LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 8
Name of Lesson VALUE OF A DIGIT VALUE OF A DIGIT PLACE VALUE AND VALUE OF A PLACE VALUE AND VALUE OF A
DIGIT DIGIT
Learning Area Mathematics 3
Teacher
Grade Level and Section
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 content,
Cite how AI was used in the and improve clarity of instruction.
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 Standards By the end of the quarter, the learners are able to represent, round, compare, and order numbers up to 10 000.
C. Learning Competencies The learners determine:
Write the competency/ies from the curriculum
that we are targeting, and the content or a. the place value of a digit in a 4-digit number
performance standards applicable to the
sessions. b. the value of a digit
c. the digit of number, given its place value
D. Learning Objectives At the end of the lesson, the 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
from the competency that the learners will
learners are expected to: learners are expected to: learners are expected to: learners are expected to:
work on and be able to show by the end of 1. determine the value 1. compare the values of 1. identify the place value 1. determine the place
the sessions.
of a digit in a 4-digit the same digit in of a given digit in a 4- value of a digit in a 4-
number; different numbers; digit number; digit number;
2. explain how the 2. explain why the value 2. determine the value of 2. identify the value of a
position of a digit changes even if the a digit in a 4-digit digit based on its place
affects its value digit is the same number; and value;
3. determine the digit 3. write a 4-digit number
LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 8
given its place value. when given its place
values (thousands,
hundreds, tens, and
ones) and vice versa.
E. Learners Contexts The learners already know the place values (ones, tens, hundreds, and thousands). This lesson builds on that knowledge by helping
Write your observations of your learners,
and how they have been performing or
them determine the actual value of a digit in numbers up to 9,999.
responding to learning experiences
recently. Include strengths, interests, and
possible barriers to learning.
LEARNING EXPERIENCE. 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.
A. Pre-Lesson Let's Go Back: What's My Let's Go Back: Let's Go Back: Let's Go Back:
Place Value?
Describe how you will help the learners get (Checking of assignment.) (Checking of assignment.) (Checking of assignment.)
ready for the lesson.
Determine the value of the Compare the value of the Directions: Write the two missing
6,482
underlined digit. highlighted digit in each pair of information in each row.
1. 6,315 numbers. No. Given Digit Place Value
1. What is the place value Number Value
2. 4,829 1. 4,326 and 4,632 1 7,246 ___ Hundre ___
of 6? ds
3. 9,574 2. 7,145 and 3,721
2. What is the place value 2 3,891 9 ___ ___
4. 2,615 3. 6,842 and 8,261 3 5,674 ___ Tens ___
of 4?
5. 7,482 4. 2,518 and 5,24 4 8,532 ___ ___ 500
3. What is the place value
5. 9,156 and 5,278 5 4,719 7 ___ ___
of 8?
4. What is the place value
of 2?
SAY: Today, we will learn how to determine the value of
a digit in a 4-digit number. By the end of the lesson, you
should be able to tell the value of any digit based on its
position in the number.
B. Flow Let’s Learn! Let’s Learn! Number Flash! Let’s Learn!
Describe the activities that you can
implement in 1 or more sessions to meet
the learning objectives. Place value is the value Read the numbers in each 6 482 Place value is the value given
Apply the Learning Design Principles by given to a digit based on its letter. to a digit based on its position in
thinking about how to:
position in a number. A: 3,245 1. What digit is in the thousands a number.
● make the objectives clear for
the learners
B: 5,324 place?
LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 8
● guide learners before letting The value of a digit 2. What is the place value of 8? The value of a digit depends on
them try the task on their own depends on its position in What is the value of 3 in each 3. What is the value of 4? its position in the number. Even
● check the state of the the number. Even if the digit number? 4. Which digit has a value of 2? if the digit is the same, its value
learners’ well-being, understanding,
is the same, its value
SAY: Today we will compare the values of the same digit in a
and mastery over the lesson set of numbers. changes when its place
● connect today’s new concepts changes when its place Let’s Learn! changes.
to past competencies
changes. Let’s Learn!
● encourage collaboration Place value is the value given Example:
among learners
Example: Study the table: to a digit based on its position in 6,482
● invite learners to reflect on
why this matters to them ensure 6,482 a number.
inclusion for learners’ varied abilities,
learning styles, and contexts
There are 6 thousands, 4
The value of a digit depends on hundreds, 8 tens and2 ones.
1. What digit is the same in all its position in the number. Even
the numbers? if the digit is the same, its value Mystery Digit!
2. Are the values of the digit 5 changes when its place
the same? changes. Directions: Write the 4-digit
3. Why are the values number described by the given
different? Example: place values.
Guided Practice! 4. What happened to the 6,482 1. 2 thousands, 7 hundreds,
Determine the value of the position of the digit 5 in each Digit 8 4 tens, and 9 ones =
underlined digit. number? Place Value → Tens __________
1. 5,318 Value → 80 2. 5 thousands, 3 hundreds,
2. 7,426 The value of a digit depends 8 tens, and 1 one =
3. 8,195 on its position in the number. Guided Practice __________
4. 6,238 The same digit can have 1. What is the place value 3. 9 thousands, 1 hundred,
5. 9,042 different values when it is of 7 in 7,156? 6 tens, and 4 ones =
placed in different positions. 2. What is the value of 5 in __________
Group Activity: "Value 3,589? 4. 4 thousands, 8 hundreds,
Detective" Although the digit is the same, 3. Which digit is in the 0 tens, and 5 ones =
Divide the class into small groups. Give each group
number cards (e.g., 4,365; 7,218; 9,541; 5,680).
its value changes because its hundreds place in __________
Each group will: position in the number 6,241? 5. 7 thousands, 2 hundreds,
1. Read the number. changes. A digit in the 4. What is the value of 2 in 9 tens, and 3 ones =
2,948? __________
LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 8
2. Identify the value of thousands place has a greater 5. What is the place value
the highlighted digit. value than the same digit in of 9 in 5,971? Let’s Do It!
3. Write the answer on the hundreds, tens, or ones
a manila paper. place. Place Value Detective
4. Explain how you got Directions: Write the two missing
your answer. Guided Practice information in each row.
Compare: Number 1 is done for you.
The group with the most ● Value of 6 in 6,432 and
correct answers wins. No. Given Digit Place Value
2,651 Number Value
1 6,482 8 Tens 80 Let’s Do More!
Independent Practice: ● Value of 8 in 8,123 and 2 4,735 ___ Hundre ___
ds
Complete the table. 5,286 3 8,219 ___ Tens ___
● Value of 2 in 4,275 and 4 5,864 ___ ___ 600
2,481 5 9,341 3 ___ ___
6 7,526 ___ Hundre ___
ds
Pair Activity: 7 3,978 ___ ___ 90
Let’s Reflect! Encircle the digit that is the 8 6,154 5 ___ ___
1. What did you learn same in each pair of numbers. 9 2,687 ___ Hundre ___
ds
today? Write its value on the line 10 8,493 ___ Tens ___
2. Why is it important to below each number. Then
know the value of a digit? compare the numbers by
3. How does the position of writing >, <, or = in the box.
a digit affect its value?
REMEMBER:
The value of a digit
depends on its position in
the number.
LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 8
Individual Activity:
Compare the values of the
same digit. Write >, <, =.
1. Value of 4 in 4,231 ____
Value of 4 in 6,542
2. Value of 8 in 8,316 ____
Value of 8 in 2,681
3. Value of 5 in 5,428 ____
Value of 5 in 4,358
4. Value of 2 in 2,946 ____
Value of 2 in 6,529
5. Value of 7 in 7,135 ____
Value of 7 in 3,571
Let’s Reflect!
1. What did you learn today?
2. Why can the same digit
have different values?
3. How does the position of a
digit affect its value?
4. When can you use this
knowledge in your daily life?
LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 8
REMEMBER:
The value of a digit depends
on its position in the number.
The same digit can have
different values when it is
placed in different positions.
C. Learning Resources Powerpoint presentation, Powerpoint presentation, Powerpoint presentation, chalk Powerpoint presentation, chalk
List down the learning resources that will
help you reach your objectives. Ensure that
chalk and board, activity chalk and board, activity and board, activity sheets and board, activity sheets
they are available and inclusive. sheets sheets
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.
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.
Include ways for learners to ask for Determine the value of the Compare the values of the Answer the following questions. A. Write the 4-digit number
guidance or support.
underlined digit. highlighted same digit. Use the Write the answer on the space described by the given place
Remember to provide appropriate
accommodations so all learners can 1. 4,583 ________ symbols (<, >, and =). provided. values.
demonstrate their understanding (e.g.,
varied response formats, small group
2. 6,724 ________ 1. 3 thousands, 5 hundreds,
options, visual or auditory supports) 3. 9,251 ________ Example: 1. In 5,874, what is the place 2 tens, and 8 ones =
4. 5,816 ________ 4,583 > 8,543 value of 8? _______ __________
5. 8,149 ________ 2. In 7,246, what is the value of 2. 6 thousands, 4 hundreds,
1. 6,482 ____ 2,656 2? _______ 7 tens, and 1 one =
2. 8,123 ____ 5,286 3. In 4,913, which digit is in the __________
3. 4,275 ____ 2,481 tens place? _______ 3. 8 thousands, 2 hundreds,
4. 5,324 ____ 3,542 4. In 8,570, what is the value of 9 tens, and 6 ones =
5. 7,135 ____ 3,571 5? _______ __________
5. In 6,384, what is the place 4. 5 thousands, 0 hundreds,
LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 8
value of 3? _______ 3 tens, and 4 ones =
__________
5. 9 thousands, 6 hundreds,
1 ten, and 7 ones =
__________
B. Write the place values of the
given 4-digit numbers.
1. 3,528 = ____ thousands,
____ hundreds, ____ tens,
and ____ ones
2. 6,471 = ____ thousands,
____ hundreds, ____ tens,
and ____ ones
3. 8,296 = ____ thousands,
____ hundreds, ____ tens,
and ____ ones
4. 5,034 = ____ thousands,
____ hundreds, ____ tens,
and ____ ones
5. 9,617 = ____ thousands,
____ hundreds, ____ tens,
and ____ ones
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:
Opportunities
Suggest other learning experiences outside
the classroom/class hours that learners
Determine the value of the Compare the value of the Directions: Write the two missing
may want to access to reinforce what they underlined digit. highlighted digit in each pair information in each row.
have learned, to spark their curiosities
further, or that may provide them support 6. 6,315 of numbers. No. Given
Number
Digit Place
Value
Value
in their areas of difficulty.
7. 4,829 6. 4,326 and 4,632 1 7,246 ___ Hundre ___
ds
8. 9,574 7. 7,145 and 3,721 2 3,891 9 ___ ___
LESSON PLAN IN MATHEMATICS 3
TERM 1 – WEEK 8
9. 2,615 8. 6,842 and 8,261 3 5,674 ___ Tens ___
4 8,532 ___ ___ 500
10. 7,482 9. 2,518 and 5,24
5 4,719 7 ___ ___
10. 9,156 and 5,278
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
coach to help you with?
Prepared by: Checked by: Noted: