Detailed Lesson Plan in Math 5

Prepared by: GROUP 5

I. Objectives

At the end of the lesson, 75% of the pupils are expected to:
a. Define rounding off numbers;
b. Explain the importance of rounding off numbers; and
c. Round off numbers to the nearest hundreds.

II. Subject Matter

A. Topic: Rounding Off Numbers to the Nearest Hundreds

B. Reference: K-12 Grade 5 Learners Material in Mathematics (Q1-Q2), pp. 6-8
C. Materials: Cut out pictures, Cartolina, Pentel pen, Printed Activity worksheets, tape, scissor,
chalk and black board
D. Values: Self-confidence and Collaboration

III. Procedure: Inductive Method

Teacher’s Activity Pupils’ Activity

A. PREPARATION

Good morning, class!

Good morning, teacher!
How are you today?
We are good, teacher.
That’s good to hear, class.

Now, before we start our lesson, let us pray first.

Anyone who would like to lead the prayer?
(Dianne raised her hand)
Yes, Dianne. Please come in front and lead the
prayer.
Our father …………. Amen.
Thank you, Dianne.

Before you take your seats, please pick up pieces

of papers under your chairs and arrange your
chairs properly.
(The pupils will pick up trashes and will arrange
their chair)
You may now take your seats.
Again, good morning everyone!
Good morning, teacher!
Let’s check first your attendance. Please say
“present” once your name is called. Am I clear,
class?
Yes, teacher.
Very good class. No one is absent for today.

a. Apperception

Before anything else, let’s have a review. Who

among you can recall what we discussed
yesterday?
(Pupils are raising their hands)
Yes, Leslie?
Yesterday, we discussed decimals, teacher.
Great job!

So, what is a number that consists of a whole and

a fractional part called?
A decimal!
Very good!

b. Motivation

So now, we will have an exciting activity! For our

first activity I want you to group yourselves into 5
groups with 8 members. Then each member will
play the game entitled “Guess the Picture”. In this
activity, each group will guess a picture if it
belongs to ones, tens, and hundreds. If your
answer is ones then your group will fall in line in
letter A. If your answer is tens your group will go
to letter B. Then, if your answer is hundreds your
group will go to letter C. The group that will guess
the wrong answer will be automatically eliminated
in the game; hence, the group that will stay till the
end of the game will get an additional point.

Are my instructions clear?

Yes, teacher.
Now, I want you to go with your group mates at
the center of our room.
(Children will gather at the center of their room.)
For our first picture.

Is it ones, tens or hundreds?

Children you may now fall in line. In 3, 2, 1 go!
(Children will fall in line based on their answer.)

(Group 1, 2 & 5 will choose the letter A while

Group 3&4 will choose letter B.)
The correct answer is letter A!

So, group 3 & 4 are eliminated in the game. You

may now take your seat.

For our next picture, is it ones, tens, or hundreds?

You may now fall in line in 3, 2, 1 go!

(Children will fall in line based on their answer.)

(Group 1 & 2 will choose letter B while Group 5

will choose letter C.)
For this round, the correct answer is letter B!

Group 5 are eliminated in the game. You may now

take your seat.

Wow, we have two groups left. For our next

picture, is it ones, tens or hundreds?
 (Group 1& 2 will both choose letter C.)

The correct answer is letter C!

Both groups got the correct answer. Our next

picture will be our tie breaker.

For our next picture, is it ones, tens or hundreds?

(Group 1 will choose letter B while group 2 will

choose letter C.)
The correct answer is letter C.

Congratulations Group 2 you will get an additional

point.

Clap your hands children you did well for our first
activity.

Did you enjoy our activity?

Yes, teacher!

B. PRESENTATION

Now, based on our activity, what do you think is

our new topic for today?
(John Rey raised her hand.)
Yes, John Rey?
I think our topic for today is about Rounding Off
Numbers, teacher.
Very good, John Rey!

Our topic for today is about Rounding Off Numbers

specifically to the nearest hundreds.

C. COMPARISON AND ABSTRACTION

For our discussion, do you have any ideas about

rounding off numbers?
(Lleann raised her hand.)
Yes, Lleann, what is your idea?
Teacher, rounding is a way to change a number to
a shorter or simpler number that is very close to
the original number.
Very good, Lleann!

How about the others?

(Brenda raised her hand.)
Yes, Brenda?
When rounding a number you will round up or
round down, teacher.
That’s correct, Brenda!

When do we round down and when do we round

up?
(The pupils are raising their hands)
Yes, Rica?
Look at the next digit in the right place, if the digit
is less than 5, round down and if the digit is 5 or
more than 5, round up.
That’s correct, Very good, Rica!

For today’s discussion, we will focus on rounding

off numbers to the nearest hundred.

When rounding off whole numbers to the nearest

hundred, you will look at the tens digit.

If it is less than 5 then round the number down by

changing the tens digit and ones digit to zero

If it is 5 or more then round the number up by

adding one on to the hundreds digit and changing
the tens and ones digit to zero.
Who can give me an example of a three-digit
number?
(The pupils are raising their hands)

(Victor raised his hand)

Yes, Victor, write it on the blackboard.
(Victor wrote 256 on the blackboard)
Very Good, Victor!

Now, who can underline the digit in the tenth

place?
(Dianne raised her hand)
Yes, Dianne?
(Dianne underlined the number 5)
That’s correct!

Let’s study the number line.

When you round off 450 to the nearest hundred,

Between 400 and 500, what would be the answer?
(The pupils are raising their hands)
Yes, Leslie?
500, teacher.
Why?
Because the second digit or tenth place is number
5. So, you will round up 450.
Very Good!

How about when you round off 630 to the nearest

hundred? Between 600 and 700, what would be
the answer?
(The pupils are raising their hands)
Yes, John Rey?
600, teacher.
Why do you say so?
It is because the second digit or tenth place is
below 4. Therefore, you will round down 630.
Very good, John Rey!

Class, what do you think is the importance of

rounding off whole numbers.
( Dianne raised her hand)
Yes, Dianne?
It simplifies numbers to make them easier to
 understand and work with, teacher.
That’s correct!

D. GENERALIZATION

Rounding means making a number simpler but

keeping its value close to what it was. And the
result is less accurate, but easier to use.
Also, Rounding can be used when an exact number
isn't needed, and an approximate answer will do.
Now, again who can define rounding off numbers?
(Lleann raised her hand)
Yes, Lleann?
Rounding off a number is a way to change a
number to a shorter or simpler number that is very
close to the original number.
Very good, Lleann!

(Brenda raised his hand)

Yes, Brenda. Do you want to share something?
Teacher, when rounding a number you will round
up or round down.
Great job, Brenda. Yes, don’t forget the rule when
we round off numbers. Thank you, Brenda.

Now, who can explain the importance of rounding

off numbers?
(Rica raised her hand)
Yes, Rica?
It simplifies numbers to make them easier to
understand and work with, teacher.
Very good, Rica!

Now, can you round off numbers to the nearest

hundreds?
Yes, teacher!
Okay! Who can round off 235 to the nearest
hundreds?
(Victor raised his hand)
What’s your answer, Victor?
Its 200, teacher.
Very good, Victor!

How about 357?

(Dianne raised his hand)
Yes, Dianne?
Its 400, teacher!
Very good as well Dianne!

For the last one, who can round off 4477 to the
nearest hundreds?
(Leslie raised her hand)
Yes, Leslie?
Its 4500, teacher!
Excellent, Leslie!

Great job everyone!

Now, do you understand our lesson, class?

Yes, teacher (in unison)
That’s good to hear. And that is where our lesson
ends today. Thank you for your active
participation.

E. APPLICATION

For our last activity, I will distribute a worksheet

for you to answer. The title of this activity is
“Rounding with the Dragon. The instruction is that
you need to round the numbers to the nearest
hundred. Then, trace the line through the numbers
that can be rounded to 500. I will give you 5
minutes to answer the activity.

Is everything clear, class?

Yes, teacher.
(The teacher will distribute the worksheets to the
class)
You may now start answering.
(The pupils will answer silently)

IV. Evaluation

Instructions: Round off numbers to the nearest hundreds.

1. 1215
2. 276
3. 1057
4. 289
5. 4258
6. 7038
7. 816
8. 238
9. 910
10. 1871

V. Assignment

How to round a number to the nearest thousand? Write your answer on your Math notebook.