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NATIONAL MATHEMATICS PROGRAM

Lesson Script in Mathematics

Quarter 1 Week 1
National Mathematics Program
Lesson Script in Mathematics
Quarter 1: Week 1
SY 2024-2025

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Octavio V. Cabasag PhD, Chief CLMD
Isagani R. Duruin PhD, Regional Math Supervisor
Rizalino G. Caronan DME, Regional LR Supervisor
Rogelio H. Pasinos PhD, Chief CID
Jecelyn M. De Leon PhD, Division Focal Person Supervisor
Nickoye V. Bumanglag PhD, Division LR Supervisor
 LESSON SCRIPT IN MATHEMATICS 2

Week 1 DAY 3
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learner demonstrates knowledge and understanding of whole numbers up to 1000, ordinal numbers up to
Standards 20th, and money up to PhP100.
B. Performance The learner is able to recognize, represent, compare, and order whole numbers up to 1000, ordinal numbers up
Standards to 20th, and money up to PhP100 in various forms and contexts.
C. Learning The learner gives the place value and finds the value of a given digit in a three-digit number.
Competencies
D. Learning At the end of the lesson, the learner will be able to find the value of a digit in a three-digit number.
Objectives
II.CONTENT: Finding the Value of a Digit in a Three-Digit Number
III. LEARNING RESOURCES
Susan C. Zuniga, 2021, Math world 2nd Edition 83, EDSA South Triangle ‘Quezon, City C&E Publishing
Inc. pp.11-13
A. References Sarmiento, Dalisay. (1998). Enjoy the World of Mathematics, Christian Publishing pp.12-22
Soriano, Katherine., Santiago, Kristine., & Santiago, Karen. (2005).
Developing My Math Power, Books on Wheels Enterprises pp.12-23
B. Other Learning MELC pp.265-266
Resources Government of the Philippines, Department of Education. 2020. Module-Mathematics for Grade 2
IV. TEACHING AND LEARNING PROCEDURES
Before/Pre-Lesson Proper
Activating Prior
Last time we learned the place value of numbers.
Knowledge
(5 minutes) Look at the place value chart. Fill the place value of each digit (orally).
Directions: Complete the place value chart.

Given
Hundreds Tens Ones
number
674 6 7 4
904 9 0 4
567 5 6 7
832 8 3 2
248 2 4 8

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 LESSON SCRIPT IN MATHEMATICS 2

What is the place value of digit 6 in 674?

The place value of digit 6 is hundreds.
What is the place value of digit 7 in 674?
The place value of digit 7 is tens.
What is the place value of digit 4 in 674?
The place value of digit 4 is ones.

What is the place value of digit 9 in 904?

The place value of digit 9 is hundreds.
What is the place value of digit 0 in 904?
The place value of digit 0 is tens.
What is the place value of digit 4 in 904?
The place value of digit 4 is ones.

What is the place value of digit 5 in 567?

The place value of digit 5 is hundreds.
What is the place value of digit 6 in 567?
The place value of digit 6 is tens.
What is the place value of digit 7 in 567?
The place value of digit 7 is ones.

What is the place value of digit 8 in 832?

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 LESSON SCRIPT IN MATHEMATICS 2

The place value of digit 8 is hundreds.

What is the place value of digit 3 in 832?
The place value of digit 3 is tens.
What is the place value of digit 2 in 832?
The place value of digit 2 is ones.

What is the place value of digit 2 in 248?

The place value of digit 2 is hundreds.
What is the place value of digit 4 in 248?
The place value of digit 4 is tens.
What is the place value of digit 8 in 248?
The place value of digit 8 is ones.

Note to the Teacher: The teacher will show number cards to the learners for them to tell its place value.

Lesson Today, we are going to find the value of each digit in a 3-digit number.
Purpose/Intention
Note to the Teacher: The teacher will introduce the competency to be mastered. A teaser on a situation that the learners can relate to will be presented
(1 minute)
for learners to be interested in the next part of the lesson.

Lesson Language
Practice
Before we go further with our discussion, lets read the meaning of the key words.
(1 minute)

digit- any of the numerals from 0 to 9

place value- tells the position of each digit in a given number.
value- refers to the worth of each digit depending on where it is in a number.

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 LESSON SCRIPT IN MATHEMATICS 2

Note to the Teacher: The teacher will introduce the key terms to be used in the lesson or terms that are new in the lesson.

During/Lesson Proper

Mang Mario harvested fruits in their backyard. He harvested 9 mangoes, 80 calamansi and 200 guavas. Let
us help Mang Mario arrange his harvest per group.

1. How many mangoes did he harvest?

Reading the Key There are 9 mangoes.
Idea/Stem How many ones are there?
There are 9 ones.

2. How many calamansi did he harvest?

There are 80 calamansi.
How many tens of calamansi did he harvest?
There are 8 tens.
3 minutes

3. How many guavas did he harvest?

There are 200 guavas.
How many hundreds of guavas did he harvest?
There are 2 hundreds.

Note to the Teacher: The teacher will use this activity to help the learners find the value of a digit in three-digit numbers on their context.

In order to know the value of each digit in a given number, we can relate it using the place value number chart.
The place value of a digit tells us its value.

Study the chart. Give the place value of each digit and give the value of each digit.

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 LESSON SCRIPT IN MATHEMATICS 2

Take note, in finding out the value of a digit, first, identify the place value of the digit. Second, multiply the digit
with the place value. Third, give the correct value.

Number 2 8 9
A. Place value Hundreds Tens Ones
Value 200 80 9

What is the place value of 2 in 289?

The place value of 2 is hundreds.
How many hundreds are there in 289?
There are 2 hundreds.
Developing
Understanding of the What is the value of 2 hundreds?
Key Idea/Stem The value is 200.

10 minutes What is the place value of 8 in 289?

The place value of 8 is tens.
How many tens are there in 89?
There are 8 tens.
What is the value of 8 tens?
The value is 80.
What is the place value of 9 in 289?
The place value of 9 is ones.
How many ones are there in 9?
There are 9 ones.

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What is the value of 9 ones?

The value is 9.

Number 8 7 4
B. Place value Hundreds Tens Ones
Value 800 70 4

Let’s continue analyzing the place value and the value of each digit in 874.
8 – its place value is hundreds. Its value is 800.
7 – its place value is tens. Its value is 70.
4 – its place value is ones. Its value is 4.

As seen in the place value chart, there are eight hundreds, seven tens, and four ones in 874.
It can be written in expanded form 800 + 70 + 4.

Note to the Teacher: The teacher will use these items to provide more examples to the learners. This activity will challenge the ability of the learners.
The teacher will explain that in any numeral, all the digits have a corresponding value. For any 3-digit number, the first digit from the right has a value of
ones, the second digit has a value of tens and the third digit has a value of hundreds.

Let’s go further and follow the directions.

Deepening
Understanding of the Let’s do the “Parade of Value”. I have here number cards. Directions: Choose one that represents your favorite
Key Idea/Stem fruit. Form groups of 3. Stand in front of your classmate holding the word hundreds, tens, and ones. Showing
your number cards, tell the place value and give the value of the number you are holding based on the position
5 minutes where you are standing.

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 LESSON SCRIPT IN MATHEMATICS 2

Hundreds Tens Ones

Say – I have 9 hundreds of bananas – I have 900 bananas

I have 3 tens of bananas – I have 30 bananas

I have 5 ones of bananas – I have 5 bananas

9 3 5

Intervention Group Consolidation Group Enhancement Group

Directions: Encircle the value of the Directions: Give the value of each Directions: Fill in the blanks by
underlined digit. digit in all the numbers. writing the correct values of the
digit being asked.
1. 976= ________ 1. 865= ___ ___ ___
a. 900 b. 700 c. 600 2. 723= ___ ___ ___ 1. In 873, what is the value of 8?
2. 621= ________ 3. 159= ___ ___ ___ ____
a. 300 b. 20 c. 800 4. 648= ___ ___ ___
2. The value of 6 in 763 is ___.
3. 357= ________ 5. 389= ___ ___ ___
a. 7 b. 900 c. 300 3. In 569, what is the value of 9?
4. 119= ________ ____
a. 100 b. 90 c. 10 4. The value of 3 in 321 is ___.
5. 568
a. 600 b. 700 c. 500 5. In 296, what is the value of 9?
___
Expected answers: Expected answers:
1. a 1. 800 60 5
2. b 2. 700 20 3 Expected answers:
3. a
3.100 50 9 1. 800
4. c
4. 600 40 8 2. 60
5. c
5.300 80 9 3. 9
4. 300
5. 90
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 LESSON SCRIPT IN MATHEMATICS 2

After/Post-Lesson Proper
You did a great job! You were able to answer all the activities given to you.
Making How do we find the value of a digit in a 3-digit number?
Generalizations and The value of a digit in a number depends on its place value.
Abstractions

2 minutes Further, we find the value of a number when we refer to the worth of each digit depending on its position in a
number. It may fall under ones, tens, hundreds, etc.

IV. EVALUATING LEARNING

Evaluating Learning
Now, we are going to give the value of a number by doing the following tasks.
4 minutes

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 LESSON SCRIPT IN MATHEMATICS 2

Intervention Group Consolidation Group Enhancement Group

Directions: Give the value of the Directions: Give the value of each Directions: Give the value of the
underlined digits. digit. digits in the given number.
1.568= ______ 1.568= ______ ______ ______ 1. In 653, what is the value of 5?
2.478= ______ 2.659= ______ ______ ______ 2. The value of 6 in 683 is ___.
3.134= ______ 3.934= ______ ______ ______ 3. In 793, what is the value of 9?
4.836= ______ 4.875= ______ ______ ______ 4. The value of 3 in 437 is ___.
5.852= ______ 5.762= ______ ______ ______ 5. In 987, what is the value of 9?

Expected answers: Expected answers: Expected answers:

1. 60 1.500 60 8 1. 50
2. 400 2. 600 50 9 2. 600
3. 4 3.900 30 4 3. 90
4. 800 4.800 70 5 4. 30
5. 50 5.700 60 2 5. 900

Directions: Give the place value and value of each digit. Refer to the given chart.
Number 4 8 9
Place value Hundreds Tens Ones
Value 400 80 9
Additional Activities for 400 + 80 + 9
Application or
Remediation (if A.
applicable) Number 2 5 6
Place value
Value

_____ + _____ + _____ = ______

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 LESSON SCRIPT IN MATHEMATICS 2

B.

Number 4 5 3
Place value
Value

_____ + _____ + _____ = ______

Note to the Teacher: The teacher will provide activity sheets.

Remarks
Reflection

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