School WMSU Laboratory School Grade Level 4

Francisco D. Alajas
Feblyn P. Alap-ap
Teachers Jenny B. Albino Learning Area Mathematics
Roderick C. Aliocod
Eva Mae B. Omas-as
Teaching Date Quarter 1
Section

Content Standard:
Demonstrates understanding of whole numbers up to 100,000.

Performance Standard:
Is able to recognize and represent whole numbers up to 100,000 in various forms
and contexts.

Most Essential Learning Competencies:

Rounds numbers to the nearest thousand and ten thousand.

MELC CODE:
M4NS-Ib-5.2

I. Objectives

At the end of the lesson, 85% of the Grade IV pupils will be able to:
a. identify rounding numbers to the nearest thousands and ten thousands;
b. evaluate the use of rounding off numbers and;
c. perform the activity accordingly.

II. Subject Matter

A. Topic:

Rounding Numbers to the Nearest Thousands and Ten Thousands

B. References

1. Teacher’s Guide: Lesson 5, pp 18-22

2. Learner’s Materials: GIYA Module, pp. 2 & 5
3. Textbook:
4. Additional Materials from Learning Resources(LR) Portal:

C. Other Learning Resources:

www.wheelofnames.com
III. Procedure

Teacher’s Activity Pupil’s Activity

A. Preliminary Activity

i. Preparation

a. Greetings
Good morning class. Good morning Teacher.
You may now take your seats. Thank you Sir/Maam.

c. Checking of attendance.
Is everybody’s present? Yes Sir/Maam.

ii. Drill
(The teacher will present a drill using spin
a wheel with rounding numbers in
hundreds and thousands)
2,000
400
8,000
6,000
900
600
500
2,000

Based on our drill, what is our previous It is all about rounding numbers in
lesson? hundreds and thousands

Guessing game:

Let’s have a game! Are all of you ready? Yes Sir/Maam

1. My ones digit is 2. My tens digit is

thrice the ones digit. My hundreds digit is
four times the ones digit and my thousand
digit is the sum of ones and the tens digits.
What number am I? 8,862 Sir/Maam

Very good!

Let’s have another one!

 2. I am a 5 digit number. My thousands
digit is 9. My ten thousands digit is 3. My
hundreds digit is 6. The other digits are
zero. What number am I? 39,600 Sir/Maam

iii. Review

I have some exercises of our previous

lesson. I will call someone in the class to
answer.

Are we ready! Yes Sir/Maam

A. If we skip count by 10’s

128 is nearer to _____ than ______
299 is nearer to _____ than ______
278 is nearer to _____ than ______
368 is nearer to _____ than ______
674 is nearer to _____ than ______
128 is nearer to 130 than 120
299 is nearer to 300 than 290
278 is nearer to 280 than 270
368 is nearer to 370 than 360
674 is nearer to 680 than 670

B. If we skip count by 100’s

432 is nearer to ______ than ______
734 is nearer to ______ than ______
245 is nearer to ______ than ______
567 is nearer to ______ than ______
389 is nearer to ______ than ______
432 is nearer to 400 than 500
734 is nearer to 700 than 800
245 is nearer to 200 than 300
567 is nearer to 600 than 500
389 is nearer to 400 than 300

Is it clear class? Yes Sir/Maam

iv. Motivation

(Show a picture of a big crowd in the slide

decks)
 Can you tell the exact numbers in the
2,000 people more or less
picture?

Sometimes there is no need for us to give

the exact number. Instead we just
approximate or estimate how many people
or things there are.
To determine the possible numbers
Why is it important to estimate?
Sir/Maam.

IV. Modelling (I DO)

1. Presentation:

Present the Problem:

The election count in Barangay Sto.
Tomas is almost over. Mrs Ariola, one
of the candidates, is leading the
election. She got a vote of 2,500 and
Mr. Fernandez, her opponent, got 2,210
votes. By about how many votes did
Mrs. Ariola have than Mr. Fernandez?

How will you solve the problem? By estimation Sir/Maam.

2. Performing the Activities:

a. Let’s use the number line below.

2000 2100 2200 2300 2400 2500 2600 2700 2800 2900 3000

Find 2210, To what number is it closer?

2000 or 3000 2000 Sir/Maam

Find 2500, where is it located? In the middle of number line Sir/Maam.

So, 2500 rounded to the nearest 3000 Sir/Maam
thousand is?

By how many votes did Mrs. Ariola

win? 290 votes Sir/Maam
 Examples based on the number line
above: Round it to the nearest
thousands.

1. 2678 3000
2. 2365 2000
3. 2949 3000
4. 2546 3000
5. 2128 2000

V. Guided Practice (WE DO)

1. Directions: Round off the following

numbers to the nearest thousand by
matching the numbers in column A and
with the answer in column B.

Column A Column B Column A Column B

____1. 95 732 a. 5 000 _ b_1. 95 732 a. 5 000
____2. 6 831 b. 96 000 __e_2. 6 831 b. 96 000
____3. 9 542 c. 8 000 __d_3. 9 542 c. 8 000
____4. 5 1899 d. 10 000 __a_4. 5 1899 d. 10 000
____5. 8 062 e. 7 000 __c_5. 8 062 e. 7 000

2. Directions: Round off each number to

the nearest ten thousand. Choose your
answer inside the parenthesis

1. 69 256 -------- (70 000) (60 000) 1. 69 256 -------- (70 000) (60 000)
2. 82 562 -------- (80 000) (90 000) 2. 82 562 -------- (80 000) (90 000)
3. 73 786 -------- (80 000) (70 000) 3. 73 786 -------- (80 000) (70 000)
4. 50 675 -------- (50 000) (65 000) 4. 50 675 -------- (50 000) (65 000)
5. 94 762 -------- (90 000) (95 000) 5. 94 762 -------- (90 000) (95 000)
 3. Pupils are group into four. Each group
will be given an activity sheet to
answer.

Round to the Nearest Round to the Nearest

Money Ten Money Ten
Thousands Thousands
Thousands Thousands
₱25,652.00 00
₱25,652
₱36,852.00 ₱26,000.0 ₱30,000.00
₱83,563.00 852.00
₱36 ₱40,000.00
₱72,463.00 ₱37,000.00
₱61,335.00 ₱83,563.00 ₱84,000.00 ₱80,000.00
₱72,463.00 ₱72,000.00 ₱70,000.00
Let us look at your work. ₱61,335.00 ₱61,000.00 ₱60,000.00

1. What is the rounding place if a

number is to be rounded to the
nearest Thousands?
to nearest Ten Thousands?
Hundreds place Sir/Maam.
2. What digit should be at the right of Thousands place Sir /Maam.
the digit in the rounding place in
order to round down?

3. What digit should be at the right of 0 to 4 digit Sir/Maam.

the digit in the rounding place in
order to round up?

5 to 9 digit Sir/Maam.

VI. Independent Practice (YOU DO)

1. Choose the number that could be

rounded to 13,000.

a. 12,580 12,362 13,896 13,567 12,580

b. 13,698 13,268 13,726 12,238 13,268
c. 12,189 12,386 12,932 13,684 12,932
d. 13,621 13,432 12,312 12,389 13,432
e. 13,199 12,731 13,612 12,214 12,731
 2. Using the number line, find out where
the number is nearer to.

20000 21000 22000 23000 24000 25000 26000 27000 28000 29000 30000

a. 23,789 20,000
b. 27,123 30,000
c. 21,389 20,000
d. 27,832 30,000
e. 25,698 30,000

VII. Generalization

How do we round numbers?

To round numbers:
 Look at the place at the left of
the number to be rounded.

 Check the digit to its right. If it

is less than 5, round it down. If
it is 5 and above, round it up.

 Change all the digits to the right of

the digit to be rounded to 0.

VIII. Evaluation

Round the following to the nearest:

a. Thousands
1. 98,345 = ______________ 1. 98,345 = 98 000
2. 67,452 = ______________ 2. 67,452 = 67 000
3. 8,716 = ______________ 3. 8,716 = 8 000
4. 36,982 = ______________ 4. 36,982 = 37 000
5. 16,896 = ______________ 5. 16,896 = 17 000
 b. Ten Thousands
1. 75,345 = ______________ 1. 75,345 = 80 000
2. 63,135 = ______________ 2. 63,135 = 60 000
3. 36,925 = ______________ 3. 36,925 = 40 000
4. 56,503 = ______________ 4. 56,503 = 60 000
5. 42,498 = ______________ 5. 42,498 = 40 000

IX. REMARKS
X. REFLECTION
A. No. of learners who earned 80% in the
evaluation.
B. No of learners who require additional activities
for remediation.
C. Did the remedial lesson 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 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?