x

Bukmathi
Bukidnon Mathematics for Inclusive Excellence

Mathematics 4 Lesson No. 5

Skip counting up to 100 000
I. OBJECTIVES
1. Recite and list the sequence of numbers when skip counting by 15s to 1000s UP
to 100,000.
2. Solve word problem involving skip count up to 100,000.

II. MATERIALS NEEDED

 5 pieces of Manila Paper
 5 pieces of Pentel Pen
 25 pieces of flashcards (Drill part)
 Flashcards with 1–5-digit number (teacher can make as many as she wants)

III. ACTIVITIES
Teaching Mathematics Through Problem-Solving
Activity 1: Review/Drill (5 mins)
What to do/ask (Teacher):
 Divide the class into 5 groups.
 Distribute flashcards with numbers on it.

What to do (Learner):
 Arrange the numbers from least to greatest number.
 Group 1 - 50, 100, 150, 200, 250
 Group 2 - 100, 200, 300, 400, 500
 Group 3 - 500, 1000, 1500, 2000, 2500
 Group 4 – 3000, 6000, 9000, 12000, 15000
 Group 5 – 20,000, 40,000, 60,000, 80,000, 100,000

Activity 2: Mathematical Language/Vocabulary Development (5 mins)

what to do/ask (Teacher)
 Call 5 learners to stand up at the back.
 Show 3–5-digit numbers in flashcard and let the learners will race to read (note:
the teacher can provide flashcards as many as she wants)
500 5,0000 50,0000 100,000 60,080
0
750 8,500 35,0000 85,0000 71,600
0 0
What to do (Learner):
 Read the numbers orally
- Calling randomly
- Chorale Reading
-
Activity 3: Presentation & Discussion of Skill #1 (20 mins)

A. Presentation of the Problem (An open-ended problem)

What to do (Teacher):
 Present and discuss the problem.

1
 x
Bukmathi
Bukidnon Mathematics for Inclusive Excellence

Mathematics 4 Lesson No. 5

Aling Martha can bake 2500 loaf of bread every week. She wants to
know how many loaves of bread she can bake as the week goes by.
Calculate and list how many loaves of bread she can bake as the week
goes by after 8 weeks.

What to ask (Teacher):

 How many loaves of bread Aling Martha can bake in a week?
 What Aling Martha wants to know?

What to do (Learners):
 Answer the questions orally.
 Go to their respective groups to solve the problem.

B. Collaborative Problem-Solving

What to do/say (Teacher):

 Guide learners how to accomplish the task.
 Provide the material needed.
 Roam around, observe each group and listen carefully to learner’s new and
brilliant ideas.
 Record your relevant observations

What to do (Learners):
 Share ideas in the group.
 Answer collaboratively the word problem.
 Come up with at least one solution.

C. Comparison and Discussion

What to ask (Teacher):

 Continue roaming around to check progress.
 Observe learners/groups and listen carefully.
 Manage the time and groups.
 Provide support to learners/groups.
 Assign a learner to present their work.
 Record new and correct solution from the learners, if any.
 Encourage rethinking/redoing to solve the problem.
 Detect learners’ difficulty in accomplishing the task.

What to do (Learners):
 Discuss the solution (s) within the group.
 Identify the best or correct solutions.
 Group output be presented in the class.

D. Presentation of Possible Solutions

2
 x
Bukmathi
Bukidnon Mathematics for Inclusive Excellence

Mathematics 4 Lesson No. 5

What to do/say (Teacher):

 Present and discuss ALL POSSIBLE solutions, tools, and strategies to come
up with an answer one at a time.

Possible Answer:
Method 1
2500 + 2500 + 2500 + 2500 + 2500 + 2500 + 2500 + 2500

w1 w2 w3 w4 w5 w6 w7 w8
2500 5000 7500 10000 12500 15000 17500 20000

Method 2
Week 1 – 2500
Week 2 – 2500 + 2500 = 5000
Week 3 – 2500 + 2500 2500 = 7500
Week 4 – 2500 + 2500 2500 + 2500 = 10,000
Week 5 – 2500 + 2500 2500 2500 + 2500 = 12,500
Week 6 – 2500 + 2500+ 2500 2500 2500 + 2500 = 15,000
Week 7 – 2500 + 2500 + 2500+ 2500 + 2500 2500 + 2500 = 17,500
Week 8 – 2500 + 2500 + 2500+ 2500 + 2500 2500 + 2500 + 2500 = 20,000

Method 3
Week 1 – 1 x 2500 =2500
Week 2 – 2 x 2500 =5000
Week 3 – 3 x 2500 =7500
Week 4 – 4 x 2500 =10,000
Week 5 – 5 x 2500 =12,500
Week 6 – 6 x 2500 =15,000
Week 7 – 7 x 2500 =17,500
Week 8 – 8 x 2500 =20,000

E. Whole Class Discussion/Summary

What to do/say (Teacher):

 Discuss how to skip count.
 Ask the following questions:
- How do we skip count?
- What is the skip interval looking at the answers?
- How was the problem solved?
 Call learners to summarize how the problem is solved.

What to do (Learners):
 Answer the questions orally.
 Share how the problem solved.

IV. ASSESSMENT (10 mins)

1. What is the next number in the pattern 15,000 – 30,000 – 45,000 -_________?

3
 x
Bukmathi
Bukidnon Mathematics for Inclusive Excellence

Mathematics 4 Lesson No. 5

2. What is the skip counting interval of 15,000 – 30,000 – 45,000 patterns?
3. How many numbers you can list if you skip count by 5,000s up to 50,000?
4. If you skip count by 500’s what is the 13th number in your list if you start from 0?
5. Choose a skip count interval and list the all the numbers up to 100,000.

V. REMARKS/REFLECTION

VI. Remarks
No. of learners who needs additional support :
No. of learners who improved their performance :
Decision (Check which : ___Re-teach; ___Review/Re-assess; ___Continue
applies)

VII. Reflection
What impact did my teaching have on student learning?"

How well did I differentiate my instruction to meet individual student needs?"

What changes can I make to enhance my teaching and better support my

students?"

DEVELOPER:
RODELYN GRACE J. MACAPUNDAG
Impasugong Central Elementary School