Detailed Lesson Plan in T- Math 1
Grade 3
I. Objectives: At the end of the lesson, the learners will be able to:
a. Identify the place value and value of a digit in the numeral
b. Recognize and read numbers in symbols and symbols in numbers
c. Participate in the class by solving problems involving place value
II. Subject Matter
Topic: Place Value (Ones, Tens, Hundreds, and Thousands)
Source: Internet, Mathematics Book for grade 3
Materials Used: Illustrations, tarp-papel
III. Procedure
Teacher’s Activity Learner’s Activity
A. Preliminary Activities
Prayer:
Good evening class, let us all stand for our Good evening, Teacher Dom!
opening prayer (The students will stand and pray)
Greetings:
“Good evening once again class, how are you “Good evening teacher Dom”
feeling today? “We’re fine teacher”
“Great!”
“Before you take your seats, please do check if (The students will pick up the pieces of trash
there are pieces of trash around you, put it inside and will put it inside their bags)
your bags”
Checking of Attendance:
“For your attendance, please say present if your (The students will say present)
name is called upon”
-Jhemvhoy -Present teacher
-Heart -Present teacher
-Vanessa -Present teacher
“Very good, no one is absent today”
Classroom Rules:
“Before anything else, let me first remind you of our (The learners will listen to the classroom rules)
classroom rules
- listen to your teacher
- Raise your right hand if you want
to answer.
- Enjoy and do your best
Review:
“Before I discuss to you our lesson, let us do some (A student will answer)
re-echoing to our previous lesson, who can tell me
what is our lesson last lesson last meeting?”
“Very good, that is correct”
B. Motivation
“Before we proceed to our formal discussion, let us
“Yes teacher”
have an activity first, class are you ready?
“We have our friend here named Altheo, he was
told by his father to put the following objects in the -Student 1: Me teacher
corresponding boxes as it was asked by his father, -Student 2: I want to answer teacher
who can help him?
(The teacher will choose two learners to participate
on the activity)
(two learners will raise their hands and
Box 1 Box 2 Box 3 Box 4
participate on the activity)
1. (20 Eggs) – Put 5 eggs on box 2, put 8 eggs on
(A pupil will execute the problem number 1)
box 3 and put 7 eggs on box 4
2. (13 Apples) – Put 10 apples on box 3 and put 3
(A pupil will execute problem number 2)
apples on box 4
“Very Good, let us give them a fireworks clap”
(The class will do the fireworks clap)
C. Activity
-Placing the given numbers by pulling the
number chart:
(The teacher will let the learners pull the number
(The learners will pull the number chart to place
chart to place the given value of numbers into their the given value of numbers into their right
right places) places)
1) 36 -A learner will perform the number 1
2) 485 -A learner will perform the number 2
3) 2,332 -A learner will perform the number 3
“Alright class, since we have finished our activity,
and most of you have done a great job, let us give
everybody a type eyy clap”
(The class will do the type eyy clap)
D. Analysis
“Did you learn something from our activities class?”
“What have you noticed?” “Yes teacher”
“That’s correct, now our topic for this evening is all “I noticed that every number has a placement
about Place Value, I want you to listen very teacher”
carefully because I will now discuss our lesson and
later on, we will be having our quiz, is that
understood class?”
“Yes teacher”
E. Abstraction
Our topic for today is about Place value.
What is Place Value?
In math, every digit in a number has a (The learners will listen to their teacher’s
place value. Place value can be defined discussion)
as the value represented by a digit in a
number on the basis of its position in the
number.
Remember: The value of Ones can be found on
the first digit number starting from the right. The
value of Tens can be found on the second digit
number starting from the right. The value of
hundreds and thousands may vary in place as
follows.
F. Application
“Now let us have our activity, are you excited
class?”
Directions: (The teacher will divide the class into
“Yes teacher”
two groups given different tasks)
For Group 1: Write the numerical form of each
word in the provided boxes
[Link] hundred eight –
(The group 1 will answer the assigned task)
[Link] thousand forty-six –
[Link] hundred seventy –
[Link]-four –
[Link]-one thousand,
four hundred, thirty-four
For Group 2: Write the following numbers into their
corresponding places on the place value
chart.
(The group 2 will answer the assigned task)
Value Thousands Hundreds Tens Ones
1) 6,284
G.
2) 79
3) 696
4) 72,304
5) 98,102
Evaluation
Directions: The teacher will give the students an
assessment in which they will write the given
numbers into words involving place number.
“Okay class I will give you a quiz to test your
understanding to the topic we have discussed, are
you ready?”
1. 28
“Yes teacher”
2. 64
3. 236
4. 974
5.1,359
(The learners will answer the assessment given
Answer Key:
by the teacher)
1. Twenty-eight
2. Sixty-four
3. Two hundred thirty-six
4. Nine hundred seventy-two
5. One thousand, three hundred fifty-nine
Assignment: Identify place values
Directions: Numbers below have different values, identify the place value (Ones,
tens, hundreds, thousands) of the given number.
1. what is the place value of 3 in the numbers 35?
2. What is the place value of 6 in the numbers 2,645?
3. What is the place value of 9 in the numbers 79?
4. What is the place value of 4 in the numbers 24,567?
5. What is the place value of 5 in the numbers 5,643?
Prepared By:
Dominic N. Galladora – Beed 2A
Student Teacher