FIRST QUARTER

Week 3/ Day 2
Lesson 11
DETAILED LESSON PLAN IN MATHEMATICS 2

I. Objective: At the end of the lesson, pupils are expected to:

Compare 3-digit numbers

Generosity

II. Subject Matter:

Topic: Comparing 3-Digit Numbers
References: K to 12 CG p. 28, Teacher’s Guide pp. 43-45, Mathematics LM
Grade 2 pp. 28-30
Materials: Number Cards, Mystery Box, Power Point, Chart, picture

III.Procedure:
TEACHER’S ACTIVITY PUPILS’ ACTIVITY

A. Preparatory Activities
1. Drill
Oral: Reading 3-digit numbers
- Let the pupils read the numbers shown.

398 159 895 987

- Pupils will read
679 459

2. Review
Strategy: Group Activity
Directions:
Divide the class into four small learning
stations. One pupil will act as a leader.
Distribute the Mystery Box with number
cards inside on it from 0 to 9. Explain that
for every set of numbers to be written on
the board should consists of three digit
numbers. Pupils rearrange the cards in - (Pupils perform the
each set to form as many three-digit activity)
numbers as they can. Group with more
three-digit number formed, wins the game.
The pupils will be given 30 seconds only.

0 9 5 3 1

2 6 8 7
B. Developmental Activities
1. Motivation
 Strategy: Story Telling
(Post the story)

- Teacher will read first the story then the

pupils will read afterwards together with the
teacher

- Pupils will read the story

together with the teacher.

(After reading)
Comprehension questions leading to the
development of the concept.

- Who came to visit Lolo Enting? - Marlo, Shaira ngan Lyka.

- Who gave him 5 pieces of saging? - Marlo
- What did Shaira give him? - 5 papaya
- How many ripe mangoes did Lyka give - 10 mangoes
him?

Values Integration:
- Do you also give something to your Lolo or
Lola? - Yes Ma’am!
- How about to your friends or classmates? - Yes Ma’am!
- What attitude does the grandchildren of
Lolo Enting show? - They are generous.
- Very good!
- They are generous to their grandparents.
- It is important to be generous to someone
especially to those who needs something.

- Going back to the lesson.

- Who gave Lolo Enting lesser fruits? - Shaira and Marlo
- Who gave him most fruits? - Lyka gave him most
fruits.
- Who gave him equal or the same number
of fruits? - Shaira and Marlo gave
him equal number of
fruits.
- Again, how many mangoes did Lyka gave? - 10 mangoes
- How about the banana? - 5 bananas
- And how about the papaya? - 5 papaya

- Let us arrange them from highest to lowest

or vice versa.
- Which number should come first? - 10
- Then next? - 5
- How can we easily determine that 10 is the
highest and 5 is the lowest?

We can say it through identifying the place

value.
And that will be our lesson for today,
comparing numbers which is the greater
and the lesser through the use of the place
value.

2. Presentation
- I have here another set of word problem.

Processing
- What is asked in the problem? - Who harvested more
between Tatay Jun and
Tatay Jomar.
- Who are the two farmers? - Tatay Jun and Tatay
- Jomar
- Who between the two farmers harvested
more mangoes? - Tatay Jun harvested
- more.
- Who harvested few mangoes? - Tatay Jomar harvested
few mangoes.
- How can we say that Tatay Jun harvested
more?
- Again, how many mangoes did Tatay
Jomar harvested? - Tatay Jomar harvested
- 780 mangoes
- How about Tatay Jun? - Tatay Jun harvested 890
mangoes.
- Present the total number of mangoes
harvested by Tatay Jun and Tatay Jomar in
the Place Value Chart.

Hundreds Tens Ones

8 9 0
7 8 0

Step 3: Compare
the ones
Step 2: Compare the tens
Step 1: Compare the hundreds

- Let the pupils compare the hundred digits,

the tens and then the ones.
- After comparing, introduce the following
symbols with the use of a crocodile mouth.

- Have you seen already a crocodile?

- What is the shape of a crocodile mouth - Yes ma’am!
when it is open?
- (Pupils answer)

- If you were a crocodile and you are very

hungry. You were given meats. One group
of meat weighs 2kls while the other one is
1kl. Which one do you prefer to eat, the
lesser one or the greater one?
- The 2 kls. Ma’am.
- (Further explanation to connect the lesson)

- So it simply means that the open mouth

always point out to the greater number.
- Is it clear?
- Yes Ma’am!
- In this example, which number is greater?
- So what should be the symbol? - 890
- (Pupil draw it on the
board)
Let us have another set of example.
Compare 256 and 346

Hundreds Tens Ones

2 5 6
3 4 6

- What should be the first thing to do in

comparing?
- Compare first the
Now let us compare the digits in hundred numbers in hundreds
place. Which one is greater? place.
- Can we already determine which the - The 3
greater one is?
- Which set of numbers is the greater? - Yes Ma’am!
- So if it is the greater one, what will be the
symbol to be used? - 346 is greater than 256
Therefore: We write 256 > 346

Let us have another example.

Compare: 258 and 258

Hundreds Tens Ones

2 5 8
2 5 8
 - First we compare the digits in hundreds
place then digits in the tens and then the
ones.
- What can you say about them?
- They have the same or equal number in - They are the same.
hundreds, tens and ones.
- So, if they are equal what could be the
symbol to be used?
- If they are equal, we use this symbol: =
Therefore: 258 = 258

- Is it clear?
- Let us have an activity. - Yes Ma’am!

3. Reinforcing Activity
A. Independence Practice
Compare the following numbers written in
the number cards.

1. 567 576
2. 383 438
3. 580 475
4. 892 902
5. 567 525

B. Group Activity
We will have game.
- I will group you into 2 (two). Each group will
be given number cards.

Mechanics: You are going to pick pair of

number cards then post it on the board.
And then you compare them using the
symbols that we discussed earlier. Then
after you answer it, you immediately go
back to your group and then proceed to
the next player until all the members of
your group have finished answering on
the board.
The fastest group who finished the task
will be the winner.
- Is it clear?
- Yes Ma’am!
- But before we start, what are the things
that we should consider in doing an activity
in group?
- (pupils answer may vary)
STANDARDS IN GROUP ACTIVITY
- 1. Cooperate with the group.
- 2. Share your ideas.

(Distribute the number cards)

- Let the game start.

- After the game, recheck the work of the

pupils.
 Say: Let’s give a CONGRATULATIONS CLAP
to the winner.

4. Generalization
- How do we compare 3-digit numbers? - In comparing 3-digit
- What will you do first? Then next? number we compare first
the numbers in hundreds
place, then in tens place
- What are the symbols use in comparing and ones place.
numbers? - We use the < , > , =
- When do we use >? - We use > when the
number in left side is
greater than in right side.
- How about >? - We use > when the
number in right side is
greater than in left side.
- And how about this one =? - If they are the same.

5. Application
A. Compare the following using these
symbols: < , > , = .

1. 506 517

2. 640 633

3. 606 609

4. 116 117

5. 290 390

B. Using the numbers inside the box answer

the following questions.
 1. Look a number that is lesser than 373.
Compare them using the appropriate
symbol to be use.
2. Look for a number that is greater than 676.
Compare them using the appropriate
symbol.
3. Look for a pair of numbers that are the
same or equal and then compare them
using the appropriate symbol.

IV. Evaluation

Name: _________________________________________________________ Grade: ___________

Direction: Compare the pair of numbers by writing < , > , and =.

1. 150 145 3. 785 678

2. 872 872 4. 346 357

5. 565 656

Name: _________________________________________________________ Grade: ___________

Direction: Given the numbers inside the box. Look for (5) five pairs of numbers and
then compare them using the appropriate symbol.

253 458 563 126

314 728 657 391

913 246 486

1. _____________

2. _____________

3. _____________

4. _____________

5. _____________

V. Assignment
A. Write all the 3-digit numbers that you know using the 6 , 4 , and 7. Use those
numbers and then compare them using the following symbols < , > and = .

B. Select (5) pairs of numbers inside and then compare using the appropriate symbol.

416 543 641 221

354 219 912

VI. Remarks and Reflections

A. No. of learners who earned 80% in the evaluation ______

B. No. of learners who require additional activities for remediation who scored
below 80% ______
C. Did the remedial lessons work? _____
D. No. of learners who have caught up with the lesson. _____
E. No. of learners who contribute to require remediation. ______
F. Which of my teaching strategies worked well? Why did these work?
_____________________________________________________
_____________________________________________________
_____________________________________________________
G. What difficulties did I encounter which my principal or supervisor can help me
solve?
_____________________________________________________
_____________________________________________________
_____________________________________________________
H. What innovation or localized materials did I use/discover which I wish to share
with other teachers?
_____________________________________________________
_____________________________________________________
_____________________________________________________

Prepared by:
RONA JEAN B. MONTANEZ

Approved by:
BLESILDO A. ORQUIN