Paaralan STA.

RITA ELEMENTARY SCHOOL

Daily Lesson Log Guro Mark David M. Hilario
Petsa/Oras: August 22-26, 2022

MONDAY TUESDAY
I. OBJECTIVES
A.Content Standards The learners demonstrates
understanding of whole numbers up to
10 000, ordinal numbers up to 100th,
and money up to PhP1000.

B.Performance Standards The learners is able to recognize,

represent, compare, and order whole
numbers up to 10 000, and money up
to PhP1000 in various forms and
contexts.

C. Learning Competency Orient the learners about the Visualizes numbers up to 10 000 with
subject/course/overview of the emphasis on numbers 1001 - 10000.
learning area.
Inform the learners of different
classroom rules.
Elect officers who will lead the
class throughout the school year.

LC Code
M3NS-Ia-1.3
Content
Orientation Visualizing Numbers up to 5 000

II.LEARNING RESOURCES
A.References
1.Teacher’s Guides/Pages p.1-5
2.Learner’s Materials Pages p. 2-5
3.Textbook Pages
4.Additional Materials from Learning
Resources (LR) portal
B.Other Learning Resources
III. PROCEDURES
A.Reviewing previous lesson or Prayer Write the following in symbols.
presenting the new lesson Checking of attendance 1) eight hundred forty-eight
2) nine hundred ninety-nine
3) one hundred four
Write the following in words.
1. 345 3. 503 2.
674 4. 980 5.
864

B.Establishing a purpose for the Self-intorduction of the teacher Play a puzzle game. Provide each
lesson group of pupils with sets of numerals
0, 1, 2, 3, 4, 5, 6, 7, 8 and 9. The
puzzle is a number (ranging from 101
to 1 000) written in bold figures. Ask
pupils to answer the questions that
you will read.
C.Presenting examples/instances of Introduction of the learners How are these numbers similar?
the new lesson How many digits are there?
What is the biggest place value in the
numerals?

D.Discussing new concepts and Orientation about the subject Have the pupils use flats, longs, and
practicing new skills #1 squares to illustrate/visualize each
number. Using
blocks, flats, longs and squares, 1 000
has how many loose
squares? How many longs? flats?
blocks?
How many is 1 000 in hundreds?
tens? ones?

E.Discussing new concepts and Setting of classroom rules Guide the pupils to visualize other
practicing new skills #2 numbers using flats, longs and
squares.
a. 2 425 b. 3
627

F.Developing mastery Election of officers What do the blocks represent? the

(Leads to formative flats? the longs? the squares?
assessment) When we add one square to 1 000
blocks, how much do we get?

G.Finding practical/applications of Have pupils work on Activity 3 in the

concepts and skills in daily living LM.

H. Making generalizations and How could we visualize numbers from

abstractions about the lesson 1 001 – 5 000?
What helps us visualize the numbers?
I.Evaluating Learning A. Visualize the following numbers by
using flats, longs and squares.
1. 2 217
3. 3 760 2. 3
248
B.
Write the total number in the number
disc.

J.Additional activities for application or

remediation

IV.REMARKS

V. REFLECTION
A.No. of learners who earned 80% of
the formative assessment
B.No. of learners who require
additional activities to remediation

C.Did the remedial lessons work?No.

of learners who have caught up with
the lesson
D.No. of ledarners who continue to
require remediation
E.Which of my taching strategies
worked well?Why did these work?
F.What difficulties did I encounter
which my principal or supervisor can
help me solve?
G.What innovation or localized
material did I use/discover which I wish
to sharewith other teachers?
HOOL Baitang/Antas III-Atis
Asignatura Mathematics
Markahan Una

WEDNESDAY THURSDAY FRIDAY

NO CLASSES DUE TO TROPICAL The learners demonstrates The learners demonstrates

DEPRESSION "FLORITA" understanding of whole numbers up to understanding of whole numbers up to
10 000, ordinal numbers up to 100th, 10 000, ordinal numbers up to 100th,
and money up to PhP1000. and money up to PhP1000.

The learners is able to recognize, The learners is able to recognize,

represent, compare, and order whole represent, compare, and order whole
numbers up to 10 000, and money up numbers up to 10 000, and money up
to PhP1000 in various forms and to PhP1000 in various forms and
contexts. contexts.

Gives the place value and value of a Reads and writes numbers up to 10
digit in 4- to 5-digit numbers 000 in symbols and
in words.

M3NS-Ia-10.3 M3NS-Ia-9.3
Giving the Place Value and Value of
Numbers up to 10 000

p. 10-13 p. 14-16
p. 10-15 p. 16-18

Give Activity 1-B in the LM as a review Write the missing number in the
shapes below.

Form four groups of three pupils each. Distribute a set of cards with numbers
Give each group two sets ofnumber written in symbols and another
cards (numbers 0 through 9). Give set of cards with their equivalent
these directions: numbers in words. Tell the pupils to
find their match. The first pair to find a
match wins. Post the pairs found
on the board.
Provide and present the counters – Glenda heard from the newscaster
flats, longs, and squares or let the that there are one thousand twenty-
pupils bring out their pre-assigned five voters in barangay Sta. Ana and
counters. Have the pupils count them. one thousand three hundred twenty-
Let them group them into thousands, four voters in barangay Nabalod. She
hundreds, tens and ones. wrote the numbers on her paper this
Present this place value chart and way,
refer pupils to the LM. Discuss the Barangay Sta. Ana – 1 250 voters
different place values. Barangay Nabalod – 1 324 voters

Let pupils do Activity 2. Let them give Is she correct in writing the numbers?
the number represented by the Why?
number discs on the chart. Let them Which number is written correctly?
answer the questions that follow. Why?
Let them note that the Which is not? What is the correct way
value of a number could be arrived at of writing this number?
by
multiplying the digit by its place value
as shown in the procedure
below.

Lead pupils to see the pattern that the Divide the class into groups.
place value of a digit is always 10 Assign each group a task. Ask them to
times as great as the place value of prepare the hundreds char
the digit to its right. Introduce the next Group1 – Make a number chart
higher place value – the ten thousands from 1 001–1 100.
place. Group 2 – Make a number chart
from 2 401 –2 500.
Group 3 – Make a number chart
from 3 501 –3 600.
+F26How were you able to do your
Have pupils work by pairs on Activity 3 Howtask?many digits do numbers from 1
in the LM. 001 to 9 999 have? Which digit
belongs to the thousands group?
How many digits are there in 10 000?
Which digit belongs to the thousands
group? Guide pupils in working on
Activity 1 in the LM.

Have pupils work on Activity 4 in the Guide pupils in doing Activity 2 in the
LM. LM.

What are the place values in a 4-digit How do we write numbers from 1 001
number? to ten thousand in symbols
In which group of number or period and in words?
name is each place value found?
How do you find the value of a digit in
a given number?
A. Give the correct place value and A. Write the correct missing number.
value of the following number. 1. 6 462, _____, 6 464
1. 5 017 3. 2. 7 586, _____, 7 588
3 259 2. 7 305 B. Write the following numbers in
B. words.
Answer the following questions. 1. 5 459 2.
6 568

Have pupils study the illustration in Give Activity 4 in the LM as pupils’

Activity 6 in the LM and let the pupils assignment.
give five 4-digit numbers using the
digits found in the illustration.