Republic of the Philippines

Department of Education
SOCCSKSARGEN REGION

Kablon Elementary School

Grade
School Acmonan Integrated School III
Level
File Created By:

DETAILED LESSON Analiza G. Autor Learning

Teacher Mathemathics
PLAN Jezebel P. Asne Area
Cherry Mae M. Georfo

Teaching
Date and Quarter 1, Week 1 Day 3
Time
I. OBJECTIVES
A.Content The learner demonstrates understanding of whole numbers up to 10
Standards 000, ordinal numbers up to 100th, and money up to PhP 1000.
The learner is able to recognize, represent, compare, and order whole
B.Performance
numbers up to 10 000 and money up to PhP 1000 in various forms and
Standards
contexts.
C. Essential Learning The learner compares numbers up to 10 000 using relation symbols.
Competency (M3NS-Ib- 12.3)

Knowledge: Compare numbers up to 10 000 using relation symbols.

D.Objectives: Skills: Write the symbols <, >, = to compare numbers up to 10, 000.
Attitude: Value the importance of comparing numbers in real life
situation.

II. CONTENT Numbers and Number Sense

A. Topic Comparing Numbers Up to 10 000 Using Relation Symbols

● To compare numbers, we use the following symbols:

> for “greater than”; < for “less than”, and = for “equal to”.

● Steps in comparing numbers:

1. Always start from the digit at the highest place value.
B. Key Concepts
2. Compare the digits at this place value in both numbers. The
number with the bigger digit is greater.
3. If the digits are equal, move one place value to the right, and
repeat step 2.

● Intuitive concepts of number up to 10, 000.

C.Pre-requisite ● Write numbers after, before or between a give number.
Skills ● Place Value
● Concept of more than, less than and equal to
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION
III. LEARNING
RESOURCES
A. References

1. Teacher’s
Mathematics 3, pp. 24-28
Guide Pages

2. Learner’s
Mathematics 3, pp. 26-30
Materials
Pages

3. Textbook Math for Life Work text in Mathematics 3, pp 24- 30

Pages

4. Additional ● BEAM LG Gr. 3 Module 1.1- Whole Numbers

Materials ● MTB- MLE Group Teacher’s Guide
from Learning ● Lesson Guide in Elementary Math Grade 3. 2005. pp. 28- 33
Resource (LR) ● Lesson Guide in Elementary Math Grade 3. 2010. pp. 28- 33
Portal ● Mathematics for Everyday Use Grade 3. 1997. pp. 14- 18*

B. Other Learning
Resources

https://www.mathsisfun.com/algebra/compare-numbers.html
https://study.com/academy/lesson/how-to-compare-numbers-with-
math-symbols.html
https://www.khanacademy.org/math/early-math/cc-early-math-
place-value-topic/cc-early-math-two-digit-compare/a/comparison-
symbols-review

1. Websites https://www.splashlearn.com/math-vocabulary/number-sense/
number-line
https://images.app.goo.gl/1YEDpFG512BmPii19
https://images.app.goo.gl/sDnaTCfJBhLbPTYk8
https://images.app.goo.gl/MEeTfvwqKSFmMyw79
https://images.app.goo.gl/KTACevuBLgZhGHQX6

2. Books/
Journals
Pictures, Video Clip, Play Money, Crayons, Flats, Longs, Squares,
C. Materials Module, laptop/ smart phone/ led TV screen/ Manila Paper/ Projector
IV. PROCEDURES
A. Preliminary a. Drill (Module p. 3)
Activities: Look at these pair of numbers, 3418 and 1738. Can you round
off these to the nearest thousands? Hundreds? Tens?
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION

3418 1738
Thousands 3000 2000
Hundreds 400 700
Tens 20 40

b. Review
Give the place value of the underlined number.
(5 minutes) 1. 368
2. 1 482
3. 745
4. 1 425
5. 936

c. Motivation
Have you tried buying your own toys? How did you decide on
which toy you are going to buy? To decide, you need to compare the
prices based on the money you have. (Module 5 p. 2)
For our next activity we are going to compare between two numbers,
and decide which one is less or greater than the other. Study the
situation below and answer the questions that follow.(Module 5 p. 2)
Pedro, Juan, Maria, and Ana are siblings. Their father gave them
money as their baon everyday. They were advised to saved the extra
money from their baon. Pedro saved 3 635, Juan had 2 987, Maria got
2 812 while Ana gathered 4, 200.

B. Introduction
( 5 minutes) Questions:

1. Who among the siblings had the biggest savings/ ipon?

2. Who among the siblings had the least savings/ ipon?

3. Between Pedro and Maria, who had more savings/ ipon?

4. Between Juan and Ana, who had the less savings/ ipon?

5. Who had more combined savings/ ipon, boys or girls?

We use the following signs to compare numbers:

C. Teaching Modelling Symbol Usage Example
( I Do It)
¿ When two values
(12 minutes) are equal, we use
4=4
the “equal to” sign
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION

¿ When one value is

smaller than
3¿5
another, we use the
“less than” sign

¿ When one value is

bigger than
9¿6
another, we use the
“greater than” sign

When you get confused by the symbols, just remember that the open
side should always face towards the bigger number. Also, you may
think of it as a hungry mouth which always wants to eat the greater
number.
Examples:

Fill in the blank with the appropriate symbol.

a. 5____8
We can use the number line to see which one is less or greater than the
other.

Since 5 is to the left of 8, then 5 is less than 8.

5<8
We can use our knowledge of place value to determine the
smaller or bigger number.
b. 7 001_____7 010

7 001 7 010

7 thousands =7 thousands

0 hundred = 0 hundred

0 ten ¿ 1 ten
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So, 7 001<7 010

(Module 5 pp.3-4)
Compare the following set of numbers using arm position as illustrated
below.(Module 5 p. 5)

D.Guided Practice:
( We Do It)

(5 minutes) 1. 3 345 ____ 5 263

2. 6 348 ____ 6 232
3. 8 806 ____ 8 315
4. 2 040 ____ 2 000 + 0 + 40 + 0
5. 4 076 ____ 5 000 + 400 + 70 + 6

Try to answer each set of two numbers using relation symbols.

(Module 5 p. 5)

E.Independent 1. 10____2
Practice 2. 1 001____1 010
( You Do It)
3. 969____969
(5 minutes)
4. 2 002____2 002
5. 8 765____ 8 987

How do we compare numbers? (Module 5 pp. 5-6)

Steps:
Step 1: Always start from the digit at the highest place value.
Step 2: Compare the digits at this place value in both numbers. The
number with the bigger digit is greater.
Step 3: If the digits are equal, move one place value to the right, and
F. Generalization repeat step 2.
(What I Have What symbols do we use?
Learned) To compare numbers, we use the following symbols:
(5 minutes) > for “greater than”; < for “less than”, and = for “equal to”.

Values Infusion:
Is comparing numbers important to our daily lives? Why do you
say so? In what instance in your daily lives comparing numbers
helpful?
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION
Read and answer following situations. (Module 5 p. 6)

1. You want to buy a bicycle which costs 3 750 pesos. However, you
only have 1 880 pesos. You need to add 1 870 pesos in order to buy a
G. Application bicycle. Is 1 880 pesos less or greater than 1 870 pesos?
( What Can I Do)
2. Grandfather has 6 483 ducks and 8 372 chickens in his farm. How
(5 minutes) does the number of chickens compare with the number of ducks?

3. In month of November my parents saved PHP 12 499, in month of

December they saved PHP 11 992. In what month do they saved less?

Answer the given questions. Write the answer on your paper.(Module 5

pp 6-7)
1. Which of the following numbers is the smallest?
A. 1234
B. 1324
C. 1423
D. 1243
IV. Evaluation:
2. 8 002 is equal to 8 020. (TRUE or FALSE)
(5 minutes)
Compare the set of numbers using >, <, and =.
3. 5 413 ____ 5 428
4. 18 951 ____ 18 915
5. Mang Ambo planted 4 843 coconut trees and 3 576 bananas. How
does the number of coconut trees compared with the number of
bananas?

Compare the given set of numbers. Write the symbols >, <, or = in the
blank. (Module 5 pp 6-7)
1. 29____92
2. 991____919
IV. Assignment
(3 minutes) 3. 5 990____ 9 950
4. 880_____ 808
5. 555____555

V. REMARKS

VI. REFLECTION
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION
A. Number of
learners who earned
80% in the
evaluation.
B. Number of
learners who
require additional
activities for
remediation who
scored below 80%.
C. Did the
remedial lessons
work? Number of
learners who have
caught up with
the lesson.
D. Number of
learners who
continue to require
remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What
difficulties did I
encounter which
my principal or
supervisor can help
me solve?
G. What
innovation or
localized materials
did I use/discover
which I wish to
share with other
teachers?
Prepared by:
ANALIZA G. AUTOR
T-I, Kablon Elementary School
South Cotabato Division

JEZEBEL P. ASNE
T-1, Acmonan Integrated School
South Cotabato Division

CHERRY MAE M. GEORFO

T-1, Acmonan Integrated School
South Cotabato Division
 Republic of the Philippines
Department of Education
SOCCSKSARGEN REGION