, one for Hindu-Arabic and one for Romannumerals. Have the pupils pick out one strip from either of the two bowls. Then the pupilsfind their partner by matching the Hindu-Arabic number or Roman numeral each hadpicked.

2. Form 4 groups (Provide each group with activity sheets.)

Group AGive the missing numbers.

1. CMXCIV = 900 + ____ + 9 = ____2. CMXLV = ____ + 40 + 5 = ____3. DCCCXII = 500 + ____ + 12 = ____4. DCCLXXVII = 700 + 70 + ____ = ____5. DCCC = 500 + ____ + 100 + ____ = ____6. DCXCVIII = 600 + ____ + 8 = ____7. DCLXXVI = ____ + 70 + 6 = ____8. CMLXV = 900 + ____ + 5 = ____9. DCCIII = ___ + 3 = ____10. DCCVI = 700 + ____ = ____

Group BWrite the missing numerals in the series.

1. DCCL, DCCLX, ____, ____, ____2. DCV, ____, DCXV, ____, DCXXV, ____3. DC, ____, ____, CM, M4. DCCCXV, ____, ____, DCCCXVIII, DCCCXIX, ____5. CMVII, CMXIV, ____, CMXXVIII

Group CChange the numbers to Roman numerals. Substitute the following for Roman numeralletters. Sing the lines.

D I have two hands the left and the right,M Hold them up high so clean and bright,C Clap them softly one, two, three,L Clean little hands are good to see.X Mathematics, mathematics (Are you sleeping?)V How it thrills, how it thrills,I It is so exciting and so interesting. I love Math. (2x)

1) 654 6) 5052) 785 7) 9553) 965 8) 8334) 100 9) 5505) 841 10) 660

Group D1. Change to Roman numerals. Substitute the following movements for the letters.

I jump once V clap two timesX stamp your feet L sway your hipsC turn around M waive your hands two timesD sit down

Say first the letter before you do the action1) 765 2) 8863) 706 4) 920


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5) 570 6) 9547) 528 8) 7899) 803 10) 940

3. Generalization

What is the symbol for 600, 700, 800, 900 and 1000?What did we add to D to make 600, 700, 800? What operation is involved here?What did we put before M to make it 900? What operation is used here?How many times are we allowed to write D? How about M?

a. The symbol M means 1000.b. We can repeat the symbol C up to three times only and add the value of each.

Example:CC = 100 + 100 = 200 CCC = 100 +100 + 100 = 300

c. We add when a symbol of greater value is followed by a symbol of lesser value.Example:DC = 500 + 100 = 600DCC = 500 + 100 + 100 = 700DCCC = 500 + 100 + 100 + 100 = 800

d. We subtract when a symbol of lesser value is placed before a symbol of greater value.Example:CM = 1 000 100 = 900

Note:1. Only letters I, X and C can be placed before a symbol of greater value.2. Only letters I, X, C and M can be repeated up to three times

D. Application

Form 4 groups. Assign a leader and a recorder to record the correct responses of each pupil.

Mechanics:

The pupils sit in a circle. The game leader flashes a card and asks his member to read first.The pupil then gives the equivalent Roman numeral. If he is not able to give the correct answerothers will do it. A pupil should have at least 5 points to win the game.

654 786 945 513 983

846 762 940 831 678


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IV. Evaluation

Match column A with column B.

1) 875

2) 623

3) 642

4) 901

5) 835

6) 952

7) 862

8) 960

9) 599

10) 999

a. DCCCXXXV

b. CMI

c. DCXLII

d. DCXXIII

e. DCCCLXXV

f. CMXCIX

g. DXCIX

h. CMLX

i. DCCCLXII

j. CMLII

V. Assignment

Change the numbers to Roman numerals.1. Nestor wanted to buy a pair of rubber shoes that costs approximately 865.00.2. During the first day of Palarong Panlalawigan, 998 public officials came.3. 625 + 346 = _____ Write the total in Roman numeral.4. Jose receives 550 an hour for repairing computer.5. 615 + 326 = _____

Documents

LESSON GUIDE - Gr. 3 Chapter I -Comprehension of Whole Numbers v1.0.pdf