Happy Home School

Mathematics Lesson Planning

Live session: Week 16th Aug-19th Aug2022 Grade: IV

Subject: Mathematics Chapter 1: Counting up to 100 000
Topic/s: Comparing and Ordering Numbers

Mode of presentation: F2F

Resources required: Board, rough note book, text book and work book.

SMART Objectives:
By the end of session students would be able to:
 compare numbers up to 100,000 using >, < or = sign
 arrange the numbers in ascending and descending order using place value chart
Course content to be taught:

 Compare numbers up to 100,000 using >, < or = sign

 Ascending and Descending Order

25
min

Day 1:
The teacher will begin the lesson with a warm-up activity by writing the following number on the board:
1 764
a) Please read the number aloud
b) What's the value of the digit in the tens place?
c) What does the digit 1 stand for?
d) Using the same digits written above, can you make the smallest 3 digit number?

Once the warm-up activity is conducted the teacher will write the following signs on the white
board and ask the students to tell them what does each sign indicate? (i.e: greater than, less
than and equals to)

The teacher will explain the students how we determine the number that is the greatest or
smallest by Comparing the digits one by one.

For example:
Amongst 2 166 and 2 236, which number is the greatest?

The teacher will tell the students that we compare the numbers one by one in all the places. In
the example above, since the thousands place is same, i.e: 2, we proceed towards the next
digits, that are 1 and 2 respectively clearing indicating
2 236 > 2 166
Another example will be illustrated:
Compare 5 689 and 5 677. Identify the smaller number amongst the two of them.

Again the students will be reminded to compare the digits one by one. If they find the same
digits in the respective places, then they are required to move on to the next one as in the
example above.

It can be seen that the digits 5 and 6 are the same in both the numbers, being
at the thousands and the hundreds places respectively. So when we move on, we see a
difference in the tens place that is: 7 and 8, clearly indicating:
5 677 < 5 689
The discussion will be proceeded and the words Ascending and Descending will be written on
the board, and the students will be asked to recall the meaning of both as studied in grade III,
i.e: Ascending indicates to arrange the numbers from the smallest to the biggest one while
Descending is the opposite, arranging the numbers from the biggest to the smallest.

Example:
2 568, 2 463, 3 698, 3 656. The following numbers will be written on the board And the teacher will
ask the students to help her arrange them in ascending and descending order, also called as
increasing and decreasing order.

Ascending Order: 2 463, 2 568, 3 656, 3 698

Descending Order: 3 698, 3 656, 2 568, 2 463

The textbook pg # 5-7will be used for further explanation after which the students will be directed
towards the classwork.

Classwork:
Pg #5-7 of textbook ,pg7 and pg 9 of workbook 4A

Homework:
Do pg # 8 of Workbook 4A.

Day 2:
The class will start with the recapitulation of the concept taught a day before, i.e: Comparing the
numbers along with arranging them either in ascending or descending order.

The teacher will write the following numbers on the white board
10 998, 10 964, 11 452, 11 425, 11 258
a) Tell the greatest number among the all.
b) Tell the smallest number among the all.
c) Arrange them in descending order.

Once the questions are discussed, the students will be asked to take out their Workbook 4A.

Note: This class will emphasize on the written work since the concepts will have been delivered
thoroughly on Day 1. The classwork will serve as a practice of the same concept.

Classwork:
Q2 and Q3 from pgs #7 textbook in notebook

Homework:
Pg 10 of workbook 4A

References:
New syllabus Primary Mathematics (2nd edition) Text book 4 and Work book 4-A.