Republic of the Philippines

Southern Luzon State University

Catanauan Extension
Catanauan, Quezon

LESSON PLAN FOR MULTI-GRADE CLASSES

SCIENCE

Name of the Teacher Mariel D. Colibar Learning Area Math

Grade Levels 1,2 and 3 Quarter 1st
Duration: 50-60 minutes
I. OBJECTIVES GRADE 1 GRADE 2 GRADE 3
A. Content Standards The learner demonstrates understanding
of whole numbers up to 100, ordinal
numbers up to 10th, money up to
PhP100.

B. Performance Standards The learner is able to recognize, and

represent ordinal numbers up to 10th, in
various forms and contexts.
C. Learning Objectives 1. Visualizes and gives the place
value and value of a digit in one-
and two-digit numbers.
2.
3.
II. SUBJECT MATTER Place Value- Tens and Ones
III. LEARNING RESOURCES K-12 Curriculum guide
Learning Materials
1. Identify the place value of three- digit
numbers;
2. Participate actively in the activities of
the lesson;
3. Write three-digit in expanded form.
Writing Three-digit Numbers in Rounding Numbers to the Nearest Tens,
Expanding Form Hundreds, and Thousands
Mathematics Grade II ( Teachers Guide
Hiligaynon)

Procedures
Use this letter icon to show
methodology and assessment
activities.
=
A. Review previous lesson and
presenting the new lesson.
B. Establishing a purpose for the
lesson
C. Presenting examples/instances
of the new lesson
Republic of the Philippines
Southern Luzon State University
Catanauan Extension
Catanauan, Quezon
Grouping Structures:
____Whole Class ____ Mixed Ability Others (specify) _______
____Ability Groups ____ Combination of Structures
____Grade Groups ____ Friendship Groups
Teaching, Learning and Assessment Activities
Review Review Review
The teacher ask about the lesson that T The teacher will ask about the lesson Write your answer on the blank. if we skip
they've discussed last meeting. yesterday. count by 10s and 100s.
Drill 1. 28 is nearer to____.
The teacher let pupils play. What is the correct digit for the given 2. 42 is nearer to____.
place value. 3. 61 is nearer to____.
Using dice the pupils will collect different 1. 486=hundreds 4. 738 is nearer to___.
numbers and they will write it in box 2. 382= tens 5. 816 is nearer to___.
provided. 3. 728= ones
Motivation 4. 571= ones Drill
The teacher ask questions. 5. hundreds Write the place value of the underlined
Drill number on your________
Did you enjoy our game? 1.) 368 2.) 1,482 3.) 745 4.) 1,425
What did you feel? Motivation
 Republic of the Philippines
Southern Luzon State University
Catanauan Extension
Catanauan, Quezon

Which one do you think is tens?
Which one do you think is ones?
Write it on the tren.
The teacher let the students play a " Show a bottle full of sand.
show-me-cards". Can we tell the exact number of sands at
Direction: Write the correct number on glance?
your show-me-cards as I flash the How many sands do you think are in a
number cards. bottle?
1. 2 tens and 9 ones=______
2. 6 tens and 8 ones=______
3. 8 tens and 2 ones=______
4. 5 tens and 2 ones=______
5. 4 tens and 7 ones=______

Motivation

The teacher will show picture

 I I

Republic of the Philippines

Southern Luzon State University
Catanauan Extension
Catanauan, Quezon

- What is in the picture class?

D. Discussing new concepts and
practicing new skills
- What are the children doing in the
library
- what are the things found in the library?
The teacher will give an activity. The teacher read "The School Library"
Direction: Read the words and write the In a school library, there are
following numbers: 576 Mathematics books, 324 English
1. Five ________ books, 476 Filipino books and 967 other
2. Thirteen _________ books.
3. Eight________
4. Twenty-seven_______
5. Nineteen________

E. Developing Mastery
F. Finding practical applications of Discussion
concepts and skills in daily living
G. Making generalizations and
abstractions about the lesson
The teacher will ask questions about
T
their activity.
Do you believe that each number has a
value?
What is the value of 5?
What is the value of Thirteen?
How about the value of Eight?
In number 27 which one is the value of
tens?
In number 19 which one is value of ones?
T
Place Value - Tens and ones.
Digit- we use the word digit to talk about
any number from 0-9.
The teacher ask a questions about their
activity.
1. How many mathematics books are
there in the library?
2. How many were English books?
3. Filipino books?
- others books?
Discussion
Since we have already discussed about
giving the place value of each digit in a 3-
digit number. I hope that you have
learned to read and write 3 digit numbers
The teacher ask more questions
about their activity.
- Can you find the connection between
the position of the numbers in a number
line and rounding off numbew?
- Did you find it difficult in answering the
items in B?
Discussion
To round off numbers, follow these steps:
1. Know the place value of the digit to be
rounded off.
2. Check the digit to it's right.
 Republic of the Philippines
Southern Luzon State University
Catanauan Extension
Catanauan, Quezon
in symbos and in words and now
In the numbers 56. we have two digits familiarize yourself to another way of
the five and six. writing numbers.
How many digits are in this number? As we said earlier we have
68? • 576 mathematics books
Two again is in it? 6 and 8. • 476 Filipino books
• 324 English books
Numbers can made up of one digit (8) • 967 other books
two digits (68) or many digits (6,835,467).
-In 576, How many hundreds Arte there?
Each digit in a number has something - How many tens are there?
called "place value". - And what is the value of 6?
The number 576 maybe written in this
What is place value? way:
- Place value tells us how much each digit 576= 5 hundreds, 7 tens, 7 ones
in a number represents. - it can also be written as :
500+70+6=576
This chart represent the value of tens and
ones. Write them in the place value chart. And
write them in expanded form.
Place value 1. 476
Tens Ones 2. 324
3. 967
5 the number line that 260 is nearer to 300
In writing numbers in expanded form we
5 0 are expressing the number as the sum of
the values of it's digit.
- In the different examples of numbers
3. If the digit to it's right is 4 or below,
retain the digit to be rounded off. if it is 5
or above, add 1 to the digit to be rounded
off.
4. Change all the digits to the right of the
digit to be rounded off to 0.
Let us go back to item no. 1 in activity 1.
Using the number line, when we round
off 14 to the nearest tens, the answer is
10 since 14 is nearest to 10 than 20.
Applying the rules in rounding off:
Step 1: The digit to be rounded off is 1
since it is in the tens place.
Step 2: The digit to it's right is 4.
Step 3: 4 is below 5. So, we will retain 1.
Step 4. Change all the digits to the right of
1 to 0.
Answer : 10
If your answer in item no. 2 of activity 1 is
300, then you are correct. it is clear on
than 200.
Now, let us apply the rules in rounding
off.
 Republic of the Philippines
Southern Luzon State University
Catanauan Extension
Catanauan, Quezon

we have discussed, what is common

If we're going to put ∆∆∆∆∆ (5) in ones
place it's value of 5 but if we move it into
tens place we now have 5 tens or the
number ∆∆∆∆∆∆∆∆∆∆ ∆∆∆∆∆∆∆∆∆∆
∆∆∆∆∆∆∆∆∆∆ ∆∆∆∆∆∆∆∆∆∆
∆∆∆∆∆∆∆∆∆∆ (50).
among them?
- What were the three values taken up?
- Does the value affect the value of
number?
Step 1: The digit to be rounded off is 2. it
is in the hundreds place.
Step 2: The digit to it's right is 6.
Steps: 6 is above 5. So, we add 1 to 2.2 +
1= 3.
Step 4: Change all digit to it's right to 0.
Answer: 30.

Now let's look a number with three More Examples:

different digits this number Is 67. Let us now apply the rules of rounding off
numbers in answering the items of
each of these digit has a specific place activity 1 (B). You can check your previous
value. answers as we go along with it's solution.
Tens Ones
6 7 1. Round off 857 to the nearest tens.
∆∆∆∆∆∆∆∆∆∆ ∆∆∆∆∆∆∆ Step 1: 8 5 7
∆∆∆∆∆∆∆∆∆∆ The digit to be rounded off is 5 as
∆∆∆∆∆∆∆∆∆∆ underlined.
∆∆∆∆∆∆∆∆∆∆ Step 2: 8 5 7
∆∆∆∆∆∆∆∆∆∆ The digit to it's right is 7.
∆∆∆∆∆∆∆∆∆∆ Step 3: 8 6
7 is above 5. So, 5+1= 6.
Step 4: 8 6 0
60+7= 67 Change all the digits to it's right to 0.
Each place value , you will always put the
final digit of any whole number in the Answer: 860
ones column.
2. Round off 735/6 to the nearest
 Republic of the Philippines
Southern Luzon State University
Catanauan Extension
Catanauan, Quezon

Tens Ones hundreds.

8 Step 1: 7 3 6
The digit to be rounded off is 7 as
Then, other number will automatically fall underlined
into their correct columns. Step 2: 7 3 6
Tens Ones The digit to it's right is 3.
1 8 Step 3: 7 _ _
3 is above 5. So, retain 7.
∆∆∆∆∆∆∆∆∆∆ + ∆∆∆∆∆∆∆∆= Step 4: 7 0 0
∆∆∆∆∆∆∆∆∆∆∆∆∆∆∆∆∆∆ Change all the digits to it's right to 0.
or 10+8=18 Answer:700

Generalization 3. Round off 5 548 to the nearest thousands.

Generalization Step 1: 5 548
What the word we use when we talking
Is there any questions or clarification The digit to be rounded off is 5 as underlined.
about numbers 0-9?
class? Step 2: 5 548
Anyone can show me how to write in The digit to it's right is also 5.
How many digit is this? (8)
expanded form 899? Step 3: 6 _ _ _
How about this one ? (18)
Give the place value of 899. Since it is 5. So, 5+1 = 6
If you're going to write 18 in the place Step 4: 6 0 0 0
value column how did you do this ? show Change all the digits to it's right to 0.
on the class Answer: 6000
Valuing Generalization
Valuing
How do we round off numbers?
Follow what?
What those steps?

Valuing
 I G G

Republic of the Philippines

Southern Luzon State University
Catanauan Extension
Catanauan, Quezon

H. Evaluating Learning Direction: Write a number that has 7 in Group the class into 4 smaller Divide the pupils into 3 groups.
the tens place and is larger than 75. groups. Each group will be given a Have them work on Activity 3
Tens Ones different activity sheet. After Answering ( A, B, C) of the LM pp. 22-23.
every group will choose a leader and
report their work. Group 1
A. Choose the number to which the given
number is closer.
1. 58-50 or 60
2. 43- 40 or 50
3. 548 - 500 or 600
4. 627- 600-700
5. 961- 900 or 1000

Group 2
B. Round off each numbers to the
indicated place value.
1. 69 (tens)
2. 486 ( hundreds)
3. 392 ( hundreds)
4. 5 736 ( thousands)
5. 236 (tens)

Group 3
C. Round off each number in the box to
nearest tens, hundreds, or thousands.
write your answers in the correct column.
 Republic of the Philippines
Southern Luzon State University
Catanauan Extension
Catanauan, Quezon
 A A

Republic of the Philippines

Southern Luzon State University
Catanauan Extension
Catanauan, Quezon

I. Additional activities for
application and remediation
Illustration of a bug mango tree. Round the following numbers to the A
Prepare of cut-outs of mango fruits with nearest: tens, hundreds, and thousands.
a 3- digit numbers on each fruit. attach Given Tens Hundreds Thousand
this to these to the drawing and let the 1.7
students harvest the fruits. then students 815
will be going to model the numbers, 2.5
write them in Expanded form and 274
identify it's value.

It's Harvest Time!

SCANIT! MODEL IT! EXPAND IT!
 Republic of the Philippines
Southern Luzon State University
Catanauan Extension
Catanauan, Quezon

1. 246
2. 374
3. 155
4. 283
5. 521
Remarks
No. of learners who earned 80%
in the evaluation
Reflection