MATATAG School Grade Level 3

K to 10 Curriculum Name of Teacher DepEdClick Learning Area Mathematics

Weekly Lesson Log Teaching Dates and Time JULY 7-11, 2025 (Week 4) Quarter First

DAY 1 DAY 2 DAY 3 DAY 4

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learner should have knowledge and understanding of whole numbers up to 10 000.
Standards
B. Performance By the end of the quarter, the learners are able to represent, round, compare, and order numbers up to 10 000.
Standards
C. Learning The learners
Competencie  represent numbers up to 10 000 using pictorial models and numerals.
s  read and write numbers up to 10 000 in numerals and in words.
At the end of the lesson, At the end of the lesson, At the end of the lesson, the At the end of the lesson, the
the learner should be able the learner should be able learner should be able to learner should be able to
D. Learning to recognize and represent to read and write recognize and represent read and write numbers up
Objectives 1 001 up to 2 000 using numbers up to 2 000 in 2 001 up to 3 000 using to 3 000 in numerals and in
pictorial models and numerals and in words. pictorial models and words.
numerals. numerals.
II. CONTENT Number and Algebra
III. LEARNING RESOURCES
A. References
B. Other
Learning
Resources
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior Post the following Discuss answers to To recall past lessons about Discuss answers to
Knowledge illustrations on the board. Assessment 1. representing numbers using Assessment 3.
This will help the learners Expected answers: pictorial models, ask the Expected answers:
recall unit, long, and flat as I. learners this question. I.
models to represent 1) 1 345 How do you represent a 4- 1) 2 444
numbers. It is suggested to 2) 1 290 digit number using blocks, 2) 2 650

1
create cutouts of these 3) 1 060 flats, longs, and units? We 3) 2 305
illustration for II. used a block to represent II.
reusability. 1) B one thousand, flats to 1) A
2) A represent hundreds, longs to 2) B
represent tens, and units to
Tell the learners that they represent ones. Tell the learners that they
are going to practice are going to practice reading
reading and writing Show the illustration below: and writing numbers up to
numbers up to 2 000 in 3 000 in numerals and in
numerals and in words words today.
Ask the learners the
following: today.

Ask the learners the

number being represented
(a) What do you call this by the flats, longs, and
small cube? It is a unit. units in the illustration. It is
1 999 (one thousand nine
(b) What number is hundred ninety-nine).
represented by one unit? It
represents one. If the learners have a hard
time answering, guide them
in determining the number
represented by the blocks,
flats, longs, and units.

Say: In our previous

(c) How about this pile of
lessons, we used one block
10 cubes? It is a long.
to represent a thousand.
Suppose we have two
(d) What number is
blocks.
represented by one long? It
represents 10.

2
Say: 1 long is made up of Present another illustration.
10 units.

(e) How about this group of Ask the learners the

10 longs? It is a flat. number being represented
by the blocks. It is 2 000.
(f) What number is
represented by one flat? It Why do you say so? One
represents 100. block represents 1 000. So,
two blocks represent two
Say: 1 flat is made up of 10 thousand.
longs or 100 units. Ask the learners to read
2 000. It is read as two
Show the following thousand.
illustration. If the learners have a hard
time reading, guide them.
Ask the learners if they
know the number that
comes after 2 000.

Say: Today, we will talk

about numbers beyond
Ask the learners the 2 000.
number represented by
the flats, longs, and units
in the illustration. It is
999.

If the learners have a hard

time answering, guide them
3
in determining the number

4
 represented by the flats,
longs, and units.

Present another
illustration.

Ask the learners the

number represented by the
flats. It is 1 000.

Say: Today, we will talk

about numbers beyond
1 000.
To recognize and represent To read and write To recognize and represent To read and write numbers
Lesson numbers 1 001 up to 2 000 numbers 1 001 up to numbers 2 001 up to 3 000 2 001 up to 3 000 in
Purpose/Intention using pictorial models and 2 000 in numerals and in using pictorial models and numerals and in words
numerals words numerals.
units, longs, flats, blocks, one thousand, one, two, units, longs, flats, blocks, two thousand, one, two,
Lesson Language
thousands three, …, ninety-nine, one thousands three, …, ninety-nine, one
Practice
hundred hundred
During/Lesson Proper
Reading the Key
Idea/Stem
Developing Direct learners’ attention Present some of the Prepare the chart below Present a chart as shown
Understanding of the to the last figure which numbers used from the prior to this lesson. Start below.
Key Idea/Stem shows 10 flats or 1 000 previous lesson in a chart the discussion with the
units. as shown. counters in the second row.

5
Say: If one long is made up
of 10 units, one flat is Numbers Numbers
In In words In In words
made up of 10 longs or 100 numerals numeral
units, 10 flats make one 1 235 2 132
block. 1 460 2 067
1 001 2 300
1 090 2 009
Show a block and write 2 000 3 000
this on the board.
Ask the learners to read Ask the learners to read the
the numbers aloud. Tell numbers aloud. Tell them
them that these numbers that these numbers can also
can also be written in be written in words. In
words. In writing the Discussion for Row 2: writing the number in
number in words, start Ask the learners the words, start from the
Inform the learners that from the leftmost digit number being represented leftmost digit to the right.
they will be using blocks, moving to the right. by the blocks and unit.
flats, longs, and units to Have them explain their Direct learners attention to
represent numbers beyond Direct learners attention answer. It represents 2 001 2 132. You may underline
1 000. to 1 235. You may because there are two 1 000 the digit to give emphasis as
underline the digit to units (2 blocks) and one unit. you discuss.
Before the lesson, prepare give emphasis as you
a chart like the one below. discuss. Call on one learner to write What does the leftmost digit
2 001 under column 2. 2 mean? It means two
What does the leftmost Expected answer: 2 001 thousand.
digit 1 mean? It means one
thousand. Why did you write 2 as the How did we represent
How did we represent leftmost digit? There are 2 000? We used two blocks
1 000? We used a block to 2 blocks, which means there to represent 2 000. A block is
represent 1 000. A block is are two 1 000 or 2 000. made up of 1 000 units.
made up of 1 000 units.
Write the words “one Why did you write 0 as the Write the words “two
thousand” in the second next digit? There are no thousand” in the second
Direct learners’ attention to column, same row. flats, which means there are column, same row.
the models used to no or zero hundreds.

6
represent the number in What is the next digit? It is Why did you write another What is the next digit? It is
the third row. two. 0 as the next digit? There one.
What does it mean? There are no longs, which means What does it mean? There is
Ask the learners the are two one hundred or two there are no or zero tens. one hundred.
following questions: hundreds. Write the words “one
(a) How many blocks do Write the words “two Why did you write 1 as the hundred” after “two
you see? There is one block. hundred” after “one next or the rightmost digit? thousand.”
(Write 1 in the box under thousand.” There is one unit, which
the blocks column.) means there is one ones. What is the next digit? It is
What does one block What is the next digit? It is three.
represent? It represents three. Provide the correct answer. What does it mean? There
1 000. What does it mean? There If no learner can write the are three tens or thirty.
are three tens or thirty. numeral, be the one to write Write the word “thirty” after
(b) How many flats do you Write the word “thirty” it. It is written as 2 001 in “two hundred.”
see? There is zero or none. after “two hundred.” numeral.
(Write 0 in the box under What is the next digit? It is
the flats column.) What is the next digit? It is Then, have the learners two.
What does this mean? five. repeatedly read the number What does it mean? There
There are no or zero What does it mean? There to help them become two ones or two.
hundreds. are five ones or five. familiar with it. Write the word “two” after
Write the word “five” after “thirty.”
(c) How many longs do “thirty.”
you see? There is zero or Say that 2 132 is written in
none. (Write 0 in the box Say that 1 235 is written words as “two thousand
under the longs column.) in words as “one thousand one hundred thirty-two.”
What does this mean? two hundred thirty-five.” There is a hyphen between
There are no or zero tens. There is a hyphen thirty and two.
between thirty and five.
(d) How many units do you Have the learners read the Have the learners read the
see? There is one unit. number in words. number in words.
(Write 1 in the box under
the unit.)

7
What does one unit The chart should look like Discuss the answer to the The chart should look like
represent? It represents this. next row in the same this.
one. Numbers manner as you did for row Numbers
In In words In In words
numerals
2. After discussing the numeral
After answering questions 1 235
one thousand two hundred answer, the chart should 2 132 two thousand one
thirty-five hundred thirty-two
a-d, the chart should look 1 460 look like this: 2 067
like this: 1 001 2 300
1 090 2 009
2 000 3 000

Ask: What if one digit is Say what if one digit is zero.

zero? How do we write the How do we write the number
number in words? in words?

Direct learners attention Direct learners attention to

to 1 460 and to its 2 067 and to its leftmost
leftmost digit 1. You may digit 2. You may underline
underline the digit to give the digit to give emphasis as
Emphasize that in writing a emphasis as you discuss. you discuss.
4-digit number based on
the models, you start from What does the leftmost What does the leftmost digit
left to right. digit 1 mean? It means one Tell the learners to look for 2 mean? It means two
thousand. a partner to answer the thousand.
What number is Write the words “one remaining rows. Give them Write the words “two
represented by one block thousand” in the second enough time to do the thousand” in the second
and one unit? The number column, same row. activity. Ask some learners column, same row.
is 1 001. to write their answers on
What is the next digit? It is the chart and explain their What is the next digit? It is
Why? The leftmost digit 1 four. work. Have a class zero.
means there is one thousand What does it mean? There discussion afterward. What does it mean? There
(represented by one block). are four one hundred or are no or zero hundreds.
The next digit 0 means there four hundreds. At the end of the discussion, Say that since there are no
are no or zero hundreds. The Write the words “four the chart should look like or zero hundreds, we do
next digit 0 means there are hundred” after “one this: not have to write anything.
no or zero tens. The thousand.”
8
rightmost digit 1 What is the next digit? It is What is the next digit? It is
(represented by one unit) six. six.
means there is one ones. What does it mean? There What does it mean? There
Thus, the number is 1 001. are six tens or sixty. are six tens or sixty.
Write the word “sixty” Write the word “sixty” after
Note: At this point, the after “four hundred.” “two thousand.”
learners have learned
the place value, What is the next digit? It is What is the next digit? It is
hundreds, tens, and ones. zero. seven.
What does it mean? There What does it mean? There
If the learners said 1 001, are no or zero ones. are seven ones.
confirm that it is correct. Say that since there are no Write the word “seven” after
Otherwise, say that the or zero ones, we do not have “sixty.”
number represented by one to write anything.
block and one unit is 1 001 So, 2 067 is written in words
Ask the learners if they have
and explain why. Be the So, 1 460 is written in as “two thousand sixty-
questions or clarifications
one to write the number in words as “one thousand seven”. Have the learners
about the lesson before
the chart to model the four hundred sixty.” Have proceeding to the group read the number in words.
proper way of writing the the learners read the activity.
number, that is, there is a number in words. Numbers
In In words
space after the leftmost numeral
digit. Tell the learners that Numbers 2 132 two thousand one
In In words hundred thirty-two
sometimes, a comma is numerals 2 067 two thousand sixty-seven

used to separate the 1 235

one thousand two hundred 2 300
thirty-five 2 009
leftmost digit from the 1 460
one thousand four hundred
3 000
sixty
three other digits – 1,001. 1 001
But in their lesson, they 1 090
2 000 What if the number has two
will use a space instead of
zeros. How do we write the
a comma.
Ask: What if the number number in words?
has two zeros. How do
we write the number in Direct learners attention to
words? the number 2 300 and to its
leftmost digit 2. You may

9
 Direct learners attention underline the digit to give
to the number 1 001 and emphasis as you discuss.
to its leftmost digit 1. You
may underline the digit to What does the leftmost digit
give emphasis as you 2 mean? It means two
discuss. thousand.
Write the words “two
What does the leftmost thousand” in the second
digit 1 mean? It means one column, same row.
thousand.
Write the words “one What is the next digit? It is
Point at the number 1 001, thousand” in the second three.
read it and ask the learners column, same row. What does it mean? There
to repeat after you. Then, are three hundreds.
have the learners What is the next digit? It is Write the words “three
repeatedly read the zero. hundred” after “two
number to help them What does it mean? There thousand.”
become familiar with it. are no or zero hundreds.
Still pointing at the Say that since there are What is the next digit? It is
number, ask the learners no or zero hundreds, we zero.
to read the number by do not have to write What does it mean? There
themselves. anything. are no or zero tens.
Say that since there are no
Say: In the table, one What is the next digit? It is or zero tens, we do not
thousand one is represented zero. have to write anything.
by one block and one unit. What does it mean? There
Since one block is made up are no or zero tens. What is the next digit? It is
of 1 000 units, then one Say that since there are zero.
thousand one may also be no or zero tens, we do What does it mean? There
represented by 1 001 units. not have to write are no or zero ones.
Do the same process with anything. Say that since there are no
the 4th and 5th rows. After or zero ones, we do not have
discussing the illustrations What is the next digit? It is to write anything.
in the fifth row, the chart one.
should look like this:
10
 What does it mean? There Say that 2 300 is written in
is one ones or one. words as “two thousand
Write the word “one” after three hundred.” Have the
“one thousand”. learners read the number in
words.
Say that 1 001 is written
in words as “one thousand Numbers
In In words
one.” Have the learners numeral
read the number in 2 132 two thousand one hundred
thirty-two
words. 2 067 two thousand sixty-seven
Numbers 2 300 two thousand three
hundred
Challenge the learners to In In words
2 009
numerals
fill out the 6th and 7th rows, one thousand two hundred
3 000
1 235
in the same way as in thirty-five
one thousand four hundred
1 460
previous rows. Have the sixty
Say: A number may have
1 001 one thousand one
learners work in pairs. Tell 1 090 zero as a digit, but we do
them to write their answers 2 000 not write the word zero
on a piece of paper. Ask a when writing the number
pair of learners to write in words. Zero is used as a
their answers for the 6th Say: A number may have placeholder.
row in the chart, and zero as a digit, but we do
another pair for the 7th not write the word zero Have the learners work in
row. when writing the number pairs. Challenge them to
in words. Zero is used as a write the remaining
Discuss learners’ answers. placeholder. numbers in words on a
The chart should look like piece of paper. After they are
this once answers for all Have the learners work in done answering, ask some
rows have been discussed. pairs. Challenge them to learners to write the number
write the remaining in words on the chart. The
numbers in words on a chart should look like this
piece of paper. After they once all rows have been
are done answering, ask filled out.
some learners to write the
number in words on the
chart. The chart should
11
 look like this once all rows
have been filled out. Numbers
In In words
numeral
2 132 two thousand one hundred thirty
two
Numbers 2 067 two thousand sixty-seven
In In words 2 300 two thousand three hundred
numerals 2 009 two thousand nine
one thousand two hundred
1 235 thirty-five 3 000 three thousand
one thousand four hundred
1 460 sixty
1 001 one thousand one
Have a class discussion. Ask
1 090 one thousand ninety
2 000 two thousand the learners read the
Suppose we have the numbers in words.
following: (Post each Have a class discussion.
illustration on the board Ask the learners to read
one at a time.) the numbers in words.

1)

2)

12
 3)

Expected answers:
1) 1 364
2) 1 098
3) 1 507

(For each item)

Still with their partner, tell
the learners to write the
number represented by the
blocks, flats, longs, and
units on a sheet of paper.

Discuss the answer to the

item. Write the answer on
the board. Tell the learners
to read the number on the
board.

Once all items have been

answered, let the
learners read again the
numbers repeatedly.

Deepening Prepare the following Have the following charts Use the same materials Have the following charts
Understanding of the materials for each group: prepared beforehand. from the previous group prepared beforehand.
Key Idea/Stem (1) cutouts: one block, nine activity about representing
numbers using counters.
13
flats, nine longs, and nine First Divide the class into five First
units; groups and distribute the
(2) illustration board; and materials. Each group
(3) masking tape. should have illustration
It is suggested to cover the board, tape, and the
illustration board with following cutouts: two
plastic for reusability. blocks, nine flats, nine
longs, and nine units. Start
Divide the class into five when the learners are
groups and distribute the Second ready. Second
materials to each group.
Start when the learners are ACTIVITY
ready. Do the following:
1. Write the number
ACTIVITY 2 765 on the board. Tell
Do the following: the learners to read the
1. Write the number 1 846 number. If they have
on the board. Tell the difficulties reading the
learners to read the number, tell them to
number. If they have read with you. Then,
Tell the learners that in Tell the learners that in the
difficulties reading the have them read it by
the previous activity, they themselves. previous activity, they wrote
number, tell them to
wrote the number in 2. Tell the learners to the number in words given
read with you. Then,
words given its numeral. represent 2 765 using its numeral. This time they
have them read it by
themselves. This time they will write the cutouts of blocks, will write the numeral given
2. Tell the learners to the numeral given the flats, longs, and units the number in words.
represent 1 846 using number in words. and tape them on their
the cutouts of blocks, illustration board. Give Do the same processing
flats, longs, and units Post the first chart on the them enough time to as in Day 2.
and tape them on their board with the lower part finish the task.
illustration board. Give folded. Show the first 3. Call one member from Post the first chart on the
them enough time to number only. each group to come to
board with the lower part
finish the activity. the front, showing the
output of their group. folded. Show the first number
3. Call one member from
Provide the correct only.
each group to come to
the front, showing the answer. Help the group
14
 output of their group. with a different answer Say that to write a numeral
Provide the correct Say that to write a to realize what makes given the number in words,
answer. Help the group numeral given the their answer incorrect. we can divide the given
with a different answer number in words, we can phrase into shorter
to realize what makes divide the given phrase Post the correct answer on phrases/words with or that
their answer incorrect. into shorter the board. Place it below the indicate thousands,
phrases/words with or number 2 765 that you hundreds, tens, ones.
Post the correct answer on that indicate thousands, wrote previously.
the board. Place it below hundreds, tens, or ones. Direct learners’ attention to
the number 1 846 that you Better prepare the answer “two thousand nine hundred
wrote previously. Better Direct learners’ attention beforehand on Manila paper eighty-seven.” Say that you
prepare the answer to “one thousand three so you can just post it. will divide the given into
beforehand on Manila hundred forty-five.” Say short phrases/words.
paper so you can just post that you will divide the Expected answer for 2 765:
it. given phrase into short Post the second chart on the
phrases/words. board beside the first chart.
Expected answer for 1 846: Show only its first two blank
Post the second chart on rows.
the board beside the
first chart. Show only its Which phrase/word has or
first two blank rows. Do the same process for the indicates thousands? It is
numbers 2 809 and 2 916. “two thousand.”
Write this phrase in the
Do the same process for Expected answer for 2 809: second row under the
the numbers 1 312 and 1st column.
1 597. Do the processing: Since there are two
Which phrase/word has or thousands, we write
Expected answer for 1 312: indicates thousands? It is “2” below the phrase.
“one thousand.”
Write this phrase in the Which phrase/word has
second row under the or indicates hundreds? It
1st column. is “nine hundred.”
Write this phrase in the
same row under the

15
 Since there is one 2nd column.
Expected answer for 1 597: thousand, we write “1” Expected answer for 2 916: Since there are nine
below the phrase. hundreds, we write “9” below
the phrase.

Which phrase/word has or

indicates tens? It is “eighty.”
Write this word in the same
Which phrase/word has
row under the 3rd column.
or indicates hundreds? It
Since “eighty” means eight
is “three hundred.”
tens, we write “8” below the
Write this phrase in the
word.
same row under the
2nd column.
Which phrase/word has or
Since there are three
indicates ones? It is “seven.”
hundreds, we write “3”
Write this word in the same
below the phrase.
row under the 4th column.
Since “seven” means seven
ones, we write “7” below the
word.
Which phrase/word has or
indicates tens? It is “forty.” So, the number “two
Write this word in the thousand nine hundred
same row under the 3rd eighty-seven” is written as
column. 2 987 in numeral.
Since “forty” means four
tens, we write “4” below Write 2 987 on the first
the word. chart, corresponding to “two
thousand nine hundred
eighty-seven.”

Which phrase/word has or Have the learners read the

indicates ones? It is “five.” number.

16
Write this word in the
same row under the 4th
column.
Since “five” means five
ones, we write “5” below the Discuss the next number,
word. “two thousand five
hundred two.”

Which phrase/word has

or indicates thousands? It
So, “one thousand three
is “two thousand.”
hundred forty-five” is
Write this phrase in the
written as 1 345 in
second row under the 1st
numeral.
column.
Since there are two
Write 1 345 on the first
thousands, we write
chart, corresponding to
“2” below the phrase.
“one thousand three
hundred forty-five.” Have
Which phrase/word has
the learners read the
or indicates hundreds? It
number.
is “five hundred.”
Write this phrase in the
same row under the 2nd
column.
Since there are five
Unfold both charts to
hundreds, we write “5”
show the next number.
below the phrase.

Which phrase/word has

or indicates tens? None.
Discuss the next number, Write (none) in the 3rd
“one thousand two column.
hundred nine.”

17
Which phrase/word has or Since there are no or zero
indicates thousands? It is tens, we write “0” below
“one thousand.” (none).
Write this phrase in the
second row under the Which phrase/word has or
1st column. indicates ones? It is “two.”
Since there is one Write this word in the same
thousand, we write “1” row under the 4th column.
below the phrase. Since two means two ones,
we write “2” below the word.

So, the phrase “two

thousand five hundred
two” is written as 2 502 in
Which phrase/word has or numeral.
indicates hundreds? It is Write 2 502 on the first
“two hundred.” chart, corresponding to “two
Write this phrase in the thousand five hundred two.”
same row under the
2nd column. Have the learners read the
Since there are two number.
hundreds, we write “2”
below the phrase.

Discuss another number,

“two thousand thirty.” Do
the same processing as in
the previous numbers.
Which phrase/word has
or indicates tens? None. So,” two thousand thirty” is
Write (none) in the same written as 2 030 in numeral.
row under the 3rd column.
Since there are no or zero
tens, we write “0” below
(none).
18
 Write 2 030 in the first
chart, corresponding to “two
thousand thirty.” Have the
learners read the number.

Which phrase/word has or

indicates ones? It is “nine.”
Write this word in the
same row under the 4th
column. Have the learners work in
Since nine means nine pairs. Challenge them to
ones, we write “9” below write the remaining
the word. numbers in words on a
piece of paper. After they
are done answering, ask
some learners to write the
numerals on the chart. The
charts should look like
these.
So, “one thousand two
hundred nine” is
written as 1 209 in
numeral.

Write 1 209 on the first

chart, corresponding to
“one thousand two
hundred nine.” Have the
learners read the number.

19
Unfold both charts to Have a class discussion. Ask
show the next number. the learners to read the
numbers in numerals.

Discuss the next number,

“one thousand twenty.”

Which phrase/word has or

indicates thousands? It is
“one thousand.”
Write this phrase in the
second row under the 1st
column.
Since there is one
thousand, we write “1”
below the phrase.

Which phrase has or

indicates hundreds? None.
Write (none) in the same
row under the 2nd column.
Since there are no or zero
hundreds, we write “0”
below (none).

20
Which phrase/word has
or indicates tens? It is
“twenty.”
Write the word “twenty” in
the same row under the
3rd column.
Since “twenty” means two
tens, we write “2” below
the word.

Which phrase/word has

or indicates ones? None.
Write (none) in the same
row under the 4th column.
Since there are no or zero
ones, we write “0” below
(none).

21
So, “one thousand twenty”
is written as 1 020 in
numeral.

Write 1 020 on the first

chart, corresponding to
“one thousand twenty.”
Have the learners read the
number.

Have the learners work in

pairs. Challenge them to
write the remaining
numbers in numerals on a
piece of paper. After they
are done answering, ask
some learners to write the
numerals on the chart.
The charts should look
like these.

Have a class discussion.

Ask the learners to read
the numbers in numerals.

22
Making To summarize the lesson, To summarize the lesson, To summarize the lesson, To summarize the lesson,
Generalizations and ask the learners the ask the learners the ask the learners the ask the learners the
Abstractions following questions: following questions: following questions: following questions:

What numbers did we talk How do you write a What numbers did we talk How do you write a number
about today? We talked number in words? All about today? We talked in words? All digits should
about numbers from 1 001 digits should be spelled about numbers from 2 001 be spelled out. Start from the
up to 2 000. out. Start from the leftmost to leftmost digit (thousand) to
digit (thousand) to the 3 000. the rightmost digit (ones). We
How did you represent a rightmost digit (ones). We write the words that
number from 1 001 to write the words that How did you represent a correspond to each digit,
2 000? We used blocks to correspond to each digit, number from 2 001 to considering its position in the
represent thousands, flats considering its position in 3 000? We used blocks to number.
to represent hundreds, the number. represent thousands, flats to
longs to represent tens, and represent hundreds, longs to e.g. 2 128 –> two thousand
units to represent ones. e.g. 1 639 –> one thousand represent tens, and units to one hundred
six hundred represent ones. twenty-eight
thirty-nine
A number may have zero as
A number may have zero a digit, but we do not write
as a digit, but we do not the word zero when
write the word zero when writing the number in
writing the number in words. Zero is used as a
words. Zero is used as a placeholder.
placeholder.
e.g. 2 047 –> two thousand
e.g.1 104 –> one thousand forty-seven
one hundred
four How do you write numbers
written in words in
How do you write numerals?
numbers written in words We can divide the given
in numerals? phrase into shorter
phrases/words with or that
indicate thousands,
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 hundreds, tens, and ones.

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 We can divide the given Then, we write the
phrase into shorter corresponding numeral for
phrases/words with or each phrase.
that indicate thousands,
hundreds, tens, and ones.
Then, we write the
corresponding numeral for
each phrase.

Evaluating Learning Distribute Assessment 1. Distribute Assessment 2. Distribute Assessment 3. Distribute Assessment 4.
Explain the instructions Explain the instructions Explain the instructions Explain the instructions
before asking the before asking the before asking the learners to before asking the learners to
learners to answer it. learners to answer it. answer it. answer it.

Expected answers: Expected answers: Expected answers: Expected answers:

I. I. I. I.
1) 1 345 1) 2 444
2) 1 290 2) 2 650
3) 1 060 3) 2 305 II.
II. II.
1) B 1) A
2) A II. 2) B

Additional Activities
for Application or
Remediation (if
applicable)
Remarks
Reflection

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