SORSOGON STATE COLLEGE

MAGALLANES CAMPUS
MAGALLANES, SORSOGON
2nd Semester, AY 2019 – 2020

Detailed Lesson Plan in Mathematics IV

8:30 – 9:30 am

I. Objectives

1. Discuss the rules in rounding whole numbers to the nearest thousands and ten
thousand.
2. Practice accuracy in rounding whole numbers.
3. Round whole numbers to the nearest thousands and ten thousand.

II. Subject Matters

A. Topic: Rounding whole numbers to the nearest thousands and ten thousand.
B. References: Learner’s Material in Mathematics Grade IV pp. 12 – 15.
C. Instructional Materials: 4 markers; 4 manila papers; 2 recording sheets; number
line
D. Teaching Methods/Strategies: Collaborative approach, inquiry-based
instruction and discovery approach.
E. Concept: Rounding numbers to the nearest thousands and ten thousand.
F. Values Integration: Show participation and dedication to learn during
discussion and activities.

III. Procedure

Teacher’s Activity Pupils’ Activity

A. Routinary Activities

1. Prayer The students will stand and pray the “Our

Father”.

2. Checking of Attendance Through sitting arrangement.

B. Preparatory Activities

1. Review

Last meeting, we already discussed about

rounding whole numbers to the nearest tens
and hundreds.

Ask: Do you still remember? Expected answer: Yes Ma’am.

Say: Very Good! For you to refresh your

knowledge about the last discussion. I have
here a recording sheets, the title is “Rounding
a Number”.

I am rounding to the nearest tens.

 Expected answers:

My number was:
59 60
It rounded to:

My number was:
83
80
It rounded to:

My number was:
45 50
It rounded to:

Another recording sheets.

I am rounding to the nearest hundreds.

My number was:
652 700
It rounded to:
 My number was:
545 500
It rounded to:

My number was:
302 300
It rounded to:

Say: Very Good! Since you already know how

to round numbers to the nearest tens and
hundreds, let us move on for the next topic. But
before that I have here a game entitled
“Guessing Game”.

2. Motivation

“Guessing Game”

All you need to do is to give the correct answer Expected answers:

to the given problems.
Given:
1. My one’s digit is 2. My tens digit is One’s digit is 2; tens digit is 6; hundred digits
thrice the one’s digit. My hundreds is 8; thousand digits is unknown.
digit is four times the one’s digit and Sum of one’s 2 plus tens 6 is 8.
my thousands digit is the sum of the The answer is 8.
one’s and tens digit. What number am
I? Given:
2. I am a 5-digit numbers. My thousands 5-digit numbers; ten thousand digits is 3;
digit is 8. My ten thousand digits is 3. thousand digits is 8; hundred digits is 6; one’s
My hundred digits is 6. My one’s digit digit is 7; the other digit is 0.
is 7. The other digit is zero. Who am I? Who am I? The answer is tens.

C. Presentation of the lesson

Based on the given activity what do you Expected answer: Rounding whole numbers to
think our next discussion for today? the nearest thousands and ten thousand.

Say: Very Good!

 D. Lesson Proper

We all know that rounding is a means of

estimation used to help for calculations.

A while ago I presented to you a game that is

guessing game. From that game:

Ask: can you identify the place value of 8 in

the 1st problem?

8, 862 Expected answer: 8 is thousands.

Ask: How about in the second problem. What

is the place value of 3?

38, 607 Expected answer: 3 is ten thousand.

Say: Very Good!

In rounding numbers there are 2 rules:

1st identify the place value you are rounding

to (underline)

For example:
In problem no.1

We already identify the place value of 8

which is thousand.

Ask: How about in problem no.2 Expected answer: 8 is thousands.

What is the place value of 8?

Say: Very Good! Now the 2nd rule is:

2nd the number to the right tells the underlined

number, what to do:
0 – 4 stays the same
5 – 9 go up one

For example:

8, 862

Ask: what is the number which is nearer to 8 Expected answer: 8 that is in hundreds of
or in thousands of places? places.

Ask: Are we going to add one or not? Expected answer: we need to add 1.

Ask: How do you say so? Expected answer: because according to the
rule 5 – 9 go up one meaning we should add
one since 8 is in 5 – 9.

Say: Very Good! Since 8 is in 5 – 9 we

should round the numbers up.

Ask: then, what should be the answer if we Expected answer: it should be 9,000.
round the numbers to the nearest thousand?
Ask: Why is that your answer is 9, 000? Expected answer: because all digit that are on
the right-hand side of the requested rounding
digit will become 0.
Say: Very Good!

Ask: How about in problem no.2. what is the

answer if we round it off to the nearest
thousand?

38 607 Expected answer: 39 000

Ask: what if we round it off to the nearest ten

thousand what should be the answer?

38 607 Expected answer: 40 000

Say: Very Good!

Another examples:

Ask: What are the answers in each item? Expected answer:

1. 18 765 1. 19 000

2. 34 344 2. 30 000

3. 584 987 3. 580 000

Say: Very Good! Now you already know how

to round whole numbers to the nearest
thousand and ten thousand.

E. Generalization Expected answer:

Ask: How do we round numbers? To round numbers:

1st look at the place at the left to be rounded.
2nd check the digit to its right. If it is 5 round it
down or retain. If it is 5 and above round it up.
3rd change all the digits to the right of the digit
to be rounded to 0.

F. Application

I will divide you into 4 groups each group

will do the activity that will be given to you.

The content is:

No. 1 Using the number line

No. 2 Word problem
No. 3 Rounding numbers to the nearest
thousand
No. 4 Rounding numbers to the nearest ten
thousand

You will do it within 5 mins the group who

got the higher scores will be the winner.
 1. Using the number line find out where Expected answers:
the number is nearer to:

a. 23 789 (20 000 or 30 000) a. 20 000

b. 27 832 (20 000 or 30 000) b. 30 000

2. A runner ran 1 439 meters but

describes the distance he ran with a 1000 meters
rounded number. Rounded 1 439 to
the nearest thousands.

3. Rounding numbers to the nearest

thousands.

a. 15 850 a. 16 000
b. 580 169 b. 580 000

4. Rounding numbers to the nearest ten

thousand.

a. 27 023 a. 30 000
b. 51 789 b. 50 000

IV. Evaluation
Round the following to the nearest:
a. Thousand

1. 98 345
2. 67 452
3. 8 712
4. 78 324
5. 64 657
b. Ten thousand

1. 75 345
2. 62 490
3. 85 234
4. 29 567
5. 83 531

V. Assignment
Round to the nearest ten thousand:
1. 87 211
2. 422 789
3. 931 268
4. 710 565
5. 75 370

Prepared by:
ANABELLE M. HAMOR
BEED – II