Lesson Plan – Mathematics 2

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

1. Compare numbers using the symbols <, >, and =

2. Order numbers from the least to the greatest and vice versa

II. CONTENT
Lesson 6: Comparing Numbers

III. LEARNING RESOURCES

a. References:
Integrative Mathematics – 2
b. Learning materials:
 Number cards
 Cut-outs
 Pocket chart
 Show Me Board
 Flash Cards
 Charts, activity sheets/worksheets

IV. PROCEDURES
A. Review
Teacher’s Activity Pupil’s Activity
1. The teacher will ask the pupils of - The pupils will answer, “Reading
what have they discuss yesterday. and writing numbers.”
2. To know if the children have
learned the teacher will provide an
example about how to write the
following numbers in the
- The pupils will go to the board and
blackboard.
Ex: will answer, “One hundred and
What is 117 in words? seventeen”
What is 591? - The pupils will answer, “Five
hundred and ninety-one
3. The teacher will say, “Very Good!”

B. Establishing the purpose of the lesson

1. The teacher will have a story
telling.
2. The teacher will ask the pupils to
read the story.
- The pupils will read the story,
“Every morning Lolo Enting is in his
vegetables garden. One morning
his grandchildren come to visit him.
Roger gives him 5 pieces of
papaya, Arlette gives him 10 pieces
of ripe mangoes and Rosemarie
gives him 5 pieces of sweet
banana. “Oh thank you very much,
he said. Thank you my dear
grandchildren. God bless you all.

3. The teacher will say, “Base from - The pupils will answer, “His
what you read. Who came to visit grandchildren”
Lolo Enting?
 4. The teacher will ask, “Who gave - The pupils answered’ “Roger is the
him 5 pieces of papaya?” one who gave him 5 pieces of
papaya”
5. “Who give him lesser fruits?” - The pupils will answer, “Roger”

6. “Who gave him more fruits?” - The pupils answer, “Arlette”

7. “Who gave him equal or the same
number of fruits?” - The pupils will say it in chorus,
“Roger and Rosemarie.”

C. Presenting examples/instances of the lesson

1. The teacher will present another
set of word problem.
2. The teacher will read the problem.
“Tatay Jomar is a farmer. He - The pupils will answer, “Tatay
harvested 780 mangoes while Junray”
Tatay Junray harvested 890
mangoes. Who harvested more
mangoes?

D. Discussing new concepts and practicing new skills

1. The teacher will present the total
number of mangoes harvested by
Tatay Jomar and Tatay Junray in the
Place Value Chart. Then, the
teacher will have an example how to
compare the number using relation
symbols such as <, >, and =.
hundreds tens ones
8 9 0
7 8 0

Step 3:
Compare the ones
Step 2:
Compare the tens
Step 1:
Compare the hundreds
2. The teacher will ask, “Which - The pupils will say, “800”
numbers has more hundreds?”
3. The teacher will say, “Very good!
800 is greater than 700 or 700 is
less than 800. We write: 800 > 700
or 700 < 800
4. The teacher will have another set of
example.
Compare 356 and 346
hundreds tens ones
3 5 6
3 4 6
5. The teacher will say, “Now let us - The pupils will say, “they are the
compare the digit in the hundreds same ma’am”
place
 6. “Ok, very well! Next, let us compare - The pupils will answer, “5 is bigger
the digits in the tens place. Which is than 4”
bigger?
7. The teacher will say, “How will you - The pupils answer, “356 > 346 or
answer it?” 346 < 356.
8. The teacher will say, “Very Good
everyone!”

E. Developing Mastery (Leads to Formative Assessment)

1. The teacher will give a quiz. The
teacher will ask the pupils to write it
in their notebook.
Compare the following using the The pupils answer:
symbols, <,> and =
1. 517___506 6. 520___505 1. 517 > 506 6. 520 > 505
2. 640___633 7. 637___647 2. 640 < 633 7. 637 < 647
3. 609___606 8. 603___645 3. 609 > 606 8. 603 < 645
4. 116___117 9. 712___712 4. 116 < 117 9. 712 = 712
5. 290___390 10. 945___93 5. 290 < 390 10. 945 > 93

F. Finding practical applications of concepts and skills

1. The teacher will let the pupils to use
the numbers in the box to answer
the following questions.

218 450 373 329

600 500 506 789
465 450 372
498 418 432 415
238 567 676 320
418 457 675 420

1. Find a number less than 373. - The pupils will answer, “373 < 329”
Compare them using the symbol of
comparison.
2. Find a number more than 676. - “676 > 789” the pupils answered.
Compare them.
3. Find a number that is identical. - The pupils will found the number and
will answer, “450 = 450”

G. Making generalizations and abstractions about the lesson

In comparing 3 digit numbers,
compare the hundreds first then
the tens and the ones. We use the
symbol >, <, and =.
To show the relationship between
numbers being compared, one of
the following symbols is placed between
them:
< means less than
> means greater than
= means equal to

H. Evaluating Learning
1. Compare the pair of numbers by writing <,>, and =
1. 150___145 2. 872___872 3. 785___678
 2. Compare the numbers in column A from column B. Use the relation symbols >,<,
and =
Column A Column B
346 ____ 450
450 ____ 336
565 ____ 656
765 ____ 767

I. Additional activities for application or remediation

The teacher will give a home activity for the pupils:

Write all three-digits as you can imagine using these numbered 6, 4 and 7. You can only
use them once. Then compare them using the >,< and =