ILAW Lesson Plan — Mathematics 4
Term 1 · Week 7 · Number and Algebra · five sessions × 45 minutes
| Learning Area | Mathematics |
| Grade Level | Grade 4 |
| Term / Week | Term 1, Week 7 |
| CG source | Quarter 1, competencies 8–9 (p. 39) |
| Week Title | Every Place Has a Value — Whole Numbers to 1 000 000 |
| Duration | 5 × 45 minutes |
| Format | ILAW — Intentions · Learning Experiences · Assessment · Ways Forward |
Two formats, two jobs. This is the week, in the format DepEd prescribes for the plan a teacher files. Its companion
lesson-plan.mdis Day 1 only, in the MATATAG Lesson Exemplar format, written at the depth of a teaching script — every question, every anticipated wrong answer, every timing. Use this one to plan and to file; open that one before you teach Monday.
⚠️ The ILAW field list is reported, not read. DO No. 009, s. 2026 is understood to prescribe ILAW as the single lesson plan template for SY 2026–2027, replacing both the Daily Lesson Log and the Detailed Lesson Plan, and to bar schools, divisions and regions from requiring any other. The four section names below are consistently reported; the exact sub-fields your division expects may differ. The order itself could not be downloaded in the environment this was built in — see
source-catalogue.md§8. Check against your division's own copy before filing.
I — INTENTIONS
A. Curriculum anchor
Quoted from the MATATAG Mathematics CG (DepEd, August 2023, p. 39):
Content standard. The learners should have knowledge and understanding of whole numbers up to 1 000 000.
Performance standard. By the end of the quarter, the learners are able to read, write, and compare whole numbers up to 1 000 000.
Competencies covered this week — quoted verbatim:
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.
✅ Verified against the curriculum guide committed at
docs/research/source/.
B. What learners will be able to do, by day
| Day | Intention — by the end of the session, at least 80% of learners can… | Competency |
|---|---|---|
| 1 | State the place value and the value of any digit in a five-digit number, and explain why the same digit can be worth different amounts | 9a, 9b |
| 2 | Read and write five-digit numbers in numerals and in words, with correct hyphens and period spacing | 8 |
| 3 | Extend both skills to six digits — up to 1 000 000 — and name the periods | 8, 9a, 9b |
| 4 | Work in the reverse direction: name the digit, given its place value | 9c |
| 5 | Apply all of the above to unfamiliar numbers without a chart in front of them | 8, 9 |
The competency is met on Day 3, not Day 1. The CG says a 6-digit number. Days 1 and 2 deliberately work at five digits because the idea — that position decides worth — is identical and easier to hold in view. Teaching only Day 1 does not meet the competency.
C. Key idea and vocabulary
A digit's worth depends on where it stands.
| Term | Meaning used this week |
|---|---|
| Place value | The name of the position — ones, tens, hundreds, thousands, ten thousands, hundred thousands |
| Value | How much the digit is actually worth in that position |
| Digit | Any one of the ten symbols 0–9 |
| Period | A group of three places, separated by a space: 1 000 000 |
The class sentence, repeated all week until it is automatic: "Place value is where. Value is how much."
D. Integration
| Strand | How it appears |
|---|---|
| Araling Panlipunan | Barangay and municipal population figures are the working data all week |
| EsP / GMRC | Group roles on Days 4–5 are assigned, not volunteered; every member reports |
| English | Hyphenation in number words — forty-seven thousand |
| Financial literacy | Peso amounts written in words, as on a cheque |
| 21st-century skills | Learners justify aloud, not only answer |
L — LEARNING EXPERIENCES
Every session is 45 minutes and runs complete with chalk alone. Digital artifacts are listed where they help; none is required.
Day 1 · Place value and value — five digits
Full teaching script:
lesson-plan.md. Summary only here.
| Phase | Min | What happens |
|---|---|---|
| Activating prior knowledge | 5 | Board: 472. Four quick questions ending in "What is the 4 worth?" Learners who answer "4" are left uncorrected — that misconception is the lesson's whole purpose. Write both 4 and 400 and leave them up. |
| Establishing purpose | 6 | Board: Barangay San Isidro: 47 205 residents. "There is a 4 and a 5 here. Are they worth the same?" Show of hands, unresolved. Vocabulary introduced orally. |
| Developing understanding | 22 | Place-value chart built on the board and filled. Erase the 0 from 47 205 and let the number visibly collapse to 4 725, then restore it. Worked example 63 814 (I do) → guided 95 073 (we do) → independent practice (you do). |
| Making generalisations | 7 | "The value of a digit is the digit multiplied by the value of its place." Return to the 4 / 400 still on the board and let the learner who said "4" correct themselves aloud. |
| Evaluating | 5 | Exit ticket on 86 304 — four items. |
Independent practice, without devices — learners copy and complete:
| Number | Digit | Place value | Value |
|---|---|---|---|
| 28 461 | 8 | thousands | 8 000 |
| 70 359 | 7 | ten thousands | 70 000 |
| 14 902 | 9 | hundreds | 900 |
| 55 555 | the middle 5 | hundreds | 500 |
| 63 807 | 0 | tens | 0 |
Row 4 is the row that matters. 55 555 — five identical digits, five different values — is the cleanest proof of the key idea. A learner who gets every other row and misses this one has not got the lesson yet.
With devices: game.html Rounds 1–2, pairs on a shared screen.
Day 2 · Reading and writing numbers in words
| Phase | Min | What happens |
|---|---|---|
| Warm-up | 5 | Three place-value questions from yesterday, whole class, hands up. Then re-ask the 55 555 row for anyone who missed it. |
| Purpose | 4 | Show a cheque or a receipt written in words. "Why would a bank make you write it twice — once in figures, once in words?" Answer: figures can be altered, words cannot. |
| Explicitation | 8 | Build the reading rule from the period gap: read the thousands period, say "thousand", read the rest. 47 205 → forty-seven · thousand · two hundred five. |
| I do / we do | 10 | Teacher writes three numbers, reads each aloud, then writes the words underneath. Class does three more together. Hyphens go in as they are written, not afterwards. |
| You do | 13 | worksheet.html §A — ten numbers, numerals ↔ words, both directions. Without printing: same ten written on the board. |
| Close | 5 | Exit ticket: write 30 042 in words. (Thirty thousand, forty-two — the trap is inserting a "hundred".) |
Watch for: "Fortyseven thousand two hundred and five." Three errors in one — missing hyphen, missing comma, and an "and" that does not belong in a whole number in this convention.
Day 3 · Six digits — up to 1 000 000
This is the day the competency is met.
| Phase | Min | What happens |
|---|---|---|
| Warm-up | 5 | Five-digit place value, rapid fire, no chart on the board. |
| Purpose | 5 | Write 1 000 000. "How many digits? What do we call the new column?" Extend the chart left by one column: hundred thousands. |
| Explicitation | 10 | Periods named — ones period, thousands period. The gap is not decoration; it is what makes a six-digit number readable at a glance. Compare 472050 with 472 050 on the board. |
| We do | 10 | Municipal population figures — real ones if you have them. Place value and value of each digit, whole class. |
| You do | 10 | game.html Round 3, pitched at six digits. Without devices: Individual Activity 3 — The Million Challenge from offline-activities.md. |
| Close | 5 | Exit ticket: in 384 916, give the place value of the 3 and the value of the 8. (Hundred thousands; 8 000.) |
Day 4 · The reverse direction — competency 9c
The hardest of the three parts, and the one most often skipped.
| Phase | Min | What happens |
|---|---|---|
| Warm-up | 5 | Two six-digit questions from Day 3. |
| Purpose | 3 | "Until now I gave you a digit and you found its worth. Today I give you the worth and you find the digit." |
| I do / we do | 12 | "In a six-digit number, the digit 6 has a value of 60 000. Which place does it stand in?" → ten thousands. Work three, thinking aloud, then three together. |
| Group work | 20 | Group Activity 1 — Barangay Number Line from offline-activities.md. Roles assigned, not volunteered. Rubric is in assessment.md. |
| Close | 5 | Each group states one number and one thing they had to argue about. |
Day 5 · Consolidation and weekly check
| Phase | Min | What happens |
|---|---|---|
| Warm-up | 5 | Whole-class chant of the key sentence, then three mixed questions. |
| Consolidation | 15 | Group Activity 2 — Place Value Market from offline-activities.md. |
| Weekly check | 20 | assessment.md §6 — 10 items on competencies 8 and 9. Graded, and it counts toward Written Works, not Examinations. Summative Test 1 sits at the end of Week 5 and Summative Test 2 at the end of Week 10. |
| Close | 5 | Return Day 1's exit tickets. "Look at what you wrote on Monday. Would you write the same thing now?" |
Contingency — no electricity, no devices
Nothing above requires power. The slide deck is optional and the game replaces one activity on two days only. Substitutions:
| If you lose | Use instead |
|---|---|
| Projector | The board. The place-value chart is the only visual the week needs |
| Devices (Day 1) | Digit tiles — call a number, pairs build it, hold it up |
| Devices (Day 3) | Individual Activity 3 — The Million Challenge |
| Printing | Every worksheet item can be written on the board and copied into notebooks |
A — ASSESSMENT
A. Formative, daily — not graded
| Day | Check | What it tells you |
|---|---|---|
| 1 | Exit ticket, 4 items on 86 304 | Item 4 is diagnostic: a learner can score 3/4 mechanically and still not understand. Read the sentences. |
| 2 | Exit ticket — 30 042 in words | Catches the inserted "hundred" |
| 3 | Exit ticket — place value and value in 384 916 | Confirms the extension to six digits held |
| 4 | Group report-out | Whether 9c transferred, or whether groups quietly did 9a again |
| 5 | Returned Day 1 tickets | Learners see their own movement across the week |
Also available all week: the Teacher Panel in game.html reports per-round
accuracy per learner in under a minute, without marking a single paper.
B. Summative — graded, per DO No. 015, s. 2026
Mathematics is a Key Stage 2 core learning area: Written Works 20% · Performance Tasks 50% · Examinations 30%.
| Instrument | Component | Where |
|---|---|---|
| Worksheet §A–B, and the Day 5 weekly check | Written Works | worksheet.html · assessment.md §6 |
| Summative Test 2 — end of Week 10, 20 items | Examinations (30% of the component) | assessment.md §4 |
| Term 1 Examination — end-of-term block, 40 items | Examinations (40% of the component) | assessment.md §5 |
| Group Activity 1 and 2 | Performance Tasks | rubrics in assessment.md §7 |
| Barangay Data Board (term task) | Performance Tasks | rubric in assessment.md §7 |
This week's content is examined in Summative Test 2, which covers Weeks 6–10; Summative Test 1 has already been sat at the end of Week 5.
Recording and transmutation: class-record.html, which carries the
SY 2026–2027 adjusted table and the SY 2027–2028 zero-based rule as a switch.
C. Success criteria for the week
The week has succeeded if a learner can, without a chart in front of them:
- Give the place value and the value of any digit in a six-digit number
- Write that number in words with correct hyphens and spacing
- Name the digit when given only its value
- Say why — not just produce the answer
Criterion 4 is the one that predicts next week. Comparing and rounding, which Week 8 takes up, collapse immediately if position is not secure.
W — WAYS FORWARD
A. Remediation — for learners scoring 2/4 or below on Day 1
Do not re-teach the week. Re-teach position, concretely:
- Bundles of 100 sticks beside 4 single sticks. The learner must see the gap, not be told it.
- Four digits (to 9 999) with a laminated chart taped to the desk. Same questions, same wording, smaller numbers — the reasoning demanded does not drop.
- Ten minutes during Day 2 and Day 3 independent work, small group, while the rest work on.
B. Enrichment — for learners at 4/4 by Day 1
- Six digits immediately, and the inverse task: "Build a five-digit number where the value of the tens digit is exactly ten times the value of the ones digit. Find all of them."
- Game Round 3 from Day 1 rather than Day 3.
- Individual Activity 3 — The Million Challenge.
C. Differentiation held all week
| Group | Adjustment | Same competency? |
|---|---|---|
| Below level | Four digits, chart on the desk, physical bundles | Yes — magnitude reduced, demand identical |
| On level | As written | Yes |
| Above level | Six digits from Day 1, inverse tasks, Round 3 | Yes — extended by depth |
| Language support | Terms introduced orally before they are read; a learner may talk reasoning through before writing | Yes |
| Additional needs | Enlarged number cards; verbal exit ticket; peer scribe. The game is fully keyboard-operable with visible focus | Yes |
D. Teacher's reflection
To be completed after Day 5.
| Learners meeting the week's intentions | ______ of ______ |
| Named for remediation | |
| Which day ran over, and what was cut | |
| Did 55 555 land? | If learners hesitated there, the chart work on Day 1 needs more time next cycle |
| Did the uncorrected misconception pay off? | Or did leaving it standing confuse learners who had it right? |
| Who spoke this week? Who did not? | Names. Call on them first next week |
| Contextualisation | Did the barangay figure connect, or would a different local number have worked harder? |
E. Next week
Week 8 takes up competencies 10 and 11 — comparing whole numbers with =, < and >, and rounding to the nearest hundred thousand. Both assume position is secure. If §C criterion 4 is not met for most of the class, spend Day 1 of Week 8 on this week's content instead and compress the comparison work; the syllabus has slack in Term 3, not here.
Part of the E-turo MATATAG artifact set. Companion files:
lesson-plan.md (Day 1, Lesson Exemplar format) ·
syllabus.md · assessment.md ·
worksheet.html · slides.html ·
game.html · offline-activities.md ·
class-record.html