1. To visualize numbers with base-10 blocks, each block represents 1,000, each flat represents 100, each rod represents 10, and each unit cube represents 1. The blocks are arranged from left to right in order of decreasing place value.
2. To visualize numbers with number disks, disks are used to represent ten thousands, thousands, hundreds, tens and ones places. The number represented is the value of each disk times its place value.
3. Both methods allow you to see the value of each digit based on its place in the number up to 100,000. This helps in reading
This document is a quarterly report on English competencies for Grade 3 students at Popioco Elementary School for the 2021-2022 school year. It lists the least learned competencies for each quarter, organized by competency code. In the first quarter, competencies include describing drawings of stories/poems listened to using simple and compound sentences. In the second quarter, competencies focus on reading words with consonant blends and digraphs. The third quarter covers reading words with long vowel sounds and affixes. The fourth quarter objectives include restating facts from texts and reading words with vowel digraphs and diphthongs. Attached are monitoring forms to track student retrieval and return of English modules by name for each
The document outlines guidelines for administering a regional unified numeracy test in DepEd Region VIII. It aims to assess learners' competencies in the four fundamental math operations (addition, subtraction, multiplication, division) from grades 3 to 10. Teachers must give the 10-12 item test within 10-15 minutes depending on grade level. They are responsible for orientation, administration, scoring, and reporting results. Learners are categorized as highly numerate, moderately numerate, or non-numerate based on their scores. Identified non-numerates must receive intervention through additional testing and enrichment activities. Monitoring and evaluation of the test is done by CID Chiefs, Supervisors and other personnel.
The document provides the quarterly content standards, performance standards, most essential learning competencies, and duration for the Entrepreneurship, Agriculture, Home Economics, and Industrial Arts subjects in grades 4 and 5. It outlines topics such as basic concepts of entrepreneurship, computer literacy, ornamental plant cultivation, vegetable farming, animal husbandry, household tasks, and basic industrial skills. Competencies include explaining entrepreneurship concepts, practicing safe computer use, planting and harvesting ornamental plants and vegetables, caring for animals and selling their products, doing laundry and meal preparation, and developing measuring and sketching skills. The duration ranges from 1 to 6 weeks for each subject area.
This document outlines a science lesson for 4th grade students on materials that absorb water. The lesson introduces the concept of porous and non-porous materials, and whether they absorb water. Students conduct an experiment placing various materials like cotton balls, sponges, and towels in water to observe their properties and classify them as absorbing or not absorbing water. The lesson also defines key terms like absorb and porous. It provides guiding questions, activities for students to complete, and an evaluation at the end.
DDTES ES 2022- SMEA Accomplishment Report for Quarter 2 FINAL.pptxMaryMylenAganan
This document provides a school profile for Dominador D. Trabado Elementary School in Masbate, Philippines. It details the school's location, history, facilities, enrollment numbers, nutritional status of students, literacy levels, summative assessments, accomplishments of school projects, and sources of funding. The school serves 183 students from kindergarten to grade 6, with more teachers and facilities added over time as enrollment increased. Student performance and various infrastructure projects are highlighted. Stakeholder support from alumni and NGOs, as well as instructional supervision and professional development opportunities for teachers, are also summarized.
This document is a quarterly report on English competencies for Grade 3 students at Popioco Elementary School for the 2021-2022 school year. It lists the least learned competencies for each quarter, organized by competency code. In the first quarter, competencies include describing drawings of stories/poems listened to using simple and compound sentences. In the second quarter, competencies focus on reading words with consonant blends and digraphs. The third quarter covers reading words with long vowel sounds and affixes. The fourth quarter objectives include restating facts from texts and reading words with vowel digraphs and diphthongs. Attached are monitoring forms to track student retrieval and return of English modules by name for each
The document outlines guidelines for administering a regional unified numeracy test in DepEd Region VIII. It aims to assess learners' competencies in the four fundamental math operations (addition, subtraction, multiplication, division) from grades 3 to 10. Teachers must give the 10-12 item test within 10-15 minutes depending on grade level. They are responsible for orientation, administration, scoring, and reporting results. Learners are categorized as highly numerate, moderately numerate, or non-numerate based on their scores. Identified non-numerates must receive intervention through additional testing and enrichment activities. Monitoring and evaluation of the test is done by CID Chiefs, Supervisors and other personnel.
The document provides the quarterly content standards, performance standards, most essential learning competencies, and duration for the Entrepreneurship, Agriculture, Home Economics, and Industrial Arts subjects in grades 4 and 5. It outlines topics such as basic concepts of entrepreneurship, computer literacy, ornamental plant cultivation, vegetable farming, animal husbandry, household tasks, and basic industrial skills. Competencies include explaining entrepreneurship concepts, practicing safe computer use, planting and harvesting ornamental plants and vegetables, caring for animals and selling their products, doing laundry and meal preparation, and developing measuring and sketching skills. The duration ranges from 1 to 6 weeks for each subject area.
This document outlines a science lesson for 4th grade students on materials that absorb water. The lesson introduces the concept of porous and non-porous materials, and whether they absorb water. Students conduct an experiment placing various materials like cotton balls, sponges, and towels in water to observe their properties and classify them as absorbing or not absorbing water. The lesson also defines key terms like absorb and porous. It provides guiding questions, activities for students to complete, and an evaluation at the end.
DDTES ES 2022- SMEA Accomplishment Report for Quarter 2 FINAL.pptxMaryMylenAganan
This document provides a school profile for Dominador D. Trabado Elementary School in Masbate, Philippines. It details the school's location, history, facilities, enrollment numbers, nutritional status of students, literacy levels, summative assessments, accomplishments of school projects, and sources of funding. The school serves 183 students from kindergarten to grade 6, with more teachers and facilities added over time as enrollment increased. Student performance and various infrastructure projects are highlighted. Stakeholder support from alumni and NGOs, as well as instructional supervision and professional development opportunities for teachers, are also summarized.
This document discusses the importance and benefits of propagating trees and fruit-bearing trees using scientific processes. Some key benefits include ensuring plants grow fast, strong and healthy; reducing mortality rates by controlling pests and diseases; increasing the number of plants that can be grown and harvested; demanding a good price for selling high-quality plants; and gaining more profit from larger harvests of quality plants. The document emphasizes that using scientific processes in plant propagation leads to increased productivity and profit.
The document outlines a 3-phase reading intervention plan for students in the EOSY Class of 2021-2022 who have poor reading skills. Phase 1 involves individualized reading programs over the summer. Phase 2 during the school year includes identifying students with learning gaps, providing enrichment classes, assessments, and remedial "Project CNR" classes. Phase 3 after implementation includes continuing reading materials and establishing a learning clinic to sustain recovery efforts, culminating in a final evaluation. The plan was prepared by school officials and recommends approval by the Schools Division Superintendent.
COT DLP for TLE HE 6 Week 6
Sewing of household linens
TLE6HE-0C-5 2.1 classifies tools and materials according to their use (measuring, cutting, sewing, marking)
Semi-detailed Lesson Plan in math IV (k-12 based curriculum) "FINDING THE ARE...Cristy Melloso
This lesson plan aims to teach students how to find the area of a triangle. It reviews prerequisite concepts like finding the area of parallelograms. Example problems are used to introduce and explain the formula for calculating the area of a triangle: A = 1/2 * base * height. Students are divided into groups to practice applying the formula by solving example triangle area problems and finding missing side lengths. The lesson concludes by having students complete a table practicing various triangle area calculation problems.
This document outlines guidelines for implementing "Catch-up Fridays" in all schools beginning January 2024. Catch-up Fridays will take place every Friday to enhance learners' academic performance in reading, values, health, and peace education. Specific themes and subthemes are identified for each subject on a quarterly basis. Teachers are given flexibility in teaching approaches but are required to align with the quarterly themes. Suggested teaching strategies include integrating subjects, games, group activities, readings, discussions and more to reinforce key concepts and skills in an engaging manner.
The Homerroom PTA accomplished several goals in the 2016-2017 school year. They held monthly meetings where over 75% of parents attended to discuss school programs and projects. Parents actively participated in feeding programs, tutoring programs, and school beautification projects. The PTA was also able to purchase a new LED television for classroom use and support a recycling project. However, some parents lacked coordination and support of their children's development. Moving forward, the PTA aims to continue successful programs, better plan initiatives, and encourage more stakeholder support and participation.
This document contains the agenda for an upcoming school meeting. The agenda includes updates on classroom projects, discussion of school/classroom fees, and a reveal of the top 15 pupils. It also lists the dates for several upcoming school activities in December, February, October, and September. Finally, it provides the names of the top performing students who will be revealed at the meeting.
The document contains class schedules for various sections of Grade 1 and Grade 2 students at San Francisco Elementary School for the 2013-2014 school year. Each section schedule outlines the time allotted, learning areas covered, and teachers. The schedules show that classes run for 6-7 hours daily and include subjects like English, Math, Filipino, Araling Panlipunan, MAPEH, and recess. Remedial instruction is also provided for 90 minutes each day. The schedules were submitted by teachers and approved by the school principal and district supervisor.
The document contains the consolidated school professional development plan for teachers at Bagong Silang Elementary School. It lists the names of 13 teachers and outlines their strengths, development needs, action plans, timelines, and resources needed to address their professional goals. The plan focuses on improving the teachers' functional competencies in areas like content knowledge, teaching strategies, curriculum planning and use of resources. It also aims to strengthen their core behavioral competencies such as professionalism, innovation and service orientation. The teachers' action plans include attending trainings, seminars and workshops to apply their learnings throughout the school year 2021-2022.
The document outlines an action plan to improve math achievement for low socio-economic students with 10 steps including researching effective strategies, identifying struggling students, implementing interventions, collecting data throughout the year, evaluating effectiveness, and presenting findings. The plan involves meetings with teachers, an administrator, data analysis, revisions to interventions, and a final presentation of results.
The document contains class schedules for eight sections of 4th grade students at San Francisco Elementary School for the 2013-2014 school year. Each section schedule outlines the time, duration, subject area, and teacher for each class period over a 6 hour school day totaling 360 minutes of instruction per section. The schedules are signed by each teacher and approved by the district supervisor.
This document is a guide for observing a teacher's lesson and the students' responses. It provides categories for describing the teacher's actions, students' actions, and results. The guide includes sections on the learning environment, teaching episode, motivation, presentation and development of the lesson, evaluation, and assignment. The goal is to collect information on the teaching and learning process in the classroom in a structured manner.
This document outlines a Grade 4 lesson on visualizing numbers from 10,001 to 50,000. The lesson teaches students to use number discs representing 10,000s, 1,000s, 100s, 10s and 1s to visualize and represent whole numbers within this range. Students practice forming numbers with discs, writing numbers represented by configurations, and drawing number discs for given quantities in exercises and assignments designed to reinforce their understanding of visualizing four-digit numbers.
The document outlines a lesson plan to teach students about food webs. The objectives are to define a food web, construct a food web, and differentiate a food web from a food chain. Students will study an illustration of a food web, answer questions about it, and then construct their own food web using local organisms. The key points are that a food web shows overlapping food chains and interlinked energy transfers between organisms, ranging from producers like plants at the bottom to various consumer levels above.
Math3 q1 mod1_visualizing-numbers-up-to-10-000_v308092020angela quinto
The document discusses a mathematics module that teaches students to visualize numbers from 1,001 to 10,000. It uses examples like the number of rice sacks distributed after a typhoon to explain how to represent numbers with discs and blocks in their place values of thousands, hundreds, tens and ones. The module provides activities to help students understand and practice visualizing four-digit numbers.
The document discusses principal roots and whether they are rational or irrational. It defines principal root, radical, and radicand. It explains that principal roots of perfect squares are rational numbers, while principal roots that are non-terminating or non-repeating decimals are irrational numbers. The document provides examples of determining whether specific principal roots are rational or irrational.
This document discusses the importance and benefits of propagating trees and fruit-bearing trees using scientific processes. Some key benefits include ensuring plants grow fast, strong and healthy; reducing mortality rates by controlling pests and diseases; increasing the number of plants that can be grown and harvested; demanding a good price for selling high-quality plants; and gaining more profit from larger harvests of quality plants. The document emphasizes that using scientific processes in plant propagation leads to increased productivity and profit.
The document outlines a 3-phase reading intervention plan for students in the EOSY Class of 2021-2022 who have poor reading skills. Phase 1 involves individualized reading programs over the summer. Phase 2 during the school year includes identifying students with learning gaps, providing enrichment classes, assessments, and remedial "Project CNR" classes. Phase 3 after implementation includes continuing reading materials and establishing a learning clinic to sustain recovery efforts, culminating in a final evaluation. The plan was prepared by school officials and recommends approval by the Schools Division Superintendent.
COT DLP for TLE HE 6 Week 6
Sewing of household linens
TLE6HE-0C-5 2.1 classifies tools and materials according to their use (measuring, cutting, sewing, marking)
Semi-detailed Lesson Plan in math IV (k-12 based curriculum) "FINDING THE ARE...Cristy Melloso
This lesson plan aims to teach students how to find the area of a triangle. It reviews prerequisite concepts like finding the area of parallelograms. Example problems are used to introduce and explain the formula for calculating the area of a triangle: A = 1/2 * base * height. Students are divided into groups to practice applying the formula by solving example triangle area problems and finding missing side lengths. The lesson concludes by having students complete a table practicing various triangle area calculation problems.
This document outlines guidelines for implementing "Catch-up Fridays" in all schools beginning January 2024. Catch-up Fridays will take place every Friday to enhance learners' academic performance in reading, values, health, and peace education. Specific themes and subthemes are identified for each subject on a quarterly basis. Teachers are given flexibility in teaching approaches but are required to align with the quarterly themes. Suggested teaching strategies include integrating subjects, games, group activities, readings, discussions and more to reinforce key concepts and skills in an engaging manner.
The Homerroom PTA accomplished several goals in the 2016-2017 school year. They held monthly meetings where over 75% of parents attended to discuss school programs and projects. Parents actively participated in feeding programs, tutoring programs, and school beautification projects. The PTA was also able to purchase a new LED television for classroom use and support a recycling project. However, some parents lacked coordination and support of their children's development. Moving forward, the PTA aims to continue successful programs, better plan initiatives, and encourage more stakeholder support and participation.
This document contains the agenda for an upcoming school meeting. The agenda includes updates on classroom projects, discussion of school/classroom fees, and a reveal of the top 15 pupils. It also lists the dates for several upcoming school activities in December, February, October, and September. Finally, it provides the names of the top performing students who will be revealed at the meeting.
The document contains class schedules for various sections of Grade 1 and Grade 2 students at San Francisco Elementary School for the 2013-2014 school year. Each section schedule outlines the time allotted, learning areas covered, and teachers. The schedules show that classes run for 6-7 hours daily and include subjects like English, Math, Filipino, Araling Panlipunan, MAPEH, and recess. Remedial instruction is also provided for 90 minutes each day. The schedules were submitted by teachers and approved by the school principal and district supervisor.
The document contains the consolidated school professional development plan for teachers at Bagong Silang Elementary School. It lists the names of 13 teachers and outlines their strengths, development needs, action plans, timelines, and resources needed to address their professional goals. The plan focuses on improving the teachers' functional competencies in areas like content knowledge, teaching strategies, curriculum planning and use of resources. It also aims to strengthen their core behavioral competencies such as professionalism, innovation and service orientation. The teachers' action plans include attending trainings, seminars and workshops to apply their learnings throughout the school year 2021-2022.
The document outlines an action plan to improve math achievement for low socio-economic students with 10 steps including researching effective strategies, identifying struggling students, implementing interventions, collecting data throughout the year, evaluating effectiveness, and presenting findings. The plan involves meetings with teachers, an administrator, data analysis, revisions to interventions, and a final presentation of results.
The document contains class schedules for eight sections of 4th grade students at San Francisco Elementary School for the 2013-2014 school year. Each section schedule outlines the time, duration, subject area, and teacher for each class period over a 6 hour school day totaling 360 minutes of instruction per section. The schedules are signed by each teacher and approved by the district supervisor.
This document is a guide for observing a teacher's lesson and the students' responses. It provides categories for describing the teacher's actions, students' actions, and results. The guide includes sections on the learning environment, teaching episode, motivation, presentation and development of the lesson, evaluation, and assignment. The goal is to collect information on the teaching and learning process in the classroom in a structured manner.
This document outlines a Grade 4 lesson on visualizing numbers from 10,001 to 50,000. The lesson teaches students to use number discs representing 10,000s, 1,000s, 100s, 10s and 1s to visualize and represent whole numbers within this range. Students practice forming numbers with discs, writing numbers represented by configurations, and drawing number discs for given quantities in exercises and assignments designed to reinforce their understanding of visualizing four-digit numbers.
The document outlines a lesson plan to teach students about food webs. The objectives are to define a food web, construct a food web, and differentiate a food web from a food chain. Students will study an illustration of a food web, answer questions about it, and then construct their own food web using local organisms. The key points are that a food web shows overlapping food chains and interlinked energy transfers between organisms, ranging from producers like plants at the bottom to various consumer levels above.
Math3 q1 mod1_visualizing-numbers-up-to-10-000_v308092020angela quinto
The document discusses a mathematics module that teaches students to visualize numbers from 1,001 to 10,000. It uses examples like the number of rice sacks distributed after a typhoon to explain how to represent numbers with discs and blocks in their place values of thousands, hundreds, tens and ones. The module provides activities to help students understand and practice visualizing four-digit numbers.
The document discusses principal roots and whether they are rational or irrational. It defines principal root, radical, and radicand. It explains that principal roots of perfect squares are rational numbers, while principal roots that are non-terminating or non-repeating decimals are irrational numbers. The document provides examples of determining whether specific principal roots are rational or irrational.
1. This lesson discusses solving real-life problems involving functions. Functions are used to model relationships between quantities in real-life situations where one quantity depends on another.
2. Key skills needed to solve problems involving functions include carefully reading problems, analyzing what is given and required, representing situations as functions, and performing operations on functions to evaluate them.
3. Examples of real-life situations that can be modeled by functions include how virus infections increase over time or transportation fares that vary based on distance traveled. Being able to determine the appropriate function and solve for unknown values allows predicting outcomes.
This document provides information about a mathematics module for 7th grade students on absolute value and operations with integers. It includes 5 lessons: 1) representing absolute value of numbers on a number line, 2) addition of integers, 3) subtraction of integers, 4) multiplication of integers, and 5) division of integers. The module aims to help students represent absolute value, perform operations with integers, and solve related problems. It was developed by a team of educators and is intended to assist both students and teachers.
You're correct. Diagrams A and B represent functions since each element in the domain corresponds to exactly one element in the range. Diagram C is not a function since the element 2 in the domain corresponds to more than one element in the range, 5 and 7.
Great job recalling the concepts of relations and functions! Now let's proceed to representing real-life situations using functions.
This document is a mathematics module that focuses on relationships between chords, arcs, central angles, and inscribed angles of circles. It begins with an introduction activity where students identify and define terms related to circles like radius, diameter, chord, semicircle, arc, and angles. The module is divided into four lessons that examine central angles, arcs and chords, theorems about these concepts, intercepted arcs and inscribed angles, and theorems about them. The goal is for students to understand these geometric relationships and be able to use them to solve real-world problems.
1. Exponential expressions, equations, inequalities, and functions involve expressions of the form abx-c + d, where b > 0 and b ≠ 1.
2. An exponential equation sets two exponential expressions equal to each other, while an exponential inequality compares two exponential expressions.
3. An exponential function expresses a relationship between two variables, usually of the form f(x) = bx, where b > 0 and b ≠ 1.
1. The module introduces exponential functions and how to represent real-life situations using exponential models. It covers exponential growth and decay, compound interest, and the natural exponential function.
2. The learner is expected to define exponential functions, equations, and inequalities and distinguish between them. They will also learn about exponential growth and decay and how to model real world scenarios exponentially.
3. The module contains examples, explanations, and practice problems to help the learner master representing real situations using exponential functions. It will check their understanding and ability to apply their knowledge.
This document is a module on logarithmic functions for a Grade 11 general mathematics class. It includes an introductory message, objectives, sections on what students need to know, pre-assessment questions, and lessons on specific topics like solving logarithmic equations and inequalities. The module was created by a team of educators and aims to help students learn key concepts through self-paced study.
1. The document provides information about an 11th grade General Mathematics module on exponential functions, including the writers, editors, reviewers, and management team responsible for developing the module.
2. It explains that the module aims to help learners master solving exponential equations, inequalities, and problems involving exponential functions. It reviews key concepts like properties of exponents before presenting new lessons.
3. The module outlines that after going through it, learners will be able to solve exponential equations, inequalities, and problems involving exponential functions. It provides several examples to illustrate each of these skills.
1. The document is a module on exponential functions that provides instruction on solving exponential equations, inequalities, and problems involving exponential functions.
2. It reviews properties of exponents and introduces examples of solving exponential equations by using the one-to-one property of exponential functions.
3. Activities are included to classify expressions as exponential equations or inequalities and to identify common bases to write numbers in exponential form.
This document contains a daily lesson log for a 5th grade math class covering divisibility rules. The lesson introduces divisibility rules for 2, 5, 10, 3, 6, 9, 4, 8, 12, and 11. Examples are provided to demonstrate how to use the rules to determine if a number is divisible by another number. Students practice applying the rules through drills and group activities. Assessment is conducted through exercises for students to demonstrate their understanding of divisibility rules. Additional enrichment and remediation activities are also included.
This document discusses Technology Livelihood Education (TLE) - Information and
Communication Technology (Computer Systems Servicing) Exploratory Course for Grades 7
and 8. Specifically, it covers Module 3 on Performing Mensuration and Calculation.
The module aims to teach students how to identify objects or components to be measured,
convert decimal to binary, compute the actual storage capacity and speed of various devices,
and apply techniques to check conversions and computations. It also discusses maintaining
measuring instruments.
The document provides definitions for terms like mensuration, measurement, and calculation.
It also describes common measuring instruments used in computer system servicing like
The document provides a daily lesson log for a 5th grade mathematics class. It details the objectives, content, procedures, and assessment for a week of lessons on using divisibility rules to find common factors of numbers. The lessons cover divisibility rules for 2, 5, 10, 3, 6, 9, 4, 8, 12, and 11. Students practice applying the rules through drills, group activities, and word problems. Formative assessments evaluate students' mastery of using divisibility rules to determine the factors of given numbers.
Here are some key points about kitchen utensils, tools, and equipment:
- They are used for preparing, cooking, and serving food.
- Common categories include those for measuring, cutting, mixing, cooking, cleaning, and grinding ingredients.
- Examples are knives, cutting boards, spoons, spatulas, pans, colanders, blenders, can openers, peelers, etc.
- Proper use and storage helps ensure safety and extends their lifespan.
- Learning their names and functions develops important life skills for cooking.
The document discusses break-even analysis and problem solving involving buying and selling products. It defines key terms like fixed cost, variable cost, total cost, and selling price. The main topic is break-even point, which is the number of units that must be sold for a business to neither earn a profit nor suffer a loss by balancing total revenue and total cost.
1. The document provides information about a Statistics and Probability module for Grade 11 on testing hypotheses. It includes details like the publisher, writers, editors, and management team involved in developing the module.
2. It also contains introductory messages for both the facilitator and learner that explain how to use the module and what it aims to achieve. Various parts of the module like objectives, activities, and answers are defined.
3. The module is intended to teach learners about key concepts in hypothesis testing such as the null and alternative hypotheses, types of errors, and critical values through guided and independent practice activities.
This document provides an overview of the basic tools and materials used in embroidery. It discusses various tools like embroidery hoops, scissors, thimbles, tape measures, gauges, needle threaders, pounce powder, and embroidery needles. For each tool, a brief description and intended use is given. Maintaining tools like keeping scissors sharpened and protected in a sheath is also mentioned. The development of embroidery in the Philippines is briefly introduced, noting it was introduced by the Dutch and further developed under Spanish influence.
This module teaches learners about expressing permission, obligation, and prohibition using modal verbs. It discusses the different modal verbs used for each: may and can express permission, have to, must, ought to, and should express obligation, and mustn't expresses prohibition. Various activities are provided to help learners identify and correctly use these modal verbs, including a prayer, fill-in-the-blank questions, and creating a table of family values. The goal is for learners to understand and apply modal verbs in expressing these concepts.
The document provides an introduction to the Technology and Livelihood Education Module 2 on Industrial Arts (Automotive). It discusses Republic Act 8293 which states that no copyright exists for Philippine government works, and that prior approval is needed to use government materials for profit. The module was created by a development team from the Department of Education Caraga Region and covers competencies on carrying out measurement and calculation needed in automotive.
AFF. OF LOSS - PASSPORT - Misplaced - John Quinto Velasco.docLLOYDSTALKER
John Quinto Velasco, a dual Filipino and American citizen living in Baguio City, Philippines, executed an Affidavit of Loss to declare his Philippine passport lost beyond recovery. He last used the passport in May 1983 when traveling to the U.S.A., placing it in a drawer for safekeeping. In December 2021, when checking for the passport to return to the Philippines, he was unable to find it despite searching all usual document storage places. He believes the passport was misplaced during one of his house moves. Through this affidavit, he requests the Department of Foreign Affairs to issue a replacement passport.
Here are two pictures of liquids. What can you observe?
Learner: In picture 1, I can see water in a glass. The water takes the shape of the glass. In picture 2, I can see oil in a pan. The oil also takes the shape of the pan.
Here are two pictures of liquids. What can you observe?
Learner: In picture 1, I can see water in a glass. The water takes the shape of the glass. In picture 2, I can see oil in a pan. The oil also takes the shape of the pan.
The story introduces four main characters - a blind black carabao, a healthy cat, a rich dog, and a selfish goat. When a blind black carabao finds a sack of rice and asks his friends for help carrying it during a storm, none of them offer to help. Only the blind black carabao helps himself despite his blindness. Later, when the animals are hungry after the storm, only the blind black carabao shares his rice with his selfish friends.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
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Answers about how you can do more with Walmart!"
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
Healing is the body’s response to injury in an attempt to restore normal structure and functions.
Healing can occur in two ways: Regeneration and Repair
There are 4 phases of wound healing: hemostasis, inflammation, proliferation, and remodeling. This document also describes the mechanism of wound healing. Factors that affect healing include infection, uncontrolled diabetes, poor nutrition, age, anemia, the presence of foreign bodies, etc.
Complications of wound healing like infection, hyperpigmentation of scar, contractures, and keloid formation.
2. Mathematics – Grade 4
Alternative Delivery Mode
Quarter 1 – Module 1: Visualizing Numbers up to 100 000
First Edition, 2020
Republic Act 8293, section 176 states that: No copyright shall subsist in any work of
the Government of the Philippines. However, prior approval of the government agency or office
wherein the work is created shall be necessary for exploitation of such work for profit. Such
agency or office may, among other things, impose as a condition the payment of royalties.
Borrowed materials (i.e., songs, stories, poems, pictures, photos, brand names,
trademarks, etc.) included in this book are owned by their respective copyright holders. Every
effort has been exerted to locate and seek permission to use these materials from their
respective copyright owners. The publisher and authors do not represent nor claim ownership
over them.
Published by the Department of Education
Secretary: Leonor Magtolis Briones
Undersecretary: Diosdado M. San Antonio
Printed in the Philippines by ________________________
Department of Education – Region V
Office Address: Regional Center Site, Rawis, Legazpi City 4500
Telefax: 0917-178-1288
E-mail Address: region5@deped.gov.ph
Development Team of the Module
Writers: Criselda Natalicio Lagamayo, Elena D. Hubilla
Editor : Loyd H. Botor
Reviewer: Loyd H. Botor
Illustrator: Jason C. Borabo
Layout Artist: Teresa Vissia B. Suñga
Management Team: Regional Director: Gilbert T. Sadsad
CLMD Chief: Francisco B. Bulalacao Jr.
Regional EPS In Charge of LRMS: Grace U. Rabelas
Regional ADM Coordinator: Ma. Leilani R. Lorico
CID Chief : Monserat D. Guemo
Division EPS In Charge of LRMS: Florena M. Deuna
4. ii
Introductory Message
For the facilitator:
Welcome to the Mathematics Grade 4 Alternative Delivery Mode (ADM) Module on Visualizing
Numbers up to 100 000!
This module was collaboratively designed, developed and reviewed by educators both from
public and private institutions to assist you, the teacher or facilitator in helping the learners
meet the standards set by the K to 12 Curriculum while overcoming their personal, social, and
economic constraints in schooling.
This learning resource hopes to engage the learners into guided and independent learning
activities at their own pace and time. Furthermore, this also aims to help learners acquire the
needed 21st century skills while taking into consideration their needs and circumstances.
In addition to the material in the main text, you will also see this box in the body of the module:
As a facilitator, you are expected to orient the learners on how to use this module. You also
need to keep track of the learners' progress while allowing them to manage their own learning.
Furthermore, you are expected to encourage and assist the learners as they do the tasks
included in the module.
Notes to the Teacher
This contains helpful tips or strategies that will
help you in guiding the learners.
5. iii
For the learner:
Welcome to the Mathematics 4 Alternative Delivery Mode (ADM) Module on Visualizing
Numbers up to 100 000!
This module was designed to provide you with fun and meaningful opportunities for guided
and independent learning at your own pace and time. You will be enabled to process the
contents of the learning resource while being an active learner.
This module has the following parts and corresponding icons:
What I Need to Know This will give you an idea of the skills or
competencies you are expected to learn in the
module.
What I Know This part includes an activity that aims to check
what you already know about the lesson to take. If
you get all the answers correct (100%), you may
decide to skip this module.
What’s In This is a brief drill or review to help you link the
current lesson with the previous one.
What’s New In this portion, the new lesson will be introduced to
you in various ways; a story, a song, a poem, a
problem opener, an activity or a situation.
What is It This section provides a brief discussion of the
lesson. This aims to help you discover and
understand new concepts and skills.
What’s More This comprises activities for independent practice
to solidify your understanding and skills of the
topic. You may check the answers to the exercises
using the Answer Key at the end of the module.
What I Have Learned This includes questions or blank
sentence/paragraph to be filled in to process what
you learned from the lesson.
What I Can Do This section provides an activity which will help
you transfer your new knowledge or skill into real
life situations or concerns.
Assessment This is a task which aims to evaluate your level of
mastery in achieving the learning competency.
Additional Activities In this portion, another activity will be given to you
to enrich your knowledge or skill of the lesson
learned.
Answer Key This contains answers to all activities in the
module.
6. iv
At the end of this module you will also find:
The following are some reminders in using this module:
1. Use the module with care. Do not put unnecessary mark/s on any part of the module.
Use a separate sheet of paper in answering the exercises.
2. Don’t forget to answer What I Know before moving on to the other activities included
in the module.
3. Read the instruction carefully before doing each task.
4. Observe honesty and integrity in doing the tasks and checking your answers.
5. Finish the task at hand before proceeding to the next.
6. Return this module to your teacher/facilitator once you are through with it.
If you encounter any difficulty in answering the tasks in this module, do not hesitate to
consult your teacher or facilitator. Always bear in mind that you are not alone.
We hope that through this material, you will experience meaningful learning and gain deep
understanding of the relevant competencies. You can do it!
References This is a list of all sources used in developing this
module.
7. 1
What I Need to Know
The set of whole numbers includes zero and the counting or
natural numbers 1,2,3,4, 5 and so on.
In this lesson, you will learn how to visualize numbers up to 100
000 with emphasis on numbers 10 001 to 100 000 using illustrations,
blocks or number discs.
At the end of the lesson, you should be able to:
visualize numbers up to 100 000 with emphasis on
numbers 10 001 to 100 000.
What I Know
Let’s begin our activity. Please answer the exercises carefully.
A. What number is represented by the number discs? Write your
answer in your answer sheet.
1. __________
2. __________
10
010
0
1 000
1 000
10
0
100
100
100
1 1 1 1
1 1 1 1
10 000
10 000 1 000
1 000 10
0 10
0
10 000
10
0
10
0
10
0
1 1 1
10 000
10
0
1
10 000
1
10 000
10 000
11 000
100
100 100
100 100
8. 2
3. ___________
4. ___________
5. ___________
B. Show the numbers below using number discs and base-10
blocks.
1-2. 5 333
C. Look for the proper representation of the numbers. Select the
letter of the correct answer.
1. 8 blocks , 7 flats , 6 longs , and 5 cubes
a. 8 765 b. 8 657 c. 8 567
2. 2 blocks , 8 flats, and 3 cubes
a. 2 830 b. 2 083 c. 2 803
3. 7 blocks , 4 longs and 2 cubes
a. 7 142 b. 7 042 c. 7 420
1 000
1 000
10 000
10 000
100
100
10 000 10
0
10
0
10
0
10
0
1 1
1 1
10 000
10 000
10 000
10 000
10
0
10
0
10 000
1 000
1 000
100
100
100
1
1
11 000
10010 000
10 000
10 000 1 000
100
100
1 000 10
0
10
0
10
0
11
1 000
9. 3
What’s In
The following numbers are read as:
13 896 thirteen thousand, eight hundred ninety-six
23 544 twenty-three thousand, five hundred forty- four
50 680 fifty thousand, six hundred eighty
52 567 fifty-two thousand, five hundred sixty-seven
100 000 one hundred thousand
Let us also recall the place value of each digit in the number.
Hundred
Thousands
Ten
Thousands
Thousands Hundreds Tens Ones
1 3 8 9 6
2 3 5 4 4
5 0 6 8 0
5 2 5 6 7
1 0 0 0 0 0
Don’t forget the place value of every digit in a number because it is
very important in reading and writing numbers.
Have you experienced lockdown during
the COVID-19 pandemic? How did you
find it?
Do you still remember how to read large
numbers? Let’s try to read the following
numbers.
To check, go to the Answer Key. If you got a score of 8 – 10, VERY
GOOD! The lesson will be easy for you. If you got a score of 7 or below,
study carefully the discussion and examples in this module.
10. 4
What’s New
During the COVID-19 pandemic, a city mayor bought 24 647 kilos
of vegetables harvested by a group of farmers in Benguet. All
households were given vegetables and they were very grateful of it.
One way is by using number discs.
Let us see how we can use number discs to represent 24 647.
two 10 000s four 1 000s six 100s four
10s
seven 1s
20 000 4 000 600 40 7
24 647
Through the representations of number discs, we can say that 24
647 is a large number.
Another way to visualize a number is by using base-10
blocks.
Let us see how big 24 647 is.
What is It
How can we visualize numbers up to 100 000?
100 11 000
10 000 1 000
1 000
10
0
10
0
10
0 1
10
010 000
1
1 1
1
100
1 000
100
100
100
100
1
11. 5
1 block = 1 000 1 flat = 100 1 long = 10 1 cube = 1
Using base-10 blocks, 2 247 can be represented as:
two 1 000s two 100s four 10s seven 1s
2 000 + 200 + 40 + 7 = 2 247
Let’s visualize 3 124 using both the number disk and the base-10
blocks.
three 1 000s one 100s two 20s Four 1s
3 000 100 20 4
Number
Disc
Base-10
blocks
Did you find it easy? Just remember how numbers can be represented.
4
1 000
1 000
1 000
10
0
10
0
1 1
1
100
1
13. 7
4.
______ + _______ + _____ + ____ = ______
5.
_____ + _____ + ____ + ____ = ______
ACTIVITY 3 - Give the corresponding number for each statement.
1. 35 blocks, 3 flats, 1 longs, 8 cubes =
2. 49 blocks, 7 flats, 5 cubes =
3. 15 blocks, 1 flat, 7 longs =
4. 6 blocks, 9 longs, 1 cube =
5. 100 blocks =
What I Have Learned
How can we visualize numbers up to 100 000?
We can visualize numbers up to 100 000 by using representations
such as number discs and base-10 blocks. We just need to know the place
value of each digit in the numbers.
What I Can Do
6
To check, go to page 10 for the Answer Key. Take time to review
the discussion in the previous pages as needed.
14. 8
1. Melvin has 3 pieces of 10 000 number discs, 8 pieces of 1 000
number discs, 4 pieces of 100 number discs and 7 pieces of 10
number discs. Draw a model for this situation and tell how many
number discs Melvin actually has.
2. Karen is preparing her project in visualization of numbers. She
prepared 18 blocks, 4 flats, 9 longs and 7 cubes. Give the value
of each representation. What number is assigned to her?
18 blocks = ______ 4 flats = _______ 9 longs _____
7 cubes = ______ Number ____________
3. Marcelito is assigned to represent 11 376 using number discs.
How should he represent it? Illustrate it.
Assessment
A. Fill in the needed data. (5 pts)
______ + ______ + ______ + _____ = ______
B. Show 2 305 using base-10 blocks and number discs.
(2pts)
C. Give the total value of the following:
1. 47 blocks, 9 flats, 0 long, 4 cubes
2. 32 blocks, 5 flats, 1 long
3. 86 blocks, 8 flats
10 000
10 000
1 000
1 000
10
0
1
10 000
10 000
10 000
To check, go to the Answer Key.
1 000
15. 9
Additional Activities
The table shows the data of COVID-19 cases at the given period of
time based on the report of the Department of Health (DOH).
Date
No. of
confirmed
cases
No. of
recovered
cases
May 20, 2020 13,221 2,932
May 13, 2020 11,618 2,251
April 20, 2020 6,459 613
1. Represent the number of confirmed cases on May 13, 2020 using
number discs. For the number of recovered cases on the same
date, use base-10 blocks to represent the number.
2. Think of a number between 10 001 to 100 000 that may represent
a situation related to the COVID-19 pandemic.
3. In order not to be infected with coronavirus, what can you do as
a member of your community?
To check, go to page 10 for the Answer Key. Take time to review
the discussion in the previous pages as needed.
To check, go to page 10 for the Answer Key.
17. 11
ASSESSMENT
A. 50 000 + 3 000 + 10 + 1 = 53 011 B. (2 305) number discs
C. 1. 47 904
2. 32 510
3. 86 800
Base-10 blocks
2. 18 blocks = 18,000 4 flats =400 9 longs = 90 7 cubes = 7
Number = 18 497
3. 11 376
ADDITIONAL ACTIVITY
1. Confirmed cases - 11 618
2. Recovered - 2 251
1 000 100 100 100
100 100 100
10 000 1 000 100 100
100 10
0
10
0
10
0
10
0
10
0
10
0
10
0
1
1
1
1
1
1
2. Sample situation: 17 485 food packs were distributed to Barangay San Carlos during the
lockdown.
3. In order not to be infected with coronavirus, I will stay home and wash my hands regularly.
1 000
100
100
100 1
1
1
1
1 000
1
10 000
10
0
1
1 1
1
1
11
18. 12
References
K to 12 Mathematics Curriculum Guide, August 2016
https://www.youtube.com/watch?v=MetiOPFFxcc
19. For inquiries or feedback, please write or call:
Department of Education - Bureau of Learning Resources (DepEd-BLR)
Ground Floor, Bonifacio Bldg., DepEd Complex
Meralco Avenue, Pasig City, Philippines 1600
Telefax: (632) 8634-1072; 8634-1054; 8631-4985
Email Address: blr.lrqad@deped.gov.ph * blr.lrpd@deped.gov.ph