School: ARIZONA ELEMENTARY SCHOOL Grade Level: GRADE 3 DAISY, ROSE

GRADES 1 to 12 Teacher: ANALIE D. BAYNOSA Learning Area: MATHEMATICS

DAILY LESSON LOG Teaching Dates: July 6-10, 2026 Term: FIRST Term

Name of Lesson Recognizing and Recognizing and Recognizing and Recognizing and
Representing 1 001 up Representing 2 001 up to Representing numbers Representing numbers
to 2 000 3 000 from 3 001 to 5 000 from 5 001 to 10 000
No. of Sessions One (1) One (1) One (1) One (1)
References MATATAG Curriculum Guide for Mathematics Grade 3,
Revised K-10 Lesson Exemplar
Declaration of AI Use This lesson plan was developed with the assistance of an artificial intelligence (AI) tool to help generate ideas, structure
Cite how AI was used in content, and improve clarity of instruction.
the formulation of the
lesson plan.

SESSION 1 SESSION 2 SESSION 3 SESSION 4

INTENTIONS. Meaningful learning experiences are anchored in how we frame them. Start by deciding what you want learners to master by the end of the lesson – keep it clear and simple.
Remember: Understanding your learners’ evolving context and designing around it help ensure that your lessons connect with and are relevant to them.
A. Content Standards The learners should have knowledge and understanding of whole numbers up to 10 000.
B. Performance By the end of the quarter, the learners are able to represent, round, compare, and order numbers up to 10 000.
Standards
C. Learning The learners represent numbers up to 10 000 using pictorial models and numerals.
Competencies
Write the competency/ies from the curriculum
that we are targeting, and the content or
performance standards applicable to the
sessions.
D. Learning Objectives At the end of the lesson, At the end of the lesson, the At the end of the lesson, the At the end of the lesson, the
Write the smaller knowledge, skills, or tasks the learner should be able learner should be able to learner should be able to learner should be able to
from the competency that the learners will
work on and be able to show by the end of to recognize and represent recognize and represent 2 recognize and represent 3 001 recognize and represent 5 001
the sessions. 1 001 up to 2 000 using 001 up to 3 000 using up to 5 000 using pictorial up to 10 000 using pictorial
pictorial models and pictorial models and models and numerals. models and numerals.
numerals. numerals.
E. Learners Contexts The learners have demonstrated an understanding of place value and can recognize and represent numbers up to 1 000
Write your observations of your learners, using concrete and pictorial models.
and how they have been performing or
responding to learning experiences
recently. Include strengths, interests, and
possible barriers to learning.
LEARNING A learning experience is like a thoughtfully designed journey. Each activity and interaction build towards meaningful understanding and growth. Identify activities and interactions to help learners gain
knowledge, skills, or understanding in a purposeful way.
EXPERIENCE.
A. Pre-Lesson What Number Is This? Let’s Review! Share It! Let’s Review!
Describe how you will help the learners get (Checking of assignment)
ready for the lesson. Directions: Write the missing
 School: ARIZONA ELEMENTARY SCHOOL Grade Level: GRADE 3 DAISY, ROSE
GRADES 1 to 12 Teacher: ANALIE D. BAYNOSA Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates: July 6-10, 2026 Term: FIRST Term

1,200 How do you represent a 4 Share the number given to number in each sequence.
1, 231 digit number using blocks, you by your guardian and your
1, 584 flats, longs, and units? drawing of blocks, flats, longs, 1. 3 108, ________, 3 110
1, 675 We used a block to represent one thousand, flats to
represent hundreds, longs to represent tens, and units to and units of it. 2. 3 589, ________, 3 591
1, 867 represent ones.
3. 4 256, ________, 4 258
4. 4 799, ________, 4 801
What is the number
5. 4 998, ________, 5 000
represented by the flats,
longs, and units in the
illustration.

B. Flow Look at the given figure. Look at the given figure. Study the chart. Read aloud.
Describe the activities that you can
implement in 1 or more sessions to
meet the learning objectives.

Apply the Learning Design Principles by

thinking about how to:
 make the objectives clear for the
learners
 guide learners before letting them try
the task on their own
 check the state of the learners’ What is the number
well-being, understanding, and
What do you call this small represented by 2 blocks?
mastery over the lesson cube? It is a unit. Why do you say so?
 connect today’s new concepts to past One block represents 1 000. So, two blocks represent two How did to determine the
competencies thousand. Ask the learners to read 2 000. It is read as two
 encourage collaboration among thousand. How many digits are there in numbers in the chart and
SAY: Today we will continue representing numbers using
learners blocks, flats, longs, and units to represent numbers beyond all the numbers? All the numbers have four count numbers beyond 4
 invite learners to reflect on why this 2 000 digits.
000?
matters to them ensure inclusion for We determined the numbers 4 010 to 5 000 by counting by
learners’ varied abilities, learning What number is Write the number being Except for the last number in 10s from 4 010 to 5 000. Then, we considered the numbers
between any two numbers in the chart.
styles, and contexts
represented by one unit? represented by the blocks, the 10th row, what can you
It represents one. flat, long and unit. say about the leftmost digit of Name the numbers between:
the numbers? The leftmost digit is always 2. 4 740 and 4 750
How about this pile of 4 870 and 4 880
10 cubes? It is a long. How do we read the digit 2 in 4 990 and 5 000
each number? We read it as two thousand.
 School: ARIZONA ELEMENTARY SCHOOL Grade Level: GRADE 3 DAISY, ROSE
GRADES 1 to 12 Teacher: ANALIE D. BAYNOSA Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates: July 6-10, 2026 Term: FIRST Term

Group Activity:
What if the digit is 3? We read it as GROUP 1:
three thousand.
By counting by 10s, complete
the chart.
Observe the numbers in each
What number is row. How are the numbers
represented by one long? increasing? They are increasing by 10.
It represents 10.
Observe the numbers in each
Remember: column. How are the numbers
1 long is made up of 10 increasing? They are increasing by 100.
units
Let’s Discuss! As we have observed, the
What is the answer in no. 1? numbers in each row are
How about this group of 10
longs? It is a flat. increasing by 10. That means,
between the two adjacent
numbers, say 2 010 and 2
020, there are numbers that GROUP 2:
Why did you write 2 as the
are not present or seen in the By counting by 10s, complete
leftmost digit?
chart. What are those the chart.
What number is numbers? The numbers are 2 011, 2 012, 2 013, 2
represented by one flat? It Why did you write 0 as the 014, 2 015, 2 016, 2 017, 2 018, and 2 019.

represents 100. next digit? Write the numbers on the board. Have the learners read
them.

Remember: Why did you write another 0

How about the numbers
1 flat is made up of 100 as the next digit?
between 2 130 and 2 140? The

units numbers are 2 131, 2 132, 2 133, 2 134, 2 135, 2 136, 2 137,

Inform the learners that they will be using blocks, Why did you write 1 as the 2 138, and 2 139.

flats, longs, and units to represent numbers beyond 1

000. next or the rightmost digit? Write the numbers on the board. Have the learners read
them.

Evaluate again the What is your answer in no. 2? Let’s Help Each Other!
illustration. 3 010 - 4 000 Chart
By the help of your seatmate,
complete the chart by
GROUP 3:
counting by 10s.
Why did you write 2 as the By counting by 10s, complete
leftmost digit? the chart.
 School: ARIZONA ELEMENTARY SCHOOL Grade Level: GRADE 3 DAISY, ROSE
GRADES 1 to 12 Teacher: ANALIE D. BAYNOSA Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates: July 6-10, 2026 Term: FIRST Term

If one long is made up of Why did you write 0 as the

10 units, one flat is made next digit?
up of 10 longs or 100
units, 10 flats make one Why did you write 1 as the
block. next digit?

Why did you write 0 as the

next or the rightmost digit?
What is your answer in no.3?
Once they are done, call on different pairs to write the
numbers for each row on the chart posted on the board, one
at a time. Have the first pair explain their answers. Provide
the correct answers.

Let’s Discuss!
Let’s Discuss! GROUP 4:
Look at the illustration. By counting by 10s, complete
the chart.
Why did you write 2 as the
How many blocks do you leftmost digit?
see?
Why did you write 3 as the
How many flats do you next digit?
see? What does this mean?
Why did you write 0 as the How did you determine the
How many longs do you next digit? numbers in this chart? We patterned
them after the previous chart, which showed the numbers 2
see? What does this mean? 010 to 3 000. We counted by 10s from 3 010.
Why did you write another 0
How many units do you as the next or the rightmost Read the numbers in the
see? digit? completed chart.
GROUP 5:
What does one unit What is your answer in no.4? By counting by 10s, complete
represent? the chart.

What number is
represented by one block
and one unit?
What are the missing numbers
In writing a 4-digit number Why did you write 2 as the between 3 110 and 3 120? They
are 3 111, 3 112, 3 113, 3 114, 3 115, 3 116, 3 117, 3 118,
 School: ARIZONA ELEMENTARY SCHOOL Grade Level: GRADE 3 DAISY, ROSE
GRADES 1 to 12 Teacher: ANALIE D. BAYNOSA Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates: July 6-10, 2026 Term: FIRST Term

based on the models, you leftmost digit? and 3 119.

start from left to right. Ask two learners to write the numbers that are missing
Point at the number 1 001, read it and ask the
learners to repeat after you. Then, have the learners Why did you write 1 as the between 3 110 and 3 120 on the board. Let one learner write
from 3 111 until 3 115 and the other learner from 3 116 until
repeatedly read the number to help them become
familiar with it. Still pointing at the number, ask the next digit? 3 119. Ask the learners to read the numbers written on the
board.
learners to read the number by themselves.

Why did you write another 1 What are the missing numbers
Guided Practice:
as the next digit? between 3 560 and 3 570?
Try to answer 2-5.
Why did you write 2 as the What are the missing numbers
next or the rightmost digit? between 3 990 and 4 000?

What is your answer in no.5? 4 010 – 5 000 Chart Once done, call on each group to read at least two rows of
Complete the chart by numbers from their LAS. Listen carefully and affirm learners’
correct answers and correct the wrong answers.
counting by 10s starting from
4 010. Observably, in any of the
Why did you write 3 as the chart, the numbers in each
Let learners explain their answers.
leftmost digit? row are increasing by 10. That
Why did you write 0 as the means, between any two
Find a partner. Give the
next digit? adjacent numbers, there are
number represented by
numbers that are not present
the following illustration.
Why did you write another 0 or seen in the chart.
as the next digit?
Let’s Reflect!
Why did you write another 0 Once they are done, call on different learners to write the
What numbers are between 5
as the next or the rightmost numbers in each row.
010 and 5 020? The numbers
digit? are 5 011, 5 012, 5 013, 5
Let’s Discuss! 014, 5 015, 5 016, 5 0 17, 5
ACTIVITY: 018, and 5 019.
(Give learners cutouts of 10 blocks, 10 flats, 10 longs and
10 units.)
(Do this once at a time) then look at their answers. You
may do this by group.
How about the numbers
between 5 090 and 6 000?
Using your cutouts, illustrate The numbers are 5 091, 5
the following numbers. 092, 5 093, 5 094, 5 095, 5
096, 5 097, 5 098, 5 099.
2 765 What are the missing numbers
between 4 250 and 4 260? From 6 000 to 6 010, what
numbers are between them?
 School: ARIZONA ELEMENTARY SCHOOL Grade Level: GRADE 3 DAISY, ROSE
GRADES 1 to 12 Teacher: ANALIE D. BAYNOSA Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates: July 6-10, 2026 Term: FIRST Term

What are the missing numbers The numbers are 6 001, 6

between 4 790 and 4 800? 002, 6 003, 6 004, 6 005, 6
006, 6 007, 6 008, 6 009.
What are the missing numbers
between 4 970 and 4 980? How about the numbers
between 9 990 to 10 000? The
Generalizations and numbers are 9 991, 9 992, 9
2 809 Abstractions 993, 9 994, 9 995, 9 996, 9
997, 9 998, 9 999.
What numbers did we talk
about today? We talked about the numbers 3 Group Activity:
001 to 5 000.
With the same group, give
what is asked.
How did you determine the
numbers 3 001 to 5 000? We
determined the numbers 3 001 to 5 000 following a pattern Group 1: numbers between 5
when counting from 2 001 to 3 000. We first counted by 10s
from a given number. Then, we considered the numbers 610 and 5 620
2 916
between two numbers. For example, we named the numbers
between 3 110 and 3 120, Group 2: numbers between 6
3 110, 3 111, 3 112, 3 113, 3 114, 3 115, 3116, 3117, 3118,
3119, 3 120 270 and 6 280
Group 3: numbers between 7
050 and 7 060
Group 4: numbers between 8
ACTIVITY: 820 and 8 830
(Give learners cutouts of 10 blocks, 10 flats, 10 longs
and 10 units.)
Group 5: numbers between 9
(Do this once at a time) then look at their answers.
You may do this by group.
940 and 9 950

Generalizations and Generalizations and

Using your cutouts,
Abstractions Abstractions
illustrate the following
numbers.
1. 1 846 What numbers did we talk What numbers did we talk
about today? We talked about numbers about today? We talked about the numbers 5
from 2 001 to 3 000. 001 to 10 000.

How did you represent a How did you determine the

number from 2 001 to 3 000? numbers 5 001 to 10 000? We
determined 5 001 to 10 000 following a pattern when
We used blocks to represent thousands, flats to counting from 4 001 to 5 000. We first counted by 10s from a
represent hundreds, longs to represent tens, and given number. Then, we considered the numbers between
2. 1 312 units to represent ones. two numbers. For example, we named the numbers between
6 330 and 6 340, 6 330, 6 331, 6 332, 6 333, 6 334, 6 335, 6
336, 6 337, 6 338, 6 339, 6 340
 School: ARIZONA ELEMENTARY SCHOOL Grade Level: GRADE 3 DAISY, ROSE
GRADES 1 to 12 Teacher: ANALIE D. BAYNOSA Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates: July 6-10, 2026 Term: FIRST Term

3. 1 597

Generalizations and
Abstractions

What numbers did we talk

about today? We talked about numbers
from 1 001 up to 2 000.

How did you represent a

number from 1 001 to 2
000? We used blocks to represent thousands,
flats to represent hundreds, longs to represent tens,
and units to represent ones.

C. Learning Resources Place value blocks (blocks, Place value blocks (blocks, Activity sheets/worksheets Activity sheets/worksheets
List down the learning resources that will flats, longs, units) flats, longs, units)
help you reach your objectives. Ensure that
they are available and inclusive. Cutouts of base-ten blocks Cutouts of base-ten blocks
Activity sheets/worksheets Activity sheets/worksheets
Include options and alternatives in case of
emergencies.
D. Opportunities for NA NA NA NA
Integration
Write down any possibilities to
meaningfully integrate another learning
area, special topic, or technology.
 School: ARIZONA ELEMENTARY SCHOOL Grade Level: GRADE 3 DAISY, ROSE
GRADES 1 to 12 Teacher: ANALIE D. BAYNOSA Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates: July 6-10, 2026 Term: FIRST Term

Write N/A if none.

ASSESSMENT. Assessments reveal what learners have gained and what they still need help with. These are helpful in providing you with information to guide your future instruction.

Formative Assessment Formative Assessment: Formative Assessment: Formative Assessment: Formative Assessment:
Create a task, activity or questions to
evaluate learning and provide feedback. I. Write the number I. Write the number Write the missing number in Write the missing number in
Include ways for learners to ask for
guidance or support. represented by the represented by the counters each blank. each blank.
counters in the box. in the box.
Remember to provide appropriate
accommodations so all learners can
demonstrate their understanding (e.g.,
varied response formats, small group
options, visual or auditory supports)

II. Encircle the letter of the

figure that represents the
given number.

II. Encircle the letter of the

figure that represents the
given number.
 School: ARIZONA ELEMENTARY SCHOOL Grade Level: GRADE 3 DAISY, ROSE
GRADES 1 to 12 Teacher: ANALIE D. BAYNOSA Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates: July 6-10, 2026 Term: FIRST Term

WAYS FORWARD. Meaningful learning can also happen beyond the classroom – for both the learners and the teacher. Pause and reflect on what happened today.

Extended Learning Assignment: Assignment: Assignment: Assignment:

Opportunities
Suggest other learning experiences outside Ask your guardian to give Ask your guardian to give you Directions: Write the missing Directions: Write the missing
the classroom/class hours that learners
may want to access to reinforce what they you a number from 1001- a number from 2001-3000 number in each sequence. number in each sequence.
have learned, to spark their curiosities 2000 and represent this and represent this using
further, or that may provide them support
in their areas of difficulty. using drawing of blocks, drawing of blocks, flats, 6. 3 108, ________, 3 110 1. 5 109, ________, 5 111
flats, longs, and units in longs, and units in your 7. 3 589, ________, 3 591 2. 6 589, ________, 6 591
your notebook. notebook. 8. 4 256, ________, 4 258 3. 7 255, ________, 7 257
9. 4 799, ________, 4 801 4. 8 799, ________, 8 801
10. 4 998, ________, 5 000 5. 9 998, ________, 10 000

REFLECTION
Think about what you
need to change for the
next session based on
what happened today. Is
there something the
learners are interested in
exploring?
Are there some things you
would like to share with
your co-teachers, parents,
or school leaders about
your classroom
experience? What would
you like your instructional
 School: ARIZONA ELEMENTARY SCHOOL Grade Level: GRADE 3 DAISY, ROSE
GRADES 1 to 12 Teacher: ANALIE D. BAYNOSA Learning Area: MATHEMATICS
DAILY LESSON LOG Teaching Dates: July 6-10, 2026 Term: FIRST Term

coach to help you with?

Prepared by: Checked and Noted by: Observed by:

ANALIE D. BAYNOSA ROBIE CEL O. LAYAN ____________________________

Master Teacher I Principal I