GRADE 4 School: POLILLO CENTRAL ELEMENTARY SCHOOL Grade Level/Section: IV

DAILY LESSON Teacher: JOSE WALLY C. AYUSTE Learning Area: MATHEMATICS

LOG Teaching Dates
Quarter: 2ND QUARTER
&Time:
OBJECTIVES ANNOTATION
A. Content Standards Demonstrates understanding of factors and multiples and addition and subtraction KRA 3, OBJECTIVE 7
of fractions. INDICATOR 5- developed and
B. Performance Objective The learner is able to apply knowledge of factors and multiples, addition and applied effective strategies in the
subtraction of fractions in mathematical problems in real-life situations. planning, management of
C. Learning Competencies/ developmentally sequenced
Objectives ( Write the LC Solves routine and non-routine problems involving addition and/or subtraction of teaching and learning processes
code for each) fractions using appropriate problem solving strategies and tools. (M4NS-IIh-87.1) to meet curriculum requirements
CONTENT and varied teaching contexts.
( Subject Matter) MOV--- Knowledge, skill and
attitude or KSA is applied in
Solves routine and non-routine problems involving addition and subtraction of lesson planning objectives in
order to meet curriculum
fractions. requirements based on the
Curriculum Guide/CG. Parts of
the DLP are based on the PPST
Modules.
II. LEARNING RESOURCES PIVOT 4A Q2 Module/SLM, Mathematics IV TG and LM
A. References
1. Teachers Guide pages TG pages 160-164
2. Learners Material Pages K to 12 Curriculum for Grade 4, LM Math Grade 4 pages 127-129
INTEGRATION
III. PROCEDURES
A. Reviewing past lesson or REVIEW: This illustrates observable in
Presenting the new A. Have a review in addition and subtraction of similar fractions. KRA 1 Objective #2: Uses a range
lesson 1.) ¾ + ¼ = of teaching strategies that
2.) 5/6 + 1/6 = enhance learner achievement in
3.) 2/5 – 4/5 = literacy and numeracy skills
4.)1/3 – 2/3 =
5.) 9/12 – 5/12 =

B. Establishing a purpose of
 the new lesson In the previous lesson, you have learned how to add and subtract similar fractions.
This time, you are going to apply what you have learned from this lesson.

After going through this lesson, you are expected to solve routine and non-routine
problems involving addition and subtraction of fractions using appropriate problem
solving strategies and tools.

C. Presenting Examples/ Read and analyze the problem below. Look how the This illustrates observable in
instances of the new problem below solve using the following steps. KRA 1 Objective #3: Teaching
lesson Strategy that develops higher
Sarah baked a cake for her family. Her brother ate 5/8 and her sister ate 2/8. Who thinking order skills
ate more? By how much?

Ask: This illustrates observable in

Who baked the cake? KRA 1 Objective #1: Apply
What portion of the cake did Sarah’s brother ate? Knowledge and
What about her sister? Content Across
What kind of sister is Sarah? Curriculum
Are you going to do the same? Why? (Instill the value of thoughtfulness) Teaching Areas:
The lesson goes across the EPP
and ESP
D. Discussing new concepts Ask the pupils to solve the problem in pairs. Let them share their answers and the
and practicing new skills process on how they get their answers.
no.1. Then solve the problem with the pupils using the steps in problem solving .
This illustrates observable in
Sarah baked a banana cake for her family. Her brother ate 5/8 and her sister ate 2/8. KRA 1 Objective #3: Teaching
Who ate more? By how much? Strategy that develops higher
thinking order skills
Ask:
How will you solve the problem? DO the following steps in problem solving.

1. Know what is asked. Who ate more cake and by how much.
 2. Know the given facts. Her brother ate 5/8 and her sister ate 2/8

3. Plan / Illustrate This illustrates observable in

5/8 – brother ate KRA 1 Objective #1: Apply
Knowledge and
Content Across
2/8 – sister ate Curriculum
Teaching Areas:
The lesson goes across the EPP
4. Identify the operation to be used. Subtraction

5. SOLVE
5 2 5 2 3 3
− =N − = , Sarah’s brother ate more than her sister.
8 8 8 8 8 8

F. Discussing new concepts Let the pupils answer the following exercises in problem solving. Call a volunteer to
and practicing new skills answer the problem with the guidance of the teacher.
no.2
1.) Mrs. Susan bought 3/5 rolls of curtain cloth. She used 1/5 rolls to make a curtain
for the living room window. How many rolls of cloth were not used? This illustrates observable in
KRA 2 Objective #4: Manages
2.) Mary read 2/9 of her book in the morning and 5/9 in the evening. What fraction classroom structure to engage
of the book has she read? learners individually or in groups,
in meaningful exploration,
G. Developing Mastery The pupils will be grouped and will answer the activities with their group. discovery, and hands-on activities
(Leads to Formative within a range of physical
Assessment 3.) Group 1: learning
Sam spent 1/6 of his Sunday doing homework and 3/6 of the day watching television.
What left of the day was left to do other things?

Group 2:
Emma likes chocolate. One day she bought a chocolate and ate 5/8 of it in the
morning and 2/8 in the evening. How much part of the chocolate has she eaten?
 Group 3:
David distributed 19/24 guavas in his class and gave 2/24 to his friend Ricky. What
fraction of apples he gave away in all?

H. Finding practical We use fractions in or everyday lives. We use it in cooking, baking, shopping, telling
application of concepts time and more. This illustrates observable in
and skills in daily living KRA 2 Objective #6: Used
For example: differentiated, developmentally
Ana and her classmates are baking cookies for their Christmas party. The recipe calls appropriate learning experiences
for 2 and ¾ cups of sugar. They only have 1 and ¼ cup of brown sugar and the rest to address learners’ gender,
are white sugar. To complete the sugar needed, how much white sugar will they needs, strengths, interests and
need to add.? experiences.

This examples and many more are why it is important that we know how to solve
fractions. It is because we will be able to use it in our daily lives.

I. Making Generalization
and abstraction about What are the steps in problem solving?
the lesson
Why is learning how to add and subtract fraction important?

J. Evaluating learning This illustrates KRA 4 - Objective

Solve the following problems. Follow the steps in problem solving. #9: Designs, selects, and
organizes, a uses diagnostic,
A.) 1/3 of the school garden has vegetables planted and another 1/3 has flowers. formative and summative
What part of the garden is left to grow grass? assessment strategies consistent
with curriculum requirements
B.) My mother ate 1/8 of the egg pie and my father ate 3/8 of it. How much of the
cake has been eaten and how much is left?

VI. REMARKS
 VII. REFLECTIONS

A) No. of learners who earned 80% in

the evaluation
B) No. of learners who require
additional activities for remediation
who scored below 80%
C) Did the remedial lesson work? No.
of learnerswho have caught up with
the lesson
D) No. of learners who continue to
require remediation
E) Which of my teaching strategies
worked well? Why did these work?

F) What difficulties did I encounter

which my principal or supervisor can
help me solve?
G) What innovations or localized
materials did I use/discover which I
wish to share with other teachers?

Prepared and Demonstrated by:

JOSE WALLY C. AYUSTE

Teacher II