St.

Michael’s College
Basic Education Department
Iligan City
S.Y. 2019-2020

Subject Area: Mathematics 4 Quarter: One Unit: 1

Unit Topic: Whole Numbers No. of Days: 7

STAGE 1: DESIRED RESULTS

Content Standard:

The learners demonstrate understanding of the concept of whole numbers up to 100 000 000; and rounding off
whole numbers and its application in estimation.

Lesson/ Topics:

 Concepts of Whole Numbers (Place Value and Writing Numbers in Standard, Word and
Expanded Form)
 Comparing and Ordering Whole Numbers
 Rounding Off Whole Numbers

Transfer Goal:
The students will be able to independently use their learning to apply the concept of whole numbers in
counting, comparing, ordering, and estimating quantities and in performing operations accurately so that
they will be able to choose to become wise buyer, practicing thrift and simplicity, saving money for
future use, and giving financial help to those in need.

Essential Understandings: Essential Questions:

The students will understand that: The students will keep considering the following:

1. Numbers are symbols that help us 1. Why are numbers important?

communicate numerical values; 2. How do you express numbers in different ways?
2. The position of the digit in a number 3. How does a position of a digit of a number affect
determine its value; its value?
3. Place value leads to number sense and 4. How and when is estimation useful in real life?
to an effective way for computation; 5. When is an exact value important?
4. One number can be represented in 6. How are whole numbers important to the way
different ways; society shares money or other resources?
5. Symbols are used to compare numbers
used in everyday life;
6. There are patterns that arise in our
numeration system; and
7. Estimation is a skill useful in real life.

KNOWLEDGE SKILLS
The students will know… The students will be skilled at:
.
1. How to count, read, write, and represent 1. Reading and writing numbers up to the millions
numbers up to the millions period properly; period;
2. That a numeral can stand for many different 2. Identify the place value and value of the digit in
amounts depending on its position or place a given number;
in a number; 3. Writing numbers in standard, word, and
3. That numbers can be written in standard, expanded form;
expanded, and word form; 4. Comparing whole numbers accurately; and
4. That numbers with more than three digits 5. Rounding off whole numbers to the specified
can be separated into groups known as place value.
periods;
5. The different place values of whole
numbers;
6. How to compare numbers using the correct
comparing symbols; and
7. The rules and mechanics in rounding off
 whole numbers.

STAGE 2: ASSESSMENT EVIDENCE

GROUP TRANSFER TASK

Goal – Apply the concept of whole numbers in counting, comparing, ordering, and estimating quantities.

Role – You are the treasurer of your class and your task is to estimate certain amounts of quantity to be bought
in an allocated budget.

Audience – All learners in Grade 4 and the Math teacher.

Situation – You have saved a certain amount of money and decided to buy school supplies to be donated to an
orphanage in your community. You have visited three stores to find out which store sells the cheapest school
supplies.

STORE A STORE B STORE C

Notebook – 25 pesos Notebook – 20 pesos Notebook – 23 pesos
Pencil – 12 pesos Pencil – 5 pesos Pencil – 15 pesos
Crayons – 40 pesos Crayons – 45 pesos Crayons – 30 pesos
Glue – 15 pesos Glue – 15 pesos Glue – 10 pesos

What mathematical concept/s did you use to help you decide in which store will you buy? Why?

Product/output presentation – Reflection Logs

Rubrics:

Content – 40 %
Organization – 40%
Cleanliness of the reflection log – 20%

Other Evidences:
Games: Number Puzzle Review Exercises Quizzes
Board work exercises Oral Recitation Performance Task
Reflection Logs Chapter Test

STAGE 3: LEARNING PLAN

Summary of Key Learning Events and Instruction

The teaching and learning will involve

Day 1: (Place Value and Value: Reading and Writing up to the Millions) Class Discussion and Seatwork:
Let the students identify place value and value of the digits in the chart and differentiate place value from
value. Then, the students will answer the K-W-L chart on their book.

Day 2: (Place Value and Value: Reading and Writing up to the Millions) Discussion and Board work:
Introduce and discuss the different forms of writing number. Call volunteers to write numbers in standard,
word and expanded form on the board.

Day 3: (Comparing Whole Numbers): Board work: Allow the students to compare the whole numbers
written on the board using the symbols > , < or =.
Day 4: (Ordering Whole Numbers): Group work: Allow the students to arrange numbers written in the
flashcards in ascending to descending order and vice versa.
Day 5: (Rounding Off Whole Numbers): Seatwork and discussion: Discuss how to round off whole
numbers and let the students practice more on rounding off whole numbers by answering the book
 individually.
Day 6: (Rounding Off Whole Numbers): Group work: Challenge the students to write the smallest and the
largest number that can be rounded to 50. Ask a volunteer from the group to explain his or her answer.
Then, the teacher will give more examples to ensure understanding of the lesson.
Day 7: Do the summative assessment using GRASPS at the end of each unit.

Reference/ Instructional Materials

Math Buddies 4 – Ana Liza Serquina-Eguia, Authoe
(laptop, television, flashcards)

Prepared by: Checked by: Noted by:

Ms. Mary Analyn D.
Sabellano