Lesson Plan in Mathematics 4

Content Standards:
The learner demonstrates understanding of whole numbers up to 100,000.
Performance Standards:
The learner is able to recognize and represent whole numbers up to 100,000 in various
forms and context.
Learning Competency and Code:
The learner rounds numbers to the nearest thousands and ten thousand. M4NS-1b-5.2
Quarter: 1 Week: 2 Day: 2

I. Objectives:
At the end of 50 minutes, 100 % of the learners are expected to:
1. Round numbers to the nearest thousands and ten thousands.
2. Use number line to round numbers to the nearest thousands and ten thousands.
3. Show awareness in cooperation with the group.

II. Content:
Subject Matter: Rounding Numbers to the Nearest Thousands and Ten Thousands
Integration:
Araling Panlipunan – The Rights to Vote
English – Spelling
ICT – hands-on (clicking the correct answer through powerpoint with
hyperlink)
Strategies: Using ICT, Differentiated Instruction, Working with Pair
Materials: flash cards, show-me-board, picture of people who vote during election,
Activity Sheets, Powerpoint with hyperlink
Reference: Kto12 Grade 4 Mathematics 4 TG pp. 18-21, LM pp. 12-15
Value Focus: Cooperation

III. Learning Tasks:

A. Drill:
Let the pupil pick numbers in the box.
The pupil will read the number and his/her classmates will write it on their
Show-me-board.
Have a volunteer to write the number in words.

34, 546 28, 567 81,278

B. Review:
a. Conduct a review on rounding whole numbers to the nearest tens and hundreds.
The numbers are written in the flash cards. The pupils will write their answers on
their show-me-board.

Round the numbers to the nearest tens:

128 278 368 674 432
Round the numbers to the nearest hundreds.
5,351
C. Motivation 6,451 924 1,842 890

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 Show picture of a big crowd of people who vote during election.

Picture of people who will vote during Election

Day

Ask: What is the important event in the picture?

Let them spell the word election.
What should the people do during election?
What type of rights they exercise?
Instill the values the Right to Vote when they are already in
exact age.
Say: Look at the picture.
Ask: Can you tell the exact number of people who vote and wants to vote?
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.
D. 1. Presentation
Present the problem. (The teacher may change the underlined words.)

The election count in barangay Lumbayao is almost over. Mr.

Cabaluna, one of the candidates for barangay captain, is leading the
election. He got a vote of 2,500 and Mr. Pardillo, his opponent, got
2,210 votes. By about how many more votes did Mr. Cabaluna have
than Mr. Pardillo?

Ask: How will you solve the problem?

2. Performing the Activity:
Show a number line. Label it from 2,000 to 3,000.

2,000 2,100 2,200 2,300 2,400 2,500 2,600 2,700 2,800 2,900 3,000
Find 2,210.
Ask: To what number is it closer? 2,000 or 3,000?
Ask: Find 2,500, where is it located? (It is halfway between 2,000 and 3,000.)
Say:Round up numbers that have 5 in the hundreds place. So, 2,500 rounded to the
nearest thousands is 3,000.
Ask: By how many votes did Mr. Cabaluna win? (by 290 votes)
Ask: Find 2,678.
Ask; To what number is it closer? 2,000 or 3,000?
Say; Since, it is closer to 3,000, round it up.
Group the pupils into 5 groups.
Provide activity sheets for each group
GROUP 1
Find 3,590

3,000 3,100 3,200 3,300 3,400 3,500 3,600 3,700 3,800 3,900 4,000
a. Where is it located?
b. To what number is it closer? 3,000 or 4,000?

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 GROUP 2
Find 5,250

5,000 5,100 5,200 5,300 5,400 5,500 5,600 5,700 5,800 5,900
6,000
a. Where is it located?
b. To what number is it closer? 5,000 or 6,000

GROUP 3
Find 13,500

10,000 11,000 12,000 13,000 14,000 15,000 16,000 17,000 18,000 19,000 20,000
a. Where is it located?
b. To what number is it closer? 10,000 or 20,000?
GROUP 4
Make a number line. Label it from 4,000 to 5,000. Find 4, 855.
Answer the questions:
a. Where is it located?
b. To what number is it closer? 4,000 or 5,000?
GROUP 5
Make a number line. Label it from 30,000 to 40,000. Find 34, 850
Answer the questions:
a. Where is it located?
b. To what number is it closer? 30,000 or 40,000?
Let each group present their outputs.
Check the pupils answer. ( The teacher may check the answer through powerpoint
with hyperlink to make it more interactive.)
E. Discussion:
1. Discuss about the rule of the rounded numbers to the nearesr thousands and, ten
Using the number line with examples from their activity performed.
Ask: How did you find the activity?
Ask: Did you cooperatively work with your group?
Ask: How did you find the correct answer?
F. Exercises:
Working with Pair and distributing the Activity sheets
1. Find 6,590

6,000 6,100 6,200 6,300 6,400 6,500 6,600 6,700 6,800 6,900 7,000
Ask: To what number is it closer? 6,000 or 7,000?

2. Find 9,450

9,000 9,100 9,200 9,300 9,400 9,500 9,600 9,700 9,800 9,900 10,000
3. Find 47,390

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40,000 41,000 42,000 43,000 44,000 45,000 46,000 47,000 48,000 49,000 50,000
Ask: To what number is it closer? 40,000 or 50,000?
G. Generalization:
1. How do we round numbers?
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?

IV. Evaluation:
A. Using the number line, find out where the number is nearer to. Encircle the correct
answer.

8,000 8,100 8,200 8,300 8,400 8,500 8,600 8,700 8,800 8,900 9,000
1.) 8, 789 - 8,000 or 9,000
2.) 8,123 - 8,000 or 9,000
B. Do the following:
3.) Make a number line. Label it from 10,000 to 20,000.
4.) Find 15,720 in the number line and draw a line across it.
5.) To what number is it closer? 10,000 or 20,000?

V. Assignment
Complete the table. Use the number line to find out where the number is nearer to.
Number Round to the nearest
Thousands Ten thousands
1.) 25, 734
2.) 54, 234
3.) 14,567
4.) 67,456
5.) 95, 346

Reflection:
A. No. of learners achieve 80%: ______
B. No. of learners who require additional activities for remediation: ___
C. Did the remedial lessons work? ________
D. No. of learners who have caught up the lesson: _________
E. No. of learners who continue to require remediation: ___________
F. Which of my teaching strategies worked well? Why did these work? ___________
G. What difficulties did I encounter which my principal or supervisor help me solve?
___________
H. What innovation or localized materials did I used/discover which I wish to share with
other teacher? _________

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