Teaching Date and Time: __________________________

Grade Level: Grade 5

Learning Area: Math
Quarter: 1st

Daily Lesson Plan

Day 3
I. OBJECTIVES

A. CONTENT The learner demonstrates understanding of whole numbers up to billions and the four
STANDARD fundamental operations including the GMDAS rule.

B. PERFORMANCE The learner reads, writes, rounds, and performs the fundamental operations on
STANDARDS numbers.

C. MOST ESSENTIAL The learner rounds numbers up to the nearest hundred millions.
LEARNING
COMPETENCY M5-NA-Ia-2

The learners should be able to:

D. UNPACKED
a. round numbers up to the nearest hundred thousands using number line and
MELC/LEARNING place value chart as a tool;
OBJECTIVES
b. cite situations where rounding number is useful to our daily living.

II. CONTENT NUMBER AND ALGEBRA

III. LEARNING RESOURCES

A. Reference

1. Textbooks Grade 5 TG and LM

2. Other sources WOW MATH You tube Channel. https://youtu.be/wapA1bYPHBI

B. Materials Show me board, picture, number line

IV. PROCEDURE DEVELOPMENTAL ACTIVITIES

A. Reviewing previous Preliminary Activities:

lesson or presenting
1. Opening Prayer
the new lesson
2. Checking of Attendance

3. Setting of Classroom Standards

ELICIT

1. Drill
Activity 1: Guessing Game using Show Me Board
All the pupils will solve the given problem as fast as they can. The
pupils who have the correct answer will raise and show there
answer.
a. My ones digit is 2. My tens digit is twice the ones digit. My
 hundreds digit is four times the ones digit and my thousands digit is
the sum of the ones digit and my tens digit. What number am I?
b. I am a 5 digit number. My thousands digit is 9. My ten thousands
digit is 4. My hundreds digit is 5. The other digits are zero. Who am
I?
Review/Checking of Assignment
Answer the following:
1. Create the largest numbers using digits 0 to 9 without repeating
any digit.
2. Write the smallest numbers using digits 0 to 9 without
repeating any digit.
3. Write 647 829 025 in words.
4. What is the number word for 721 693 899?
5. Write in symbols:
Three million, six hundred three thousand, eight hundred two in
symbols.

Answer Key:
1. 9 876 543 210
2. 1 023 456 789
3. Six hundred forty-seven million, eight hundred twenty-nine
thousand, twenty-five
4. Seven hundred twenty-one million, six hundred ninety-three
thousand, eight hundred ninety-nine
5. 3 603 802

B. Establishing a ENGAGE
purpose for the lesson
1. Motivation

Show a picture of a big crowd of people such as prayer

rally/basketball game. Ask pupils to describe what they see in
the picture.
Ask: Can you tell the exact number of people in the rally or
 watching the game?
Say: Sometimes there is no need for us to give the exact
number. Instead we just approximate/estimate how many
people or things there are.”
Ask: Why is it important to estimate?

EXPLORE

C. Presenting examples/ 1. Presentation (Propel Integration)

instances of the new Read the problem together.
lesson
Last 2022 Local Election, Mrs. Nene Jalosjos won as Governor
in the Province of Zamboanga del Norte. She got a vote of 249 956 and
Mrs. Belen Tang-Uy her opponent got 237 530 votes. About how many
votes did Mrs. Nene Jalosjos have than Mrs. Belen Tang-Uy?

Ask: How will you solve the problem?

Guide the pupils to find the answer by estimation.
Say: Let us use a number line. Label it from 230 000 to 250 000.
Find 237 530

240 000
230 000 240 000 … 250 000

Ask: To what number is it closer? 230 000 or 240 000?

Since it is closer to 240 000 round it up.
Ask: Find 249 956. Where is it located?
To what number is it closer? 240 000 or 250 000?
Since it is closer to 250 000 round it up.
250 000 – 240 000 = 10 000
8 600

So, about 10 thousand votes Mrs. Jalosjos has than Mrs. Uy.

(Provide more examples of rounding numbers using the number

line.)
To what number is it closer? 8 000 or 9 000?
1. 8 437 3. 8 567 5. 8 924
2. 8 329 4. 8 768

8 000 8 4008 200 8 300 8 500 8 700 8 800 8 900 9 000

Guide pupils to see the pattern when to round up and when to round down.

Say: Look at the number below

1.) 465 310 2.) 525 816
 Ask: Can we place the digit to its specific place value?

Millions Thousands Units

H T O H T O H T O
1 4 6 5 3 1 0
5 2 5 8 1 6

Say: Now, lets us round the number to the nearest thousands, ten
thousands, hundred thousands.

Activity 2: Round Me
A. Pupils are grouped into three. Each group will be given an activity
sheet to answer. Complete the table by rounding to the indicated value.

Ten Hundred
Thousands
Thousands Thousands
567 678
547 789
902 231
402 234
390 856

Answer key:
Thousands Ten Hundred
Thousands Thousands
568 000 570 000 600 000
548 000 550 000 500 000
902 000 900 000 900 000
402 000 400 000 400 000
391 000 390 000 400 000

B. The first group to finish with most correct answers wins.

Let every group post its work.
Say: Let us look at your work.
 Ask:

1. What is the rounding place if a number is to be rounded to the

nearest thousands? ten thousands? hundred thousands?
2. What digit should be at the right of the digit in the rounding place in
order to round down?
3. What digit should be at the right of the digit in the rounding place in
order to round up?

D. Discussing new EXPLAIN

concepts and practicing
new skills #1
Activity 3: Station Rotation/Jot Me Down
The same group of pupils in the previous activity. Each group will
answer the activity in every station.
Station 1: Round to the nearest thousands

Thousands
671 910
847 189
852 239
102 674
399 461

Station 2: Round to the nearest ten thousands

Ten Thousands
671 910
847 189
852 239
102 674
399 461

Station 3: Round to the nearest hundred thousands

Hundred Thousands
 671 910
847 189
852 239
102 674
399 461

Answer key:
Thousands Ten Thousands Hundred Thousands
672 000 670 000 700 000
847 000 850 000 800 000
812 000 810 000 900 000
103 000 100 000 100 000
399 000 400 000 400 000

A. The first group to finish with its correct answer wins.(See the Rubrics)
Let every group post its work. Let the group check their answers.

Say: Let us look at your work.

Ask:

1. What is the rounding place if a number is to be rounded to the

nearest thousands? ten thousands? hundred thousands?
2. What digit should be at the right of the digit in the rounding place in
order to round down?
3. What digit should be at the right of the digit in the rounding place in
order to round up?

Then give these exercises.

Activity 4: Choose Me

1. Encircle the number that could be round of to 500 000.

490 560 446 678 397 654

583 456 567 156 482 489

534 456 512 345 461 349

Answer key:
 490 560 534 456 512 345 482 489 461 349

Activity 5: Find Me
Round each number to the place value of the underlined digit.

1. 490 560 4. 446 678

E. Discussing new
concepts and practicing 2. 583 456 5. 397 654
new skills #2 3. 534 456

Answer key:

1. 491 000 2. 580 000 3. 500 000 4. 450 000 5. 400 000

Activity 6: Count Me In
Provide the pupils with these exercises.
How many numbers can be rounded t 900 000?
Write these numbers below.
F. Developing mastery __________________ ____________________
(Leads to Formative
__________________ ____________________
Assessment)
__________________ ____________________
Possible answers.
935 600 850 444 943 786 889 568 899 999 868 008

G. Finding practical ELABORATE

applications of concepts
Mind Map. Using Mind Map Diagram, let pupils enumerate situations where
and skills in daily living
rounding of numbers are relevant in daily life.

Situation 1.
__________

Situation 6. Situation 2.
__________ __________

Rounding

Numbers
Situation 5. Situation 3.
__________ __________

Situation 4.
__________
 Possible answers:

money contribution population number of chickens

number of goats number of teachers number of pupils

Ask: How do we round numbers?

To round numbers:

H. Making generalizations
and abstractions about
the lesson
1. Add 1 to the digit in the rounding place if the digit to its right is 5 or
greater.
2. Retain the digit in the rounding place if the digit to its right is less than
5.
3. Change all the digits after the digit in the rounding place to 0s.

I. Evaluating Learning EVALUATE

I. Round the following numbers to the nearest hundred thousands

using the number line.

100 000 200 000 500 000 700 000 800 000
300 000 400 000 600 000

1. 345 456 __________________

2. 234 567 __________________
3. 561 345 __________________
4. 787 456 __________________
5. 234 567 __________________
II. Round the following numbers to the nearest ten thousands
according to the rule in rounding whole numbers.
1. 123 451 __________________
2. 451 678 __________________
3. 987 567 __________________
4. 568 678 __________________
5. 785 123 __________________
III. Give at least 5 situations where rounding of numbers are used.

1.

2.
 3.

4.

5.

Answer key:

I. 1.) 300 000 2.) 200 000 3.) 600 000 4.) 700 000 5.) 200 000
II. 1.) 120 000 2.) 450 000 3.) 990 000 4.) 570 000 5.) 790 000
III. Possible answers:
money contribution population number of chickens

number of goats number of teachers number of pupils

J. Additional activities for

application or
EXTEND
remediation
Assignment:

Write the place value to which each number is rounded.

A. 1 200 000 ___________________
B. 3 450 000 ___________________
C. 5 560 000 ___________________
D. 7 800 000 ___________________
E. 6 678 000 ___________________
Answer key:

A. Hundred thousands
B. Ten thousands
C. Ten thousands
D. Hundred thousands
E. Thousands

V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80%
in the evaluation.

B. No. of learners who require

additional activities for remediation
who scored below 80%.

C. Did the remedial lessons work?

No. of learners who have caught up
with the lesson.

D. No. 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:

LARRY C. MURRO
Teacher III – Bogabongan ES

RUBRIC ON GROUP ACTIVITY

POINTS ACCURACY TEAMWORK TIMELINESS NEATNESS/CLEANLINESS

5 All answers are All members are Members finish No erasure

correct working together. ahead of time with
complete answer.

4 There is 1 wrong There are 4 members Members finish on Only 1 erasure.

answer are working. time with complete
answer.

3 There are 2 wrong There are 3 members Members finish after There are 2 erasures.
answers. are working. 1 minute with
complete answer.

2 There are 3 wrong There are 2 members Members finish after There are 3 erasures.
answers. are working. 2 minutes with
complete answer.

1 There are 4 wrong Only 1 member is Members finish after There are 4 erasures.
answers. working. 3 minutes with
complete answer.

0 All answers are Only the leader is Members do not 5 or more erasures.
wrong. working. finish on time with
incomplete answer.

TALLY BOARD

GROUP ACCURACY TEAMWORK TIMELINESS NEATNESS/CLEANLINESS TOTAL

GROUP 1

GROUP 2

GROUP3
https://www.manilatimes.net/2019/06/23/news/regions/5m-kapa-members-end-2-day-prayer-rally/573432

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