School: San Isidro Elem.

School Grade Level: IV

GRADES 1 to 12 Teacher: Jocel H. Tangunan Learning Area: MATH
DETAILED LESSON PLAN Teaching Dates
and Time: Quarter: Quarter 4

I. OBJECTIVES

A. Content Standards Decimal numbers and their relationship to fractions.

B. Performance By the end of the quarter, the learners are able to represent, compare, order, and round decimal numbers.
Standards
C. Learning Compare decimal numbers with decimal parts to hundredths.
Competencies

II. CONTENT Comparing Decimal Numbers

III. LEARNING
RESOURCES
A. References
1. Teachers Guide Mathematics Matatag Cg pp. 43
pages
2. Learners Material
Pages
3. Textbook pages
4. Additional
Materials from
LRDMS
B. Other Learning ppt, worksheets, laptop
Resources
Teacher’s Activity Student’s Activity
IV. PROCEDURES Good Morning Class!
A. Reviewing Good morning, Ma’am!
previous lesson How are you today?
/ Presenting the Were good, Ma’am!
new lesson
Great! Is there any absent for today’s class? None, Ma’am!
 That’s nice! I’m glad that you are all with me today.

Before begin our discussion, let me present to you first our

class rules.

First, we must always remember to be kind to everyone.

We must listen attentively, respect others, and if you have
something to tell or you want to answer a question, you
must raise your hands, and lastly you must stay focused
and avoid making unnecessary noises. Understood?
Yes, Ma’am!

Last meeting we discussed about how to plot decimal

numbers on the number line, right?
Yes, Ma’am!
Now, to determine if you’ve learned something from our
last discussion, let’s have a short review.

Using a spinning wheel, plot where is the decimal numbers

picked by the wheel. Raise your hand if you know the
answer.

0.0 0.1 0.2 0.3 0.4 0.5 0.6 0.7 0.8 0.9 1.0
|-----|-----|-----|-----|-----|-----|-----|-----|-----|-----|

 0.4
 1.0
 0.8
 0.1
 0.3

(the class will do the activity)

B. Establishing a It seems like you still remember your previous lesson, so

purpose of the new now let us proceed on to our next activity.
lesson
Were going to play a game, but this game must be done by
pairs.

Decimal Number Line "Hop" Game

Compare decimals by hopping to the correct spot on the

number line.

 Number line (0.0 to 1.0) on the floor.

 Decimal cards:
1. 0.45 vs 0.3
2. 0.7 vs 0.85
3. 0.12 vs 0.57
4. 0.25 vs 0.8
5. 0.62 vs 0.45

Instructions:

1. Hop to the Spot: Students get a card and hop to the

correct position on the number line.
2. Compare: After everyone hops, compare two
decimals (e.g., 0.45 vs 0.3). The student with the
larger decimal explains why.
1. 0.45 vs 0.3
 0.45 is larger.
2. 0.7 vs 0.85
 0.85 is larger.
3. 0.12 vs 0.57
 0.57 is larger.
4. 0.25 vs 0.8
 0.8 is larger.
5. 0.62 vs 0.45
 0.62 is larger.
C. Presenting Did you had fun playing the game?
Examples/ Yes, Ma’am!
instances of the So now, based from our activity, what do you think we’ll
new lesson be discussing? Comparing decimal numbers.

That’s right! Now I have here a video. Watch the music

video carefully, as I’m going to ask you a few things later
on.

https://youtu.be/RHUl4kZDD6c?si=02pykdZUYpgVg3DV

What do you think the video is all about? It’s about how to compare decimal numbers

That’s right! It is about comparing decimal numbers.

What did the crocodile do if the number of the food is

greater? He ate the food with larger values.

Yes! The crocodile eats the larger number. So what could

be the other number, why did he not eat it?
He left it and did not eat it.
Correct! The numbers he left are lesser than the number he
ate.

D. Discussing new Based from the video, what do you think is a sign for
concepts and greater than and less than?
practicing new
 skills no.1
Alright! The signs for comparing decimal numbers are the
same as those used for whole numbers:

 Greater than: >

(e.g., 0.45 > 0.3 means 0.45 is greater than 0.3)
 Less than: <
(e.g., 0.3 < 0.45 means 0.3 is less than 0.45)
 Equal to: =
(e.g., 0.45 = 0.45 means both decimals are equal)

These signs are used to compare decimal numbers based on

their size, just like comparing whole numbers.

To deepen your understanding let’s do this:

Compare the decimals, write the correct sign.

 0.76 __ 0.56

 0.34 __ 0.45

 0.89 __ 0.89

 0.12 __ 0.23

 0.67 __ 0.55
1. >
2. <
3. =
4. <
5. >

E. Discussing new To further develop your understanding, let’s have another

concepts and activity. . But this time, I will be grouping you into three
practicing new groups.
skills no.2
But before we start, what are the things we must remember Cooperate and respect the members of the group.
in doing group activities?

Yes, very good! That’s right! So, group 1 will be here, 2nd
group will be here, and 3rd group will be there.

You can now go to your respective group areas. Do your

tasks in 5 minutes and select one representative to present
your answers infront.

Group 1: Sorting:

 Students must sort the decimals in ascending order

(least to greatest) or descending order (greatest to
least) .

Decimal cards with the following decimals:

1. 0.76
2. 0.34 Ascending order: 0.34, 0.41, 0.52, 0.76, 0.89
3. 0.52 Descending order: 0.89, 0.76, 0.52, 0.41, 0.34
4. 0.89
5. 0.41

Group 2: True or False

Instructions: Identify whether each decimal comparison is

correct. Read each statement below. Decide if it is True or
False.

 0.45 < 0.54

 0.80 > 0.82

 0.67 = 0.67
  0.39 > 0.49
1. True
 0.91 < 0.99 2. False
3. True
4. False
5. True
Group 3: Decimal Riddle Time!

Instructions:
Read each riddle carefully and write the decimal number
that matches all the clues.

1. I am more than 0.3 but less than 0.4.

My hundredths digit is 5. What number am I?
2. I am less than 0.9 but more than 0.8.
My hundredths digit is 2.What number am I?
3. I am more than 0.5 and less than 0.6.
My tenths digit is 5, and my hundredths digit is 9.
What number am I?
4. I am less than 0.4 and more than 0.2.
My hundredths digit is 0. What number am I?
5. I am greater than 0.6 but less than 0.7.
My decimal ends in 8. What number am I? 1. 0.35
2. 0.82
3. 0.59
4. 0.30
5. 0.68

F. Developing To further check your understanding on our lesson, let’s

Mastery have another activity.

We are going to play another game called, “Decimal

Scavenger Hunt”

I’ve hidden five cards in your room, as I say the clue, go

and find the correct answer. Each item will have 15
 seconds, so you have 15 secs to find the right answer.

Clue 1: Find a number greater than 0.30 but less than 0.40.
Decimal to find: 0.35

Clue 2: Find a number smaller than 0.50 but greater than

0.40. Decimal to find: 0.45

Clue 3: Find a number greater than 0.70 but less than 0.80.
Decimal to find: 0.75
Clue 4: Find a number smaller than 0.60.
Decimal to find: 0.52
Clue 5: Find a number greater than 0.80.
Decimal to find: 0.89
Well done, everyone! You have found the correct decimal
numbers for each clue. Give yourselves a wonderful clap.

G. Finding practical Now, I have here a short scenario. Read and listen to the
application of scenario carefully, as I’ll ask a few questions afterwards.
concepts and skills
in daily living Scenario:
Anna is at the local market in the Philippines, shopping for
snacks. She has a budget of ₱100.00. She picks up three
different items:
 A bottle of juice that costs ₱35.00
 A pack of cookies that costs ₱25.00
 A bag of chips that costs ₱30.00
Anna wants to make sure she stays within her budget. She
compares the prices of the items to decide what to buy.
1. Which item is the cheapest: the juice, the cookies,
or the chips?
2. How much money will Anna have left after buying
the cheapest item?
3. If Anna buys the juice and the chips, will she stay
within her ₱100.00 budget?
1. Cookies (₱25.00) are the cheapest.
2. Anna will have ₱75.00 left.
 3. Yes, Anna can buy the juice and chips (₱35.00 + ₱30.00
= ₱65.00), and stay within her budget.

H. Making Now that were near the end of our lesson, let’s sum up
generalization and what we’ve learned.
abstraction about
the lesson
1. How do you compare decimals if the whole
numbers are different?
Compare the whole numbers first. The larger whole number is
greater.

2. What do you do if the whole numbers are the same

but the decimals are different?
Compare the decimals after the decimal point. Look at the tenths
or hundredths place.

3. If two decimals have the same whole number and

tenths place, but different hundredths, how do you
know which one is bigger?
Look at the hundredths place. The decimal with the larger
number in the hundredths place is bigger.

4. When comparing decimals like 2.5 and 2.50, do you

need to add extra zeros? Why or why not?
No, you don’t need extra zeros because 2.5 and 2.50 are the s
same value.

5. Why is it important to compare decimals correctly

when shopping, budgeting, or doing experiments?
It’s important because small differences in decimals can affect
prices, measurements, and results.
I. Evaluating To assess your knowledge on our lesson, I will give each of
Learning you a worksheet. Do the activity for 5 minutes.’

1. Fill in the blank:

0.82 __ 0.89
 a) >
b) <
c) =

2. Which decimal is greater than 1.25?

a) 1.24
b) 1.26
c) 1.23
d) 1.22

3. Fill in the blank:

3.75 __ 3.57
a) >
b) <
c) =

4. Which decimal is smaller than 2.45?

a) 2.50
b) 2.40
c) 2.47
d) 2.55

5. True or False: 1. B
0.99 is greater than 0.9. 2. B
3. A
4. B
5. TRUE

A. Additional For your assignment, do the following and pass it on our

activities for next meeting.
application and
remediation Decima Decima Comparis
l1 l2 on
0.45 0.56 __
1.23 1.32 __
3.67 3.63 __
 2.89 2.88 __
0.7 0.70 __
Instructions:

1. Look at the two decimal numbers in each row.

2. Fill in the blank with the correct comparison
symbol (<, >, or =) to complete the comparison.

1. <
2. <
3. >
4. >
5. =

B. Remarks

C. Reflection

Prepared by: Jocel H. Tangunan Checked by: Marie Joy P. Pattag