LESSON PLAN IN MATHEMATICS 3

(First Quarter)
Lesson 5
DAY 2
I. OBJECTIVE
Rounds numbers to the nearest ten, hundreds, and thousands.
II. SUBJECT MATTER
a. Topic: Rounding Numbers to Nearest Tens, Hundreds and Thousands
b. References: Curriculum Guide M3NS – IB – 15.1 page 55 of 218,
Mathematics Teaching Guide pages 16 – 20, Learners Material pages 19 – 25
c. Materials: number cards, bottle full of beads, number line, show-me-card
d. Prerequisite Concepts and Skills: conept of place value, concept of near and
far, reading and writing numbers, concept of left and right, concept of up and
down
III. PROCEDURE
A. Preparatory Activities
1. Drill
Write the place value of the underlined number on your sho-me card.
1.) 368 2.) 1 482 3.) 745 4.) 1 425 5.) 936
2. Review
Write your answer on the blank. If we skip count by 10s and 100s.
1. 28 is nearer to ____.
2. 42 is nearer to ____.
3. 61 is nearer to ____.
4. 738 is nearer to ____.
5. 816 is nearer to ____.
3. Motivation
Show a bottle full of beads.
Can we tell the exact number of beads t a glance? About how many beads do
you think are in a bottle?
B. Developmental Activities
1. Presentation / Discussion
You can make an estimate when you need to know about how many or about
how much. Rounding off numbers is one way of making estimates.

Example: Suppose it takes you 22 minutes to get home from school. Would
you say it takes you about 20 minutes or about 30 minutes to get there?

Let us use a number line. Label it with numbers from 10 to 30.

 Find the point for 22. Is it closer to 20 or 30? (It is closer to 20.)
Since it is closer to the smaller number, we round it down.
So, 22 rounded to the nearest tens is 20.

Find 27. To what number is it closer? 30 or 20?

Since it is closer to 30 we round it up.
So 27 rounded to the nearest tens is 30.

Find 25. Where is it located? It is halfway between 20 and 30.

Round up numbers that have 5 in the ones unit, such as 25.
So 25 rounded to the nearest tens is 30. Identify more points in the number
line.
2. Performing the Activity
Guide pupils in doing Activity 1 A- C in the LM as examples.
John spent his vacation in Manila for 29 days. Rounded to the nearest tens, about how many
days did John spend his vacation in Manila?
A. Study the number line to find the answer.

In which tens is 29 nearer, 20 or 30? So, what is 29 rounded to the nearest tens?
John spent his vacation in Manila for about 30 days. 20, 21, 22, 23, 24, are nearer to 20. When
rounded to the nearest tens, their number is 20.
Ask: Did you round up or down?
25, 26, 27, 28, 29 are nearer to 30. When rounded to the nearest tens, their number is 30.
Ask: Did you round up or round down?
B. Study the number line. Read the number labels.

In which hundreds is 260 nearer, 200 or 300?

So, 260 rounds to 300.

C. Study the number line. Read the number labels.

 In which thousands is 4 300 nearer, 4 000 or 5 000?
So, 4 300 becomes 4000 when rounded to the nearest thousands.
3. Processing the Activity
Call on the pupils to answer the following questions.
a. What is the rounding place if a number is to be rounded to tens? Hundreds?
Thousands?
b. What digit should be to the right of the digit in the rounding place in order for you to
round down?
c. What digit should be to the right of the digit in the rounding place in order for you to
round up?
4. Reinforcing the Concept
Pupils will play a game “Can You Find Me”. Write the numbers on the number
cards and post them on the board. (Cover them first prior to the instructions.) Refer to
Activity 2 in the LM for the numbers.
Which number inside the box answers each of the questions below?
82 67 486 53
711 605 57 1839
1. Which number can be rounded down to 50?
2. Which number can be rounded up to 60?
3. What number can be rounded down to 8?
4. Which 4- digit number number can be rounded to 2000?
5. Which number can be rounded up to 700?
6. Which 3-digit number that can be rounded to 500?
5. Guided Practice
Divide the pupils into 3 groups. Have them work on Activity 3 (A, B, C) of
the LM pp. 22 -23.
Group I
A. Choose the number to which the given number is closer.
1. 58 – 50 or 60
2. 43 – 40 or 50
3. 548 – 500 or 600
4. 627 – 600 or 700
5. 961 – 900 or 1000
Group II
B. Round off each numbers to the indicated place value.
1. 69 (tens)
2. 486 (hundreds)
 3. 392 (hundreds)
4. 5 736 (thousands)
5. 236 (tens)
Group III
C. Round off each number in the box to nearest tens, hundreds, or thousands.
Write your answers in the correct column.

56 4613 2548 68 243 273 42 4217 485 49 361 456 38

40 50 60 70 200 300 400 500 2000 4000 5000

6. Generalization
How do we round off numbers?
To round off numbers...
1. Look for the place of the digit to be rounded off.
2. Check the digit to its right. If it is 4 or below, round it down.
3. If it is 5 or above, round it up.
4. Change all the digits to the right of the digit to be rounded off
to 0.
7. Application
Let the pupils play “Rounding Bingo”. The teacher
prepares number strips and rounded number cards for the whole
class. The leaders shakes the jumbled whole number chips. When
he/ she calls the selected number, pupils find out from the number
cards the matching rounded number and cover it with the given
number strips. Anybody who makes the number cards completely
filled-up declares the winner.
IV. EVALUATION
Directions: Read each questions carefully. Choose the letter of the best answer.
1. Which of the following is rounded off to the nearest 60?
a. 49 b. 51 c. 53 d. 56
2. If we round off the 76 to the nearest ten, what is the answer?
a. 60 b. 70 c. 80 d. 90
3. What is the rounded number if we round off 296 to the nearest hundred?
a. 300 b. 200 c. 400 d. 500
 4. Mang Tomas harvested 150 watermelons and 228 star apples from his farm. He
delivered the fruits in the market. How many fruits did he harvest altogether. If it is
rounded to the nearest hundred the answer is ____________.
a. 200 b. 300 c. 400 d. 500
5. Write the rounded number of 3567 to the nearest thousand.

V. ASSIGNMENT
Directions: Answer the following questions in Activity 5 in LM page 25.
1. What is the greatest number that rounds off to 800 when rounded to the nearest
hundred?
2. What is the least number that rounds to 800 when rounded to the nearest hundred?
3. What is the greatest and least numbers that round to 500 when rounded to the nearest
hundred?
4. What becomes of 9124 when rounded to the nearest hundred?
5. What becomes of 5501 when rounded off to the nearest thousand?

Prepared by:
NEDA C. ARELLANO
Teacher III

Evaluated and Revised by:

CAMILLE A. DIMAANO
Teacher I