Republic Act of the Philippines

Zamboanga Peninsula Polytechnic State University

COLLEGE OF TEACHER EDUCATION
R.T Lim Boulevard, Baliwasan, Zamboanga City

I. Objective:
At the end of the 40-minute discussion, the Grade III pupils are expected to do the following
with at least
85 % level of accuracy.
A. In identifying the place value of a 4- to 5-digit number;
B. Organize the number to its place value;
C. Write the place value and the value of the digit in each number.

II. Subject Matter

Topic: Gives the Place Value and Value of a Digit in 4-5 Digit Numbers
Reference: Mathematics – Grade 3 Alternative Delivery Mode Quarter 1 – Module 2: Giving
the Place Value and Value of a Digit First Edition, 2020.

Teachers Guide DLP_MATHEMATICS 3_Q1-Q4

Integration: English, ESP, Filipino, PE and ICT.

Materials: Boxes, Balls, Pictures, Cartolinas and Plastic straws and bottles.

III. Procedure

A. Preliminary Activities

Good morning class! (Good morning teacher) Before we will start our class, let us pray. (Pray) Arms
upward, shake your hands, arms forward shake your hands, inhale, exhale. You may now take your seat.
Let’s group the class into 4. On the left side of our classroom will be the Group 1, the group 2 students
will be on right side of the classroom, next Group 3 will be at the back of the group 1 and the group 4
students will be at the back of the group 2.
Now, what can you see on the table? (A chart with numbers) Yes, you are correct. This will be
our Incentive Chart for today. This is ones, tens, hundreds and thousands; they are going to represent each
group. The group 1 will be the ones, on the other hand the group 2 will be the tens, now group 3 will be
the hundreds and the group 4 will be the thousands. Now what do you have to do in order to earn points?
(Behave, Participate, Listen) Very good! You are going to behave and participate in order to earn points
and help your group to win our activity for today.
Motivation
Class, look at this picture.
(Yes, Teacher Ethel)

What can you observe in this picture?

(A boy with numbers on his face)

Very good class, now I want you to search for five numbers and form smallest and biggest
numbers using the five numbers you can find on the face of this child.
(Yes Teacher Ethel.)

Now, anyone from the group who would like to share their observation to the class?
(Student answer may vary.)
Excellent! Everyone was a good observer. The smallest five-digit number 75 431 and the biggest
five-digit number 31 457.

B. Presentation
Have you ever think of the place value and value of the numbers?
(Yes, Teacher Ethel.)
Now, we are going to find out place value and value of the number using a chart.
Activity
Observe and analyze the number discs presented on the board, identify the number being given
and group the number disc into ten thousands, thousand, hundreds, tens and ones.

10 000 1 000 100

10 10 000
10
100 1 000
1 1
1 000 1
10
10
1 100
 Place Value Chart
Ten Thousands Thousands Hundreds Tens Ones

10 000 1 000 100 10 1

10 000 1 000 100 10 1

1 000 100 10 1

10 1

Now, how did you arrange the numbers? (According to the place value of the numbers) Very
good! How many thousands did you formed? (20 000) How many hundred? (300) How many
tens? (40) How about the ones? (4). Can anyone tell to the class the number being given? (Yes
Teacher Ethel, 23 344)
Marvelous! All of you arranged the numbers according to its place value and identify the number
being given.

C. Analysis

Now, class I want you to look at the numbers in the Abacus. What is the number being given?
(43 566) Excellent!

10 1

100 10 1

10 000 100 10 1

10 000 1 000 100 10 1

10 000 1 000 100 10 1

10 000 1 000 100 10 1

Ten Thousands Thousands Hundreds Tens Ones

In identifying the place value of a 4- to 5-digit number, you need to memorize the order of place
value of the digits from right to left, namely: ones, tens, hundreds, thousands, and ten thousands.
The place value can be extended to the left depending on the number of digits.
In the example above, we can say that the place value of the following digits is as follows:
7 - Ones,
8 - Tens,
5 - Hundreds,
2 – Thousands,
4 - Ten thousands.
To identify the value of the digits in a number, you need to multiply the digit to its corresponding
place value. Below is an example of finding the value of the digits using the 5-digit number,
given in the previous example.

Numeral Digit Place Value Value

42 587 7 ones 7x1=7
8 tens 8 x 10 = 80
5 hundreds 5 x 100 = 500
2 thousands 2 x 1 000 = 2 000
4 ten thousands 4 x 10 000 = 40 00

Therefore, the value of the digits is as follows:

77 880 5500 22 000 440 000

1 000

1 000

1 000

1 000

1 000 1

1 000 1

1 000 10 1

1 000 100 10 1

Thousands Hundreds Tens Ones

Here is another example using a 4-digit number.
Numeral Digit Place Value Value
8 124 4 ones 4x1=4
2 tens 2 x 10 = 20
1 hundreds 1 x 100 = 100
8 thousands 8 x 1 000 = 8 000

Therefore, the value of the digits is as follows:

44
220
1100
28 000

In identifying the place value of a 4- to 5-digit number, you need to memorize the order of place
value of the digits from right to left, namely: ones, tens, hundreds, thousands, and ten thousands.
To identify the value of the digits in a number, you need to multiply the digit to its corresponding
place value; 1 (ones), 10 (tens), 100 (hundreds), 1 000 (thousands) and 10 000 (ten thousands).

Did you understand class?

(Yes, Teacher Ethel)

Alright, let’s check your understanding on the lesson.

D. Generalization

Now, I want you to answer these questions:

What are the place value we discussed?

(Ones, Tens, Hundreds, Thousands. Ten Thousands)

Why do we need to memorize the order of place value?

(To indentify the place value of a 4 to 5 digit number.)

How can we identify the value of the digits in a number?

(We need to multiply the digit to its corresponding place value; 1 (ones), 10 (tens), 100
(hundreds), 1 000 (thousands) and 10 000 (ten thousands.)
Excellent class! We should always remember that in identifying the place value of a 4- to 5-digit
number, you need to memorize the order of place value of the digits from right to left, namely:
ones, tens, hundreds, thousands, and ten thousands.

E. Application

Directions: Organize the balls from the box according to the place value given. In this game,
using only one hand of the 5 representatives per group will be use to separate and redistribute
them into a container. A box of balls which contains approximately 4 different colors. The red
balls will be the ones, the green balls will be the tens, the orange balls are the hundred, the blue
balls are the thousands and lavender balls are the ten thousands. The representative to finish first
will be the winner for this game.

Source:https://p.turbosquid.com/tsthumb/P8/Q31gOj/MJ/search_1/jpg/1639989350/300x300/
sharp_fit_q85/0e25dec3b40e6cd3159835d69f407e8baf7a6dd6/search_1.jpg
https://thumbs.dreamstime.com/z/glass-bottle-cartoon-vector-illustration-graphic-design-glass-
bottle-cartoon-145806449.jpg
Is that clear class?

(Yes, Teacher Ethel.)

Okay, your timer starts now!

How did you find the activity, class?

(We find the activity exciting and challenging, Teacher.)
Marvelous! Now Let us count the number of points of each group.

Who do you think is the group that earned the highest points?
Let us count the points of each group.
(Counts the number of points of each group)
Great job everyone, let’s us do the “Winner clap”
(1-2-3, 1-2-3 winner)

IV. Evaluation

Instructions: Write the place value and the value of the digit in each number.

A. 82 659

Digit Place Value Value

9
5
6
2
8

B. 74 579

Digit Place Value Value

7
4
5
7
9
Answer key:
A.

Digit Place Value Value

9 ones 9
5 tens 50
6 hundreds 600
2 thousands 2 000
8 ten thousands 80 000

B.

Digit Place Value Value

7 Ten thousands 70 000
4 thousands 4 000
5 hundreds 500
7 tens 70
9 ones 9

V. Assignment
Investigate the situations to find out the answer.

1. Circle the digit in the tens place. 2 345

2. Circle the digit in the ten thousands place. 45 678
3. Circle the digit in the hundreds place. 47 546
4. Create a number with 1 in the thousands place. _______
5. Create a number with 7 in the ones place and 1 in the hundreds place. _______

Good bye class, See you tomorrow!

(Good bye Teacher, good bye Classmates, goodbye!)
PART LESSON EPISODE: pp. 1-12
GRADE LEVEL: GRADE 3 QUARTER: 1st QUARTER
CONTENT STANDARD The learner’s shall be able to:

• Demonstrates understanding of addition and

subtraction of whole numbers including money

PERFORMANCE STANDARD The learner’s shall be able to:

• Recognize and represent ordinal numbers up to 100th

in various forms and contexts.

LEARNING COMPETENCY CODE: M3NS-Ia10.3

LEARNING MATERIALS Mathematics – Grade 3 Alternative Delivery Mode

Quarter 1 – Module 2: Giving the Place Value and
Value of a Digit First Edition, 2020

Author: Ava Trocio

LEARNING RESOURCES
TG: Mathematics Teacher’s Guide Grade III

Author: Ava Trocio

LM: 1. Boxes
2.Balls
3. Pictures
4. Cartolinas
5. Plastic straws and bottles

CG: M3NS-Ia10.3
Curriculum Guide

Learning Materials
Teacher’s Guide

MELC