School Grade 4

Level
Teacher Lannie R. Balderas Learning Mathematics
Area
Date and Time Quarter 1st

I. Objectives

A. Content Demonstrates understanding of whole numbers up to 100 000.

Standards

B. Performance Is able to recognize and represent whole numbers up to 100 000 in

Standards various forms and contexts.

C. Learning Rounds numbers to the nearest thousands and ten thousand place.
Competencies/ M4NS-lb-5.2
Objectives
II. Content Rounding Numbers to the Nearest Thousands and Ten Thousands

III. Learning
Resources
A. References Mathematics 4 p 12-15

B. Other PowerPoint, pencil, pentel pen, bond paper, coloring materials, printed
Learning numbers, tape, speaker
Resources
IV. Procedures Teacher’s Activity Learner’s Activity
A. Engage “Good Morning Class! I am Ms. Lannie
R. Balderas your Math teacher for
today.”
Good morning Ma’am!
Let’s read and follow the classroom rules.
Classroom rules
1. Be ready to learn. Make sure you
have everything you need before
we start.
2. Listen and follow directions.
3. Raise your hand if you want to
talk.
4. Be respectful
5. Believe in yourself.
6. Work hard and have fun.
Is it clear children?
Yes, Ma’am.

So let’s have a game related to the topic

that we had discussed last meeting which
is the reading and writing numbers.
This game is called “Arrange Yourself”

(the teacher will group the learners into

two and each of them will have their
numbers. The teacher will show a word
numbers and they will arrange it
 according to their respective numbers.

1. Fifty
2. One hundred ninety-six
3. Two hundred thirty-four
4. Eight thousand, five hundred thirty-six
5. Twenty-four thousand, seven hundred
1. 50
ten
2. 196
3. 234
4. 8 536
5. 24 710

B. Explore Before we proceed to our next topic lets

have first a group activity. I will group
you into 2 groups.
This activity is called “rounding hills”.
Each group will be given an envelope.
Inside the envelope are the materials
needed in the activity. What you were
going to do is you need to draw a hill and
you will identify the nearest tens,
hundreds, and thousands. I will give you
5 minutes to do the activity. After that
you will present it in front.
The students will do their
Activity and present it.

Remind the learners about norms/

standards to be followed in doing
activity.
 Read and understand the
instructions properly.
 Cooperate with your group.
 Do not disturb the other group.
 Maintain cleanliness in your
workplace.
 Minimize your noise.
 Submit your output on time.

C. Explain So our lesson for today is about rounding

numbers to the nearest thousands and ten
thousand.

Let us first discuss on how to rounding

numbers to the nearest thousands.

There are simple steps that we need to

follow.
Step 1: Determine which digit is in the
thousands place
In determining which digit is in the
thousands place we need to identify first
the place value of each digit.
Step 2: All digit smaller than the
thousands digit will replace with zero

Example:

58 493

000
4,9,3 will become zero

Step 3: Copy all the digits higher than the

thousands digit.
Most digit are from the left of a thousand
digit

Meaning to say we will just copy the

digit 5

Example: 58 493

5 000
And how about the digit that we need to
round off?

In rounding numbers there are simple

rules that we need to follow.
Let’s discuss first the round down.

If the digit to the right of a given place

value is 0,1,2,3 or 4

Example: 58 493
In this case, 8 will remain the same
because the digit in its right is 4 which is
less than 5. Meaning to say round down
is happened.

Therefore 58 493 rounded down to 58

000

How about the round up?

If the digit to the right of a given place

 value is 5,6,7,8 or 9 we need to add 1 to
the thousands digit

Example: 12 539

Who can identify which digit is in

thousands place?
Who can answer?

Very Good! Let’s give her/him a wosh

clap! (The children will answer)
Answer: 13 000
Let’s move on to rounding numbers to
the nearest ten thousand

In rounding numbers to the nearest ten

thousand, there are rules that we need to
follow. Just like what we need in
rounding numbers to the nearest
thousands.

Step 1

Step 2

58 493

0000
Step 3
In rounding the numbers always
remember the rule of rounding up and
rounding down.

58 493

60000
D. Elaborate Solve the following word problems by
rounding to the nearest given place value.
1. Julie bought 4649 lemons to make
lemonade for a birthday party. If this
number is rounded to the nearest
thousands, about how many lemons did
Julie buy?

(The children will recite and

 answer)

2. Tina’s yard is 3679 ft. by 2282 ft. if

each measurement is rounded to nearest
thousands, what is the area of Tina’s
yard? Answer:
3679 rounded to 4000
2282 rounded to 2000

Round each number to the place value of

underlined digit.
1. 67 436 ________
1. 34 673 ________
3. 87 576 ________
4. 82 562 ________
5. 34 982 ________ The learners will answer

Questions:
Why is it important to know the steps in
rounding up and rounding down the
number?
How will you use or apply rounding
numbers to our daily life?
E. Evaluate
Complete the table.
Numbers Round to the nearest
Thousands Ten
thousands
1. 26 378
2. 93 789
3. 69 487
4. 64 465
5. 12 543
V. Remarks
VI. Reflection
No. of learners who earned 80% on the formative assessment. ______
No. of learners who require additional activities for remediation. ____
No. of learners who have caught up with the lesson. ________
No. of learners who continue to require remediation. ______

Which of my teaching strategies worked well? Why did it work? ______

___use of visual presentation
___ game-based learning
___ pair work
___ cooperative learning
___ explicit teaching
___ group collaboration
___ differentiated instruction
___ discovery method
___ lecture method
___ manipulative tools
___ demonstration
___ models
 ___ interactive lecture demonstration
___ complete IM’S
___ availability of materials
___ student’s eagerness to learn
___ group member’s collaboration
___ audiovisual presentation of the lesson

Prepared by:
LANNIE R. BALDERAS