Mathematics Grade 4

TERM: 1 2024
Week 1
LESSON PLANS
 TERM: 1 Week 1 LESSON PLAN 1
SUBJECT: Mathematics GRADE 4
EDUCATOR: DATE
DURATION: 60 Minutes
THEME: Whole Numbers and Place Value
TOPIC/SKILL: Counting and Ordering Numbers
CONTENT FOCUS: Counting and Comparing Numbers
AIMS AND OBJECTIVES: Lesson Objectives:
- Count forwards and backwards in 2s, 3s, 5s, 10s, 25s, 50s, and 100s
between 0 and at least 10 000.
- Order and compare numbers up to at least four-digit numbers.

Conditions:
- Learners will be given number sequences to count forwards and
backwards in.
- Learners will be given sets of numbers to order and compare.

Criteria:
- Learners will accurately count forwards and backwards in given number
sequences.
- Learners will correctly order and compare numbers up to at least
four-digit numbers.

Overview:
In this lesson, learners will review their counting skills from grade 3 and
extend it to larger numbers. They will practice counting forwards and
backwards in different number sequences, such as 2s, 3s, 5s, 10s, 25s,
50s, and 100s. This will help them develop their understanding of number
patterns and sequencing. They will also learn how to order and compare
numbers up to four-digit numbers, which will help them develop their
critical thinking and problem-solving skills. This lesson will also reinforce
the value of accuracy and attention to detail in mathematical tasks. The
skills and concepts learned in this lesson will serve as a foundation for
future lessons on whole numbers.
 ACTIVITIES - BRIEF EXPLANATIONS
EDUCATOR LEARNERS
Activities: 1. Introduction (5 minutes)
1. Introduction: - Learners will gather on the carpet area and the
- Ask learners to recall their counting skills from teacher will introduce the lesson by asking them
grade 3. to recall their counting skills from grade 3.
- Review counting forwards and backwards in 2s, - Learners will participate in a quick review of
3s, 5s, 10s, 25s, 50s, and 100s. counting forwards and backwards in 2s, 3s, 5s,
- Explain the objectives and aims of the lesson. 10s, 25s, 50s, and 100s.
- The teacher will explain the objectives and aims
2. Counting in Different Number Sequences: of the lesson and how it will help them develop
- Divide learners into groups of 5. their understanding of numbers.
- Give each group number cards or blocks.
- Set a timer for 2 minutes and have each group 2. Counting in Different Number Sequences (15
count as far as they can in their given number minutes)
sequence. - Learners will be divided into groups of 5 and
- Repeat for 3 rounds with different number given number cards or blocks.
sequences each time. - Each group will be given a different number
sequence (e.g. 2s, 5s, 10s) and they will take
3. Ordering and Comparing Numbers: turns counting forwards and backwards using the
- Give learners worksheets with sets of numbers number cards or blocks.
to order and compare. - The teacher will set a timer for 2 minutes and
- Provide manipulatives or a number line for each group will try to count as far as they can in
support. their given number sequence.
- Faster learners can be given more challenging - After 2 minutes, the groups will switch number
sets of numbers. sequences and continue counting.
- Check answers with a partner. - This activity will be repeated for 3 rounds, with
different number sequences each time.
4. Group Work:
- Divide learners into groups of 7. 3. Ordering and Comparing Numbers (15 minutes)
- Give each group chart paper and markers. - Learners will be given worksheets with sets of
- Have them create a number line with a set of numbers to order and compare.
numbers. - They will work independently to order the
- Present their work to the class. numbers from smallest to largest and compare
them using the symbols <, >, or =.
5. Quick Recall Practice: - The teacher will provide manipulatives or a
- Give learners flashcards with numbers. number line for learners who need extra support.
- Set a timer for 1 minute and have them recall as - Faster learners can be given more challenging
many numbers as they can. sets of numbers to order and compare.
- Switch flashcards with a partner and continue - After completing the worksheet, learners will
practicing. check their answers with a partner.

6. Conclusion: 4. Group Work (10 minutes)

- Review objectives and aims of the lesson. - Learners will be divided into groups of 7 and
- Ask learners to share one thing they learned. given chart paper and markers.
- Remind learners to practice counting and - Each group will be given a set of numbers and
ordering numbers at home. they will work together to create a number line,
- Provide feedback and praise. placing the numbers in the correct order.
- The teacher will provide guidance and support
On the board: as needed.
- Number sequences for counting forwards and - Once the number lines are completed, each
backwards in 2s, 3s, 5s, 10s, 25s, 50s, and 100s. group will present their work to the class and
- Sets of numbers for ordering and comparing. explain their reasoning.
- Symbols <, >, and = for comparison.
- Instructions for group work and quick recall 5. Quick Recall Practice (5 minutes)
practice. - Learners will be given flashcards with numbers
- Reminder to practice at home. and they will practice counting forwards and
backwards in different number sequences.
Possible exercises: - The teacher will set a timer for 1 minute and
- Counting forwards and backwards in different learners will try to recall as many numbers as they
number sequences using number cards or blocks. can from the flashcards.
- Ordering and comparing numbers on - After 1 minute, learners will switch flashcards
worksheets. with a partner and continue practicing.
- Creating a number line with a set of numbers.
- Quick recall practice with flashcards. 6. Conclusion (5 minutes)
- Sharing one thing learned from the lesson. - Learners will gather on the carpet area and the
teacher will review the objectives and aims of the
lesson.
- The teacher will ask learners to share one thing
they learned from the lesson.
- Learners will be reminded to practice counting
and ordering numbers at home.
- The teacher will provide feedback and praise for
their efforts.
 Total time: 60 minutes

Note: The differentiation strategy will be

implemented throughout the lesson, with the
teacher providing additional support and
challenge as needed. Slower learners can be
given extra time to complete activities, while
faster learners can be given more challenging
tasks. The teacher will also encourage
collaboration and peer support among learners.
RESOURCES - Number cards or blocks
- Whiteboard and markers
- Worksheets with number sequences and sets of
numbers to order and compare
- Manipulatives (e.g. counting bears, base ten
blocks) for hands-on practice
- Timer or clock for timing activities
- Chart paper and markers for group work
- Ruler for measuring numbers on the number line
- Flashcards with numbers for quick recall
practice
- Number line or number chart for reference
- Math games or activities related to counting and
ordering numbers

DIFFERENTIATION
The differentiation strategy for this lesson will involve providing different levels of support and
challenge for learners based on their individual needs. For slower learners, the teacher can provide
additional practice and support in counting and ordering numbers, using manipulatives or visual aids
to help them understand the concepts. For faster learners, the teacher can provide more challenging
number sequences and encourage them to think critically about the patterns and relationships
between numbers. The teacher will also provide opportunities for all learners to work collaboratively
and support each other in their learning.
REMARKS/REFLECTION
Teacher’s signature :________________________ Date:_____________________

HOD’s signature :_________________________ Date_____________________

 TERM: 1 Week 1 LESSON PLAN 2
SUBJECT: Mathematics GRADE 4
EDUCATOR: DATE
DURATION: 60 Minutes
THEME: Whole Numbers and Place Value
TOPIC/SKILL: Odd and Even Numbers and Place Value
CONTENT FOCUS: Odd and Even Numbers and Place Value
AIMS AND OBJECTIVES: Lesson Objectives:
- Represent odd and even numbers up to at least 1 000.
- Recognize the place value of digits in whole numbers up to at least
four-digit numbers.

Criteria:
- Learners will be able to accurately represent odd and even numbers up
to at least 1 000.
- Learners will be able to correctly identify the place value of digits in
whole numbers up to at least four-digit numbers.

Overview:
In this lesson, learners will learn about the properties of odd and even
numbers and how to represent them. They will also review their
understanding of place value and learn how to identify the place value of
digits in larger numbers. This will be done through hands-on activities,
such as creating number charts and using manipulatives to represent
numbers.

Connection to Previous Lesson:

In the previous lesson, learners reviewed their counting and ordering
skills and extended it to larger numbers. In this lesson, they will build upon
that knowledge and learn how to represent odd and even numbers, as
well as identify the place value of digits in larger numbers.

Connection to Next Lesson:

In the next lesson, learners will continue to work with larger numbers and
learn how to round off numbers to the nearest 10, 100, and 1 000. This will
 build upon their understanding of place value and help them in their
problem-solving skills.

ACTIVITIES - BRIEF EXPLANATIONS

EDUCATOR LEARNERS
Activities: 1. Introduction (5 minutes):
1. Introduction: - Learners will gather on the carpet and the
- Introduce lesson objectives and aims teacher will introduce the lesson objectives and
- Ask learners to share prior knowledge about odd aims.
and even numbers and place value - The teacher will ask the learners to share their
- Show a number chart and ask learners to identify prior knowledge about odd and even numbers
odd and even numbers and place value.
- The teacher will show a number chart and ask
2. Review of Odd and Even Numbers: the learners to identify the odd and even
- Work in pairs to create a number chart up to 1 numbers.
000 using manipulatives
- Identify odd and even numbers on the chart 2. Review of Odd and Even Numbers (10
- Provide feedback and clarification as needed minutes):
- Learners will work in pairs to create a number
3. Hands-on Activity: Odd and Even Race: chart up to 1 000 using manipulatives.
- Work in groups of 5 to play "Odd and Even Race" - The teacher will ask the learners to identify the
game odd and even numbers on their charts.
- Use flashcards with numbers up to 1 000 - The teacher will provide feedback and
- Take turns picking a card and identifying if it is clarification as needed.
odd or even
- First team to correctly identify 10 numbers wins 3. Hands-on Activity: Odd and Even Race (10
minutes):
4. Introduction to Place Value: - Learners will work in groups of 5 to play a game
- Use a place value chart or mat to introduce called "Odd and Even Race".
concept of place value - The teacher will give each group a set of
- Explain value of each place (ones, tens, flashcards with numbers up to 1 000.
hundreds, thousands) and how to read and write - The learners will take turns picking a card and
numbers using place value identifying if it is odd or even. The first team to
correctly identify 10 numbers wins.
5. Hands-on Activity: Place Value Towers:
- Work in pairs to create towers using base ten 4. Introduction to Place Value (5 minutes):
blocks to represent numbers up to 1 000 - The teacher will introduce the concept of place
- Use number cards to build corresponding tower value using a place value chart or mat.
- Provide support as needed - The teacher will explain the value of each place
(ones, tens, hundreds, thousands) and how to
6. Independent Practice: read and write numbers using place value.
- Work on a worksheet or handout with practice
problems on representing odd and even numbers 5. Hands-on Activity: Place Value Towers (10
and identifying place value minutes):
- Provide individual support and feedback as - Learners will work in pairs to create towers
needed using base ten blocks to represent numbers up to
1 000.
7. Conclusion: - The teacher will give each pair a set of number
- Review lesson objectives and ask learners to cards and the learners will have to build the
share what they have learned corresponding tower.
- Ask a few learners to share their answers from - The teacher will circulate and provide support
independent practice to check for understanding as needed.
- Provide feedback and clarification as needed
6. Independent Practice (10 minutes):
8. Extension Activity: - Learners will work on a worksheet or handout
- Provide challenging number puzzle for faster with practice problems on representing odd and
learners to solve independently or in pairs even numbers and identifying place value.
- Provide feedback and praise for their efforts - The teacher will provide individual support and
feedback as needed.
9. Closure:
- Summarize key points of the lesson 7. Conclusion (5 minutes):
- Remind learners of next lesson on rounding - Learners will gather back on the carpet and the
numbers teacher will review the lesson objectives and ask
- Dismiss learners and remind them to practice the learners to share what they have learned.
skills at home - The teacher will ask a few learners to share their
answers from the independent practice to check
Writing on the Board: for understanding.
- Lesson objectives and aims - The teacher will provide feedback and
- Number chart clarification as needed.
- Place value chart or mat
- Instructions for hands-on activities 8. Extension Activity (5 minutes):
- Practice problems for independent practice - For faster learners, the teacher will provide a
- Challenging number puzzle for extension activity challenging number puzzle to solve.
- Key points of the lesson - The learners will work independently or in pairs
 to solve the puzzle.
Exercises: - The teacher will provide feedback and praise for
- Creating a number chart up to 1 000 using their efforts.
manipulatives
- Playing "Odd and Even Race" game with 9. Closure (5 minutes):
flashcards - The teacher will summarize the key points of the
- Building towers using base ten blocks to lesson and remind learners of the next lesson on
represent numbers rounding numbers.
- Completing a worksheet or handout with - The learners will be dismissed and reminded to
practice problems practice their skills at home.
- Solving a challenging number puzzle.
Total Time: 60 minutes
RESOURCES - Number charts (pre-made or created by
students)
- Manipulatives (such as base ten blocks or
counting chips)
- Whiteboard and markers
- Worksheets or handouts with practice problems
- Scissors and glue (for creating number charts)
- Flashcards with numbers up to 1 000
- Place value charts or mats (can be made by
students)
- Rulers or measuring tapes (for hands-on
activities)
- Timer or stopwatch (for timed activities)
- Real-life objects (such as coins or buttons) for
hands-on activities.

DIFFERENTIATION
To ensure that all learners are able to accurately represent odd and even numbers and identify place
value, the teacher will use a differentiated approach. For slower learners, the teacher will provide
additional support and scaffolding through one-on-one instruction and the use of manipulatives. For
faster learners, the teacher will provide extension activities, such as challenging number puzzles, to
deepen their understanding and keep them engaged. This will ensure that all learners are able to
meet the lesson objectives and no one is left behind.
REMARKS/REFLECTION
Teacher’s signature :________________________ Date:_____________________

HOD’s signature :_________________________ Date_____________________

 TERM: 1 Week 1 LESSON PLAN 3
SUBJECT: Mathematics GRADE 4
EDUCATOR: DATE
DURATION: 60 Minutes
THEME: Whole Numbers and Place Value
TOPIC/SKILL: Rounding off numbers
CONTENT FOCUS: Rounding off numbers to the nearest 10, 100, and 1 000 using place value
AIMS AND OBJECTIVES: Lesson Objectives:
- Round off numbers to the nearest 10, 100, and 1 000.

Criteria:
- Learners will be able to accurately round off numbers to the nearest 10,
100, and 1 000.

Overview:
In this lesson, learners will learn how to round off numbers to the nearest
10, 100, and 1 000. They will review their understanding of place value and
use this knowledge to round off numbers. This skill will be applied in
various activities and games, such as rounding off numbers on a number
line and playing rounding off games. They will also learn the importance
of estimation and how rounding off can be useful in real-life situations.

Connection to Previous Lesson:

In the previous lesson, learners learned about representing numbers and
place value. They reviewed their understanding of place value and
learned how to identify the place value of digits in larger numbers. This
knowledge will be applied in this lesson as they use their understanding
of place value to round off numbers.

Connection to Next Lesson:

In the next lesson, learners will focus on counting, ordering, and
representing three-digit numbers. They will apply their understanding of
place value and rounding off to accurately count, order, and represent
three-digit numbers. This will further reinforce their understanding of
whole numbers and their properties.
 ACTIVITIES - BRIEF EXPLANATIONS
EDUCATOR LEARNERS
Activities for the teacher: 1. Introduction (5 minutes):
1. Introduce the concept of rounding off numbers - Learners will review their understanding of
and discuss the importance of estimation in place value by identifying the value of digits in a
real-life situations. given number.
2. Explain the steps for rounding off numbers to - The teacher will introduce the concept of
the nearest 10, 100, and 1 000 using examples on rounding off numbers to the nearest 10, 100, and 1
the whiteboard. 000.
3. Use manipulatives and number lines to help - Learners will discuss the importance of
learners understand the concept. estimation in real-life situations.
4. Monitor and provide additional support to
slower learners and challenge faster learners with 2. Explanation (10 minutes):
more difficult problems. - The teacher will explain the steps for rounding
5. Facilitate rounding off games in small groups off numbers to the nearest 10, 100, and 1 000
using the resources provided. using examples on the whiteboard.
6. Show examples of how rounding off can be - Learners will take notes in their notebooks.
useful in real-life situations.
7. Review the steps for rounding off numbers to 3. Guided Practice (10 minutes):
the nearest 10, 100, and 1 000. - Learners will practice rounding off numbers to
8. Summarize the lesson and address any the nearest 10, 100, and 1 000 with the teacher's
remaining questions or concerns. guidance.
- The teacher will use manipulatives and number
Writing on the board: lines to help learners understand the concept.
1. Title: Rounding Off Numbers
2. Steps for rounding off numbers to the nearest 4. Independent Practice (10 minutes):
10, 100, and 1 000 - Learners will work on practice problems on their
3. Examples of rounding off numbers own or in pairs.
4. Rounding off games and activities - The teacher will provide additional support to
5. Real-life examples of rounding off slower learners and challenge faster learners with
6. Summary of the lesson and key points to more difficult problems.
remember
5. Rounding Off Games (10 minutes):
Exercises: - Learners will play rounding off games in small
1. Practice problems for learners to work on groups using the resources provided.
independently or in pairs. - The teacher will monitor and provide assistance
2. Manipulatives and number lines for guided as needed.
practice.
3. Rounding off games and activities for small 6. Real-life Application (5 minutes):
groups. - The teacher will show examples of how
4. Real-life scenarios for learners to estimate and rounding off can be useful in real-life situations,
round off numbers. such as estimating the cost of items at a grocery
5. Additional examples for slower learners and store.
more challenging problems for faster learners. - Learners will discuss and share their own
experiences with estimation and rounding off.

7. Conclusion (5 minutes):
- Learners will review the steps for rounding off
numbers to the nearest 10, 100, and 1 000.
- The teacher will summarize the lesson and
address any remaining questions or concerns.

Total time: 60 minutes

- Introduction: 5 minutes
- Explanation: 10 minutes
- Guided Practice: 10 minutes
- Independent Practice: 10 minutes
- Rounding Off Games: 10 minutes
- Real-life Application: 5 minutes
- Conclusion: 5 minutes

Note: The teacher will adjust the time for each

activity based on the pace and needs of the
learners. Additional time may be given for slower
learners to complete activities.
RESOURCES - Whiteboard and markers
- Number lines
- Rounding off games (e.g. board games, card
games)
- Manipulatives (e.g. base ten blocks, place value
blocks)
- Worksheets or handouts with practice problems
- Real-life examples for estimation and rounding
 off (e.g. grocery store receipts, prices of items)
- Calculators (optional)
- Timer or stopwatch for timed activities

DIFFERENTIATION
Differentiation Strategy:
To ensure that all learners are able to accurately round off numbers, the teacher will provide different
levels of support and practice activities based on individual needs. For slow learners, the teacher will
provide additional examples and one-on-one support during practice activities. For faster learners,
the teacher will provide more challenging activities, such as rounding off decimals or larger numbers.
This will allow all learners to work at their own pace and be appropriately challenged.
REMARKS/REFLECTION

Teacher’s signature :________________________ Date:_____________________

HOD’s signature :_________________________ Date_____________________

 TERM: 1 Week 1 LESSON PLAN 4
SUBJECT: Mathematics GRADE 4
EDUCATOR: DATE
DURATION: 60 Minutes
THEME: Whole Numbers and Place Value
TOPIC/SKILL: Three-Digit Numbers and Place Value
CONTENT FOCUS: Place Value of Three-Digit Numbers
AIMS AND OBJECTIVES: Lesson Objectives:
- Count, order, and represent the place value of three-digit numbers up to
800.
- Recognize the place value of digits in whole numbers up to 800.

Conditions for Learning:

- Learners will have a basic understanding of counting, ordering, and
representing numbers from grade 3.
- Learners will have access to manipulatives, such as base-10 blocks, and
number charts.

Criteria for Understanding:

- Learners will accurately count, order, and represent three-digit numbers
up to 800.
- Learners will correctly identify the place value of digits in whole numbers
up to 800.

Overview:
In this lesson, learners will focus on three-digit numbers and their
properties. They will review their understanding of counting, ordering, and
representing numbers and apply it to larger numbers. They will also learn
how to identify the place value of digits in three-digit numbers. This will be
done through hands-on activities, such as creating number patterns and
using manipulatives to represent numbers.

Connection to Previous Lesson:

In the previous lesson, learners learned about rounding off numbers. This
lesson builds upon that by focusing on three-digit numbers and their
 place value, which is essential for rounding off larger numbers.

Connection to Next Lesson:

In the next lesson, learners will continue to build upon their understanding
of place value by focusing on four-digit numbers. They will also apply their
knowledge and skills to solve problems in different contexts. This will
allow them to see the practical application of their learning and reinforce
their understanding of whole numbers.

ACTIVITIES - BRIEF EXPLANATIONS

EDUCATOR LEARNERS
Teacher's activities: Learners will:
1. Welcome the learners and review the objectives 1. Participate in a class discussion about their
and aims of the lesson (2 minutes). previous knowledge of counting, ordering, and
2. Engage in a class discussion about the learners' representing numbers (5 minutes).
previous knowledge of counting, ordering, and 2. Review the place value of two-digit numbers by
representing numbers (5 minutes). playing a game with flashcards (10 minutes).
3. Use the whiteboard to draw and label a place 3. Watch a short video about three-digit numbers
value chart up to 800 (5 minutes). and their place value (5 minutes).
4. Play a game with flashcards to review the place 4. Use base-10 blocks to represent three-digit
value of two-digit numbers (10 minutes). numbers up to 800 (10 minutes).
5. Show a short video about three-digit numbers 5. Create number patterns using manipulatives,
and their place value (5 minutes). such as beans or counters (10 minutes).
6. Use base-10 blocks to represent three-digit 6. Complete a worksheet with three-digit
numbers up to 800 on the whiteboard (10 numbers, counting, ordering, and representing
minutes). them (10 minutes).
7. Model how to create number patterns using 7. Work in pairs to solve problems related to
manipulatives, such as beans or counters (5 three-digit numbers and their place value (10
minutes). minutes).
8. Explain and demonstrate how to complete a 8. Share their solutions with the class and discuss
worksheet with three-digit numbers (5 minutes). different strategies used (5 minutes).
9. Provide support and guidance as learners work 9. Complete a hands-on activity where they cut
in pairs to solve problems related to three-digit and paste numbers on a chart paper to create a
numbers and their place value (10 minutes). number line (5 minutes).
10. Facilitate a class discussion to share solutions 10. Play a math game, such as "Race to 800,"
and discuss different strategies used (5 minutes). where they roll a dice and add or subtract
11. Guide learners in a hands-on activity where numbers to reach 800 (5 minutes).
they cut and paste numbers on a chart paper to 11. Reflect on their learning by writing three things
create a number line (5 minutes). they learned about three-digit numbers and their
12. Explain the rules and instructions for the math place value (5 minutes).
game, "Race to 800" (2 minutes). 12. Participate in a class discussion about the
13. Monitor and provide support as learners play practical applications of understanding place
the game in pairs (5 minutes). value (5 minutes).
14. Facilitate a class discussion to reflect on their 13. Complete a short exit ticket to assess their
learning and write three things they learned about understanding of the lesson (5 minutes).
three-digit numbers and their place value (5
minutes). Total time: 60 minutes
15. Lead a class discussion about the practical
applications of understanding place value (5 Throughout the lesson, learners will use
minutes). manipulatives, such as base-10 blocks and beans
16. Collect exit tickets to assess learners' or counters, to represent numbers and solve
understanding of the lesson (2 minutes). problems. They will also use pencils, rulers,
scissors, and glue to complete worksheets and
Teacher's writing on the board: hands-on activities. The teacher will also use the
1. Place value chart up to 800. whiteboard and markers to model and explain
2. Examples of two-digit numbers and their place concepts.
value.
3. Number patterns using manipulatives.
4. Instructions for the math game, "Race to 800."

Exercises:
1. Complete a worksheet with three-digit numbers,
counting, ordering, and representing them.
2. Work in pairs to solve problems related to
three-digit numbers and their place value.
3. Cut and paste numbers on a chart paper to
create a number line.
4. Play the math game, "Race to 800."
5. Write three things they learned about
three-digit numbers and their place value.
RESOURCES 1. Base-10 blocks
2. Number charts
3. Whiteboard and markers
 4. Worksheets with three-digit numbers
5. Manipulatives, such as beans or counters
6. Pencils and erasers
7. Rulers
8. Scissors
9. Glue
10. Flashcards with three-digit numbers
11. Chart paper
12. Colored paper
13. Tape or glue sticks
14. Timer or clock
15. Math games or activities related to three-digit
numbers and place value.

DIFFERENTIATION
Differentiation Strategy:
To ensure that all learners are able to understand and participate in the lesson, the teacher will
provide different levels of support and challenge. For slower learners, the teacher will provide
additional one-on-one support and use manipulatives to help them visualize and understand the
concepts. For faster learners, the teacher will provide extension activities, such as creating larger
numbers or solving more complex problems, to challenge them and deepen their understanding.
This will allow all learners to engage with the lesson at their own pace and level of understanding.
REMARKS/REFLECTION

Teacher’s signature :________________________ Date:_____________________

HOD’s signature :_________________________ Date_____________________

 TERM: 1 Week 1 LESSON PLAN 5
SUBJECT: Mathematics GRADE 4
EDUCATOR: DATE
DURATION: 60 Minutes
THEME: Whole Numbers and Place Value
TOPIC/SKILL: Place Value in Four-Digit Numbers
CONTENT FOCUS: Place value of digits in four-digit numbers
AIMS AND OBJECTIVES: Lesson Objectives:
- Recognize the place value of digits in whole numbers up to at least
four-digit numbers.

Conditions for learning:

- Learners should have a basic understanding of place value and counting
up to four-digit numbers.
- Learners should have access to place value charts and manipulatives.

Criteria for understanding:

- Learners will be able to correctly identify the place value of digits in
whole numbers up to at least four-digit numbers.

Lesson Overview:
In this lesson, learners will focus on the place value of digits in larger
numbers. They will review their understanding of place value and learn
how to identify the place value of digits in four-digit numbers. This will be
done through hands-on activities, such as creating number charts and
using place value charts to represent numbers. This lesson builds upon
the previous lesson's focus on three-digit numbers and prepares learners
for the next lesson's focus on rounding off numbers.

ACTIVITIES - BRIEF EXPLANATIONS

EDUCATOR LEARNERS
Teacher's Activities: 1. Introduction (5 minutes):
1. Introduce the lesson topic and objectives. - Learners will gather on the carpet or at their
2. Review place value and counting up to desks.
four-digit numbers. - Learners will listen to the teacher's introduction
3. Monitor and assist learners during the Place of the lesson topic and objectives.
Value Chart Activity. - Learners will review their understanding of
4. Monitor and assist learners during the Number place value and counting up to four-digit
Chart Activity. numbers.
5. Provide guided practice and support to learners
during the Guided Practice activity. 2. Place Value Chart Activity (10 minutes):
6. Monitor and provide additional support or - Learners will work in pairs or small groups.
extension activities as needed during - Learners will use place value charts and
Independent Practice. manipulatives to represent four-digit numbers.
7. Facilitate a class discussion during the - Learners will take turns identifying the place
Conclusion to check for understanding and value of digits in the numbers they create.
address any questions or challenges.
8. Provide differentiated instruction and support 3. Number Chart Activity (10 minutes):
for slow and fast learners throughout the lesson. - Learners will work individually or in pairs.
- Learners will create a number chart from 0 to
Writing on the board: 9999 using paper, scissors, and glue/tape.
1. Lesson topic and objectives. - Learners will use markers or crayons to color in
2. Place value chart with columns for thousands, the digits in each place value column.
hundreds, tens, and ones.
3. Number chart from 0 to 9999. 4. Guided Practice (15 minutes):
4. Practice problems for Guided Practice and - Learners will work in pairs or small groups.
Independent Practice activities. - Learners will complete practice problems on a
worksheet or handout provided by the teacher.
Exercises: - Learners will use place value charts and
1. Creating numbers using place value charts and manipulatives to help them solve the problems.
manipulatives.
2. Creating a number chart from 0 to 9999. 5. Independent Practice (10 minutes):
3. Completing practice problems on a worksheet - Learners will work individually.
or handout. - Learners will complete additional practice
4. Participating in a class discussion to share problems on a worksheet or handout provided by
understanding and ask questions. the teacher.
- Learners will use place value charts and
manipulatives as needed.

6. Conclusion (5 minutes):
- Learners will gather on the carpet or at their
 desks.
- Learners will participate in a class discussion
about what they learned in the lesson.
- Learners will share any questions or challenges
they had during the lesson.

Total time: 60 minutes

Note: The teacher will provide support and
extension activities as needed throughout the
lesson.
RESOURCES - Place value charts
- Manipulatives (such as base ten blocks or place
value disks)
- Number charts (can be created by hand or
printed)
- Whiteboard or chalkboard
- Markers or chalk
- Worksheets or handouts with practice problems
- Pencils or pens for students to write with
- Scissors (if creating number charts)
- Glue or tape (if creating number charts)

DIFFERENTIATION
The teacher will differentiate instruction by providing additional support and scaffolding for slow
learners, such as using manipulatives and providing extra practice opportunities. For faster learners,
the teacher will provide extension activities, such as challenging word problems and open-ended
tasks, to deepen their understanding of place value. This will ensure that all learners are engaged
and challenged at their own pace, preventing any learner from being left behind.
REMARKS/REFLECTION
Teacher’s signature :________________________ Date:_____________________

HOD’s signature :_________________________ Date_____________________

 TERM: 1 Week 1 LESSON PLAN 6
SUBJECT: Mathematics GRADE 4
EDUCATOR: DATE
DURATION: 60 Minutes
THEME: Whole Numbers and Place Value
TOPIC/SKILL: Problem-Solving with Whole Numbers
CONTENT FOCUS: Applying whole number skills to solve problems in various contexts.
AIMS AND OBJECTIVES: Lesson Objectives:
- Apply the concepts and skills learned in the previous lessons to solve
problems in various contexts.

Conditions:
- Learners will be presented with problem-solving tasks in different
contexts, such as real-life situations and mathematical word problems.

Criteria:
- Learners will be able to accurately apply their understanding of whole
numbers to solve problems in different contexts.

Lesson Overview:
In this final lesson, learners will review and apply the concepts and skills
they have learned throughout the week. They will be presented with
problem-solving tasks in different contexts, such as real-life situations and
mathematical word problems. This will allow them to apply their
knowledge and skills in a practical way and reinforce their understanding
of whole numbers.

Link to Previous Lesson:

In the previous lesson, learners focused on the place value of digits in
larger numbers. This lesson builds upon that by applying that
understanding to solve problems in different contexts.

Connection to Next Lesson:

In the next lesson, learners will continue to build upon their understanding
of whole numbers by learning about addition and subtraction of larger
 numbers. This will allow them to apply their problem-solving skills in a
more complex way.

ACTIVITIES - BRIEF EXPLANATIONS

EDUCATOR LEARNERS
Teacher's Activities: 1. Learners will participate in a class discussion
1. Facilitate a class discussion on the importance about the importance of problem-solving and
of problem-solving and its application in real-lifehow it can be applied in real-life situations (5
situations. minutes).
2. Conduct a quick review game on place value 2. Learners will review the concepts of place
and whole numbers using the whiteboard and value and whole numbers through a quick review
markers. game using the whiteboard and markers (10
3. Provide problem-solving tasks for learners to minutes).
work on in pairs, using real-life objects or pictures
3. Learners will work in pairs to solve
as examples. problem-solving tasks on their worksheets, using
4. Provide additional support and guidance to real-life objects or pictures as examples (15
slower learners while encouraging faster learners minutes).
to explore different strategies. 4. Slow learners will receive additional support
5. Facilitate a class sharing session where and guidance from the teacher, while faster
learners can discuss their solutions and strategies.
learners will be encouraged to explore different
6. Provide hands-on practice with manipulatives to strategies to solve the problems (10 minutes).
reinforce understanding of whole numbers. 5. Learners will share their solutions and
7. Encourage the use of calculators for more strategies with the class, promoting peer learning
complex problems. and discussion (10 minutes).
8. Refer learners to textbooks or other reference 6. Learners will have hands-on practice with
materials for additional practice and manipulatives, such as blocks or counters, to
reinforcement. reinforce their understanding of whole numbers
9. Facilitate a class reflection and discussion on (5 minutes).
how learners can apply their learning in different 7. Learners will use calculators, if available, to
contexts. solve more complex problems and challenge
10. Administer a short quiz to assess themselves (5 minutes).
understanding of concepts and skills learned. 8. Learners will refer to their textbooks or other
reference materials for additional practice and
Writing on the Board: reinforcement (5 minutes).
1. Title of the lesson: "Applying Whole Numbers in 9. Learners will participate in a class reflection
Problem-Solving" and discussion about their learning and how they
2. Key vocabulary: problem-solving, whole can apply it in different contexts (5 minutes).
numbers, real-life situations, mathematical word 10. Learners will complete a short quiz to assess
problems their understanding of the concepts and skills
3. Review game: "Place Value and Whole learned in the lesson (5 minutes).
Numbers"
4. Problem-solving tasks: "Solving Problems in Total time: 60 minutes
Different Contexts"
5. Manipulatives: "Hands-on Practice with Whole Note: The differentiation strategy will be
Numbers" implemented throughout the lesson, with slower
6. Calculator use: "Challenging Yourself with learners receiving additional support and
Complex Problems" guidance during the problem-solving tasks and
7. Reference materials: "Additional Practice and faster learners being challenged with more
Reinforcement" complex problems and encouraged to explore
8. Reflection and discussion: "Applying Our different strategies.
Learning"
9. Quiz: "Assessing Our Understanding"

Exercises:
1. Class discussion: "Why is problem-solving
important? How can we use it in real-life
situations?"
2. Review game: "Write the following numbers in
expanded form: 345 = ___ + ___ + ___"
3. Problem-solving tasks: "Solve the following
problems using real-life objects or pictures: If you
have 5 apples and your friend gives you 3 more,
how many apples do you have in total?"
4. Hands-on practice: "Use blocks or counters to
show the number 63 in different ways."
5. Calculator use: "Solve the following problem
using a calculator: 234 + 56 = ___"
6. Reference materials: "Refer to your textbook for
additional practice on solving problems with
whole numbers."
7. Reflection and discussion: "How can we use our
understanding of whole numbers to solve
problems in different contexts?"
8. Quiz: "Solve the following problem: If there are
8 birds on a tree and 3 fly away, how many birds
are left on the tree?"
RESOURCES - Whiteboard and markers
- Worksheets with problem-solving tasks in
different contexts
- Real-life objects or pictures to use as examples
in problem-solving tasks
- Manipulatives (such as blocks or counters) for
hands-on practice
- Calculators (if available) for more complex
problems
- Textbooks or other reference materials for
students to use as needed

DIFFERENTIATION
The differentiation strategy for this lesson will involve providing different levels of difficulty for the
problem-solving tasks, catering to both slow and fast learners. Slow learners will be supported
through additional scaffolding and guidance, while faster learners will be challenged with more
complex problems and encouraged to explore different strategies. This will ensure that all learners
are engaged and able to apply their understanding of whole numbers in various contexts.
REMARKS/REFLECTION

Teacher’s signature :________________________ Date:_____________________

HOD’s signature :_________________________ Date_____________________