Reading and Writing Numbers Through Billions in Figures and in Words I. In Learning Objectives Cognitive: 1. Give the place value of each digit in a 6 or more digit number 2. Read and write numbers through billions in figures and in words correctly Psychomotor: Write numbers through billions in figures and in words Affective: Observe accuracy in reading and writing numbers through billions in figures and in words II. Learning Content Skill: Reading and writing numbers through billions in figures and in words Reference: BEC-PELC 1.A.1 Materials: Place value chart, number cards Value: Alertness, Accuracy III. Learning Experience A. Preparatory Activities 1. Drill Writing Numbers in Expanded Form to Standard Form Strategy 1 – Think and Share (Working back) Materials: Expanded form of numbers written in whatever indigenous cardboard like boxes of powdered soap Mechanics: a. Distribute 2 copies of a number in expanded form to a boy and a girl. b. Let the two write the standard form of the number one on top of the other on the board. c. The purpose of the game is to easily compare the places and digits of the standard form of the number. Page 1
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Reading and Writing Numbers Through Billions in Figures and in Words
I. In Learning ObjectivesCognitive: 1. Give the place value of each digit in a 6 or more digit
number2. Read and write numbers through billions in figures and in
words correctlyPsychomotor: Write numbers through billions in figures and in wordsAffective: Observe accuracy in reading and writing numbers through
billions in figures and in words
II. Learning ContentSkill: Reading and writing numbers through billions in figures and in
wordsReference: BEC-PELC 1.A.1Materials: Place value chart, number cardsValue: Alertness, Accuracy
III. Learning ExperienceA. Preparatory Activities
1. DrillWriting Numbers in Expanded Form to Standard FormStrategy 1 – Think and Share (Working back)Materials: Expanded form of numbers written in whatever indigenous
cardboard like boxes of powdered soapMechanics:a. Distribute 2 copies of a number in expanded form to a boy and a girl.b. Let the two write the standard form of the number one on top of the
other on the board.c. The purpose of the game is to easily compare the places and digits of
the standard form of the number.d. Have volunteers read the first number, give the place value of each digit
and the value of each digit.e. Then have them give the place value and the value of each digit in the
second number.f. The game continues until all the five pairs of numbers are written on the
board.
Strategy 2 – Forming Numbers (Game)Materials: Number cards with numbers 0-9 written on recycled materials
like boxes of milk, powdered detergent, etc.Mechanics:a. One group of 10 boys and 1 group of 10 girls will be given number
cards 0-9.Page 1
b. As the teacher says a number the boys′ and girls′ groups will form the said number as fast as they could by standing in front of the class.
c. The group that is able to form the correct number first gets the point.d. The game will go on until all the numbers prepared by the teachers
have been dictated.e. The group with the highest points wins.
2. ReviewReading smaller group of numbers written on recycled materials.
B. Developmental Activities1. Presentation
Strategy 1: Problem OpenerThe total student population in the Philippines according to the Philippine Yearbook 1999 is sixteen million, three hundred nine thousand, five hundred fifty-six.Ask the following questions:1) How is this number written in numerals?2) In writing a numeral consisting of many digits, how are the digits
divided?3) Where do we start grouping the number by 3s?4) How are the three-digit number group separated from the other number
groups?5) Where do the values of each period as well as each digit in the periods
depend?6) What is the role of zero in a number?
Strategy 2: Picking Flowers Relay (Game)Materials: Paper flowers clipped on a cartolina treeMechanics:1) Divide the class into 2 groups – 10 boys and 10 girls.2) Teacher post a tree on the board with flowers having numbers on them.3) As the teacher says a number, the first set of participants rushes to the
board to pick the flowers corresponding to the dictated number.4) The participant who gets the right flower keep the flower and gets the
points for his/her group.5) The game goes on until all the flowers are picked. The group that has
the most flowers wins.Ask:a. What guided you to get the right number?b. How many periods do you see in a billion?c. What should you remember in writing and reading numbers?
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Strategy 3: Posting a Place Value Chart (Concept Development)Teacher dictates numbers and let pupils put number cards on the place value chart to represent the dictated number. The activity is done until all the chart is filled with the dictated numbers. Let the pupils read the numbers on the place value chart.Ask:1) How were you able to read the problems?2) What is the largest period in a four-period numeral?3) What do you place when one of the place values is not mentioned in a
period?4) What do you call zero then?
2. GeneralizationHow many periods are there in billion?What are the periods in billion?Where do you start reading numbers?How is each period separated from each other?When writing numbers in words, what is placed after each period?
C. Application1. Write the following numbers in words:
2. Write the numerals of the following:a. Three million seven hundred twenty three thousand, one hundred
twenty _________________b. Five hundred thirty five million two hundred forty four ______________c. Four thousand three ________________d. Six hundred eighty thousand eight hundred two _______________e. Eight hundred forty seven million three hundred fifty six thousand four
hundred fifteen ________________
IV. EvaluationA. Write each number in standard form.
1) 75 billion, 84 million, 26 thousand __________
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2) 149 billion, 400 thousand, twelve __________3) 4 billion, 180 thousand ___________4) Thirty-five million, ten thousand ___________5) Sixty billion ______________6) Twenty billion, five million, five ___________
B. Write the value of the underlined digit in each number.1) 3 100 423 000 __________2) 9 287 600 __________3) 412 876 010 051 _____________4) 1 7 386 001 000 ______________5) 2 34 126 143 ______________
V. AssignmentA. Write the number words in numerals.
B. In the numeral 927 814 760 537, write each digit in the proper place according to value.__________ a. thousands __________ g. hundred millions__________ b. ten millions __________ h. hundred billions__________ c. billions __________ i. hundred thousands__________ d. hundreds __________ j. ten billions__________ e. ones __________ k. millions__________ f. ten thousands __________ l. tens
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Using the Properties of Addition
I. Learning ObjectivesCognitive: 1. Identify the properties of addition used in an equation
2. Add numbers using the propertiesPsychomotor: Write the sum of a given set of numbersAffective: 1. Appreciate the use of properties of addition for quicker
computation2. Work quickly but accurately
VI. Learning ContentSkill: Using the Properties of Addition to Help Find the SumReference: BEC-PELC 1.A.2.aMaterials: flashcardsValue: 1. Appreciation for the use of the properties of addition
2. Work quickly but accurately
VII. Learning ExperienceA. Preparatory Activities
Materials: set of flashcards with 3-6 digit addends that are compatible1. Teacher prepares flashcards with numbers that are compatible – where
properties of addition are easy to use.
Example: 11+5+19+1500
2. Teacher divides the class into 3 groups. Teacher shows the class a card and asks the pupils to solve mentally as fast as they can. Teacher may give time limit to answer (ie, 10-15 seconds depending on how difficult/easy the items are. No other means of computation is allowed except mental computations.
3. Team with the most points wins.
B. Developmental Activities1. Presentation
a) Teacher posts several cards on the board to be used as exampleb) Ask from students’ ways of finding the sum of a set of numbers quickly.
Example 12+7+8c) Teacher probes if such techniques are possible (ie, does changing the
order of adding change the sum) verify by actual adding. 12+7+8, 19+8=27
d) Elicit reason why the strategies mentioned by students Commutative, Associative and Identity
e) Define and illustrate each. Mention that zero is the identity in addition.f) Provide more examples.
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12or + 7 8
g) Cooperative Learning Activity: Rally Table1) Group class into groups of 4. Provide each group with worksheet
with 10 items.2) Person 1 answers question 1 mentally3) After time limit, teacher rings the bell and the paper is passed on
person #2 of each group4) Person #2 answers question 25) This pattern continues with person #1 answering question 56) Check answers.7) Have group discuss incorrect items and how these could be
answered correctly.8) Value Infusion: Who was able to benefit from knowing the
Properties? How did it help in computing for the sum?
2. GeneralizationWhat are the properties of addition?What is the commutative property of addition?Associative property? Identity property?
Identifying and Showing the Properties of Multiplication
I. Learning ObjectivesCognitive: 1. Identify the properties of addition multiplication
2. Find the product using the properties of multiplicationPsychomotor: Write the equation and the answer illustrating the properties of
multiplicationAffective: 1. Cooperate actively with the group
2. Be alert in every activity
II. Learning ContentSkill: Identifying and showing the properties of multiplicationReference: BEC-PELC 1.A.2.bMaterials: Objects or bottle capsValue: Cooperation, active participation and alertness
Strategy 1: Please Value – Pingpong GameMaterials: FlashcardsMechanics:a. Divide the class in groups of two or form dyads.b. Teacher flashes card like 426, 859, 206, 357c. Each dyads or each partner has only one answer sheet. One player writes
the answer in number one.d. The first player of each dyads passes the answer sheet to his/her partner
who in turn answers number two.e. This game continues up to the 10th round.f. Each dyads exchange answers sheets for checking.g. The dyads or partners with the most number or correct answers are
winners. There maybe more than one winner in this kind of game.
B. Developmental Activities1. Presentation
Strategy 1: Using concrete objectMaterials: Counter/bottle caps
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Mechanics:1) Distribute 24 counters to each pair.2) Partner 1 uses counters to show a 6 by 2 array. Partner 2 shows a 2 by
6 array.3) Partners discuss similarities and differences in arrays.4) They write multiplication sentence foe each array.
(6 x 2 = 12, 2 x 6 = 12)5) Pair repeat activity for these arrays:
3 by 4, 4 by 3; 2 by 4, 4 by 2 (5 – 10 min.)6) Teacher asks what pupils say about the product. (The order of the
factors does not change the product).7) This is the Commutative Property of Multiplication.
Strategy 2: Whole class activityMechanics:1) Divide the class into 6 groups. Two groups will be doing the same
equations.2) Teacher distributes equation to each group for them to solve.
For Example:Group 1 & 2 32 x 1 = N
1 x 32 = N
Group 3 & 4 29 x 0 = N 0 x 29 = N
Group 5 & 6 6 x (4 x 5) = N 6 x (4 x 5) = (6 x 4) + (6 x 5) 6 x _____ = _____ + _____ _________= _________
3) Every group works on the equation.4) Each group reports.
The groups should come up with these:1 & 2 – The product of any number and one is the same number (Identity Property) 3 & 4 – The product of any number and zero (0) is zero (0). (Zero Property)5 & 6 – If the factor is a sum, multiplying before adding does not change the product.
5) Why do some groups finish their work earlier than others? How did you participate in the activities?
Strategy 3: Show-Me GameMechanics:
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1) Each pupil has his/her own show-me card.2) Teacher flashes equations like: 15 x 0 = 0
7 x (5 x 4) = (7 x 5) + (7 x 4), 8 x 6 = 6 x 8,8 x (4 x 7) = (8 x 4) x 7, 29 x 1 = 19
3) Each pupil writes the property illustrated in his/her own card.4) As the teacher shows the signal, pupils raise their show-me cards.5) This continues up to the 10th round.
2. Generalization The properties of multiplication are:
Commutative PropertyThe order of the factors does not change the product.
Associative PropertyThe way the factors are grouped does not change the product or a change in the grouping of the factors does not affect the product.
Identity PropertyThe product of any number and one is that number
Zero PropertyThe product of any number and zero is 0.
Distributive Property of Multiplication over AdditionIf one factor is a sum, multiplying before adding does not change the product.
IV. Evaluation A. Identify the property of multiplication illustrated.
1. 4, 761 x 0 = 0 4. 8 x (4 x 9) = 8 x (4 x 9)2. 8 x 27 = 27 x 8 5. 4 x (3 + 6) = (4 x 3) + (4 x 6)3. 956 x 1 = 956
B. Name the property of multiplication illustrated.1. 9 x 14 = 14 x 9 4. 248 x 0 = 02. 25 x 1 = 25 5. 6 x (8 x 10) = (6 x 8) x 103. 6 x (7 + 3) = (6 x 7) + (6 x 3)
C. Write true or false. If true, identify the property of multiplication illustrated.1. 8 x 4 = 4 x 8 6. 5 x (2 x 6) = (5 x 2) x (6 x 5)2. (3 x 4) + (4 x 5) = (3 x 4) x 5 7. 0 x 5 = 03. 7 x (4 + 2) = ( x 4) + 2 8. 7 x 82 = (7 x 80) + (7 x 2)4. (8 + 2) x 3 = (8 x 3) + (2 x 3) 9. 457 x 0 = 05. 10 x 96 = 90 x 10 + 6 10. 9 x (6 + 4) = (9 x 6) + (9 x 4)
D. Use the distributive property to find the product.1. 8 x (40 + 3) = (__x__) + (__x__)
V. Assignment Solve for the product then identify the property of multiplication illustrated.1. 9 x (6 + 5) = __________ . 2. 2657 x 1 = __________ . 3. 0 x 4784 = __________4. 4 x (10 x 8) = (4 x 10) x 8 __________5. 8 x (6 + 4) = __________
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Rounding Numbers to the Nearest Tens, Hundreds, Thousands,Ten Thousands, Hundred Thousands
I. Learning ObjectivesCognitive: Round off numbers to the nearest indicated place valuePsychomotor: Write numbers rounded to the indicated place value Affective: 1. Wait for one’s turn in a game
2. Demonstrate consciousness of too much food wastage3. Appreciate use of rounding off in real life situations
II. Learning ContentSkill: Rounding Numbers to the Nearest Tens, Hundreds,
Thousands, Ten Thousands etc.Reference: BEC-PELC 1.A.3Materials: flashcards, cutouts, number line, number cardsValue: 1. Appreciation for use of rounding off in real-life situation
2. Consciousness of too much food wastage
III. Learning ExperienceA. Preparatory Activities
1. DrillDrill on Reading Numbers Through BillionsStrategy 1: Game – Catching FishMaterials: picture of an aquarium with cutouts of fishes, numbers through
billions are written in cutouts of different kinds of fishMechanics:a. Teacher divides class into two groups.b. Draw lots to decide who will be the first playerc. The first player catches fish by getting one cutouts and reading the
numeral correctly. Reading the numeral accurately means one point for the group.
d. The second player comes from the group.e. The two groups take their turns.f. The game continues up to the 10 rounds.g. The group with the most number of points wins.
Strategy 2: Group GameMaterials: flashcardsMechanics: a. Teacher divides the class into 4 teams.b. Flash a number, fro example, 27,000,426,598c. The first pupil from each team reads the numeral. Take turns. d. Team gets a point if the answer is correct.
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e. The game continues until a team gains 10 points. This team is announced the winner.
2. ReviewStrategy 1: Show Me GameMaterials: Show-me-cardsMechanics:a. Each pupil has his/her own Show Me Card.b. Teacher dictates a numeral through billions, for example:
Fifty six billion, nine million, eight millionc. Each pupil writes the number on Show Me Cards.d. When the teacher gives the signal, everybody raises his/her card.e. Every pupil makes a record of his score. (This develops honesty, a
very important value.)f. This activity continues up to the 10th round.
3. MotivationProblem OpenerThe Cruz family is preparing food for their expected guests of 187 for tomorrow’s town fiesta. For how many people, to the nearest hundred, should they prepare for? What is given? What is being asked? How do we solve the problem?
