St.
Michael’s College
Basic Education Department
Iligan City
S.Y. 2021-2022
LEARNING PLAN
Lesson: Comparing and Ordering Numbers Quarter: First Week: 3
Subject/ Level: MATHEMATICS 2 Date:
Transfer Goals
The students in the long run and on their own will be able to represent, compare, and order
whole numbers up to 1000 in various forms and contexts.
Essential Understanding:
Comparing allow us to describe the relationship between groups of objects or things around
us.
Ordering allow us to describe the relationship between groups of objects or things around
us.
Essential Questions: Why compare whole numbers? Why order whole numbers?
I. Preliminaries
A. Review:
Call on volunteers to answer the following questions:
a. How will you compare 65 and 156?
b. Which number is bigger 65 or 156?
B. Motivation:
Use the quotation to motivate pupils. They will read, analyze, and reflect on the quotation:
“People with goals succeed because they know where they’re going..” - Earl Nightingale
They will be asked such questions as:
a. Do you agree with this?
b. How would you explain this quote to someone else?
APK:
Part I: The pupils will be asked to compare numbers up to 100 on flash cards to determine
what they know and what they do not know about comparing numbers. Then they will be
asked to answer the following:
a.Which is the lesser number? 82 or 87? Why?
b. Is 25 more than 15? Why?
c. Can you find two numbers that are greater than 78?
d. Can you find two numbers that are less than 48?
Part II: The pupils will be asked to count numbers from 1 to 50 and order numbers up to 50 in
increasing or decreasing order to determine what they know and what they do not know about
ordering numbers.
a. How will you arrange 48, 41, and 54 in order from least to greatest? How about from
greatest to least?
b. What number is one more than 28?
c. What number is one less than 67?
C. Focus: Comparing and Ordering Whole Numbers
1. A three-digit number is greater than a two-digit number.
2. When the hundreds digits are the same, compare the tens digit.
3. A four-digit number is greater than a three-digit number.
4. Numbers can be arranged from least to greatest and from greatest to least.
II. Lesson Development
A. Presentation of Concepts
Students will know
Comparing and Ordering Numbers
Students will be able to
Visualize and compare numbers up to 1,000 using relation symbols.
Visualize and order numbers up to 1,000 in increasing or decreasing order.
Broadening of Concepts:
The teacher will present any three-digit number on the screen and also flash cards with
numbers. The pupils will clap their hands if the number on the flash card is less than the
number presented on the screen. They will show thumbs up if it is more.
INTEGRATION
a. Ignacian Core/Related Values:
Why do we need to follow the orders of God such as the Ten Commandments?
b. Social Orientation:
What is the importance of comparing or ordering the prices of goods we buy in the
market?
c. Lesson Across Discipline: HELE
We can use comparing and ordering of numbers in cooking especially in following the
food recipe to know the amount of ingredient to be put on.
d. Faith/Biblical passage: Psalm 91:11
“For He will order his angels to protect you wherever you go.”
III. Evaluation / Assessment:
To assess the pupils’ understanding related to the lesson, they will answer Think and Do.
They will color the star green if they understand the lesson; color the star orange if they have
some questions; and color the star red if they feel that they need help. Interview the pupils by
asking them the questions in Think and Do.
IV. Summary / Action
For the summary of the lesson, the teacher will call student volunteers to give insights on
comparing and ordering numbers through giving examples.
V. Purposive Assignment
BOOK ACTIVITY: The student will answer the Try This Challenge on their Math For Life
Book.
References / Instructional Materials
Villamaryor & Wright (2020). Math For Life 2. REX Book Store
book, powerpoint presentation, worksheets
Prepared by: Checked by:
Mrs. Mary Analyn S. Lim MRS. GLADYS MAGLUNOB
Teacher Academic Coordinator
Status of Implementation: Noted by:
____ Implemented
MRS. GUADALUPE GALABIN
____ Partially Implemented Principal
____ Not Implemented Modifications:
Remarks:
Date Observed: ____________ Remarks:
Observed by:
______________
