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MATH 3 Explicit Lesson Plan_092245

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138 views

MATH 3 Explicit Lesson Plan_092245

Uploaded by

Mark Deo Tan
Copyright
© © All Rights Reserved
Available Formats
Download as PDF, TXT or read online on Scribd
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Lesson Plan in Mathematics III

Using Explicit Instruction


I. Objectives
At the end of the lesson, pupils are expected to:
• Identify the place value and value of a digit in a number.
• Shows appreciation towards the importance of place values in their daily
lives.
• Write the place value and value of each digit in 4 – to a 5 – digit number.

II. Subject Matter


Topic: Givig the Place Value and Value of a Digit.
References: Splashlearn.n.d. “About the Place Value.” Accessed February,
2020.https://www.splashlearn.com/math-vocabulary/place- value/place-value.
Department of Education. 2010. Lesson Guide in Mathematics Grade 3. Bureau
of Elementary Education in coordination with Ateneo De Manila University. Pg.
15-18.
Materials: Charts, paper, pencil, video projector, speaker.
III. Procedure

Teacher’s Activity Pupils’ Activity

A. Preparatory Activities
1. Prayer
2. Greetings
3. Checking of Attendance
4. Review

B. Developmental Activities
1. Drill
Look at the Picture below, search for the • (Pupils does the activity)
five numbers on the face of the child.
Form the smallest and biggest numbers
using the five numbers you can find on the
face of the child.
1. smallest five-digit number .
2. biggest five-digit number .

The Smallest five-digit number is 13457 • (Thirteen thousand, four hundred


The Biggest five-digit number is 75431 fifty-seven.)
Now let us read them in sentence • (Seventy-five thousand, four
hundred thirty-one)
Very Good!

C. Motivation
Before we go on to our lesson, lets first • Yes Teacher!
sing a song and afterwards you determine
what is it all about. Are you ready?
(Music Video is played in the Video
projector)

PLACE VALUE SONG


Picking Pears, I got 1,2,3,4,5,6,7,8,9; • (Sings Joyfully the song)
That’s all that fit inside the ones place
value line.
So, I picked another pear and made a
group of ten.
They fit into a bag perfectly even.
20,30,40,50,60,70,80,90:
I had to keep picking pears – a hunger I
had to feed –
So, I picked another ten and that led to
one group of one hundred.
(A pear bonked me on the head and I
said…)

CHORUS:
Ten one makes ten.
Ten groups of ten are one hundred.
Ten hundred make one thousand;
The pattern never ends.

I rode my bike one whole mile, then


2,3,4,5,6,7,8,9, and in a little while,
another mile made one group of ten.
“Keep going I know you can!”
20,30,40,50,60,70,80,90: I never knew I
had so many miles inside me!
The end of my trip was coming up ahead: I
rode ten more miles and reached one
hundred.
(Then that little voice inside my head
said...)
(Repeat Chorus)
After the bell rang at eight o’clock, I started
playing with the base ten blocks.
I stacked up nine and then one more made
ten, and then tens equaled one hundred.
200,300,400,500,600,700,800,900:
another hundred wouldn’t fit in the
hundred’s space…
I had to write one group in the thousands
place!
(And then I played the air bass.)

Ten Groups of one thousand equal ten


thousand.
Ten thousand make one hundred
thousand.
And then ten of those make one million,
and the pattern never ends.

Okay Class, who could tell me what the • Teacher, the song is all about
song is all about? Place value.
Very Good!

D. Teaching/Modeling
Place value is the Value of each digit in a
number.
For example, the 5 in 350 represents 5
tens, or 50; however, the 5 in 5,006
represent 5 thousand, or 5000.
It is very important that you pupils
understand that while a digit can be the
same, its value depends on where it is in
the number. Did you get it? • Yes Teacher!

Here we have the Place Value Chart

32495
3 – Ten Thousands
2 – Thousands
4 – Hundreds
9 – Tens
5 – Ones

In 32 495
The digit 3 is in the ten thousands
place. Its Value is 30 000
The digit 2 is in the thousands place.
Its value is 2 000
The digit 4 is in the hundreds place. Its
value is 400
The digit 9 is in the tens place. Its
value is 90
The digit 5 is in the ones place. Its
value is 5.

If we are going to write it in Expanded


Forms here is the solution:

3 x 10 000 = 30 000
2 x 1000 = 2 000
4 x 100 = 400
9 x 10 = 90
5x1=5

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: one, 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 f the following digits are as
follows:
7 – ones
8 – tens
5 – hundreds
2 – thousands, and
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.
Therefore class, the value of the digits are:
7? • (7)
8? • (80)
5? • (500)
2? • (2 000)
4? • (40 000)
Very good.

Therefore, the value of the digits are:


4? • (4)
2? • (20)
0? • (0)
8? • (8 000)

Very Good.
Remember class, the place value of zero
is always Zero.
Did you get it? • Yes Teacher!

E. Guided Practice
Now let’s have an activity so you could try
to write the place value of digits in each
number. But don’t worry I will be guiding
you through. Is that okay? • Yes Teacher (The students show
great interest to the activity)
Instruction: Write the place value and
value of each digits in each number.
A. 3 745 • (Students answer the activity given
Digit Place Value Value to them, with the assist of the
3 ? ? teacher)
7 ? ?
4 ? ?
5 ? ?

B. 78 321
Digit Place Value Value
7 ? ?
8 ? ?
3 ? ?
2 ? ?
1 ? ?

Answer:
A.
3 – Thousands – 3 000
7 – Hundreds – 700
4 – Tens – 40
5 – Ones – 5
B.
7 – Ten Thousands – 70 000
8 – Thousands – 8 000
3 – Hundreds – 300
2 – Tens – 20
1 – Ones – 1

F. Independent Practice
Now you try a similar activity, but now on • (Students do the Activity)
your own.

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. 4579
Digit Place Value Value
4 ? ?
5 ? ?
7 ? ?
9 ? ?

Answers:
A.
9 – Ones – 9
5 – Tens – 50
6 – Hundreds – 600
2 – Thousands – 2 000
8 – Ten Thousands – 80 000
B.
4 – Thousands – 4 000
5 – Hundreds – 500
7 – Tens – 70
9 – Ones – 9
IV. Evaluation
To test how much you have learned let’s • (Students answer the assessment)
have an assessment.

Activity 1.
Write the place value that digit 6 holds.
1. 47 546 .
2. 65 408 .
3. 76 325 .
4. 89 641 .
5. 90 768 .

Activity 2.
Write the Place value and the value of the
underlined digit.
Place Value Value
1. 67 435 . .
2. 89 710 . .
3. 56 431 . .
4. 90 164 . .
5. 23 793 . .

Answers:
Activity 2.
1. Ones
2. Ten Thousands
3. Thousands
4. Hundreds
5. Tens

Activity 3.
Place Value Value
1. Tens 30
2. Ten Thousands 80 000
3. Hundreds 400
4. Thousands 0
5. Ones 3

V. Assignment
Place Value Detective. Do as I say.
1. Circle the digit in the Tens Place. 2 345
2. Circle the digit in the Ten Thousands
place. 45 678
3. Create a number with 1 in the
thousands place. .
4. Create a number with 7 in the ones
place and 1 in the hundred place. .

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