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Lesson 6 - Comparing Numbers Up To 10,000

This document outlines a lesson plan for teaching students to compare numbers up to 10,000 using relation symbols. The lesson plan includes objectives, content, learning resources, procedures for instruction and student practice, and a reflection section. Key steps in the procedure include reviewing previous lessons on comparing numbers, presenting new examples of comparing larger numbers with thousands place values, having students practice comparing numbers using symbols and a number line, and providing application activities.

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Ariel Manuel
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11K views

Lesson 6 - Comparing Numbers Up To 10,000

This document outlines a lesson plan for teaching students to compare numbers up to 10,000 using relation symbols. The lesson plan includes objectives, content, learning resources, procedures for instruction and student practice, and a reflection section. Key steps in the procedure include reviewing previous lessons on comparing numbers, presenting new examples of comparing larger numbers with thousands place values, having students practice comparing numbers using symbols and a number line, and providing application activities.

Uploaded by

Ariel Manuel
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Republic of the Philippines

Department of Education
MIMAROPA Region

LESSON PLAN IN MATHEMATICS III


1st Quarter
Lesson 5

I. Objective:Compare numbers up to 10,000 using relation symbols.


( M3NS-Ib-12.3)
II. Content:Comparing Numbers
III. Learning Resources:
A. References : Teachers Guide pp. 21- 24
Lesson Guide in Elementary Math Grade 3 pp.28-33
Learners Material pp. 25-29
B. Materials: Activity Sheets, Number line, pictures/illustrations
C. Integration: ESP
IV. Procedure:
A. Reviewing previous lesson Call on a pair of pupils to answer the exercises. The pupil who answers it
or presenting the new lesson correctly is the winner. Do the same with other pairs.
1. Which numeral has more tens?
38 or 48, 122 or 243
2. Which Numeral has more hundreds?
893 or 900, 600 or 423
3. Which Numeral has more thousands?
4 623 or 2 625, 3 543 or 7 415
B. Establishing a purpose for Call on two pairs of children with opposite qualities. Let the class compare
the lesson these pairs of pupils.
e.g. big/chinky eyes, straight/ kinky hair, straight/ curly hair, long/ short hair
(Integration of ESP) – Should you laugh at others people defects? Why?
Stress the values of respecting others.
(Teacher may also use pictures with different characteristics)
C. Presenting Present a picture of two friends who collected rubber bands.
examples/instances of the Sally and Carmy are best friends. Look at he picture and the rubber bands
new lesson they collected.
Show the chart to the pupils and explain the data
BEST Friends Number of Rubber Bands Collected
Sally 1 637
Carmy 1 259
D. Discussing new concepts Ask: How many rubber bands did Sally collect? What about Carmy?
and practicing new skills #1 Who collected more rubber bands?
Help pupils to visualize the problem. Use flats, longs, and squares.
Let the pupils compare the two numbers by their digits.
Ask: What can you say about their digits in the thousands place?
(They are equal)
in the hundreds place? (They are not the same in number.)
Ask: Which hundred is more?
(6 hundred is greater than 2 hundred.)
So, 1637 is greater than 1259.
Introduce the symbols > for “greater than”, < for “less than”, and = for
“equal”.
Say: 1637 is greater than 1259.
In symbol, it is written as: 1637 > 1259
1259 is less than 1637.
In symbol, it is written as: 1259 < 1637
Therefore, Sally collected more rubber bands than Carmy.
E. Discussing new concepts Present another way of comparing the numbers by using a number
and practicing new skills #2 line.
Plot the points on the number line. Ask which of the two numbers
should be written on the left side and on the right side. Have pupils
explain why
1259 1 637

1 000 1 100 1 200 1 300 1 400 1 500 1 600 1 700 1800 1 900 2 000

Tell pupils to read the numbers on the given segment of the number
line.
Ask: What is the leftmost number in the given segment of the
number line? the rightmost?
Which number is greater? Which is lesser?
What do you notice with the numbers as they go from left to
right?
Which is greater between the two numbers as they are seen on
the number line? Which is lesser?
F. Developing mastery Mr. Reyes gathered 2 525 eggs. Mrs Reyes gathered 2 578 eggs. Who
(Leads to formative gathered more eggs?
assessment) Compare: 2 525 and 2 578
1. Are the number of digits the same?
2. Are the left- hand digit or the greatest place value of each nymber the
same?
3. Compare the third digit of each number? Which is greater, 2 or 7?
4. The greater number is 2578
5. the smaller number is _____
Therefore 2 525 < 2 578
2 578 > 2 525
Try other numbers.
8 416____ 8 516
2 141____2 211
5 345 ____5 345
3 215____3 000+ 200+10+5
7 464____7464
G. Finding Group the pupils into 4 groups. Give them the activity sheets.
practical/applications of Group 1- Compare the following numbers using the symbols. Encircle then the
concepts and skills in daily number with greater value in thousands place value.
living 1. 9 879_______ 7 894
2. 4 800________8 400
3. 7 643________6 437
4. 6 897________1 689
5. 7 342________ 3 742
Group 2- Read and answer the questions. Compare the
numbers using symbols.
1) Pola Central School has a population
of 1 260 while Socorro Central School has 500 more pupils
than Pola Central School. What is the population of Socorro
Central School?
2) Mother and father saved PhP3 475 in October. In
December, they saved PhP3 125. In what month
did they have lesser savings?
Group 3- Which has more thousands?
1) 9 879 or 7 894
2) 4 800 or 8 400
3) 7 643 or 6 437
4) 6 897 or 1 689
5) 7 342 or 3 742
Group 4-Compare the following numbers using the following arm positions.
Less than greater than equal
1) 3 345 _____ 5 263
2) 6 232 _____ 6 348
3) 6 476 ______ 7 568
4) 8 315 ______ 9 806
5) 8 925 ______ 9 438
H. Making generalizations How do we compare numbers? What symbols do we use?
and abstractions about the 1.Compare first the numbers of digits. If they are not equal the number with
lesson more digits has the greater value. The number with the lesser digits has the
lesser value.
2. If the number of digits are the same, we compare first the digit on the left.
If they are the same, we compare the next and so on.
To compare numbers, we use the following symbols:
> for “greater than”; < for “less than”, and = for “equal to”.
I. Evaluating Learning Compare the following numbers. Use the symbols >, < and =
1. 8 691_____8961
2. 5 287_____5827
3. 5 600_____5 000+600+0+0
4. 4993______4 939
5. 8 540______8450
J.Additional activities for
application or remediation
V.REMARKS
VI.REFLECTION
A.No. of learners who
earned 80% of the
formative assessment
B.No. of learners who
require additional activities
to remediation
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 material did I
use/discover which I wish to
share with other teachers?
Prepared by:
SARA CRISTITA L. DE LEON
Noted: T-III
ELMAR T. ALZATE POLA DISTRICT
Education Program Supervisor I

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