` School: Grade Level: III

GRADES 1 to 12 Teacher: Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates and
Time: Quarter: FIRST

OBJECTIVES MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

A. Content Standards Demonstrates understanding of whole numbers up to 10 000, ordinal numbers up to 100th, and money up to PhP1000.

B. Performance The learner is able to recognize, represent, compare, and order whole numbers up to 10 000, and money up to PhP1000 in various forms and contexts.
Standards
C. Learning Visualizes numbers up to 10 000 with emphasis on numbers 1001 - 10000.
Competencies Gives the place value and value of a digit in 4- to 5-digit numbers.
Reads and writes numbers up to 10 000 in symbols and in words.
Objectives: Cognitive C. Visualize number up to C. Visualize number up to 10 C. Identify the place value and C. Identify numbers up to C. Identify numbers up to
5000. 000. value of a digit in a number up to 10 000. 10 000.
P. Use flats longs and squares P. Use flats longs and 10 000. P. Read numbers up to 10 000 P. Write numbers up to 10 000
in identifying number up to squares in identifying
P. Give the place value and value in symbols and in words. in symbols and in words.
Psychomotor 5000. number up to 10 000.
A. Show perseverance in A. Show perseverance in of a digit in a number up to 10 A. Value importance of A. Value importance of
doing the job. doing the job. 000. cooperation in group activity. cooperation in group activity.
Affective A. Develop perseverance in doing
task with speed and accuracy
I. CONTENT Visualizing Numbers up to Visualizing Numbers up to Giving the place value and value Reading numbers up 10 000. Writing Numbers up to 10 000.
5000 10 000 of numbers up to 10 000.
M3NS- Ia-1.3 M3NS- Ia-1.3
II. LEARNING
RESOURCES
A. References
1. Teacher’s Guide MELCS MELCS MELCS MELCS MELCS
pages Self Learning Module Self Learning Module Self Learning Module Quarter Self Learning Module Self Learning Module
Quarter 1 Week 1 Quarter 1 Week 1 1 Week 1 Quarter 1 Week 1 Quarter 1 Week 1
2. Learner’s Material
pages
3. Textbook pages
4. Additional Flats, longs, and squares Flats, longs, and squares Flashcards, counters Flashcards, counters, Flashcards, counters,
Materials from PowerPoint PowerPoint
Learning Resource
 (LR) portal
B. Other Learning Laptop Laptop Laptop Laptop Laptop
Resources
III. PROCEDURES
A. Reviewing previous Drill: Have pupils in the first Drill: Have pupils in the first Drill: Have the pupils read the Drill: Pupils read numbers Drill: Pupils write numbers
lesson or row write a number row write a number following numbers e.g. from 101–1 000. Use flash from 101–1 000. Use show me
presenting the new between 101 and 1 000 on between 5001 to 10000 on Twenty-eight cards for this purpose. board for this purpose.
lesson their "show-me board." their "show-me board." Nine hundred five
Call each one to show the Call each one to show the Two thousand one hundred ten
number to the class to read. number to the class to read. Twenty-eight thousand five Review: Review:
Do this as snappily as Do this as snappily as hundred. Write the digits in their Read the following numbers
possible. Repeat the same possible. Repeat the same correct place value using the aloud.
procedure with the other procedure with the other place value chart provided to 1. 2345
rows. rows. Review them.
2. 3470
Let the pupils answer the 3. 1765
Review Review exercises below: 4. 9876
Give the following numbers Let the pupils answer the Write the number represented 5. 10 000
in words and symbols. exercises below: by each set of number discs.
(Refer to ppt) Write the number (Refer to ppt)
represented by each set of
number discs. (Refer to ppt)

B. Establishing a Play a puzzle game. Provide Divide the class into four Form four groups of three pupils Reading maze Mix and match
purpose for the each group of pupils with groups. each. Are you watching In order to proceed to the next Distribute a set of cards with
lesson sets of numerals 0, 1, 2, 3, 4, A number will be assigned showtime? Are you familiar with level pupils should the numbers written in symbols
and pinned to each group their game “Vest in Spelling” we following numbers correctly. and another set of cards with
5, 6, 7, 8 and 9. The puzzle is
member - 0, 1, 2, 3, 4, 5, 6, 7, are going to play that. But instead their equivalent numbers in
a number (ranging from 101 8 and 9. They will be asked of letters numbers will be written words. Tell the pupils to find
to 1 000) written in bold some questions and they on your vest. their match. The first pair to
figures. Ask pupils to answer will arrange themselves Each member of the group takes find a match wins. Post the
the questions that you will according to their answer. a number. As a number is called, pairs found on the board.
read. The members without group members line to form that
numbers assigned to them number.
will serve as group Example: 654, 982
Examples: What is the
facilitators and one will The first group to form the
smallest 3-digit number that write the group answer on number correctly wins.
can be formed? How will you the board. The group with
write two hundred eighty- the highest score wins the
 five in symbols? The first “Give Me” game.
group to form the puzzle
wins the game. Say: Give me:
1. The smallest 4-digit
number that you can form.
(1 234)
2. The biggest 4-digit
number that you can form.
(9 876)
3. A 4-digit number with 5
in the hundreds place.

After checking the scores,

announce the winner. This
time, merge the groups and
come up with two groups
each with 2 sets of (0, 1, 2,
3, 4, 5, 6, 7, 8, 9). Say: Give
me:
1. The smallest 4-digit
number. (1 001)
2. The biggest 4-digit
number. (9 988)
C. Presenting Post the puzzles formed on Post the numbers formed Based on the activity we have Post the problem on the Post again the problem on the
examples/instances the board. on the board. (1 234, 9 876, done each number has their board. board.
of the new lesson Ask: How are these numbers 1 00 value. Glenda heard from the Glenda heard from the
newscaster that there are one newscaster that there are one
similar? 1, 9 988)
Ask: Do you know what is place thousand twenty-five voters in thousand twenty-five voters in
How many digits are there? value? barangay Linao and one barangay Linao and one
What is the biggest place Ask: Which of these
numbers has the smallest thousand three hundred thousand three hundred
value in the numerals? twenty-four voters in twenty-four voters in barangay
digit in the thousands place?
(1 001) barangay Nilasin 1st. Nilasin 1st.
Which has the biggest digit She wrote the numbers on her She wrote the numbers on her
in the thousands place? (9 paper this way, paper this way,
876 and 9988) Barangay Linao – 1 250 voters Barangay Linao – 1 250 voters
Which number has the Baragay Nilasin 1st- 1 324 Baragay Nilasin 1st- 1 324
biggest value? (9 988) What voters voters
is the highest place value of
this numeral? (thousands) Is she correct in writing the Is she correct in writing the
 What is the highest place numbers? Why? numbers? Why?
value if 9 988 is rounded off Which number is written Which number is written
to10 000? (ten thousands) correctly? Why? correctly? Why?
Which is not? Which is not?

D. Discussing new Have the pupils use flats, Have the pupils use flats, Present place value chart. Flash again the number of Divide the class into groups.
concepts and longs, and squares to longs, and squares to voters in Linao and Nilasin 1st. Assign each groups a task. Ask
practicing new illustrate/visualize each illustrate/visualize 9 000 But this time in words. them to prepare the hundreds
skills #1 Ask pupils to read it aloud. chart.
number. and 10 000.
Group 1: Chart from 1001-1100
The show them number Group 2: Chart from 3001-3100
written in number form ask Group 3: Chart from 6001-6100
tem to read it as well.
 1 block = 10 flats or 100 Ask: How were you able to do
longs or Let them give the number your task?
1 000 squares = 1 000 represented by the number discs
 1 flat = 10 longs or 100 on the chart. Let them answer the
Say: Suppose you count on squares = 100 questions that follow.
from 1 000, what would be  1 long = 10 squares = 10 Ten
thousand
Thousands Hundreds
Tens Ones
the next number?  1 square = 1

Let them use blocks, flats,

longs, and squares to
visualize 9 988. Represent 9
000 using blocks, 900 using
flats, 80 using longs and 8
using squares.
Ask: How many digits are there?
What is the place value of 5? 3? 7?
2?
Let pupils see the value of each
digit by having them write the
Ask: How many blocks are number in expanded form.
there? _____( 9 )
How many flats?____ ( 9)
longs? ____ ( 8 ) squares?____
 (8)

E. Discussing new Introduce the number 1000. Say: If we have 9 blocks or 9 Let them note that the value of a Provide more examples of Call some pupils to write some
concepts and Using blocks, flats, longs and 000 and we add 1 more number could be arrived at by numbers in words and in numbers in words on the board
practicing new squares, 1 000 has how block or 1 000, how many multiplying the digit by its place number form then ask each or on their show me boards, e.g.
skills #2 many loose squares? How blocks do we have now? value as shown in the procedure pupils to read it aloud in class. 3 575, 8 400
many longs? flats? blocks? below.
How many is 1 000 in  How many digits do numbers How did you write the numbers
hundreds? tens? ones? from 1 001 to 9 999 have? in symbols? How did you
1 000 = 10 hundreds Which digit belongs to the separate the digits in the
= 100 tens 10 blocks is equal to what thousands group? thousands place to that in the
= 1 000 ones number? To give meaning to the value of  How many digits are there in digits in the hundreds, tens and
the number, point out that 10 000? Which digit belongs to ones place?
If we count from one to one Since the number (10 000) putting together the values of the thousands group?
thousand and add 1, we have is so large, aside from using each digit will give the total value How do you write the numbers
one thousand one. blocks, flats, longs and of the number. in words? Do you still need to
Guide the pupils to visualize squares, we can also Illustrate this idea by adding all write zero when writing in
other numbers using flats, represent it with a picture of the values of each digit and words? Why?
longs and squares, e.g. a bundle of straws with 10 equating them to the number as
000 label, e.g. shown.
5 000 + 300 + 70 + 2 = 5 372
Lead pupils to see the pattern
that the place value of a digit is
Ask the ffg: always 10 times as great as the
1. What do the blocks
10000
place value of the digit to its right.
Introduce the next higher place
represent? the flats? the
Guide the pupils to see the value – the ten thousand place.
longs? the squares? When Present this place value chart.
relationship between the
we add one square to 1
bundled straws and the flats,
000 blocks, how much do longs, and ones, such that:
we get? Use the above procedure in
2. In the representation, presenting the next higher place
how much is 2 blocks, 4 value in the first number. Then
discuss extensively the place
Ten Thousands Hundreds
Tens ones
flats, 2 longs, and 5
thousands

squares? value and value of each digit in

the number.
3. How many blocks, flats,
 longs, and squares is 3 Present the next number which is
627? 8 888. Have them read it. Ask
4. Can you now visualize big volunteers to give the place value
and the value of each digit.
numbers using this
Bundle Bundle Bundle Bundle 1 straw Write the answer on the board.
representation? of 10
thousand
straws
of 1
thousand
straws
of 100
straws
=1
of 10
straws
=1
=1
squares
=1
=10 =1 flat long
blocks block =100 =10
=10 000 =1 000

Post bundled straws on the

board. Ask the pupils to give
the number.

Ask the following questions:

How did you find the
activity?
Did you find it helpful to use
flats, longs and squares and
the bundled straws in
visualizing numbers?
F. Developing mastery Group work activity. Group work activity. Group work Activity Group work activity Group work activity
(Leads to Formative Group A. Group A. Group A. Group A. Group A.
Assessment 3) Give a chart with the title Give a chart with the title Distribute number cards bearing Ask pupils to read the Write the following word form
numbers not greater than 10 000. following. (in number form) in number form.
"My 2 001 – 2 100 Chart”. "My 5001 – 5 100 Chart”.
Have them complete the Have them complete the Have them write the digits in
their correct place value using the Group B. Group B.
chart: 2 001 – 2 100, 2 101 – chart: 5 001 – 5 100, 6 101 – Matching type
place value chart provided to
2 200, and so on. 6 200, and so on. Ask pupils to read the Match column A to columns B.
them.
following. (in word form) Connect the word form to its
Group B. Group B. Group B. number form in column B.
Group C.
Write the number Provide bundled straws to Read the numbers below. Look
Write the numbers between Group C.
represented by each set of pupils in 1 000s, 100s, 10s at the underlined digits. What
numbers 2000 to 2100 ten Write the missing number to
numbers of blocks, flats, and 1s. Let the pupils show place is it in? Write TTh (Ten
read it in front of the class. complete the chart.
longs, and squares to the following numbers Thousand) Th (Thousands) T
complete the table. using the bundled straws. (tens) H (hundreds) O (ones).
e.g. 8 207, 6 482, 9 025
 Group C
Using the problem below Group C
write the number Using the problem below
represented by each set of write the number
numbers of blocks, flats, represented by each set of
longs, and squares. numbers of blocks, flats,
longs, and squares.
Arealen used 4 pieces of 1
000 blocks, 2 pieces of 100 Group C
flats, 4 pieces of 10 longs, and Mylene used 7 pieces of 1 Answer the place value
5 pieces of 1 squares to 000 blocks, 8 pieces of 100 mysteries. E.g.
represent the number. What flats, 4 pieces of 10 longs, 1. I have 2 ten thousand, 4
number is shown by and 7 pieces of 1 square to thousand, 3 hundreds,
Arealen’s? represent the number. What 3 tens and 4 ones. What
number is shown by number am I?
Mylene’s?

G. Finding practical A. Write the number A. Post bundled straws, write A. Write the place value of all A. Oral A. 1. Write the following
applications of represented by each set of the number represented number 9 in each set of Ask pupils to read the numbers in word form.
concepts and skills numbers of discs, blocks, by each. numbers. following numbers. 2. Write the following it its
in daily living flats, longs, and squares. correct number form.
1. 509 1. 1233
B. (for LWD) 2. 1790 2. 2454
Using labelled bundle of 3. 29780 3. 3765 B. (For LWD)
B. (for LWD)
straws ask pupils to form 4. 10879 4. Eight thousand four Pair the following number
Using manipulatives or
the given numbers. 5. 90768 hundred thirty- form to its correct word
improvise (discs, blocks,
form.
flats, longs and squares) ask three.
pupils to form the given 5. Nine thousand two
B. (for LWD)
numbers. hundred fifty-six.
Using manipulatives or
improvise (discs, blocks,
flats, longs and squares) ask
 pupils to place the following B. (For LWD)
representation on its correct Pair the following
place value guided by the number form to its
color. E.g. correct word form.

C. Making How could we visualize Ask pupils the following Ask the following questions: How do you read numbers How do you write numbers
generalizations and numbers from 1 001 – 5 questions: What are the place values in a 4- from 1001 to 10 000? from 1001 to 10 000?
abstractions about 000? What helps us visualize How do we visualize digit number?
the lesson the numbers? numbers 5 001 to10 000? In which group of number or
What could help us period name is each place value
visualize numbers? found?
How do you find the value of a
digit in each number?
D. Evaluating learning Directions: Write the number Identify the place value of the Read the following numbers Read the following numbers
Multiple Choice. Read each represented by each set of following numbers (refer to the and write its number form and write its number form in
question carefully. Select the blocks, flats, longs, and ppt) in a piece of paper. a piece of paper.
letter of the correct answer. squares. (refer to the ppt)
(refer to the ppt)

E. Additional activities Write the number Show the representation Write the expanded form of Ask you parents or Ask you parents or guardian
for application or represented by each set of of the following using the following numbers. guardian to write 5 to give 5 numbers between
remediation blocks, flats, longs, and blocks, flats, longs, and 1. 1123 numbers between 1001 to 1001 to 10 000 then write it
squares. (refer to the ppt) squares. 10 000 then read it aloud. in number form and in word
2. 235
form.
 1. 6778 3. 2345
2. 8768 4. 9978
3. 9876 5. 2869
4. 7890
5. 5760

IV. REMARKS
V. REFLECTION
A. No. of learners who earned 80%
in the evaluation
B. No. of learners who require
additional activities for
remediation who scored below
80%
C. Did the remedial lessons work?
No. of learners who have caught
up with the lesson
D. No. of learners who continue to
require remediation
E. Which of my teaching strategies
worked well? Why did these
work?
F. What difficulties did I encounter
which my principal or
supervisor can help me solve?
G. What innovation or localized
materials did I use/discover
which I wish to share with other
teachers?

Prepared by: Checked: Reviewed: Recommending Approval: Approved:

Teacher Specialists/MTs SHs PSDS Sir Joel