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(M3Nsib-15.1) : Preliminary Activities

This detailed lesson plan is for a Grade 3 mathematics class. The lesson teaches students how to round numbers to the nearest tens, hundreds, and thousands. Some key points are: 1) Students will learn to round numbers up to 10,000, ordinal numbers up to 100th, and money up to 1,000 pesos. 2) The lesson uses examples like rounding a person's age and the number of students in a class to demonstrate the rounding process. 3) Students will practice rounding using a number line, learning rules for rounding, and doing word problems that involve rounding large numbers.

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MariCyn Pacillos Endico
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168 views

(M3Nsib-15.1) : Preliminary Activities

This detailed lesson plan is for a Grade 3 mathematics class. The lesson teaches students how to round numbers to the nearest tens, hundreds, and thousands. Some key points are: 1) Students will learn to round numbers up to 10,000, ordinal numbers up to 100th, and money up to 1,000 pesos. 2) The lesson uses examples like rounding a person's age and the number of students in a class to demonstrate the rounding process. 3) Students will practice rounding using a number line, learning rules for rounding, and doing word problems that involve rounding large numbers.

Uploaded by

MariCyn Pacillos Endico
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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DETAILED SURIGAO CITY PILOT

School: Grade Level: III


LESSON PLAN SCHOOL
(DLP) Teacher: MARIA CYNTHIA P. ENDICO Subject: MATHEMATICS
1ST
Date: MARCH 14, 2022 Quarter:
QUARTER

I. OBJECTIVES
Demonstrates understanding of whole numbers up to 10 000,
A. Content Standards
ordinal numbers up to 100th and money up to PhP1 000.
Is able to recognize, represent, compare, and order whole
B. Performance Standards
numbers up to PhP1 000 in various forms and contexts.
Rounds numbers to the nearest tens, hundreds and thousands.
C. Learning Competencies
(M3NSIb-15.1)

Differentiates count from mass nouns. (MT3RC-Ia-b-1.1.1)


D. Integration Across the
Classify objects and materials as solid, liquid, and gas based on
Curriculum
observable characteristics.

II. CONTENT Rounding Off Numbers to the Nearest Tens, Hundreds and
Thousands
III.LEARNING RESOURCE

A. References

1. TG Mathematics Teacher’s Guide, pp. 16-20

2. LM Mathematics Learner’s Materials, pp. 17-23

3. Textbook/ pages

4. Materials from LR

B. Other resources Pictures

IV. PROCEDURES
Review

Give the place value of the underlined digit.

1. 7 463 4. 7 815
2. 5 187 5. 9 731
3. 3 946
Motivation

PRELIMINARY Show a picture of a big crowd of people such as in a basketball game.


ACTIVITIES
Ask:

Can you tell the exact number of people watching the game? About
how many people are watching the basketball game?

Say:

Sometimes there is no need for us to give the exact number. Instead, we


just approximate/estimate how many people or things are there.
DEVELOPMENTAL Presenting the Lesson
ACTIVITIES
Read the word problem. Then, answer the questions that follow.

Tina’s mother will be celebrating her 62nd birthday on Thursday.


Tina wants to surprise her by baking a cake. She prepares the
ingredients like flour, egg, butter, sugar, salt, milk and baking soda. If
we were to round off the age of Tina’s mother to the nearest tens, what
would it be?

Ask:

1. Who will be celebrating her birthday on Thursday?


2. How old will she be?

Integration:
3. What are the ingredients she prepared? Group them according to:
a. state of matter
b. count and mass nouns

4. Round off the age of Tina’s mother to the nearest tens.

Performing the Activity

Guide the pupils in doing the activity.

A. Using the number line


1. Jax spent his vacation in their province for 18 days. Rounded to
the nearest tens, about how many days did Jax spent his
vacation in their province?

Study the number line to find the answer.

10 11 12 13 14 15 16 17 18 19 20
Ask:
- In which tens is 18 nearer, 10 or 20?
- Did you round up or round down?

B. Rules in Rounding Off Numbers


2. There are 517 pupils in Grade 3. Rounded to the nearest
hundreds, about how many pupils are in Grade 3?

Study the rules in rounding off numbers.


1. Know the place value of the digit to be round off.
2. Check the digit to its right.
3. If the digit to the 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.
5. Change all the digits to the right of the rounding digit to 0.

Ask:
- What is the rounding digit?
- What number is to the right of the rounding digit?
- Should we round up or round down?

Processing the Activity

Ask:

- What is the rounding place if the number is to be rounded to


tens? hundreds? thousands?
- What digit should be to the right of the rounding digit in order
for you to round down?
-
What digit should be to the right of the rounding digit in order
for you to round up?
Reinforcing the Concept

Group 1: Use the number line in rounding the underlined digit.


Group 2: Round off the numbers inside the box to the nearest tens,
hundreds or thousands. Write the answers on the proper
column.
Group 3: Round off the numbers based on the given place value.
Group 4 (Gifted, Talented and IPs): Present in a creative way the rules
in rounding off numbers. This can be in a form of a song or
dance. The IPs are required to make use of their musical
instruments for a more impressive performance.

Summarizing the Lesson

Ask: How do we round off numbers?

Answer the questions that follow. Choose your answers from the
numbers inside the box. Write your answers on a piece of paper.

82 67 486 53
711 605 57 1 839
EVALUATION
1. What number can be rounded down to 50?
2. What number can be rounded up to 60?
3. What number can be rounded off to 2 000?
4. What number can be rounded down to 700?
5. What number can be rounded off to 500?

Read the following word problems. Use the number line in getting the
answers.

1. There were 58 231 COVID-19 cases in Caraga Region last February.


Round this to the nearest thousands.
ASSIGNMENT
2. Rico can carry a 50-kilogram sack of rice. Which of the following
can he carry – 55 kg, 53 kg, 47 kg or 56 kg? Why?
3. Kenzo and Kyle need a 257 dm rope in their knot-tying activity.
Which of the following lengths of the rope will they buy – 250 dm,
260 dm or 300 dm? Why?

V. REMARKS

VI. REFLECTION

A. No. of learners who earned at least 80% ___ of Learners who earned 80% above
on the formative assessment

B. No. of learners who require additional ___ of Learners who require additional activities for remediation
activities for remediation
C. Did the remedial lessons work? No. of ___Yes ___No
learners who have caught up with the
lesson. ____ of Learners who caught up the lesson
D. No. of learners who continue to require ___ of Learners who continue to require remediation
remediation

E. Which of my teaching strategies worked


well? Why did these work?
F. What difficulties did I encounter which
my principal or supervisor can help me
solve?
G. What innovation or localized materials
did I use/discover which I wish to share
with other
Prepared by: Observed by:

MARIA CYNTHIA P. ENDICO MARISSA A. CANTUTAY


Teacher III Master Teacher I

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