Republic of the Philippines

Department of Education
Region ___
Schools Division Office of
DISTRICT of
ELEMENTARY SCHOOL

WEEKLY LEARNING PLAN

Quarter: 1st Quarter Grade Level: Grade 4
Week: Week 1 Learning Area: Mathematics
MELC/s:
1. Visualizes numbers up to 100 000 with
emphasis on numbers 10 001–100 000. M4NS-Ia-1.4
2. Gives the place value and value of a digit in
numbers up to 100 000. M4NS-Ia-10.4
3. Reads and writes numbers, in symbols and in
words, up to hundred thousand and compare
them using relation symbols.

Day Objectives Topic/s Classroom-Based Activities Home-Based Activities

1 1. Visualizes numbers Visualizing numbers up to Begin with classroom routine: Ask the learners to read their Module. Let the
up to 100 000 with 100 000 with emphasis on a. Prayer learners accomplish the listed activities on a
emphasis on numbers 10 numbers 10 001–100 000 b. Reminder of the classroom health and safety separate sheet of paper.
001–100 000. M4NS-Ia- protocols
1.4 Giving the place value and c. Checking of attendance A. What I Know, p. 1-2
2. Gives the place value value of a digit in numbers d. Quick “kumustahan” A. What number is represented by the number
and value of a digit in up to 100 000 discs? Write your answer in your answer sheet.
numbers up to 100 000. A. Review of the lesson (Elicit)
Reading and writing Do you still remember how to read large
M4NS-Ia-10.4 numbers, in symbols and numbers? Let’s try to read the following numbers.
3. Reads and writes in words, up to hundred • 13 896 thirteen thousand, eight hundred ninety-
numbers, in symbols and thousand and compare six
in words, up to hundred them using relation • 23 544 twenty-three thousand, five hundred
thousand and compare symbols. forty- four
them using relation • 50 680 fifty thousand, six hundred eighty
symbols. • 52 567 fifty-two thousand, five hundred sixty-
seven
• 100 000 one hundred thousand
Let us also recall the place value of each digit in
the number.

B. Establishing the purpose for the lesson

C. Presenting example/instances of the new B. What’s In, p. 3
lesson (Engage) The following numbers are read as:
During the COVID-19 pandemic, a city mayor • 13 896 thirteen thousand, eight hundred ninety-
bought 24 647 kilos of vegetables harvested by a six
group of farmers in Benguet. All households were • 23 544 twenty-three thousand, five hundred forty-
given vegetables and they were very grateful of it. four
Let us see how big 24 647 is. • 50 680 fifty thousand, six hundred eighty
D. Discussing new concepts and practicing new • 52 567 fifty-two thousand, five hundred sixty-
skill #1 (Explore) seven
How can we visualize numbers up to 100 000? • 100 000 one hundred thousand
One way is by using number discs. C. What’s New, p. 4
Let us see how we can use number discs to During the COVID-19 pandemic, a city mayor bought
represent 24 647. 24 647 kilos of vegetables harvested by a group of
farmers in Benguet. All households were given
vegetables and they were very grateful of it.
 D. What Is It, p. 10-13
Read and learn carefully the topic on What Is It.
E. What’s More, p. 6-7
I. Use base-10 blocks to show the numbers below.

II. Give the corresponding number for each

Another way to visualize a number is by using statement.
base-10 blocks. 1. 35 blocks, 3 flats, 1 longs, 8 cubes =
2. 49 blocks, 7 flats, 5 cubes =
3. 15 blocks, 1 flat, 7 longs =
4. 6 blocks, 9 longs, 1 cube =
5. 100 blocks =

Let’s visualize 3 124 using both the number disc

and the base-10 blocks.

2 E. Discussing new concepts and practicing new F. What I Have Learned, p. 7

skill #2 How can we visualize numbers up to 100 000?

F. Developing Mastery (Lead to Formative G. What I Can Do, p. 8

Assessment) (Explain) Answer the activities in What I Can Do.
Use base-10 blocks to show the numbers below.
 H. Assessment, p. 8-9
A. Fill in the needed data. (5 pts)

I. Additional Activities, p. 9
The table shows the data of COVID-19 cases at the
given period of time based on the report of the
Department of Health (DOH).

1. Represent the number of confirmed cases on May

13, 2020 using number discs. For the number of
recovered cases on the same date, use base-10
blocks to represent the number.
G. Finding practical application of concepts and
2. Think of a number between 10 001 to 100 000
skill in daily living
that may represent a situation related to the COVID-
1. Melvin has 3 pieces of 10 000 number discs, 8
19 pandemic.
pieces of 1 000 number discs, 4 pieces of 100
3. In order not to be infected with coronavirus, what
number discs and 7 pieces of 10 number discs.
can you do as a member of your community?
Draw a model for this situation and tell how many
number discs Melvin actually has.
2. Karen is preparing her project in visualization of
numbers. She prepared 5 blocks, 4 flats, 9 longs
and 7 cubes. Give the value of each
representation. What number is assigned to her?
5 blocks = _______ 4 flats = _______ 9 longs
 _______
7 cubes = _______ Number ____________
3. Marcelito is assigned to represent 11 376 using
number discs. How should he represent it?
Illustrate it.
H. Generalization
How can we visualize numbers up to 100 000?
We can visualize numbers up to 100 000 by using
representations such as number discs and base-10
blocks. We just need to know the place value of
each digit in the numbers.
I. Evaluating Learning
A. Show 2 305 using base-10 blocks and number
discs. (2 pts.)
B. Give the total value of each of the following:
1. 47 blocks, 9 flats, 0 long, 4 cubes
2. 32 blocks, 5 flats, 1 long
3. 86 blocks, 8 flats
3 A. Review of the lesson (Elicit) Ask the learners to read their Module. Let the
Do you remember how to read and write numbers learners accomplish the listed activities on a
up to 10 000? Let us have a review. separate sheet of paper.
Copy the numbers that are less than the number
indicated in the circle. A. What I Know, p. 1-2
Draw a happy face if the statement is correct and
sad face if it is incorrect.
1. The place value of 8 in 65 875 is hundreds.
2. The value of the underlined digit in 57 329 is 7
000.
3. 64 231 means sixty-four thousand, two hundred
thirty-one.
4. Eighty-four thousand, six hundred nine when
written in symbol is 84 906.
B. Establishing the purpose for the lesson 5. 6 ten thousands, 4 thousands, 2 hundreds, 9 tens,
Read the problem. 5 ones when written as one number is 64 295.
The boy scouts and girl scouts of Sorsogon City B. What’s In, p. 2-3
participated in a tree planting activity. They The following are numbers written either in symbols
planted 62 453 seedlings. or in words. Write True if the number is correctly
1. What is the place value and value of each digit? written in its corresponding symbol or words. Write
2. How do you read and write the number 62 453 False if it is not written correctly.
in words and in symbol? 1. 3 912 - Three thousand, nine hundred twelve
Answer the given problem. 2. 1 410 - One thousand, one hundred forty-one
3. Eight thousand, one hundred sixty-three - 8 163
C. Presenting example/instances of the new 4. Four thousand, nine hundred twenty-one - 4 219
lesson (Engage) 5. Seven thousand, three hundred eighty-two - 7
Study how 62 453 is written in the Place Value 382
Chart. C. What’s New, p. 3
Read the problem.
The boy scouts and girl scouts of Sorsogon City
participated in a tree planting activity. They planted
62 453 seedlings.
D. Discussing new concepts and practicing new
1. What is the place value and value of each digit?
skill #1 (Explore)
2. How do you read and write the number 62 453 in
The place value of 3 is ones. The value is 3.
words and in symbol?
The place value of 5 is tens. The value is 50.
Answer the given problem.
The place value of 4 is hundreds. The value is 400.
D. What Is It, p. 3-5
The place value of 2 is thousands. The value is
Read and study the lesson on What Is it on your
2 000.
module.
The place value of 6 is ten thousands. The value is
60 000.
The value of a digit is determined by multiplying
that digit by its place value.
62 453 is made up of 6 ten thousands, 2
thousands, 4 hundreds, 5 tens and 3 ones. So, 62
453 = 60 000 + 2 000 + 400 + 50 + 3.
To read numbers up to hundred thousand:
1. Separate the digits into periods (thousands and
units).
 2. From the left, read the number formed by the
digits in the thousands period followed by the
name of the period (thousand).
3. Do the same with the units period without
saying the name of the period.
62 453 is read as “sixty-two thousand, four
hundred fifty-three”.

4 E. Discussing new concepts and practicing new E. What’s More, p. 6-8

skill #2 Write the missing numbers.
F. Developing Mastery (Lead to Formative 1. 87 546 = 80 000 + _______ + 500 + 40 + 6
Assessment) (Explain) 2. 98 923 = ______ + 8 000 + 900 + 20 + ____
A. In the number 59 438, write the digit in the 3. 3 729 = 3 000 + _____ + ____ + ____
given place 4. 60 000 + 2 000 + 400 + 30 + 8 = ___________
value. 5. 50 000 + 7 000 + 800 + 20 + 6 = ___________
1. Tens ____________ 6. 9 000 + 400 + 8 = _________
2. Ones ____________ 7. 47 534 = 4 ten thousands, 7 thousands, __
3. Ten thousands ____________ hundreds, 3 tens, 4 ones
4. Thousands ____________ 8. 53 042 = 5 ten thousands, ___ thousands, 4 tens,
5. Hundreds ____________ 2 ones
B. Write the value of the underlined digit. 9. 60 742 = ___ ten thousands, 7 hundreds, ___
6. 14 957 ____________ tens, ___ ones
7. 39 356 ____________ 10. 45 982 = __ ten thousands, __ thousands, 9
8. 19 386 ____________ hundreds, __ tens, 2 ones
9. 93 610 ____________
10. 73 016 ____________ Activity 2
A. Read and then write the following numbers in
words.
1. 29 610 _______________________________
2. 12 045 _______________________________
3. 71 327 _______________________________
4. 83 183 _______________________________
 5. 11 876 _______________________________
B. Read and then write the following numbers in
symbols.
6. Fifty-one thousand, two hundred forty-two
____________
7. Eleven thousand, sixty-nine ____________
8. Thirty-eight thousand, seven hundred fifty
____________
9. Fourteen thousand, eighteen ____________
10. Ninety thousand, nine hundred
____________
5 G. Finding practical application of concepts and F. What I Have Learned, p. 9
skill in daily living How do you give the place value and value of a digit
A. Use the digits 2, 3, 4, 5, and 6 only once for in numbers up to 100 000?
problems 1 to 2. ✓ The place value of a digit is determined using the
1. Write the highest 5-digit number. PLACE VALUE CHART.
2. Write the least number possible with 3 in the ✓ The value of a digit is determined by multiplying
thousands place. the digit by its place value.
H. Generalization
1. How do you give the place value and value of a G. What I Can Do, p. 10
digit in numbers up to 100 000? In which amount does 3 have the greater value?
✓ The place value of a digit is determined using 1. ₱ 37 509 or ₱ 83 999
the PLACE VALUE CHART. 2. ₱ 53 009 or ₱ 95 318
✓ The value of a digit is determined by multiplying 3. There were “forty-two thousand, three hundred
the digit by its place value. twenty-one” ampalayas harvested in Barangay San
2. How do you read and write numbers up to Pascual. Write the number in symbol.
hundred thousand in symbols and in words? 4. During the typhoon, 24 172 families were
To read numbers up to hundred thousand: rescued. Write the number in words.
✓ Separate the digits into periods (thousands and
units) H. Assessment, p. 10-11
✓ From the left, read the number formed by the A. Read the following number words and write in
digits in the thousands period, followed by the symbols.
name of the period (thousand). 1. Thirteen thousand, four hundred seventy-nine
 ✓ Do the same with the units period, without __________
saying the name of the period. 2. Fifty-three thousand, one hundred sixty
I. Evaluating Learning __________
Complete the table by giving the place value and B. Read and write the following numbers in words.
value of the underlined digit. 3. 29 904 ____________________________
4. 58 031 ____________________________
I. Additional Activities, p. 11-12
A. Choose all the numbers inside the box that satisfy
the given conditions.

B. Find the value of the underlined digit. Write the

letter of the correct answer.
3. 37 698 a. 6 000 b. 600 c. 60 000
4. 83 912 a. 800 b. 8 000 c. 80 000
5. 74 215 a. 4 000 b. 400 c. 40 000
C. Complete the table by writing the numbers in
symbols or words.

Prepared by:
Checked by:
Teacher III
School Principal I