BICOL UNIVERSITY

Gubat Campus
Gubat, Sorsogon
AY 2021-2022, 2nd semester

Name: John Richard Hamlet E. Isaac Date & Time submitted:

Course & Year: BEED 2B Professor:

Semi-Detailed Lesson Plan

In Mathematics II and III

I. Objectives
At the end of the lesson the students are able to:
a. Round to the nearest, tens, hundreds, thousands.
b. Distinguish which number on the number line will round up or down.

II. Subject Matter

Topic: Rounding numbers to nearest tens, hundreds, thousands.
Reference: (LM) Soaring High with Mathematics textbook Ofelia G. Chingcuangco, M.A. Ed.
(TG) Mathematics 3
Materials: Charts, Pictures, PowerPoint.
III. Procedure
A. Motivation
 For Grade 2:
The teacher will show different pictures of objects, people, things that are
difficult to count or too difficult to determine the exact number.
The teacher will let the students identify what are in the pictures.
 For grade 3
The teacher will ask the students the following questions:
1. Can you describe the pictures?
2. Can you give the exact number of objects?
3. What have you observed in the pictures?
B. Presentation
Today we are going to learn how to round up numbers. Does anyone know what rounding
up means?

"Round up" means "round to the next higher number".

Draw a simple hill on the blackboard. Write the numbers 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 and 10

so that the 1 and 10 are at the bottom of the hill on opposite sides and the five ends up at
the very top of the hill. This hill is used to illustrate the two 10s that the students are
choosing between when they are rounding.
 5
4 6
3 7
2 8
1 9 10

For Grade 2
Tell students that today the class will focus on two-digit numbers.
“A girl buys candy worth 8 pesos she could have given the cashier the same amount but
she gives him 10 pesos. What she is doing when she figures out the answer is called
rounding—finding the closest 10 to the actual number.

For Grade 3
Ask students to pretend that they are on a bike. If they ride it up to the 4 (as in 24) and
stop, where is the bike most likely to head? The answer is back down to where they
started. So, when you have a number like 24, and you are asked to round it to the nearest
10, the nearest 10 is backward, which sends you right back to 20.

C. Generalization
To properly round up or down to the nearest tens keep in mind the hill figure. If the
number is bellowing the five mark you round down. And if the number is at five mark or
above you round up to the next ten.

18 rounded to the nearest tens is 20

Since 8 is above the 5 mark, then we round up to 20.
12 rounded to the nearest tens is 10
Since 2 is below the 5 mark, then we round down

D. Application
Ask the student to raise their hands if they want to answer on the board.
For Grade 2
Round the following numbers to the nearest tens:
1. 23
2. 16
3. 32
4. 9
5. 14
For Grade 3
 1. Round 151 to the nearest tens.
2. Round 189 to the nearest tens.
3. Round 234 to the nearest tens.
4. Round 185 to the nearest tens
5. Round 347 to the nearest tens

IV. Evaluation
For grade 2
Round the following numbers to the nearest tens:
1. 24
2. 35
3. 78
4. 46
5. 11
6. 6
7. 29
8. 13
9. 22
10. 15
For Grade 3
Round the following number to the nearest tens:
1. 123
2. 221
3. 445
4. 512
5. 324
6. 651
7. 982
8. 548
9. 357
10. 159

V. Assignment
For Grade 2
Round the following numbers to the nearest tens:
1. 65
2. 23
3. 48
4. 75
5. 21
6. 19
7. 63
8. 21
9. 37
10. 99
For Grade 3
Try to round the following number to the nearest hundreds:
1. 465
2. 213
3. 325
4. 489
5. 199
6. 682
7. 322
8. 111
9. 588
10. 901