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Subject: Mathematics
Semester: 1
Period: 2
Week: 8
School Name:
Teacher’s Name:
Subject: Mathematics
Grade Level: Grade 3
Date: Week 8
Lesson Duration: 45 minutes
Week & Period: Week 8, Period 2
Topic: Understanding Place Value
Sub-topic: Ones, Tens, Hundreds, Thousands
Learning Objectives
By the end of the lesson, students should be able to:
Identify the value of digits in numbers up to 4 digits
Use a place value chart to show thousands, hundreds, tens, and ones
Decompose numbers into their place values
Previous Knowledge
Students already know how to read and write numbers up to 1000
Instructional Materials
Mathematics textbook for Grade 3, base-ten blocks, counters, place value charts
Lesson Development – ABC Model
A – Anticipation (Warm-up / Starter)
Time: 5–10 minutes
The teacher writes 365 on the board and asks: “What is the value of 3? Of 6? Of 5?” Learners respond orally, and the teacher corrects misconceptions.
B – Building Knowledge (Main Lesson Body)
Time: 25–30 minutes
The teacher explains that each digit in a number has a place value depending on its position. The rightmost digit is ones, the next is tens, the next is hundreds, and the next is thousands. Example: In 3,482
2 is in the ones place → value is 2
8 is in the tens place → value is 80
4 is in the hundreds place → value is 400
3 is in the thousands place → value is 3000
Thus, 3,482 = 3000 + 400 + 80 + 2
The teacher uses base-ten blocks to represent each digit physically. Learners decompose other numbers (2456, 1903) with the teacher’s guidance.
Learners’ Activities (Expanded)
Students use place value charts to show values of digits. Learners play a game called “What’s my place value?” where one learner says a number and others identify the place value of chosen digits.
Assessment Checks
Write the value of 7 in 4789
Decompose 562 into place values
State the place value of 9 in 3941
Notes (Expanded & Detailed)
Place value is the value of a digit depending on its position in a number. Digits are arranged in columns: ones (1), tens (10), hundreds (100), thousands (1000). Expanded notation is based on place value.
C – Consolidation (Conclusion & Assessment)
Time: 5–10 minutes
Summary: The teacher summarizes how to read and identify the value of each digit in a number.
Evaluation Method (Expanded)
Exit slip/quiz: Decompose 2754 into its place values.
Assignment (Expanded)
Write the place value of 3 in 4317 and of 5 in 6592.
Follow-up Activity
Students design their own place value chart for numbers up to 9999.
Differentiation / Inclusive Strategies
Use counters for weaker learners. Provide challenging numbers with zeros in the middle (e.g., 4078) for advanced learners.
Teacher’s Reflection (After Class)
What worked well? ___________________________________________
What needs improvement? ____________________________________
Students’ engagement level: ☑ High ☑ Medium ☑ Low