A DETAILED LESSON PLAN IN

MATHEMATICS GRADE IV

I. OBJECTIVES:
At the end of the period, students should be able to:
a. Read and write numbers up to 100 000 in symbols and in words
II. SUBJECT MATTER
a. Topic: Recognizing Coins and Bills up to PhP1 000
b. Values: Teamwork
c. Materials: Flash cards, show me boards, laptop
d. References: K to 12 Grade 4 Curriculum, LM in Math Grade 4
pages, 9-11
e. Method: Demonstration/ Direct teaching

III. PROCEDURE

Teacher’s Activity Student’s Activity

A. Preliminary Activities (ACTIVITY)

1. Greetings

Good morning class!

Good morning, Teacher!
2. Prayer

Will you lead us a prayer before we start

our class, Neshaila?
(Neshaila will lead the prayer)
Before you take your seat make sure your
chairs are properly aligned and pick up
the pieces of papers on the floor.

3. Checking of attendance

Are there any absent Ms. Secretary?

None, Teacher!
Okay. Very good, class! Keep it up!

4. Classroom Rules

As we go on to our discussion, I want you

to know first the 3 classroom rules that
should be followed:
1. Sit Properly
2. Listen and participate to the
discussion.
3. Raise your right hand if you want to
ask question and clarification.
Do you understand, class?

5. Review
Yes, Teacher!
Before we begin class, let’s take a review
first. I’ll dictate numbers and you will
write them on your “show-me-boards.” Is
that clear, class?

Alright, let’s start!

Yes, Teacher!
First, five hundred sixty eight

Second, two thousand six hundred forty

five (The students will write their answers on
their show-me-board)
Third, four thousand eight hundred
seventy six

Last, four thousand five hundred sixty

eight

Good job, class! Let’s have one more

review, are you ready class?

For the next review, write the missing

numbers in the shapes.
Yes, Teacher!
(The students will do as told)

6. Motivation

Okay class, we have a set of cards here,

one set of card consists of numbers
written in symbols and the another is a set
of numbers in words. Now, find their
match. The first pair to match wins. Post
the number pairs on the board.
Do you understand, class?

Alright, let’s start!

Yes, Teacher!

Very good class! Give three claps for (The students will match the given two
yourselves before we proceed on our sets)
topic.

B. Developmental Activities
(DISCUSSION)
1. Presentation

Will you read the presentation, Aiza?

Thank you, Aiza!

(Aiza will read the presentation)
As from the presentation, is it correct to
write the number as 51 094? Why?

What is the correct way of writing this

number? No, it is different, Teacher.

How many digits does the number have?

51, 904!
Can you read the digits, class?
Five, Teacher!
For that, what is the importance of (The students will read)
farmers in our country?

That’s right! Farmers work harmoniously (The students will respond)

as a team to have a better harvest.

2. Performing the Activities (INPUT)

For your group activity, divide yourselves
into four groups. Each group will be
assigned to read and write the numbers in
words. Is that clear class?

Alright, let’s assign each group a task.

Yes, Teacher!
(The students will do the assigned task
Group I , 45 351 to 45 400 with their groups)
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

(DEEPENING)

How were you able to do your task,

class?
(The students will respond)
Can you read the numbers you have
written, Ezra?
(Ezra will read the numbers)
That’s right! Can you also write the
numbers in words on the board, Kc?
(Kc will read the numbers)
Very good! Now, how many digits do
numbers from 23 751 to 23 800 have,
class?
(Everyone will answer)
How did you write the numbers in
symbols class?
(The students will listen carefully)
Write the numbers in symbols by
recalling the place value for hundred-
thousands, ten-thousands, and the
thousands.

How about to write the numbers in

words?
(The students will listen attentively)
Start with the digit at the left, which has
the largest place value.

Do you still need to write zero when

writing in words? Why?

Okay class, listen, numbers zero to nine Yes, Teacher!

should generally be represented by
words, while numbers ten and above
using numerals. Small numbers between
one and ten or one to nine should all of
the time be stated clearly, according to a
straightforward rule about using numbers
in writing. Digits are used to represent
larger numbers that are greater than 10.

Do you understand class?

4. Reinforcing the Concept and Skill

Yes, Teacher!
(ACTIVITY)

Can your read the presentation class?

Explore and Discover!

The Bureau of Forest Development

donated three seedlings to each pupil in
Region 2. The total number of seedlings
How do you read and write the number donated was 64 821.
64 821 in words and in symbol?

The number 64 is read as “sixty-four

thousand eight hundred twenty-one” In (The students will listen attentively)
symbol, it is 64 821.

Do you understand, class?

Alright! Let’s answer the exercises under

Get Moving on pages 19-20 on your Yes, Teacher!
module.

Can you read the direction for A. Class?

Write the missing number between the

Is that clear, class? given numbers. Then read these number.

Okay, I will give you 15 minutes to do Yes, Teacher!

the activity.

Alright! Can you give the missing (The students will do the activity)
number between 45 456 to 45 458, Jean?

How about for 78 890 to 78 892, (Jean will give the missing number)
Saeverin?

How about for 67 123 to 67 125, (Saeverin will give the answer)
Angelika?

For 89 542 to 89 544, Danrose? (Angelika will answer)

And for the last number, 56 899 to 56 (Danrose will give the number)
901, Precious?

Very good class! Give a three claps for (Precious will give the answer)
yourselves for that!
(Everyone will give a three claps)
For the letter B. everyone kindly read the
following numbers? (The students will read the following
numbers)

That’s right, class!

5. Summarizing the Lesson

(SYNTHESIS)
Okay class, as we already read the
numbers, how do we arrange numbers in
increasing order and decreasing order?

Arrange numbers in increasing or

decreasing order, compare two numbers
Very good! Additionally, starting from at a time, Teacher.
left to right, find out which is greater or
lesser then put them in the correct order.

Is that clear class?

7. Applying to New and Other Yes, Teacher!

Situations
For ensuring your understanding, arrange
the following price list of rice from the
different stores in decreasing order that is
written on the board.
(The students will do as told)

Okay class, What is the arrangement of

the price list?
(The students will answer)
Excellent! It seems you understand our
topic. For that, kindly answer the
exercises Apply your Skills on page 21.

C. Assessment
Class, for your last activity, copy and
answer this on your notebook. On the
space provided, write the letter that
describes how the groups of numbers are
arranged.

(The students will do the activity)

Alright, Let’s check your activity.

(The students will give their activity to
Teacher)
Very good, class! Give a three claps for
yourself!

D. Home Activity
Remediation
To check your understanding class, write
each group of numbers in decreasing
order. Draw a number line for each
exercise:

(Students will do the activity)

Very good, everyone! I knew that all of

you are listening. Give yourselves a
round of applause.
Enrichment
For your take home activity, read the
chart below and answer the questions that
follow.

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 the
biggest and give their sizes.

Is that clear class?

Yes, Teacher!
If you have any question class, feel free
to ask me, Goodbye class!

Goodbye and Thank you, Teacher!