Lesson 1: Visualizing Numbers up to 100 000 with Emphasis on Numbers 10 001-50 000

Week 1

Objectives: Visualize numbers up to 100 000 with emphasis on numbers 10 001-50 000

Value Focus: Friendliness

Prerequisite Concepts and Skills:

 Visualizing numbers from 1001 to 10 000

 Associating numbers with sets having 1001 to 10 000 objects.

Materials: Flats, longs, and units or ones, Cutouts of number discs (10 000s, 1000s, 100s, 10s, and 1s)

References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 2 and 3

Instructional Procedure:

A. Preliminary Activities

1. Drill

Have a drill on visualizing numbers 1001 to 10 000. Pupils can be asked to use cutout of numbers
discs to show numbers 1001 to 10 000.

Example: Using your cutouts of number discs, show these numbers:

a. 1008 b. 1400 c. 4637 d. 9869

2. Review

Conduct a review on associating numbers with sets having 1001 to 10 000 objects.

3. Motivation

Have you watched a basketball or a football game on television? What have you noticed about
the stadium or sports ground where this game is being held? Do you know how many people can be
accommodated in this place to watch the game?

B. Developmental Activities

1. Presentation
Present this situation to the class.

Mark and his friends enjoy watching their favorite football game on television. They are surprise
with how big the sports ground is where this game is being held. They want to know how many people
the sports ground could accommodate. So, when the announcer announces that 10 542 people watch
the game, they are really surprised.

Ask these questions: How do you feel when you have some fun with friends? Is it good to be friendly?
Why?

Ask: Who watched the football game? What surprised them about the sports ground? How many people
came to watch the game? (10 542) Do you know how big that is?

2. Performing the Activities

 Using blocks, flats, longs, and units or ones, guide the pupils to visualize 10 542.
Block Flats Longs Unit

10 thousands 5 hundreds 4 tens 2 ones

10 000 500 40 2
10 blocks= 10 000 5 flats=500 4 longs=40 2 units=2
 Using cutouts of number discs.
Lead the pupils to use cutouts of number discs to visualize 10 542.

1
10000 100 100 10 10

1
100 100 10 10

100
lll

Ask: How many 10 000 do we have? (1)

How many hundreds do we have? (5)
How many tens? (4)
How many ones? (2)
Say: “10 542 means 1 ten thousand, 5 hundreds, 4 tens, and 2 ones” Give other examples.
Distribute blocks, flats, longs, and units or cutouts of number discs (10 000s, 1000s, 100s, 10s
and 1s) This time pupils work in pairs. Have them visualize the following, then later ask each pair
to show their answers.
a. 10 001 b. 26 350 c. 38 562 d. 40 975 e. 50 000
3. Processing the Activities
After all pairs have presented their answers, ask: Which pair/s was/were able to give all correct
answers? Which pair/s missed an answer? Which pair/s was/were not able to give any correct
answers?
Provide immediate feedback/remedial measures to those incorrect answers.
Ask: How did you find the activity? Was using blocks, flats, longs and units or number discs
helpful to you in visualizing numbers 10 001 to 50 000? Did you work cooperatively with your
partner during the pair work?

4. Reinforcing the Concepts and skill

a. Discuss the presentation on top of page 2 of LM Math Grade 4 then give the following activity:
Write the numbers presented by these number discs.
Write your answers in your notebook.

1000 1000 100 100 10 1 1

1. 0 0 0 0
1000 100 100 10 10
1 1
0 0 0
1000 100
10
0
1000

2. 1000 1000 100 100 100 10 10

0 0 0 0
10
1000 1000 100 100 100
0 0 0 0

b. Ask the pupils to work on items 1 and 2 under Get Moving and items 1 to 16 under Keep
Moving pages 2 and 3 of LM Math Grade 4. Check the pupils’ answers.
5. Summarizing the Lesson
Lead the pupils to generalize that:
To visualize numbers from 10 0001 to 50 000, we use blocks, flats, longs, and units or number
discs such as 10 000s, 1000s, 100s, 10s, and 1s.

6. Applying the new and other Situations

 Use number discs to show these numbers.
a. There were 35 486 tourists who came to the country last month.
b. About 65 000 people went to Palawan last month.
Draw number discs to show these numbers.
a. There are 87 125 people affected by floods.
b. The City Mayor sent 4652 kilograms of rice for the evacuees.
Write on the blanks the numbers that come before and after the given numbers.
a. _____ 18 6999 _______b. ________ 37 684________c.__________45 268_________
For more exercise, ask the pupils to do items 1 to 4 under Apply Your Skills, page 3 of LM Math
Grade 4.
C. Assessment
Draw number discs to show numbers.
1. 28 700 2. 39 037 3. 45 647 4. 47 825 5. 49 524
D. Home Activity
Remediation
Draw number discs to show these numbers.
1. 10 000 2. 12 500 3. 27 300 4. 32 450 5. 48 782
Enrichment
Do what each item tells you to do.
1. Write the number that is 10 000 more than 24 658.
2. Write the number that is 20 000 more than 18 459.
3. Write the number that is 1000 less than 48 750.
4. . Write the number that is 10 000 less than 50 000.
5. . Write the number that is 30 000 less than 49 999.

Lesson 2: Visualizing Numbers up to 100 000 with Emphasis on Numbers 50 001 to 100 000

Week 1

Objective: Visualize numbers up to 100 000 with emphasis on numbers 50 001-100 000

Value Focus: Care for the Environment

Prerequisite Concepts and Skills:

 Visualizing numbers from 1001 to 50 000

 Associating numbers with sets having 10 001 to 50 000 objects.
Materials: Cutouts of number discs (10 000s, 1000s, 100s, 10s, and 1s)

References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 4 and 5.

Instructional Procedure:

A. Preliminary Activities

1. Drill

Have a drill on visualizing numbers 10 001 to 50 000. Pupils can be asked to use or draw
numbers discs to show numbers 10 001 to 50 000.

Example: Using your cutouts of number discs, show these numbers:r

a. 22 105 b. 41 408 c. 32 637 d. 24 918

2. Review

Conduct a review on associating numbers with sets having 10 001 to 50 000 objects.

3. Motivation

Have you ever join a tree-planting activity in your school? Or did you ever plant tree seedlings in
your backyard? Why do you think is it important to plant trees? Emphasize the value of caring the
environment.

B. Developmental Activities

1. Presentation

Present this situation to the class.

A group of students from different schools in Luzon joined a Tree Planting activity. There
were 52 124 trees planted in all .Do you know how big 52 134 is?

2. Performing the Activities

Group Work

Group the pupils into five teams.

Distribute cut outs of number discs to the teams.

Let the pupils use cutouts of numbers discs to visualize 52 134.

Guide Questions:

How many 10 000s discs did you use?

How many 1000s discs?

How many 100s discs?

How many 10s discs?

How many 1s discs?

Expected answers:

1000 1000 100 10

1 1
0 0 0
100 10
1000 1000 100 10
1 1
0 0 0
1000
0

3. Processing the Activities

After all groups have presented their answers, look back at the given example.

Ask: How many 10 000s do we have? (5)

Five 10 000s discs equal how many? (50 000)

How many 1000s do we have? (2)

Two 1000s discs equal how many? (2000)

How many 100s? (1)

One 100s discs equals 100

How many 10s? (3)

Three 10s discs equal 30

How many 1s discs? (4)

Four 1s discs equal how many? (4)

Say: “52 134 means 5 ten thousands, 2 thousands, 1 hundred, 3 tens, and 4 ones”

Ask: Which groups/s was/were able to give all correct answers?

Which group/s missed an answer? Which group/s was/were not able to give any correct
answers?

Provide immediate feedback/remedial measures to those with incorrect answers.

Ask: How did you find the activity? Did you work cooperatively with your group?

Was using number discs helpful to you in visualizing numbers from 50 001 to 100 000?

Give other examples for Pair Work.

Distribute cutouts of number discs (10 000s, 1000s, 100s, 10s, and 1s). This time pupils
work in pairs. Have them visualize the following. Then later, ask the groups to show their answers.

a. 50 001 b. 47 508 c. 76 382 d. 80 490 e. 100 000

Do the same processing with the other examples done by the pairs.

4. Reinforcing the Concepts and Skill

a. Discuss the presentation on top of page 4 of LM Math Grade 4 then give the following activity:

Using your number discs, show these numbers.

1. 56 370 2. 87 958 3. 68 063 4. 99 950 5. 98 600

b. Have the pupils do the items under Get Moving, pages 4 and 5 of LM Math Grade 4. Check the pupils’
answers and provide immediate corrective measures if needed.

To further reinforce the skill, ask the pupils to answers items under Keep Moving, page 5 of LM
Math Grade 4.

5. Summarizing the Lesson

To visualize numbers from 50 001 to 100 000, we use number discs such as 10 000s, 1000s,
100s, 10s, and 1s.

6. Applying the new and other Situations

a. Use number discs to show these numbers.

1. There are 62 800 people at the peace rally.

2. About 95 450 people left for the Middle East last month.

b. Draw number discs to show these numbers.

1. The Foundation donated 85 945 assorted canned goods to the typhoon victims.

c. Have the pupils do the items under Apply Your Skills on page 5, LM Math Grade 4.

C. Assessment

Draw number discs to show these numbers.

1. 68 120 2. 78 943 3. 75 324 4. 89 745 5. 98 776

2. Don Miguel harvested a total of 68 460 kilograms of lanzones in one harvest season.

3. There were 97 264 people who joined the Save the Forest movement.

4. About 100 000 baby dresses are produced by a factory in a year.

D. Home Activity

Remediation

Draw number discs to show these numbers.

1. 51 200 2. 65 780 3. 78 925 4. 83 562 5. 96 787

Enrichment

Write the numbers of the following:

1. 5 ten thousands, 8 thousands, 9 tens, 5 ones

2. 7 ten thousands, 6 thousands, 7 tens, 0 ones

3. 8 ten thousands, 9 tens

4. 10 ten thousands

5. 650 hundreds, 7 tens, and 9 ones

 Lesson 3: Place Value and Value of a Digit in Numbers up to 100 000

Week 1

Objectives: Give the place value and value of a digit in numbers up to 100 000

Value Focus: Being Consideration

Prerequisite Concepts and Skills:

 Identifying the place value and value of a digit from 1001 to 10 000
 Remaining numbers in expanded form

Materials: Flash cards, place value chart, set of numbers written on cards, pocket chart, number discs.

References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 6 to 8.

Instructional Procedure:

A. Preliminary Activities

1. Drill

Have a drill in the form of a game. (Number tag game)

a. Each group will have a set of numbers from 0 to 9.

b. Using the set of numbers, pupils will form a number given by the teacher. The number must be less
than 6 digits. Ex. 23 567

c. The first group to form the number will be the winner.

2. Review

Conduct a review on the place value and value of a digit in numbers from 1001 to 10 000.

3. Motivation

Ask the pupils why smaller pupils are seated in front while the bigger pupils are seated at the
back. Help the pupils to realize that people must be considerate of others.

B. Developmental Activities

1. Presentation
 Let the pupils work in groups. Have each group bring out its pre-assigned number discs. Have them
group the number discs into ten thousands, thousands, hundreds, and others.

Ask: How many ten thousands did you form?

How many thousands are there?

How many hundreds? Tens? Ones?

Have the pupils write the numbers on the board.

Have them write each number in expanded form.

Present a place value chart with a number written on it.

Ten Thousands Thousands Hundreds Tens Ones

4 2 3 6 5

Let them give the number represented by the number discs on the chart. Let them answers the
questions that follow.

Ten Thousands Thousands Hundreds Tens Ones

100 10 1
1000 1000 100 1 1
0
0 0 0
100
10 1
1000 1000 100 0 1 1
0 0 0 100
10 10 1

How many ten thousands are there? Thousands? Hundreds? Tens? Ones?

How many digits are there?

What is the place value of 4? 2? 3? 6? 5?

Let the pupils see the value of each digit by having them write the number in expanded form.

40 000 + 2000 + 300 + 60 + 5= 42 365

Let them note that the value of a digit in a number could be arrived at by multiplying the digit by its
place value as shown in the procedure below.

Digit Place Value value

5 x 1 = 5

6 x 10 = 60

3 x 100 = 300

2 x 1000 = 2000

4 x 10 000 = 40 000

42 365

Emphasize that adding the values of the digits gives the number.

2. Performing the Activities

a. Group the pupils into four. Give each group activity sheets shown below. Tell them to follow
directions in writing the data.

Give the place value and value of the underlined digits. 65 981

Digit Place Value Value

3. Processing the Activities

After the exercise, let the leader of each group present their answers.

What is the place value of 6? (ten thousands)

What is its value? (60 000)

How did you get the value? (by multiplying the digits by its place value; 6 x 10 000)

What is the place value of 5? (thousands)

What is its value? (5000)

How did you get 5000? (5 x 1000)?

Ask: Which group/s was/were able to give all correct answers?

Which group/s missed an answer? Which group/s was/were not able to give any correct
answers?

Provide immediate feedback/remedial measures to those with incorrect answers.

4. Reinforcing the Concepts and Skill

A. Discuss the presentation under Explore and Discover, page 6 LM Math Grade 4. Then, give the
following activity.

 Blackboard Relay
Divide the class into rows. Each pupils in each row takes turn in writing the correct answer on
the board. The row with the most number of correct points wins.
Examples of questions:
What is the value of 8 in 78 345?
What is the value of 9 in 97 765?
In the numeral 89 002, what digit is in the ten thousands place?
B. Have the pupils answers the exercise under Get Moving and Keep Moving on pages 6 and 7, LM
Math Grade 4. Check the pupils answers and provide immediate corrective measures, if needed.

5. Summarizing the Lesson:

Ask the following questions to elicit the generation below:

 What are the place values in a 5-digit number?
 How do you determine the value of a digit in a given number?

In giving the place value of a digit of a number up to 100 000:

 Identify the place value in which the digit belongs to as ones, tens, hundreds, thousands,
ten thousands.
 The value of a digit could be arrived at by multiplying said digit by its place value.
 The place value of a digit is always 10 times as great as the place value of the digit to its
right.

6. Applying the new and other Situations

A. Ask the pupils to answers this problem.

There are 49 263 people attending the launching of “Care for a child” program of the DSWD. Give the
place value and value of each digit.

B. Let the pupils answer the exercises under Apply Your Skills A and B on page 8 of LM Math Grade 4.

C. Assessment

A. Write the value of digit 4 in each of the numerals below.

1. 64 587 _________
2. 67 840 _________
3. 43 125 _________
4. 80 456 _________
5. 23 348 _________
B. Give the place value of the underlined digit.
6. 89 751 _________
7. 80 001 _________
8. 23 432 _________
9. 67 089 _________
10. 68 309 ________

D. Home Activity
Remediation
Give the number represented by each of the following on your paper.
1. 30 000 + 6000 + 500 + 70 + 9
2. 70 000 + 7000 + 300 + 20 + 7
3. 80 000 + 6000 + 200 + 60 + 4
Give the place value of 6 in each numeral.
4. 64 300 _____________
5. 46 432 _____________

Enrichment

Answer the following questions.

1. What is the largest 5-digit number without repeating digits?

2. what is the smallest 5-digit number without repeating digits?

3. What new number will be formed if the ten thousands digit of the number 52 398 is increased by 3
and the tens digit is decreased by 5?
4. In the numeral 86 784, how many times greater is 8 in the ten thousands digit than the other 8?

Lesson 4: Reading and Writing Numbers up to 100 000 in Symbols and in Words

Week 1
Objectives: Read and write numbers up to 100 000 in symbols and in words.

Value Focus: Teamwork

Prerequisite Concepts and Skills:

 Reading and writing numbers from 1001 to 10 000

 Place value of whole numbers
Materials: Flash cards, show me boards.

References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 9-11.

Instructional Procedure:

A. Preliminary Activities

1. Drill

Conduct a drill on reading numbers using flash cards.

4567 4657 5689

7678 8789 7345

2. Review

A. Have a review on writing numbers in figures or symbols. Dictate these numbers and instruct pupils
to write them on their “show-me-boards”

568 2645 4876 4568

B. Write the missing numbers in the shapes.

 _________ 3456 _________ _________ 3459
_ _ ___

3. Motivation

Distribute a set of cards with numbers written in symbols and another set of cards with their
equivalent in words. Tell the pupils to find their match. The first pair to match wins. Post the number
pairs on the board.

Example

2563 Two thousand five hundred sixty-three

B. Developmental Activities

1. Presentation

The total production of corn from 2013-2014 of a certain region

is fifty-one thousand nine hundred four metric tons.

Is it correct to write the number as 51 094? Why?

What is the correct way of writing this number?

How many digits does the number have? Can you read?

Ask the pupils the importance of the farmers in our country. Lead them to the idea that farmers
work harmoniously as a team to have a better harvest.

2. Performing the Activities

Divide the class into four groups. Assign each group a task. Read and write the numbers in
words from:

Group I - 45 351 to 45 400

Group II - 78 251 to 78 300

Group III - 56 451 to 56 500

Group IV - 23 751 to 23 800

3. Processing the Activities

Ask: How were you able to do your task?

Call some pupils to read some numbers they have written,

Example: 56 499

Call some pupils to write the numbers in words on the board or on their “show-me-boards”.

Ask:

 How many digits do numbers from 23 751 to 23 800 have?

 In numbers from 23 751 to 23 800, which digit is in the ten thousands place?
 How did you write the numbers in symbols?
 How did you separate the ten thousands and thousands place from that of the digits of
hundreds, tens, and ones?
 How did you write the numbers in words?
 Do you still need to write zero when writing in words?
Why?

4. Reinforcing the Concepts and Skill

A. Discuss the presentation under Explore and Discover on page 9 of LM Math Grade 4.

B. Then, let the pupils work on the exercises under Get Moving on pages 9 to 10 of LM Math Grade 4.
For more practice, give the exercises under Keep Moving on page 10 of LM Math Grade 4.

5. Summarizing the Lesson:

 Guide the pupils to give the generalization by asking, How do we read numbers from 10 001 to
100 000? How do we write numbers?”

To read numbers, read the digits in the first period at the left, say the period
where the digits are. Then, say only the digits in the units period.

To write numbers from 10 001 to 100 000, the digits are separated by a comma
or space in groups of 3 called periods starting from the right.

6. Applying the new and other Situations

a. Read and Answer

 A town library has a total of 25 123 books and magazines.
Write the number of books and magazines in words.
 There are three hundred twenty-five thousand two hundred three registered voters in the
Municipality of Angadanan. Write the number of registered voters in symbols.
 What is the greatest possible 5-digit number with 0 in the units period? Write it in figure and in
words.
b. Let them answers the experiences under Apply your Skills, page 11 of LM Math Grade 4.

C. Assessment

Match the numbers in symbols with the corresponding numbers in words.

1. 34 546 a. eighty-one thousand two hundred seventy-eight
2. 28 567 b. eighty-seven thousand four hundred fifty-six
3. 81 278 c. thirty-four thousand five hundred forty-six
4. 67 006 d. twenty-eight thousand five hundred sixty-seven
5. 87 456 e. sixty-seven thousand six
D. Home Activity
Remediation
A. Write the following numbers in symbols:
1. Two hundred six thousand seven hundred thirteen
2. Twelve thousand two hundred fifty-six
3. Three hundred thousand eight
4. Fifty thousand nine
5. Nine hundred thousand three hundred sixty-four
B. Write the following numbers in words.
1. 378 456
2. 567 894
3. 780 000

Enrichment

Read newspaper or magazines and copy a news item that mentions about thousands or millions
as the government budget, BIR tax collections, populations, business and others.

Source of News Item What are the thousands/millions for?

1.
2.
3.
4.
5.
6.

Lesson 5: Rounding Numbers to the Nearest Thousands and Ten Thousands

 Week 2

Objectives: Round numbers to the nearest thousands and ten thousands

Value Focus: Cooperation

Prerequisite Concepts and Skills:

 Identifying the place value of a number

 Rounding numbers to the nearest tens and hundreds
 Concept of reading and writing a number
 Concept of up and down

Materials: show-me-cards, pictures, number lines

References: K to 12 Grade 4 Curriculum, LM Math Grade 4.

Instructional Procedure:

A. Preliminary Activities

1. Drill

Distribute “show-me-boards”. Show the number wheel. Spin the wheel and let pupils see where
the pointer stops. Instruct them to round the number to the nearest tens when the pointer stops at the
white part of the wheel and round the number to the nearest hundreds when it stops on the shaded
part.

Guessing Game

All pupils will solve the given problem as fast as they can.

The first pupil who will give the correct answer wins.

a. My ones digit is 2. My tens digit is thrice the ones digit.

 My hundreds digit is four times the ones digit and my thousands digit is the sum of the ones and
tens digit. What number am I?

b. 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. Who am I?

2. Review

Conduct a review on rounding whole numbers to the nearest tens and hundreds. Give these
exercises to the pupils. Ask them to write their answers on their “show-me-boards”.

A. If we skip counts by 10s

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 _______

B. If we skip counts by 100s

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 _______

3. Motivation

Show a picture of a big crowd of people such as a prayer rally/basketball game. Ask pupils to
describe what they see in the picture.

Ask: Can you tell the exact number of the people in the rally or watching the game?

Say: “Sometimes there is no need for us to give the exact number.

Instead we just approximate/estimate how many people or things there are”.

Ask: Why it is important to estimate?

 B. Developmental Activities

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 2500 and Mr. Fermandez, her opponent, got 2210
votes. By about how many more votes did Mrs. Ariola have than Mr. Fermandez.

Ask: How will you solve the problem?

2. Performing the Activities

Guide the pupils to find the answer by estimation.

Say: “Let us use a number line”. Label it from 2000 to 3000. Find 2210.

Ask: To what number is it closer? 2000 or 3000?

Since it is closer to 2000, round it down.

Ask: Find 2500. Where it is located? It is halfway between 2000 and 3000.

Say: “Round up numbers that have 5 in the hundreds place.

So, 2500 rounded to the nearest thousands is 3000”.

Ask: By how many votes did Mrs. Ariola win? (by 290 votes)

Find 2678. Ask: To number it is closer? 2000 or 3000?

Say: “Since it is closer to 3000, round it up.”

Provide more examples of rounding numbers using the number line.

Guide pupils to see the pattern when to round up and when to round down. (prepare activity sheets for
rounding numbers)

a. Pupils are grouped into four. Each group will be given an activity sheet to answers.

Activity: Round as indicated.

 MONEY ROUND TO THE NEAREST
Thousands Ten Thousands
Php 24, 500

Php 38, 650

Php 42, 820
Php 63, 248
Php 59, 750

b. The first group to finish with its correct answer wins.

Let every group post its work. Let the groups check their answers.

3. Processing the Activities

Say: “Let us look at your work”.

Ask”

 What is the rounding place if a number is to be rounded to the nearest thousands? Ten
Thousands?
 What digit should be at the right of the digit in the rounding place in order to round
down?
 What digit should be at the right of the digit in the rounding place in order to round up?

4. Reinforcing the Concepts and Skill

Discuss the presentation under Explore and Discover of page 12, LM Math Grade 4. Then give
these exercises.

A. Encircle the number that could be rounded to 13 000.

a. 12 580 12 352 13 940 13 567
b. ` 13 295 12 761 12 642 13 730
B. Using the number line found out where the number is nearer to.
(NUMBER LINE)
1. 23 789 20 000 or 30 000
2. 27 123 20 000 or 30 000
3. 21 345 20 000 or 30 000
4. 27 832 20 000 or 30 000
5. 25 234 20 000 or 30 000

C. Let them answer the exercises under Get Moving on page 13 of LM Math Grade 4. For extra practice,
give the exercises under Keep Moving on page 14, LM Math Grade 4.
5. Summarizing the Lesson:

Ask: 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.

6. Applying the new and other Situations

Solve each problem.

1. In a poultry farm of Mang Josua there were 2223 eggs gathered on Monday, 2134 eggs on Tuesday,
2671 on Wednesday, and 3002 on Thursday. They were all delivered to different markets in Isabela.
About how many eggs were delivered in all?

2. George harvested 42 389 kilograms of mangoes. About how many kilograms of mangoes were
harvested.

3.In the library, there are 12 523 Mathematics books, 3567 science books, 4267 English books and 1233
History books. About how many books are there in the library? Let the pupils answers the experiences
on Apply your Skills on pages 14 and 15 of LM Math Grade 4.

C. Assessment

Round the following to the nearest:

a. Thousands

1. 98 345 ____________ 4. 78 324 ____________

2. 67 452 ___________ 5. 64 657 ____________

3. 8712 ____________

b. Ten Thousands

6. 75 345 ____________ 9. 29 567 ____________

7. 62 490 ____________ 10. 83 531____________

8. 95 234 ____________
 D. Home Activity
Remediation

Give this activity to the pupils.

Using the number line, find out where the number is nearer to.

(NUMBER LINE)

1. 81 234 80 000 to 90 000

2. 85 123 80 000 to 90 000

3. 83 245 80 000 to 90 000

4. 87 345 80 000 to 90 000

5. 89 234 80 000 to 90 000

Enrichment

Provide the pupils with these exercises.

A. Answers this question:

1. How many numbers can be rounded to 60 000?

Write these numbers below.

__________________

__________________

__________________

__________________

__________________

B. Write the place value to which each number is rounded.

1. 56 000 __________________

2. 100 000 __________________

3. 89 000 __________________

4. 73 000 __________________
5. 90 000 __________________

Lesson 6: Comparing Numbers up to 100 000 Using Relational Symbols.

Week 2

Objectives: Compare numbers up to 100 000 using relational symbols.

Value Focus: Honesty

Prerequisite Concepts and Skills:

 Writing numbers after and before a given number, and between two numbers.
 Concepts of place values
 Concepts of less than, more than, and equal to
Materials: pictures, real objects

References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 16 to 18.

Instructional Procedure:

A. Preliminary Activities

1. Drill

Tell the missing number

s.

A. 3456 ____________3458___________3460___________3462_________

B. ___________6789______________6791____________6793___________6795______

2. Review

Conduct a review on identifying place value of a digit in a given number. Provide exercises on
this.

3. Motivation

Tell the class to group themselves according to the following:

Game 1: color of their outfit
 What color of outfit had the most number? The least?
How would you compare them?
Game 2: Favorite subject
What subject is liked by most pupils? The least?
How would you compare the numbers?

B. Developmental Activities

1. Presentation

Present the problem. Ask the pupils to read it.

For school year 2014-2015, Odizee School of Achievers had an enrolment of 2145 students
while St. Francis School had an enrolment of 2264 students. Which school had more
enrolment?

Ask: What is the enrolment of Odizee School of Achievers for the school year 20140-2015? What about
St. Francis School? What does the problem ask you to find? How will you find the answers to the
problem?

2. Performing the Activities

By working in pairs, ask pupils to compare the two numbers.

Solution:

Thousands Hundreds Tens Ones

2 1 4 5
2 2 6 4
Same 2 is greater than 1

So, 2264 is greater than 2145 or 2264>2145

Answers: St. Francis School had more enrolment than Odizee School of Achievers.
Help the pupils to study and compare the numbers below.

54 567 54 348 82 234 87 543

5 ten thousand = 5 ten thousand 8 ten thousand = 8 ten thousand

4 thousand = 4 thousand 2 thousand < 7 thousand
5 hundred > 3 hundred So, 82 234 < 87 543
So, 54 567 > 54 348 87 543 > 82 234
54 348 < 54 567

3. Processing the Activity

 How did you find the activity?

 Did you cooperatively work with your partner?
 Which pair was able to give a correct answer? Which pair was not able to give a correct answer?
 Looking back at your answers, how did you compare numbers?

4. Reinforcing the Concepts and Skill

A. Discuss the presentation on Explore and Discover on page 16 of LM Math Grade 4. Then, give
Activities A and C.
B. Write < , > , or = in the blank.
1. 34 567 _______ 34 321
2. 78 001 _______ 78 345
3. 7892 _________ 7000+900+20+5
4. 56 123 _______ 56 123
5. 34 567 _______ 30 000+4000+60+3
C. Let them answer the exercises under Get Moving on page 17 of LM Math Grade 4. For mastery, give
the exercises under Keep Moving on page 18.

5. Summarizing the Lesson:

How do we compare numbers? What symbols do we use?

To compare numbers, compare the digits in the highest place value. If they are equal, go to
next place value. If they are not, determine the number which is greater or lesser.
We use the symbol < for “is less than” > for “is greater than,” and = for “is equal”.

6. Applying the new and other Situations

Write a digit in the space to make the statement true.

1. 23__34 > 23 645
2. 34 567 > __4321
3. 576__ = 5764
4. 73 456 > 73 45__
5. __5 760 < 65 342
Let the pupils answers the experiences under Apply your Skills on page 18 of LM Math Grade 4.
C. Assessment

Compare the following pairs of numbers. Write > , < or = on the blank.
1. 30 004 _______ 45 784 6. 17 444 ______ 16 444
2. 45 781 _______ 45 671 7. 12 143 ______ 12 134
3. 21 302 _______ 20 302 8. 10 050 ______ 10 050
4. 9735 _________ 9753 9. 15 065 ______ 15 605
5. 23 006 _______ 23 060 10. 25 275 ______ 25 275

D. Home Activity
Remediation
Use > , < or = to compare the numbers. Write your answers in your notebook.
1. Thirty-four thousand three hundred eighty-five ______ 34 354
2. 23 768 _____ twenty-three thousand seven hundred eighty-six
3. 20 100 _____ 20 001
4. Seven thousand five ______ 7000+ 00+0+5
5. 19 047 ______ 19 407

Enrichment

Give the answer.

1. What number is 500 more than 34 234?

2. What number is 200 less than 64 345?

3. Liza is 8 years old. Marie’s age is 10 more than Liza’s age. How old Marie?

Lesson 7: ordering Numbers up to 100 000

Week 2
Objectives: Order numbers up to 100 000 in increasing or decreasing order.

Value Focus: Cooperation

Prerequisite Concepts and Skills:

 Writing number before, between, and after a given number.

 Comparing numbers up to 100 000
Materials: flash cards, pictures

References: K to 12 Grade 4 Curriculum, LM Math Grade 4 pages 19 to 21.

Instructional Procedure:

A. Preliminary Activities

1. Drill

a. By using flash cards, let the pupils read the number and give the place value of a digit.

Example: 34 567 (four) 8674(eight) 78 603( six)

b. Use another set of flash cards.

Ask: What number is before, after or between the given number/s?

Example: 23 456 ----- ________

______ ------- 78 564

5634_______5636

2. Review

a. write a digit on the blank to make the number greater than the number at the right.

34___67 34 767

__6 456 65 345

56 7__8 56 748

b. Determine the digit or digits you will write to make the number less than the number at the
left.

34 567 _ _ 567

45 701 __1

3. Motivation

Call 15 pupils to stand in front of the class. Let them arrange themselves from tallest to shortest.

Ask: what did you noticed about their arrangement? How did they arrange themselves?

Call another set of pupils.

Say: Now, arrange yourselves from the shortest to the tallest.

Ask: What consideration did they take when they arranged themselves?

B. Developmental Activities

1. Presentation

Ask the pupils to look at the space probes.

The weights of three space probes are listed in the table.

Space Probe Weight in Tons

Starship 4636

Probe 4618

Quest 4652

Ask: do you know what space probes are?

What are space probes?

What is the weight of starships? Probe? Quest?

If you will arrange their weights from heaviest to lightest or lightest to heaviest, how will you
do it?

2. Performing the Activities

By working in pairs, ask pupils to order the weights of the space probes from lightest to heaviest
and then from heaviest to lightest.

Solution 1: using a number line

4618 4636 4652

4610 4620 4630 4640 4650 4660

4618, 4636- lightest to heaviest

4652, 4636- heaviest to lightest

Solution 2: by comparing the digit of the numbers

Thousands Hundreds Tens Ones

4 6 3 6
4 6 1 8
4 6 5 2
same same 5 is the biggest 1 is the
smallest 5>3>1

3. Processing the Activities

Have the pupils focus on their work. Let them check if all the numbers are arranged correctly.

Ask: how did you arrange the weights from heaviest to lightest using a number line? Lightest to
heaviest? How do you line up the digits?

How do you line up the digits?

Expected answers:

 We need a number line to order numbers. The leftmost number is the smallest
while its rightmost is the biggest.
 We compare the numbers by comparing the digits starting from the highest
place value.
Ask: if there is another space probe which weighs 4628, where should it be placed?
When will you say that numbers are arranged in increasing order? In decreasing order?

4. Reinforcing the Concepts and Skill

Discuss the presentation under Explore and Discover on page 19 LM Math Grade 4.

A. Have the pupils answers orally the exercises under Get Moving on pages 19-20 LM Math Grade 4.

B. for more practice, give the exercises under Keep Moving on page 20, LM Math Grade 4.

C. group Work:

Group them into twos. Within 5 minutes, using a clothesline (straw) pin the paper clothes with numbers
in it.

Arrange them in increasing order/decreasing order.

Set 1 : 2345; 2314; 2345; 2334; 2456; 2356

Set 2: 5823; 5234; 5315; 5145; 5823; 5425

Tell them to copy the arrangements done on their paper. Each group leader will present his/her answer.

Activity 2

In set 1: I have a blank paper cloth and want to place it after the second number. What number should
be written on it? Why?

In set 2 : I have another paper cloth with number 5555. Where would I place it? Why?

D. arrange the following sets of numbers in increasing order.

1. 32 456, 32 983, 32 532, 32 124, 32 934

_______ _______ _______ _______ _______

2. 62 345, 62 398, 62 312, 62 379, 62 378

_______ _______ _______ _______ _______

3. 89 923, 89, 246, 89 124, 89 534, 89 345

_______ _______ _______ _______ _______

E. arrange the following in decreasing order.

4. 19, 432, 19 312, 19 910, 19 216, 19 087

_______ _______ _______ _______ _______

5. 1890, 31 821, 31 839, 31 876, 31 891

_______ _______ _______ _______ _______

5. Summarizing the Lesson:

How do we arrange numbers in increasing order? Decreasing order?

To arrange numbers in increasing or decreasing order, compare two numbers at a time. Starting
from left to right, find out which is greater or lesser then, put them in the correct order.
6. Applying the new and other Situations

Arrange the ff. price list of rice from different stores in decreasing order.
Lim’s store - Php 2, 312 Med’s store - Php 2, 423
Go’s store - Php 2, 151 Susan’s store - Php 2, 218
Din’s store - Php 2, 213 Ricor’s store - Php 2, 319
Let the pupils answer exercises Apply your Skills on page 21 of LM Math Grade 4.

C. Assessment
On the space provided, write the letter that describes how the groups of number are arranged.
A. increasing order B. decreasing order
____1. 23 478, 23 481, 23 485, 23 490, 23 495
____2. 71 234, 71 194, 71 087, 71 078, 71 052
____3. 12 781, 12 811, 12 925, 12 967, 12 997
____4. 54 987, 54 781, 54 609, 54 435, 54 319
____5. 46 456, 52 134, 67 324, 74 567, 82 432

D. Home Activity
Remediation
Write each group of number in decreasing order. Draw a number line for each exercise:
1. 27 567, 27 543, 27 572, 27 531
2. 346, 341, 314, 432, 567
3. 7124, 7127, 7129, 7128
4. 56 031, 56 567, 56 539, 56 529
5. 13 709, 13 970, 13 671, 13 478

Enrichment
Read the chart below and answer the questions that follow.

Planet Diameter at the Equator (source:

Venruraes.com)

Mercury 4878 km
Venus 12 104 km
Earth 12 756 km
Mars 6794 km
Jupiter 142 200 km
Saturn 120 000 km
Uranus 51 200 km
Neptune 49 500 km
1. what planet is the biggest?
2. what planet is the smallest?
3. what two planets have almost the same size?
4. write the names of the two planets with sizes less than 5000 km?
5. what two planets have the same size of more than 100 000 km?
6. list the planets from the smallest to biggest and give their sizes.