Math LP

QUARTER I
Week 1
MATHEMATICS RESOURCE
Schools Division Office PACKAGE
Subject: MATH Department
Gradeof Education
Level: IV
FERNANDO MA. GUERRERO ELEMENTARY SCHOOL
Date: August 29, 2023 (Tuesday) Pedro Gil St.,
DayPaco,
: 1 Manila
The learner demonstrates understanding of whole

Content Standard numbers up to 100,000.
The learner is able to recognize & represent whole

Performance Standard
numbers up to 100 000 in various forms and contexts
M4NS-Ia-1.4
Competency The learner visualizes numbers up to 100 000 with
emphasis on numbers 10 001 –100 000
I. OBJECTIVES
Knowledge: Visualizes numbers up to 100 000 with emphasis on

numbers 10 001-50 000
Skills: Writes numbers up to 100 000 with emphasis on numbers

10 001-50 000
Attitude: Shows cooperation in visualizing numbers
Numbers and Number Sense
II. CONTENT
Visualizing Numbers up to 100 000 with emphasis on
Numbers 10 001 – 50 000
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages Mathematics 4 TG pp. 4-7
2. Learner’s Materials Pages Mathematics LM pp. 2-3
3. Textbook Pages
4. Additional Materials
5. Learning Resources (LR) portal
B. Other Learning Resources blocks, flats, longs, and units or ones, cut outs of number
discs, flashcards, charts, activity cards, place value chart
IV. PROCEDURE
Department of Education
Pedro Gil St., Paco, Manila
QUARTER I
Week 1
Subject: MATH Grade Level: IV
Date: August 30, 2023 (Wednesday) Day : 2

Content Standard
numbers up to 100,000.

M4NS-Ia-1.4
Competency The learner visualizes numbers up to 100 000 with
emphasis on numbers 10 001 –100 000
I. OBJECTIVES

numbers 50 001-100 000
Skills: Writes numbers up to 100 000 with emphasis on numbers

50 001-100 000
Attitude: Shows cooperation in visualizing numbers up to 100 000

II. CONTENT Visualizing Numbers up to 100 000 with emphasis on
Numbers 50 001 – 100 000
A. References
3. Textbook Pages
B. Other Learning Resources cut outs of number discs, picture
IV. PROCEDURE
A. Reviewing or presenting the new lesson Have a drill on visualizing numbers 10 001 to 50 000.
Pupils can be asked to use or draw number discs to show
numbers 10 001 to 50 000.
Example:
Using your cut outs of number discs, show these numbers:
a. 22 105
b. 41 408
c. 32 637
d. 24 918
B. Establishing a purpose for the lesson (Showing pictures of scouts who are planting trees)
Let them say something about the pictures.
Ask:
a. Have you ever joined a tree planting activity in

school?(Yes/No) Have you ever planted tree seedlings
in your backyard? (Yes/No)
b. Why do you think it is important to plant trees?
Or in what way do trees help us? (Trees help us in

many ways. They help prevent soil erosion, etc.)
(Science Integration)
If ever there is heavy rain, what do you think would be

the result because of the absence of trees? (flood) Then
what should you do before the flood will rise or will
overflow? ( We will evacuate before it happens.)
( DRRE Integration)
C. Presenting examples of the new lesson
⬧ Present this situation to the class.
A group of pupils from different schools in Luzon

joined a Tree Planting activity. There were 52 134
trees planted in all. Do you know how big 52 134 is?
Ask: How many trees in all were planted by a group of
pupils? (52 134)
D. Discussing new concepts and practicing

⬧ Group the pupils into 5 teams.
new skills #1
⬧ Distribute cutouts of number discs to the teams.
⬧ Let the pupils use cutouts of number discs to visualize

52 134.
Ask:
a. How many 10 000s discs did you use? (5)
b. How many 1 000 discs? (2)
c. How many 100s? (1)
d. How many 10s? (3)
e. How many 1s? (4)
E. Discussing new concepts and practicing

⬧ After all groups have presented their answers, look
new skills #2
back at the given example. Ask: How many 10 000s
do we have? ( 5 )
a. Five 10 000s discs is equal to how many?(50 000)
b. How many 1000s do we have? (2)
c. Two thousands discs equals how many?(2000)
d. How many 100s? (1)
e. One 100s discs equals 100, how many 10s?(3)
f. Three 10s discs equals 30, how many 1s discs? (4)
g. Four 1s discs equals how many?(4)

Say:
⬧ 52 134 means
5 ten thousands, 2 thousands, 1 hundred, 3 tens, and

4 ones.
Ask:
a. Which group was/were able to give all correct
answers? (varied answers)
b. Which group was/were not able to give any correct
c. How did you find the activity? (varied answers)
d. Is using number discs helpful to you in visualizing
numbers from 50 001 to 100 000? (Yes/No)
F. Developing Mastery
⬧ Use number discs to visualize the numbers within
the sentence.
1. There are 62 800 people at the peace rally.
2. About 95 450 people left for the Middle East
last month.
3. The Foundation donated 85 945 assorted canned
goods to the typhoon victims.
G. Finding practical applications of Do this in a piece of paper.

concepts and skills in daily living
There are 38 450 tree seedlings distributed to the
different schools in the City of Manila by the Department
of Environment and Natural Resources.
Draw number discs to show the given number.
H. Making Generalizations and Ask:

abstractions about the lesson
● How do you visualize numbers from 50 001 to 100
000?
(To visualize numbers from 50 001 to 100 000, we use
number discs such as 10 000s, 1 000s, 100s, 10s and 1s.)
I. Evaluating learning Draw number discs to show these numbers.

1. 61 120
2. 52 766
3. 83 745
4. 75 324
5. There were 27 264 people who joined the
“Save the Forest Movement”.
J. Additional Activities for application or Write the numbers for the following:
remediation
1. 5 ten thousands, 8 thousands, 9 tens, and 5 ones
2. 7 ten thousands, 6 thousands, 7 tens, and 0 ones
3. 8 ten thousands, 9 tens
4. 10 ten thousands
V. REMARKS
QUARTER I
Week 1
Date: August 31, 2023 (Thursday) Day : 3

Content Standard

M4NS-Ia-10.4
Competency Gives the place value and value of a digit in numbers up
to 100 000.
I. OBJECTIVES
Knowledge: Gives the place value and value of a digit in numbers up

to 100 000
Skills: Reads and writes numbers up to 100 00
Attitude: Participates actively in giving the place value and value of

a digit in numbers
II. CONTENT Place Value and Value of a Digit in Numbers up to
100 000
A. References
3. Textbook Pages
5. Learning Resources (LR) porta l
B. Other Learning Resources flashcards, place value chart, set of numbers written on
cards
IV. PROCEDURE
A. Reviewing or presenting the new lesson Have a drill in the form of a game.(Number Tag Game)
Divide the class into 4 groups.
a. Each group will have a set of numbers from 0 to 9.
b. Using the set of numbers, pupils will form a

number given by the teacher. The number must be
less than 6 digits. Examples:
23 567 56 743 70 512
94 016 82 455 61 395
c. The first group to form the number will be the

winner.
▪ Conduct a review on reading and writing numerals

in standard form using many ways.
Match column A with column B.
A B
37 1th 3h 5t 6 ones
145 Thirty-seven
1356 Eighty-six thousand one

hundred forty-one
24295 1 hundred 4 tens 5 ones
86141 20 000+4 000+200+90+5
Discuss the many ways in writing numbers in standard

form.
a. Word form: three thousand seven hundred sixty five

b. Number and abbreviation form: 3th 7h 6t 5ones
c. Number and word: 3 thousand 7 hundreds 6 tens 5
ones
B. Establishing a purpose for the lesson Ask the pupils why smaller pupils are seated in front
while the bigger ones are seated at the back. Ask: Why is
this so? Help the pupils to realize that people must be
considerate of others. (ESP Integration)
C. Presenting examples of the new lesson Present this place value chart to the class.
Ten Thousands Hundreds Tens Ones
Thousands
4 2 3 6 5
Ask:
What digit is in the ten thousands place? (4)
thousands? (2) hundreds? (3) tens? (6) ones? (5)
Can you write the number in expanded form?
(40 000+2 000+300+60+5=42 365)
How did you arrive at this? ( by multiplying the
digit by its place value)
Therefore, what is the value of the digit 4? What
about 2? 3? 6? & 5? (40 000, 2 000, 300, 60, 5)
D. Discussing new concepts and practicing Group the pupils into four.
new skills #1
Give each group activity sheet and activity card.
Tell them to follow carefully the instructions written in

the activity card.
1)Give the place value and value of the digits in
this number 65 981 following this format.
Digit Place Value Value
2) Choose a group leader to present your work

before the class.
Ask:
a. What is the place value of 6? ( ten thousands)
b. What is its value? (60 000)
c. How did you get the value?( by multiplying the

digit by its place value ; 6 x 10 000)
d. Which group was/were able to give all correct

e. Which group/s missed an answer? (varied answers)
f. Which group/s was/were not able to give any

correct answer? (varied answers)
Provide immediate feedback/remedial measures to
those with incorrect answers.
E. Discussing new concepts and practicing Write each digit of the given numbers in the correct place
new skills #2 using the place value chart.
1. ) 144 785
2. ) 21 349 342
Millions Thousands Units
TM M HTh TTh Th H T O
1 4 4 7 8 5
2 1 3 4 9 3 4 2
(Note: Answers in red)
Ask:
What is the place value of the digit 7 in the first
number? (hundreds)
Give the value of 9 in the second number. (9 000)
F. Developing Mastery (Note: The teacher may write this in a manila paper.)
Identify the missing numbers of the following.
1.) 74 789 means 70 000+____+____+____+____
2.) 34 567 means ____+4 000+500+60+7
3.) 68 412 means ____+_____+_____+____+____

G. Finding practical applications of Answer this problem.
concepts and skills in daily living
There are 49 263 people attending the launching of
“Care for a child, Feed a child” Program of the DSWD.

Give the place value and value of each digit in the
underlined number.
Answer: 4- ten thousands(40 000)

9- thousands (9 000)
2- hundreds (200)
6- tens (60)
3- ones (3)
H. Making Generalizations and Ask:

abstractions about the lesson
What are the place values in a 5-digit number?
(ones, tens, hundreds, thousands, ten thousands)

How do you determine the value of a digit in a given
number? ( Simply multiply the digit by its place value.)
I. Evaluating learning A. Write the value of digit 4 in each of the numerals

below.
1. 64 587= ________(4 000)
2. 67 840=_________(40)
3. 43 125=_________(40 000)
4. 80 456=_________(400)
5. 23 348=_________(40)
B. Give the place value of the underlined digit.
1 89 752=_________ (thousands)
2. 80 001=_________(ten thousands)
3. 23 432=_________(hundreds)
4. 78 435=_________(thousands)
5. 97 765=_________(ten thousands)
J. Additional Activities for application or Give the number represented by each of the following on
remediation your paper.
1. 30 000+6000+500+70+9 = ________(36 570)
2. 70 000+7000+300+20+7= ________ (77 327)

3. 80 000+6000+200+60+4= ________(86 264)
Give the place value of 6 in each numeral.
4. 64 300 = _______(ten thousands)
5. 46 432 = _______(thousands)
V. REMARKS
QUARTER I
Week 1

Date: September 1, 2023 (Friday) Day : 4
Content Standard
M4NS-Ia-9.4
Competency Reads and writes numbers up to hundred thousand in
symbols and in words
I. OBJECTIVES
Knowledge: Reads and writes numbers up to hundred thousand in
Skills: Gives the place value of each digit in a given number
Attitude: Appreciates the importance of working as a team in
reading and writing numbers up to hundred thousand in
Number and Number Sense

II. CONTENT Reading and Writing Numbers Up to 100 000 in
Symbols and in Words
A. References
1. Teacher’s Guide Pages Mathematics 4 TG p. 14-17
2. Learner’s Materials Pages Mathematics LM p. 9-11
3. Textbook Pages
B. Other Learning Resources place value chart, number cards, flashcards
IV. PROCEDURE
A. Reviewing or presenting the new lesson Drill :Read the following numerals.
34 173 29 495 4 341 86 342

Review: Write the numbers that I’m going to dictate in

your show-me-boards.
568 2645 4876

4567 7678
B. Establishing a purpose for the lesson Mix and Match
 Distribute a set of cards with numbers written in

symbols and another set of cards with their equivalent
numbers in words.
 Tell the pupils to find their match.
 The first pair to find a match wins.
 Post the pairs you’ve found on the board.
Example: 2 560 Two thousand, five hundred sixty-
tttttttttttthtttthttthrtthreethree
C. Presenting examples of the new lesson 1. Show a picture of farmers.

Ask : a) Who do you think have contributed much to the
production of this corn? (farmers)
b) Are the farmers important in our country? (Yes)
c) What do you think the farmers do to have a
better harvest? (They work harmoniously as a
team to have a better harvest.) So in other
words,
they help each other in taking care of the plants
by applying fertilizer probably and cultivating it
regularly so that production would be better.
Right?
(ESP & EPP Integration)
2. Present this situation to the class. (Be written in a

cartolina)
The total production of corn from 2013 to 2014 of a
certain region is fifty-one thousand nine hundred four
metric tons.
D. Discussing new concepts and practicing Ask:
new skills #1 a. Who can write on the board the number fifty-one
thousand nine hundred four in symbol? (51 904)
b. Is it correct? (Yes) Why? (It has 5 digits. It is up
to ten thousands place.)
c. How many digits does the number have? (5)
d. What digit is in the ten thousands place? (5)
thousands? (1) hundreds? (9) tens?(0) 0nes? (4)

e. Can you read the number?(Yes)
Let them read the number.
E. Discussing new concepts and practicing Let them read the problem on page 9 of their book,
new skills #2 Mathematics LM.
Ask: What is the total number of seedlings donated by

the Bureau of Forest Development to each pupil in
Region 2? (64 821)
How do you read and write the number 64 821 in words

and in symbol? ( The number 64 821 is read as “sixty-
four thousand eight hundred twenty-one.”. In symbol, it
is 64 821.)
F. Developing Mastery Group Activity

Divide the class into 4 groups.
Let each group do the following.
1.Read and write the numbers in words from:

Group 1 – 45 351 to 45 352
Group 2 - 45 353 to 45 354
Group 3 - 45 355 to 45 356
Group 4 - 45 367 to 45 368
2. Reporting & Discussion
Ask:
a. How do you find the activity?
b. Did you cooperate with each other in your team?
(Yes) Does it have a good effect? (Yes)
c. How many digits do numbers from 45 356 to 45
360 have? (5)
d. How did you separate the ten thousands and
thousands place from that of the hundreds, tens, and
ones place? (by a comma or space)
G. Finding practical applications of concepts Read and answer what is asked for.
and skills in daily living
a. A school library has a total of twenty-five
thousand one hundred twenty three books. Write
the number of books in symbols. ( 25 123)
b. There are three hundred twenty-five thousand,
two hundred three registered voters in the
Municipality of Sta. Catalina. Write the number
of registered voters in symbols. ( 325 203)
H. Making Generalizations and abstractions Ask:

about the lesson How do we read numbers from 10 001 to
100 000?
To read numbers, read the digits in the first period at the
left, say the period where the digits are. Then, say only
the digits in the units period.
How do we write number?

To write numbers from 10 001 to 100 000, the digits are
separated by a comma or space in groups of 3 called
periods starting from the right.
I. Evaluating learning Match column A with column B. Write the letter of the
correct answer on the blank provided for.
A
___ 1. three thousand, two
___ 2. twenty thousand, two hundred
___ 3.Twenty four thousand, twenty six
___ 4. two thousand, eight
___ 5. sixty-seven thousand, five hundred
B
a. 24 026
b. 2 008
c. 20 200
d. 23 002
e. 67 500
J. Additional Activities for application or Write the 5 numbers after 90 000 in symbols and their
remediation corresponding numbers in words.
V. REMARKS
QUARTER I
Week 1
Date: September 4, 2023 (Monday) Day : 5

Content Standard

Visualizes numbers up to 100 000 with emphasis on

numbers 10 001-100 000 (M4NS-Ia-1.4)
Competencies Gives the place value and value of a digit in numbers

up to 100 000 (M4NS-Ia-10.4)
Reads and writes numbers up to hundred thousand in
symbols and in words (M4NS-Ia-9.4)
I. OBJECTIVES

numbers 10 001-100 000
Gives the place value and value of a digit in numbers

up to 100 000
Reads and writes numbers up to hundred thousand in

Skills: Answers questions involving visualizing numbers up to

100 000, giving the place value and value of a digit in
numbers up to 100 000, and reading and writing
numbers up to hundred thousand in symbols and in
words
Attitude: Follows instructions in answering the test correctly
Weekly Test
II. CONTENT
Visualizing Numbers Up to 100 000
A. References
3. Textbook Pages
5. Learning Resources (LR) Portal
B. Other Learning Resources Manila paper, pentel pen, paper, ballpen/pencil
IV. PROCEDURE
A. Reviewing or presenting the new lesson Conduct a review of the lessons on:
1) visualizing numbers up to 100 000 with emphasis on

numbers 10 001-100 000
Ask: How do you visualize numbers? (By using

number discs or blocks, flats, longs and units/ones)
2) giving the place value and value of a digit in

numbers up to 100 000
Ask: What are the place values of a five-digit number?

(ones, tens, hundreds, thousands, ten thousands)
How do you determine the value of a digit?
(by multiplying said digit by its place value)
3) reading & writing numbers up to hundred thousand
in symbols and in words
Ask: How do we read numbers from 10 001 to 100

000?
(To read numbers, read the digits in the
First period at the left, say the period where

the digits are. Then, say only the digits in the
unit period.)
How do we write numbers?
(To write numbers from 10 001 to 100 000, the digits

are separated by a comma or space in groups of 3
called periods starting from the right.)
B. Establishing a purpose for the lesson Set standards in taking a test.
Ask: What should you do when you are taking a test?
( Do not cheat.)
How will you do it?
( by looking at ones paper only)
Whenever you’re in doubt, to whom will you
address your question? (to the teacher)
In this case, what does it show? (being honest)

C. Presenting examples of the new lesson
D. Discussing new concepts and practicing

new skills #1
E. Discussing new concepts and practicing

new skills #2
F. Developing Mastery
G. Finding practical applications of concepts

and skills in daily living
H. Making Generalizations and abstractions

about the lesson
I. Evaluating learning A. Draw number discs to represent the following numbers:
1) 33 245 3) 5 345 P 5) 45 351

2) 23 460 4) 32 406 6) 23 157
B. Give the place value & value of the underlined digit .
1) 7 645 = _____________ = ________
2) 32 245= _____________ = ________
3) 58 765 = _____________ = ________
C. Write the following numbers in symbols:
1) two hundred six thousand,seven hundred thirteen =

____
2) twelve thousand, two hundred fify-six =______
3) thirty thousand, eight = _______
4) ninety-nine thousand, three hundred sixty-four =_____
D. Write the following numbers in words:
1) 378 456
2) 567 894
3) 780 008
4) 56 451
J. Additional Activities for application or

remediation
V. REMARKS

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QUARTER I

The learner demonstrates understanding of whole

The learner is able to recognize & represent whole

Knowledge: Visualizes numbers up to 100 000 with emphasis on

Skills: Writes numbers up to 100 000 with emphasis on numbers

Attitude: Shows cooperation in visualizing numbers

Numbers and Number Sense

III. LEARNING RESOURCES

1. Teacher’s Guide Pages Mathematics 4 TG pp. 4-7

2. Learner’s Materials Pages Mathematics LM pp. 2-3

5. Learning Resources (LR) portal

Subject: MATH Grade Level: IV

Date: August 30, 2023 (Wednesday) Day : 2

The learner demonstrates understanding of whole

The learner is able to recognize & represent whole

Knowledge: Visualizes numbers up to 100 000 with emphasis on

Skills: Writes numbers up to 100 000 with emphasis on numbers

Attitude: Shows cooperation in visualizing numbers up to 100 000

Numbers and Number Sense

III. LEARNING RESOURCES

1. Teacher’s Guide Pages Mathematics 4 TG pp. 7-10

2. Learner’s Materials Pages Mathematics LM pp. 4-5

5. Learning Resources (LR) portal

B. Other Learning Resources cut outs of number discs, picture

Let them say something about the pictures.

a. Have you ever joined a tree planting activity in

b. Why do you think it is important to plant trees?

Or in what way do trees help us? (Trees help us in

If ever there is heavy rain, what do you think would be

A group of pupils from different schools in Luzon

D. Discussing new concepts and practicing

⬧ Distribute cutouts of number discs to the teams.

⬧ Let the pupils use cutouts of number discs to visualize

E. Discussing new concepts and practicing

g. Four 1s discs equals how many?(4)

5 ten thousands, 2 thousands, 1 hundred, 3 tens, and

G. Finding practical applications of Do this in a piece of paper.

Draw number discs to show the given number.

H. Making Generalizations and Ask:

I. Evaluating learning Draw number discs to show these numbers.

Subject: MATH Grade Level: IV

Date: August 31, 2023 (Thursday) Day : 3

The learner demonstrates understanding of whole

The learner is able to recognize & represent whole

Knowledge: Gives the place value and value of a digit in numbers up

Skills: Reads and writes numbers up to 100 00

Attitude: Participates actively in giving the place value and value of

Numbers and Number Sense

II. CONTENT Place Value and Value of a Digit in Numbers up to

III. LEARNING RESOURCES

1. Teacher’s Guide Pages Mathematics 4 TG pp. 10-14

2. Learner’s Materials Pages Mathematics LM pp. 6-8

5. Learning Resources (LR) porta l

a. Each group will have a set of numbers from 0 to 9.

b. Using the set of numbers, pupils will form a

23 567 56 743 70 512

94 016 82 455 61 395

c. The first group to form the number will be the

▪ Conduct a review on reading and writing numerals

Match column A with column B.

1356 Eighty-six thousand one

24295 1 hundred 4 tens 5 ones

1.) 74 789 means 70 000++++

3.) 68 412 means __+_+_++__