Lesson Plan – Mathematics 2

I. OBJECTIVES
At the end of the lesson, the pupils are expected to:
1. Compare numbers using the symbols <, >, and =
2. Order numbers from the least to the greatest and vice versa

II. CONTENT
Lesson 6: Comparing Numbers

III. LEARNING RESOURCES

a. References:
Integrative Mathematics – 2
b. Learning materials:
 Number cards
 Cut-outs
 Pocket chart
 Show Me Board
 Flash Cards
 Charts, activity sheets/worksheets

IV. PROCEDURES

A. Review

Teacher’s Activity Pupil’s Activity

1. The teacher will ask the pupils of - The pupils will answer, “Reading
what have they discuss yesterday. and writing numbers.”
2. To know if the children have
learned the teacher will provide an
example about how to write the
following numbers in the - The pupils will go to the board and
blackboard. will answer, “One hundred and
Ex:
seventeen”
What is 117 in words?
What is 591? - The pupils will answer, “Five
hundred and ninety-one
3. The teacher will say, “Very Good!”

B. Establishing the purpose of the lesson

Teacher’s Activity Pupil’s Activity

1. The teacher will have a story
telling.
2. The teacher will ask the pupils to
read the story.
- The pupils will read the story,
“Every morning Lolo Enting is in
his
vegetables garden. One morning
his grandchildren come to visit
him. Roger gives him 5 pieces of
papaya, Arlette gives him 10
pieces of ripe mangoes and
Rosemarie gives him 5 pieces of
sweet banana. “Oh thank you very
much, he said. Thank you my
3. The teacher will say, “Base from
what you read. Who came to visit
Lolo Enting?
4. The teacher will ask, “Who gave
him 5 pieces of papaya?”
5. “Who give him lesser fruits?”
6. “Who gave him more fruits?”
7. “Who gave him equal or the same
number of fruits?”
dear grandchildren. God bless you
all.
- The pupils will answer, “His
grandchildren”
- The pupils answered’ “Roger is
the one who gave him 5 pieces of
papaya”
- The pupils will answer, “Roger”
- The pupils answer, “Arlette”

- The pupils will say it in chorus,

“Roger and Rosemarie.”

C. Presenting examples/instances of the lesson

Teacher’s Activity Pupil’s Activity
1. The teacher will present another
set of word problem.
2. The teacher will read the problem.
“Tatay Jomar is a farmer. He - The pupils will answer, “Tatay
harvested 780 mangoes while Junray”
Tatay Junray harvested 890
mangoes. Who harvested more
mangoes?

D. Discussing new concepts and practicing new skills

Teacher’s Activity Pupil’s Activity

1. The teacher will present the total

number of mangoes harvested by
Tatay Jomar and Tatay Junray in
the Place Value Chart. Then, the
teacher will have an example how
to compare the number using
relation symbols such as <, >, and
=.
hundreds tens ones
8 9 0
7 8 0

Step 3:
Compare the ones
Step 2:
Compare the tens
Step 1:
Compare the hundreds
- The pupils will say, “800”
2. The teacher will ask, “Which
numbers has more hundreds?”
3. The teacher will say, “Very good!
800 is greater than 700 or 700 is
less than 800. We write: 800 > 700
or 700 < 800
 4. The teacher will have another set of
example.
Compare 356 and 346
hundreds tens ones
3 5 6
- The pupils will say, “they are the
3 4 6
same ma’am”
5. The teacher will say, “Now let us
compare the digit in the hundreds - The pupils will answer, “5 is
place bigger than 4”
6. “Ok, very well! Next, let us compare
the digits in the tens place. Which is - The pupils answer, “356 > 346 or
bigger? 346 < 356.
7. The teacher will say, “How will you
answer it?”
8. The teacher will say, “Very Good
everyone!”

E. Developing Mastery (Leads to Formative Assessment)

Teacher’s Activity Pupil’s Activity

1. The teacher will give a quiz. The
teacher will ask the pupils to write it
in their notebook.
Compare the following using the The pupils answer:
symbols, <,> and =
1. 517___506 6. 520___505 1. 517 > 506 6. 520 > 505
2. 640___633 7. 637___647 2. 640 < 633 7. 637 < 647
3. 609___606 8. 603___645 3. 609 > 606 8. 603 < 645
4. 116___117 9. 712___712 4. 116 < 117 9. 712 = 712
5. 290___390 10. 945___93 5. 290 < 390 10. 945 > 93

F. Finding practical applications of concepts and skills

Teacher’s Activity Pupil’s Activity
1. The teacher will let the pupils to use
the numbers in the box to answer
the following questions.

218 450 373 329

600 500 506 789
465 450 372
498 418 432 415
238 567 676 320
418 457 675 420
- The pupils will answer, “373 <
1. Find a number less than 373. 329”
Compare them using the symbol of
comparison.
2. Find a number more than 676. - “676 > 789” the pupils answered.
Compare them.
3. Find a number that is identical. - The pupils will found the number
and will answer, “450 = 450”

G. Making generalizations and abstractions about the lesson

Teacher’s Activity Pupil’s Activity
 In comparing 3 digit numbers,
compare the hundreds first then
the tens and the ones. We use the
symbol >, <, and =.
To show the relationship between
numbers being compared, one of
the following symbols is placed between
them:
< means less than
> means greater than
= means equal to

H. Evaluating Learning
1. Compare the pair of numbers by writing <,>, and =
1. 150___145 2. 872___872 3. 785___678
2. Compare the numbers in column A from column B. Use the relation symbols >,<,
and =
Column A Column B
346 ____ 450
450 ____ 336
565 ____ 656
765 ____ 767

I. Additional activities for application or remediation

The teacher will give a home activity for the pupils:
Write all three-digits as you can imagine using these numbered 6, 4 and 7. You can only
use them once. Then compare them using the >,< and =