Lesson Exemplar — Mathematics 4

Term 1 · Week 7 · Number and Algebra strand · Session 1 of 5 · 45 minutes

The competency comes from CG Quarter 1, which is taught across Term 1 weeks 1–9 under the three-term calendar. Week 7 follows the Measurement and Geometry content and is where published Grade 4 Term 1 material places this competency too. Week ordering remains a school decision — see the syllabus §5.

Companion artifacts. slides.html (projector) · game.html (any browser, offline) · offline-activities.md (no electricity required). The lesson runs complete with chalk alone — see §III.E.

⚠️ This is a teaching resource, not a fileable lesson plan. DO No. 009, s. 2026 — the same order that brought the three-term calendar — is reported to prescribe ILAW as the single lesson plan template for SY 2026–2027, replacing both the Daily Lesson Log and the Detailed Lesson Plan, with schools, divisions and regions prohibited from requiring anything else. This document uses the MATATAG Lesson Exemplar headings (I–IV) instead. The content maps across without loss — Intentions ← §I, Learning Experiences ← §III, Assessment ← §IV, and Ways Forward ← the reflection half of §IV plus Differentiation — but the container is not the prescribed one. Reported, not verified; see source-catalogue.md §8.

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content Standards

Quoted from the MATATAG Mathematics CG (DepEd, August 2023, p. 39), CG Quarter 1 content standard 4 for Number and Algebra:

The learners should have knowledge and understanding of whole numbers up to 1 000 000.

B. Performance Standards

Quoted from the same page — the Number and Algebra performance standards for CG Quarter 1:

By the end of the quarter, the learners are able to read, write, and compare whole numbers up to 1 000 000 (NA); and to perform addition of numbers with sums up to 1 000 000 and subtraction of numbers where both numbers are less than 1 000 000 (NA).

This lesson serves the first of those two.

C. Learning Competencies and Objectives

Learning competencies. Quoted verbatim from the CG (p. 39), CG Quarter 1 competencies 8 and 9:

8. read and write numbers up to 1 000 000 in numerals and in words.

9. determine a. the place value of a digit in a 6-digit number, b. the value of a digit, and c. the digit of a number, given its place value.

All three parts of competency 9 are addressed: (a) and (b) throughout, and (c) — the reverse-direction task — in §III.C.3 and in Round 3 of the game.

Lesson objectives. At the end of the 45-minute session, at least 80% of learners will be able to:

1. Identify the place value of any digit in a five-digit number (knowledge)
2. State the value of that digit, distinguishing value from place value (understanding)
3. Read and write five-digit numbers in numerals and in words (skill)
4. Explain, in one sentence, why the same digit can be worth different amounts (reasoning)

Why this session stops at five digits. The competency says a 6-digit number, i.e. up to 1 000 000. This session deliberately works at five digits as the first of the week's five sessions, because the idea being taught — that position decides worth — is identical at five digits and easier to hold in view. Six digits are reached on Day 3 (see The Rest of the Week), which is also where Round 3 of the game is pitched. Teach only this session and the competency is not yet met.

✅ Verified against the official curriculum guide, committed to this repository at docs/research/source/. Standards and competencies above are quoted from page 39.

D. Content

Place value and value of digits in whole numbers, introduced at five digits and extended to six digits (1 000 000) across the week.

Key idea: A digit's worth depends on where it stands.

Distinguishing place value from value is the whole lesson. Most Grade 4 errors for the rest of the year trace back to this single conflation.

E. Integration

II. LEARNING RESOURCES

Required (no cost)

• Chalk and blackboard
• Learners' notebooks and pencils
• A hand-drawn place-value chart on the board (5 columns)

Prepared by the teacher (15 minutes the night before)

• Digit tiles — cardboard squares from a grocery box, 0–9, one set per pair
• Number card set — 10 five-digit numbers written on cardboard strips
• One large place-value chart on manila paper, if available

Digital, optional — all offline

References

• MATATAG Mathematics Curriculum Guide, Grades 1–10 (DepEd, August 2023), pp. 20 and 39 — committed at docs/research/source/
• DO No. 010, s. 2024 — Policy Guidelines on MATATAG Implementation

III. TEACHING AND LEARNING PROCEDURE

Total: 45 minutes. Timings are cumulative in the right-hand column.

A. Activating Prior Knowledge — 5 minutes (0:00 → 0:05)

Slides 1–3

A.1 Short review (3 min). Write on the board: 472

Ask, in this order — quick, whole-class, hands up:

1. "How many digits?" → three
2. "Which digit is in the ones place?" → 2
3. "Which digit is in the hundreds place?" → 4
4. "What is the 4 worth?" → 400

Watch for this. If learners answer "4" to question 4, do not correct and move on. That is exactly the misconception this lesson exists to fix. Say: "Hold that thought — that is the question for today." Write both 4 and 400 on the board and leave them there. You will return to them at 0:35.

A.2 Connect (2 min). "Last year you worked with numbers to one thousand. Today we go past ten thousand. Who can name something in our barangay counted in the thousands?" Accept: population, pesos, houses, kilometres, learners enrolled.

B. Establishing Lesson Purpose — 6 minutes (0:05 → 0:11)

Slides 4–5

B.1 Lesson purpose (3 min). Write on the board, spaced out:

        Barangay San Isidro:  4 7 2 0 5  residents

Ask: "There is a 4 and there is a 5 in this number. Are they worth the same?"

Take a show of hands both ways. Do not resolve it. Say:

"By the end of this lesson every one of you will be able to tell me exactly what each digit in this number is worth — and prove it."

B.2 Unlocking content vocabulary (3 min). Introduce the four terms from §I.D. Say each one aloud and have the class repeat it. Learners copy the two critical ones into their notebooks:

• Place value = the name of the position
• Value = how much the digit is worth

Say it as a sentence learners will repeat all lesson: "Place value is where. Value is how much."

C. Developing and Deepening Understanding — 22 minutes (0:11 → 0:33)

Slides 6–12

C.1 Explicitation — the place value chart (5 min) (0:11 → 0:16)

Draw and fill the chart on the board:

Read the number aloud together: "Forty-seven thousand, two hundred five."

Point out, deliberately:

• Each column to the left is ten times the one to its right.
• The 0 in the tens place is not nothing — it holds the place. Remove it and 47 205 collapses to 4 725. Erase it on the board and let them see it happen. Then put it back.

Return to the opening question: the 4 is worth 40 000. The 5 is worth 5. Same digits, different worlds — because of where they stand.

Slide 7 does this argument for you. It draws each digit's worth as a bar at true scale: the 40 000 bar fills the screen and the 5 is a dot you can barely see. Show it and say nothing for a moment. Learners who cannot yet explain the rule will still see it — and that is what makes it stick. Then ask: "Which bar would you rather have?"

The same colour is used for a place everywhere it appears — on the slides, in the game, and on the wall chart. Point at the colours as you talk and learners start using them as names.

C.2 Worked example — I do (4 min) (0:16 → 0:20)

Board: 63 814

Think aloud, writing every step:

"I find the 8. I count the columns from the right: ones, tens, hundreds — the 8 is in the hundreds place. That is its place value. Now, how much is it worth? Eight hundreds is 800. That is its value. Place value: hundreds. Value: 800."

Do a second, deliberately, with a zero: 63 814 → the digit 1. Place value: tens. Value: 10. Not 1.

C.3 Guided practice — we do (6 min) (0:20 → 0:26)

Board: 95 073

Class answers together, teacher records:

Then the reverse direction — harder, and worth the time:

"I am thinking of a five-digit number. The digit 6 has a value of 6 000. Where does the 6 stand?" → thousands place

Two more of these, called on individual learners by name.

C.4 Independent practice — you do (7 min) (0:26 → 0:33)

With devices — learners open game.html and play Round 1 and Round 2. Pairs on a shared screen work well; one operates, one explains, then swap. Circulate. The Teacher Panel at the end reports per-round accuracy.

Without devices — learners copy and complete in their notebooks:

Answer key

Row 4 is the row that matters. 55 555 — five identical digits, five different values — is the cleanest possible proof of the key idea. If a learner gets every other row and misses this one, the lesson has not landed yet.

D. Making Generalizations — 7 minutes (0:33 → 0:40)

Slides 13–14

D.1 Learners' takeaways (4 min). Ask three learners, by name, to complete aloud:

"A digit's value depends on ______."

Push past "its place" to the full statement. Then write the generalisation on the board and have the class copy it:

The value of a digit is the digit multiplied by the value of its place. The same digit can be worth different amounts depending on where it stands.

Return to the very first question of the lesson — the 4 and the 400 still on the board from 0:03. Ask the learner who first said "4": "What would you say now?" Let them correct themselves publicly. That closure is worth the minute it costs.

D.2 Reflection on learning (3 min). In notebooks, one sentence each:

1. One thing I understood clearly today.
2. One thing I want to be surer about.

Collect five notebooks at random on the way out — a 90-second read tells you where to start tomorrow.

E. Contingency — no electricity, no devices

The lesson as written above is already complete without power. The slide deck is optional and the game replaces §C.4 only if devices exist. If the projector is unavailable:

• Draw the place-value chart on the board — that is the only visual the lesson needs.
• Use the digit tiles for §C.4: call a number, pairs build it with tiles, hold it up.
• Use Individual Activity 1 from offline-activities.md in place of the game.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER'S REFLECTION

A. Evaluating Learning — 5 minutes (0:40 → 0:45)

Slide 15

Exit ticket. Quarter-sheet of paper. Name at the top. Board:

                            8 6 3 0 4

1. What is the place value of the 6?
2. What is the value of the 3?
3. Write this number in words.
4. In one sentence: why is the 8 worth more than the 4?

Answer key

1. Thousands
2. 300
3. Eighty-six thousand, three hundred four
4. Any statement that the 8 stands in the ten thousands place and the 4 in the ones place, so position determines worth. (Accept any wording that shows the reasoning — mark the thinking, not the phrasing.)

Scoring and what to do next

Item 4 is the diagnostic item. A learner can score 3/4 mechanically and still not understand. Read the sentences.

B. Teacher's Remarks

To be completed after teaching.

C. Teacher's Reflection

To be completed after teaching. Prompts:

• Did the 55 555 example land? It is the pivot of the lesson — if learners hesitated there, the earlier chart work needs more time next cycle.
• Did the deliberate misconception at 0:03 pay off, or did leaving it uncorrected confuse learners who had it right?
• Did learners say "place value is where, value is how much" without prompting by 0:33?
• Which learners spoke this session? Which did not? Who do I call on first tomorrow?
• Contextualisation check — did the barangay population figure connect, or would a different local number have worked harder?

Anticipated Misconceptions

Differentiation

The Rest of the Week

Five sessions cover CG competencies 8 and 9 together. The competency is met at six digits, which Day 3 reaches — Day 1 alone does not get there.

The next week takes up competencies 10 and 11 — comparing numbers with =, < and >, and rounding to the nearest hundred thousand.

Part of the E-turo MATATAG artifact set. Companion files: syllabus.md · slides.html · game.html · offline-activities.md