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Lesson Exemplar
Quarter 2 1
Lesson

for Mathematics 1

PILOT IMPLEMENTATION OF THE MATATAG K TO 10 CURRICULUM

Lesson Exemplar for Mathematics Grade 4
Quarter 2: Lesson 1 (for Week 2)
SY 2023-2024

This material is intended exclusively for the use of teachers participating in the pilot implementation of the MATATAG K to 10 Curriculum during the
School Year 2023-2024. It aims to assist in delivering the curriculum content, standards, and lesson competencies. Any unauthorized reproduction, distribution,
modification, or utilization of this material beyond the designated scope is strictly prohibited and may result in appropriate legal actions and disciplinary measures.

Borrowed content included in this material are owned by their respective copyright holders. Every effort has been made to locate and obtain permission
to use these materials from their respective copyright owners. The publisher and development team do not represent nor claim ownership over them.

Development Team
Writers:
• Lorelie B. Santelices (Ateneo de Naga University)
• Ma. Jeanette O. Naval, Ph.D. (Ateneo de Naga University)
Validators:
• Aurora B. Gonzales, Ph.D. (Philippine Normal University)
• Lalaine Ann Manuel, Ph.D. (Central Luzon State University)

Management Team
Philippine Normal University
Research Center for Teacher Quality
SiMERR National Research Centre

Every care has been taken to ensure the accuracy of the information provided in this material. For inquiries or feedback, please write or call the Office
of the Director of the Bureau of Learning Resources via telephone numbers (02) 8634-1072 and 8631-6922 or by email at [email protected].

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 MATHEMATICS/ GRADE 4/ QUARTER 2 (LESSON 1 – for Week 2)

I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES

A. Content The learners should have knowledge and understanding of …

Standards • Multiplication of whole numbers with products-up to 1 000 000, division of up to 4-digit numbers by up to 2-digit
numbers, and the MDAS rules.

B. Performance By the end of the quarter, the learners are able to ...
Standards ● perform multiplication of whole numbers with products up to 1 000 000.
● perform division of up to 4-digit numbers by up to 2-digit numbers.
● perform different operations by applying the MDAS rules.

C. Learning 1. Solve multi-step problems involving one or more of the four operations with results of calculations up to
Competencies 1,000,000, including problems involving money.
and Objectives 2. Divide two numbers with and without regrouping 3- to 4-digit numbers by 1-digit numbers

C. Content A. Problem Solving on Multiplication

B. Dividing Whole Numbers

D. Integration Principles of Values Education/Christian Living Education, Concepts in Socio-Economic, Science and Music

II. LEARNING RESOURCES

● iStockphoto LP. (2023). Money Saving stock illustration [Image]. iStock. https://encrypted-
tbn0.gstatic.com/images?q=tbn:ANd9GcQWfIM45SlDszRBuFKXEULd96b-mtKsInRrRoc769Y61Q&s
● Math Songs by NUMBEROCK. (2015, September 17). Long Division Song | 1-DIgit Divisors | 3rd Grade & 4th Grade [Video]. YouTube.
https://www.youtube.com/watch?v=VvQelzRQe7k
● TheAnimatedClassroom. (2011, March 2). The Steps to Long Division [Video]. YouTube.
https://www.youtube.com/watch?v=0uZiqk_ZdcA
● Other learning resources needed for this lesson: Multiplication Flash Cards, Division Flash Cards, and Manipulatives (place value discs)

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III. TEACHING AND LEARNING PROCEDURE NOTES TO TEACHERS

a. Activating Prior Short Review

Knowledge Review for Day 1 and 2
• On Multiplication - Use Multiplication Flash Cards to review
Multiplication Facts.
• Division - Use Division Flash Cards to review Division Facts. Review for Day 3 to 5

What do you call a natural calamity brought about by strong winds with heavy rains
that may cause flood, landslide and destruction of structures?

Write on the line the letter corresponding to the quotient to decode the word.

1) 25 ÷ 5 = ____ N
2) 9 ÷ 3 = ____ T
3) 20 ÷ 2 = ____ O
4) 16 ÷ 4 = ____ H
5) 7 ÷ 1 = ____ Y
6) 18 ÷ 9 = ____ P
7) 4 ÷ 4 = ____ O

____ ____ ____ ____ ____ ____ ____

3 7 2 4 10 1 5

Have you ever experienced this kind of calamity?

Feedback (Optional) The teacher will elaborate on the

students’ answers.

b. Establishing Lesson Purpose

Lesson Purpose Problem Opener:
Possible answers:
Sarah saves a portion of her daily allowance. She saves l5 pesos a) repeated addition
every day for Christmas. b) skip counting
• How much will she save in 40 days? c) multiplication
• How will you get the total savings?
• From the responses, which will give you the answer easily?
Why?
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 Today we will be solving word problems on multiplication.

Unlocking Content Area Vocabulary For Day 1 and 2

A. Let us recall the Steps in Problem Solving: The teacher may use other ways to
present the steps in problem solving.
U P A C or Think – Plan – Solve – Look Back Example:
1st Step – Understand the Problem (Think) • GAPESA
Identify what are given and what is asked. • G-given
2nd Step– Devise a Plan (Plan) • A-asked
Choose an appropriate strategy in solving the problem. • P-process
3rd Step– Answer or Carry Out the Plan (Solve) • E-equation
• S-solve
After identifying a strategy to use, solve and answer the problem.
• A-answer
4th Step– Check (Look Back)
Check your answer if it is correct.
Have time to reflect and look back on what you have done.
What worked and what did not work?

What words imply multiplication?

(possible answers: “total”; double/triple; altogether; in all)
For Day 3 to 5
B. Recall the parts of a division sentence.
The teacher will explain each word.
division equal Provide other examples if there is
sign sign difficulty identifying the parts.
↑ ↑
30 ÷ 6 = 5 → quotient
↙ ↘
dividend divisor

48 ÷ 5 = 9 r. 3 → remainder

c. Developing and Sub-Topic 1: Problem Solving on Multiplication

Deepening
Understanding Explicitation For Day 1 and 2
• Let us solve the following multiplication story. The teacher may ask more questions or
rephrase the questions.

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 After a typhoon, 1 200 people were brought to an evacuation center. The local
government provided 3 meals a day for each evacuee for 12 days. How many
meals did the local government provide in all?

Solution:
• Step 1: (Think)
Answer to the questions:
What are given in the problem? a. 1200
a) How many evacuees were there? b. 3 meals per day
b) How many meals a day per person did the government prepare? c. 12 days
c) For how many days?

What is asked in the problem?

• Step 2: (Plan) Number sentence:

a) How will you solve the problem? (1, 200 x 3) x 12 = n (number of meals)
b) What operations will you carry out?
c) What strategy will you use?
d) Is there a hidden question? If yes, what is the hidden question?
e) What is the number sentence?

• Step 3: (Solve)
Carry out the operation(s).

• Step 4: (Look Back)

Check your answer if it is correct. Have time to reflect and look back on
what you have done. What worked and what did not work?

Worked Example
• Let us solve another problem.

Adelle bought 4 sets of uniforms. She paid 640 pesos for each set. She gave
3,000 pesos to the cashier. How much change did she get?

(Follow the steps in problem solving.)

• Step 1: (Think)
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 Given: 4 sets of uniform; 640 pesos each set; 3,000 pesos payment
Asked: How much change did she get?
• Step 2: (Plan)
Hidden Question: What is the total cost of the uniforms?
Number Sentence: 3,000 - (640 x 4) = n
• Step 3: (Solve)
640 x 4 = 2,560
3,000 - 2,560 = 440
Answer: She got a change of 440 pesos.

• Step 4: (Look Back)

Review your answer. Is it correct?

Lesson Activity Answer Worksheet No. 1

• Solve on your own. Follow the steps in problem solving.
A two-day musical event sold 1,000 tickets on the first day and 935 tickets on
the second day. If each ticket costs 700 pesos, how much does the musical
event earn from the ticket sales?

Sub-Topic 2: Dividing 3 to 4-Digit by 1-Digit Numbers Without Regrouping

Worked Examples: For Day 3 to 5

The teacher may use base 10 blocks
• Divide using pictorial representation (place value discs) instead of place value discs. You may
a. 426 ÷ 2 use PowerPoint presentation in
On a place value chart form 426 using discs. implementing this activity or make
improvised materials.
Hundreds Tens Ones

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Group the discs under each place value by 2s as shown below.
Hundreds Tens Ones
Ask the learners to count how many
groups there are under each place
value.

2 1 3
Tell the students that 213 is the answer
426 ÷ 2 = 213 to the problem 426 ÷ 2.

b. 6,905 ÷ 3
Thousands Hundreds Tens Ones

6 9 0 5

Group the discs under each place value by 3s. Group the discs under each place
Thousands Hundreds Tens Ones value by 3s. Then, count how many
groups there are under each place
value.

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 2 3 0 1

6,905 ÷ 3 = 2,301 r. 2
Under the one’s column, there is 1 group of 3 and a remainder of 2.

Divide using Long Division

• Recall: DMSB (Divide-Multiply-Subtract-Bring Down) The teacher may ask the pupils to
In long division we write the dividend inside the division house and the divisor think of their own representation of the
outside the division house. To easily remember the division process, we think division process (DMSB)
of the members of the family who lives in the house.
Representations: DMSB – Dad-Mom-Sis-Bro

a) 426 ÷ 2 The teacher will discuss the division

process step by step.

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 b) 6,905 ÷ 3

Lesson Activity
Answer Worksheet No. 2
• Find the quotient of the following numbers using the corresponding
methods
a) 664 ÷ 6 (pictorial)
b) 8,480 ÷ 4 (long division)
c) 704 ÷ 7 (long division)
d) 8,624 ÷ 2 (long division)

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Sub-Topic 3: Dividing by 1-Digit Number with Regrouping

• Divide using pictorial representation: 235 ÷ 5

Hundreds Tens Ones

Group the discs under each place value by 5s.

2 hundreds are not enough to make a group of 5, so we need to regroup
Hundreds Tens Ones

Regroup 2 hundreds.
2 hundreds = 20 tens

Group the tens by 5s.

Regrou There are 4 groups.
p
Regroup the extra 3 tens.
3 tens = 30 ones

Group the ones by 5s.

There are 7 groups.

Regroup

4 7

235 ÷ 5 = 47

• Divide using Long Division

Recall: DMSB (Divide-Multiply-Subtract-Bring Down)

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 In long division we write the dividend inside the division house and the
divisor outside the division house. To easily remember the division process,
we think of the members of the family who lives in the house.
Representations: DMSB – Dad-Mom-Sis-Bro

a) 234 ÷ 5 The teacher will discuss the division

process step by step.

Note:
2 hundreds 3 tens = 23 tens

Notes:
b) 3,206 ÷ 7 3 thousands 2 hundreds
= 32 hundreds

What the video on long division

without remainder:
• https://www.youtube.com/watch?
v=0uZiqk_ZdcA

What video on long division with

remainder:
• https://www.youtube.com/watch?
v=VvQelzRQe7k

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 Lesson Activity
Answer Worksheet No. 3
• Find the quotient of the following numbers using the suggested
method.
a) 984 ÷ 7 (pictorial)
b) 2,118 ÷ 4 (long division)
c) 580 ÷ 9 (long division)
d) 8,319 ÷ 6 (long division)

a) Making Learners’ Takeaways Provide time for the students to write

Generalizations a) Which strategy do you find easy to perform? or discuss their answers to the
following questions.
b) In what situations can you use division?
c) What values did you learn from the lesson?

Reflection on Learning
• Perform the task as presented in the illustration.

IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S REFLECTION NOTES TO TEACHERS

A. Evaluating Formative Assessment Teachers may encourage learners to

Learning a. Solve the problem below (on Multiplication): have a quiz notebook to monitor
learners’ academic progress. The quiz
Chad buys a tablet at 20,000 pesos and sells it for 22,500 pesos. If he sells
15 computers, how much profit does he make?
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 notebook may also serve as homework
b. Find the quotient by division without regrouping: notebook.
1. 632 ÷ 3
2. 4,082 ÷ 2

c. Find the quotient by division with regrouping:

1. 5,824 ÷ 8
2. 467 ÷ 5

Homework (optional)

B. Teacher’s Note observations on Teachers are encouraged to record

Remarks any of the following Effective Practices Problems Encountered relevant observations or any critical
teaching events that influence on the
areas: attainment of the lesson objectives.
Use or modify the provided template in
strategies explored recording the notable instructional
areas or concerns.

materials used In addition, notes here can also be on

tasks that will be continued the next
day or additional activities needed.

learner engagement/
interaction

others

C. Teacher’s Reflection guide or prompt can be on: Entries on this section are teacher’s
Reflection ▪ principles behind the teaching reflections about the implementation
of the whole lesson, which will serve as
What instructional beliefs/ orientation/ principles informed the design and inputs for the LAC sessions. Use or
delivery of the lesson? modify the provided guide questions in
What factors did I consider in teaching lesson? eliciting teacher’s insights.

▪ students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

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 What are my students’ difficulties in learning the mathematical concepts?
How did my students appreciate my instruction?

▪ ways forward
What could I have done differently?
What can I explore in the next lesson?

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