Lesson 6 Comparing Numbers Up To 10 000: Week 2 Objective

Lesson 6 Comparing Numbers up to 10 000
Week 2
Objective
Compare numbers up to 10 000 using relation symbols
Value Focus
Accuracy, Honesty
Prerequisite Concepts and Skills

1. Intuitive concepts of numbers up to10 000.
2. Write numbers after, before, between a given number
3. Place value
4. Concept of more than, less than
Materials
Flats, longs, and squares, pictures/illustrations, charts/tables, activity card,
number line
Instructional Procedures
A. Preliminary Activities
1. Drill
Show two sets of pictures or real objects to pupils. Have them count
the number of objects in each picture and tell which of the sets has
more or less number. Do this fast. Below are examples of pictures or
real objects for counting.
25 crayons 30 crayons
32 coins 27 coins
18 umbrellas 24 umbrellas
Have pupils tell the missing number in each blank.

616 618 620 622
357 359 361 363
2. Motivation
Lead pupils in playing a game. Have them group themselves
according to the following:
 color of their dress
 first letter of their names
 favorite subject
Ask: What color of dresses has the most number? the least?
Compare the numbers.
What first letter of names has the most number? the least? How
would you compare their numbers?
What subject is the favorite of most pupils? The least? Compare
the numbers.
B. Developmental Activities
1. Presenting the Lesson

Have pupils look at the picture on the LM. Have them read the text
about Sally and Carmy.
Show the chart to pupils and explain the data.
Best Friends Number of rubber bands
collected
Sally 1 637
Carmy 1 259
Ask: How many rubber bands did Sally collect? What about Carmy?
Who collected more rubber bands?
Help pupils to visualize the problem. Use flats, longs, and squares.
Let the pupils compare the two numbers by their digits.

Ask: What can you say about their digits in the thousands place?
(They are equal)
in the hundreds place? (They are not the same in number.)
Ask: Which hundred is more?

(6 hundred is greater than 2 hundred.)
So, 1637 is greater than 1259.
Introduce the symbols > for “greater than”, < for “less than”, and = for
“equal”.
Say: 1637 is greater than 1259.
In symbol, it is written as: 1637 > 1259
1259 is less than 1637.

In symbol, it is written as: 1259 < 1637
Therefore, Sally collected more rubber bands than Carmy.
Give an example illustrating the concept of equality (=).
Present another way of comparing the numbers by using a number

line.
Plot the points on the number line. Ask which of the two numbers
should be written on the left side and on the right side. Have pupils
explain why.
1 259 1 637
1 000 1 100 1 200 1 300 1 400 1 500 1 600 1 700 1 800 1 900
Tell pupils to read the numbers on the given segment of the number
line.
Ask: What is the leftmost number in the given segment of the
number line? the rightmost?
Which number is greater? Which is lesser?
What do you notice with the numbers as they go from left to
right?
Which is greater between the two numbers as they are seen on
the number line? Which is lesser?
How do we use the number line in comparing numbers?
Have pupils study and compare the numbers below:
5 482 9 649 9 583 9 385
5 thousand < 9 thousand 9 thousand = 9 thousand

So, 5 482 < 9 649 5 hundred > 3 hundred
9 649 > 5 482 So, 9 583 > 9 385
9 385 < 9 583
1. Performing the Activity

Let pupils work in pairs. Tell them to make posters that show the
meaning of <, >, and =. Tell them to use numbers, words, pictures and
the symbols.
Have pupils present their posters to the class. Display the posters so
pupils can refer to them as they study the lesson.
2. Processing the Activity

Ask the pupils the following questions:
 In the activity, what symbols did you use to show the comparison
between two numbers?
 What symbol did you use to show that one number is more than
the other?
 What symbol did you use to show that one number is less than the
other?
 What symbol did you use to show that the number of objects is the
same?
3. Reinforcing the Concept

Divide the pupils into 4 groups. Ask the pupils to use the following hand
gestures for “less than”, for “greater than” and for “equal”.
less than greater than equal
As the pairs of numbers are called, the groups give their answer by
doing the hand gesture that corresponds to their answer. Refer to
Activity 1 in the LM for the pairs of numbers.
Answer Key: 1) < 2) < 3) < 4) < 5) < 6) = 7) = 8) < 9) = 10) <
4. Summarizing the Lesson

Ask: How do we compare numbers? What symbols do we use?
To compare numbers, we use the following symbols:

> for “greater than”; < for “less than”, and = for “equal to”.
5. Applying to New and Other Situations

Have pupils work on Activity 2 in the LM. Assist pupils in solving the word
problems. Provide more exercises if needed.
Answer Key:
A. 1) 3 280 2) December
B. 1) 9 879 2) 8 400 3) 7 643 4) 6 897 5) 7 342
C. Evaluation
Give Activity 3 in the LM for pupils to work on.
Answer Key:
A. 1) < 2) < 3) < 4) > 5) = 6) < 7) > 8) < 9) < 10) =
B. 1) No because 426 < 624
2) The digit 4 in 934 has a value of 4 while the 4 in 647 has a value of 40.
C. 1) tens place 2) hundreds place.
D. Home Activity
Pupils write the correct symbol for each pair of numbers in Activity 4 in the
LM.
Answer Key: 1) < 2) < 3) = 4) > 5) >
PREPARED BY:
JHONELETTE M. SILVA
Teacher III

Lesson 6 Comparing Numbers Up To 10 000: Week 2 Objective

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Lesson 6 Comparing Numbers up to 10 000

Prerequisite Concepts and Skills

Have pupils tell the missing number in each blank.

1. Presenting the Lesson

Let the pupils compare the two numbers by their digits.

Ask: Which hundred is more?

1259 is less than 1637.

Give an example illustrating the concept of equality (=).

Present another way of comparing the numbers by using a number

5 482 9 649 9 583 9 385

5 thousand < 9 thousand 9 thousand = 9 thousand

1. Performing the Activity

2. Processing the Activity

3. Reinforcing the Concept

4. Summarizing the Lesson

To compare numbers, we use the following symbols:

5. Applying to New and Other Situations

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