Lesson Guide

In

Elementary Mathematics
Grade 3
Chapter I
Whole Numbers
Comprehension of Whole Numbers

DEPARTMENT OF EDUCATION
BUREAU OF ELEMENTARY EDUCATION
in coordination with
ATENEO DE MANILA UNIVERSITY

2010
Reformatted for distribution via
DepEd LEARNING RESOURCE MANAGEMENT and DEVELOPMENT SYSTEM PORTAL
INSTRUCTIONAL MATERIALS COUNCIL SECRETARIAT, 2011

Lesson Guides in Elementary Mathematics

Grade III
Copyright 2003
All rights reserved. No part of these lesson guides shall be reproduced in any form without a written
permission from the Bureau of Elementary Education, Department of Education.
The Mathematics Writing Committee
GRADE 3
Region 3

Ateneo de Manila University

Agnes V. Canilao Pampanga

Josefina S. Abo Tarlac City
Alma Flores Bataan

Pacita E. Hosaka
Support Staff

Region 4 - A
Cesar Mojica Regional Office
Marissa J. de Alday Quezon
Henry P. Contemplacion San Pablo City
Region 4 B
Felicima Murcia Palawan
National Capital Region (NCR)

Consultants

Laura N. Gonzaga Quezon City

Dionicia Paguirigan Pasig/San Juan
Yolita Sangalang Pasig/San Juan
Bureau of Elementary Education (BEE)
Elizabeth J. Escao
Galileo L. Go
Nerisa M. Beltran

Ferdinand S. Bergado
Ma. Cristina C. Capellan
Emilene Judith S. Sison
Julius Peter M. Samulde
Roy L. Concepcion
Marcelino C. Bataller
Myrna D. Latoza
Eric S. de Guia - Illustrator

Fr. Bienvenido F. Nebres, SJ President,

Ateneo de Manila University
Ms. Carmela C. Oracion Principal,
Ateneo de Manila University
High School
Ms. Pacita E. Hosaka Ateneo de Manila
University

Project Management
Yolanda S. Quijano Director IV
Angelita M. Esdicul Director III
Simeona T. Ebol Chief, Curriculum Development Division
Irene C. Robles OIC - Asst. Chief, Curriculum Development Division
Virginia T. Fernandez Project Coordinator
EXECUTIVE COMMITTEE
Jesli A. Lapus Secretary, Department of Education
Teodosio C. Sangil, Jr. Undersecretary for Finance and Administration
Jesus G. Galvan OIC - Undersecretary for Programs and Projects
Teresita G. Inciong Assistant Secretary for Programs and Projects
Printed By:

ISBN 971-92775-2-1

TABLE OF CONTENTS

Introduction ..................................................................................................................................iv
Matrix ........................................................................................................................................v

I.

WHOLE NUMBERS
A. Comprehension of Whole Numbers
Identifying Cardinal Numbers from 1 000 to 10 000 .......................................................
Identifying Cardinal Numbers from 10 001 to 100 000 ..................................................
Giving the Value of Each Digit in 4- to 5- Digit Numbers ................................................
Reading Numbers through 100 000 ...............................................................................
Writing Numbers through 100 000 .................................................................................
Expressing the Relationship of Numbers ........................................................................
Writing Numbers in Expanded Form ...............................................................................
Rounding Numbers to the Nearest Tens and Hundreds ................................................
Rounding Numbers to the Nearest Thousands .............................................................
Odd and Even Numbers .................................................................................................

1
11
15
18
23
28
33
37
41
44

Reading Money in Symbols through Php1,000/Writing Money

Value through

1,000 ....................................................................................... 49

Comparing Values of the Different Denomination of Coin/Bills through Php1,000 ...... 52

Reading and Writing Roman Numbers (L-C) ................................................................. 57
Reading and Writing Roman Numbers (C-D) ................................................................ 62
Reading and Writing Roman Numbers (D-M)... 65

iii

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.

iv

MATRIX IN ELEMENTARY MATHEMATICS

Grade III

COMPETENCIES

VALUES INTEGRATED

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
Active Participation
1.1.11000 through 10 000

MULTIPLE INTELLIGENCES
TECHNIQUES

With HOTS

Looking for partners

Modeling

Manipulative (Bodily
kinesthetic)

Looking for patterns

Chart (Spatial)

1.2 Give the place value of each digit Cooperation

in 4 to 5 digit numbers

Make a table
Guess and check

Cooperative groups
(Interpersonal)
Hands and feet movements (B.
kinesthetic)
Puzzle (Logical mathematics)

1.3 Read numbers through

100 000 in symbols and in
words

Looking for patterns

Manipulative (Bodily
kinesthetic)

Puzzle (Logical mathematics)

Play (Bodily Kinesthetic)
Reading/writing numbers
(Linguistic)

1.1.210 001 though 100 000

Orderliness

Speed and accuracy

1.4 Write numbers through 100 000 in Acceptance of challenge

symbols and in words

2.

STRATEGIES USED

Make a table

1.5 Express the relationship of

Respectfulness
numbers using expressions "less
than," greater than and equal to (>,
<, =)

Modeling
Simplifying the problem

Diagram (Spatial)

1.6 Write 4 to 5 digit numbers in

expanded form

Respectfulness

Listing

Movements and manipulative

(Bodily kinesthetic)

Cooperation

Modeling
Simplifying the problem
Modeling
Simplifying the problem

Diagram (Spatial) Manipulative

(Bodily kinesthetic)
Diagram (Spatial)

Looking for patterns

Diagram (Spatial) Cooperative
Acting out the problems groups (Interpersonal)
Concept development

Round number to the

2.1 Nearest tens and hundreds
2.2 Nearest thousands and ten
thousands

3. Tell when a number is odd or even

Physical fitness
Cooperation

4. Read and write money in symbols

through 1000

4.1 Read money value in symbols

through 1000

Thriftiness

Simplifying the problem

Storytelling (linguistic)
Manipulative (Bodily
kinesthetic)

4.2 Write money value in symbols

through 1000

Thriftiness

Simplifying the problem

Storytelling (linguistic)
Manipulative (Bodily
kinesthetic)

4.3 Compare value of the different

denominations of coins and bills
through 1000

Cooperation

Simplifying the problem

Manipulative (Bodily
kinesthetic)

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) Cooperative

groups(Interpersonal)

5. Express Roman numbers through M in

Hindu-Arabic symbols and vice-versa
5.1 Read and write the value of
Roman numbers in Hindu-Arabic
and vice-versa
5.1.1 L to C

vi

Identifying Cardinal Numbers from 1000 to 10 000

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Identify cardinal numbers from 1000 through 10 000

Write the correct cardinal number in the given exercise
Participate actively during the group and class discussion

II. Learning Content

Skill:
Reference:
Materials:

Identifying cardinal numbers from 1000 to 10 000

BEC-PELC I A.1.1.1
flash cards, flats, longs, ones cube (thousand block)
geometric cut outs, place value charts/mat, show-me-board
Active participation

Value:

III. Learning Experiences

A. Preparatory Activities
1. Drill
Game What Number Comes Next
The teacher will divide the class into 2 groups.
Then, she/he will ask one representative from each group to be the first players.
The pupils stand at the far end of the room and tell the number that comes next to the
number flashed by the teacher.
* The pupil who answers first moves one step forward. The pupil who reaches the front
gets a score. The group who scored 5 points wins the game.

*
*
*
*

253

549

736

165

934

107

350

472

609

828

316

563

755

218

839

923

575

856

976

1000

2. Review
Match column A with column B by drawing a line that connects them.
A
1.
2.
3.
4.
5.

eight hundred five

one hundred fifteen
four hundred eighty
six hundred twenty-five
three hundred forty-six

a.
b.
c.
d.
e.

346
625
805
480
115

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

How many cubes are there in a

(long)? (10)

(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

Let the pupils add one

place?

in the ones place.

* How many
s are there now?
* What will you do if there are 10

s in the ones place?

(Trade it/Exchange it with one

* How many longs can be made with 10

* Where will you place it now?

(flats)
Hundreds

c)

(long)

s?

(longs)
Tens

b)

(cubes)
Ones

a)

c.

How many longs do we have now?

* What will you do if there are 10

s in the tens place?

(Trade/Exchange it with one

* How many flats can be made with 10

* Where will you place it now?

(flat)

s?

d. How many flats do we have now?

* What will you do if there are 10
s in the hundreds place?
* What will you trade it for? (Introduce the thousands block)

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

(flats)
(longs)

(cubes)

(thousand block)
THOUSANDS

Hundreds

Tens

Ones

c.

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 with
10 000 label.
* Where will you place it now? (Draw and introduce the next place value to thousands
which is the TEN THOUSANDS.)

Note: bundled straws will be used in 10 000 numerals

or

or
bundle of 10 000
straws

bundle of
1 000
straws

or

thousand
blocks

bundled
of 100
straws

or
or

flats

bundled of
10 straws

or
or

longs

straw

or

Ten
Thousands

Thousands

Hundreds

Tens

Ones

onecube

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

2. Fixing Skills
The teacher posts some strips of cartolina with written numbers of blocks, flats, longs and
cubes. She calls pupils to write the correct numeral opposite the strips.
A
7 flats, 4 longs, and 6 cubes

= 746

3 flats, 0 longs and 3 cubes

= 303

4 flats, 1 long and 4 cubes

= 414

B
1 block, 0 flats, 8 longs, 0 cube

= 1 080

7 blocks, 5 flats, 2 longs, 3 cubes

= 7 523

5 blocks, 1 flat, 7 longs, 8 cubes

= 5 178

C
= 10 000

10 blocks

Ask: What have you noticed with the numerals in set A?

How many digits are there in each numeral?
What about the numerals in set B, how many digits are there in each numeral?
In set C, how many digits are there in the numeral?
What is the highest place value in a 3-digit number?
What is the highest place value in a 4-digit number?
What is the highest place value in a 5-digit number?
How do you know if a number is in hundreds only?
What about the number in thousands?
What about the number in ten thousands?
How do they differ from one another?
3. Guided Practice
a. Group Work Game (flash cards, place value mats/charts)
Divide the class into 5 groups. The group will represent the given numeral through their
cubes, flats, longs and ones. They will put their answer on the place value mats/charts
on the board. The group with the most number of correct answers wins.
3 502

7 345

5 040

2 197

1 259

10 000

8 052

6 372

1 475

4 856

b. Individual Work - Written

The teacher gives the number of blocks, flats, longs and cubes orally and pupils will write
the correct numeral on their show-me-board.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)

6 blocks, 4 flats, 0 long, 4 cubes

8 blocks, 6 flats, 3 longs, 3 cubes
9 blocks, 3 flats, 0 long, 6 cubes
1 block, 8 flats, 2 longs, 8 cubes
4 blocks, 7 flats, 0 long, 1 cube
2 blocks, 0 flat, 1 long, 5 cubes
3 blocks, 5 flats, 5 longs, 2 cubes
5 blocks, 1 flat, 4 longs, 7 cubes
7 blocks, 2 flats, 7 longs, 0 cube
9 blocks, 9 flats, 6 longs, 9 cubes

Match column A with B. Write the letters only.

A
_____ 1)
_____ 2)
_____ 3)
_____ 4)
_____ 5)
_____ 6)
_____ 7)
_____ 8)
_____ 9)
_____10)

10 bundles of 1000 straws

7 bundles of 1000 straws and 1 bundle of
10 straws
21 bundles of 100 straws
9 bundles of 1000 straws
1 bundle of 1000 straws and 1 straw
3 bundles of 1000 straws and 14 bundles
10 straws
25 bundles of 100 straws
4 bundles of 1000 straws, 6 bundles of
100 straws and 80 pieces more
21 bundles of 100 straws and 20 pieces more
3 bundles of 1000 straws and 210 pieces more

B
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.

2 500
9 000
3 140
2 120
1 001
4 680
7 010
3 210
2 100
10 000
2 510

* 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 the

number of digits in the numeral.
Thousands (1000) has 4 digits while ten thousands (10000) has 5 digits.

C. Application
Work by pairs
a. Reproduce the activity cards shown below. Give each pair a copy.
Directions: Circle the correct numeral for each of the following

1)
1 000

1 000

100

1 000

1 000

100

947

1 000

1 000

100

9 404

1 000

1 000

100

9 047

1000

2)
1 000

100

10

1 000

100

10

1 000

100

10

1 000

100

4 537
4 573

753

100

3)
1 000

100

10

1 000

100

10

1 000

100

10

1 000

100

1 000

100

1 000

100

7 684

7 864
7 635

1 000

4)

5)

1 000

100

10

1 000

100

10

1 000

100

10

1 000

100

10

111
2 213
2 223

1 000

3 11

4 110
4 222

1 000

IV. Evaluation
A. Individual Work
Give the next number in the pattern. Write your answer on the blank.
1)
2)
3)
4)
5)
6)
7)
8)

5 652, 5 653, ________, 5 655, 5 656

1 047, 1 048, 1 049, ________, 1 051
________, 3 125, 3 126, 3 127, 3 128
9 996, 9 997, 9 998, 9 999, ________
1 000, ________, 1 002, 1 003, 1 004
1 425, 1 426, ________, 1 428, 1 429
________, 2 304, 2 305, 2 306, 2 307
8 411, ________, 8 413, ________, 8 415

9) 7 123, 7 124, ________, 7 126, ________

10) 2 564, ________, ________, 2 567, 2 568
B. Work by Pairs
CONNECT-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 ___________________.

10

Identifying Cardinal Numbers from 10 001 to 100 000

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Identify cardinal numbers from 10 001 to 100 000

Read and write numbers from 10 001 to 100 000
Tell the importance of doing things in order.

II. Learning Content

Skills:

Identifying cardinal numbers from 10 001 to 100 000

Reading and writing cardinal numbers from 10 001 to 100 000
BEC PELC I A 1.1.2
place value chart, flashcards
Orderliness

Reference:
Materials:
Value:

III. Learning Experiences

A. Preparatory Activities
1. Drill
a. 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.
3 254

4 581

8 206

7 005

3 028

9 750

4 010

6 796

4 126

5 002

3 572

6 003

b. Divide the class in groups with 4 members in each group.

- Give each group a set of numbers.

Round 1

Round 2

Round 3

Round 4

From these digits the pupils will form the highest

and the lowest three- or four- digit numbers.

11

2. Motivation
a. Tell the pupils to go outside for a few minutes. Disarrange their chairs/desks but be sure
each 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 and
writing 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.

Hundreds

Thousands
Tens
2

Ones
9

Units
Tens
4

Hundreds
1

Ones
0

We read: Twenty nine thousand one hundred forty

We write: 29 140
The digits are grouped by threes. Each group of three digits is called a period. Each
period has hundreds, tens and ones places. A space separates the thousands period
from 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 most
destructive volcanic eruption. Newspaper reports said that about 100 000 houses were
destroyed at that time. Write the figures in the place value chart.

Hundreds
1

Thousands
Tens
0

Ones
0

thousands period

Hundreds
0

Units
Tens
0

Ones
0

units period

12

We read: One hundred thousand

We write: 100 000
How many digits are there in hundred thousands?
2. Guided Practice
a.

Working in Triads

Give the next number in the pattern.

1)
2)
3)
4)
5)

27 253, ______ 47 253,

57 253
85 578, 86 578, ______ 88 578
56 584, 56 684, 56 784, ______
45 254, 45 354, _____, 45 554
73 067, 74 067, _____, 76 067

b. Working in Dyads
Name the numeral that comes before or after the given cardinal number.
1)
3)
5)
7)
9)
c.

18 607 ________
39 415 ________
73 069 ________
90 108 ________
96 768 ________

2)
4)
6)
8)
10)

________
________
________
________
________

100 000
23 985
40 365
59 668
78 564

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.

36 208

73 100

10 051

25 815

99 989

100 000

75 231

50 026

13 483

39 276

47 201

15 653

19 056

2 321

66 511

39 400

Another Activity
-

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

13

3. Generalization
How do you identify cardinal numbers through 100 000?
Numbers through 100 000 have two periods unit period and thousand period. Hundred
thousands have six digits.

C. Application
Match column A with column B by drawing a line to connect them.
Column A
1)
2)
3)
4)
5)

18 901
89 973
46 322
61 538
78 986

Column B
a.
b.
c.
d.
e.
f.

sixty-one thousand five hundred thirty-eight

forty-six thousand three hundred twenty-two
eighteen thousand nine hundred one
seventy-eight thousand nine hundred eighty-six
eighty-nine thousand nine hundred seventy-three
sixty-one thousand five hundred eight

IV. Evaluation
A. Write the number that comes before and after.
1
2)
3)
4)
5)

_________
_________
_________
_________
_________

80 040
53 456
99 954
43 201
11 561

__________
__________
__________
__________
__________

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

1)
2)
3)
4)
5)

0, 3, 4, 1, 8
7, 6, 5, 9, 0
3, 5, 7, 0, 1
9, 4, 2, 1, 5
6, 3, 0, 1, 5

smallest

biggest

_______
_______
_______
_______
_______

_______
_______
_______
_______
_______

V. Assignment
Name the counting numbers between each of the following pairs of numbers.
1)
2)
3)
4)
5)

13 407 and 13 411

41 880 and 41 885
72 751 and 72 759
94 970 and 94 975
67 841 and 67 846

14

Giving the Value of Each Digit in 4- to 5-Digit Numbers

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Give the place value of each digit in 4-to 5-digit numbers

Write the value of each digit in 4- to 5-digit numbers
Cooperate in group activities

II. Learning Content

Skill:
Reference:
Materials:
Value:

Giving the value of each digit in 4- to 5-digit numbers

BEC PELC I.A 1.2
number cards, place value chart, chart
Cooperation

III. Learning Experiences

A. Preparatory Activities
1. Drill

a. Search for the five numbers on the face of the child.

b. Form numbers using the five numbers you found following the characteristics below.
1. smallest five-digit number (30 478)
2. biggest five-digit number (87 430)
3. largest four-digit number that uses two digits twice
4. smallest four-digit number that uses two digits twice
5. biggest five-digit number that uses one digit twice and one digit thrice.
2. Review
Write the numerals of the following items below.
a. 6 hundreds, 5 tens, 3 ones =
b. 7 hundreds, 2 tens, 7 ones =
c. 3 hundreds, 8 tens, 1 ones =
d. 5 hundreds, 7 tens, 4 ones =
e. 2 hundreds, 4 tens, 8 ones =
3. Motivation
Form 3 groups with five members each. Give each group five number cards like the ones
below. Before we proceed with our activity, what should each member remember when doing
activities in group? Focus on cooperation. How do non-members cooperate?

15

Formed Numbers
9

a. Form the highest number using all the digits.

b. Form the smallest number.
c. Do this again using another set of numbers.
B. Developmental Activities
1. Presentation
a. Present the place value chart. Use the numbers that the pupils formed.
Ten
Thousands
Thousands
Hundreds
Tens
9
8
7
4
2
4
7
8
1
2
3
4

Ones
2
9
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
98 742
2x1
4 x 10
7 x 100
8 x 1 000
9 x 10 000
Meaning of Numeral
24 789
9x1
8 x 10
7 x 100
4 x 1 000
2 x 10 000
Meaning of Numeral
12 346
6x1
4 x 10
3 x 100
2 x 1 000
1 x 10 000

Value

Place Value

2
40
700
8 000
90 000

ones
tens
hundreds
thousands
ten thousands

Value

Place Value

9
80
700
4 000
20 000

ones
tens
hundreds
thousands
ten thousands

Value

Place Value

6
40
300
2 000
10 000

ones
tens
hundreds
thousands
ten thousands

16

2. Guided Practice
a. Working in pairs
Look at the place value chart then complete the table below.
Ten Thousands
6
5

Thousands
7
3

Hundreds
5
6

Tens
2
7

Ones
1
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 Fours
Give the place value of the following numbers by changing the place value to some
body movements.
ones clap your hands
tens stamp your foot
hundreds vow your head
thousands move the hand sideward
ten thousands Jumping Jack
Do the actions based on the value of the number under each place value.
Example
21 511
Meaning
one clapping of hand
one stamping of foot
five vowing of heads and so on and so forth
Numbers:
12 321
22 321
33 212

c.
1)
2)
3)
4)
5)

Individual activity
Give the place value of the underlined digit. Raise your show me board!
67 415
33 216
87 412
91 578
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.

17

C. Application
Guess and check
Build a five-digit number out of the following without repetition. List 3 possible answers for
each.
1)

2)
3)

8 in the ten thousands

place

9 in the thousands place

6 in the hundreds place

5 in the ones place

7 in the ten thousands

place

1 in the ones place

IV. Evaluation
A. Give the place value and value of the encircled number
Place Value
Value
1) 6 1 215
____________ ______________
2) 9 0 273

____________ ______________

3) 5 9 0 16

____________ ______________

4) 9 8 768

____________ ______________

5) 8 0 702

____________ ______________

V. Assignment
Write the correct numeral.
1)
2)
3)
4)
5)

50 000 + 4 thousands + 3 hundreds + 90 + 7 ones ________

50 000 + 3 000 + 500 + 40 + 3 ________
4 ten thousands 3 thousands 2 hundreds 9 tens and 7 ones __________
60 000 + 2 000 + 3 hundreds + 2 tens + 1 ones _________
6 ten thousands + 2 000 + 400 + 5 tens + 4 ones _________

Reading Numbers through 100 000

I.

Learning Objectives

Cognitive:
Psychomotor:
Affective:

Read numbers through 100 000 in symbols and in words

Match numbers through 100 000 in symbols and in words
Show speed and correctness in reading numbers

II. Learning Content

Skill:
Reference:
Materials:
Value:

Reading numbers through 100 000 in symbols and in words

BEC PELC I A.1.3
number board, cartolina strips, charts
Speed and accuracy

18

III. Learning Experiences

A. Preparatory Activities
1. Drill
Write the missing number in the series.
1)
2)
3)
4)
5)

100, 150, 200, ___, 300

200, 400, 600, ___, 1000
150, 300, ___, 600, 750
50, 100, ___, 200, 250
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 code
and write them in the boxes provided for on the following page.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)

67 421
34 578
5 321
12 521
89 321
15 465
71 399
88 434
51 043
16 215

thousands
ten thousands
thousands
thousands
thousands
hundreds
thousands
thousands
hundreds
thousands

0E
1M
2E
3O
4U

5V
6R
7L
8B
9N

1. Motivation
Draw five boxes on the board.

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

Listen
3 apples + 2 apples = ___. Write the answer on the ones place
2 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.

19

B. Developmental Activities
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
83 478
100 000

fifty-one thousand seven hundred sixty-one

eighty-three thousand, four hundred seventy-eight
one hundred thousand

2. Guided Practice

a. Match column A with Column B.

1)
2)
3)
4)
5)

12
39
98
93
91

A
103
430
624
765
415

a.
b.
c.
d.
e.
f.

B
ninety-one thousand four hundred fifteen
twelve thousand one hundred three
thirty-nine thousand four hundred thirty
ninety-eight thousand six hundred twenty-four
ninety-three thousand seven hundred sixty-five
ninety-one thousand four hundred five

20

b. ORGANIZE ME
*

Working in Dyads
Give each pair strips of cartolina with numbers written on them. Chop the number by
period then let the pupils organize them. (Make at least five.)

624

534

six hundred twenty-four thousand

five hundred thirty four

100

001

one hundred thousand

one

57

784

fifty-seven thousand

seven hundred eighty-four

* Working in Fours
Big Number Search
Read each number word below then encircle that number on the number board. The
number may go down, across, diagonally or backward.
1.
2.
3.
4.
5.

one hundred ninety thousand, five hundred sixty-four

one hundred seventy-eight thousand, three hundred five
ninety thousand, six hundred forty-two
fifteen thousand, four hundred eleven
forty thousand, five hundred twelve
(Number Board)

21

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.
A

Hesed Leo Go
15678 Math Village
Philippines

Jameson Rodil
47415 Math Village
Philippines

Wenson Leynes
59215 Math Village
Philippines

Kenneth Urbina
78564 Math Village
Philippines

Joven Limbo
47789 Math Village
Philippines

Lou Mariam Go
34567 Math Village
Philippines

2. Use the table to identify the planet

Planet

Mean orbital velocity

around the sun
(miles per hour)
107 132
78 364
66 641
53 980
29 216
21 565

Mercury
Venus
Earth
Mars
Jupiter
Saturn
(Source:
www.grandpapencil.net/project/plansped.htm)

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

at the end.
2. Its speed is a six-digit number.
3. Its speed is twenty one thousand five
hundred sixty-five
4. Its speed is sixty-six thousand six
hundred forty-one
5. Its speed is fifty-three thousand nine
hundred eighty
6. Its speed is seventy-eight thousand three
hundred sixty-four

22

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 and
accurate in doing an activity? Why?
IV. Evaluation
A. Choose the letter of the correct answer.
1) 15 thousand 4 hundred thirty-one
a. 15 331
b. 15 431

c.
d.

2) 100 thousand
a. 100 001
b. 10 000

c.
d.

15 314
15 615

1 000
100 000

3) seventy-eight thousand five hundred sixty-one

a. 78 561
c. 78 517
b. 78 516
d. 78 571
4) ninety-five thousand, seven hundred sixty-three
a. 95 783
c.
95 763
b. 95 793
d.
95 773
5) eighty-six thousand eight hundred seventy-four
a. 86 874
c.
86 894
b. 86 884
d.
86 864
V. Assignment
Read the following numbers, then write the numbers that come before and after.
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)

______________ 61 478 _______________

______________ 57 692 _______________
______________ 88 999 _______________
______________ 57 643 _______________
______________ 54 784 _______________
______________ 99 999 _______________
______________ 100 001 _______________
______________ 57 694 _______________
______________ 89 786 _______________
______________ 78 630 _______________

Writing Numbers through 100 000

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Write numbers through 100 000 in symbols and in words

Write correctly the number words
Accept challenge during group activities

23

II. Learning Content

Skill:
Reference:
Materials:
Value:

Writing numbers through 100 000 in symbols and in words

BEC PELC I A.1.4
cut-outs of triangles, puzzle, place value chart, cassette, cassette tape
Acceptance of challenge

III. Learning Experiences

A. Preparatory Activities
1. Drill
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.

Write the smallest three-digit number.

Write the biggest three-digit number.
Write a three-digit number which is 100 less than 999.
10 more than 360
100 more than 729
1 000 more than 3 674
1 000 less than 5 784
234 and 1 000 put together
Combine 154 and 2 000
Count 1 000 and 500 more

2. Review

Display 10 triangles with numbers written on each. Ask the pupils to remove the triangle
when the teacher says the number inside it.

65 415

31 415

100 000

16 329

78 121

18 515

15 265

214 78

14 314

34 154

3. Motivation
Puzzle.
Find the number words in the puzzle. They may go down, across or backwards.

24

B. Developmental Activities
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
Unit
tens
ones
hundreds
tens
ones
9
8
4
2
3
To write in words Ninety-eight thousand, four hundred twenty-three
To write in figures 98 423
b. Here are other examples.
Pupils will continue putting the numbers in the place value chart.
Thousands
Unit
tens
ones
hundreds
tens
ones
4
6
7
3
5
7
4
1
2
3
8
2
9
0
7
9
3
0
8
4
3
7
5
8
9
Write the number words in figures.
Forty-six thousand seven hundred thirty-five
Seventy-four thousand one hundred twenty-three
Eighty-two thousand nine hundred seven
Ninety-three thousand eighty-four
Thirty-seven thousand five hundred eighty-nine

We read
46 735
74 123
82 907
93 084
37 589

25

2. Guided practice
a. Race with your partner to fill in the number puzzle. They are to write the number symbol
for each number word.
A

0
G

5
6

2
1

Across
A. thirty-five thousand two hundred forty-five
E. one hundred thousand
F. ninety-eight thousand seven hundred sixty-two
G. fifty thousand five hundred thirteen
H. eight thousand seven hundred sixty-five
L. thirty-two thousand four hundred fifty-one
M. one thousand thirteen
N. twenty-six thousand seven hundred eighty-four
O. one thousand five hundred twelve
P. ten thousand twenty-one
Q. twelve thousand seven hundred sixty-five
R. twenty thousand fifteen
Down
A. thirty thousand five hundred fifteen
B. twenty nine thousand five hundred thirty two
C. forty eight thousand one hundred twenty six
D. fifty seven thousand three hundred forty seven
E. twelve thousand one hundred fourteen
H. eighty one thousand one hundred
I. seventy thousand five hundred
J. sixty one thousand one hundred twenty one
K. fifty three thousand two hundred fifteen
b. Rewrite the number words based on the figures to the left.
1)
2)
3)
4)
5)

932 two thirty hundred nine

4 516 sixteen hundred four thousand five
8 735 thirty seven thousand eight five hundred
50 127 one hundred fifty twenty-seven thousand
68 387 sixty eight hundred seven eighty thousand three

26

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 ____ six
2) 18 250 eighteen ____ two ____ fifty
3) 57 812 fifty _____ thousand _____ hundred ____
4) 60 127 ____ thousand one hundred ______ seven
5) 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 write
the amount in figures and in words?
How did you find the activities? Was it challenging? Were you able to do all the activities
effectively?

3. Generalization
What are the things that we should remember when we are writing numbers in figures? In
words?

To write large numbers in figures, we use spaces to separate the digits into periods
or 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.
th
1. There are about 20 865 people who attended the 4 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 words
1. 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 one
2. nine thousand three
3. fourteen thousand two hundred eighty-six
4. twenty-five thousand one hundred thirty
5. two thousand ninety

27

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 shoes
2. seven thousand, five hundred pairs of men shoes
3. five thousand, six hundred fifty pairs of boys shoes
4. two thousand, nine hundred ten pairs of girls shoes and
5. one thousand, two hundred sixty-five pairs of shoes for infants
6. All in all, the shoe factory was able to deliver twenty-one thousand, two hundred seventeen

Expressing the Relationship of Numbers

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Express the relationship of numbers using the expressions less than, greater
than and equal (>, <, =)
Use the symbols >, < or = in comparing numbers
Respect peoples differences

II. Learning Content

Skills:
Reference:
Materials:
Value:

Expressing the relationship of numbers

BEC PELC I.A.1.5
charts
Respect

III. Learning Experiences

A. Preparatory Activities
1. Drill
Call on a pair of pupils to answer each question. The first pupil who answers it correctly is
the winner. Do the same with other pairs.
Example:

Which numeral has more tens?

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

28

2. Review
Write the appropriate sign in each pair of numbers. Use >, < or =.
1)
3)
5)
7)
9)

246 ___ 154

140 ___ 193
187 ___ 32
782 ___ 149
429 ___ 329

2)
4)
6)
8)
10)

497 ___ 168

87 ___ 64
99 ___ 78
538 ___ 767
199 ___ 991

3. Motivation
Call on two pairs of children with opposite qualities. Let the class compare these pairs of
pupils.
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?
B. Developmental Activities
1. Presentation
Look at the number line.

400 410 420 430 440 450 460 470 480

What numbers come before 450? Are they less than 450?
What numbers come after 450? Are they greater than 450?
We say:

490

500

510

400
400

is less than
<

450
450

420
420

is less than
<

450
450

460
460

is greater than
>

450
450

450
450

is equal to
=

450
450

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

29

Try other numbers.

78 416 __
78 516
32 141 __
31 211
4 789
__
478

5 345
7 464
3 215

__
__
__

5 345
7 644
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 be
given/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 ___ 260
2) 400 + 50 + 3 ___ 443
3) 1 286 ___ 1 828
4) 3 946 ___ 3 000 + 900 + 40 + 6
5) 6 000 + 700 + 60 + 2 ___ 5 000 + 600 + 70 + 2
6) 3 478 ___ 13 478
b. Balancing mobiles
Working in pairs
Provide each pair a copy of this activity.
Explain.
If we are to use >, < or = What does this mean?
equal value
1.
lesser value

2.
greater value

30

Supply the numbers on the blank and compare by using < > =.
1.

525

525

2.

3 010 +
1 000

3.

Give 5 possible answers. Write only 1 in the

scale. Write the other 4 beside the scale.

6 578

4.

Give 5 possible answers. Write only one in the

scale. Write the other four beside the scale.
17 541

5.

Give 5 possible answers. Write only one in the

scale; the other four beside the scale.
1 500

c.

Math Kinesthetics (Individual)

Compare the following numbers using the following gestures.
less than

greater than

left hand up

right up

equal

equal sign

31

1)
3)
5)
7)
9)

2 345 _____ 4 263

6 212 _____ 6 212
7 476 _____ 7 568
9 806 _____ 8 315
8 943 _____ 8 952

2) 7 904 _____ 70 00 + 900 + 0 + 4

4) 4 576 _____ 5 000 + 400 + 70 + 6
6) 9 300 _____ 9 000 + 300 + 0 + 0
8) 6 232 _____ 6 000 + 200 + 30 + 4
10) 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 greater
than, < stands for less than and = means equal to.

C. Application
Read the following problems then answer the questions that follow.
1. Ate Agnes bought a piano for
28,575 while Tita Laura bought her piano for
29,350. Who bought a cheaper piano?
2. The dining set costs
6,750. The sala set costs
9,385. Which set of furniture costs
more?
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 for
460,350. 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)
2)
3)
4)
5)

9 878 or 8 789
5 946 or 9 465
6 897 or 1 689
4 800 or 8 640
7 643 or 6 437

C. Answer the following

1.
2.
3.
4.
5.

What number is 10 000 less than 86 784?

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

32

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

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Write 4-to 5-digit numbers in expanded form.

Give the values of the digits of a number
Show respect to opposite sex

II. Learning Content

Skill:
Reference:
Materials:
Value:

Writing numbers in expanded form

BEC PELC I A 1.6
straws, number cards, chart
Respect

III. Learning Experiences

A. Preparatory Activities
1. Drill
Relay
The pupil will make a big step going to the finish line as he answers correctly.
Give the value of the underlined digit.
375
4893

6941
2378

2749
6548

33

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

Ex.
Two
II
1+1
2+0
1x2
Today you shall learn the other ways of writing numbers.
B. Developmental Activities
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 thousands
Yellow
- thousands
Red
- hundreds
Blue
- tens
White
- 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 ones
or 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, 113 001
32 784, 15 678

34

2. Guided Practice
a. Working in Groups
Form groups of 12 members. Give each group the following number cards.
0 000

000

00

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.

4 000 + 300 + 50 + 8

15 275

30 000 + 6 000 + 500 + 50 + 7

63 254

10 000 + 1 000 + 700 + 10 + 8

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 like
you? Respect each other.
15 454

10 000 + 5 000 + 400 + 50 + 4

35

3. Generalization
What should you know first when writing numbers in expanded form? (Place value of
each 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 of
digits.)
C. Application
Write the underlined number in expanded form.
1. Mr. Simon harvested four thousand fifteen coconuts from his farm. His brother harvested three
thousand 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 of
gasoline. The station in Fifth Street sold nine thousand six hundred forty-one litres. How
many litres did they sell in all?

3.

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

4.

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

5.

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

IV. Evaluation
A. Write in standard form
1) 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)
4) 13 765
5)
7) 28 999
8)
10) 13 215

_____________
_____________
_____________
_____________
_____________

53 748
35 174
15 846

3)
6)
9)

17 413
14 321
47 846

16 259
71 158
27 364

3)
6)
9)

73 815
26 483
26 483

V. Assignment
A. Write in expanded form.
1) 20 946
4) 24 343
7) 27 364

2)
5)
8)

10)

25 815

36

B. Write in standard form.

1)
2)
3)
4)

30 000 + 1 000 + 200 + 80 + 5

40 000 + 4 000 + 300 + 90 + 6
10 000 + 3 000 + 200 + 70 + 9
50 000 + 1 000 + 200 + 50 + 7
Look at the chart below. Answer the questions that follow.

Barangay
Katipunan
Makabayan
Magiting
Mabini
Mayumi
Masagana
Mapayapa

Population
15 211
11 313
9 384
8 578
16 321
7 254
5 321

Write in expanded form:

1.
2.
3.
4.
5.
6.
7.

biggest population
smallest population
second biggest population
population with the same digit in the thousands and ones
the population with the same digit in the ten thousands and thousands place
population of Barangay Magiting
population of Barangay Masagana

Rounding Numbers to the Nearest Tens and Hundreds

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Round off numbers to the nearest tens and hundreds.

Write the rounded form of numbers
Cooperation in group activities

II. Learning Content

Skill:
Reference:
Materials:
Value:

Rounding numbers to the nearest tens and hundreds

BEC PELC I A.2.1
number cards, flaglets, bottle of beads, cutouts
Cooperation

III. Learning Experiences

A. Preparatory Activities
1. Drill
Reading of numbers and matching number figures with number words

37

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

Twenty-one
583

647

86

21

five hundred eightythree

174
six hundred fortyseven

One hundred seventy-four

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.
578

492

tens
3 692

hundreds

1 285

69

hundreds

tens
364

tens

hundreds

3. Motivation
a. Show a bottle full of beads. Can we tell the exact number of beads at a glance? About
how 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 people
are 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 about
how many people or things there are.
B. Developmental Activities
1. Presentation
Use the number line
11

10

17

25

20

30

40

50

Find the point for 11. Is it closer to 10 or to 20.? It is closer to 10

Since 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 _____.

38

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 on
them to each pair.
Ask the pupils to match the number cards with the cutouts and arrange them on top of
st
their desks. The 1 pair to come up with the correct answers wins. Remind them that each
member should cooperate with one another to win the game.
84 80

round down

261 300

round up

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 cutouts
arranged on the chalkboard.
1.
2.
3.
4.
5.
6.

Which is the smallest 3 digit-number that can be rounded to 200?

Which is the highest 3 digit-number that can be rounded to 500?
What number can be rounded down to 80?
Which number can be rounded up to 70?
What is the number that is halfway between 50 and 60?
Which number can be rounded to 60?

39

C. Generalization
How do we round off numbers? Why do we round off numbers?
To 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 the number down. If it is 5 or above,
round it up.
3. Change to zeros all the digits to the right.

IV. Evaluation

A. Round off each number in the box to the nearest tens or hundreds. Write it in the correct
column.

ROUND OFF TO
56

72

81

143
195

68

40

50

60

70

80

100

200

300

400

500

273
78

361

385

64

456
32

B. Match the numbers with their rounded form by using a line.

1.

2.
50

3.
200

500

476

40
600

10

649

73

4.

195

5.

42

11

70

40

V. Assignment
A. Round off to the nearest place value indicated.
1)
4)
7)
10)

392
91
2 645
5 763

2)
5)
8)

85
638
7 288

3)
6)
9)

751
1 783
6 924

Rounding Numbers to the Nearest Thousands

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Round numbers to the nearest thousands and ten thousands

Write the rounded form of numbers
Keep oneself physically fit

II. Learning Content

Skill:
Reference:
Materials:
Value:

Rounding numbers to the nearest thousands and ten thousands

BEC PELC I- A-2.2
number line, cutouts, chart, flash cards
Physical Fitness

III. Learning Experiences

A. Preparatory Activities
1. Drill
Identifying the place value of each digit of a given number.
The teacher flashes some number cards with underlined digit.
The pupils write the place value occupied by the underlined digit in their show-me-card and
show the answer to the teacher.
45 678
thousands

4 321

88 765

26 785

54 712

34 567

16 278

hundreds

ten thousands

tens

thousands

ten thousands

thousands

2. Review
Rounding off numbers to the tens and hundreds place
Game Go Fishing
a. The teacher asks the pupils to make a big circle.
b. She spreads cutouts of fish on the floor.
c. She distributes fishing poles made from sticks and string with magnets tied to the end
of the string.
d. The pupils will go fishing and they will round off the number in the cutouts to the
nearest tens or hundreds.

41

34

283

78

428

66

853

3. Motivation
Have you gone to a gymnasium? Does your school have a gymnasium? Describe a
gymnasium? Do you know that you can play basketball, volleyball, table tennis and
badminton in this place? Who among you know how to play these sports? Do you know that
playing these sports keep a person physically fit?
B. Developmental Activities
1. Presentation
a. The teacher presents a problem.
A certain number of people are in a gymnasium watching a volleyball tournament. If
the 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? The
numeral 2 400 is nearer to 2 000. So 2 400 rounded off to the nearest thousands is
000.
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 and
ten thousands.

42

Using the number line show how the following numbers are rounded off to the nearest
thousands and ten thousands.
1) 3 500
4) 94 683

2)
5)

6 543
87 391

3) 89 134

2. Guided Practice
a. Work in Pairs
Each pair will be given some exercises to work on. After answering them, the pupils
will write their answers on the board. The pair with the most number of correct answers
will be given a yes clap.
Round off to the place indicated.
1) 4 329
4) 89 134
7) 56 342

2) 69 125
5) 71 592
8) 8 241

3) 8 149
6) 33 781
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)
2)
3)
4)
5)
6)
7)
8)
9)
10)

8 241
71 592
69 125
3 378
94 705
8 749
54 342
7 248
4 329
4 653

a.
b.
c.
d.
e.
f.
g.
h.
i.
j.

5 000
70 000
8 000
4 000
7 000
3 000
60 000
9 000
50 000
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

43

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)
______2)
______3)
______4)
______5)

5 419
2 937
47 324
82 181
6 263

a.
a.
a.
a.
a.

3 000
3 000
40 000
70 000
4 000

b.
b.
b.
b.
b.

4 000
4 000
50 000
80 000
5 000

c.
c.
c.
c.
c.

5 000
5 000
60 000
90 000
6 000

d.
d.
d.
d.
d.

6 000
6 000
70 000
100 000
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
a)
b)
c)
d)
e)

Ten Thousands

23 418
76 163
89 246
15 102
52 813

Odd and Even Numbers

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

II.

Tell when a number is odd or even

Write odd or even numbers
Work cooperatively with others.

Learning Content
Skills:
Reference:
Materials:
Value:

Telling when a number is odd or even

Writing odd or even numbers
BEC PELC I- A.3
cutouts, pictures, counters, show-me-board
Cooperation

44

III.

Learning Experiences
A. Preparatory Activities
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

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
53, ___, 57, ___, 61, ___, ___, 67, ___

26, 30, 34, 36, 40, 42

55, 59, 63, 65, 69

3. Motivation
Acting out the problem
The teacher calls on 2 pupils, then asks another pupil to give the 4 cupcakes equally to
the 2 pupils.
Ask: How many cupcakes does each child get?
Is there a leftover?

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

5 candies 2 pupils
How many candies will each pupil receive?
Is there a leftover?

45

Ask the same

questions for
exercises b to h.

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
6 candies 2 pupils
7 candies 2 pupils
8 candies 2 pupils
9 candies 2 pupils
10 candies 2 pupils
11 candies 2 pupils
12 candies 2 pupils

5 2 = 2 remainder 1
62=3
7 2 = 3 remainder 1
82=4
9 2 = 4 remainder 1
10 2 = 5
11 2 = 5 remainder 1
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 under
column 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
4
6
8
10
12

B
3
5
7
9
11

Numbers in column A are called even numbers, those in column B are odd
numbers.
b. Use the cutouts
Rosita picked 13 ripe guavas. She gave each of her 6 friends 2 guavas. Did she
give away all the guavas?
Ask the pupils to draw the problem.

Write a division sentence for the problem.

13 2 = 6 remainder 1

46

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

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
Write 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 numbers
blue and the odd numbers red. Remind the LB members to work cooperatively with each
other.

After the activity, ask each group how they did their activity. Is it good to cooperate with
the group in doing an activity? Why?
b. Game PICK ME OUT
st

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

47

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

8
27

18

65

14

47

52

27

57

65

60

53

55

69

72

67

68

76

62

3. Generalization
Differentiate odd from even numbers. Can you think of the uses of odd and even numbers in
our everyday life?
Numbers which can be divided by 2 without a remainder are called even
numbers. Numbers which have a remainder of 1 when divided by 2 are odd
numbers.

C. Application
A. Classify the numbers below. Write them in appropriate column.
Even

840
125
3 476

4 638
7 243
3 817

Odd

5 478
9 705
4 901

9 431
1 002
8 426

3 509
4 574
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 even
numbers. The sum of two consecutive even numbers is 26. What are the two
numbers?
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.

48

1)
3)
5)
7)
9)

4 639 ________
5 634 ________
152 + 10 _______
75 + 13 = ________
3 464 ________

2) 307 + 283 = ________

4) 278 13 = _______
6) 312 3 = _______
8) 4 928 ________
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
I.

1,000/ Writing Money Value through

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Read money in symbols through

1,000
Write money value through
1,000
Practice the habit of being thrifty/spending money wisely

II. Learning Content

Skills:
Reference:
Materials:
Value:

Reading money in symbols through

1,000
Writing money value through
1,000
BEC PELC IA.4.1-4.2
real or play money, money chart, show-me-board
Thrift/Spending money wisely

III. Learning Experiences

A. Preparatory Activities
1.

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

49

2. Review
Write the following numbers (teacher reads the following)
1.
2.
3.
4.
5.

three hundred ninety six

eight hundred forty five
thirty nine thousand six hundred
seventy five thousand nine hundred one
two hundred thousand five hundred one

3. Motivation
(Storytelling)
Have the children listen to the story.
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.
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 real
money.

1000

500

50

20

25 c

10 c

200

100

10

5c

Ask first the pupil to read the different denominations. What is the symbol for peso? for
centavo?
b. Make several combinations out of the denominations presented. Then ask the pupils to
read.
2. Guided Practice
a. Divide the class into 4 groups. Each group will play mini-store. Teacher will give each
group a certain amount of play money. Then the group will look for the items that can be
bought from their money. The group with more correct items bought wins.

50

Items
electric fan
T-shirt
pants
shorts
shoes
cup
belt

Price
950
299
555
420
875
320
180

b. Play a Game (at this point the pupils will have to read and write money values in
symbols)
Show folded empty wrappers of candies. Inside the wrappers are certain amount of
money. Ask each pupil from the group to write the amount on the show-me-board. The
group with the highest points wins.
Examples:
five hundred pesos
and fifty centavos

675 pesos and 30

centavos

415 pesos and 50

centavos

3. Generalization
How do we write money values?
We write money values using the centavo sign (c) or peso sign (

).

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

Application
Write the total amount for each set.
1.

200

500

100

5
2.
3.
4.
5.

500
100
200
200

200
5
20
100

5
200

100

2
100

20

20

IV. Evaluation
Give the missing numbers.
1.
2.

150.25 means _______ pesos and _______ centavos

212.75 means _______ pesos and _______ centavos

51

3.
4.
5.

763.50 means _______ pesos and ________ centavos

874.25 means _______ pesos and ________ centavos
946.50 means _______ pesos and ________ centavos

Write on the blank spaces the number of paper bills and coins equivalent to each of the amount
indicated on the left.
1.

1,000

2.

500

3.

200

4.

330

5.

990

a. _____ five hundred-peso bill and _____ one hundred

peso bills
b. _____ five hundred-peso bill
a. _____ one hundred-peso bills
b. _____ fifty-peso bills
a. _____ two hundred-peso bills
b. _____ one hundred-peso bills
a. _____ two hundred-peso bill _____ one hundred
peso-bill _____ ten peso-bills
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.
2.
3.
4.
5.

500, ________,
700,
800, ________
1000
150,
250,
350, ________, ________,
650
225,
325, ________, ________, ________,
725
520,
540, ________, ________, ________,
620
110,
210,
310, ________, ________, ________

Comparing Values of the Different Denomination of Coins/Bills through

1,000

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Compare values of the different denominations of coins and bills through

1,000
Show equivalent amount of different denominations through
1,000
Count money values with speed and accuracy
Say thank you after receiving gifts

II. Learning Content

Skill:
Reference:
Materials:
Value:

Comparing Values of the Different Denomination of Coins/Bills

through
1,000
BEC PELC A. 4.3
Philippine money, play money, flash cards, charts
Gratitude

52

III. Learning Experiences

A. Preparatory Activities
1. Drill
Give each pupil cards with written symbols. As the teacher flashes the cards like the
ones below, the pupils will raise the card appropriate to the mathematical sentence.

50.00

1.

100.00

2 ten-peso bills

2.

50 &

3.

50

4.

5 twenty-peso bills

5.

sixty five pesos

30

sixty-five pesos

100

75.00

2. Review
Write the money values in symbols.

1.

500 pesos

100 pesos

50 pesos

5 pesos

2.

35 pesos

100 pesos

50 pesos

20 pesos

3. nine hundred fifty pesos and fifty centavos

4. seven hundred seventy-eight pesos and twenty-five centavos
5. one thousand pesos
3. Motivation
Problem opener: Show real money while presenting this problem.
Last Christmas Edmars godparents gave him
100
her

100

50

500
. Allyssas godparents gave

1 000

53

Ask: Did you also receive Christmas gifts from your godparents? What did you say after
you received such gift?
B. Developmental Activities
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 is
less?
b. Present this chart.
The chart shows the savings of six persons in a bank.
Depositor
1.
2.
3.
4.
5.
6.
Ask:

Savings

Josie
Agnes
Laura
Alma
Mariz
Gally

595.00
300.00
650.00
1,000.00
995.00
650.00

Who has the biggest savings?

Who has the least savings?
Who have the same savings?

Compare:
650 and
595 and
300 and

650
1,000
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
How about

650 and

595 <
1,000
650 >
300
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?

54

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.

200

50

50

100

100

The pupils may give as many combinations.

(Put more bigger amount like
1,000,
500,
*

50

50

100 then do the same process.

Working in Dyads
Play Higher or Lower. On the board are covered money values. Uncover the
squares one by one. Write Higher or Lower on show-me-board, if the next amount is
higher 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
1.
2.
3.

150 ____________ 4.
325 ____________ 5.
70.85 ____________

Give the amount that is

1.
2.
3.

500 greater than each of the following:

478.10 ____________
300.00 ____________

100 less than each of the following:

1,000 ____________
425 _____________
628 _____________

4.
5.

555 _____________
325 _____________

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?

55

C. Application
Compare the following. Write >, < or =.
10

50

1.

100

2.

500

20

20

100

10

500

1,000

10
30

3.
10

10

500

50

50

200

4.

500

00

20

200

200

5.
100

50

20

10

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 shoes
a dress
a bag
a towel
a pair of slippers

550
450
399
250
169

Fill in the blank with more or less.

1.
2.
3.
4.

a bag costs _______ than the towel.

a pair of shoes costs _______ than the dress
a dress costs _______ than the bag
a towel costs _______ than the pair of shoes

56

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

1.
2.
3.
4.
5.

seven 10-peso bills _____

800
200 _____ twenty 10-peso bills
four 50-peso bills ______
200
ten 100-peso bill _____
900
two 500-peso bill _____
800

V. Assignment
A. Write the amount that is:
1.
2.
3.
4.
5.

100 greater than

50 greater than
300 greater than
400 lesser than
225 lesser than

623 __________
645 ___________
500 __________
1,000 ___________
725 ____________

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

1.
100 +
100 +
100 _____
300
2. three 20-peso bills _____ two 50-peso bills
3.
955 _____
595
4.
1,000.00 _____
100
5.
99 _____
59
6.
678 _____
876
7.
345 _____
100 +
100 +
10 +
8.
498 _____
894
9. ten 50-peso bills _____ five 100-peso bills
10. six-peso coins _____ six 100-peso bills

Reading and Writing Roman Numbers (L to C)

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Read and write Roman numbers from L to C

Give the value of Roman numerals from L to C in Hindu-Arabic and vice-versa
Realize that animals should be loved and taken care of

II. Learning Content

Skills:
Reference:
Materials:
Value:

Reading and writing Roman Numbers from L to C

Giving the value of Roman numbers from L to C in Hindu-Arabic and vice-versa
BEC PELC IA 5.1.1
charts, picture of a ranch
Love and care for animals

III. Learning Experiences

A. Preparatory Activities

57

1. Drill

1.
2.
3.
4.
5.

Compare the values of the following. Use >, < or =

565
____
400 +
165
250
____
350
500
____
456
150
____
75 +
60
78
____
10 +
30

2. Review
Game between Boys and Girls
(The first to complete changing the numbers to Roman or Hindu-Arabic wins the game.)

XXXV
XVI

XXXVII
34

XL

29
29

45
27

XXV

XXXIX

XLIV

36

28

3. Motivation
Have you been to Manila? What places in Manila have you enjoyed visiting? Let the pupils
share their experiences.
The teacher will show the picture of Manila City Hall Clock Tower.

How do you describe the tower? Can you tell the time by that clock?

58

B. Developmental Activities
1. Presentation
Let us pretend that we are in a ranch. Cesar, a rancher is counting the animals. He was
asked by his master to prepare the list in Roman and Hindu-Arabic numbers. Here is the
list.
Animal
Roman Numeral
Hindu-Arabic
Numerals
sheep
XCIX
99
Cow
C
100
Goat
LXXXVII
87
Carabao
LXXV
75
Horse
LXVI
66
Chicken
LXXX
80
Turkey
XCV
95
Duck
LXXVIII
78
Pig
LIV
54
Lead the class in reading the chart.
Ask:

How do we write 87 in Roman numbers?

What symbol comes first? A symbol of higher value or a symbol of lower value than
the next?
What do we do with the values? Add or subtract?
How do we write 99 in Roman numbers?
Ask the same questions for the remaining numbers.
Can we use V and L 3 times? Why?

2. Guided Practice
Group the students into four. Have them do the activities inside the envelope which the
teacher will give them.
Group 1
Complete the ladder by changing the Hindu-Arabic numerals to Roman numerals. Write
your answer at the steps above the number.
55
64
73
82
91
59
90

54

89

66

78

77

67

86

56

95
81
72
63
54

59

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
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

LXXX
LI
LXII
LXXIII
LXXXIV
XCV
LXXIX
LXVIII
LVII
C

B
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
k.

51
62
73
84
95
100
57
68
79
80
78

Group 4
Complete the puzzle below. Write the numbers in Roman numerals

L X X V
3
4
L X
X
5
6
L X X X
X C
7
8
X I
L X V
C

Across
1) 100
2) 75
3) 60
4) 10
5) 80
6) 90
7) 11
8) 65

Down
2) 71
3) 70
4) 95
5) 50
6) 20

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

60

Remember:
1. The Roman numbers are written in capital letters.
Roman numbers
I
V
X
L
Hindu-Arabic
1
5
10
50

C
100

2. Add if the symbols are repeated. The letters I and X can be repeated up to three
times only.
Example:
II = 1 + 1 = 2
III = 1 + 1 + 1 = 3

XX = 10 + 10 = 20
XXX = 10 + 10 + 10 = 30

3. Add if the symbol of greater value is followed by a symbol of lesser value.

Example:
LV = 50 + 5 = 55

LXI = 50 + 10 + 1 = 61

4. Subtract when a symbol of lesser value is placed before a symbol of greater value.
Example:
IX = 10 1 = 9
XC = 100 10 = 90
Note: Only letter I and X can be placed before a symbol of greater value.

C. Application
Write the answer in Roman numerals.
-

Ray used 25 stones. Ed doubled that number. How many stones did they use in all?
Jim has
94. How do you write 94 in Roman numerals?
Carlos had
95. He bought a notebook for
23. How much does he have left?
Mother went to the supermarket. She bought 12 cans of milk, 14 cans of biscuits and 40 cans
of sardines. How many cans of groceries did she buy in all?
In a classroom there are 33 boys and 55 girls. How many pupils are there in all?

IV. Evaluation
* Match column A with column B. Write the letter on the blank.
A
___1)
___2)
___3)
___4)
___5)
___6)
___7)
___8)
___9)
___10)

67
78
89
94
75
93
59
78
84
96

B
a. LXXV
b. LXVII
c. LXXVIII
d. XCIV
e. LXXXIX
f. XCVI
g. LXXVIII
h. LXXXIV
i. LIX
j. LXVIII
k. XCIII

61

V. Assignment
Look for the things inside and outside your house which are less than 101. List them down.
Follow the format below
QUANTITY
ROMAN
HINDU-ARABIC
NUMERALS
NUMERALS

THINGS

Reading and Writing Roman Numbers (C to D)

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Read and write Roman numbers from C to D

Give the value of Roman numerals from C to D
Practice ways of taking care of the sea

II. Learning Content

Skill:
Reference:
Materials:
Value:

Reading, writing and giving the value of Roman Numbers from C to D.

BEC PELC IA. 5. 1. 2
textbooks, chart, trees drawn on illustration board
Taking care of the sea

III. Learning Experiences

A. Preparatory Activities
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 the
back. If the child reads it correctly, he gets the fruit. The group with the most number of fruits
picked is the winner.
(The teacher should make a drawing of a tree and cutout of fruits then write at the back of
the fruits the Roman numeral I to L.)

62

2. Review
Write True if the statement is correct. If it is incorrect write the correct Roman numeral.
a. XCIX = 99
b. XCIV = 96
c. LXXXV = 85
d. LXIII = 62
e. LXXVII = 77
3. Motivation
What do you notice about our sea? Is it still clean? Who contributed much to the pollution
of our sea? What should you do to lessen sea pollution?
B. Developmental Activities
1. Presentation
a. The pupils of Paye Elementary School, through the guidance of their teacher-in-charge,
Mr. Galileo L. Go, participated in the Worldwide Coastal Clean-Up Day. He asked them to
make a listing of the waste materials they picked. The listing is as follows:
Waste Materials
Candy wrappers
Cans
Shampoo sachet wrappers
Disposable glass
Disposable spoons
Disposable fork

Roman Numeral
CDXCV
CCCLXXVIII
CCLIV
D
CLXXXIII
CDLXII

Hindu-Arabic
Numerals
495
378
254
500
183
462

b. Ask: Did the pupils of Paye Elementary School show care for the sea?
c.

Lead first the pupils in reading the Roman numerals with their corresponding HinduArabic numerals.

d. Ask: How do we write 495 in Roman numerals?

Which symbol comes first, the symbol with smaller or bigger value?
Do we add or subtract the value?
Lets look at how we write 200 and 300.
Up to how many times are we going to repeat C? Why? Discuss also the other
numbers.
2. Guided Practice
a. Game: Search Me
1. Group the pupils into 4.
2. Give each group two boxes, one box containing Hindu-Arabic numerals and the other
with Roman numerals.
3. Get one from any box, then search for the equivalent in the other box.
4. Paste your work on a Manila paper.

63

b. Working in Dyads
Fill in the box with the correct number that is equivalent to the number on the
opposite box.
Roman numerals

Hindu-Arabic numerals

CCCLVI
444
CCXXII
187
CDXLIV
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 numeral
100
C
200
CC
300
CCC
400
CD
500
D
2. The symbol C can be repeated up to three times only and can be placed
before a symbol with a greater value.

C. Application
Write the following numbers in Roman numerals.

1)
3)
5)
7)
9)

456
500
348
248
146

2)
4)
6).
8)
10)

148
321
125
302
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?

64

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.
1.
2.
3.
4.
5.

Column A
478
254
362
183
399

a.
b.
c.
d.
e.

Column B
CCCXCIX
CDLXXVIII
CLXXXIII
CCCLXII
CCLIV

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

TRASH

HINDU-ARABIC
NUMERALS

Reading and Writing Roman Numbers from D to M

I.

Learning Objectives
Cognitive:
Psychomotor:
Affective:

Read and write Roman numbers from D to M

Give the value of Roman numerals from D to M in Hindu-Arabic and vice versa
Participate actively in the different activities

II. Learning Content

Skill:
Reference:
Materials:
Value:

Reading and writing Roman Numbers from D to M.

BEC PELC I. A. 5. 1.3
textbooks, fish bowl, picture of coconut, improvised roulette
Active participation

III. Learning Experiences

A. Preparatory Activities
1. Drill
Hook the Fish
Hook one fish from the bowl. Open the rolled paper and do what is asked. It can be done
in a contest manner.

65

Example of problem written on

the rolled paper.
Change to Hindu-Arabic
LI
LXXV
LXXXVI
C

2. Review
Climb the Coconut Tree
Form 2 groups. Each member of the group will draw one question from the bowl and he
will answer it by himself. One correct answer means one step on the tree. The first group to
reach the top of the tree wins the game.

Sample Questions
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

What is 100 in Roman Numerals?

CLX is _____ in Hindu-Arabic.
Carlos has one hundred fifty books in his room. What is 150 in Roman numerals?
What is 400 in Roman numerals?
What will you add to C to make it 300?
Write 200 in Roman numerals.
There are 278 pupils in Silangan Elementary School. Write 278 in Roman numerals.
250 + 100 is what in Roman numerals.
900 450 = _______Write the difference in Roman numerals.
D CL = ______ Write the difference in Hindu-Arabic.

66

3. Motivation
Song: Math Time (Its a small World)
Oh its Math time after all 3x
Come together and come all
There is just one class
We enjoy a lot
Where our mind think hard
And compute so much
Though the drills are so fast
And the problem so tough
We 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
Greeting cards
Ballpen
Pencil
Folders
Fasteners
Paper clips

Hindu-Arabic
Numerals
900
800
700
600
999
844

Roman Numeral
CM
DCCC
DCC
DC
CMXCIX
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 value
than 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 them
change it to Hindu-Arabic. Do this until you finish all the numbers. Follow the same
procedure in the Hindu-Arabic roulette.
2. Guided Practice
Ask: What should you do during group activities? Do you participate actively? Why is it
necessary to participate in every group activity?

67

1. Individual activity
Prepare two bowls with strips of paper, one for Hindu-Arabic and one for Roman
numerals. Have the pupils pick out one strip from either of the two bowls. Then the pupils
find their partner by matching the Hindu-Arabic number or Roman numeral each had
picked.
2. Form 4 groups (Provide each group with activity sheets.)
Group A
Give the missing numbers.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.

CMXCIV = 900 + ____ + 9 = ____

CMXLV = ____ + 40 + 5 = ____
DCCCXII = 500 + ____ + 12 = ____
DCCLXXVII = 700 + 70 + ____ = ____
DCCC = 500 + ____ + 100 + ____ = ____
DCXCVIII = 600 + ____ + 8 = ____
DCLXXVI = ____ + 70 + 6 = ____
CMLXV = 900 + ____ + 5 = ____
DCCIII = ___ + 3 = ____
DCCVI = 700 + ____ = ____

Group B
Write the missing numerals in the series.
1.
2.
3.
4.
5.

DCCL, DCCLX, ____, ____, ____

DCV, ____, DCXV, ____, DCXXV, ____
DC, ____, ____, CM, M
DCCCXV, ____, ____, DCCCXVIII, DCCCXIX, ____
CMVII, CMXIV, ____, CMXXVIII

Group C
Change the numbers to Roman numerals. Substitute the following for Roman numeral
letters. 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)
2)
3)
4)
5)

654
785
965
100
841

6) 505
7) 955
8) 833
9) 550
10) 660

Group D
1. Change to Roman numerals. Substitute the following movements for the letters.
I jump once
V clap two times
X stamp your feet
L sway your hips
C turn around
M waive your hands two times
D sit down
Say first the letter before you do the action
1) 765
2) 886
3) 706
4) 920

68

5) 570
7) 528
9) 803

6) 954
8) 789
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 = 600
DCC = 500 + 100 + 100 = 700
DCCC = 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 answer
others 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

69

IV. Evaluation
Match column A with column B.
1) 875

a. DCCCXXXV

2) 623

b. CMI

3) 642

c. DCXLII

4) 901

d. DCXXIII

5) 835

e. DCCCLXXV

6) 952

f.

7) 862

g. DXCIX

8) 960

h. CMLX

9) 599

i.

DCCCLXII

10) 999

j.

CMLII

CMXCIX

V. Assignment

1.
2.
3.
4.
5.

Change the numbers to Roman numerals.

Nestor wanted to buy a pair of rubber shoes that costs approximately 865.00.
During the first day of Palarong Panlalawigan, 998 public officials came.
625 + 346 = _____ Write the total in Roman numeral.
Jose receives 550 an hour for repairing computer.
615 + 326 = _____

70