GRADE 1 to 12 School UNSON ELEMENTARY SCHOOL Grade Level FOUR

DAILY LESSON LOG Teacher NIKAEL DONNA R. PERALTA Learning Area MATHEMATICS
(Pang-araw-araw na Teaching Dates and Time WEEK 1 Quarter 2nd Quarter
Tala ng Pagtuturo)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. Demonstrates understanding of factors and multiples and addition and subtraction of fractions
2. Demonstrates understanding of improper fractions and mixed numbers
B. Performance Standard 1. Is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and real-life situations.
2. is able to recognize and represent improper fractions and mixed numbers in various forms and contexts
C. Learning Differentiate prime from Differentiate prime from Write the number as a Find the common factors and Find the common factors
Competencies/Objectives composite numbers composite numbers product of its prime factors the greatest common factors and the greatest common
(GCF) of two numbers using factors (GCF) of two
Identify the factors of a given Identify the factors of a given the prime factorization. numbers using the listing
Write the LC code for each.
numbers up to 100 numbers up to 100 method
M4NS-IIc-68.1 M4NS-IIc-68.1
M4NS-IIa-66 M4NS-IIa-66
M4NS-IIa-64 M4NS-IIa-64
M4NS-IIc-68.1

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG PP. 115-117 TG PP. 97-101 TG PP. 97-118-121 TG PP. 97-118-121 TG PP. 97-118-121

2. Learner’s Material pages Learner’s Materials p. 85-87 Learner’s Materials p. 77-80 Learner’s Materials p. 88-91 Learner’s Materials p. 88-91 Learner’s Materials p. 88-
91

3. Textbook pages
4. Additional Material
from Learning Resource (LR)
Portal
B. Other Learning Resources Multiplication star, 100-chart, TG Activity carts, charts of word Number cards for the Number cards for the Number cards for the
& LM problems Naming the Baby activity Naming the Baby activity Naming the Baby activity

IV. PROCEDURES
A. Reviewing previous lesson Conduct a review on the Conduct a review on the Conduct a review on Conduct a review on Conduct a review on
or presenting the new lesson. commutative property of commutative property of identifying prime and identifying prime and identifying prime and
 multiplication. Relate this with multiplication. Relate this composite numbers. Provide composite numbers. Provide composite numbers.
the basic multiplication facts, for with the basic multiplication examples and exercises for examples and exercises for Provide examples and
examples: 9x8=8x9 facts, for examples: 9x8=8x9 this. this. exercises for this.
B. Establishing a purpose for Play the game “The boat is Play the game “The boat is Show a picture of a boy Show a picture of a boy Show a picture of a boy
the lesson sinking, group yourselves into sinking, group yourselves helping his father in a helping his father in a helping his father in a
________. Do these several into ________. Do these bakeshop. Ask the pupils to bakeshop. Ask the pupils to bakeshop. Ask the pupils to
times with different numbers in a several times with different tell something about the tell something about the tell something about the
group. numbers in a group. picture. Elicit the value of picture. Elicit the value of picture. Elicit the value of
helpfulness. helpfulness. helpfulness.
C. Presenting Examples/ Given these tasks to the class.
instances of the new lesson A. Given the following numbers
as products, how will you know
which ones have more than 2
factors and those with only 2
factors?
12 18 12 24 19 7 19 7
36 29 23 Do Explore and Discover pp Present the problem to the Present the problem to the Present the problem to the
77 LM class – refer to TG p. 119 class – refer to TG p. 119 class – refer to TG p. 119
B. Using the table below, write
the numbers in the appropriate
column.
*Numbers with more than
factors
*Numbers with only 2 factors

D. Discussing new concepts Group the pupils into 5 and have Discuss the presentation in Group the pupils into 5 Group the pupils into 5 Group the pupils into 5
and practicing new skills #1 them perform the task Explore and Discover in LM p. working teams and have working teams and have working teams and have
86 them perform the task them perform the task them perform the task
Discuss the Performing the
Activities in TG p. 11 Discuss the Performing the Discuss the Performing the Discuss the Performing the
activities on how to find the activities on how to find the activities on how to find the
GCF using the Listing Method GCF using the Listing Method GCF using the Listing
Method
Do Reinforcing the Concept Do Reinforcing the Concept
Skill in TG p. 117 Skill in TG p. 117 Do Reinforcing the Concept
Skill in TG p. 117
E. Discussing new concepts Do Reinforcing the Concept Skill Do Get Moving A & B pp 78 Study Explore and Discover Study Explore and Discover Study Explore and Discover
and practicing new skills #2 in TG p. 117 LM
 on LM p.89 on LM p.89 on LM p.89

Solve Keep Moving pp. 909 Solve Keep Moving pp.

LM 909 LM
F. Developing mastery Solve Keep Moving A 1 – 10 in Solve Keep Moving B & C pp. Do Get Moving A pp 89 LM Do Get Moving A pp 89 LM Do Get Moving A pp 89
LM pp 79 79 LM LM
(Leads to Formative
Assessment 3)
G. Finding practical Do Apply Your Skills 1- 5 p 79-80 Do Apply Your Skills 6-10 p Do Apply Your Skills 6-10 p Do Apply Your Skills 6-10 p Do Apply Your Skills 6-10 p
applications of concepts and LM 79-80 LM 79-80 LM 79-80 LM 79-80 LM
skills in daily living

H. Making generalizations What is prime number? What is What is prime number? What is prime factorization? What is Greatest Common What is Greatest Common
and abstractions about the composite number? How do you What is composite number? What are common factors? Factor or GCF? Factor or GCF?
lesson determine whether a number is How do you determine How do we find the GCF How do we find the GCF
prime or composite? whether a number is prime using prime factorization? using the Listing Method?
or composite?
I. Evaluating learning Write P on the blank if the Write P on the blank if the Write each number as a Find the GCF of the given Find the GCF of the given
number is prime and C if number is prime and C if product of each prime pairs using the prime pairs using Listing Method
composite. composite. factors using the factor tree. factorization. 1. 36 and 45
_____1. 63 _____1. 99 1. 16 and 20 2. 48 and 56
_____2. 49 _____2. 63 1. 28 5. 64 2. 20 and 30 3. 18 and 27
_____3. 37 _____3. 47 2. 40 6. 72 3. 21 and 35 4. 63 and 72
_____4. 87 _____4. 24 3. 42 4. 32 and 40 5. 10 and 30
_____5. 87 _____5. 31 4. 27 5. 18 and 27
J. Additional activities for List down the factors of each List down the factors of each Write each number as a Find the GCF using the prime List the factors of each
application or remediation number. Then, write if it is prime number. Then, write if it is product of its prime factors. factorization. number in pair. Give their
or composite. prime or composite. 1. 12 5. 27 1. 15 and 18 common factors and GCF.
1. 16 4. 32 1. 12 4. 42 2. 14 2. 20 and 28 1. 12 and 15
2. 19 5. 29 2. 17 5. 23 3. 20 3. 16 and 32 2. 16 and 20
3. 40 3. 30 4. 27 4. 18 and 30 3. 6 and 12
4. 12 and 18
V. REMARKS
VI. REFLECTION
A. No.of learners who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No.of learners who
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 innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
 GRADE 1 to 12 School UNSON ELEMENTARY SCHOOL Grade Level FOUR
DAILY LESSON LOG Teacher NIKAEL DONNA R. PERALTA Learning Area MATHEMATICS
(Pang-araw-araw na Teaching Dates and Time WEEK 2 Quarter 2ND QUARTER
Tala ng Pagtuturo)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. Demonstrates understanding of factors and multiples and addition and subtraction of fractions
2. Demonstrates understanding of improper fractions and mixed numbers
B. Performance Standard 1. Is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and real-life situations.
2. is able to recognize and represent improper fractions and mixed numbers in various forms and contexts
C. Learning Find the common factors and Identify the multiples of a Find the Common Multiples
Competencies/Objectives the greatest common factors given number up to 100 and Least Common
Write the LC code for each. (GCF) of two numbers using Find the Common Multiples Multiples(LCM) of two
HOLIDAY – NATIONAL HEROES continuous division. SUMMATIVE TEST # 1 and Least Common numbers using prime
DAY Multiples(LCM) of two factorization.
numbers using listing
M4NS-IIc-68.1 method.

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG PP. 97-118-121 TG PP. 122-125 TG PP. 122-125
2. Learner’s Material pages Learner’s Materials p. 88-91 Learner’s Materials p. 92-95 Learner’s Materials p. 92-
95
3. Textbook pages
4. Additional Material
from Learning Resource (LR)
Portal
B. Other Learning Resources Number cards for the Flash cards, manila paper, TG Flash cards, manila paper,
Naming the Baby activity and LM TG and LM
IV. PROCEDURES
A. Reviewing previous lesson Conduct a review on Review how to write Review how to write
or presenting the new lesson. identifying prime and numbers as product of its numbers as product of its
composite numbers. Provide prime factors. Then give the prime factors. Then give
examples and exercises for following exercises. the following exercises.
this. Refer to TG p. 122 Refer to TG p. 122
B. Establishing a purpose for Show a picture of a boy Have a game on grouping the Have a game on grouping
the lesson helping his father in a pupils according to age, the pupils according to age,
 bakeshop. Ask the pupils to height, favourite color, fruits, height, favourite color,
tell something about the food etc. fruits, food etc.
picture. Elicit the value of
helpfulness.
C. Presenting Examples/ Present the situation to the Present the situation to the
instances of the new lesson Present the problem to the class. class.
class – refer to TG p. 119 Refer to TG p. 123 Refer to TG p. 123
Ask the ff. questions related
to the problem. Ask some questions about Ask some questions about
the situation. the situation.
D. Discussing new concepts Group the pupils into 3 Group the pupils into 3 Group the pupils into 3
and practicing new skills #1 working teams and have groups groups
them perform the task Discuss the performing the Discuss the performing the
Discuss the Performing the Activities and Processing the Activities and Processing
activities on how to find the Activities on to fine LCM the Activities on to fine
GCF using the Listing Method using the listing method TG. LCM using the listing
Do Reinforcing the Concept p. 123 method TG. p. 123
Skill in TG p. 117 Do Reinforcing the Concept Do Reinforcing the Concept
Skill in TG p. 124 Skill in TG p. 124

E. Discussing new concepts Study Explore and Discover Study Explore and Discover Study Explore and Discover
and practicing new skills #2 on LM p.89 on LM p.93 on LM p.93
Do Get Moving pp 89 LM Do Get Moving A pp 94 LM Do Get Moving A pp 94
LM
F. Developing mastery Solve Keep Moving pp. 909 Solve Keep Moving A pp. 95 Solve Keep Moving A pp.
(Leads to Formative LM LM 95 LM
Assessment 3)
G. Finding practical Do Apply Your Skills 6-10 p Do Apply Your Skills 96 in Do Apply Your Skills 96 in
applications of concepts and 79-80 LM LM LM
skills in daily living
H. Making generalizations What is Greatest Common How do you get the Least How do we find the LCM of
and abstractions about the Factor or GCF? Common Multiple of a the given numbers using
lesson How do we find the GCF number? prime factorization?
using continuous division? How do we find the LCM of
the given numbers using the
listing method?
I. Evaluating learning Find the GCF of the given Find the LCM of each pair of Find the LCM of each pair
pairs using continuous number using the listing of number using the prime
division method. factorization
 1. 15 and 20 1. 6 and 12 1. 5 and 10
2. 15 and 30 2. 9 and 12 2.10 and 20
3. 27 and 45 3. 45 and 50 3. 15 and 30
4. 12 and 36 4. 12 and 18 4. 12 and 24
5. 12 and 24 5. 24 and 36 5. 18 and 42
J. Additional activities for Find the GCF using the Find the LCM using the listing Find the LCM using the
application or remediation continuous division. method. prime factorization
1. 15 and 18 1. 6 and 9 1. 9 and 12
2. 20 and 28 2. 18 and 30 2. 15 and 30
3. 16 and 32 3. 45 and 27 3. 25 and 30
4. 18 and 30 4. 9 and 15 4.6 and 18
5. 30 and 40 5. 20 and 40
V. REMARKS
VI. REFLECTION
A. No.of learners who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No.of learners who
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 innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
 GRADE 1 to 12 School UNSON ELEMENTARY SCHOOL Grade Level FOUR
DAILY LESSON LOG Teacher NIKAEL DONNA R. PERALTA Learning Area MATHEMATICS
(Pang-araw-araw na Teaching Dates and Time WEEK 3 Quarter 2ND QUARTER
Tala ng Pagtuturo)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES

A. Content Standard 1. Demonstrates understanding of factors and multiples and addition and subtraction of fractions
2. Demonstrates understanding of improper fractions and mixed numbers
B. Performance Standard 1. Is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and real-life situations.
2. is able to recognize and represent improper fractions and mixed numbers in various forms and contexts
C. Learning Identify the multiples of a given Solving real-life problems Solving real-life problems SUMMATIVE TEST Create problems involving
Competencies/Objectives number up to 100 involving GCF and LCM OF involving GCF and LCM OF GCF and LCM with
Write the LC code for each. Find the Common Multiples and two given numbers two given numbers reasonable answers
Least Common Multiples(LCM)
of two numbers using
continuous division.

II. CONTENT

III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages Pp 122-124 TG PP. 125-128 TG PP. 125-128 TG PP. 129-131

2. Learner’s Material pp. 93-96 Learner’s Materials p. 96-98 Learner’s Materials p. 96-98 Learner’s Materials p. 99-
pages 101
3. Textbook pages

4. Additional Material
from Learning Resource (LR)
Portal
B. Other Learning Resources Flash cards, manila paper charts of word problems, charts of word problems, Flashcards, charts
flash cards flash cards
IV. PROCEDURES
A. Reviewing previous lesson Write each number as a product Review on how to express a Drill on solving word
or presenting the new lesson. of its prime factors number as a product of its problems involving finding
prime factors the GCF an LCM
B. Establishing a purpose for Game Song Games Talk about the favorite
the lesson collection
C. Presenting Examples/ Present this situation to the Present this problem to the Present this problem to the Present the problem to
instances of the new lesson class class class the class
Sheila owns a dry good store Elvira is going to prepare Aling Marie is going to sell Jason and Anselmo are
and Jackie owns a restaurant. bouquets of roses and suman in bundles. What is going to pack old books
They buy their goods and supply bouquets of Daisies. She has the least number of suman with 6 Mathematics books
every 6 weeks and 8 weeks 36 roses and 24 daisies. that she could sell in bundles and 8 English books in a
respectively. If they buy their What is the greatest number of 3 and 5? box. What will bee the
goods in the department store of each flower that she can smallest number of
this week, on what week will use in a bouquet if bouquets Mathematics and English
they buy again their good and have the same number of books that they can pack
supplies at the same time? flowers? if these are of the same
number?

D. Discussing new concepts Discuss the presentation Discuss the presentation Discuss the presentation Discuss the presentation
and practicing new skills #1 Do Explore and Discover pp 93- Do Explore and Discover pp Do Explore and Discover pp Do Explore and Discover
96LM 97-99 LM 97-99 LM on LM p.100-102
E. Discussing new concepts Ask the pupils to do exercises Ask the pupils to do Ask the pupils to do Ask the pupils to do
and practicing new skills #2 under Do Get Moving pp 93-94 exercises under Do Get exercises under Do Get exercises under Get
LM Moving pp 97 LM Moving pp 97 LM Moving pp 100 LM
F. Developing mastery For further Practice, ask the For further Practice, ask the For further Practice, ask the For further Practice, ask
(Leads to Formative pupils to work exercises under pupils to work exercises pupils to work exercises the pupils to work
Assessment 3) Keep Moving on LM p.83 Solve under Keep Moving on LM under Keep Moving on LM exercises under Keep
Keep Moving pp 94 LM p.83 Solve Keep Moving pp p.83 Solve Keep Moving pp Moving on LM p.100
97-98 LM 97-98 LM
G. Finding practical Do Apply Your Sills p 95 LM Do Apply Your Sills p 98 LM Do Apply Your Sills p 98 LM For more exercises, ask
applications of concepts and the pupils to A & B under
skills in daily living Do Apply Your Skills on p.
101 of LM
H. Making generalizations Lead the pupils to generalize the Lead the pupils to generalize Lead the pupils to generalize Lead the pupils to
and abstractions about the following: the following: the following: generalize the following:
lesson How do you get the least How do we solve problems How do we solve problems How do we create
common multiple of numbers involving GCF and LCM of involving GCF and LCM of problems involving GCF
using continuous division? two given numbers two given numbers and LCM
I. Evaluating learning Find the LCM using the Read and solve the problem Read and solve the problem 1. Create problems involving
continuous division: Gladys is going to pack a Jocelyn is going to pack a GCF and LCM
1) 6 and 12 puto in boxes of 6 and 12 puto in boxes of 28 and 35 2. 48 cookies , and
2) 9 and 12 pieces. pieces. 64 cup cakes
 3) 24 and 36 What is the smallest number What is the smallest number packages of
4) 9 and 8 of puto that she can pack of puto that she can pack cookies and cup
5) 45 and 50 using the boxes? using the boxes? cakes, biggest
number of
cookies and cup
cakes in a box
J. Additional activities for Find the LCM of the ff. using Read and solve the problem Read and solve the problem 6 love birds, 15 doves,
application or remediation continuous division Oranges are sold in boxes of A bell rings every 15 seconds birds in a cage smallest
1) 30 and 40 6 , 8 , 10, and 12 How can . A horn blows every 30 number of birds
2) 18 and 30 Guido buy 60 oranges ? seconds. If Cathy heard the
3) 45 and 27 two sounds at 9:00 A. M. at
what time will she hear the
sound together again?
V. REMARKS

VI. REFLECTION

A. No.of learners who earned

80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No.of learners who
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 innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

GRADE 1 to 12 School PATONG INTEGRATED SCHOOL Grade Level FOUR

DAILY LESSON LOG Teacher GETRUDIS BENEDICTA T. U NCIANO Learning Area MATHEMATICS
(Pang-araw-araw na Teaching Dates and Time WEEK 4 2nd Quarter
Quarter
Tala ng Pagtuturo)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. Demonstrates understanding of factors and multiples and addition and subtraction of fractions
2. Demonstrates understanding of improper fractions and mixed numbers
B. Performance Standard 1. Is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and real-life situations.
2. is able to recognize and represent improper fractions and mixed numbers in various forms and contexts
C. Learning Create problems involving GCF Objective: Identify proper Objective: Change improper Objective: Change mixed
Competencies/Objectives and LCM with reasonable fractions, improper fraction, and fractions to mixed number numbers to improper
SUMMATIVE TEST # 3
Write the LC code for each. answers mixed number. fractions

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG PP. 129-131 TG PP. 132-135 TG PP. 135-139 TG PP. 135-139
2. Learner’s Material Learner’s Materials p. 99-101 Learner’s Materials p. 102-104 Learner’s Materials p. 105- Learner’s Materials p. 105-
pages 107 107
3. Textbook pages
4. Additional Material
from Learning Resource (LR)
Portal
B. Other Learning Resources Flashcards, charts Pictures showing fractional parts Ball, flash cards (division Ball, flash cards (division
and multiplication) and multiplication)
IV. PROCEDURES
A. Reviewing previous lesson Drill on solving word problems Have a review on presenting Conduct a review on Conduct a review on
or presenting the new lesson. involving finding the GCF an fractions through sets, regions, identifying proper fractions, identifying proper fractions,
LCM etc. improper fractions, and improper fractions, and
mixed numbers through mixed numbers through
 “Pass the Ball game” “Pass the Ball game”
Refer to TG p. 136 Refer to TG p. 136
B. Establishing a purpose for Talk about the favorite How many of you go to the market How often do you have How often do you have
the lesson collection with your parents? visitors during weekends? visitors during weekends?
What do you do if you have What do you do if you have
visitors? How can you visitors? How can you
entertain visitors? Infuse entertain visitors? Infuse
the value of extending help the value of extending help
to the family in every little to the family in every little
way. way.
C. Presenting Examples/ Present the problem to the Have the pupils read and Mother baked cassava Mother baked cassava
instances of the new lesson class understand the situation below. cakes for her visitors. She cakes for her visitors. She
Jason and Anselmo are going One Saturday morning, Albert asked Maria to slice the asked Maria to slice the
to pack old books with 6 accompanied his mother to the cakes into eights. When cakes into eights. When
Mathematics books and 8 market to buy ingredients for their Maria ate once slice, she Maria ate once slice, she
English books in a box. What dish. They bought ¾ kilograms of noticed that she made 23/8 noticed that she made 23/8
will bee the smallest number of potatoes, 5/4 kg of chicken, and 1 cakes. How many whole cakes. How many whole
Mathematics and English books ¾ kg of potatoes. Albert carried cakes and slices will be cakes and slices will be
that they can pack if these are the ingredients in going home. served to the visitors? served to the visitors?
of the same number?

D. Discussing new concepts Discuss the presentation Group the pupils into 5 working Do Performing of Activities Do Performing of Activities
and practicing new skills #1 Do Explore and Discover on teams and have them perform the on TG p. 137 on TG p. 137
LM p.100-102 task
Discuss the Processing the Discuss the Processing the Discuss the Processing the
Activities on TG p. 133 Activities on TG p. 138 Activities on TG p. 138

E. Discussing new concepts Ask the pupils to do exercises Do Reinforcing the Concept Skill in Discuss Explore and Discuss Explore and
and practicing new skills #2 under Get Moving pp 100 LM TG p. 133 Discover on LM p.105 on Discover on LM p.105 on
LM LM
Do Reinforcing the Concept Do Reinforcing the Concept
Skill in TG p. 138 Skill in TG p. 138

F. Developing mastery For further Practice, ask the Do Get Moving pp 103 on LM Let the pupils answer Let the pupils answer
(Leads to Formative pupils to work exercises under exercises under Get Moving exercises under Get Moving
Assessment 3) Keep Moving on LM p.100 and Keep Moving pp 106 – and Keep Moving pp 106 –
107 on LM 107 on LM
G. Finding practical For more exercises, ask the Do Apply Your Sills p. 105 on LM Do Apply Your Skills p. 107 Do Apply Your Skills p. 107
applications of concepts and pupils to A & B under Do Apply on LM on LM
skills in daily living Your Skills on p. 101 of LM
H. Making generalizations Lead the pupils to generalize What is fractions? How do you rename How do you rename
and abstractions about the the following: What is improper fractions, proper improper fractions to mixed improper fractions to mixed
lesson How do we create problems fractions and mixed form? numbers? numbers?
involving GCF and LCM
I. Evaluating learning Create problems involving GCF Write the fractions Change the following Change the following
and LCM 9 ❑ 13 fractions to mixed numbers. fractions to improper
❑3 4 ❑
1. 6 love birds, 15 doves,
8 ❑ 10 13 15 fraction.
11 1. 2.
birds in a cage smallest 12 7
number of birds 12 5 5
19 3. 1. 8 2. 8
15/17 7 5/6 12 8 8
16 7
3. 6
17 24 10
7/5 21/9 6/13 4. 5.
3 5
5 1
Proper Improper Mixed 4. 2 5. 8
6 2
Fractions Fractions Numbers

J. Additional activities for Complete the problems by Write P if the given is a proper Change the following Fill in the box with the
application or remediation making a questions: fraction, I if it is an improper fractions to mixed numbers. correct number.
1. Andre wants to donate 140 fraction and M if it is a mixed 9 12 1 1
1. 2. 1.2 = 2. 8
pieces of ballpen and 80 number. 7 5 3 3
notebooks to the pupils of 1. 6 8/10 2. 9/8 15
Rosario Elementary School. He 3. 27/15 4. 4/5 3.
8 3 ❑ 5
wants to pack them in boxes. 5. 9 5/8 3.2 = 4. 2
5 ¿2 6
2. During the home Economic 13 17 2
class, Nena gathered 40 pieces 4. 5. 5. 5
3 5 6
of ampalaya and Abdul
gathered 48 pieces of eggplant.
They want to bundle them with
the same number of each
vegetable in the bundle.
V. REMARKS
VI. REFLECTION
A. No.of learners who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No.of learners who
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 innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
 GRADE 1 to 12 School UNSON ELEMENTARY SCHOOL Grade Level FOUR
DAILY LESSON LOG Teacher NIKAEL DONNA R. PERALTA Learning Area MATHEMATICS
(Pang-araw-araw na Teaching Dates and Time WEEK 5 Quarter 2ND Quarter
Tala ng Pagtuturo)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. Demonstrates understanding of factors and multiples and addition and subtraction of fractions
2. Demonstrates understanding of improper fractions and mixed numbers
B. Performance Standard 1. Is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and real-life situations.
2. is able to recognize and represent improper fractions and mixed numbers in various forms and contexts
C. Learning Change fractions to lowest terms Change fractions to lowest terms Visualize addition and Perform addition and
Competencies/Objectives subtraction of similar subtraction of similar SUMMATIVE TEST # 4
Write the LC code for each. fractions fractions

II. CONTENT NUMBER AND NUMBER SENSE

III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG PP. 139-141 TG PP. 139-141 TG PP. 142-164 TG PP. 147-149
2. Learner’s Material pages Learner’s Materials p. 108-110 Learner’s Materials p. 108-110 Learner’s Materials p. Learner’s Materials p. 115-
111-114 117
3. Textbook pages
4. Additional Material
from Learning Resource (LR)
Portal
B. Other Learning Resources Flash cards, charts Flash cards, charts Flash cards, charts Fractions written on
flashcards, chart
IV. PROCEDURES
A. Reviewing previous lesson Conduct a review on finding the Conduct a review on finding the Have a review on changing Have a review on changing
or presenting the new lesson. GCF using prime factorization, GCF using prime factorization, improper fractions to fractions from lowest
listing ,method and continuous listing ,method and continuous mixed numbers and vice terms.
 division division versa using the game
“where is my Partner?
Refer to TG p. 143-144
B. Establishing a purpose for Talk about doing household chores. Talk about doing household Talk about ways of Talk about garbage disposal
the lesson chores. keeping physically and the practice of
healthy. segregating biodegradable
and non-biodegradable
materials.
C. Presenting Examples/ Present the situation on p. 108 on Present the situation on p. 108 on Present the situation to Present the prob1lem
instances of the new lesson LM LM the class. under Explore and Discover
Ask the pupils to reads and Ask the pupils to reads and John and Raul jog on pages 115 and 116, LM
understand it. Then ask the understand it. Then ask the regularly. One morning, math grade 4. Have them
following questions on TG p. 140 following questions on TG p. 140 5 read the problem.
John jogged kilometer
8 What was the
3 project of SPG of Business
while Raul jogged School? What recyclable
8
kilometer. How many items did they collect?
kilometers did John and What does the problem ask
Raul jog altogether? How for? How will you solve the
much farther did John jog problem?
than Raul?

D. Discussing new concepts Discuss the Performing the Discuss the Performing the Group the pupils into 5 Group the pupils into 5. Let
and practicing new skills #1 Activities on TG p. 140 Activities on TG p. 140 Discuss the Performing them think of ways to solve
Discuss Processing the Activities on Discuss Processing the Activities the Activities on TG p. the problem.
TG p. on TG p. 144-145 Discuss the Performing the
Discuss Processing the Activities on TG p. 147-149
Activities on TG p. 145 Discuss Processing the
Activities on TG p.148
E. Discussing new concepts Ask the pupils to do exercises under Ask the pupils to do exercises Discuss the presentation Ask the pupils to do
and practicing new skills #2 Get Moving pp. 108 – 109 on LM under Get Moving pp. 108 – 109 under Explore and exercises under Get
on LM discover p. 111 on LM Moving pp. 116 on LM
F. Developing mastery For further Practice, ask the pupils For further Practice, ask the pupils For further Practice, ask For further Practice, ask
(Leads to Formative to work exercises under Keep to work exercises under Keep the pupils to work the pupils to work
Assessment 3) Moving on LM p.109-110 Moving on LM p.109-110 exercises under Keep exercises under Keep
Moving on LM p.112-113 Moving on LM p.116-117
G. Finding practical For more exercises, ask the pupils For more exercises, ask the pupils Ask the pupils to do Ask the pupils to do
applications of concepts and to A & B under Do Apply Your Skills to A & B under Do Apply Your exercises under Do Apply exercises under Do Apply
skills in daily living on p. 110 of LM Skills on p. 110 of LM Your Skills on p. 114 of LM Your Skills on p. 117 of LM
H. Making generalizations How do you reduce fractions to How do you reduce fractions to How do we visualize How do we add/subtract
and abstractions about the lowest terms? lowest terms? addition and subtraction similar fractions?
lesson of similar fractions?
I. Evaluating learning Express each fractions to Express each fractions to Ask the pupils to answer Find the sum or difference.
lowest term. lowest term. Keep Moving Set B 1 to 6 Express your answer in
8 9 6 4 10 8 on page 114 of LM Grade lowest terms if needed.
1. 2. 3. 1. 2. 3.
10 12 15 10 15 20 4 Write the answer on your
answer sheet.
4 3 6 5 3 3
4. 5. 4. 5. 1. + 2.
12 18 18 20 5 5
2 3
+
6 6

5 2 3 1
3. + 4. +
8 8 4 4

3 5
5. + 6.
7 73
4 3
−
5 5

9 5 5 3
7. − 8. −
10 10 6 6
2 1
9. − 10.
3 3
7 3
−
8 8

J. Additional activities for fill in the box with the Fill in the box with the Provide similar exercises Fill in the box with the
application or remediation correct numerator or correct numerator or for children to do at correct number.
denominator. denominator. home. 2 3
1. 1. + = ❑
3 ❑ 4 ❑ 1 ❑ 2 ❑ 7 7 7
1. = 2. = 1. = 2. =
4 12 5 15 4 20 5 10
2 3 ❑
2. + =
7 14 6 1 2 6 6 6
3. = 4. = ❑ 3. = ❑ 4. = ❑
9 ❑ 9 18 5 20 8 24
8 5 ❑
3. + =
10 10 10
 6 24 3 12
5. = 5. =
7 ❑ 4 16 13 11 ❑
+ =
4.
15 15 15

11
5. +2820= ❑
20 20

V. REMARKS
VI. REFLECTION
A. No.of learners who earned
80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No.of learners who
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 innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
 GRADE 1 to 12 School PATONG INTEGRATED SCHOOLSCHOOL Grade Level FOUR
DAILY LESSON LOG Teacher NIKAEL DONNA R. PERALTA Learning Area MATHEMATICS
(Pang-araw-araw na Teaching Dates and Time WEEK 6 Quarter 2nd Quarter
Tala ng Pagtuturo)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. Demonstrates understanding of factors and multiples and addition and subtraction of fractions
2. Demonstrates understanding of improper fractions and mixed numbers
B. Performance Standard 1. Is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and real-life situations.
2. is able to recognize and represent improper fractions and mixed numbers in various forms and contexts
C. Learning Visualize the subtraction of a Visualize addition of Visualize subtraction of Perform addition of Perform subtraction of
Competencies/Objectives fraction from whole number. dissimilar fractions dissimilar fractions dissimilar fractions dissimilar fractions
Write the LC code for each. Subtract fractions from whole
numbers

II. CONTENT
III. LEARNING RESOURCES
A. References

1. Teacher’s Guide pages Pp 150-153 TG PP. 154-156 TG PP. 154-156 TG PP. 157-159 TG PP. 157-159

2. Learner’s Material pages Pp 118-120 Learner’s Materials p. 121- Learner’s Materials p. 121- Learner’s Materials p. 124- Learner’s Materials p. 124-
123 123 126 126
3. Textbook pages

4. Additional Material
from Learning Resource (LR)
Portal
B. Other Learning Resources Charts, flashcards Fraction chart Fraction chart Activity cards Activity cards

IV. PROCEDURES
A. Reviewing previous lesson Review on renaming a whole Review on finding the least Review on finding the least Review on finding the LCM Review on finding the LCM
or presenting the new lesson. number as a fraction common multiple of two common multiple of two or LCD or LCD
numbers numbers
B. Establishing a purpose for Talk about friendship and Song Games Song Song
the lesson neighbors
C. Presenting Examples/ Present the problem Anton shared 4/10 meter Present the problem to the Present the problem to the Present this situation to
instances of the new lesson Ervin bought 1 meter of plastic and 3/5 meter of bamboo class class the class
cover for his notebook. He with his friends for their Sheryl has 7/8 bibingka she Alice shared ¼ slice of a cake Alice shared 1/3 slice of a
shared his plastic cover with his projects. How many meters shared ¼ with her classmate to her friends. Her sister cake to her friends. Her
classmate and only ¼ meter was of bamboo did Anton share What part of bibingka was shared 3/8 slice of cake to sister shared 3/6 slice of
left with him what part of the in all? left her friends. How many slices cake to her friends. How
plastic cover did Ervin share? of cake did they share many slices of cake did
altogether? Who shared they share altogether?
more cake? Who shared more cake? By
How much?

D. Discussing new concepts Discuss the presentation Discuss the presentation Discuss the presentation Discuss the Performing the Discuss the Performing the
and practicing new skills #1 Do Explore and Discover pp 118- Do Explore and Discover pp Do Explore and Discover pp Activities. Activities.
120LM 121 LM 121 LM Study Explore and Discover Study Explore and Discover
on LM p 124 on LM p 124
E. Discussing new concepts Ask the pupils to do exercises Ask the pupils to do Ask the pupils to do Ask the pupils to do Ask the pupils to do
and practicing new skills #2 under Do Get Moving pp 118 exercises under Do Get exercises under Do Get exercises under Get Moving exercises under Get
LM Moving pp 122 LM Moving pp 122 LM pp 126 LM Moving pp 126 LM
F. Developing mastery For further Practice, ask the For further Practice, ask the For further Practice, ask the For further Practice, ask the For further Practice, ask
(Leads to Formative pupils to work exercises under pupils to work exercises pupils to work exercises pupils to work exercises the pupils to work
Assessment 3) Keep Moving on LM p.83Solve under Keep Moving on LM under Keep Moving on LM under Keep Moving on LM exercises under Keep
Keep Moving pp 119-20 LM p.83Solve Keep Moving pp p.83Solve Keep Moving pp p.126 Moving on LM p.126
123 LM 123 LM
G. Finding practical For more exercises, ask the For more exercises, ask the For more exercises, ask the For more exercises, ask the For more exercises, ask the
applications of concepts and pupils to A & B under Do Apply pupils to A & B under Do pupils to A & B under Do pupils to A & B under Do pupils to A & B under Do
skills in daily living Your Sills p 120 LM Apply Your Sills p 123 LM Apply Your Sills p 123 LM Apply Your Skills on p. 126 Apply Your Skills on p. 126
of LM of LM
H. Making generalizations Guide the pupils to generalize as Lead the pupils to generalize Lead the pupils to generalize Guide the pupils to Lead the pupils to
and abstractions about the follows: as follows as follows generalize the following: generalize the following:
lesson How do we visualize subtraction How do we visualize addition How do we visualize How do you add dissimilar How do we subtract
of fraction from whole number? of dissimilar fractions? subtraction of dissimilar fractions? dissimilar fractions?
fractions?
I. Evaluating learning Draw regions or a number line Ask the pupils to solve the Subtract the following Add the ff.: Subtract the ff.:
to find the answer following by drawing regions 1) 2/4 – ½ 1) ¾ + ½ 1)4/5 – ½
1) 1 – 2/3 1) 4/5 + ½ 2) 5/9 – 1/3 2) 2/6 + 1/3 2) ¾ - ½
2) 2 – 1/5 2) ¾ + 5/8 3) ¾ - ½ 3) 4/5 + ¼ 3) 5/8 – 1/3
3) 3 – 5/6 3) 2/3 + 1/6 4) 4/5 – 1/3 4) 1/3 + 2/5 4) 10/20 – ½
4) 2 – 3/10 4) 3/5+ 1/3 5) 5/8 – 1/3 5) 6/9 + 2/3 5) 3/10 – 1/4
5) 4 – ¼ 5) 5/8 + 1/4

J. Additional activities for Draw regions to find the answer Ask the pupils to solve the Find the difference: Find the sum: Find the difference
application or remediation 1) 2- 3/5 following by drawing regions 1) 8/9 – 1/3 1) ¾ + 2/3 1) 4/7 – 3/ 21
2) 6 – 3/7 1) ¾ + ½ 2) 6/9 – 1/5 2) 5/9 + 2/3 2) 3/9 – 15/18
3) 3 – 5/8 2) 2/5 + 3/4
V. REMARKS

VI. REFLECTION

A. No.of learners who earned

80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No.of learners who
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 innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

GRADE 1 to 12 School UNSON ELEMENTARY SCHOOL Grade Level FOUR

DAILY LESSON LOG Teacher NIKAEL DONNA R. PERALTA Learning Area MATHEMATICS
(Pang-araw-araw na Teaching Dates and Time WEEK 7 Quarter 2nd Quarter
Tala ng Pagtuturo)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. Demonstrates understanding of factors and multiples and addition and subtraction of fractions
2. Demonstrates understanding of improper fractions and mixed numbers
B. Performance Standard 1. Is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and real-life situations.
 2. is able to recognize and represent improper fractions and mixed numbers in various forms and contexts
C. Learning Summative Test Solve word problems Solve word problems Create problems involving Create problems involving
Competencies/Objectives involving addition of involving subtraction of addition of fractions subtraction of fractions
Write the LC code for each. fractions fractions

II. CONTENT
III. LEARNING RESOURCES

A. References

1. Teacher’s Guide pages TG PP. 160-163 TG PP. 160-163 TG PP. 164-167 TG PP. 164-167

2. Learner’s Material pages Learner’s Materials p. 127- Learner’s Materials p. 127- Learner’s Materials p. 130- Learner’s Materials p. 130-
129 129 131 131
3. Textbook pages

4. Additional Material
from Learning Resource (LR)
Portal
B. Other Learning Resources Activity carts, charts of word Activity carts, charts of word Activity Cards, flashcards, Activity Cards, flashcards,
problems, flash cards problems, flash cards place value chart place value chart
IV. PROCEDURES
A. Reviewing previous lesson Review on changing Review on changing Review problem solving steps Review problem solving
or presenting the new lesson. dissimilar fractions to similar dissimilar fractions to similar and strategies. steps and strategies.
fractions fractions
B. Establishing a purpose for Games Song Talk about fruits and Talk about fruits and
the lesson vegetables grown in the vegetables grown in the
farm. farm.
C. Presenting Examples/ Present the problem Present the problem Present the table to the class Present the table to the
instances of the new lesson Kris baked a banana cake for Jeff jogged 5/8 km while The table below shows the class
her family. Her brother ate Jonathan jogged 7/12 km . number of kg of vegetables The table below shows the
3/10 while her sister ate ¼ . Who jogged longer? By how harvested by Cyryll and number of kg of vegetables
How much cake did they eat many kilometre? Cyrus. harvested by Cyryll and
in all? Cyrus.
D. Discussing new concepts Discuss the presentation Discuss the presentation Study Explore and Discover Study Explore and Discover
and practicing new skills #1 Do Explore and Discover pp Do Explore and Discover pp on LM p.130 on LM p.130
127 LM 127 LM
E. Discussing new concepts Do Get Moving pp 128 LM Do Get Moving pp 128 LM Ask the pupils to do exercises Ask the pupils to do
and practicing new skills #2 under Get Moving pp 131 exercises under Get
 LM Moving pp 131 LM
F. Developing mastery Solve Keep Moving pp 128 Solve Keep Moving pp 128 For further Practice, ask the For further Practice, ask the
(Leads to Formative LM LM pupils to work exercises pupils to work exercises
Assessment 3) under Keep Moving on LM under Keep Moving on LM
p.131 p.131
G. Finding practical Do Apply Your Sills p 129LM Do Apply Your Sills p 129LM Do Apply Your Skills on p. Do Apply Your Skills on p.
applications of concepts and 131 of LM 131 of LM
skills in daily living
H. Making generalizations Lead the pupils to generalize Lead the pupils to generalize Lead the pupils to generalize Lead the pupils to
and abstractions about the the following: the following: the following: generalize the following:
lesson What are the steps in solving What are the steps in solving
word problems? word problems? How do you create problems How do you create
How do we solve word How do we solve word involving addition of problems involving addition
problems? problems? fractions? of fractions?
I. Evaluating learning Read and understand the Read and understand the Name fruits Quan Create,One step word
problem then solve: problem then solve: tity problem involving
Mitchell has 9/10 meter of Elena shared 3/9 of her Sharon banana 1/4 subtraction of fractions
ribbon. Sheens’s ribbon is ½ chocolate to Lilia. What part Tony apple 3/4 1. Paul – ¾ m
meter longer than than was left of Elena’s chocolate Using the data below create, 2. James – ½ m
Mitchies . How many meters if the original size of the One step word problem
of ribbon do the girls have chocolate is 15/18? involving addition of
altogether? fractions
J. Additional activities for Read and solve: Joseph walked 5/8 km in Create word problem using Create word problem using
application or remediation Mrs. Romero bought 12/16 going to school while Michael addition of fractions subtraction of fractions
kg of cabbage, 7/8 kg of walked 4/16 km . Who 1. Chito – 2/3 m 1) Mike – 2/5 m
carrots and ¼ kg of walked longer and by how 2. Tony – 1/6 m 2) Eli – 6/8 m
tomatoes. How many kg of many kilometre?
vegetables did Mrs. Romero
buy?
V. REMARKS

VI. REFLECTION

A. No.of learners who earned

80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No.of learners who
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 innovation or
localized materials did I
use/discover which I wish to
share with other teachers?

GRADE 1 to 12 School PATONG INTEGRATED SCHOOL Grade Level FOUR

DAILY LESSON LOG Teacher GETRUDIS BENEDICTA T. UNCIANO Learning Area MATHEMATICS
(Pang-araw-araw na WEEK 8 (JANUARY 9-13, 2023) 2nd Quarter
Teaching Dates and Time Quarter
Tala ng Pagtuturo)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard 1. Demonstrates understanding of factors and multiples and addition and subtraction of fractions
2. Demonstrates understanding of improper fractions and mixed numbers
B. Performance Standard 1. Is able to apply knowledge of factors and multiples, and addition and subtraction of fractions in mathematical problems and real-life situations.
2. is able to recognize and represent improper fractions and mixed numbers in various forms and contexts
C. Learning Visualize decimals numbers Rename decimal Rename fractions whose Give the place value and value of a
Competencies/Objectives using models like blocks. numbers to fractions denominators are factors of 10 digit of a given decimal number
Write the LC code for each. Grids, number lines, and whose denominators are and 100 to decimal numbers through hundredths
money to show relationship factors of 10 and 100
to fractions.
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages TG PP. 176-178 TG PP. 179-182 TG PP. 182-186 TG PP. 186-189
2. Learner’s Material Learner’s Materials p. 133- Learner’s Materials p. Learner’s Materials p. 140-141 Learner’s Materials p. 142-144
pages 136 137-139
3. Textbook pages
4. Additional Material
from Learning Resource (LR)
Portal
B. Other Learning Resources grid paper, play money chart and grid flash cards having regions place value chart and cards
(paper bills), coins, cubes and partitioned into equal parts
blocks, drawing of a number
line
IV. PROCEDURES
A. Reviewing previous Conduct a review on naming Conduct a review on Conduct a review on naming Have a game on renaming fractions
lesson or presenting the fractional part naming fractional parts fractional part that Game: Show to decimals and vice versa.
new lesson. Ask: What part of the that are shaded Mw Who I Am Refer to TG p. 187
whole is the shaded part? Refer to TG p. 180 Refer to TG p. 183

B. Establishing a purpose for Ask the pupils if they have Ask the pupils about the Ask the pupils to give situations Ask the pupils about the concept
the lesson gone to a bakeshop, what following: that they have done to their and meaning of 6. What does 6
things they bought and the 1. favorite color of a cake classmates which showed mean to them? How about 0.6?
amount they paid. 2. favorite design of a kindness. Elicit from them that how do you read it?
cake being kind to their classmates is
3. favorite flavor of a important..
cake
4. the parts of the cake
they consumed
Let the pupils explain
why these are their
favourites. Lead them to
 see that these cakes are
available in a bakery and
sometimes can be baked
at home.
C. Presenting Examples/ Present this situation to the Mrs. Paglinawan went to Present this situation to the Present the chart to the class
instances of the new lesson class. a nearby bakery. She class.
Tabern went to a bought a birthday cake Let the pupils study the

Place Value

Hundredth
bakeshop. He bought a with chocolate flavor for illustration below and lead them

Decimal

Tenths
Point
ones
cassava pie for his snack. He her p- year old daughter. to find out how fractions and

s
sliced the pie into four equal When she reached decimals mean the same
parts and gave 3 parts to his home, she divided the numbers. Valu 1 . 1 1
friends. What decimal part of cake into 10 equal parts. e 10 100
the pie was given to his If the children shared 0.8
friends? part from the cake, what 3 0 . 7 5
fractional part of the What is the equivalent of in
10
cake was shared by the decimal form? How do you
children? 3
rename to decimal? Let the pupils study the place value
10 chart, then answer the following
Integrate the values of Refer to TG p. 184 questions.
sharing and accuracy
1. What is the first place value to
Refer to TG p.
the right of the decimal point? What
180
is the value?
What fractional part of the 2.what is the next place value to the
region is shaded? right of the tenths place? What is its
7 value?
How will you rename to
10 3. What is the digit in ones place?
decimal form? What is its value?
Refer to TG p. 184 Refer to TG p. 188

D. Discussing new concepts Group the pupils into 4 Discuss the Performing Group the pupils into 5 Do Performing of Activities on TG p.
and practicing new skills #1 working teams and have the Activities on TG p. 1 Do Performing of Activities on 188
them perform the task Group the pupils into 4 TG p. 185 Group the class into 5
Discuss the Performing the working teams and have Discuss the Processing the
Activities on TG p. 177 them perform the task. Discuss the Processing the Activities on TG p. 188
Discuss the Processing the Each group works on Activities on TG p. 185
Activities on TG p. 133 every station
simultaneously.
Discuss the Processing
the Activities on TG p.
 181
E. Discussing new concepts Study Explore and Discover Study Explore and Discuss Explore and Discover on Discuss Explore and Discover on LM
and practicing new skills #2 on LM p.133 Discover on LM p.137 LM p.140 on LM p.142 on LM
Do Get Moving pp 134-135
LM
F. Developing mastery Do Keep Moving A pp 135 Do Get Moving pp 137 Let the pupils answer exercises Let the pupils answer exercises
(Leads to Formative LM on LM and Keep Moving under Get Moving and Keep under Get Moving p. 143 and Keep
Assessment 3) pp 138 on LM Moving pp 141 – 1 on LM Moving pp 143 on LM
G. Finding practical Do Apply Your Skills 6-10 p Do Apply Your Skills Do Apply Your Skills p. 141 on Do Apply Your Skills p. 144 on LM
applications of concepts and 135-136 on LM p.139 on LM LM
skills in daily living
H. Making generalizations How do you visualize decimalLead the pupils to give Lead the pupils to give the ff. Lead the pupils to give the ff.
and abstractions about the numbers? How do you the ff. generalization by generalization by asking: How do generalization by asking: What are
lesson identify the number of equalasking: How do you you rename fractions to decimal the place value and the value of the
parts of the whole unit? rename decimals to numbers? digits after the decimal point?
fractions?
I. Evaluating learning Using models, visualize the Express the following as Express the following as Give the place value and the value
following decimal numbers. fractions: decimal numbers: of the digits 5,6,7,8, and 9.
1. 0.20 2. 0.25 1. 0.20 2. 0.04 4 7 1. 0.56 2. 0.65
1. 2.
3. 0.50 4. 0.75 3.0.64 4. 0.08 10 100 3. 0.75 4. 0.85
5. 0.90 5. 0.56
25 75 5. 0.95
3. 4.
100 100
3 9
5. 6.
4 20

12 18
7. 8.
50 25

3 24
9. 10.
5 20

J. Additional activities for Visualize the following Rename the following Express the following as decimal Give the place value and the value
application or remediation decimal numbers using the decimal numbers in numbers: of the underlined digit.
grid. fractions. 5 10
1. 2.
1. 0.10 2. 0.20 1. 0.45 10 100 Decimal Place Value
3. 0.30 4. 0.40 2. 0.54 6 Numbers Value
5. 0.50 3. 0.65 3.
10 1. 0.52
2. 0.26
 4. 0.75 60 90 3. 0.29
4. 5.
5. 0.90 100 100 4. 0.48
5. 0.72

V. REMARKS
VI. REFLECTION
A. No.of learners who
earned 80% on the
formative assessment
B. No.of learners who
require additional activities
for remediation.
C. Did the remedial lessons
work? No.of learners who
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 innovation or
localized materials did I
use/discover which I wish to
share with other teachers?
PREPARED BY:
GETRUDIS BENEDICTA T. UNCIANO
SUBJECT TEACHER CHECKED BY:
DR. ROSE VITCHIE R. CALPITO
PRINCIPAL
 GRADE 1 to 12 School PATONG INTEGRATED SCHOOL Grade Level FOUR
DAILY LESSON LOG Teacher GETRUDIS BENEDICTA T. UNCIANO Learning Area MATHEMATICS
(Pang-araw-araw na Teaching Dates and Time WEEK 9 Quarter 2nd Quarter
Tala ng Pagtuturo)

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

I. OBJECTIVES
A. Content Standard Demonstrates understanding of multiplication and division of whole numbers including money

B. Performance Standard Is able to apply multiplication and division of whole numbers including money in mathematical problems and real-life situations

C. Learning Read and write decimal SUMMATIVE TEST Round decimal numbers to Compare and arrange Compare and arrange
Competencies/Objectives numbers through hundredths the nearest whole numbers decimal numbers decimal numbers
Write the LC code for each. and tenths.
II. CONTENT
III. LEARNING RESOURCES

A. References TG PP. 192-194 TG PP. 195-198 TG PP. 195-198

1. Teacher’s Guide pages TG PP. 189-191 Learner’s Materials p. 148- Learner’s Materials p. 151- Learner’s Materials p. 151-
150 153 153
2. Learner’s Material Learner’s Materials p. 145-147
pages
3. Textbook pages

4. Additional Material
from Learning Resource (LR)
Portal
B. Other Learning Resources Place value chart Activity carts, flashcards, Place value chart, flashcards, Place value chart,
number line number line flashcards, number line
IV. PROCEDURES
A. Reviewing previous lesson Review on identifying place Review on rounding whole Review on comparing whole Review on comparing
or presenting the new lesson. value and value of digit in a numbers numbers whole numbers
decimal number 1)456
2)537

B. Establishing a purpose for Song Have pupils walk 5 steps Have you experienced Have you experienced
the lesson forward and backward for 2 buying something from the buying something from the
or 3 times grocery? grocery?
C. Presenting Examples/ Present the illustration below to Present the situation below Present the situation below Present the situation
instances of the new lesson the class to the class to the class below to the class
0.5 Matt and Kat Were 1. Cyryll –Php 0.25 4. Cyryll –Php 0.25
Competing with each other 2. Cyrus- Php 0.50 5. Cyrus- Php 0.50
to walk a distance in 1 3. Tabern – Php 0.75 6. Tabern – Php 0.75
minute. Matt recorded the Compare the amounts of Compare the amounts
distance of 16.67 m while change receivedby Cyryll of change receivedby
Kat haad a distance of 14.45 and Cyrus Cyryll and Cyrus
m. Who walked a longer
distance in 1 minute?
D. Discussing new concepts Discuss the presentation Discuss the presentation Discuss the presentation Discuss the presentation
and practicing new skills #1 Do Explore and Discover pp 145 Do Explore and Discover pp Do Explore and Discover pp Do Explore and Discover
LM 148 LM 151 LM pp 151 LM
E. Discussing new concepts Do Get Moving pp 146 LM Do Get Moving pp 149 LM Do Get Moving pp 152 LM Do Get Moving pp 152 LM
and practicing new skills #2
F. Developing mastery Solve Keep Moving pp 146-147 Solve Keep Moving pp 149- Solve Keep Moving pp 153 Solve Keep Moving pp 153
(Leads to Formative LM 150 LM LM LM
Assessment 3)
G. Finding practical Do Apply Your Sills p 147 LM Do Apply Your Sills p 150 LM Do Apply Your Sills p 153 LM Do Apply Your Sills p 153
applications of concepts and LM
skills in daily living
H. Making generalizations How do you read and write How do you round decimal How do you compare How do you compare
and abstractions about the decimal numbers? numbers to the nearest decimal numbers? decimal numbers?
lesson whole numbers and tenths? How do you order or arrange How do you order or
decimal numbers fro least to arrange decimal numbers
greatest? Or from greatest fro least to greatest? Or
to least? from greatest to least?
I. Evaluating learning Read the decimals and write Round the ff. decimal Compare the decimals using Compare the decimals
them in words numbers to the nearest >, <, or = using >, <, or =
1) 0.56 whole number and tenths 1) 0.56 ___ 0.65 6) 0.56 ___ 0.65
2) 0.65 1)3.52 2) 0.08___0.80 7) 0.08___0.80
3) 0.75 2)4.26 Arrange the decimal Arrange the decimal
4) 0.85 3)5.29 numbers from least to numbers from least to
5) 0.95 4) 6.48 greatest greatest
5) 7.72 3) 0.46, 0.09, 0.56, 0.65 8) 0.46, 0.09, 0.56,
4) 0.5, 0.8, 0.4, 0.6 0.65
5) 0.18, 0.08, 0.81, 0.80 9) 0.5, 0.8, 0.4, 0.6
10) 0.18, 0.08, 0.81,
0.80
J. Additional activities for Read and write the ff. decimals Round the ff. decimal Compare the decimals using Compare the decimals
application or remediation 1) 0.3 numbers to the nearest >, <, or = using >, <, or =
2) 0.4 whole number and tenths 1) 0.96 ___ 0.95 1) 0.96 ___ 0.95
1) 4.03 2) 0.48___0.86 2) 0.48___0.86
2) 4.76 Arrange the decimal Arrange the decimal
numbers from least to numbers from least to
greatest greatest
3) 0.96, 0.79, 0.26, 0.65 3) 0.96, 0.79, 0.26,
4) 0.7, 0.2, 0.9, 0.2 0.65
5)0.18, 0.08, 0.81, 0.80 4) 0.7, 0.2, 0.9, 0.2
5)0.18, 0.08, 0.81, 0.80
V. REMARKS

VI. REFLECTION

A. No.of learners who earned

80% on the formative
assessment
B. No.of learners who require
additional activities for
remediation.
C. Did the remedial lessons
work? No.of learners who
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 innovation or
localized materials did I
use/discover which I wish to
share with other teachers?