GR 4 Mathematics 1st 4th

1ST
MATHEMATICS IV
Date: ___________
I. Objective:
Identify numbers from 100,001 through millions/billions.
II. Learning Content:
Identifying numbers from 100,001 through millions/billions.
References:BEC-PELC I A. 1.1
Enfolding Mathematics IV
Materials: flashcards, charts
III.Learning Experiences:
A. Preparatory Activity:
1. Drill: Basic Subtraction facts using flashcards.

65-12=
6 - 4=
7-3=
9-7=
127-105=
10-6=
17-9=
12-9=
2. Review: Rounding off numbers to the nearest tens and thousands.

a. 74 325
b. 25 936 c. 127 547
d. 31 247
B. Developmental Activities:
1. Motivation:
Do you think the sentences are easy to read and understand? Why?
What number do you think the numeral represents?
2. Presentation:
Read the data
Traffic in Metro Manila is heavy because nearly one-half of the 2
904 487 vehicles in the country are registered here.
a. What is the given number? (2 904 487)
b. How do we read it? (2 million, 904 thousand, 487)
c. How do we write it as words?
(Two million, nine hundred four thousand, four hundred eightyseven)
d. Is the number easy to read and understand? Why?
(Yes, because it is written in standard form)
3. Practice Exercises:
Put a check () if the number is in millions and a cross (x) if it is

in billions.
_____ 1. 6 386 798
_____ 3. 17 633 549
_____ 2. 76 998 584
4. Generalization:
How do you identify a number if it is a million or a billion?
5. Application:
Read the data. Write the number words in figures.
1. One drop of blood contains about five million red blood cells.
2. The human eye can see more than seven million five undred
thousand color differences.
IV. Evaluation:
Write T if the number is thousand, M if it is in million and B if it is in
billion.
____ 1. 6 034 597
____ 2. 145 793 000
____ 3. 206 000 371 148
V. Assignment:
Estimate the given numbers. Copy only the number that does not
belong to the group.
1. 718 345 210 340 2. 50 307 501
3. 258 1254
151 968 254
500 089 621 543
508 768
219 742 036
15 718 260 345
8 696 425
MATHEMATICS IV
Date: ___________
I. Objective:
Identify the place value/value of a 6 or more digit in a given numeral
Identifying the place value/value of a 6 or more digit in a given numeral
Materials: place value chart, number cards, flashcards
1. Drill:
Have a drill in the form of a game. Number Tag Game
a. Each group will have a set of numbers from 0 to 9.
b. Pupils will form the number given by the teacher. The number
must be less than 6 digits.
Example: 79 381
c. First group to form the digit will be the winner.
2. Review: Reading and writing numerals in the standard form using
many ways.
Match column A to column B
A
B
37
1th 3h 5t 6 ones
145 Thirty seven
1356 Eight hundred twenty-six thousand one
hundred forty one
24
1 hundred 4 tens 5 ones
295
86
20 000 + 4 000 + 200 + 90 + 5
141
1. Motivation:
Ask the pupils why smaller pupils are seated in front while the
bigger pupils are seated at the back.
2. Presentation:
Tell the pupils that numbers are like people that can be grouped
in many ways.
Discuss the many ways in representing numbers in standard
form.
3 765
a. Word form: three thousand seven hundred sixty five
b. Number and abbreviation form: 3th 7h 6t 5ones
c. Number and word: 3 thousand 7 hundreds 6 tens 5 ones
Show the place value chart this time

extending up to the hundred billions place. Tell the pupils that
our system of numeration has numbers grouped in threes, we
call PERIODS.
Write each digit of the given number in the correct place using
the place value chart.
1. 144 785
2. 27 436 192
Identifying Cardinal numbers from 10 001 to 100 000.

4. Generalization:
Recall the steps in identifying the place value and value of a digit
in a given numeral. Show more examples.
5. Application:
Write each digit of the given number in the correct place using the
place value chart.
1. 144 785
2. 27 436 192
IV. Evaluation:
Give the value of each digit in the th number 27 436 198.
a. 2 ______
c. 4 ______
e. 6 ______
g. 9 ______
b. 7 ______
d. 3 ______
f. 1 ______
h. 8 ______
V. Assignment:
The distance traveled by light in one year is 9 405 560 800 km.
a. What digit occupies each of this place value?
Thousands
Hundreds
Millions
Hundred thousands
Hundred millions
b. What is the value of the underlined digit?
972 500
4 856
MATHEMATICS IV
Date: ___________
I. Objective:
Read and write numbers through millions/billions in symbols.
Reading and writing numbers through millions/billions in symbols.
Materials: flashcards, number cards, place value chart
1. Drill: Read the following numerals.
a.
834 173
b. 629 495
186 342
c. 784 341
d.
2. Review:
Give the place value and the value of the underlined digit.
a. 8 473 180 b. 789 184 743
c. 196 347
d. 3 480
786
1. Motivation:
Show and discuss the place value chart
2. Presentation:
Show another numbers written on flashcards. Put each number
on each corresponding place in the chart.
3 498 765 021
a. How many digit are there in one periods?

b. What are they? How many ones? Tens? Hundreds?
c. How about in the thousands period? Millions? Billions? Read your
work. Can you write them in words?
Write the following in standard form?
1. One billion, three hundred forty-eight million, five hundred
twenty-six thousand, three hundred eleven
2. Three hundred eight billion, two hundred nine million, six

hundred seventy-nine thousand, six hundred
3. Seven billion, eighty-three
4. Generalization:
What are the rules in writing large numbers?
5. Application:
Write the following in standard form.
1. One billion, three hundred forty-eight million, five hundred
twenty six thousand, three hundred eleven.
2. Three hundred eight billion, two hundred nine million, six
hundred seventy-nine thousand, six hundred.
IV. Evaluation:
Match column A with column B. Write the letter of the correct answer
on the blank provided for,
A
___ 1. five billion, three thousand two
___ 2. five billion,
three million, two hundred
___ 3. fifty billion, three million, twenty
___ 4. five hundred billion, thirty million, two thousand
___ 5. five billion,
three hundred million twenty thousand
a.
b.
c.
d.
e.
B
50 300 000 020
5 000 300 002
5 300 020 000
5 003 000 200
500 030 002 000
V. Assignment:
Write ten numbers in the standard form up to millions/billions.
MATHEMATICS IV
Date: ___________
I. Objective:
Read and write numbers through millions/billions in words
Reading and Writing Numbers through Millions/Billions in Words
1. Drill:
Reading of numbers.
242 286 000 723
305 160 748 000
246 386 148
2. Review:
Teacher will dictate these numbers pupils will write them in their
show cards.
682 468 210
3 743 283 651
946 569 321
1. Motivation:
How many digit has 723 964 157 386? Can you write it in words?
2. Presentation:
The land surface of the earth is 148 892 864 square kilometers
and the water surface is 362 011 332 square kilometers.
Discuss
a. How many square kilometers is the land surface? Write it on
the board.
b. How many square kilometers has the water surface? Write it
on the board.
c. How many digits has the land surface area? How about the
water surface area?
d. Read the numbers.
Write the numbers in words.
Read and write the word name for each numeral.
a.
b.
c.
d.
e.
389 152 247

2 714 683 389
1 186 792 053
9 544 416 936
7 110 313 425
Write in words.
1. 684 321
2. 357 419 3. 8 324 653
4. Generalization:
How are numbers written in words?
5. Application:
Write in words.
1. 1 005 520 028
2. 9 602 541 198
IV. Evaluation:
Write the figures in words.
1. Increase by 5 the numeral 478 921 720 in the billions place to form a
new number.
2. Write the standard form in words of this numeral.
6 000 000 + 400 000 + 70 000 + 8 000 + 500 + 20 + 3
V. Assignment:
Write the number in words.
1. 6 463 342 264
2. 520 175 786
3. 23 596 384 103
4. 501 000 176 330
5. 43 781 648 134
MATHEMATICS IV
Date: ___________
I. Objective:
Round off numbers to the nearest tens
Rounding off numbers to the nearest tens
Materials: chart, activity cards, number lines
1. Drill:
Guessing Game: solve the given problem
a. My ones digit is 2. my tens digit is trice the first digit. My
hundreds digit is four times the first digit and my thousand digit
is the sum of the ones and the tens digit. What number am I?
2. Review:
Write the place value and value of the underlined digit in the
following materials.
a. 35 492
b. 1 591 635 469c. 73 985 d. 789 143 785
1. Motivation:
Ask an assigned pupil to read a news item that will show
estimating large groups.
2. Presentation of lessons:
Read the problem carefully then answer the questions briefly.
a. Rica, a grade 4 pupil needs P27 for her school project. She does
not need to ask her parents because she already saved P30 from
her daily allowance. What kind of girl is Rica?
1. Who is Rica? What did Rica need?
2. How much money did she need for the school project?
3. When did she get money?
4. How much is her savings?
5. What kind of a girl is Rica?
b. Draw a number line showing numbers from 20 to 30. Draw a ring
around 27. Ask: Is it closer to 20 or 30?
Round the following to the tens place.
1. 342
2. 4 638
3. 3519
749
4. 28 326 5. 49
4. Generalization:
How do we round off numbers to the nearest tens?
5. Application:
Round the following numbers to the tens place.
1. 342
2. 4638
3. 5 419
4. 28 326
5. 49 749
IV. Evaluation:
Study the number line shown below. Answer the following questions
briefly.
a. Draw a ring around 26. Is 26 closer to 20 or 30?

b. Draw a square around 24. Is 24 closer to 20 or 30?
c. Put an x to 28. Is 28 closer to 20 or 30?
V. Assignment:
Round off the following numbers to the nearest tens.
1. 362
2. 837
3. 5 742
4. 6 424
5. 9 654
MATHEMATICS IV
Date: ___________
I. Objective:
Round off numbers to the nearest hundreds, thousands, ten thousands
and hundred thousands.
Rounding off numbers to the nearest hundreds, thousands, ten thousands
and hundred thousands.
References:BEC-PELC I A. 2.4 2.5
Materials: chart, number cards
1. Drill:
Teacher picks out any number from a box. The task of each pupil
in the class is to round these numbers to the nearest tens.
Example: 37 - 37 rounds to 40
21 - 21 rounds to 20
2. Review:
How do we round off numbers to the nearest tens?
a. 36
b. 31
c. 93
d. 67
1. Motivation:
Which among the following numbers round to 400? 600?
a. 385
b. 346
c. 562
d. 515
e. 571
2. Presentation:
There are 371 582 residents in the city of Makati and 256 454
residents in Pasay City who are benefiting from the Clean and green
Program of the government. Look at the table below and ask how
are the numbers 371 582 and 256 454 have been rounded?
Analysis and Discussion Discuss the problem given.

a. What are the cities benefiting from the Clean and Green Program
of the government?
b. Round off 371 582 to the nearest hundreds, thousands, ten

thousands and hundred thousands.
c. Round off 256 454 to the nearest thousands, ten thousands and
hundred thousands.
Round off the numbers to the nearest ten thousands, hundred
thousands.
a. 831 732
c. 655 321 100
e. 736 386 133
b. 925 501
d. 531 841 215
4. Generalization:
How do we round off numbers to the nearest hundreds,
thousands, ten thousands and hundred thousands?
5. Application:
Round the following numbers to the nearest ten thousand.
1. 25 743
2. 15 652
3. 34 730
4. 76 348
5. 89 192
IV. Evaluation:
Round of the following to its specific place value
Number Ten
Hundred
thousands thousands
1.
127
563
2.
486
170
3.
816
342
V. Assignment:
Round off the underline digits to its specific place value.
1. 238 789
2. 394 634
3. 545 381
4. 793 948
5. 943 431
MATHEMATICS IV
Date: ___________
I. Objective:
Round off numbers to the nearest millions and billions.
Rounding off numbers to the nearest millions and billions.
References:BEC-PELC I A. 2.6 and 2.7
Materials: flashcards, activity cards
1. Drill:
Reading numbers through millions/billions
2. Review:
How do we round off numbers to the nearest hundred thousands?
1. Motivation:
Have you been to a poultry farm? What did you see there? Do
you have an idea about the number of eggs that can be gathered in
a big poultry farm in a week?
2. Presentation:
Read and understand the story
Marys farm is a big poultry farm. It supplies eggs to
supermarkets and stores inside and outside the city last month,
Mary's farm delivered a total of 64 768 117 eggs to three
supermarkets. In this report, the deliveryman rounded the number
to the nearest million. About how many eggs were delivered in all?
a. What kind of product does Mary's farm have?
b. Is poultry farm a good business? Why?
b. What was the actual number of eggs delivered to the 3
supermarkets?
c. What did the deliveryman do in his report?
d. Can you guess the number that was recorded by the deliveryman
in his book of sales?
e. How did you get 65 000 000?
f. Which of these rules do you think he deliveryman used? Put a
check.
_____ Round up if the digit on the millions place to be rounded is
5, 6, 7 and 8.
_____ Round down if the digit to the right of the millions place to
be rounded is 0, 1, 2, 3, and 4.
Round off the numbers to the nearest millions/billions?
Number
Nearest Millions
Nearest Billions
6 831 462 126
2 124 549 314
8 314 183 512
4. Generalization:
How do we round off numbers to the nearest millions/billions?
5. Application:
Round off to the nearest millions/billons.
1. 6 831 462 126
2. 2 124 549 314
3. 6 665 243 154
IV. Evaluation:
1. During the Christmas season, Purefoods delivered 3 745 000 bags of
hotdogs to 3 986 rolling stores all over Metro Manila. Round this
number to the nearest million.
a. 4 000
c. 4 000 250
b. 3 000 000
d. 4 000 000
2. Name the rounding place.
a. 756 rounds to 800 ______
b. 23 915 rounds to 24 000 _____
c. 14 437 rounds to 10 0000 _____
V. Assignment:
The table givers the distance in kilometers of the five planets from the
sun. round the figures to the nearest hundred millions and nearest
billions.
Number
Distance from
Nearest Hundred Nearest Billions
the sun in
Million
kilometers
1. Jupiter
778 300 000
2. Saturn
1 427 000 000
3. Uranus
1 869 600 000
4. Neptune
4 496 700 000
5. Pluto
5 900 000 000
MATHEMATICS IV
Date: ___________
I. Objective:
Add 6 or more digit numbers with 4 or more addends with sums
through billions without regrouping
Adding 6 or more digit numbers with 4 or more addends with sums
through billions without regrouping
References:BEC-PELC I B 1.1
Materials: chart with exercises, drill cards
1. Drill: Basic addition facts
a. 9 + 3 =
b. 24 + 5 =
c. 9 + 0 = d. 8 + 9 =
2. Review:
Solve for this language of math problem.
What is the sum of 450 712 and 113 210? Discuss the steps in
adding large numbers.
1. Motivation:
Show a picture of vegetable garden. What vegetables are
planted in the garden? Do you want to read a short story about this?
2. Presentation:
Problem Opener:
Mang Nestor gathered 230 212 kilograms of cabbage and 120
413 kilograms of eggplant during the first week. On the second
week, he gathered ill 201 kilograms of cabbage and 110 142
kilograms of eggplant. How many kilograms of cabbage and
eggplant did he gather in all?
Ho do you find the answer? Guide the pupils in stating the
mathematical sentence 230 212 + 120 413 + 111 201 = n, where n
is the total number of kilograms of vegetables.
Ask the pupils to write the numbers in column
Write in the column then add
a. 410 320 + 102 123 + 201 021 + 104 213
b. 240 120 + 211 103 + 213 132 + 104 213
c. 102 022 011 + 301 531 120 + 421 013 104 + 103 213 453
4. Generalization:
How do we add large numbers?
5. Application:
Solve this problem.
A progressive farmer kept an accurate record of his sale in his
vegetable garden for ten years. His early sales amounted to P156
572, P182 253, P198 546, P124 152, P362 542, P543 482, P483 241,
P621 342 and P121 121. What was the total amount of his sales for
the last ten years?
IV. Evaluation:
Write in column then add.
1. 313 112 + 201 003 + 241 301 + 1 203 021
2. 4 321 263 + 1 034 120 + 2 512 504 + 2 021 012
V. Assignment:
Find the sum. Check your answer by adding upward.
MATHEMATICS IV
Date: ___________
I. Objective:
Add 6- or more digit numbers with 4 or more addends with sums
through billions with regrouping
Adding 6- or more digit numbers with 4 or more addends with sums
through billions with regrouping
Materials: flashcards, chart with problems
1. Drill: Basic Addition Facts
a. 10 + 2 = b. 9 + 2 = c. 8 + 9 = d. 9 + 5 =
2. Review:
Add the following
1 203 121 023
2 102 312 112
2 351 213 312
+
3 121 000 121
1. Motivation:
Have you experienced staying in the field harvesting fruits? What
things do you see around? How did you feel staying in the place
with fresh air and plenty of fruits? What should you do to keep your
community clean and green?
2. Presentation:
Work using the activity card.
Read the problem silently. Answer the question below.
Four farmers in Quezon harvested a big number of coconuts. The
first farmer harvested 434 136 724 coconuts, the second 158 122
386, the third 3 150 924 and the fourth 1 425 260. They celebrated
for they had a big harvest. Find the total number of coconuts
harvested by the 4 farmers.
Questions:
a. How many farmers harvested a big number of coconuts?
b. How many coconuts were harvested by the first, second, third

and fourth farmer?
c. What is asked in the problem?
d. What are we going to do to solve the problem?
Discussion
a. What happened to your group?
b. What answer did you get? How did you get it?
c. What did you do?
d. What are given facts?
Find the sum
1. 132 416 430
29 854 932
461 503 006
+
892 756 834
2. 186 433 840
249 678 432
123 456 789
+ 148 385 108
4. Generalization:
How do we add large numbers with regrouping?
5. Application:
Solve the answer.
For a Christmas project for the needy, the government spent
P233 300 for rice, P121 000 for sugar, P524 050 for sardines and
P405 270 for milk. What was the total expense of the government
for its Christmas project?
IV. Evaluation:
Add the following numbers
1. 853 836 643
103 382 672
41 924 417
58 065 721
+ 414 124 028
2. 902 268 586
488 164 812
173 184 896
400 758 560
+ 102 963 843
V. Assignment:
Solve this problem.
A big supermarket has stocks of vegetables. There are 623 405 234
kilograms of cabbage, 731 065 823 kilograms of eggplant 136 291 629
kilograms of lettuce, 786 341 098 kilograms of pechay, 600 493 587
kilograms of carrots. If you were the stockman, how will you know the
total number of kilograms of vegetables.
a. What are the vegetables stated in the problem.
b. What vegetable has the biggest number bulk based on its weight?
c. What vegetable do you like the most?
MATHEMATICS IV
Date: ___________
I. Objective:
Identify the commutative property of addition used in an equation
Comprehensive of the commutative/order property of addition.
Materials: flashcards
1. Drill:
Warm up Exercises (Number game involving addition)
"I am thinking of a number"
Example:
I am thinking of a number, my first number is 5 and the second is
6, what number am I?
2. Review:
Addition facts using flashcards
a. 3 + 4
b. 4 + 3
c. 6 + 2
d. 2 + 6
1. Motivation:
Ana picked 9 white roses and 8 red roses. How many roses did
she pick?
2. Presentation:
Ana gave the flowers to her teacher because it was her teacher's
birthday. What value did Ana show? How do you feel if there are
flowers around you? What did Ana pick? If somebody asks you about
the total number of roses, what do you think you should do?
a. How many red roses were picked? How about the white roses?
What is the total number of roses.
b. Write the number sentence.
Does the sum change.
Write the reverse method
1. I I I I I + I I I = _____ + _____
2. ooooooooo + ooooo = _____ + ______
3. ____ + ____ = 10 + 12
4. Generalization:
What is the property of addition wherein the order of the
addends does not change the sum?
5. Application:
Give the missing numbers.
1. 17 + ___ = 9 + 17
2. 20 +45 = ___+ 20
3. ___+ 19 = 19 + 18
IV. Evaluation:
1. 46 + ___ = 93 + 46
3. 23 + ___ = 17 + 23
2. 60 + 80 = 80 + ___
4. 60 + 94 = 94 + ___
V. Assignment:
Give / express the given numbers in 2 ways.
MATHEMATICS IV
Date: ___________
I. Objective:
Show the associate property of addition
Showing the associate property of addition
References:BEC-PELC I B 2
Materials: chat, activity sheets, drill cards
1. Drill/Review:
Supply the missing number
a. 9 + ___ = 16
b. __ + 6 = 15
___ + 9 = 16
6 + __ = 15
c. 18 + ___ = 35
__ + 18 = 35
2.
1. Motivation:
How will you learn better? If you want to learn better then group
yourselves?
This is a group activity. How can your groups perform well in an
activity? What does each member of the group need?
2. Presentation:
Activity Sheet
Read carefully and do as instructed.
a. Inside the envelope are cutout materials which you are going
to use in the activity.
b. Make a group of three green shapes plus 4 red shapes plus 7
yellow shapes. What is the sum?
c. Make another group, 7 green shapes + 3 yellow shapes, then
add a 4 red shapes. What is the sum?
d. What can you say about the addition sentence?
e. What is the difference between the two problems?
Discussion/Abstraction
Each group present and explain their work
( 3 + 4 ) + 7 = 14
( 7 + 3 ) + 4 = 14
15 + ( 10 + 3 ) = 28
15 + 13 = 28
In the given addition sentence, which will be the same?
Give the missing number
1. ( 8 + 3 ) + 5 = ( 5 + __ ) + 3 = ___
___ + 5 =
13 + ___ = 13
2. ( 4 + ( 9 + 7 ) = ( 4 + 9 ) + ___ = ___
4 + ______ = ______ + 7 = ___
4. Generalization:
What is the associative property of addition?
5. Application:
Write the missing number.
1. ___ + (3 + 4) = 12
2. (___ + 6) + 2 = 15
3. 6 + (__ + 4) = 20
IV. Evaluation:
Find the sum using the associate property.
1. 8 + 9 + 6 =
2. 7 + 3 + 10 =
3. 8 + 7 + 12 =
4. 9 + 4 + 12 =
5. 15 + 8 + 5 =
V. Assignment:
Identify the property of addition used in each equation. Write your
answer on the blank provider for.
1. 3 + 4 = 4 + 3 __________
2. 9 + ( 8 + 7 ) = ( 9 + 8 ) + 7 __________
3. 20 + 47 = 60 = 47 + 20 ________
4. 35 + 18 = 53 = ( 17 + 18 ) + 18 ________
5. 76 + ( 30 + 700 ) = 176
MATHEMATICS IV
Date: ___________
I. Objective:
Identify the identity property of addition used in an equation
Identifying the identity property of addition used in an equation
Materials: flashcards, written exercises on a cartolina
1. Drill: Find the sum
a. 26 + 53 = b. 43 + 24 =
+ 63 =
c. 46 + 42 =
d. 24
2. Review:
Give the property of addition shown in each equation below.
a. 23 + 68 = 68 + 23 ________
b. 13 + ( 10 + 30 ) = ( 13 + 10 ) + 30 ______
c. 96 + 22 = 22 + 96 _______
3.
1. Motivation:
Ask what happens if a number is added to zero?
Elicit
answers from the class. Focus it then leads us to the next property
of addition. Show equation on the board. eg. 10 + 0
2. Presentation:
Call on a pupil to read the exercises written on a cartolina or
blackboard.
Let them answer the exercises as fast as they can.
Ask: What do you observe about the equations under column I?
What can you say about the equations in column II?
Focus the childrens attention on the numeral 0. Ask: What is the
sum when zero (0) is added to a number?
Introduce the term zero or identity property of addition
Fill in the correct answers.
a. 6 + 0 = ____
c. 12 + ___ = 12
e. 80 + ___ = 80
b. 3 + ___ = 3
d. ____ + 69 = 69
4. Generalization:
What are the 3 different properties of addition you have learned?
State each then give examples.
5. Application:
Fill in the correct answer.
1. 8 +__= 8
2. 45 + 0 = ___
3. ___ + 21 = 21
4. 5 + 0 =
5. 36 + 0 =
IV. Evaluation:
Supply the missing number that will make each equation true.
1. 628 + 0 = ____
3. 564 + ___ = 564
5.
323 + 0 =
_____
2. ___ + 711 = 711 4. ___ + 128 = 128
V. Assignment:
Write the number that will make each equation true.
1. 62 + 0 = _____
2. 121 + ____ = 121
3. 550 + 0 = ____
4. 236 + ___ = 236
5. ___ + 801 = 801
MATHEMATICS IV
Date: ___________
I. Objective:
Estimates the sum of 6 or more digit addends
Estimating the sum of 6 or more digit addends
Materials: pictures, pocket chart, colored chalk, show me board
1. Drill: Basic addition facts using flashcards
a. 9 + 7 =
b. 8 + 3 =
c. 7 + 5 =
d. 9 + 4 =
2. Review:
Rounding off numbers to the nearest 10 000 to 100 000.
Play pass the paper game. Each pupil in the column takes turns
in rounding numbers as fast and correctly as they can. Check
answers in class.
1. Motivation:
Show picture of farmers working in a farm or coconut plantation.
What do you see in the picture? What does the farmer do to have a
good quality harvest? Can you tell the number of coconuts seen in
the drawing?
2. Presentation:
Mang Mario has a coconut plantation. He usually works in his
farm the whole day. He harvested 11 389 coconuts on the first
month and 14 481 coconuts on the second month. About how many
coconuts did he harvest in two months?
Help the pupils analyze and solve the given problem. Stress the
following questions:
a. What are the given facts?
b. What is asked in the problem?
c. What is the operation needed?
d. What is the number sentence?
1. First Round the addends to the nearest en thousand then add the
rounded numbers to get the estimated sum
2. Using the front end technique
Round the first addends to the first digit then to the second
digit and find the sum. Combine the sum of the 2 rounded
numerals.
3.. Practice Exercises:
Estimate the sum of each to the highest place value.
1. 25 635
2. 43 321
3. 611 175
+ 46 780
+ 52 085
+ 258 806
4. Generalization:
What are the steps involved in estimating sums of 6 or more
addends? How do you estimate? How would you come up with a
good estimate?
5. Application:
Solve the problem.
Mrs. Dayos poultry farm produces 236 378 eggs in 2009 and 142
932 eggs in 2010. About how many thousands eggs were produced
in 2 years?
IV. Evaluation:
Round each addends to the highest place value. Then add.
1. 713 156
2.
514 912
3. 192 143
+ 291 724
+ 813 125
+ 361 414
V. Assignment:
Arrange each item in column then add.
1. 156 435 + 290 845
2. 871 702 + 249 581
3. 829 456 + 246 723
4. 379 405 + 845 563
MATHEMATICS IV
Date: ___________
I. Objective:
Add 2 to 3 digit numbers with sums up to 300 mentally
Adding mentally 3 digit numbers with sums up to 300 mentally
Materials: flashcards, number cards, window cards
1. Drill: Basic Addition Facts using flashcards
a. 5 + 8 =
b. 6 + 8 = c. 9 + 2 = d. 7 + 6 =
2. Review:
Estimate the sum of each item orally.
312
192
136
143
+ 291
+ 271
+ 861
+ 414
1. Motivation:
Are trees and other plants important to us? Why? Do trees and
other plants give us?
2. Presentation:
Problem Opener
In an orchard, there are 125 avocados, 175 mango and santol
trees. How many trees are there in all?
a. What kind of trees are found in an orchard?
b. Can you name them?
c. How would you get the total number of trees in the orchard?
d. Can you solve for the answers mentally? How?
Add the following numbers mentally.
1.
62
2.
153
3.
+ 248
+ 137
155
+ 145
4. Generalization:
What is the fastest way in solving for the sum mentally? Recall
once again the steps.
5. Application:
Add the following number mentally.
1.
126
2. 231
3. 123
289
+ 174
+ 69
+ 176
+ 121
IV. Evaluation:
Add the following numbers mentally
1. 136
2. 241
3. 153
199
+ 174
+ 59
+ 146
111
V. Assignment:
Find the sum by adding mentally.
1. 131
2. 125
3. 163
4.
+ 128
+ 175
+ 125
111
4. 203
5.
+ 147
4. 213
5.
+ 187
146
5. 221
+ 127
MATHEMATICS IV
Date: ___________
I. Objective:
Solve word problems involving addition of whole numbers including
money with sums through millions and billions.
Analyzing and solving word problems involving addition of whole
numbers.
1. Drill: Find the sum mentally
1.
62
2.
153
+ 248
+ 137
2. Checking of assignments
3.
155
+ 145
1. Motivation:
Is it true that solving problems makes us wise? How?
2. Presentation:
Materials:
Drawing of trees with figures shown on the trunk of each tree as
mentioned in the problem.
The Estrada's and Cruzado's are 2 generous families. They
donated tree seedlings in the different barangays in the country to
be planted along highways and some flooded areas. The Estrada
family donated 126 896 acacia and ipil-ipil trees. The Cruzado
family donated 315 724 molave and narra trees. How many trees
were donated by the 2 families?
a. What is being asked in the problem?
b. What were the facts needed to solve the problem?
c. What operation will you use to solve the problem? Why? Explain
your answer.
d. Give the number sentence that will help you solve the problem.
e. Show the solution to the problem on the board.
Example:
126 896 acacia and ipil-ipil trees
+ 315 724 molave and narra trees
442 620 total trees donated by the 2 families

3. Fixing Skills:
Read the problem carefully then answer the following questions
briefly.
a. There was a benefit show for the orphans. On the first day, there
were 512 761 people who watched the show. On the second day,
726 895 people watched the show. How many people watched
the show in 2 days?
4. Generalization:
How do we solve problems? What are the steps involved in
solving story problems? Elicit the rules.
5. Application:
Read and solve.
Mr. Domingo Sy earned P1 224 663 in the year 2010 while Mrs.
Ellen Sy earned P926 175 for the same year. How much did they
earn altogether?
IV. Evaluation:
Read and solve the problems carefully.
1. It was reported that the total population in Benguet is 541 817 and in
Kalinga is 154 145. What was the total population of Benguet and
Kalinga?
2. Barangay Zamora has a population of 8 424 262 while barangay
Mayumi has 11 189 296 people. What is the combined population of
the two barangays?
V. Assignment:
Solve the following problems carefully.
1. Mr. Reyes purchased a pair of shoes worth P4 179.45 and a jacket
which worth P725.95 at SM Megamall. How much did he pay the
cashier?
2. There are 2 central schools in Mindanao. In the first school, there was a
population of 4 486 while in the second school it was 3 654. What is
the total population of the 2 schools?
MATHEMATICS IV
Date: ___________
I. Objective:
Analyze word problems involving addition
Analyzing word problems involving addition
References:BEC-PELC I B 5.1.1
Materials: flashcards, pocket chart, strips of cartolina
1. Drill: Basic Addition Facts
a. 2 + 3 =
b. 7 + 8 = c. 9 + 2 = d. 6 + 8 =
2. Review:
Adding mentally without regrouping
312
192
136
+ 291
+ 271
+ 861
143
+ 414
1. Motivation:
Who is your favorite artist? How about singers? Why do like
him/her?
2. Presentation:
During the concert of Regine Velasques in Araneta Colisium,
there were 3120 girls and 1512 boys who enjoyed watching it. How
many persons watched the concert?
Activity 1:
a. Who had a concert at the Araneta Colisium?
b. What kind of song did she sing?
c. How would you behave while watching the program and art
performances?
Activity 2
a. What is asked for this problem?
b. What are given in the problem?
c. What operation will help you solve the problem?
d. What number sentence can you make from the given facts?
Read and analyze each problem carefully
1. Mrs. Lilia Gomez earned P144, 670 in year 2003 while Mr. Sam
Gomez earned P142, 000 for the same year. How much did they
earn altogether?
2. Mrs. Araneta exported prawns worth P24,000 and milkfish worth
P15,000. What was the total cost of the seafoods exported by
Mrs. Araneta?
4. Generalization:
What have you learned today? How do you solve story problems?
What are the steps involved? Show more examples.
5. Application:
Read and analyze each problem carefully.
Mrs. Araneta exported prawns worth P24 000 and milkfish worth
P15 000. What was the total cost of the seafood exported by Mrs.
Araneta.
IV. Evaluation:
1. Analyze each problem carefully. Encircle the letter of the correct
answer. Mr. de Jesus owns a big piece of land planted with rice, corn
and coconuts. This year, he harvested rice worth P58, 570 coconut and
corn worth P52, 435. How much money did he get in all?
1. What are given in the problem?
a. P58, 570
c. P58, 570 and P52, 435
b. P52, 435
2. What is asked in the problem?
a. The total harvested rice
b. The total amount earned from coconut and corn?
c. The worth of coconut, corn and rice
d. the money he earned from harvesting rice, corn and coconut
V. Assignment:
Read and analyze each problem carefully
1. Monica bought a pair of shoes for P1 495 and a bag for P599. How
much did she pay the cashier?
2. Angelica has 2 thick volumes of encyclopedia. One encyclopedia has 2
594 pages. What is the total number of pages of the two volumes of
encyclopedia?
MATHEMATICS IV
Date: ___________
I. Objective:
Solve mentally 1 step word problems involving addition with sums up
to 300 without regrouping.
Solve mentally 1 step word problems involving addition with sums up to
300 without regrouping.
Materials: flashcards, pocket chart, set of numbers
1. Drill:
Complete the addition wheel
2. Review:
Solve for the following language of math statements
a. What is the sum of 78 and 71?
b. What is 74 more than 24?
c. What is the result when 87 is added to 23?
1. Motivation:
Who is your favorite newscaster? Why did you choose him/her? If
given a chance, would you like to be like him/her? Why?
2. Presentation:
Call a pupil to report the problems in class.
One sunny day, Mrs. Almonte and her pupils went to the park.
They enjoyed looking at the different flowers. On their way home,
they decided to count all the flowers they saw. A group of boys
reported that there are 71 roses and daisies while the girls reported
128 gumamela, camia and yellow bells. How many flowers are there
in all? This is (name of student) reporting.
Discussion:
1. Who went to the park?
2.
3.
4.
5.
6.
7.
How many flowers were counted by the boys?

How many flowers were counted by the girls?
How many flowers are there in all?
How did you get the answer?
What is the fastest way of solving the given problem?
How will you solve the problem mentally? Elicit the steps.
You can do these orally. Try them
1. Kevin picked 135 santols. Marie picked 161 santols. How many
santols were picked in all?
2. Lyn has 137 stamps in her album. Alma has 171. How many
stamps do they have in all?
4. Generalization:
What have you learned today? What are the steps involved in
solving story problems mentally?
5.
Application:
You can do these orally.
Kevin picked 135 santols. Marie picked 161 santol. How many
santols were picked in all?
IV. Evaluation:
A. Answer the following questions below (refer to the chart listed above)
Dr. Sixto Elementary School
Grade 1 140
Grade 4 120
Grade 2 115
Grade 5 144
Grade 3 - 152
1. How many pupils are enrolled in Grades 1 and 2 altogether?
2. The enrollment of Grade 2 more than Grade 5 is
3. The total number of pupils enrolled in Grade 4 and 5 is
V. Assignment:
1. Write a new problem related to our lesson today.
2. Read and answer.
a. Rosa sells fruits in the market. She received P275.00 for her
mangoes and P126.00 for the papayas. How much in all did she
received for the fruits she sold?
b. My aunt went shopping last Saturday. She bought a blouse for
P280.00 and an umbrella for P125.00. How much did my aunt spend
in shopping?
MATHEMATICS IV
Date: ___________
I. Objective:
Subtract 5 or more digit numbers from 6 or more digit numbers
without regrouping
Subtracting 5 or more digit numbers from 6 or more digit numbers
without regrouping
References:BEC-PELC I C 1.1
Materials: flashcards, pocket charts
1. Drill: Basic addition facts using flashcards.
a. 8 + 6 =
b. 9 + 7 = c. 8 + 4 = d. 6 + 8 =
2. Review/Mental Computation:
a. What is 45 more than the sum of 12 and 13?
b. Tony picked 35 apples. He gave 11 to his friends. How many
apples were left?
1. Motivation:
What do children of your age do to help the barangay officials in
their campaign for the clean and green program?
2. Presentation:
Strategy 1:
In support in clean and green campaign of our government, the
officials and constituents of barangay Kalawaan decided to raise a
total amount of P685 976 to buy ornamental plants, flowering
plants, grass and some garden. They were able to raise a net
amount of P234 802. how much more should they raise in order to
meet the target amount for their beautification project.
- What is asked in the problem?
- What are the given facts?
- What operation is to used?
- What is the number sentence?
P 685 976 (minuend)
P 234 802 (subtrahend)
P 451 174 (difference)
Subtract:
1. 27 892
2. 287 196
- 16 574
- 163 164
3.
279 124
- 59 113
4. Generalization:
How are you going to find the difference of 5 or more digit
numbers from 6 more digit numbers without regrouping?
5. Application:
Subtract.
1. 27 892
2. 287 196
3. 279 124
- 16 574
- 163 164
- 59 113
IV. Evaluation:
Find the difference.
1. 67 071
2. 70 184
- 15 061
- 30 174
V. Assignment:
Solve for a
1. 38 415 27 304 = a
2. a 24 923 = 53 024
3. 17 556 ( 2 475 + 625) = a
4. 875 122 764 111 = a
5. 693 952 512 841 = a
3. 871 976
- 341 275
MATHEMATICS IV
Date: ___________
I. Objective:
Subtract 5 or more digit number form 6 or more digit numbers having
zeros in the minuend or subtrahend.
Subtracting 5 or more digit number form 6 or more digit numbers
having zeros in the minuend or subtrahend.
References:BEC-PELC - I C 1
Materials: flashcards, drill board
1. Drill:
Follow the clue to find the final answer.
2. Review:
Find the difference
1. Motivation:
Who among you spend their vacation in the province? What will
you do so that you will have money to spend during your stay
there?
2. Presentation:
Mang Lauro wants to visit his father in the province. He decided
to spend a long vacation in the province with his family. Last year,
he had saved P35 200 on his bank account. He wanted to give a
colored TV to his father so he withdrew P14 525. How much was left
in his bank account?
a. Who wanted to go to the province?
b. Where did they spend their vacation?
c. How much was his savings?

Discussion:
a. What does the problem want you to find?
b. What are the given facts?
c. What word clues tell you what to do in the problem?
d. What number sentence can you make out of the given
information?
e. What is the answer?
3. Fixing Skills:
Regroup each minuend so that you can begin subtraction.
4. Generalization:
How will you subtract numbers with regrouping?
5. Application:
Follow the rule. Find the missing numbers.
1. Rule: subtract 2000
Input
Output
9 635
7 406
8 000
8 153
IV. Evaluation:
Subtract. Write your answer on your paper.
V. Assignment:
Find the difference and check.
MATHEMATICS IV
Date: ___________
I. Objective:
Subtract 5 or more digit numbers from 6 or more digit numbers with 3
continuous or non continuous zeros in both the minuend and
subtrahend with regrouping.
Subtracting large numbers with zero difficulties
References:BEC-PELC I C 1.2.2
Materials: flashcards, charts, pocket charts
1. Drill: subtract 2 digit numbers from 2 digit minuend with the use of
flashcards.
2. Review:
Find the difference
1. Motivation:
What government organized helps poor people?
experienced asking help from some organization?
Have you
2. Presentation:
Red cross is an organized, which helps the poor people. During
the cross week, they were given 12,000 tickets to sell for a benefit
show. They sold 9 032 tickets only. How may tickets were not sold?
a. Who sells tickets?
b. Why do they sell tickets?
Discussion:
a. What is asked in the story problem?

b. What is/are given?
c. Tell the word clue to determine the operation need in the
problem. What operation are we going to use?
d. What is the number sentence of the problem?
1. 780 004
2. 257 000
3.
9 856 000
- 36 842
- 26 453
- 500
032
4. Generalization:
How can you subtract numbers with 3 continues or non
continuous zeros in both minuends and subtrahends and with
regrouping in any places?
5. Application:
1. 900 034
2.
720 004
867 000
123 000
IV. Evaluation:
Find the difference
1. 900 034 720 004
2. 867 000 123 000
3. 320 400 10 009
V. Assignment:
Write in column and subtract
1. 901 060 006 9 300 518 = n
2. 80 000 000 1 234 567 = n
3. 726 140 009 402 124 000 = n
4. 100 000 000 85 643 214 = n
5. 421 300 048 216 321 832 = n
3.
320 400
10 009
MATHEMATICS IV
Date: ___________
I. Objective:
Estimate the difference of two numbers with four to six digits.

Estimating the difference of two numbers with four to six digits.
65-12 =
127-105 =
64=
7-3 =
10-6 =
9-7 =
17-9 =
12-9 =
2. Review: Rounding off numbers to the nearest tens and thousands.

a. 74 325
b. 25 936
c. 127 547
d. 31 247
1. Motivation:
What would you do if you cannot afford to buy a greeting card for your
loved ones? What do you get in making greeting cards for your loved
ones?
2. Presentation:
Present the lesson thru Problem Opener
The Grade 4 pupils of Maybunga Elementary School made 2 568 greeting
cards for their parents while the Grade3 pupils made 1 756 cards. About
how many greeting cards did the grade 4 pupils make than grade 3?
a. Who made the greeting cards?
b. Why did they make the cards?
c. To whom will they give the cards?
d. Who among them made more cards?
Activity
a. What is asked in the problem?

c. What operation is to be used?
To get the estimated difference, round off the minuend and subtrahend to
the highest place value then subtract.
3. Fixing Skills: Estimate then find the difference.
a. 54 789
- 42 991
b. 95 859
c. 25 376
- 72 521
- 14 213
4. Generalization:
How do you estimate the difference of two numbers with four to
six digits?
5. Application:
Round each minuend and subtrahend to the nearest thousands then
find its estimated difference.
1. 78 528
2.
78 530
43 187
43 190
IV. Evaluation:
Estimate the difference by rounding to the nearest ten thousands.
1. 85 946
2. 34 879
3. 59 679
4. 86 305
5. 78 543
- 52 436
- 16 843
- 37 051
- 59 295
- 26 439
V. Assignment:
Estimate the difference by rounding to the highest possible digit.
1. 5 672
2. 67 935
3. 84 764
4. 67 959
5. 86 305
- 5 219
- 61 398
- 84 159
- 49 172
- 51 295
MATHEMATICS IV
Date: ___________
I. Objective:
Subtract mentally numbers with minuends up to 300 without regrouping.

Subtract mentally numbers with minuends up to 300 without regrouping.
References:BEC-PELC I C 2
15 8 =
98=
12 - 7 =
11 6 =
83=
14 9 =
13 5 =
10 6 =
2. Review: Subtract the following.
a. 37 26
b. 53 32
c. 78 24
d. 87 64
1. Motivation:
During weekends, what do you do to help your parents earn extra
income?
2. Presentation:
During weekends, Leah helps her mother sell fruits in the market. In
the morning, she had 475 mangoes, 355 watermelons, 142 chicos, 150
atis, 137 pomelo and 130 papayas. At the end of the day, she had 155
mangoes, 55 watermelons, 31 chicos, 25 pomelos and 10 papayas?
a.
b.
c.
d.
How
How
How
How
many
many
many
many
mangoes were sold?

watermelons were sold?
chicos were sold?
atis were sold?
e.
f.
g.
h.
How many pomelos were sold?

How many papayas were sold?
What will you do to get the answer?
What is the fastest way of solving for the final answers mentally?
3. Fixing Skills: Give the answer orally.

a.
276
b. 239
c. 179
- 135
- 146
- 132
4. Generalization:
How can you subtract mentally?
5. Application:
Round each minuend and subtrahend to the nearest ten
thousands then find its estimated difference.
1. 278 528
2.
478 530
143 187
443 190
IV. Evaluation:
Estimate the difference by rounding to the nearest ten thousands.

1. 300
5. 239
- 200
2. 239
- 105
3. 270
- 120
V. Assignment:
- 190
Supply its missing number to make each equation true.

1.
2.
3.
4.
5.
249 - _______ + 712 = 838

174 + 100 - _____ = 74
____ + 125 -110 = 140
147 + _____ - 150 = 140
294 - _____ + 127 = 258
4. 290
- 133
MATHEMATICS IV
Date: ___________
I. Objective:
Solve word problems involving subtraction of numbers including money, with

and without regrouping.

Solving word problems involving subtraction of numbers including money,
with and without regrouping.
10 2 =
94=
73=
12 - 5 =
10 6 =
17 9 =
95=
12 6 =
2. Review: Find the difference.

3 326
5 132
- 2 454
- 3 124
7 024
- 6 038
8 564
- 5 941
4 316
- 3 159
1. Motivation:
If you are to vote in an election, how are you going to select good
leader? Why?
2. Presentation:
Purok Masagana has 7 206 registered voters.
voters, how many are female voters?
a.
b.
c.
d.
e.
What is asked in the problem?

What are the given facts?
What operation is to be used?
What is the number sentence for the problem?
How is the solution done?
If 5 271 are male
3. Fixing Skills: Read and analyze.

Mr. Perez bought a ca that costs Php 356 826. After 5 years. She
decided to sell the old car for Php 186 738. How much he had lost in the
investment?
4. Generalization:
What are the steps to follow in problem solving?
What clues are needed to solve word problems?
5. Application:
Solve.
Mrs. Malvar and her eldest daughter attended a songfest. There
were 10 206 who attended the said competition. If 6 259 are
females and the rest are males, how many are males?
IV. Evaluation:
Read and solve the following problems.
1. Emmy bought 8 sacks of corn that costs Php 15 940.

075.00 in her wallet, how much more was left?
If she had Php 32
2. A garment factory earned Php 858 928. The workers were paid Php 28 968.
How much was left for the factorys other expenses?
V. Assignment:
Read and solve the following problems.
1. Mr. Gomez plans to buy a car for Php 55 726. He already have Php 48 905.
How much more does he need to buy the car?
2. The food committee ordered 15 000 doughnuts. Only 13 296 were sold. How
many doughnuts were left?
MATHEMATICS IV
Date: ___________
I. Objective:
Analyze word problems involving subtraction.

Analyzing word problems involving subtraction
References:BEC-PELC I C 3.1.1
81=
74=
63=
13 - 5 =
13 6 =
11 9 =
2. Review: Find the difference.

32
5
32
70
- 24
- 24
- 38
10 5 =
14 6 =
64
43
- 59
- 31
3. Motivation:
What can you say about the commodities nowadays?
help your parents in making both ends meet?
How can you
1. Motivation:
What can you say about the commodities nowadays?
help your parents in making both ends meet?
How can you
2. Presentation:
Ana, a grade 4 pupil, helps her mother in their fruit stand. One
Saturday, they sold 1950 green and yellow mangoes. If they sold 957
green mangoes, How may yellow mangoes did she sell?
a. How did Ana helps her mother? What kind of daughter is Ana?
Who among you helps her family? If you were Ana, what will you do to
help your parents?
a.
b.
c.
d.
e.

What is the number sentence for the problem?
How is the solution done?
3. Fixing Skills: Read and analyze.

There were 1 415 children vaccinated at the health center.
hundred ninety-five were boys. How many were girls?
Six
4. Generalization:
How do you analyze word problems?
5. Application:
Read, analyze and then solve.
During the mango season, Mr. Andres Marques sold 32 219
kilograms of ripe mangoes. He also sold 16 514 kilograms of green
mangoes. How many more rie mangoes did Mr. Marques sell than
green mangoes?
IV. Evaluation:
Read each problem carefully. Identify the given facts & operation to be use
which help solve the problem.
1. Luis sold empty bottles on Saturday and received Php 18.50. He bought half
a kilo of rice for Php 10.50. How much money was left??
2. Rafael Palmas Elementary School has 3 753 pupils last year. This year, it had
4 745, how many pupils were added this year?
3.
V. Assignment:
Read and analyze the following problems.
1. Rick traveled to Baguio and bought woodcarvings worth Php2345. He also

bought bottled sweets and fresh vegetables costing Php598. How much
money was left to him, if he had Php4 500?
2. Arturo had 1 879 rubber bands. He lost 728 in the game. How many rubber
bands were left with him?
MATHEMATICS IV
Date: ___________
I. Objective:
Solve mentally 1 step word problems involving subtraction without
regrouping
Solving mentally 1 step word problems involving subtraction without
regrouping
1. Drill: Mental Computation
Find the sum.
2. Review: Answer orally

Jose sold 120 sampaguita garlands. Rosa sold 135 sampaguita
garlands. How many garlands did they sell in all?
1. Motivation:
Show pictures of trees, skies, land, fishes, people etc.
Ask: Who created these things? Elicit God. Can we be like God?
2. Presentation:
Marc is fond of fishes. He has different kinds of fishes in his
aquarium. There are 78 fishes in his aquarium. On the next day, 25
fishes dies. How many fishes were left?
Discussion:
Guide the pupils in the discussion of the problem by answering
the following questions.
a. Why did fishes die?
b. What is asked in the problem?
c. What are given?
d. What operation is needed to solve the problem.
e. What is the fastest way of solving for the final answer.
f. What is the final answer with the necessary label?
Use mental math to solve.
1. Danny planted 54 upo seedlings. Ernie planted 65 ampalaya
seedlings. Who planted more?
2. Nancy planted 39 patani seeds. Thirteen of them is not grow.
How many seeds grew?
4. Generalization:
How do we solve problems involving subtraction mentally?
5. Application:
Use mental Math to solve. Write the answer on your paper.
1. Danny planted 54 upo seedlings. Ernie planted 65 ampalaya
seedlings. Who planted more?
2. Nancy planted 39 patani seeds. Thirteen of them did not grow.
How many seedlings grew?
IV. Evaluation:
Solve the problem mentally.
1. Nilo bought 15 candies. On his way home, he ate 5 of the candies. How
many candies did he bring home?
2. Mother gave Niko P4.75 for his allowance. He spent P2.50 for a pad
paper and a pencil. How much money was left for Niko?
V. Assignment:
Create your own story problem involving the operation. They may
exchange problems with their partners then try to solve it accurately.
Discuss solutions of your problem in class.
MATHEMATICS IV
Date: ___________
I. Objective:
Solve 2 step word problems involving addition and subtraction
including money.
Solving 2 step word problems involving addition and subtraction including
money.
1. Drill: Use flashcards for the basic addition and subtraction facts
a. 3 + 8 =
b. 9 + 8 = c. 12 5 = d. 15 7 = e. 8 + 8 =
2. Review: Find the sum.
238
277
+ 215
+ 124
+ 278
248
899
- 231
811
- 176
1. Motivation:
Do you enjoy reading books? What kind of books do you love to
read. Is it good to be a lover of books? Why?
2. Presentation:
Glenda and Gerlie lov eto read books. They always go to the
library to read books. Glenda has read 238 books and Girlie read
215 books. If their library has 10,000 books, how many more books
have they not read yet?
Let 2 or 3 pupils show the solution on the board. Discuss
solutions on the board.
10 000 ( 238 + 215 ) = n
10 000 435 = n
n = 9 547 books
Solve the problem.
Mandy caught 148 fishes in the morning and 216 in the

afternoon. He gave 56 of these to her mother for dinner. How many
fishes were left to be sold in the market?
4. Generalization:
What do we have to do before we can solve a problem?
5. Application:
Read and solve.
Bonifacio Elementary School had 3 568 Grade I pupils in 2009
and 3 756 in 2010. If there were 5 987 pupils now in Grades II and
III in the school. How many pupils passed grade I?
IV. Evaluation:
Solve the following problem.
1. Lino sold empty bottles on Saturday and received P18.50. on Sunday,
he received P21.50. he spent P15.00 for food. How much money was
left?
2. Rafael earned P45.00 for washing cars and P55.00 for running errands.
He bought a box of crayon for P24.00. how much money was left?
V. Assignment:
Solve the problem. Show your solution.
1. A mineral water company bottled 14 476 bottles of mineral water for the
month of June and 21 658 for the month of July. They were able to sell 33 274
bottles of mineral water. How many bottles were unsold?
2. A soft drink factory was able to manufacture 48 357 bottles for January and
55 219 for February. The factory was able to sell 84 379 bottles. How many
were left unsold?
MATHEMATICS IV
Date: ___________
I. Objective:
Analyze word problems involving addition and subtraction including
money
Analyzing word problems involving addition and subtraction including
money
References:BEC-PELC I C 4.1.1 4.1.4
Materials: charts, cartolina, manila paper
1. Drill: Find the sum/difference mentally
a. 25
b. 37
c. 98
+ 86
+ 43
d. 64
- 75
- 49
2. Review:
Tell something about the following:
a. 26 magnoes, 30 bananas
b. number of fruits
c. 26 + 30 = n
d. addition
e. 56 fruits
1. Motivation:
What do you know about the word earn, savings and expenses?
2. Presentation:
Guide the students in analyzing and solving the problems in
class. Refer to the questions below.
a. What is asked in the problem? The total savings for the week
b. What are the given? P2 500
P 1 800 P3 500
c. What is the hidden questions?
How much do they earn
altogether
d. What words were used to help solve the problem? Money left as
savings.
e. What operation will you use? Addition and subtraction
f. What is the number sentence? ( 2500 + 1800) 3 500 = n
g. What is the answer? P800 in a week

Read the problem and solve.
1. In 1990, the number of overseas workers in the country was 417
301. it went up to 782 297 in 1995. What was the increase in the
number of overseas workers from 1990 to 1995?
4. Generalization:
How do we solve word problems?
5. Application:
Read and solve.
In 2005 the number of overseas workers in the country is 417
301. It went up to 982 297 in 2006. What was the increase in
number of overseas workers from 2005 2006?
IV. Evaluation:
Solve the following problem.
1. Precy went shopping. She wants to buy a pair of pants which cost
P395.75 and a blouse which costs P250.00. How much would be her
change if she gave P1 000?
2. The school auditorium can hold 5 000 people. Of the school population,
3 246 boys and 1 362 girls went to see the basketball game. How
many more students can the auditorium accommodate.
V. Assignment:
Write your analysis of these problems by answering the seven questions.
1. Mrs. Reyes collected 8 345 seashells from Luzon, Visayas and Mindanao. She
collected 3 420 from Luzon and 3 058 from Mindanao. How many seashells
did Mrs. Reyes collect from the Visayas?
2. You have P200.00. How much change would you received if you paid for all
the items bellow.
Ballpens and pencils
P48.35
Notebooks
P75.75
Crayons
P24.20
Pad paper
P20.00
Others
P31.00
MATHEMATICS IV
Date: ___________
I. Objective:
Multiply 5 or more digit factors without and with regrouping
Multiplying 5 or more digit factors without and with regrouping
References:BEC-PELC I D 1.1
Materials: drill cards, picture, manila papers, markers
1. Drill: Basic multiplication facts
a. 9 x 8 =
b. 10 x 5 = c. 7 x 3 = d. 7 x 8 = e. 8 x 6 =
2. Review: Find the product mentally
a. 12 x 5 =
b. 23 x 3 = c. 17 x 4 = d. 13 x 7
e. 42 x 8 =
1. Motivation:
Show the picture of a mango orchard. Elicit from the children the
answer to the following questions:
- What can you see in the picture?
- Do you have fruits trees in your farm/backyard?
2. Presentation:
Mang Ambo and his co-workers can gather 72, 234 magoes in a
day in their mango orchard. How many mangoes can they harvest
in 123 days?
Analyze the problem:
- How many mangoes did Mang Ambo and his co-workers gather in
one day?
- How can we solve the problem?
- Show the solution by using the sum of partial products.
Multiply the following:
a. 68 214
b. 52 183
21 963
x
327
x
172
x
453
c.
821 145
x
d.
634
4. Generalization:
How do we multiply 5 or more digit factors by 3-digit factors
without and with regrouping?
5. Application:
Read and solve.
In the reforestation project of the government, the people of
Naic, Cavite planted 43 452 trees in a day per 232 square meter lot.
How many trees can be planted in a 232 square meters of lot?
IV. Evaluation:
Give the products/solve for the products
1. 32 512
2.
29 786
3. 69 214 4. 35 683
x 312
x 521
x 382
x
748
V. Assignment:
Give the products
1.
85 354
x
x
978
387
2.
82 806
5. 678 322
x 814
3. 49 236 4.
x
175
421
832
175
MATHEMATICS IV
Date: ___________
I. Objective:
Find the product of 5 or more digit factors by 4 to 5 digit factors with
Finding the product of 5 or more digit factors by 4 to 5 digit factors with
Materials: pictures, strips of cartolina, chart
1. Drill: (Mental Computation)
a. 33
b. 92
x 4
x4
2. Review:
Solve for the answers.
69 432
32 184
x 413
x 215
c. 80
d. 81
x 6
x7
98 521
x 762
1. Motivation:
Show the picture of different Philippine fruits. What is your
favorite fruit? Why?
2. Presentation:
a. Present the problem
The Bureau of Plant Industry needs chico seeds for tree
planting through out the country. If 1,538 school children will
participate giving 15,120 seeds each, how many seeds will be
collected by the Bureau?
- How many children will participate in giving chico seed to the
bureau?
- How many seeds will each child give to the bureau?
- What will you do to solve the problems?
Solve for the answers.
64 325
21 832
36 842
14 683
x 256
x 464
x 218
x 123
4. Generalization:
How do we multiply 5 or more digit factors by 4 to 5 digit factors
with and without regrouping?
5. Application:
The marble factory can produce 55 683 marbles a day.
many marbles can be produced in 2 365 days?
IV. Evaluation:
Solve using the partial product method.
42 183
331 247
294 375
928
x 1 358
x 7 265
x 2 153
373
329 457
x 11 263
How
34
x1
V. Assignment:
Solve the following using the three methods.

46 935
x 564
Solve the following language of math problems.

1. If the factors are 35 and 476, what is the product?
2. Add 2 754 to the product of 134 and 52 gives a result of n. what is n?
MATHEMATICS IV
Date: ___________
I. Objective:
Multiply 5 or more digit factors having 1 to 3 zeros in both factors
without regrouping
Multiplying 5 or more digit factors having 1 to 3 zeros in both factors
without regrouping
1. Drill: Basic multiplication facts using flashcards
a. 9 x 3 =
b. 10 x 8 = c. 6 x 8 =
d. 7 x 8 =
2. Review: Mental computation answer the following
213
842
524
400
523
x 3
x 2
x 3
x 7
x 10
1. Motivation:
Sing the song (tune : Are you sleeping)
Mathematics! Mathematics!
How it thrills, how it thrills
Addition, Subtraction
Multiplication, Division
Mental! Math! Mental! Math!
2. Presentation:
Mang Celso delivered 30 baskets full of fishes at the market. If
each basket contains 400 fishes, how many fishes did Mang Celso
deliver in all?
Analyze the problem
- How many baskets of fish did Mang Celso deliver?
- How many fishes are in each basket?
- What is asked?
- What is the operation to be used?
- Show the solution
- write on the board
400
x 30
1200 fishes
10 811
20 011
40 004
x 200
x
60
x 2 000
20 500
80 003
x 101
x 300
4. Generalization:
How do we multiply 4 to 5 digit factors having 1 to 3 zeros in
both factors?
5. Application:
Read and solve.
There are 12 300 members of Barangay Masikap. If each
member contributed 30 packs of noodles for the Lutong Bayan
Project, how many pack of noodles were collected?
IV. Evaluation:
Answer the following.
1. Multiply 7 600 and 200, what is the product?
2. What is 23 100 repeated 40 times?
3. If the factors are 4 500 and 90, what is the product?
V. Assignment:
Find the product.
1. 30 002
2.
5. 32 102
x 300
50
x 400
42 102
x
40
3. 21 004
x
100
4. 60 002
x
MATHEMATICS IV
Date: ___________
I. Objective:
Find the product of 5 or more digit factors having 1 to 3 zeros in both
factors with regrouping.
Finding the product of 5 or more digit factors having 1 to 3 zeros in both
factors with regrouping.
1. Drill: Basic multiplication facts using flashcards
a. 8 x 3 =
b. 9 x 8 =
c. 8 x 8 =
2. Review: Find the product
2004
30 000
80 020
7 001
x
2
x
4
x
3
x 5
50
d. 6 x 8 =
70
x
1. Motivation:
Sing the song (tune : Are you sleeping)
Mathematics! Mathematics!
How it thrills, how it thrills
Addition, Subtraction
Multiplication, Division
Mental! Math! Mental! Math!
2. Presentation:
A shoe factory pays each laborer P12 060 annually. How much
does the owner pay for its 50 laborers.
Analyze the problem
- How many laborers are there with the shoe factory?
- What is the salary per year of each laborer?
- What is the operation to be used?
- How will the problem be solved?
Solution:
P12,060
x
50
P603,000
64 000
70 800
40 004
x
30
x
40
x 2 000
20 500
x 101
80 003
x 300
4. Generalization:
How do we multiply 5 or more digit factors having 1 to 3 zeros in
both factors with regrouping in all places?
5. Application:
Read and solve.
Ralph is a salesman of electrical appliances. His average sale for
a month is P23 005. What is his sale for 105 months?
IV. Evaluation:
Find the product.
1. 40 056
2.
30 108
92 005
x
40
700
x 300
V. Assignment:
Find the product.
1. 61 002
2.
70 501
21 000
x
40
108
x 306
3. 46 003
50
4. 30 050
x
203
5.
3. 62 003
50
4. 74 002
x
800
5.
2ND
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Multiply 5-or more digit factors by multiples of 10, 100 and 1000
Value: Health consciousness
II. LEARNING CONTENT

Skill:
Multiply 5 or more digit factors by multiples of 10, 100 and 1,000
Reference:
BEC-PELC I D 1.5
Materials:
flashcards, charts, number wheel
III. LEARNING EXPERIENCE

A. Preparatory Activities
1. Drill
Basic
multiplication facts using flashcards
2. Motivation
Show pictures of athletes playing basketball, tennis, swimming, etc.
Can you become an athlete if you are sickly? How can you, become
healthy?
B. Developmental Activities
1. Presentation
Barrio San Agustin was hit by typhoon lucing last October. The
president promised to give each family P12,250. If there were 100 families
in the barrio, how much will be given to the families in Barrio San Agustin?
Analyze the
a. What
b. What
c. What
d. What
problem
hit Barrio San Agustin last October?
did the. president promise each family in the barrio?
operations will help solve the problem?
is the answer? Show and discuss the solution on the board.
Challenge the class to find the pattern for the following

A. 52 163 x 4 = 208 652
52 163 x 40 = 2 086 520
52 163 x 400 = 20 865 200
52 163 x 4000 = 208 652 000
2. Practice Exercises
Solve for n.
a. 31 142 x 500 = n
c. 82 214 x 700 = n
b. 72 416 x 900 = n
d. 22 135 x 1 000 = n
3. Generalization
How do we multiply numbers by multiples of 10? 100? 1 000?
Multiply the non-zero digits first, then annex to the products as many
zeros as there are in the factors.
IV. EVALUATION
Find the product.
1. 32 561 x 20 =
2. 46 128 x 300 =
3. 15 212 x 40 =
4. 62 183 x 100 =
5. 21 421 x 5 000 =
V. ASSIGNMENT
Complete the table
60
1 200
6 000
1. 21 345
2. 53 466
3. 25 364
4. 51 528
5. 85 432
Solve the following language of math problems

1. Multiply 80 to the sum of 320 and 180 gives a result of n. What is n?
2. What is the product of 2 145 and 50?
3. What is 319 000 minus the product of 376 and 800?
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Show the different properties of multiplication
Value: Love for reading

Skill:
Identifying the properties of multiplication
Reference:
BEC-PELC I D 2
Materials:
counters, cartolina strips, chart

1. Drill
Answer the fast as you can (written on cartolina strips)
9+6 4+7
5+(3+6)
7+4
6+9 (2+5)+6
(5+3)+6
2. Motivation
Miss Daisy has 25 pupils. She required each pupil to read two books
for home reading per month. How many books will the children read in
all?
What do you think will be developed among the pupils of
Miss Daisy?
What do you think shall we get from reading many books?
1. Presentation
25x2=50
What are the factors? Do you think , that if we interchange the factors,
the . product will still be the same? So,
25x2=2x25
50=50
Procedure:
Distribute 40 counters to each pair
Say 2 multiplication problems using some factors
(e.g.3x6,6x3)
Each student in pair shows and solves one of the problems
using counter
Students compare the products and discuss
Repeat activity ( 5 10 mins )
Distribute cards to all the pupils. Each card contains a different
multiplication fact such as 4x2=8 and 2x4=8. Each child will look for
his/her partner. Include in the multiplication facts 0 and 1, factors like 0x1,
1x0 =0, 3x1 = 3 1x3 = 3.
Mang Tonyo prepares his harvest to be brought to the market. He has 5
kaings of tomatoes. If each kaing contains 300 tomatoes, how many
tomatoes are there in all? (Prove your answer by showing the
commutative property)
Solution: 5x300=300x5
1500=15000
3. Generalization
What are the
properties of multiplication? Define each.
Remember:
Commutative Property-Changing the order of the factors does
not change the product
Associative Property-changing the grouping of the factors does
not change the product .
Zero Property-any number multiplied by zero equals zero
Identity property any
number multiplied by 1 equals the
number
IV. EVALUATION
What property of multiplication is indicated?
1. 6 x 4 = 4 x 6
4. 11 x 1
2. ( 3 x 9 ) x 6 = 3 x ( 9 x 6 )5. 92 x 3 = 3 x 92
3. 4 x 0
V. ASSIGNMENT
Solve for answer
1. 5 + 8 = 8 + 5
3. 6 x 0 = ____
____ = ____
2. 9 + 4 = 4 + 9
____ = ____
5. 7 + 3 = 3 + 7
____ = ____
4. 80 x 1 = ____
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Identify the distribute property of multiplication over addition.
Value: Dignity of labor

Skill:
Showing the distribute property of multiplication over addition.
Reference:
BEC-PELC I D 2.6
Materials:
flashcards, charts, picture, counters, activity cards

1. Drill
Flash a cards and drill the pupils orally on multiplication facts.
2. Motivation
Rene works as a dishwasher in Chefoo restaurant in the afternoon
after his classes. He is able to wash 74 dishes in one day. If he worked
in 5 days, how many dishes was he able to wash?
- Describe Rene.
What kind of a person is he?
- How many dishes was he able to wash?
- How many days did he work?
- If you were Rene, would you want to be a dishwasher? Why? Stress the
value of one's work
- Have pupils sing the song "Dignity of Labor".
1. Presentation
Present the following illustrations. Write the number sentence below
the illustration
3x4(4+5)
3 x 9 = ( 3 x 4 ) + ( 3 x 5)
27 = 12 + 15
27 = 27
Group Activity
Divide the class into 3 groups. Give them counters. Distribute the
activity cards. Show by means of counters the following combination facts
showing the distributive property of multiplication over addition.
A = 2 X 12
B = 5 X 14
C = 4 X 15
Do your work as fast as you can. The example is given to you.
(3+4)x8=(3x8)+(4x8)
= 24 + 32
= 56
a. 6 x ( 3 + 3 ) b. 4 x ( 5 + 4 )
e. ( 3+2 )x 4
c. ( 6 + 3 ) x 7
d. ( 2 x 7 ) x 8
3. Generalization
What is another property of multiplication?
Another property of multiplication is its distributive property over
addition. "Breaking apart" 'a factor does not affect the product or
renaming either factor as two addends does not change the product
IV. EVALUATION
1. 3 x ( 7 + 4 ) = ( __ x 7 ) + ( 3 x 4 ) = ___
2. 9 x ( 3 + 4 ) = ( 9 x 3 ) + ( 9 x __ ) = ___
3. 5 x ( 10 + 3 ) = ( __ x 10 ) + ( 5 x 3 ) = ___
4. 6 x ( 4 + 4 ) = ( 6 x 4 ) + ( __ x 4 ) = ___
5. ( 3 + 4 ) x 5 = ( 3 x 5 ) + ( __ x 4 ) = ___
V. ASSIGNMENT
Show the distribute property of multiplication over addition then solve for the
product.
Example:
6 x 7 = 6 x (4 + 3 )
=(6x4)+(6x3)
= 24 + 18
= 42
1) 9 x 15
4 x 10
2) 3 x 21
3) 2 x 9
4) 8 x 18
5)
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Estimate the products of two factors with 5-or more digits by 2-to 3-digit
numbers
Value: Love for nature

Skill:
Estimating the products of two factors with 5-or more digits by 2-to
3-digit numbers
Reference:
BEC-PELC I D 3
Materials:
cut outs, chart, activity cards,

1. Drill
Basic multiplication facts
Game: Picking Guavas
A pupil picks a guava with a multiplication fact. He/She answer as
fast as he/she can. A correct answer gets a candy.
2. Motivation
a. Show the picture 0 three baskets full mangoes. About how many mangoes
do you think are contained in the baskets?
(pupils are expected to give different numbers)
b. Explain that what they give are just estimates. They give an estimation of
the amount of mangoes in the baskets. They are not sure and die not
actually count the number of mangoes in the baskets.
1. Presentation
The garden club is selling orchid plants at P 12,323 a plot to collect
funds. If 123 pots were sold, about how much money did the club get?
a. How much is a pot of orchid plant?
b. How many pots were sold?
c. What phrase in the problem indicates that what is asked is an
estimated product?
d. How do we estimate products? What did we do first? /
e. Orchids are beautiful flowers, what do they do to our surroundings?
Are they important to us? Why?
Find the product
1) 14 325 x 42 =
3) 56 683 x 62 =
2) 21 178 x 43 =
4) 47 928 x 37 =
5) 34 625 x 63
3. Generalization
How do you estimate the product of 2 factors?
To estimate the products, round the factors. to the highest/greatest
place value then multiply the rounded factors.
IV. EVALUATION
Find the product
1) 34 231 x 62 =
3) 265 463 x 371 =
2) 184 599 x 586 =
4) 43 960 x 42 =
5) 98 521 x 241 =
V. ASSIGNMENT
Estimate then multiply.
1) 631 236 x 143 =
3) 265 463 x 371 =
5) 491 641 x 334
2) 184 599 x 86 =
4) 572 169 x 39 =MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Multiply mentally 2 digit numbers with products up to 200 without regrouping

Skill:
regrouping
Reference:
Multiply mentally 2 digit numbers with products up to 200 without

BEC-PELC I D 4
Materials:
textbook, flashcards, activity cards .

1. Drill
Basic multiplication facts using flashcards
2. Motivation
Do you like fruits? What is your favorite fruit? What food nutrients do
we get from fruits? Which do you prefer to eat, chocolate candies or
fruits? Why? Why do we have to eat fruits everyday?
1. Presentation
Present this word problem.
A kilo of mango cost P 80. how much will you pay for 2 kilos?
a. How much is a kilo of mango? What is the cost of 2 kilos?
b. What did you do to solve the problem?
c. Can you solve it without using paper and pencil?

Solve mentally.
a. Three are 4 rows of chairs in Miss Luna's class. If three are10 chairs in
each row, how many chairs are there in all?
b. Rizal Primary School has 3 sections for grade 4. Each section had 42
pupils. How many grade 4 pupils are there in Rizal Primary School?
3. Generalization
How do you multiply mentally 2 digit numbers by 1 digit number
without regrouping?
IV. EVALUATION
Multiply mentally
1) 41 x 2 = 2) 86 x 2 =
3) 42 x 3 =
4) 31 x 3 =
5) 44 x 2 =
V. ASSIGNMENT
Solve for n by multiplying mentally
1) 23 x 3 = n
62 =n
2) 2 x 50 = n
3) 21 x 4 =n
4) 21 x 9 = n
5) 3 x
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Write numbers of exponent form
Value: Cooperation

Skill:
Reference:
Writing numbers in exponential form

BEC-PELC I D 5
Materials:
textbook, flashcards, activity cards

1. Drill
Use flashcards in conducting this drill. Select two to three
volunteers/pupils to act as contestants. Whoever answers first will e given
points until the time limit has been consumed.
Example: 25 x2
=
36 x 4 =
22 x 3 =
81 x 2 =
18 x 5
=
2. Motivation
Look at the given data below. Notice how the numbers are written.
Standard
Product Form
Exponent Form
Form
2
= 2
4
= 2x2
8
= 2x2x2
16
= 2x2x2x2
32
= 2x2x2x2x2
64
= 2x2x2x2x2
x2
1. Presentation of lesson
Ask the pupils the following questions:
1. What happens to 2 when multiplied by another 2? By another 2?
2. What do you observe about the numbers from 2 up to 64? How
about factors?
3. How did you work with the other members in your group? It is
important to cooperate with other while working on something?
Why?
Write in exponential form.
1. 2 x 2 x 2 x 2
3. 4 x 4 x 4
9x9x9x9
2. 3 x 3 x 3 x 3
4. 7 x 7 x 7 x 7 x 7 x 7
5.
9x9x9x9x
3. Generalization
The exponent tells how many times the base is used ads a factor.
A number to the zero power is always 1
A number to the first power is always itself the second power is
squared and so on.
IV. EVALUATION
Write the standard form.
1. 35
2. 54
3. 54
V. ASSIGNMENT
Select the correct answer
1. 7 x 7 x 7 x 7 x 7
a. 77
b. 75
c. 57
2. 9 x 9 x 9 x 9
a. 49
b. 94
c. 99
4. 54
5. 54
3. 10 =
a. 100
b. 101
c. 102
4. 43
a. 12
b. 16
c. 64
5. 64 =
a. 82
b. 28
c. 88
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Write numbers from standard from to scientific notation Without regrouping
Value: Accuracy

Skill:
a number
Reference:
Writing numbers in scientific notation and Computing the power of

BEC-PELC I D 6.1
Materials:
flashcards, chart, learning activity sheets

1. Drill
Find each product.
1. 10x10=
10x10xl0=
10x10x10x10=
2. a. 1x10=n
10 x 10 = n
b. 3 x 200 = n
30 x 200 = n
c. n x 40 = 20 x 80
30 x 100 = n x 50
2. Motivation
The teacher shows a picture of the solar system and asks the
following questions:
a. What is the composition of a solar system?
b. What is the closest planet to the sun?

c. How far is this planet from the sun?
Do you know what is this planet? It is mercury.
Problem:
Mercury is the planet closest to the sun. It is about 60 000 000
kilometers from the sun. How far is it from the sun
1) How are you going to answer the different exercises? Why?
2) How do you fell if you get correct answer?
1. Presentation
Strategy: Concept Development
Introduce the lesson
through illustration/drawing
Mercury is 60 000 000 km away from the sun.
Standard form
Look at this illustration:
Scientific notation
60 000 000 ------------- 6 x 107
Write in scientific notation.
1) 30
2) 600
3) 7 400
3. Generalization
How do we write numbers from standard form to scientific notation?
Standard numerals are written in scientific notation as a product of 2
factors. First factor is less than 10 but more than 1 and the second factor
is a power of 10.
IV. EVALUATION
Write in scientific notation
1) 80
2) 500
3) 240
V. ASSIGNMENT
Express in scientific notation
4) 6 700
5) 31 000
1) 500 000
2) 3 000 000
3) 6 000 000 000

4) 70 000
5) 4 000 000
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Write the numbers in scientific notation to standard form
Value: Cooperation

Skill:
Reference:
Writing numbers in scientific notation and using powers of 10 to

write numbers in exponential form.
BEC-PELC I D 6.2
Materials:
flashcards, chart, learning activity sheets

1. Drill
Mental computation using multiplication facts
2. Motivation
Poblem: Mercury is the planet closet to the sun. It is about 60 000 000
km from the sun.
Question: a. How far is Mercury from the sun?
b. What did we study yesterday?
c. How did we change the number?
1. Presentation
60 000 000 is in what form of the number?
6 x 107, what is this form/ How did we express the numbers? Suppose, we
will do it this way:
6 x 107 ---- 60 000 000
How did I write the given number? Do you know how to do it?
Group of four (Quad)
a. 3 x 103
b. 4 x 106
c. 6 x 108
d.
6.1 x 103
3. Generalization
How do we write numbers in scientific notation to standard form?
To change scientific notation to standard numerals move decimal point
to the right depending on the exponent. It makes it a whole number.
IV. EVALUATION
Write in standard form
1) 8 x 102
6.11 x 107
2) 8.1 x 102
3) 2.16 x 105
4) 3.49 x 108
V. ASSIGNMENT
Write in standard form
1) 3 x 102
2) 4 x 104
3) 9.3 x 10 6
5) The earth is about 1.5 x 108 km from the sun.
4) 12 x 106
5)
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Solve word problems involving multiplication of whole numbers including money
Value: Cooperation

Skill:
Reference:
Solving word problems involving multiplication 0 whole.

BEC-PELC I D 7.1
Materials:
flashcards, chart, learning activity sheet

1. Drill
a. Basic multiplication facts using window cards
b. Solve for the product of factors with multiples. of 10 and 100
Examples: 40 x 9 =
50 x 30 =
20 x 700 = 600 x 8 =
2. Motivation
How many of you have gardens at home? What are planted in your
garden? Are they in rows? How do farmers plant seedlings in a farm?
1. Presentation
An Orchard contains 8 rows of trees. There are 10 trees in a row, how
many trees are there?
The teacher specifies that to solve a word problem, we must always
think of the steps in solving a word problem. Let us use these steps to
solve word problems.

a. What is asked?
b. What are given?
c. What operations to be used?
g.
h.
d. Write the number sentence.

e. How will you do the operation?
f. What is the answer?
i. Read and solve on your paper

1. Mrs. Dizon, the school nurse examined 48 pupils per day. How many pupils
did she examine in 5 days?
2. Alissa arid her classmates used 5 packs of corn starch for their maja blanca
recipe. Each pack cost themnP19.00. How much did they spend in all?
j.
k.
3. Generalization
l.
If you were asked to find the total amount in a given number of
equal amount, what are you going to do? What are the steps in solving'
the problem?
m.
n. IV.
EVALUATION
o.
Read the problems carefully. Solve and label your answer.

1. Mr. Fuentes ordered 45 boxes of baseball gloves. Each box contains 12
gloves. How many baseball gloves will Mr. Garcia receive?
p. 2.
Jose earned P48 a day. How much did he . earn in Gne. week?
3. Mark planted 16 plots of pechay plant in the garden. Each plot contains 26
pechay plants. How many pechay plants are there in all?
4. Which is better, planting ornamental plants or planting vegetable plants in
your backyard? Why?
5. Is it cheaper to buy by the dozen? If you have money, how will you buy, by
piece or by the dozen? Why?
q.
r.
s.
V.
ASSIGNMENT
solve
1. Aling Rosa' sells flowers. She can sell 12 dozens of roses a day. How many
roses can she sell in two weeks?
2. It was Laras seventh birthday. Her mother bought 15 kilos of pork. If each
kilo costs P120.00, how much will her mother spent for pork?
t.
Or create 2 word problems involving multiplication of while numbers
including money then solve for the answer.
u. MATHEMATICS IV
v.
w. Date: ___________
x.
y. I.
LEARNING OBJECTIVES
Analyze word problem involving multiplication by telling what is asked,
what are given, the world c1ues/s, the hidden question and the operation
to be used.
z.
aa.Value: Hard work and resourcefulness
ab.
ac. II.
LEARNING CONTENT
ad.
Skill:
Reference:
ae.
af.
ag.
Analyzing word problems involving multiplication.

BEC-PELC I D 7.1.1 1.4
Materials:
flashcards, charts, learning activity sheets, strips of cartolina
with steps in analyzing word problems
ah.
ai. III.
LEARNING EXPERIENCE
aj.
ak.
al.
am.
an.
ao.
ap.
aq.
1. Drill
a.
b.
Multiplication facts in flashcards

Solve mentally
123 x 3 = _______ 23 x 3 = _______
50 x 7 = _______
124 x 2 = _______
2. Motivation
ar.
Mr. Jamison's family holds a reunion once a year. 15 of the
grandchildren invited 3 friends each. How many of their friends are
expected to attend the reunion?
a. What did Mr. Jamison's family do every year?
b. Are you doing it too?
c. If Mr. Jamison's family holds a reunion once a year, what do you think
he should do so that there will be no problem financially?
as.
at. B. Developmental Activities

au.
1. Presentation
av.
The teacher groups the pupils into 4. Each group is given a card
with a problem written on it. Read and answer the questions that follow.
aw.
Rose bought 4 ribbons at P86.50 each. She gave a 500 peso
bill. How much change did she get?
a. What is the hidden question? Write the number phrase
b. What is the mathematical sentence?
c. What is the answer?
d. Look back
ax.
ay.
az. Read and solve on your paper

ba.
Ben bough 6 T-shirts. His brother also bough 6 T-shirts.
Each T-shirt costs P285. How much did all the T-Shirt cost?
b. What are given?
c. What is/are the word c1ues/s in the problem?
c. What operation/s to be used?
d. Transform the word problem into a number sentence
bb.
bc.
3. Generalization
bd.
How do we analyze and solve word problems involving
multiplication?
be.
Review the questions to e answered in analyzing word
problems.
bf.
In analyzing word problems, find:
a. What is asked
b. The given facts
c. The word clue/s
d. The operation/s to be used
e. The hidden question/s
f. The mathematical sentence
g. Solve for the answer
h. Write the label
i. Don't forget to look back
bg.
bh.IV.
EVALUATION
bi.
The teacher will present problems and asks the pupils to answer the
questions that follow.
1. In the canteen's refrigerator, there were 4 trays of eggs. Each tray had 12
eggs. The cook use 15 eggs. How many eggs were left in the refrigerator?
b.
c.
d.
e.
f.
bj.
bk. V.
What are the given?

What is/are the word c1ue/s in the problem?
What operation/s to be used?
Transform the word problem into a number sentence
What is the answer?
ASSIGNMENT
bl.
Read the analyze the following problems.
bm.
Answer the questions correctly
1. A farmer planted 145 tomato seedlings in 3 days and 157 eggplant seedling
in 4 days. How many vegetable seedlings did he plant in all?
2. Lita bought 5 kilograms of Lapu-lapu which costs P150 per kilograms and 3
kilograms of bangus which costs P110. How much did she pay for the Lapulapu? How much did she pay or the bangus?
b. What are given?
d. Write the mathematical sentence.
e. What is the word clue in the problem?
bn.
bo.
MATHEMATICS IV
bp.
bq.Date: ___________
br.
bs. I.
bt.
LEARNING OBJECTIVES
Solves 2-step word problems involving multiplication and any of

addition/subtracting.
bu.
bv. Value: Cooperation
bw.
bx.II.
by.
LEARNING CONTENT
Skill:
Solving 2-step word problems involving multiplication and
any addition/subtraction
bz.
Reference:
ca.
cb.
BEC-PELC I D 8.1
Materials:
textbook, flashcards, chart, learning activity sheet with steps in
analyzing word problems
cc.
cd. III.
LEARNING EXPERIENCE
ce.
cf.
1. Drill
ck.
cg.
In the blank after each word name, write the standard
name.
ch. Story:
ci.
The statue of Liberty is one hundred fifty-one _____feet tall. The
tip of the torch is three hundred five _____feet above the ground. It was
a made with over three hundred _____ thin sheets of copper. To climb
the top of the statue, there are one hundred sixty-eight ___ steps
1. The largest number in the story is _____.
2. The smallest number in the story is _____.
3. The numbers in this story that are less than 186 are ____ and ___.
4. The numbers in this story that are grater than 200 are ___ and ___.
cj.
2. Motivation
cl.
Do you know what a mailman is? What is his work?
cm. What do you notice on the mail envelope?
cn.
Is this important? Why?
co. Here is a problem about stamps. Let us find what it is all about
cp.
cq.
Problem:
cr.
Marie had 153 pages in her stamp album. There are 12 stamps
in each page. She gave 63 stamps to her friend. How many stamps were
left with her?
cs.
ct. B. Developmental Activities
cu.
1. Presentation
cv.
Children, if you are to solve the problem, what are you going to
do? If I will let you work in groups, what are you going to do? Why?
cw.
cx. Activities Discovery Approach
cy. Group 1
cz. Materials: magazines, pieces of art paper
da.The pupils are to present the problem by acting it out. One member
will act as Marie and others will help in answering the problem using
improvised album and stamps
db.
dc.Group 2
dd.Solving the problem (Computation)
de.Materials: chalk, mini-boards
df.
The group is allowed to have a direct computation based on
their understanding about the problem.
dg.
The numbers will come out to only one common answer.
dh.
di. Group 3
dj. Picture illustrations about the problem
dk. Materials: manila paper, mini board, chalk, crayons, marker pen
dl.
The group is to give the answer to the problem b illustrating it
through pictures.
dm. They should indicate the number of the given data. Report their
answer.
dn.
do.Group 4
dp.
Answering the problem by following the steps
1. What are given?
2. What is asked?
3. What are the operations to be used?
4. Write the number sentence?
5. How will you do the operations?
6. What is the answer?

dq.
dr.
ds. Solve the problems carefully

a. Manny had boxes of paper. Each box contains 36 plates. He used 73 paper
plates for the birthday party of his son. How many paper plates were left?
b. There were 27 people who went to the library in the morning and 16 people
in the afternoon. Each person read 7 books. How many books were read by
them?
dt.
du.
3. Generalization
dv.
In solving 2-step word problems involving multiplication and
any of addition/ subtraction, follow the following steps
a. Read
d. Solve
b. Understand
e. Look back to check the
c. Plan
answer
f.
g. IV. EVALUATION
h.
Solve and give the correct answer.
1. Rey bought 3 boxes of apples. Each box contained 321 apples. He gave 480
apples to his brothers and sisters. How many were left with Rey?
2. Letty bought 15 kilos of rice at P25 per kilo. How much should be -her change
if she gave P500?
3. A pre-school teacher charges P125 per tutorial classes for one hour per
person. The teacher pays P35 per hour for the rental of her place. How much
does she earn for a 12-hour tutorial class?
i.
j. V. ASSIGNMENT
k.
Solve the following word problems and label your answers
1. Jubal packed 12 pillowcases in a box. Each pillowcase cost P25
l.
How much would 3 boxes of pillowcase costs?
2. A group of balikbayan rented 3 cottages at P1, 275 each. They also rented 2
extra beds at P475 each. How much did the group pay for the cottages an
extra beds.
m.
n.
o. MATHEMATICS IV
p.
q. Date: ___________
r.
s. I.
t.
u.
LEARNING OBJECTIVES
Divide 5 or more digit numbers by 3-digit numbers without remainder

v. Value: Helpfulness and cooperation
w.
x. II.
y.
z.
LEARNING CONTENT
Skill:
Dividing 5 or more digit numbers by 3-digit numbers
without remainder
Reference:
aa.
ab.
BEC-PELC I D E.1.1
Materials:
window cards, butterfly cut outs
ac.
ad.III. LEARNING EXPERIENCE
ae.
af.
1. Drill
ag.
Game-Catching the Butterflies (butterfly cutout from a garden of
flowers and answer the combination at the back). Each pupil will get one
butterfly cutout.
20 5
24 4
35 7
15 3
10 2
36 6
21 3
28 7
ah.
ai.
aj.
ak.
2. Motivation
al.
A while ago, we used cut outs of butterflies. Talking about
this insect, where do butterflies stay? Why is it that they love to stay
in the garden?
am. What are gardens for? What do we find in this place?
an.
Present the lesson through this problem:
ao.
Ruben helped his father in gathering tomatoes in their
vegetable garden. If he gathered 671 875 tomatoes and placed 215 in
each bag, how many bags did Ruben use?

ap.
What kind of a boy is Ruben? Are you like Ruben? Are you
also helpful at home?
aq.
ar. B. Developmental Activities
as.
1. Presentation
at.a.
The pupils are going to answer the following:
au.
- Who helped father in gathering tomatoes?
av.
- How many tomatoes did they gather?
aw.
- What did they do to the tomatoes?
ax.
- How many bags were used?
ay.b.
The teacher may answer the problems with the whole class or
let the pupils work in dyads. Let the pupils work and have them explain
why they arrived to that answer.
az.
ba.
bb.
Solve
bc.
a. 52 216 122
b. 266 299 473
c. 66 248 292
bd.
be.
3. Generalization
bf. In dividing 5 digit numbers by 3-digit numbers, take the first 3 digits
at the left then divide, multiply, subtract and bring down. Check the
answer by multiplying the quotient by the divisor. The answer is correct if
the product is equal to the dividend.
bg.
bh.IV. EVALUATION
bi.
Divide the following
bj.
1) 39 751 127=
4) 237 744 321
bk.
2) 50 924 131 =
5) 240 264 422
bl.
3) 167 072 368 =

bm.
bn.V.
ASSIGNMENT
bo.
Find the Quotient
bp.
1) 76 622 421 =
4) 663 552 864
bq.
2) 57 024 166 =
5) 554 552 673
br.
3) 564 926 =
bs. MATHEMATICS IV
bt.
bu.Date: ___________
bv.
bw. I.
LEARNING OBJECTIVES
bx.
Divide 5-or more digit numbers by 4-or more digit , numbers without
and with remainder.
by.
bz. Value: Helpfulness
ca.
cb. II.
cc.
LEARNING CONTENT
Skill: Dividing 5-or more digit numbers by 4-or more digit numbers
without or with remainder and solving problems.
cd.
Reference:
BEC-PELC I E 1.2
ce.
cf.
Materials:
flashcards, charts, activity sheets
cg.
ch. III. LEARNING EXPERIENCE
ci.
cj.
1. Drill
ck. Game: "-Mix and Match"
cl.
Teacher, prepares several pairs of division equations.
Distribute these to each pupil in class. When teacher announces "mix"
task of each pupil in class is to mix up with each other. When the
teacher says 'match" task of each pupil to look for their partner which
will mach the card that they are holding. Discuss solutions in class.
cm.
1. 5 165 2. 7 763
3. 9 819
4. 6 426
5. 4 848
cn.
co.
2. Motivation
cp.
What kind of invitation did you receive? I have here a story of a
class who prepared some invitation cards.
cq.
cr. B. Developmental Activities

cs.
1. Presentation
cu.
a. A big school of 2 134 pupils made166 452 invitations for their

program. If each pupil made an equal number of cards, how many
invitations did each pupil make?
b. A school principal had 425 326 letters inviting friends to his school for
a cultural show. If 1 075 teachers helped send the letters to those who
were invited, how many letters did each teacher take?
ct.
cv.
Solve for this problem
cw.
A bakery bakes 75 550 pieces of pandesal in 60 days. What is
the average number of pandesal it bakes in one day?
cx.
cy.
3. Generalization
cz. How do we divide 5-or more digit numbers by 4- digit divisors?

a. Divide the first partial dividend by the divisor
b. Multiply the partial quotient by the divisor then write the answer below the
first partial dividend
c. Subtract the partial product from the first partial dividend
d. Bring down the next digit
da.
db.IV. EVALUATION
dc.
Solve for the quotient
dd.
1. 2 237 259 492
de.
2. 1 118 386 828
df.
3. 1 679 574 923
dg.
4. 2 563 2 971 356
dh.
5. 1 719 4 746 422
di.
dj. V.
1.
2.
3.
4.
5.
ASSIGNMENT
dk.
Divide and check
834 726 4 213 = n
797436 5 314 = n
If the divisor is 235 and the dividend is 87 954, what is quotient?
What is 32 615 dividend by 24?
A number divided by 23 equals 398 r 6.
dl.
Solve for the missing number.

dm.
dn.MATHEMATICS IV
do.
dp.Date: ___________
dq.
dr. I.
LEARNING OBJECTIVES
ds. Divide whole numbers by 10, 100 and 1000

dt.
du.Value: Willingness
dv.
dw. II.
LEARNING CONTENT
dx.
Skill:
dy.
Reference:
dz.
ea.
Dividing whole numbers by 10, 100 and 1000

BEC-PELC I D E 1.3
Materials:
flashcards, activity sheets
eb.
ec. III. LEARNING EXPERIENCE
ed.
ee.
ef.
game
eg.
eh.
1. Drill
Basic
12 3 = ____
24 8 = ___
division facts. Boys girls contest or do the relay

56 8 = ____
64 8 = _____
ei.
ej.
2. Motivation
ek.
The Bureau of Plant Industry will distribute 13 000 mango
seedlings to 10 provinces. How many seedlings will each province
receive?
a. What did the Bureau of Plant Industry do?
b. What will you do to solve the problem?
el.
em.
en.
1. Presentation
a. Is it possible to divide any number by zero? Explain your answer.

b. Suppose there are 100 barangays? How about 1 000 provinces?
eo. 1. 13 000 10 = 1 3000
3. 13 000 1 000 = 13
ep.2. 13 000 100 = 130
eq.
er.
es.
Solve for the quotient mentally
et.
_____
1. 420 000 600 = _____
eu.
2. 51 000 500 = _____
ev.
3. 56 000 700 = _____
4. 270 000 900 =

5. 6 650 70 = ______
ew.
ex.
3. Generalization
ey.How do we divide whole numbers by 10, 100 and 1 ODD? Ellicit the
pattern.
When dividing numbers that are multiples of 10, 100 and 1000,
cancel as many zeros in the dividend as there are in the divisor
before dividing. This means dividing the dividend and divisor by
the same power of 10.
ez.
fa. IV. EVALUATION
fb.
fc.
Solve for the quotient

670 10
=
fd.
3 500
100 =
fe.
78 000
100 =
ff.
5 000 1
000 =
fi.
fj. V.
ASSIGNMENT
fk.
Complete the table. Divide by 10, 100 and 1000.
fl.
Divisor
fm.
Divid fn.
fo.
fp.
end
10
fq.
1.
fr.100
fs.1000 ft.
63 000
fu.
2.
fv.
fw.
fx.
800 000
fg.
9 300
100 =
fh.
fy.
3. 2
500
000
gc.
4.
130 000
gg.
5.
75 000 gk.
fz.
gd.
gh.
ga.
ge.
gi.
gb.
gf.
gj.
gl. MATHEMATICS IV
gm.
gn.Date: ___________
go.
gp.I.
LEARNING OBJECTIVES
gq.
Divide 4-to 5-digit numbers by 2-to 3-digitnumbers with zeros in the
middle or continuous zeros in the dividend.
gr.
gs. Value: Helpfulness
gt.
gu.II.
gv.
LEARNING CONTENT
Skill: Dividing 4-to 5-digit numbers by 2-to 3-digitnumbers with zeros

in the middle or continuous zeros in the dividend.
gw.
Reference: BEC-PELC I D E 1.4
gx.
gy.
Materials:
charts, flashcard earning activity sheets
gz.
ha.III. LEARNING EXPERIENCE
hb.
hc.
1. Drill
hh.
hd.Game: Picking mangoes

he.
Picking Apples (apple cut outs) from the tree and answer the
combinations at the back.
hf.
90 5 =
60 15 = 28 14 =
hg.
2. Motivation
hi.
Who among you are member of boy and girl scouts? What are
the activities which your club 'Sponsor to help other people?
hj.
If you are helping somebody who is in need, are you going to tell
it to everyone: Why?
hk.
hl. B. Developmental Activities
hm.
1. Presentation
hn.Problem:
hy.
ho.
The Girl Scouts collected 1 308 canned goods to be given
to 25 poor families. How many pieces of canned goods should each family
receive?
hp.1.
Analysis/Discussion
hq.
a. Why did the Girl Scouts collected canned goods?
hr. b. What are the given facts?
hs.
c. What is asked in the problem?
ht. d. What operation is needed to solve the problem?
hu.
e. How do we divide 1 308 by 25?
hv. 2. Show the step-by-step process using long division on the board.
hw.
3. Check the answer by multiplication
hx.
hz.
Read and solve the following problems
1. The Grade 4 classes will go on a field trip. There should be one teacher for
every 25 pupils. There are 1 025 pupils. How many teachers are needed.
ia.
2. There are 50 026 mangoes. One basket can hold 46 mangoes. How many
baskets are needed to put the mangoes in?
ib.
ic.
3. Generalization
id.
How do you divide 4-to 5-digit numbers by 2-t0 3-digit
numbers?
ie. In dividing dividends with zeros, use the same step: divide,
multiply, subtract and being down.
if.
When you are dividing, why should you compare after you
subtract?
ig.
ih. IV. EVALUATION
ii.
Copy and divide the following on your paper.
1. 27 4080
4. 84 70035
2. 28 5508
5. 25 54054
3. 38 20160
ij.
ik. V. ASSIGNMENT
il.
divisor.
im.1.
in.
io. 3.
Answer the following then check by multiplying the quotient by the

63 4095
2. 24 2360
35 28070
4. 156 60400
5. 411 28060
ip. MATHEMATICS IV
iq.
ir. Date: ___________
is.
it. I.
LEARNING OBJECTIVES
iu. Estimate the quotient of 4-to 5-digitdeieds by 2-digit numbers

iv.
iw. Value: Helpfulness and cooperation
ix.
iy. II.
iz.
ja.
LEARNING CONTENT
Skill: Estimating the quotient of 4-to 5-digitdeieds by 2-digit numbers.

Reference:
BEC-PELC I D E 2
jb.
jc.
Materials:
flashcard, charts, drill board
jd.
je. III. LEARNING EXPERIENCE
jf.
jg.
1. Drill
jj.
jh.
Mental computation to sharpen your mind skill. Give the
quotient as fast as you can.
1) 3 000 30 2) 6 000 20
3) 81 000 90
4) 14 000 70
5) 24 000 80
ji.
2. Motivation
jk.
What do we usually so before entering a movie house? If you
don't pay for the tickets, do you think you can watch the show? We are
going to read a problem regarding pupils who work for a cause.
jl.
A group of students collected P1, 290.00 from the tickets
sold for their stage play. Each ticket costs P15.00. How many tickets
were they able to sell?
jm.
jn. B. Developmental Activities
jo.
1. Presentation
jr.
jp.
If you are a member of that group, how are you going to answer
the problem? We are going to group together and find out some ways to
answer the problem.
jq.
js. Estimate and divide.
1. 5 136 21 =
2. 1 501 69 =
3. 62 926 47 =
4. 34 108 82 =
5. 8 445 92 =
jt.
ju.
3. Generalization
jv.
In estimating quotients, first round off the dividend and the
divisor to the highest value then divide.
jw.
jx. IV. EVALUATION
ka.
kb.
kf.
jy.
Write the reasonable estimate for each of the problem.
jz.
1. P98.95 48 = ____
3. 17 399 34 = ___
69 673 68 = ___
2. 41 872 19 = ____
4. 19 457 23 = ___
kc. V.
ASSIGNMENT
kd.
Round both numbers then estimate the quotient
ke.
1. 62.95 56 = ____
536 16 = ___
2. 43 209 18 = ____
3. 44 867 93 = ___
4. 27 431 34 = ___
5.
5. 9
kg. MATHEMATICS IV
kh.
ki. Date: ___________
kj.
kk. I.
LEARNING OBJECTIVES
kl. Divide mentally 2-to 3-digit numbers by 1-digit number without

remainder
km.
kn. Value: Health consciousness
ko.
kp. II.
kq.
kr.
LEARNING CONTENT
Skill: Estimating the quotient of 4-to 5-digitdeieds by 2-digit numbers.

Reference:
BEC-PELC I D E 3
ks.
kt.
Materials:
flashcard, charts, picture of fruits, show board
ku.
kv. III. LEARNING EXPERIENCE
kw.
kx.
lg.
1. Drill
ky.
Teacher tells the pupils, they're going to have a contest. It will
be called "A Step for Victory". A participant from each group will be called.
The teacher will flash the cards. In the
kz. cards are written two numbers; the first number gives the product and
the number gives the quotient of the number pair the contestant will say.
The first one to give the correct answer will make a step until he or she
reaches the vase. Upon reaching vase, he/she will be given a flower to be
placed in their flower vase. The groups with the most number of flowers in
the vase will be declared as winner.
la.
Product
Quotient
lb.
24, _______, _______, 6
lc.
18, _______, _______, 2
ld.
25, _______, _______, 1
le.
16, _______, _______, 4
lf.
2. Motivation
lh.
What is your favorite fruit? Why? Why are the fruits
important to our body? What do they do to our body? To our health?
What vitamins can we get from mangoes?

li.
lj. B. Developmental Activities
lk.
1. Presentation
lp.
ll.
Read the problem carefully and give the answer without using
your pencil and paper.
lm.
Kent and his three friends picked 124 mangoes for the farm.
They divided the mangoes equally among themselves. How many
mangoes did each boy receive?
ln.
Solution: Divide 12 by 4 mentally, the give the quotient.
lo.
lq.
lr.
4
ls.
lt.
Divide the following numbers mentally.

39 3
50 5
846 6
848 4
84
3. Generalization
lu.
How do we divide numbers mentally? When we divide numbers
mentally, we first think of one or two dividends at a time then divide
without using paper and pencil. Do the same with the remaining digits.
lv.
lw.
lx.
ly.
lz. IV. EVALUATION
ma.
mb.
mc.
Solve for n mentally

1. 66 6 = ____
2. 99 3 = ____
md.
3. 110 5 = ___
4. 884 4 = ___
5. 819 9 = ___
3. 120 6 = ___
4. 550 5 = ___
5. 442 2 = ___
me.
mf.V.
mg.
mh.
mi.
ASSIGNMENT
Divide mentally
1. 49 7 = ____
2. 63 9 = ____
mj. MATHEMATICS IV
mk.
ml.Date: ___________
mm.
mn.
I.
LEARNING OBJECTIVES
mo.
Solve 1-step word problems involving division of 5 or more digit
numbers by 3 or more digit numbers including money
mp.
mq.
Value: Neatness and orderliness
mr.
ms.II.
mt.
LEARNING CONTENT
Skill: Solving 1-step word problems involving division of 5 or more

digit numbers by 3 or more digit numbers including money
mu.
Reference: BEC-PELC I E 4.1
mv.
mw.
Materials:
charts, flashcard, activity sheets
mx.
my.
mz.
A.
Preparatory Activities
na.
1. Drill
ne.
nb.
Wheel of fortune.
nc.
Pupils will use the wheel of fortune and answer it.
nd.
2. Motivation
nf.
1. Sing the song Happy in Math

ng.2. Who among you have a father or mother who works in the factory?
What factory? What does he/she do there?
nh.
ni. B. Developmental Activities

nj.
1. Presentation
nk.
The class will be divided into 3 groups with their leader and
recorder. Each group will be given an activity sheet with a problem
situation. Read the problem' carefully and analyze it.
nm.
nl.
Mr. Cruz, a factory owner has 156 workers. The weekly pay of
the workers amount to P185,328.00. About how much does each worker
get weekly?
nn.
b. What are the facts given?
no.
np.
d. Transform the word problem into a number sentence
nq.
d. solve for the correct answer
nr.
e. Label your answer
nu.
ns.
The first group to finish will be the one to present their
work.
nt.
nv.
Read the problems carefully and solve for the answer. Write the
label or units.
nw.
1.
There were 25, 200 bars of soap at the wholesale counter.
If these were distributed equally among 101 retailers, how many bars
of soap will each retailer get?
nx.2.
Mr. Perez spent P 1, 883, 222.50 for the bangus fingerlings he
placed in his 122 fish ponds. How much did he append for each fish
pond?
ny.
nz.
3. Generalization
oa.
What are the steps in solving word problems.
ob.
Steps in solving word problems
1. Read Know what is asked, what are given?
2. Plan - Draw the problem, know the operation, write the number
sentence..
3. Solve Write the correct units and label your answer.
4. Look back Review and check your answer
oc.
od.IV. EVALUATION
oe.
Read the problems carefully, then solve for the answer. Label your
answers.
of.
1.
There are 21, 550 coconut tress to be distributed to 345
barangay's in Laguna. How many coconut trees will be given to each
barangay?
og.
2.
A factory can manufacture 125 fish nets using 156, 250 meters
of nylon thread is used for each net?

3.
Dave gathered 17, 040 oranges. He packed them in boxes which
each can hold 284 orange. How many boxes did Dave use?
oi.
4.
A Christmas tree cost P 950.00. How many Christmas tree can
be brought from P 34, 200.00?
oj.
5.
A delivery truck unloaded 600 boxes of canned milk at a
supermarket. There were 14, 400 cans of milk in all the boxes. How many
cans were in each box?
ok.
oh.
ol.
om.
on.
V. ASSIGNMENT
a.
Mr. Sison had 69, 965 kilograms of apple available for sale. Two
hundred sixty tree vendors prought equal weight of apples. How many
kilograms did each vendor get?
oo.
b.
There are 225, 190 cookies to be packed in a plastic container.
One hundred thirty-five cookies are in each pack. About how many plastic
containers are needed to pack all the cookies?
op.
c.
Mangoes are sokJ by the "kaing". If one kaing cost P1, 025.00,
how many "kaings" of-mango can you buy in P 142, 475.00? Construct a word
problem involving division of 5 or more digit number by 3 or more digit
numbers including money.
oq. MATHEMATICS IV
or.
os. Date: ___________
ot.
ou.I.
LEARNING OBJECTIVES
ov.
Analyze the word problems involving division of 5 or more digit
numbers by 2 to 3 - digit numbers including money buy telling what is asked,
what is are given, the word c1ue/s, the operation/s to be used and transform the
problem into a number sentence
ow.
ox. Value: Cooperation
oy.
oz. II.
pa.
LEARNING CONTENT
Skill: Analyzing Word problems involving division of 5 or moire digit

numbers by 2 to 3 digit numbers including money
pb.
Reference:
BEC-PELC I E 41 1.-4.1.4
pc.
pd.
pe.
Materials:
activity sheet, chart, flashcards
pf. III. LEARNING EXPERIENCE

pg.
ph.
1. Drill
pi.
pj.
pk.
pn.
Group work
The group that finishes first is declare the winner.
Do the operation follow the path.
pl.
pm.
2. Motivation
po.
Show a picture of a forest. Ask: have you been to the forest?
What did you do there? Share some of your experiences.
pp.
pq.B. Developmental Activities

pr.
1. Presentation
ps.
Problem situation
pt.
A total of 93 184 pupils in Cavite will joined the tree planting
program. If there were 256 pupils in each municipality, how many
municipalities joined the tree planting program?
pu.1.
pv. 2.
pw.
px.4.
py. 5.

3.
What word clue would help you to solve the problem?
What question is to be used?
Why do you think many pupils joined the tree planting program?
pz.
qa.
qb.
Read the problem carefully and answer the question that
follow.
qc.
There are 63 360 textbooks to be shipped to Cebu City. If
there are 165 boxes how many books are there in each box?
qd.
qe.
d. How will you write a mathematical sentence of the problem?
e. Transform this problem into a number sentence.
qf.
qg.
qh.
3. Generalization
How do we analyze word problems?
a. To analyze word problems, read the problem carefully, tell what is
asked? What are the given? What is/are the word clue/s, what
operation to be used and transform it problem into a number
sentence?
qi.
qj. IV. EVALUATION
qk.
Read the problem carefully and answer the questions that follow.
ql.
A farmer wants to ship 11 088 eggplants. A crate holds 144 eggplants,
how many crates are needed?
1.
2.
3.
4.

How will you write a mathematical sentence of the
problem?
5. Transform this problem into a number sentence.

qm.
qn.V.
ASSIGNMENT
qo. 1.
Construct word problems on the following data:
qp.
a.
P 65 340.00 235 =
qq.
b.
P 73 342.00 176 =
qr. 2.
Ben has P 3000 in P 100 bills how many pieces of hundred peso
bill does he have?
qs. MATHEMATICS IV
qt.
qu.Date: ___________
qv.
qw. I.
LEARNING OBJECTIVES
qx. Solving 2-to 3-step word problems Involving Division and Any One of
Two of the Other Fundamental Operation Learned Including Money.
qy.
qz. Value: Fairness, sharing and kindness
ra.
rb. II.
rc.
LEARNING CONTENT
Skill: Solving 2-to 3-step word problems involving division and any
one of two of the other fundamental operation learned including
money.
rd.
Reference:
BEC-PELC I E 501
re.
rf.
rg.
Materials:
flashcards and chart
rh. III. LEARNING EXPERIENCE

ri.
rj.
1. Drill
rn.
rk.Using flashcards
rl. Solve for the correct answer
a. ( 5 + 9 ) 7 =
b. ( 15 3 ) + 8 =
c. ( 25 5 ) 4 =
rm.
2. Motivation
ro. Read this problem carefully and answer the question below.
rp. The national library has 28 470 books. 130 books can fit in one shelf.
How many shelves can be filled?
rq. a. What is asked?
rr. b. What is/are given?
rs. c. What operation is to be used?
rt. d. What is the number sentence?
ru. e. What is the correct answer?
rv. f.
Show how you check the answer.
rw.
rx. B. Developmental Activities
ry.
1. Presentation
rz. Read the problem and let the pupils answer the question below.
sa. Mang Celso can collect 540 eggs in a week in his poultry farm. If he
will collect in six weeks and we deliver this to 8 egg dealers, how many
eggs will each received?
sb. a. What is asked?
sc. b. What is/are given?
sd. c. What operation is to be used?
se. d. What is the hidden question?
sf. e. What is the number sentence?
sg. f. What is the correct answer?
sh. g. Show how you check the answer.
si.
sj.
sk.
sl. Solve the following
sm.
Mang Ito gathered 350 mangoes which equally shares among
his 13 cousins and 12 neighbors. How many mangoes will each of his
friend
and
relatives
received?
a. What is asked?
sn.
b. What is/are given?
so.
sp.
sq.
e. What is the correct answer?
sr. f. Show how you check the answer.
ss.
st.
su.
3. Generalization
How do you solve 2-to 3- step word problem.
b. To solve 2-to 3- step word problem, analyze the problem correctly
then follow the steps in problem solving.
sv.
sw.IV. EVALUATION
sx.
Solve the following problem
1. Four people share a room in a hotel. The cost of renting a room is 3 576.
They paid a down payment of one thousand and share equally the cost of
the remaining balance. How much did each of them contribute?
2. Mr. Miranda collected 1 250.00, 1 350.00 and 1 550.00 as rent for their 32
door apartment. If he were do to divide the total amount collected among
her 5 children? How much would each child get?
sy.
sz. V.
ASSIGNMENT
ta. Solve the following problem.

1. Last month, Rico and Jojo worked in Mrs. Agsaways farm. They earned P5
150 but spent P750 for their food. If they divided what was left equally
between them, how much did each of them get?
2. Noli had 9 850 mangoes. He placed 1 100 small mangoes in a sack could
hold 50 pieces each. How many basket did he use?
3. Mr. Cruz bought a new TV set worth P28 575 in an appliance center and
availed of its zero-interest plan promo. If he paid a down payment of P8
000 and she will pay the balance in 5 months, how much will be the
monthly amortization?
tb.MATHEMATICS IV
tc.
td. Date: ___________
te.
tf. I.
LEARNING OBJECTIVES
tg.
Analyze 2 to 3 step word problems involving division and any of the
other fundamental operations.
th.
ti. Value: Kindness
tj.
tk. II.
tl.
LEARNING CONTENT
Skill: Analyzing 2 to 3 step word problems involving division and any

of the other fundamental operations.
tm.
Reference: BEC-PELC - I E 5.1.1 1.4
tn.
to.
tp.
Materials:
problem solving chart, flashcards
tq. III. LEARNING EXPERIENCE

tr.
ts.
1. Drill
tw.
tt. Drill on dividing 3 to 4 digit numbers b 1 digit number. You may used
flashcards or have a relay game to be done by columns.
tu.235 5
824 4
650 2
328
8
738 6
tv.
2. Motivation
tx.Katrina has P20 for her snacks. Anne has P25 and Chritine has P30. if
they decided to divide their money equally among themselves, how much
will each of them get?
ty.
tz. B. Developmental Activities
ua.
ub.
1. Presentation
Activity
uc.
1. Call one pupil to read the problem a loud?

ud.
2. Have the pupils analyze the given problem. The show and discuss
the solutions on the board. Ask:
ue.a. What is asked?
uf. b. What are given?
ug.c. What operation is to be used?
uh.d. What is the hidden question?
ui. e. What is the mathematical sentence for the problem?
uj. f. If you were Katrina, are you willing to give your P20 to a
classmate without food for recess? Why?
uk.
ul.
um.
Read and solve.
un.The Farmers Association of Nueva
peauts and other crops in their fields.
harvested about P 3 250 woth of rice, P 7
the crops. If there are 45 members in the
farmer earn?
Ecija planted rice, corn, mongo,

By the end of the year, they
500 form corn and P 2 300 from
association, how much did each
uo.
up.
uq.
3. Generalization
What are the steps needed in solving 2 step word problems.
c. To solve 2 step word problems involving division and any of the
other operations, follow the steps: read, understand, plan and
solve.
ur.
us. IV. EVALUATION
ut.
Read the problem. Dont forget to write the necessary label for the
given problem.
uu. The Grade 1 class in Sta. Monica Elementary has a population of 245
pupils. Grade 2 has 230, Grade 3 has 340, Grade 4 has 500, Grade 5 has 501
and the Grade 6 classes have 620. what is the average enrolment of the grades.
uv.
uw.
V. ASSIGNMENT
ux.Analyze the following word problems using the different steps learned in the
class. Then solve for the final answer with the necessary label.
1. Last month, John and Jun worked in Mr. Castros farm. They earned P4 276 but
spent P800 for their food. If they divided what was left equally between them,
how much did each get?
2. Mr. Santos used his jeep to transport 1 629 kilograms of bananas. He
delivered 649 kilograms to his customers in Divisoria and the rest to his 4
customers in Quiapo. How many bananas did each customer in Quiapo

receive?
uy. MATHEMATICS IV
uz.
va. Date: ___________
vb.
vc. I.
LEARNING OBJECTIVES
vd.Visualize multiplication of fractions

ve.
vf. Value: Generosity
vg.
vh.II.
vi.
LEARNING CONTENT
Skill: Visualizing multiplication of fractions and identifying a given

fraction
vj.
Reference:
BEC-PELC II E. 1.1
vk.
vl.
Materials:
textbooks, strips of cartolina with different shapes,
learning activity sheet, crayon.
vm.
vn.III. LEARNING EXPERIENCE
vo.
vp.
1. Drill
vt.
vq.Answer the basic multiplication facts using flash cards.

vr. 3 x 2 =
4x3=
3x6=
5x3=
2x3=
x6=
vs.
2. Motivation
vu.Acting out a problem (Kinesthetic)

vv.
Ask a group of 8 pupils to stand in 2 rows in front of the class.
Ask of the group to sit down then ask 1/3 of the group who sat down to
kneel. What part of the whole group would still be kneeling?
vw.
What did you do to find out the answer? How do we get
of ?
vx.
vy. B. Developmental Activities
vz.
1. Presentation
wa.
a.
Present the word problem
wb.
Mayumi bought 1/3 meter of linen cloth. She used of
it to make a handkerchief for her mother. What part of the cloth was
used or the handkerchief?
wc.
Ask What kind of daughter is Mayumi? Is it good to be
generous? Why?
wd.
Ask for the multiplication sentence = of 1/3
we.
b.
Help them visualize and interpret the multiplication
sentence. Make necessary illustration. Give emphasis to the double
shaded part.
wf. c.
Present the multiplication sentence by computation:
wg.
wh.
wi.
Read and solve on your paper. Write the multiplication
sentence then express your answer in lowest term.
wj.
Rorie has meter of red ribbon. She used of it in
decorating a gift package for her mother. What part of a meter of
ribbon was used in decorating the gift package for her mother?
wk.
What kind of daughter is Rosie Are you like Rorie.
wl.
wm.
wn.
wo.
wp.
3. Generalization
wq.
wr.
Ask: How do you visualize multiplication of fractions?

a. Divide the whole by the first denominator having equal parts then
shade parts according to its numerator. Divide again the whole by
the second denominator with interested lines and then shade
using the second numerator. The double shaded part is the
product in the multiplication of fraction.
ws.
wt. IV. EVALUATION
wu.
1)
2)
3)
4)
5)
3/5
3/5
2/4
2/3
2/5
of
of
of
of
of
Draw the following fraction.

1/3
1/5
1/5
1/2
wv.
ww.
wx.
1)
2)
3)
4)
5)
V. ASSIGNMENT
Illustrate the following fractions
3/8 of 2/4
2/5 of 2/4
3/6 of
3/7 of
5/8 of 2/3
wy.
wz.
xa. MATHEMATICS IV
xb.
xc. Date: ___________
xd.
xe. I.
LEARNING OBJECTIVES
xf. Read decimal numbers through hundredths.

xg.
xh.Value: Hospitality
xi.
xj. II.
xk.
xl.
LEARNING CONTENT
Skill: Reading decimal numbers through hundredths.

Reference:
BEC-PELC- II A 1.3
xm.
xn.
xo.
Materials:
flashcards, chart, place value chart
xp.III. LEARNING EXPERIENCE

xq.
xr.
1. Drill
xu.
xs. Show illustrations of figures divided into 10 or 100 equal parts. Let
children identify the fractional parts of the whole.
xt.
2. Motivation
xv.
There were 100 boys and girls who welcomed the vice-president
of the USA at the Ninoy Aquino International Airport. Of the 100 pupils, 60
were girls.
xw.
Do we have to welcome foreign visitors in the matter?
Why?
xx.
What character trait of Filipinos did the boys and girls
demonstrate?
xy.
xz. B. Developmental Activities
ya.
1. Presentation
yb.
yc. a.
yd.b.
ye. c.
yf. d.
yg.e.
Analyze the situation given.

How many pupils welcomed the vie-president of the USA?
How many were girls
What is the number of girls in fraction form? In decimal form?
How many were boys?
What is the number of boys in fraction form? In decimal form?
yh.
yi.
yl.
yj. 1. Read the following

yk.
0.15
0.16 0.56 0.25 0.05
2. Write the following as decimals
ym.
yn.
ten hundredths
0.18
0.35
0.02
0.59
three hundredths
twenty-five hundredths
six hundredths
yo.
yp.
yq.
3. Generalization
What should you remember in reading and writing decimals.
1. Read the number after the decimal point as a whole number and
then name the place value position of the last decimal.
2. There are two decimal places after the decimal point in
hundredths.
yr.
ys.
yt.
yu.IV. EVALUATION
yv. Write the following decimals

yw. Seven hundredths
yx.
Eighty-two hundredths
yy.
Sixty-five hundredths.
yz.
Two tenths
za.
Read the following decimals orally.
zb.
0.3
0.8
0.28
zc.
zd. V. ASSIGNMENT
0.09
0.15
0.04
0.13
0.05
0.46
ze. Read orally

zf.
0.33
zg.
zh. Write as decimals
zi.
Three tenths
0.15
0.75
zj.
Five hundredths
zk.
Four tenths
zl.
Twenty six hundreds
zm.
Thirty five hundredths.
zn. MATHEMATICS IV
zo.
zp. Date: ___________
zq.
zr. I.
zs.
10.
LEARNING OBJECTIVES
Rename in decimal form fractions whose denominations are powers of

zt.
zu. Value: Cooperation
zv.
zw.II.
zx.
LEARNING CONTENT
Skill: Renaming in decimal form fractions whose denominations are

powers of 10. writing fractions as decimals.
zy.
Reference:
BEC-PELC I II A 1.4
zz.
aaa.
aab.
aac.
aad.
aae.
aai.
Materials: illustrations, counters, cartolina strips, activity sheets

A.
1. Drill
aaf.
Let the pupils read the following decimals using flashcards.
aag.
0.43
0.9
2.5
4.46
0.7
0.25
3.65
9.2
aah.
2. Motivation
aaj.
Distribute strips of cartolina to the pupils with the following
information.
aak.
Four tenths
0.36
aal.
Two and five tenths
12.3
aam.
Twelve and three tenths 0.4
aan.
Two and five hundredths 2.05
aao.
Thirty six hundredths
2.5
aap.
aaq.
The first pair of pupils with the correct decimals in figures and
words will come to the front and get the stick with the word first. The
other pairs will do the same.
aar.
aas.
aat.
1. Presentation
aau.
Let the pupils get 10 counters. Ask them to set aside 4 counters.
What fractional part of our whole set is your 4 counters?
aav.
Write the answer on the board.
aaw.
( 4/10, 3/10, 6/10, 9/10 )
aax.
Repeat the process with other numbers. ( 3, 6, 9 )
aay.
aaz.
aba.
Write each number as a decimal.
1. Barbara rode her bicycle 8/10 of a kilomider to school.
2. The winner of the race was 24/100 of a second faster than the
person who finished next.
abb.
abc.
3. Generalization
abd.
decimals?
How do we rename fractions whose denominators are powers of 10 as
b. A tenths decimal has 1 place value. It represents a fraction with a

denominator of 10. the decimal point is read as and.
c. A hundredths decimal has 2 decimal places. It represents a
fraction with a denominator of 100.
d. A thousandths decimal has 3 decimal places. It represents a
fraction with a denominator of 1000.
abe.
abf.
IV. EVALUATION
abg.
1.
2.
3.
4.
5.
8/10
24/100
9/100
16/100
5/10
abh.
abi.
abj.
Write a decimal for each fraction
V. ASSIGNMENT
Write the decimal for each number.
1. The meter taxi traveled 1 4/10 kilometers from St. Marks Square to the glass
factory.
2. Venice is famous for its glass blowers. One glass blowers made a pitcher in
the shape of a swan. The pitcher holds 1 75/100 liters of water.
3. The tour of Rizal Park takes 3 25/100 hours.
4. Joan walked 4 3/10 blocks to see San Agustin Church.
5. The length of my room is 2 3/100 meters. MATHEMATICS IV

abk.
abl.Date: ___________
abm.
abn.
abo.
abq.
I.
LEARNING OBJECTIVES
Name the place value of each digit of a given decimal number

abp.
Value: Sportsmanship and cooperation
abr.
abs.
abt.
II.
LEARNING CONTENT
Skill: Naming the place value of each digit of a given decimal number
and telling how many tenths, hundredths, etc. in a given decimal.
abu.
Reference: BEC-PELC II A 1.5
abv.
abw.
Materials: place value chart (on manila paper or cartolina),
money, flashcards, show-me-cards
abx.
aby.
abz.
aca.
acf.

A.
1. Drill
acb.
Show decimal written on flashcards
acc.
Show decimal in words.
acd.
Pupils will write them tin standard form using the show-mecards.
ace.
2. Motivation
acg.
Present this problem opener
ach.
aci.
Marc has only 10 centavo coins in his pocket. The coins
total P 3.20. How many centavo coins does Marc have?
acj.
ack.
acl.
1. Presentation
acm. 1. Using play or real money, have pupils discover how many 10
centavo coins are there in P1.00, P5.00 and P0.50
acn. 2. From these, they will discover a pattern and will be able to find
out if their answer in the problem opener is correct.
aco.
3. Use this strategy as a spring board to the lesson for the day.
acp.
4. Present the place value chart for decimals.
acq. 5. At this point, explain to the pupils the place value of decimal
numbers.
acr.
acs.
acz.
act.
Estella earned P92.75 from the sale of her banana
fritters. She gave his amount to her mother for their daily expenses.
acu.
a.
What
is
acw.
c.
What
is
the value of 9?
the value of 7?
acv.
b.
What
is
acx.
d.
What
is
the value of 2?
the value of 5?
acy.
3. Generalization
ada.
Just like whole numbers, decimal numbers have place
values. The value of each digit of a decimal number depends on its place
position.
adb.
The decimal point is the boundary between numbers
greater than 1 and numbers less than 1.
adc.
add. IV. EVALUATION
ade.
Identify the place value of the underlined digit in each given
numeral.
adf.
21.614
adg.
37.59 78.0069
adh.
adi.
adj.
428.095
113.015
V. ASSIGNMENT
Give the place value of each underlined digit.
1. 215.05
2. 9.13
3. 14.165
6.
4. 5.0052
5. 18.709
7. Identify the digit of the number 168.324 according to the place value
indicated below.
1.
2.
3.
4.
5.
tenths
thousandths
hundreds
hundredths
thousands
8. MATHEMATICS IV
9.
10.Date: ___________
11.
12.I.
LEARNING OBJECTIVES
13.Express money as pesos and centavos

14.
15.Value: Thrift and economy
16.
17.II.
LEARNING CONTENT
18.Skill:
19.
Expressing money as pesos and centavos

Reference:
BEC-PELC I A2
20.
21.
22.
Materials:
23.III.
LEARNING EXPERIENCE
24.
25.
play money, flashcards, charts
1. Drill
26.Using flashcards, give the value of the following:
27.
28.
29.
30.
31.
32.
33.
2. Motivation
34.Have you gone shopping? What did you buy? Did you buy everything
that you like? Why? If you buy only what you need, what does that show?
Is it important to be thrifty? Why? Therefore, what should you practice?
35.
36.B. Developmental Activities

37.
38.
1. Presentation
Activity
a. Put up a mini fruit stand in a pocket chart or on your table. Each fruit should
have a tag price.
b. The pupils will buy from the fruit stand.
39.
Example: Jose wanted to buy a bunch of bananas.
c. The seller would say the cost of the fruits bought.
40.
Example: Bananas would cost P35.00 per kilo.
d. Using the play money, ask the pupil to give 1 P20, 1 P10 and 1 P5.
e. Write the amount of money as P35.00.
What symbol was
How is it written?
used?
Match the amount in words with that of the amount in figures.
_____ 1.
Thirty-six pesos
_____ 2.
Two hundred pesos
_____ 3.
Forty-five pesos
c. P36.00
_____ 4.
Nine pesos and fifteen centavos
d. P200.00
_____ 5.
One thousand twenty pesos
e. P0.45
a. P9.15
b. P 1 020.00
f. P3.60
3. Generalization
How do we write money?
a. Remember, the peso sign (P) is used in writing pesos and
centavos. The decimal point, which is read as and, separates
the pesos from the centavos.
IV. EVALUATION
Write each number amount of money in decimals with the peso

sign.
1. 3 pesos and 20 centavos
2.
3.
4.
5.
9 centavos
89 centavos
fifteen pesos and five centavos
nine hundred pesos and seventy-five centavos
V. ASSIGNMENT
Write each in decimal with the peso sign.
1.
2.
3.
4.
5.
720 centavos
1 334 centavos
17 000 centavos
202 999 centavos
5 871 000 centavos
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Round decimals to the nearest tenths/hundredths/thousandths.
Value:
Preciseness and speed
Skill: Rounding decimals to the nearest

tenths/hundredths/thousandths.
Reference:
Materials: flashcards, chart

A.
1. Drill
BEC-PELC II A3
Round off the whole number to the indicated place value.

6 754 (hundredths)
38
754
(ten
58 495 (thousands)
thousands)
76 850 000 (millions)

37 638 (tens)
2. Motivation
Guessing Game
The teacher will dictate a number. The pupils will guess the number
being referred to like: this number is close to 50. It is between 45 and 47.
What is the number? Pupils will mention the number.
Another example : This number is 3 more than 40. What is the

number?
1. Presentation
Use a problem opener using a number line.
During the Palara ng Bayan, Aris rant he 100-meter dash in 11.843

seconds. Mike run the same event in 11.861 seconds. Who is faster
between the two runners?
a. What time was utilized by Aris to cover the 100-meter dash?

(11.843 seconds)
b. Locate this in number line.
c. Let us round the number 11.842 to the nearest tenths.
d. Who run faster? Who won the race?
e. Why do we have to speed up in doing our lessons.
Round then following to the nearest place indicated
Tent
Hun
hs
dredths
8.7
256
12.
6321
87.
0568
22.
0054
35.
1069
3. Generalization
Tho
usandths
How do we round decimals to the nearest tenths? Nearest

hundredths? Nearest thousandths?
IV. EVALUATION
Round the following as indicated
1.
2.
3.
4.
5.
0.6542 (nearest tenths)

0.9568 (nearest thousandths)
10.2346 (nearest hundredths)
73.6834 (nearest thousands)
25.1934 (nearest tenths)
a.
b.
c.
d.
e.
V. ASSIGNMENT
Round to the underlined digit.
0.653
0.467
6.8321
62.4623
2.1832
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Add decimals through hundredths without and with regrouping
Value:
Thoughtfulness
Skill:
Adding decimals through hundredths without and with
regrouping
Reference: BEC-PELC II B 1, 1.1

A.
1. Drill
Put the sum on the third outer box.
2. Motivation
What do you give your mother on her birthday? When you give her
a gift, what does it show? It is important to be thoughtful? Why?
1. Presentation
Elaine used 0.5 meter of red ribbon and 0.8 meter of white ribbon
on the gift that she will give her mother. How many meters of ribbon did
she use?
a. How many meter of red ribbon was used? (0.5)
How many meter of white ribbon was used? (0.8)
b. Let us illustrate using a number line
c. Using the shortcut method
0.5
+ 0.8
1.3
Arrange in column then add.
1. 0.12 + 0.15 =
4. 0.68 + 0.36 =
2. 0.25 + 0.38 =
5. 0.75 + 0.49 =
3. 0.34 + 0.99 =
3. Generalization
How do we add decimals?
Remember: Adding decimals is like adding whole numbers.
Remember to place all the decimal points in one column.
IV. EVALUATION
Answer the following
1. What is the sum of 0.72 and 0.49?

2. Increase 0.57 by 0.38.
3. Add 0.46 to 0.78 then add 0.16
4. Find n 0.47 + 0.36 + 0.12 = n

5. Add 0.69 to the sum of 0.37 and 0.79
V. ASSIGNMENT
Find the sum of each

1.
0.96
+ 0.66
+0.02
0.85
2. 0.62
5. 0.15
+ 0.78
+ 0.98
3.
0.23
+ 0.57
4.
MATHEMATICS IV
Date: ___________
I.
LEARNING OBJECTIVES
Subtract decimals through hundredths without and with regrouping.
Value:
Thoughtfulness and creativity
Skill:
Subtracting decimals through hundredths without and
with regrouping.
Reference: BEC-PELC II B 1.2
Materials: flashcards, chart, counters
A.
1. Drill
Light up each bulb mentally every time you get an extract

difference by subtracting the outer number from the middle number.
2. Motivation
How many of you are boys scouts or girl scouts?

What activities do you have in scouting?
Have you ever done some hiking?
Did you enjoy the activity?
What is the importance of doing this kind of activity?
1. Presentation
a. Read this problem:
Some boy scouts hiked a distance of 0.75 kilometer in the

morning and 0.43 kilometer in the afternoon. How much farther did
they hike in the morning than in the afternoon?
b. Analyze the problem and answer the question bellow.
1. How far did the boy scouts hike in the morning (0.75km)
2. How far did the boy scouts hike in the afternoon (0.43 km)
3. How much farther did they hike in the morning than in the
afternoon?
4. Illustrate the problem.
Write the decimals in column then subtract.

1. 0.65 0.40 =
4. 0.22 0.16 =
2. 0.12 0.05 =
5. 0.67 0.43 =
3. 0.79 0.32 =
6.
7.
3. Generalization
8.
How do we subtract decimals

When subtracting decimals, follow these steps:
a) Write them in column form with the decimal point
and the digits properly aligned.
b) Regroup, if needed
c) Place the decimal point aligned directly below it in
the answer.
9.
10.
11.IV. EVALUATION
12.
Write the decimals in column then subtract.
1. 0.98 0.37 =
2. 0.57 0.32 =
3. 0.75 0.28 =
6.
7.
4. 0.65 0.39 =
5. 0.87 0.48 =
8. V.
ASSIGNMENT
9. Answer the following

a. Subtract 0.38 from 0.51
b. Find the difference between 0.63 and 0.92
c. Take away 0.52 than 0.91?
d. What is 0.54 less than 0.91?
e. What is the value of n in 0.81 0.56 = n?
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.3RD
32. MATHEMATICS IV
33.
34. Date: ___________
35.
Add mixed decimals with or without regrouping
36.
37.
Value: Thriftiness, Helpfulness
38.
39. II. LEARNING CONTENT:
40.
Adding mixed decimal with or without regrouping
41.
References: BEC-PELC II B 2.1
42.
43.
Materials: different kinds of vegetables (real vegetables), bamboo sticks, tape
measure, basket, flashcards, drill boards, money, canteen sales, ruler
44.
45. III. LEARNING EXPERIENCES:
46. A. Preparatory Activities:
47. 1. Drill:
48. Wheel of Number
49. Give the sum of the combination of numbers orally.
50.
51. 2. Review:
52.
Find the sum by adding diagonally and horizontally.
53.
0.3
54. 0.3
55. 0.8
56.
0.9
57. 0.7
58. 0.22
59.
0.11
60. 0.4
61. 0.1
62.
63. 3. Motivation:
64.
Mother wants to prepare "pinakbet" for lunch. Can you help her get or buy the
vegetables for the menu"? Are you helpful to your mother"? In what way"?
65.
66. B.
Developmental Activities:
67. 1.
Presentation:
68.
What vegetables will mother buy"?
69.
How much will she pay?
70.
Vegetable Stand
71. P15.00/kilo
eggplant
72. P22.S0/kilo
squash
73. P15.50/kilo
sayote
74. P10.S0/bundle string beans
75. P12.00/kilo
carrots
76. P5.00/bundle kangkong
77.
78. 2. Practice Exercises:
79.
Dyad: Counting Money
80. a.
81. b.
Every pair will be given a box which consists of coins and bills.
The pair should determine the amount of money in the box.
82.
83. 3.
84.
Generalization:
How will you add mixed decimals?
85.
86. IV. EVALUATION:
87. Solve
88. 1.
2.37 + 22.7 =
89. 2.
P26.50 + P41.21 + P2.27 =
90.
3.
Canteen sales slip (Teacher should prepare this sales slip)
91. a. If you have P20.00, what items can you buy from it?
92. b. Write the items and the price then solve.
93.
94. V. ASSIGNMENT:
95.
Add:
1. 2.72, 43.43
2. 26.28, 143.48
3. P738.75, P443.20, P10.00
4. Jose is 155cm tall last year. This year, he grew by 2.2cm. how tall is he now?
5. A butcher weighed two hogs. The first hog weighed 43.5kg and the second 39.3kg, what is the
total weight of the two hogs?
96.
MATHEMATICS IV
97.
98. Date: ___________
99.
100.
I.
OBJECTIVE:
Subtract mixed decimals through hundredths with or without regrouping
101.
102.
Value: Thriftiness, Helpfulness
103.
104. II.
LEARNING CONTENT:
105.
Subtracting mixed decimals through hundredths with or without regrouping
106.
107.
108.
Materials: flashcards, written exercises on a cartolina, picture
109.
110.
III.
LEARNING EXPERIENCES:
111.
A. Preparatory Activities:
112.
1.
Drill:
113.
Subtract the following numbers (using flashcards)
114.
42
63
87
91
49
115.
- 21
- 40
- 11
- 50
- 23
116.
117.
2.
Review:
118.
Subtract of decimals with regrouping.
119.
0.51
0.84
0.90
0.72
0.60
120.
- 0.38
- 0.45
- 0.63
- 0.56
- 0.27
121.
122.
3.
Motivation:
123.
Show a glass of water. Talk about the importance of water. Ask pupils to give
ways of conserving and preserving our water resources. Show the picture of the water level
gauge at La Mesa Dam. Tell them what this is all about.
124.
125.
126.
1. Presentation:
127.
a.
Read and analyze this problem.
128.
At the start of summer, the water level at La Mesa Dam stood at 1.3
meters. By the end of summer, it dipped by 0.4m. What was the water level at the end of
summer?
129.
b.
Answer the following
130.
a.
131.
b.
What is asked?
132.
c.
How will you find the answer?
133.
134.
2.
Guided Practice:
135.
Find the difference:
136.
1.
4.4 2.3
2. 8.7 6.4
3. 5.8 4.5
137.
138.
3. Generalization:
139.
How do we subtract mixed decimals?
140.
141.
IV.
EVALUATION:
142.
Subtract the following:
143.
144.
7.2
92.7
34.8
98.25
145.
- 3.0
- 14.8
- 12.4
- 22.05
15.4
146.
147.
V.
ASSIGNMENT:
148.
Write the decimal numbers in column. Then find the difference.
1. 42.04 8.93 =
2. 5.71 1.69 =
3. 14.61 0.53 =
4. 10.2 8.4 =
5. 72.04 12.63 =
25.9
-
149.
MATHEMATICS IV
150.
151.
152.
153.
Date: ___________
I.
OBJECTIVE:
Solve word problems involving either addition or subtraction of decimals including money
154.
Value: Accuracy and cooperation
155.
156. II.
LEARNING CONTENT:
157.
Solving word problems involving either addition or subtraction of decimals.
158.
159.
160.
Materials: flashcards, list of prices of school supplies, money, dice/cubes with
numbers written on it.
161.
162.
III.
163.
164.
1.
Drill:
165.
Copy to complete each table by adding and subtracting the decimals down and
across.
166.
167.
168.
169.
170.
2.
Review:
171.
Write the decimal numbers in column. Then find the difference.
172.
a.
42.04 8.93 =
b. 5.71 1.69 =
c. 3.85 2.36 =
173.
174.
3.
Motivation:
175.
Can you buy 2 pencils with P5:00? (one pencil costs P1.75)
176.
177.
178.
1. Presentation:
179.
A notebook is on sale for P 13.00. An eraser is on sale for P3.75. How much
will both cost.
180.
How did you get the answer?
181.
Lets find out if your answers are correct.
182.
Notebook
P13.00
183.
Eraser
P 3.75
184.
P16.75 Amt. Spent
185.
What did I add to P13 before solving the problem?
186.
187.
2.
Practice Exercises:
188.
Read and solve:
189.
a.
Sally filled 2.5 boxes with crayons. She filled another 3.25 boxes with
books. How many boxes did she fill?
190.
191.
3. Generalization:
192.
How did you solve word problem involving either addition or subtraction
of decimals?
193.
194.
195.
196.
IV.
EVALUATION:
197.
Solve these problem
198.
199.
1.
Gracia needs 15.5 meters of cloth for her sala set and 35.62 meters for window
curtains. How many meters does she need in all?
200.
2.
Maila spend P260.45 for snacks and P150.50 for fare to school every week. How
much does she spend weekly for her snacks and fare?
201.
202.
V.
ASSIGNMENT:
203.
1.
Father bought 6 shirts from one store and 3 more in another store. If each costs
P32, how much did she spend for them'?
204.
2.
Daisy ran a 100-meter dash in 14.6 seconds. The second time she ran, it took her
11.95 seconds. How many seconds less did she take the second time?
205.
206.
MATHEMATICS IV
207.
208.
209.
210.
Date: ___________
I.
OBJECTIVE:
Analyze 1-step word problems involving either addition or subtraction of decimals including
money
211.
212.
Value: Spending Money Wisely
213.
214. II.
LEARNING CONTENT:
215.
Analyze 1-step word problems involving either addition or subtraction of
decimals including money
216.
217.
References: BEC-PELC II B 3.1.1 1.4
218.
219.
Materials: activity cards, strips of cartolina with steps in analyzing word problems.
220.
221.
III.
222.
223.
1.
Drill: Number pocket chart
224.
2.
Review:
225.
Aling Rosa sold 350 green mangoes and yellow mangoes. If she sold 175 green
mangoes, how many yellow mangoes did she sell?
226.
Tell about the following:
227.
a.
number of yellow mangoes
228.
b.
350 and 175 mangoes
229.
c.
subtraction
230.
231.
3.
Motivation:
232.
Luz bought a cartolina worth Pl0.00and colored, paper worth P24.25. How much
did she pay for these items?
233.
Answer the following:
Who bought the cartolina and colored paper?
Where do you think she will use these things?
234.
235.
236.
1. Presentation of Lesson:
237.
If you are to know how much Luz pay, what will you do? We will work
together in answering the problem by doing group work/activities. You may go to your own
groupings now.
238.
239.
2. Group Activities:
240.
Acting Out
241.
Materials: Cartolina, colored paper, money ( real/play)
How much will Luz pay for the cartolina and colored paper?
242.
a.
Members of the group will act out the problem (role playing)
243.
b. Pupils will show how to solve the
244.
245.
3.
Practice Exercises:
246.
a.
John swam a distance of 0.4km. Daniel swam a distance of 0.62km.
How much farther did Daniel swim than John?
247.
What is asked?
248.
- What are the given data?
249.
- What operation will you use?
250.
251.
3. Generalization:
252.
In analyzing 1-step word problems involving either addition or subtraction of
decimals, follow the following steps:
a. know what is asked
b. know the given facts
c. determine the process to be used
d. write the mathematical sentence
e. solve for the answer
253.
254.
IV.
EVALUATION:
255.
Analyze the problem below.
256.
1.
Mother had 6.8kg of chicken in the refrigerator. If she cooked 3.9kg, how many
kilos of chicken were left?
257.
a.
What is asked?
258.
b.
What are given?
259.
260.
V.
ASSIGNMENT:
261.
Read and analyze the problems below. Follow the steps in analyzing word problems.
262.
1.
Paro spends P260A5 for snacks and P150.50 for fare to school every week. How
much does she spend weekly for her snacks and fare?
263.
2.
Gracia needs 15.5 meters of cloth for her sala set and 35.62 meters for window
curtains. How many more meters are for the window curtains than for the sala set?
264.
265.
MATHEMATICS IV
266.
267.
268.
269.
Date: ___________
I.
OBJECTIVE:
Solve 1-to 2-step word problems involving addition and subtraction of decimals including
money
270.
271.
Value: Industry and thoughtfulness
272.
273. II.
LEARNING CONTENT:
274.
Solving 1-to 2-step word problems involving addition and subtraction of
decimals including money
275.
276.
277.
278.
Materials: chart on problem solving, play money
279.
280.
III.
281.
282.
1.
Drill: Traveling Game
283.
The teacher will use flashcards with basic addition and subtraction facts. Divide
the class into 4 groups (columns). Flash basic fact and the first pupil to answer has to advance
one pace. The game continues until all the basic facts have been flashed. The group/column
that has advanced the most number of paces wins.
284.
285.
2.
Review:
286.
Felisa bought a half kilo of lanzones for P55.00. If she gave a P100 bill, how
much change did she receive7
287.
What is asked? What are given?
288.
What is the operation to be used? What is the number sentence? What is the
answer?
289.
290.
3.
Motivation:
291.
Edgar has a problem. It will be his mother's birthday next week. He wanted to
buy a birthday gift for her but he doesn't have money? How can he solve his problem?
292.
293.
294.
1. Presentation of Lesson:
295.
Solve Edgar's problem in the motivation by reading this
problem.
296. Edgar, a balut vendor, earned P199.50 in one night and P223.25
the second night. He bought a birthday gift for his mother worth P175.
How much was left?
297.
298.
299.
300.
What is asked?
What are the given data?
What operation will you use?
-
301.
2.
Practice Exercises:
302.
a.
Mr. De Leon bought 12.2 liters of gasoline on Monday, 15.4 liters on
Wednesday and 13.5 liters on Saturday. How many liters of gasoline did he buy in all?
303.
b.
Sonia had P39.40. She spent P4.50 for a pencil and P15.00 for a
sandwich and saved the rest. How much did she save?
304.
305.
3. Generalization:
306.
1.
What must you do in order to understand a word problem?
307.
2.
How do you do in analyzing a word problem?
308.
309.
310.
IV.
EVALUATION:
311.
Study the following menu in a canteen and answer the questions that follow. Read,
analyze and solve the problems following the steps in problem solving.
312.
1.
313.
2.
What is/are the given facts?
314.
3.
What is the word clue?
315.
4.
What are the processes to be used?
316.
5.
What is the mathematical sentence?
317.
6.
Solve the problem and express the answer.
318.
319.
V.
ASSIGNMENT:
320.
Solve for the answer
321.
a.
Vicky bought a kilo of rice for P21.50 and a bar of soap for P 19.00. How much
did she spend in all?
322.
b.
Caesar bought an old bicycle for P650.00. He spent P'325 for repair and P 50.75
for painting. Later he sold it at P 1,750.50. How much was his gain?
323.
MATHEMATICS IV
324.
325.
326.
327.
Date: ___________
I.
OBJECTIVE:
Analyze 1-to 2-step word problem involving addition and subtraction of decimals including
money.
328.
329.
Value: Thrift
330.
331. II.
LEARNING CONTENT:
332.
Analyzing 1-to 2-step word problem involving addition and subtraction of
decimals including money.
333.
334.
References: BEC-PELC II B 3.2.1 2.4
335.
Enfolding Mathematics
336.
Materials: charts, cartolina strips, activity sheets
337.
338.
III.
339.
340.
1.
Drill:
341.
Use the letters of the alphabet with their corresponding values to answer the
exercises that follow.
342. P343. P344.
P 345. 346. P347. P
0.05 A349.
0.10 B
0.25
1.00 E353.
2.00 F
348.
350.
351.P0.5 352.
C
D
354. G355. H
356.
357.
358. K359. L
360. M361. N
362.I
363.J
364.
365. R
0
P
Q
366. S367. T368.
369.
370. W371. X
V375.
372. Y373. Z U374.
376.
377.
378.
a.
Find out the value of your full name
379.
b.
Find the value of your best friends name.
380.
381.
2.
Review:
382.
What are the steps in solving 1-step word problems involving either
addition or subtraction?
383.
a.
Paolo grows fast. In January, he grew by 4.7Scm. In February, he grew
by 2.7Scm. In March, he grew by 2.80cm. By how many centimeters did he grow in 3
months?
384.
385.
3.
Motivation:
386.
How much money does your mother give you everyday for your allowance? Do
you spend all your money or do you save some amount?
387.
388.
389.
1. Presentation:
390. Baby saved P1S.00 from her allowance last week and P9.S0 this week of she
used P7.S0 for buying a ballpen, how much money does she have left?
391.
392.
How are you going to answer the problem?
393.
How did we analyze the problem?
394.
Did you follow the steps?
395.
396.
2.
Practice Exercises:
397.
Choose the letter of the correct answer.
398.
Remy bought a glass of juice for P6.50 and my sandwich for P8.50. how
much did she get from P20.00?
399.
400.
a.
Remy's change from her P20.00
401.
b.
Total cost of a glass of juice and a sandwich
402.
c.
Amount she had
403.
d.
Amount of money given to her
404.
405.
3. Generalization:
406.
How do we analyze a 2-step word problem?
407.
1.
408.
2.
409.
3.
What is the hidden question?
410.
4.
What operations will be used?
411.
5.
412.
6.
What is the correct answer?
413.
414.
IV.
EVALUATION:
415.
Read and understand the problems. Answer the questions below.
416.
1.
For his project, mark spent P38.50 for battery and P16.25 for a small bulb. How
much did he spend for his project? How much change will he receive from his P100peso bill?
417.
a.
418.
b.
419.
c.
What is the hidden question?
420.
d.
What are the operations to be used?
421.
e.
What is the mathematical sentence suited to the problem?
422.
f.
423.
424.
V.
ASSIGNMENT:
425.
Analyze each problem given below. Answer the following questions.
426.
1.
427.
2.
428.
3.
What is the hidden question7
429.
4.
What processes will be used to solve the problem?
430.
5.
431.
432.
MATHEMATICS IV
433.
434.
435.
436.
Date: ___________
I.
OBJECTIVE:
Identify proper fractions / improper fractions / mixed form from a given set of fractions
including those with denominators of 10 and 100
437.
438.
Value: Carefulness
439.
440. II.
LEARNING CONTENT:
441.
Identifying proper fractions / improper fractions / mixed form from a given set of
fractions including those with denominators of 10 and 100
442.
443.
References: BEC-PELC II C 1.1
444.
445.
Materials: fraction strips, blocks, set of small objects
446.
447.
III.
448.
449.
1.
Drill:
450.
Have the pupils give the fraction for the shaded part in each picture.
451.
452.
453.
454.
455.
456.
457.
458.
459.
460.
461.
462.
463.
464.
2.
Review:
Fractional numbers
Give the fraction for each. Which is the numerator? Which is the denominator?
3.
Motivation:
Look at these fractions
5/6
4/8
Ask: Is the numerator greater than the denominator?
1. Presentation:
465.
466.
467.
468.
469.
470.
2.
What is half the distance between 0 and 1?

What is another half added to 1?
What is another half added to 3?
Practice Exercises:
471.
Circle the proper fractions, box the improper fractions and cross the mixed
forms.
472.
1.
4/5, 1 7/9, 8/3, 2/5, 2/11
473.
2.
4/1, 6/15, 25/100, 6
474.
3.
2/3, 5/2, 1/8, 3/10, 1 1/3
475.
476.
3. Generalization:
477.
How do proper, improper and mixed numbers differ from each other?
478.
479.
IV.
EVALUATION:
480.
Copy the improper fractions in each set.
481.
1.
3/5
11/4
9/100
482.
2.
11/9
20/7 2/8
483.
3.
15/4 1/3
9/7
484.
485.
V.
ASSIGNMENT:
486.
Write whether each of the fractions below is a proper, improper or mixed number.
487.
1.
2
2. 15
3. 6 3
4. 1 6
5. 8
488.
3
7
7
11
19
489.
MATHEMATICS IV
490.
491.
Date: ___________
492.
493.
I.
OBJECTIVE:
Identify fractions involving regions, sets and number lines
494.
495.
Value: Enjoyment in ones work
496.
497. II.
LEARNING CONTENT:
498.
Visualizing fractions including those with denominators of 10 and 100
499.
500.
References: BEC-PELC II C 1.1.1 - 1.1.2
501.
502.
Materials: cut outs, drawings, number line, scissors, paper, crayons, ruler, pencil
503.
504.
III.
505.
506.
1.
Review:
507.
Can you identify the following shapes?
508.
509.
510.
2.
Motivation:
511.
512.
Ask: What did we do to the shapes? What happened to the shapes?
513.
514.
515.
1. Presentation:
516.
a.
Ask: into how many parts are the shapes divided?
517.
a.
6 parts
c. 7 parts
e. 5 parts
518.
b.
4
parts
d. 2 parts
519.
2. Guided Practice:
520.
What fraction of all the balls
521.
are the following?
522.
a.
large
d. small and black
523.
524.
b.
c.
medium
small
e. medium and white
525.
3. Generalization:
526.
What is the fraction? How will you represent a fraction?
527.
528.
IV.
EVALUATION:
529.
Color, shade or encircle to show the fractional parts.
530.
531.
532.
V.
533.
ASSIGNMENT:
Draw picture of the following fractions.
534.
10/20
535.
1.
3/10
5. 5/15
2. 25/100
3. 5/12
4.
536.
MATHEMATICS IV
537.
538.
539.
540.
Date: ___________
I.
OBJECTIVE:
Identify similar and dissimilar fractions from a given set of fractions
541.
542.
Value: Cooperation
543.
544. II.
LEARNING CONTENT:
545.
Identifying similar and dissimilar fractions
546.
547.
548.
549.
Materials: diagrapms
550.
551.
III.
552.
553.
1.
Drill: conduct a drill on reading and writing fractions and mixed numbers.
554.
a.
Have them read following; 2/5, 1/6, 4/8, 4 , 2 3/7
555.
556.
2.
Review:
557.
Identify and write weather each of the following is a proper fraction,
improper fraction or a mixed number.
558.
3/5
5/5
8/4
2
4/7
559.
560.
3.
Motivation:
561.
Daisy was asked to draw these different shapes on the black board
562.
563.
How many shapes did daisy draw?
564.
565.
566.
1. Presentation:
567.
Discuss the difference between similar and dissimilar fractions and
give examples.
568.
569.
2.
Guided Practice:
570.
Encircle the similar fractions and box the dissimilar fractions in each set.
571.
572.
573.
574.
575.
576.
577.
578.
3. Generalization:
579.
What are similar fractions? What are dissimilar fractions?
580.
581.
IV.
EVALUATION:
582.
Put a check mark on the blank if the set of fractions are similar fractions. Put a cross if
the set of fractions are dissimilar fractions.
583.
584.
585.
V.
ASSIGNMENT:
586.
Select from the following groups of fractions the sets of similar fractions. Encircle the
letter of the correct answer.
587.
588.
MATHEMATICS IV
589.
590.
591.
592.
Date: ___________
I.
OBJECTIVE:
Rename decimals and whole numbers to fractions from a given set of fractions
593.
594.
Value: Wise use of leisure time, speed and accuracy
595.
596. II.
LEARNING CONTENT:
597.
Renaming decimals and whole numbers to fractions from a given set of fractions
598.
599.
600.
601.
Materials: pictures, illustrations
602.
603.
III.
604.
605.
1.
Drill:
606.
Write the fractions for the shaded parts.
607.
608.
2.
Review:
609.
Review in giving the place value of each digit in a decimal number. Answer the
following questions.
610.
a.
In 0.97, what is the value of 9?
611.
b.
In 0.6, what is the value of 6?
612.
c.
In 2.84, what does 2 represent?
613.
614.
3.
Motivation:
615.
What is your favorite hobby? What do you do with your free time? Is
your hobby interesting?
616.
617.
618.
1. Presentation:
619.
Let us read how Lea works on her hobby.
620.
Group Activity- Collecting Stamps
621.
Lea arranged some stamps in her album. Each column can hold 10 stamps. One
column had 7 stamps only. What part of the column was filled up?
622.
a.
What is the fractional part of the column with stamps? .
623.
b.
What is the denominator of the fraction? What does it mean?
624.
c.
Are the stamps less than one column?
625.
626.
627.
628.
629.
2.
Practice Exercises:
Write the decimal for each expanded form.
630.
631.
632.
3. Generalization:
633.
How will you add mixed decimals?
634.
635.
IV.
EVALUATION:
636.
Write the following in decimals.
637.
1.
Forty two and five tenths
638.
2.
Two and three tenths
639.
3.
Eighty-five thousandths
640.
4.
One hundred five and seven hundredths
641.
5.
Three hundred five thousandths
642.
643.
V.
ASSIGNMENT:
644.
Complete the table below.
645.
646.
647.
MATHEMATICS IV
648.
649.
650.
651.
Date: ___________
I.
OBJECTIVE:
Order similar fractions written in different forms from least to greatest and vice versa
652.
653.
Value: Sharing
654.
655. II.
LEARNING CONTENT:
656.
Ordering similar fractions written in different forms from least to greatest and
vice versa
657.
658.
References: BEC-PELC II C 2a
659.
660.
Materials: flashcards, fraction bars, charts, activity sheets
661.
662.
III.
663.
664.
1.
Drill: Write > or < to compare the numbers below.
665.
39 ______ 31
33 ______ 28
666.
48 ______ 52
43 ______ 40
667.
668.
2.
Review: Tell weather the fraction is similar, dissimilar, mixed or improper
fractions.
669.
a.
and 2/4
b. 6/4
c. 3/5 and 2/3
d. 1 2/3
670.
671.
3.
Motivation:
672.
Which would you rather have 2/5 of a cake or 3/5 of a cake? Why?
673.
674.
675.
1. Presentation:
676.
a.
Read the problem.
677.
In an art class, leaders were asked to share their cartolinas with their
members. Francis use 3/8 of the cartolina, John used 1/8 and Luis used 6/8. who used
the least materials?
678.
679.
2.
Practice Exercises:
680.
Arrange each set of fractions from least to greatest then from greatest to
least .
681.
a.
4/5, 1/5, 3/5
b. 4/9, 8/9, 2/9
c. 3 6/12, 1
2/12, 2 5/12
682.
683.
3. Generalization:
684.
How do we order similar fractions?
685.
686.
IV.
EVALUATION:
687.
Order each set of fractions from least to greatest.
688.
1.
3/8, 1/58, 2/8, 5/8
689.
2.
4/10, 2/10, 6/10, 11/10
690.
3.
4/15, 1/15, 2/15, 10/15
691.
692.
V.
693.
ASSIGNMENT:
Order from greatest to least.
1. 7/14, 3/14, 8/14

2. 8/11, 2/11, 9/11
3. 1 2/5, 4 8/10, 2 1/10
694.
MATHEMATICS IV
695.
696.
697.
698.
Date: ___________
I.
OBJECTIVE:
Order dissimilar fractions from least to greatest and vice versa.
699.
700.
701.
702. II.
LEARNING CONTENT:
703.
Ordering dissimilar fractions from least to greatest and vice versa.
704.
705.
References: BEC-PELC II C 2b
706.
707.
Materials: flashcards, charts, fractions bars, activity sheets
708.
709.
III.
710.
711.
1.
Drill: Drill on basic multiplication facts.
712.
2x3 4x5
6x3
4x4
3x4
713.
714.
2.
Review:
715.
Review ordering similar fractions. Order the given set of fractions from least to greatest.
716.
a.
3/5, 5/5, 2/5, 1/5
b. 4/4, , , 2/4
c. 5/8, 7/8, 4/8, 1/8
717.
718.
3.
Motivation:
719.
What food are you fond of eating? Are the foods that you eat nutritious? Are you
fond of eating sweet foods? Is eating sweet foods good for our body?
720.
721.
722.
1. Presentation:
723.
Present the Problem:
724.
Elmer, Wilmer and Jundel each bought 1 bar of chocolate of the same size. Elmer
are 2/3 of his bar, Wilmer ate 2/6 of another bar and Jundel ate 1/6 of his chocolate. Who ate
the biggest part? How do we solve the problem?
725.
a.
Method 1 - Representing fractions through illustrations
726.
727.
Elmer
2/3 is shaded
728.
729.
Wilmer
2/6 is shaded
730.
731.
732.
Jundel
1-6 is shaded
733.
734.
2.
Practice Exercises:
735.
Arrange in order form least to greastest
736.
1.
1/8, 2/5, 1/5
2. 2/9, 1/3, 1/6
3. , 3/10, 3/10
737.
738.
3. Generalization:
739.
How do we order dissimilar fractions?
740.
741.
742.
IV.
743.
744.
745.
746.
V.
747.
1.
2.
3.
4.
5.
1/5,
5/8,
2/4,
2/6,
2/9,
EVALUATION:
Arrange the fractions from least to greatest.
1.
2/6, 3/8,
2. 1/3, 2/4, 4/6
3. , 2/3, 4/5
ASSIGNMENT:
Arrange the fractions from greatest to least.
4/8,
2/6, 2/3
3/8, 1/9
, 2/3
3/6, 4/12
748.
MATHEMATICS IV
749.
750.
751.
752.
Date: ___________
I.
OBJECTIVE:
Change improper fractions to mixed forms and vice versa
753.
754.
755.
Value: Cooperation
756.
757. II.
LEARNING CONTENT:
758.
Changing improper fractions to mixed forms and vice versa
759.
760.
761.
762.
Materials: colored chalk, fraction strips
763.
764.
III.
765.
766.
1.
Drill: Drill on division of numbers with remainder (flashcards)
767.
9 5 = 12 5 =
14 4 =
10 3 =
768.
769.
2.
Review: Identifying improper and proper fractions and mixed forms.
770.
3 , 9/4, 5/4, 2 , , 10/6, 3/2, 1
771.
772.
3.
Motivation:
773.
Have you experience wearing a gown? In what occasion did you wear it?
774.
775.
776.
1. Presentation:
777.
a.
Show the illustration
778.
b.
Discuss the steps to solve the problem using the given illustration.
779.
1.
How many 2/2 are there in 5/2?
780.
2.
How many wholes are there in 5/2?
781.
3.
how many more halves are there?
782.
783.
2.
Fixing Skills:
784.
a.
Change the following to mixed form.
785.
1.
10/7
2. 11/9
3. 12/11
4. 7/3
5.
15/12
786.
787.
3. Generalization:
788.
How do we change improper fractions to mixed forms?
789.
How do we change mixed forms to improper fractions?
790.
791.
IV.
EVALUATION:
792.
Change each mixed number to improper fractions
793.
1.
13
2. 7 5/6
3. 4 3/5
4. 5
5. 7
4/5
794.
795.
V.
ASSIGNMENT:
796.
Find the missing number for each ___.
797.
__/4
1.
798.
2. 5 = __/2
799.
2 1/3 = __/3
3. 13 2/7 = __/7
4. 5 = __ 2
5. 6 =
800.
MATHEMATICS IV
801.
802.
803.
804.
Date: ___________
I.
OBJECTIVE:
Change one (1) to fraction form and vice versa
805.
806.
Value: Love and Kindness
807.
808. II.
LEARNING CONTENT:
809.
Changing one (1) to fraction form and vice versa
810.
811.
812.
813.
Materials: fraction strips
814.
815.
III.
816.
817.
1.
Drill: Basic division facts
818.
22=n
33=n
44=n
819.
820.
2.
Review: Choose division facts
821.
822.
823.
824.
825.
826.
827.
828.
829.
3.
66=n
Motivation:
How many fourths are there in a whole?

How many halves are there in a whole?
1. Presentation:
830.
Mrs. Soriano bought a large bibingka and divided it into 8 equal parts. She gave 1
part to each of .her 7 children and intend to eat the remaining part but her youngest daughter
asked for another piece so she gave the remaining one. How many parts of the bibingka were
eaten?
831.
832.
2.
Fixing Skills:
833.
a.
What kind of mother is Mrs. Soriano?
834.
b.
If you were Mrs. Soriano would you do the same? Why?
835.
c.
How many part of bibingka were eaten?
836.
837.
3. Generalization:
838.
How do we rename or change 1 (one) as a fraction and vice versa.
839.
840.
IV.
EVALUATION:
841.
Write the missing number in the blank.
842.
1.
20/20 = ____
3. 1 = 16/ ___
5. 1 = __/13
843.
2. 14/14 = ____
4. 10/10 = ___
844.
845.
V.
ASSIGNMENT:
846.
Choose the fraction that is equal to one for each set. Write the
letter of your answer only.
847.
848.
MATHEMATICS IV
849.
850.
851.
852.
Date: ___________
I.
OBJECTIVE:
Add similar fractions
853.
854.
Value: Helpfulness
855.
856. II.
LEARNING CONTENT:
857.
Adding Similar Fractions
858.
859.
References: BEC-PELC II D 1.1; 1.2
860.
861.
Materials: activity sheets, paper plates, charts, fraction bars, real objets
862.
863.
III.
864.
865.
1.
Drill: Identify similar fractions from each set of fractions below
866.
a.
2/3, 3/2, 1/3, 2/5
b. 5/6, 2/3, 1/6, 5/8
c. , 3/8, 2/3,
2/4
867.
868.
2.
Review: Express each fraction in lowest term
869.
a. 6/8 =
b. 6/9 =
c. 10/12 =
870.
871.
3.
Motivation:
872. Place two pencils on one hand and one pencil on the other hand. Ask: "If I put
together 2 pencils and 1 pencil, what d9 I get?" (3 pencils) Do the same with 2 stones and 2
pencils. Say: "If I put together 2 stones and 2 pencils, do I get 4 pencils? (no) 4 stones? (no)
Why not? (objects are not alike) "Today, our lesson is something similar to this."
873.
874.
875.
1. Presentation:
876.
Use a paper plate cut into a fourth to represents a "puto". Have one pupil take
of the puto. Have another pupil remove 2/4 of it. Ask: What part of the puto was taken? Show
in a diagram and state the addition of the two fractions.
877.
878.
879.
Ask: When you add the two fractions, do you add the numerators? Do you add
the denominators?
880.
881.
2.
Practice Exercises:
882.
Write the missing fractions to complete each equation.
883.
884.
885.
886.
887.
888.
889.
890.
891.
892.
893.
IV.
894.
895.
896.
897.
V.
898.
899.
3. Generalization:
How do you and similar fractions?
EVALUATION:
Find the sum. Express it in lowest term, if possible.
ASSIGNMENT:
Fill in the missing fraction.
900.
MATHEMATICS IV
901.
902.
903.
904.
Date: ___________
I.
OBJECTIVE:
Adds a fraction and a whole number
905.
906.
Value: Cooperation
907.
908. II.
LEARNING CONTENT:
909.
Adding fractions and a whole number
910.
911.
References: BEC-PELC II DD 1.3
912.
913.
Materials: flashcards, chart, activity sheet, real objects, circle-ago-go-game board
and chips
914.
915.
III.
916.
917.
1.
Drill: Adding similar fractions
918.
1. + 2/4 =
2. 1/8 + 2/8 =
3. 3/5 + 1/5 =
919.
920.
2.
Review: How do we add similar fractions?
921.
922.
3.
Motivation:
923.
Have you received a gift from someone? How did you fell?
924.
925.
926.
1. Presentation:
927.
During Estelita's Birthday party! she receive'2 meters of red cloth from
her mother and another '12 meter of cloth from her father. She was very thankful for these gifts
so she hugged her parents tightly. How many meters of cloth did she receive in all?
928.
Analysis:
929.
Ask: What did Estelita celebrate?
930.
What did she received?
931.
How did she show her gratitude to her parents?
932.
933.
2.
Guided Practice:
934.
935.
936.
937.
938.
IV.
939.
940.
941.
942.
943.
V.
944.
3. Generalization:
How do we add a fraction to a whole number?
EVALUATION:
Find the sum:
1.
18 + 1/9 = ___
3. 6/8 + 12 = ___
2.
+ 6 = ___
4. 5 + 7/8 = ___
ASSIGNMENT:
Find the sum. Express you answer in simplest form if necessary.
1. 2 + 5/12 =
2. 6 + 18/20 =
945.
946.
5. 1/7 + 14 =
3. 9/10 + 18 =
4. 12 + =
5. 9 + 10 + 5/8 =
947.
MATHEMATICS IV
948.
949.
950.
951.
Date: ___________
I.
OBJECTIVE:
Add similar fractions mentally
952.
953.
Value: Attentiveness
954.
955. II.
LEARNING CONTENT:
956.
Adding similar fractions mentally
957.
958.
References: BEC-PELC II D 1.4
959.
960.
Materials: pictures, chart, activity sheet, real object
961.
962.
III.
963.
964.
1.
Drill: Adding basic addition facts using flashcards
965.
9
7
8
966.
+4
+3
+3
967.
968.
2.
Review: How do we add a fraction to a whole number? Find the sum.
969.
a.
3 + 2/3 =
b. 4 + 5/6 =
c. 6 + =
970.
971.
3.
Motivation:
972.
a.
Show a picture of a birthday party. Talk about how they celebrate their
birthday.
973.
1.
What do you see in the picture?
974.
2.
How many of you celebrate your birthday?
975.
976.
977.
1. Presentation:
978.
a.
Read this story problem.
979.
On Rosa's birthday, her classmates came. They were seated in many
tables. On one table a child ate one-eight of a cake. Another child ate two-eight of a cake.
What part of the cake did the two children eat altogether?
980.
b.
Show this illustration (using the problem)
981.
982.
983.
984.
985.
986.
1/8
+
2/8 = 3/8
987.
988.
2.
Guided Practice:
989.
Add the following fractions mentally.
990.
1.
2/7 + 1/7 =
2. 7/10 + 5/10 =
3. 3/13 + 5/13
991.
992.
3. Generalization:
993.
How do we add similar fractions mentally?
994.
995.
996.
IV.
997.
998.
999.
1000.
1001. V.
1002.
1003.
EVALUATION:
Add mentally. Write the answer on your paper.
1.
4/9 + 3/9 =
3. 2/11 + 2/11 =
5. 3/18 + 5/18 =
2.
5/20 + 3/20 =
4. 5/25 + 2/25 =
ASSIGNMENT:
Fill in the missing fractions.
1004. MATHEMATICS IV
1005.
1006.
1007.
1008.
Date: ___________
I.
OBJECTIVE:
Subtract similar fractions
1009.
1010.
Value: thoughtfulness
1011.
1012. II.
LEARNING CONTENT:
1013.
Subtracting similar fractions
1014.
1015.
1016.
1017.
Materials: number lines showing similar fractions, flashcards for similar fraction
1018.
1019. III.
1021. 1.
Drill:
1022.
Reading of similar and dissimilar fractions using flashcards
1023.
2/4
8/10
4/6
18/25
33/10
1024.
1025. 2.
Review:
1026.
Adding similar fraction using show me cards of pupils.
1027.
4/10 + 3/10 = ____
6/12 + 4/12 = ____
9/20 + 6/20 =
____
1028.
1029. 3.
Motivation:
1030.
Read this problem:
1031. Ester and her mother bought a, rice cake near Quiapo church. They divided the
cake into 12 equal parts. They ate 3/12 of it and brought home the rest. What part of the rice
cake did they bring home? Did Ester and her mother show thoughtfulness to the members of
their family? How? What 'is the importance of being thoughtful?
1032.
1033.
1034.
1. Presentation:
1035.
a.
Show the illustration below
1036.
1037.
1038.
1039.
1040.
1041.
1042.
b.
1.
2.
3.
Discuss the steps to solve the problem.

Steps:
Subtract the numerator
Write the difference over the common denominator
Express the answer in lowest terms if possible.
12/12 3/12 = 9/12 or
1043.
1044. 2.
1045.
1046.
1/5
1047.
1048.
1049.
1050.
1051.
1052. IV.
1053.
1054.
1.
1055.
2.
1056.
1057. V.
1058.
Guided Practice:
Supply the missing numerator and denominator
1. 15/16 - ___ = 3/16
3. 7/21 - ___ = 1 /21
2. 8/12 - ___ = 3/12
5. ___ - 3/5 =
4. ___ - 4/8 = 3/8
3. Generalization:
How do we subtract similar fractions?
EVALUATION:
Find the difference. Express your answer in lowest terms, if possible.
8/4 2/4 =
3. 10/15 7/15 =
5. 6/10 3/10 =
8/14 4/14 =
4. 7/8 4/8 =
ASSIGNMENT:
Subtract and reduce the answers to lowest term, if possible.
1. 4/9 1/9 = ___

____
2. 8/10 2/10 = ___
1060.
3. 9/12 7/12 = ___

4. 6/14 2/14 = ____
1059.
5. 7/18 3/18 =
1062.
1063.
1064.
1065.
Date: ___________
I.
OBJECTIVE:
Subtract a fraction from a whole number
1066.
1067.
Value: Taking care of things
1068.
1069. II.
LEARNING CONTENT:
1070.
Subtracting fractions from whole numbers.
1071.
1072.
1073.
1074.
Materials: chart showing illustrative examples or step-by-step procedure, fraction
bars, cards
1075.
1076. III.
1078. 1.
Drill:
1079.
Reading similar fractions using flashcards
1080.
2/4
3/6
5/6
4/4
4/10
8/10
1081.
1082. 2.
Review:
1083.
Renaming one as a fraction. Have them give fraction names for ones
such as
1084.
2/2
3/3
4/4
5/5
6/6
1085.
1086. 3.
Motivation:
1087.
Talk about how they take care of their things then proceed to reading this
problem.
1088.
Before the opening of classes, Rosario bought 1 meter of plastic to cover her
notebooks. Only of the material was left unused. What part of the plastic did she use?
1089.
1090.
1091.
1. Presentation:
1092.
1093.
Discuss the steps to solve the problem using the given illustration
1094.
1.
In how many parts is the meter of plastic divided?
1095.
2.
How many meter of plastic was left?
1096.
3.
What part of the plastic did she use?
1097.
4.
Why do you think she covered her notebook with plastic?
1098.
1099. 2.
Practice Exercises:
1100.
Read and solve this problem.
1101.
Romeo bought 1 whole illustration board. He shared of it with his
friends. What part of the illustration board was left with him?
1102.
1103.
3. Generalization:
1104.
How do we subtract fractions from a whole number?
1105.
1106. IV.
EVALUATION:
1107.
1108.
1.
6 3/8 = ___
3. 8 3/5 = ___
5. 12 7/10 = ___
1109.
2.
9 2/4 = ___
4. 14 7/8 = ___
1110.
1111. V.
ASSIGNMENT:
1112.
Subtract the fraction from the whole number.
1. 6 2/6 = ___
2. 7 4/5 = ___
3. 9 4/5 = ___
4. 2 4/8 = ___
5. 3 5/6 = ___
1114.
1115.
1116.
1117.
Date: ___________
I.
OBJECTIVE:
Subtract mentally similar fractions
1118.
1119.
Value: Helpfulness
1120.
1121. II.
LEARNING CONTENT:
1122.
Subtracting mentally similar fractions
1123.
1124.
1125.
1126.
Materials: fraction cards and bars, flashcards, chart
1127.
1128. III.
1130. 1.
Drill:
1131.
Conduct a race on basic subtraction facts using flashcards.
1132.
84=
63=
94=
83=
42=
1133.
1134. 2.
Review:
1135.
How do we subtract fraction from a whole number? Find the difference?
1136.
1.
2 2/3 =
2. 3- 4/5 =
3. 6 =
1137.
1138. 3.
Motivation:
1139.
Read this problem:
1140. Mother carried a heavy market bag. Norman helped her carry the bag.
Mother bought 3/4 kilogram of meat. She cooked '2/4 kilogram. How many kilograms
was left?
Do you also help mother at home?
Why? What character trait do you show?
1141.
1142.
1143.
1. Presentation:
1144.
a.
Show illustration
1145.
1146.
1147.
b.
Discuss the steps to solve the problem using the given illustration.
Describe the shaded parts of the two bars
Determine the difference of the two shaded bars
Write the resulting subtraction equation.
1148. 2.
Practice Exercises:
1149.
Find the missing number
1150.
1.
8/10 - ___ = 6/20
2. ___ - 6/20 = 4/20
3. 6/12
4/12 = ___
1151.
3. Generalization:
1152.
How do we subtract mentally similar fractions?
1153.
1154. IV.
EVALUATION:
1155.
Subtract mentally the following fractions.
1156.
1.
7/9 3/9 =
3. 6/8 5/8 =
5. 10/12 4/12 =
1157.
2.
5/10 4/10 =
4. 9/10 4/10 =
1158.
1159. V.
ASSIGNMENT:
1160.
Subtract mentally
1. 8/10 4/10 2/10 =
2. 11/20 2/20 =
3. 12-25 7/25
4. 10/15 5/15 3/15 =
5. 16/18 10/18 =
1161.
1162.
1163.
1164.
1165.
1166.
1167.
1168.
1169.
1170.
1171.
1172.
1173.
1174.
1175.
1176.
1177.
1178.
4TH
1180.
1181. Date: ___________
1182.
1183. I.
Objective:
Solve word problems involving addition of similar fractions without regrouping
1184.
1185.
Value: Cooperation
1186.
1187. II.
Subject Matter:
1188.
Solving word problems involving addition of similar fractions without
regrouping
1189.
1190.
1191.
1192.
Materials: flashcards, word problem written on manila paper
1193.
1194. III.
Learning Activities:
1196. 1.
Drill:
1197.
Oral drill on adding basic facts using flashcards.
1198.
8
5
4
6
7
1199.
+1
+3
+5
+2
+2
1200.
------ ------ ------ ------ -----1201.
1202. 2.
Review:
1203.
Addition on similar fractions using flashcards.
1204.
2/5 + 1/5 =
4/10 + 2/10 =
3/8 + 2/8 =
5/9 +
3/9 =
1205.
1206. 3.
Motivation:
1207.
Is it important to join in your school activities? Why? How do you feel
when joining school activities like field trips?
1208.
1209.
1210. 1.
Presentation:
1211.
Read and solve this problem
1212.
Mrs. Bustamante bought a rectangular cake. She divided it into 8 equal
parts. Her son ate 3/8 and her daughters ate 2/8 of it. How many parts of the cake were eaten?
1213.
1214.
1.
What are given in the problem?
1215.
1216.
3. What operation will you use? Why?
1217.
1218.
C. Generalization:
1219.
How do we solve word problems?
1220.
1221.
D. Practice Exercises:
1222. Read and solve on your paper.
1223.
Tootsie spent 2/4 of an hour sweeping the yard and 1/4 of an hour watering the
plants. How long did she work?
1224.
1225.
1226. IV.
Evaluation:
1227. A. Read and solve the problems carefully. Remember the steps in problem solving.
1228.
1.
Charisse spent 2/3 four scrubbing and sweeping the floor and 1/3 hour wiping the
furniture, How long did she work in the living room?
1229.
2.
Bernard bought 3/8 gram of peanuts in the morning and 2/8 gram of cashew nuts
in the afternoon. How many grams of nuts does he have?
1230.
1231. V.
Assignment:
1232.
A. Read and solve following the steps in problem solving.
1233.
1.
Mother bought a whole pizza and sliced it into 6 equal parts. She ate 1/6 of the
pizza and her son ate 2/6 of it. What part of the whole pizza was eaten?
1234.
2.
Lara sold 3 pieces of ribbon. One piece was 2/8 meters long, another piece was
3/8 meters long, and the third piece was 1/8 meters long. What was the total length of the ribbon
sold?
1235.
1236.
1237.
1239.
1240. Date: ___________
1241.
1242. I.
Objective:
Solving word problems involving subtraction of similar fractions without regrouping
1243.
1244.
Value: Following Directions
1245.
1246. II.
Subject Matter:
1247.
Solving word problems involving subtraction of similar fractions without
regrouping
1248.
1249.
1250.
1251.
1252.
1253. III.
1255. 1.
Drill:
1256.
Oral drill on subtracting basic subtraction facts using flashcards.
1257. 8
9
10
9 7
1258. -5
-4
-6
- 5 -2
1259. ------ --------------------1260.
1261. 2.
Review: Find the difference
1262.
18/20 5/20 =
5/20 2/20 =
3/25 2/25
1263.
1264. 3.
Motivation:
1265.
Is it important to follow directions correctly? Why? Let us see if you can
follow some directions in order to solve a problem.
1266.
1.
Get a strip of paper.
1267.
2.
Fold it into 4 equal parts
1268.
3.
Color 2/4 red and 1/4 of it green
1269.
4.
What part of the strip is left uncolored? Write your answer at the back of
the colored paper.
1270.
1271.
1272. 1.
Presentation:
1273.
Read the problem carefully. Answer the questions about it.
1274.
Harold and Chito sold 8/100 kg of old news papers on Saturday and
72/100 kg on Sunday. What is the difference in the weight of the newspaper old on Saturday
and Sunday?
1275.
B.
Answer the questions below.
1276. 1.
1277. 2.
1278. 3.
What process will be used?
1279. 4.
Write the mathematical sentence for the problem.
1280. 5.
1281.
1282.
C. Generalization:
1283.
Ask: How do we solve word problems?
1284.
1285.
1286. Read the problem and solve on your paper.
1287.
The girls used 3/4 kilogram of cabbage and 1/4 kilogram of lettuce in their
cooking class. How many more kilograms of cabbage and lettuce were used?
1288.
1289. IV.
Evaluation:
1290.
1.
Marco has 6/8 meters of illustration board. He used 4/8 of it for his drawing.
What part of his illustration board was left?
1291.
2.
Father bought 7/12 liters of gasoline. He used 5/12 liters in going to a nearby
town. How many liters of gasoline was left unused?
1292.
1293. V.
Assignment:
1294.
Read and solve the problems. Follow the steps in problem solving
1. Aling Mila bought 3/4 kilogram of grapes. She gave 2/4 kilogram to her mother. How many
kilograms of grapes were left to her?
2. Lando cut a bamoo stick which was meter long. He used meter for a garden peg. What was
left of his bamboo stick?
1296.
1297. Date: ___________
1298.
1299. I.
Objective:
Visualize multiplication of fractions
1300.
1301.
Value: Generosity
1302.
1303. II.
Subject Matter:
1304.
Visualizing multiplication of fractions
1305.
1306.
References: BEC-PELC II E 1.1
1307.
1308.
Materials: strip of cartolina with different shapes, cutouts of fractions, learning
activity sheet
1309.
1310. III.
1312. 1.
Drill:
1313.
Answer the basic multiplication facts using flashcards
1314.
3x2= 5x3=
4x3=
2x3=
5x6=
1315.
1316. 2.
Review:
1317.
Identifying fractions using cutouts of fraction. Name the fraction for the
shaded part.
1318.
1319.
1320.
1321. 3.
Motivation:
1322.
Acting out a problem (Kinestetic) Ask a group of 8 pupils to stand in 2
rows in front of the class. Ask of the of the group to sit down then ask 1/3 of the group
who sat down to kneel. What part of the whole group would still be kneeling?
1323.
1324.
1325. 1.
Presentation:
1326.
a. Present the word problem.
1327.
Mayumi bought1/3 of a meter of linen cloth. She used 1/2 of it to make a
handkerchief for her Mother. What part the cloth was used for the handkerchief?
1328.
1329.
Ask: What kind of daughter is Mayumi? Is it good to be generous? Why?
1330.
Ask for the multiplication sentence =
1331.
of 1/3
1332.
b. Help them visualize and interpret the multiplication sentence.
1333.
c. Present the multiplication sentence by computation.
1334.
1335.
C. Generalization:
1336.
1337.
1338.
1339.
1.
2.
3.
1342. IV.
1343.
1344.
1345.
1346.
1347. V.
1348.
1349.
1350.
1351.
1352.
1353.
1354.
1355.
How do you visualize multiplication of fractions?

1340.
Visualize each multiplication of fractions.
3/5 of 2/6
4. 4/9 of 3/4
5/8 of 2/3
5. 3/5 of 4/6
4/7 of 1/8
1341.
Evaluation:
Draw the following fractions:
1.
3/5 of 1/3
3. 2/3 of 1/5
2.
2/5 of
4. 2/5 of
Assignment:
Complete the table.
Fraction
1.
2/3 of
2.
1/3 of
Illustration
____________
____________
Product
_____________
_____________
1357.
1358. Date: ___________
1359.
1360. I.
Objective:
Find the fractional part of a number.
1361.
1362.
Value: Cooperation
1363.
1364. II.
Subject Matter:
1365.
Finding fractional part of a number
1366.
1367.
1368.
1369.
Materials: flashcards, cutouts of fractions, learning activity sheets, counters like
buttons, seeds, etc.
1370.
1371. III.
1373. 1.
Drill:
1374.
Oral drill on basic multiplication facts using flashcards.
1375.
3x4= 8x3=
7x5=
6x4=
4x9=
1376.
1377. 2.
Review:
1378.
Give the multiplication sentence suited for the given pictures.
1379.
1380.
1381.
1382. 3.
Motivation:
1383.
a.
Divide the class into groups of 4. Give each group 20 counters and
number cards from 0 to 9.
1384.
b.
Ask the groups to use their counters to show the following.
1385.
Example: of 12 = 6
1386.
1.
1/3 of 15
1387.
2.
1/3 of 18
1388.
3.
1/5 of 20
1389.
1390.
1391. 1.
Presentation:
1392.
Ramil has 20 marbles in a jar. One fifth of it are red marbles. How many red
marbles are in the jar?
1393. 1. Help them analyze the data in the problem.
1394.
a.
What part of the marbles are red?
1395.
1396.
1397.
b.
c.
d.
How many marbles are there inside the jar?

Write the mathematical sentence?
Get 1/5 of 20. What is your answer?
1398.
1399.
C. Generalization:
1400.
How do you get the fractional part of a number?
1401.
1402.
1403.
Read and solve on your paper.
1404.
Joshua had 12 colored pencils. What if 1/4 of them are broken? How many
pencils are broken?
1405.
1406. IV.
Evaluation:
1407.
Find the answer.
1408.
1.
1/10 of 200 = n
1409.
2.
1/12 of 36 = n
1410.
3.
2/3 of 20 = n
1411.
4.
of 16 = n
1412.
5.
2/7 of 14 = n
1413.
1414. V.
Assignment:
1415.
Find the answer.
1. 2/4 of 16
2. 3/8 of 40
3. 4/5 of 50
4. 2/9 of 81
5. 2/3 of 18
1416.
1417.
1419.
1420. Date: ___________
1421.
1422. I.
Objective:
Translate expressions such as of 2/3, 2/3 of 1/6
1423.
1424.
Value: Resourcefulness
1425.
1426. II.
Subject Matter:
1427.
Translate expressions such as of 2/3, 2/3 of 1/6
1428.
1429.
References: BEC-PELC E 1.2.1 and E 2
1430.
1431.
Materials: flashcards, cutout of fractions, learning activity sheet, chart showing
illustrations
1432.
1433. III.
1435. 1.
Drill:
1436.
Contest on basic multiplication facts using flashcards.
1437.
3x2= 7x2=
5x2=
2x3=
6x3=
1438.
1439. 2.
Review:
1440.
Naming fractions
1441.
Give the fractions for the shaded part
1442.
1443. 3.
Motivation:
1444.
Get sheet of Grade 4 paper. Fold of your paper. What is of a half?
1445.
1446.
1447. 1.
Presentation:
1448. a. Nancy found a piece of white cloth in an old chest of her grandmother. She cut
2/3 of it then she used of this for her aprons pockets. What part of the whole piece of
cloth did Nancy use for her aprons pockets?
1449.
1.
Help the pupils in the analysis of data.
1450.
a.
What kind of a girl is Nancy?
1451.
b.
If you were Nancy, would you do the same? Why?
1452.
c.
What part of the cloth did Nancy cut?
1453.
2.
Help them visualize and interpret the multiplication sentence.
1454.
a.
Show them this illustration.
1455.
b.
Ask them to shade 2/3 of this illustration then doubly shade of
it.
1456.
1457.
C. Generalization:
1458.
How do you translate expressions such as of 2/3 into mathematical sentence?
1459.
1460.
1461. Read and solve on your paper
1462.
During a tooth-brushing demonstration for dental week, several Grade 4 pupils
used 1/2 of the 3/a full tube of toothpaste. What part of the whole tube of toothpaste was used?
1463.
1464.
1465. IV.
Evaluation:
1466.
Translate the following expressions to multiplication sentences.
1467.
1.
2/4 of =
1468.
2.
2/3 of 1/5 =
1469.
3.
3/5 of 1/3 =
1470.
4.
3/6 of =
1471.
5.
2/5 of 1/3
1472.
1473. V.
Assignment:
1474.
Translate the following expressions to multiplication sentence.
1. 2/7 of =
2. of 4/5 =
3. 1/3 of 4/7 =
4. 2/4 of 3/8 =
5. 1/5 of =
1475.
1476.
1477.
1479.
1480. Date: ___________
1481.
1482. I.
Objective:
Multiplying a fraction by another fraction
1483.
1484.
Value: Generosity
1485.
1486. II.
Subject Matter:
1487.
Multiplying a fraction by another fraction
1488.
1489.
References: BEC-PELC II E 2
1490.
1491.
Materials: chart, multiplication table, picture, rectangular regions, show-me-boards,
learning activity sheets
1492.
1493. III.
1495. 1.
Drill:
1496. Conduct a drill on the basic multiplication facts.
1497.
4x6
6x3
9x8
7x5
6x6
1498.
1499. 2.
Review:
1500.
Review expressing fractions in lowest term.
1501. Write each fraction in its lowest terms.
1502.
a.
2/10 = _____
c. 8/32 = _____
1503.
b.
6/15 = _____
d. 5/15 = _____
1504.
1505. 3.
Motivation:
1506.
Show a picture o[ a cake and say, "Suppose you have a whole cake. You
cut it into halves and gave of a half to your neighbor.
1507. What part of the whole cake did you give away?
1508.
Ask: Is it good to share food with neighbors? Why?
1509.
1510.
1511. 1.
Presentation:
1512.
Present the lesson by asking 4 groups of pupils to follow directions written in
activity sheets.
1513.
a.
Ask representatives from each group to post their work on the board as
he/she reports about it.
1514.
b.
Teacher checks which groups have the correct illustration.
1515.
c.
Ask: What is 1/2 of 1/4 then?
1516.
Show this on the board:
1517.
of = 1/8
1518.
1519.
C. Generalization:
1520.
How do we multiply a fraction by another fraction?
1521.
1522.
1523.
Read and solve on your paper. Express the answer in its lowest term.
1524. 1.
A butter cake recipe needs cup milk. How many cups of milk are needed to
make ?
1525. 2.
A sewer made pockets for shirts. First, she cut 2/3 meter of the material. Then,
she use of the material she had cut for pockets. How much material did the sewer used for
pockets?
1526.
1527. IV.
Evaluation:
1528.
Multiply. Write the answer in its lowest term.
1529.
1.
1/3 x 1/8 =
1530.
2.
x 2/3 =
1531.
3.
4/5 x =
1532.
1533. V.
Assignment:
1534.
Find the value of n
1. 1/3 x = n
2. 2/3 x 2/5 = n
3. 2/5 x 1/10 = n
4. 4/5 x 1/3 = n
5. 1/3 x = n
1535.
1537.
1538. Date: ___________
1539.
1540. I.
Objective:
Solving word problems involving multiplication of fractions
1541.
1542.
Value: Cooperation and Sportsmanship
1543.
1544. II.
Subject Matter:
1545.
Solving word problems involving multiplication of fractions
1546.
1547.
1548.
1549.
1550.
1551. III.
1553. 1.
Drill:
1554.
1555.
Example: 5 x 4 =
6x3=
7x6=
8x9=
1556.
1557. 2.
Review:
1558.
Ask: What are the steps in solving word problems.
1559.
1560. 3.
Motivation:
1561.
Say: Are you ready for a contest on multiplication of fractions? Using
flashcards, conduct a contest on multiplying fractions. Do this by groups. Emphasize to work
cooperatively and accept their losses if some groups win.
1562. Did the members of the group cooperate with one other? How?
1563. What did the loser group do? Is it important to be a good sport? Why?
1564.
1565.
1566. 1.
Presentation:
1567.
a. Present a word problem.
1568.
Precious brought home 4/5 of a round cake. She gave her brother 1/3 of
it. What part of the whole cake did she give to her brother?
1569.
1570.
b.
Help them analyze the word problem by answering the following
questions.
1571. a.
1572. b.
1573. c.
What operation will you use?
1574. d.
Write the number sentence.
1575. e.
What is the answer?
1576.
1577.
C. Generalization:
1578.
Ask: How do we solve word problems involving multiplication of fraction?
1579.
1580.
1581.
Have the pupils analyze the problem then let them get a piece of paper and draw
a circle representing the bibingka then let them cut/divide the circle as stated in the problem.
1582.
Aling Myrna divided the bibingka into five equal parts. Nardo got one slice and
gave half of the slice to Gerard. What part of the whole bibingka did Gerard get?
1583.
1584. IV.
Evaluation:
1585.
Slow Learners
1586.
For each of the problem, write what is asked and the mathematical sentence then
solve for the answer. Do these on your paper.
1587.
1.
Elvira had 3/4 of a cake. She gave 1/2 of it to her younger sister. What part of the
whole cake did Elvira give away?
1588.
2.
Dante had 3/a can of horse manure. He used 1/2 of it to fertilize his garden plots.
What part of the can of horse manure did he use?
1589.
1590.
Average Learners
1591.
Read and solve the problems. Follow the steps in problem solving.
1592.
1. Catherine had 3/5 meter of lace. She used 2/3 of it for her project. What part of the lace
was used for her project?
1593.
2. John had 4/5 of the plot vacant. He planted 1/4 of it with pechay. What part of the plot
was planted with pechay?
1594.
1595.
Fast Learners
1596. Solve the following problems
1597.
1.
In the hospital, 7/10 cavan of rice is cooked in a day. How many cavans of rice is
cooked in 1/3 of a day?
1598.
2.
4/5 of Benjie's garden is planted with vegetables. Of the vegetables planted, 7/8
is cabbage. What part of the garden is planted with cabbage?
1599.
1600. V.
Assignment:
1601.
Solve for the following problems
1602.
1.
Danny and Lily packed 3/4 of the canned goods. 2/3 of these were sardines. What
part of the canned goods packed were sardines?
1603.
2.
Mother cooked fried chicken for her scn's birthday party. She bought 3/a liter of
cooking oil. However, she used only 1/2 of it. What part of the cooking oil was used?
1604.
1605.
1606.
1608.
1609. Date: ___________
1610.
1611. I.
Objective:
Analyze word problems involving multiplication of fractions
1612.
1613.
Value: Active participation and cooperation
1614.
1615. II.
Subject Matter:
1616.
Analyzing word problems involving multiplication of fractions.
1617.
1618.
References: BEC-PELC II E 3.1.1 3.1.4
1619.
1620.
Materials: Activity sheets, mini boards, textbooks, strips of cartolina
1621.
1622. III.
1624.
1.
1625.
Example: 5 x 4 =
6x3=
7x6=
8x9=
1626.
1627. 2.
Review:
1628.
a.
Have a game on rearranging steps in analyzing word problems.
1629.
b.
The group that finishes first is the winner.
1630.
1631. 3.
Motivation:
1632. Present this word problem Marissa bough 1 of a meter of cotton cloth. She used I
of it to
1633.
make a tablecloth, What part of a meter was used for the tablecloth?
1634.
a.
Who is Marissa?
1635.
b.
What did she do?
1636.
1637.
1638. 1.
Presentation:
1639.
How will you find the answer to the problem? How are you going to
work with the other members of your group? Why do you have to cooperate with the other
members of the group?
1640.
1641.
Strategy 1- Acting out the problem
1642.
1.
Members of the group are to act the problem.
1643.
2.
The group should follow the steps in analyzing the problem.
1644. a.
What is asked? ________
1645. b.
What are the given facts? ________
1646.
c.
What is the operation to be used? ________
1647.
d.
What is the
mathematical sentence? ________
1648. e.
What is the answer? ________
1649.
1650.
C. Generalization:
1651.
How do you analyze problems involving multiplication of fractions?
1652.
1653.
1654.
Supply the missing words.
1655.
Roy used 1/3 of the 7/8 meter of bamboo stick for his lantern. How much
of the stick was used?
1. The problem is asking for ________
2. The answer to the problem is ________
3. The mathematical sentence is ________
4. The process to be used is ________
5. The ________ and ________ are the given data.
1656.
1657. IV.
Evaluation:
1658.
Connie had of a cake. She gave of it to her friend. What part of the cake did
Connie give away?
1659.
Choose the letter of the correct answer.
1660.
1.
1661.
a.
Pieces of the whole cake
1662.
b.
Part of the cake that is given away
1663.
c.
Parts of the cake that were eaten
1664.
d.
Pieces of the cake that were broken
1665. 2. What are the given facts?
1666.
a.
part of the cake
1667.
b.
part of the cake
1668.
c.
and of a cake
1669.
d.
3/8 part of a cake
1670.
1671. V.
Assignment:
1672.
Write the words that show the steps in analyzing word problems. Get the data
from the problems given below.
c. What is the process to be used?
d. What is the mathematical sentence?
1673.
1674.
1.
David had can of horse manure. He needs of it to fertilize his garden plots.
What part of the can of horse manure did he use?
1675.
2.
Rennie bought liter of paint. He used 3/5 of it for their class in Industrial Arts.
How much paint was used?
1676.
1677.
1678.
1679.
1681.
1682. Date: ___________
1683.
1684. I.
Objective:
Identify the different kinds of plane figures
1685.
1686.
Value: Carefulness and awareness to the things around us
1687.
1688. II.
Subject Matter:
1689.
Identifying the different kinds of plane figures
1690.
1691.
References: BEC-PELC III A 1.1
1692.
1693.
Materials: cutouts of different shapes, real objects, illustrations/drawings, coins
1694.
1695. III.
1697.
1.
1698.
Example: 6 x 3 =
8x3=
7x9=
8x1=
1699.
1700. 2.
Review:
1701. Lucia and Claudine went to visit their Lola Clara in the city. They rode on a bus
which rolled out into the highway. They saw signs like these as they were traveling
1702.
1703.
1704.
1705.
1706.
1707.
1708.
Can you tell the shapes of the sign boards?

Can you identify them?
What do signs tell us?
What are the importance of this sign to us?
3.
Motivation:
1709. Do you know the song, "bahay kubo"
1710. What does it tell?
1711. If you were to describe the vegetables, how does each vegetable look like?
1712. Who can give the tune of the song?
1713.
1714.
1715. 1.
Presentation of the lesson:
1716. a. Introduce the lesson with a song to the tune of "Bahay Kubo" What is Mang
Kiko made of? (2x)
1717.
1718.
1719.
1720.
1721.
1722.
1723.
1724.
1725.
1726.
1727.
1728.
1729.
1730.
1.
2.
3.
1733. IV.
1734.
1735.
1736.
1737.
1738.
1739. V.
1740.
1741.
1742.
That is what Mang Kiko is made of. What are the figures mentioned in the song?
Can you identify each figure?
C. Generalization:
What do we call a closed figure?
How about a figure with 3 sides?
What about 4 sides?
What do you call these figures?
1731.
Naming game (body or sign language)
circle
triangle
quadrilateral
1732.
Evaluation:
Direction: Count the number of place figure in the illustration.
Dyads: How many quadrilaterals are there? Triangles? Circles?
Assignment:
Identify the different body parts of the doll and describe each figure.
1744.
1745. Date: ___________
1746.
1747. I.
Objective:
Identify the parts of a triangle
1748.
1749.
Value: Orderliness in doing the activity
1750.
1751. II.
Subject Matter:
1752.
Identifying the parts of a triangle
1753.
1754.
References: BEC-PELC III A. 1.2a
1755.
1756.
Materials: textbooks, cutouts of triangles, protractor, art paper
1757.
1758. III.
1760. 1.
Drill:
1761.
Show pictures showing polygons with different sides and let the pupils
identify them.
1762.
1763. 2.
Review:
1764.
Show cut outs of different plane figures and let the pupils identify them
(circle, square, triangle, rectangle, rhombus, parallelogram, trapezoid)
1765.
1766. 3.
Motivation:
1767.
Present a figure made up of triangles
1768.
1769.
1770. 1.
Presentation:
1771.
a.
Present a big cut out of a triangle. Look at the triangle. What can you say
about this triangle?
1772. What does a triangle have?
1773. How many sites does a triangle have?
1774. Show us the sides.
1775. How many vertices does
1776. Show us the vertices.
1777.
1778.
1779.
C. Generalization:
1780.
What are the parts of a triangle?
1781.
What are the kinds of triangles according to sides?
1782.
1783.
1784.
What kind of triangle are the following?
1785.
1786.
Name the part of the triangle that is indicated below.
1787.
1788.
1789. IV.
1790.
1791.
1792.
Evaluation:
Name the triangles in each figure. Identify each one of them.
How many triangles do you see in the figure? Name them.
1793.
1794. V.
Assignment:
1795.
Draw the following
1. right triangle
2. scalene triangle
3. obtuse triangle
4. equilateral triangle
1796.
1797.
1799.
1800. Date: ___________
1801.
1802. I.
Objective:
Identify the parts of a quadrilateral
1803.
1804.
Value: Sportsmanship
1805.
1806. II.
Subject Matter:
1807.
Identifying the parts of a quadrilateral/kinds of quadrilateral
1808.
1809.
References: BEC-PELC III A 1.2b
1810.
1811.
Materials: cutouts of quadrilaterals/triangles
1812.
1813. III.
1815. 1.
Drill:
1816.
Square Deal (Stress sportsmanship when playing games)
1817.
1818.
2.
Review:
1819.
1820.
1821. 3.
Motivation:
1822.
Look at the objects inside our room what different shapes do you see? I
have here a story problem. I want you to listen carefully then use your imagination to answer
the question.
1823.
1824.
1825. 1.
Presentation:
1826.
The Valdez family lives at St. Jude Village, City of San Fernando. Beautiful
landscape of surrounding the houses are a sigh to see. The different structures and trees
planted along the streets make life worth living for. Can you imagine the different shapes in
the place?
1827.
1828.
1829.
1831.
1832.
1833.
1834.
1835.
1836.
1837.
1838.
2.
Analysis/Discussion:
1830. Note: Let the pupils answer the questions in dyads. Tell them to describe each
figure they have made.
a. What shapes can you imagine?
b. What is the common shape of the houses in the village?
c. What is the shape of the floor tiles?
C. Generalization:
What are the parts of a quadrilateral?
1839.
Draw the following quadrilaterals?
1. Square
2. Rhombus
3. Rectangle
4. Parallelogram
5. Trapezoid
1840.
1841. IV.
Evaluation:
1842.
Name the quadrilateral described.
1843.
a.
Has 4 equal sides and 4 right angles
1844.
b.
Has 2 pairs of parallel sides
1845.
c.
Has exactly 1 pair of parallel side
1846.
d.
Has 4 equal sides but has no right angles
1847.
e.
Has 2 pair of equal sides and 4 right angles
1848.
1849. V.
Assignment:
1850.
1.
Draw different quadrilaterals. Label their sides and vertices.
1851.
2.
Bring objects representing the 5 quadrilaterals learned in class.
1853.
1854. Date: ___________
1855.
1856. I.
Objective:
Identify the parts of a circle
1857.
1858.
Value: Identifying the parts of a circle
1859.
1860. II.
Subject Matter:
1861.
Solving word problems involving subtraction of similar fractions without
regrouping
1862.
1863.
1864.
1865.
1866.
1867. III.
1869.
1.
1870.
Example: 6 x 3 =
8x3=
7x9=
8x1=
1871.
1872. 2.
Review:
1873.
Below is a picture of a house. Identify the square, the rectangle, the
trapezoid and the parallelogram by naming the part of the house.
1874.
1875. 3.
Motivation:
1876.
a.
Present drawings of circles of different sizes (ask pupils)
1877.
b.
Ask pupils to describe the circles they see. Have them give the
characteristics of a circle.
1878.
1879.
1880.
1881. 1.
Presentation:
1882.
a.
Present the lesson through a group activity.
1883. Ask: What should you do Ii you are in a group?
1884. Why do you think you should cooperate with one another?
1885.
1886. Group 1: Activity
1887. 1.
Give the pupils cutouts of circles
1888. 2.
Ask the pupils to fold the circle into 2 equal parts.
1889. 3.
Ask the pupils to mark the center of the circle with an X
1892.
1893.
1894.
1895.
1896.
1897.
1890. 4.
Then mark the fold A and B at both ends.
1891. 5.
Introduce the term diameter for this line segment.
C. Generalization:
What is a diameter?
What is a radius?
What is a circumference?
1898.
Draw a circle showing the following.
1. S as the center
2. ST as the diameter
3. SY as the radius
4. SX as the radius
5. SO as the radius
1899.
1900. IV.
Evaluation:
1901.
Using the same circle, tell what is the name in each number below. Write the
diameter or radius.
1902.
1903.
1904.
1905.
1906.
1907.
1908.
1909. V.
1910.
1911.
1912.
1.
2.
3.
4.
5.
1.
2.
3.
ON = _________
OR = _________
PR = _________
OK = _________
OP = _________
Assignment:
If the radius of a circle is 10 cm, how long is its diameter?
How long are the radius?
Show the circle by means of drawing.
1914.
1915. Date: ___________
1916.
1917. I.
Objective:
Describe plane figures according to sides, corners, shapes and their functional use?
1918.
1919.
Value: Cooperation and self-confidence
1920.
1921. II.
Subject Matter:
1922.
Describing plane figures
1923.
1924.
References: BEC-PELC III A 1.3.1 and 1.4
1925.
1926.
Materials: cutouts of plane figures like square, rectangle, parallelogram, triangle,
circle
1927.
1928. III.
1930. 1.
Drill:
1931.
Mathematics Word Drill
1932.
A
B
C
1933.
Parallelogram Circle
Rectangle
1934.
Plane Figures Polygon
Pentagon
1935.
Triangle
Rhombus
Trapezoid
1936.
1937. 2.
Review:
1938.
What are points? What are lines? Line segments? Differentiate a line
from a line segment.
1939.
1940. 3.
Motivation:
1941.
Call 3 pupils in front. Give each of them a thin piece of wire. Tell them
that what they are going to make is a plane figure. At the signal "go" they will start making
their figure. Afterwards, let them describe what they have made.
1942.
1943.
1944. 1.
Presentation:
1945.
Prepare. cut outs of plane figures using materials such as cardboard or
used folders. Put the cut outs in a box or paper bag. Blind fold a pupil and ask him/her to pick
a figure from the box. Let him/her guess what the figure is. Have him/her describe the figure
according to sides, corners and shapes. (e.g. it has four equal sides and four corners)
1946.
1947.
Activities
1948.
a.
Show the pupils the cut outs prepared for the day's lesson
1949.
b.
Let them describe their shapes/sides
1950.
1951.
C. Generalization:
1952.
What are the plane figures? How will you describe the following according
shapes, sides and corners? square, triangle, rectangle, rhombus, etc.
1953.
1954.
1955.
Draw and identify the plane figure represented by the following objects
1956.
1957.
1958. IV.
Evaluation:
1959.
Draw the following objects. Under the pictures drawn, identify the plane
figures/s represented by each.
1960.
1.
alphabet book
1961.
2.
tent
1962.
3.
orange
1963.
4.
Coor
1964.
5.
kite
1965.
Draw a big square. Inside it, draw a small triangle. At the three sides of the
triangle, draw three small circles. At the center of the triangle draw an oblong. What kind of figures
have you drawn?
1966.
1967. V.
Assignment:
1968.
Draw 10 plane figures. Describe the plane figures you have drawn.
1969.
1970.
1971.
1972.
1974.
1975. Date: ___________
1976.
1977. I.
Objective:
Identify parts of an angle
1978.
1979.
Value: Cooperation
1980.
1981. II.
Subject Matter:
1982.
Identifying the parts of an angle
1983.
1984.
References: BEC-PELC III A 2, 2.1
1985.
1986.
Materials: Drawing and cut outs of angles
1987.
1988. III.
1990. 1.
Drill:
1991.
Identify the following lines.
1992.
1993.
1994.
1995.
2.
1996.
1997.
1998.
1999.
2000. 3.
2001.
meet?
2002.
2003.
2004. 1.
2005.
2006.
2007.
Review:
Why is a ray?
Name the rays in the illustration.

Motivation:
What do you think will be formed when the endpoint of the two rays
Presentation:
1. Ask a pupil to draw a point on the board and name this point O.
2. Ask another pupil to draw a ray with O as the 2nd point and name this ray OR.
3. Introduce the name vertex.
2008.
the sides
2009.
2010.
2011.
2012.
2013.
2014.
2015.
2016.
The common endpoint of ray OR and OZ is called vertex. The rays are called
What figure have you formed?
What angle have you formed?
C. Generalization:
What are the parts of an angle? Which is the vertex?
Identify the numbered part of each angle.
2017.
2018.
2019. IV.
2020.
Evaluation:
Give the endpoint and the two sides of each angle below.
2021.
2022.
2023. V.
2024.
2025.
Assignment:
Name as many angles as you can in the figure below.
What is the vertex of all the angles? Name 5 sides of any angle.
2026.
2028.
2029. Date: ___________
2030.
2031. I.
Objective:
Visualize the different kinds of angles as acute, right obtuse
2032.
2033.
Value: Sportsmanship
2034.
2035. II.
Subject Matter:
2036.
Naming Different kinds of angles
2037.
2038.
References: BEC-PELC III A 2.2; 2.2.1
2039.
2040.
Materials: flashcards, pieces of cartolina, two strips of cardboard joined by a
fastener
2041.
2042. III.
2044. 1.
Drill:
2045.
Identify the parts of each angle below.
2046.
2047.
2048.
2049.
2050.
2.
Review:
Name the angles you can find in the drawing below.
3.
Motivation:
2051.
2052.
2053.
Show the pupils different cut outs of angles.

Ask: What can you say about the angles? Are they the same?
2054.
2055. 1.
Presentation:
2056.
a. Showing cut outs of catolina.
2057.
1.
Show a piece of cartolina to the class.
2058.
2059.
2060.
2061.
2062.
2063. 2. Described the angle formed at B. It looks like a square corner. Introduce the word
right angle. It measures 90 degrees.
2064. 3. Give the pupils two strips of cardboard joined together by a fastener..pp.234
2065.
2066.
C. Generalization:
2067.
What are the different kinds of angles?
2068.
What is the right angle?
2069.
What is an acute angle?
2070.
What is an obtuse angle?
2071.
2072.
2073.
Study the drawing below. Name each kind of angle below
2074.
2075.
2076. IV.
2077.
Evaluation:
What kind of angle is in each number below?
2078.
2079. V.
Assignment:
2080.
Make the following using colored paper or cartolina.
1. Make 2 cut outs of acute angles.
2. Make 2 cut outs of obtuse angles.
3. Make 2 cut outs of right angles
2081.
2082.
2084.
2085. Date: ___________
2086.
2087. I.
Objective:
Classify angles as right, acute and obtuse
2088.
2089.
Value: Cooperation
2090.
2091. II.
Subject Matter:
2092.
Classifying angles as right, acute and obtuse.
2093.
2094.
2095.
2096.
Materials: clock, charts, illustrations
2097.
2098. III.
2100. 1.
Drill:
2101.
a.
What is an angle?
2102.
b.
Name each angle below.
2103.
2104. 2.
Review:
2105.
Guessing game: Guess who I am then ask somebody to show and angle
on the board.
2106.
a.
I am an angle, I'm smaller than a right angle. I measure less than 90
degrees. Who am I? (acute angle)
2107.
b.
I am an angle which is bigger than a right angle. I measure more than 90
degrees. Who am I? (obtuse angle)
2108.
2109. 3.
Motivation:
2110.
(Show 3 groups of angles to the class)
2111.
Ask:
2112.
How are these angles grouped together?
2113.
2114.
2115. 1.
Presentation:
2116.
Look at this clock. What time does the Construct or paste them on a
piece clock show? (9:00)
2117.
What kind of angle is formed?
2118.
2119.
2120.
2121.
2122.
2123.
2124.
Observe the figure. Answer the following.

a.
Name 2 right angles.
b.
Name 4 acute angles.
c.
Name 3 obtuse angles.
d.
Name an angle that looks the same in size as angle BCD.
C. Generalization:
2125.
How did we classify the angles?
We classified the angles according to kind: right, acute, obtuse.
2126.
2127.
2128.
2129. Bring Me Game
2130.
2131. Group 1
2132. Bring me 5 objects with acute angles

2133.
2134. Group 2
2135. Bring me 5 objects with acute angles
2136.
2137. Group 3
2138. Bring me 5 objects with right angles
2139.
2140. IV.
2141.
Evaluation:
What kind of angle is in each group?
2142.
2143.
2144. V.
2145.
2146.
2147.
2148.
2149.
2150.
2151.
Assignment:
Look at the angles below. Classify them as to right, obtuse and acute angle.
2153.
2154. Date: ___________
2155.
2156. I.
Objective:
Identify congruent angles
2157.
2158.
Value: Cooperation
2159.
2160. II.
Subject Matter:
2161.
Identifying congruent angles
2162.
2163.
2164.
2165.
Materials: protractor, several examples of congruent figures, rectangular and square
pieces of paper, comapass
2166.
2167. III.
2169. 1.
Drill:
2170.
Ask the pupils to name the different kinds of angles formed by 2
rectangular strips fastened together.
2171.
2172. 2.
Review:
2173.
What is a right angle? An acute angle? An obtuse angle?
2174.
2175. 3.
Motivation:
2176.
Show 2 pieces of the same size of paper. Look at these pieces of paper.
Which is bigger? Which is smaller? Why? (They are both of the same size)
2177.
2178.
2179. 1.
Presentation:
2180.
Present 2 right angles. Ask the pupils to place the square corner of a
cardboard on each angle.
2181. Ask: Do they have the same measure? Do the angles ABC and XOY match exactly?
(Yes) Why? (They have the same size or measure)
2182.
2183.
So we say angles ABC and XOY are congruent.
2184.
2185.
2186.
2187.
2188.
2189.
C. Generalization:
When are angles said to be congruent?
2190.
2191.
Draw or construct 2 pairs of congruent angles.
2192. IV.
Evaluation:
2193.
1.
Use the piece of cardboard to find out which angles are congruent.
2194.
2.
Use the protractor or compass to find out which angles are congruent.
2195.
3.
Draw 2 pairs of congruent angles.
2196.
2197. V.
Assignment:
2198.
A.
On a piece of bond paper, construct 3 pairs of congruent angles.
2199.
B.
Choose the pairs of angles that are congruent. You may use a compass to find out
if they have the same measure.
2200.
2201.
2203.
2204. Date: ___________
2205.
2206. I.
Objective:
Find the perimeter of a triangle
2207.
2208.
Value: Conservation of trees
2209.
2210. II.
Subject Matter:
2211.
Finding the perimeter of a triangle
2212.
2213.
References: BEC-PELC IV A 1
2214.
2215.
Materials: modules or illustrations of triangles, ruler
2216.
2217. III.
2219. 1.
Drill:
2220.
Drill on adding numbers mentally
2221.
10 + 13 =
45 + 45 =
180 + 120 =
170 +
130 =
2222.
2223. 2.
Review:
2224.
Identifying different kinds of triangle. Show models of triangle.
2225.
What kind of triangle is this? Why? Because it has a right angle.
2226.
2227. 3.
Motivation:
2228.
Lets estimate the sum of the sides of each triangle in centimeters.
2229.
2230.
Lets see who got the correct estimation.
2231.
2232.
2233. 1.
Presentation:
2234.
a.
Provide each group with the same size of triangles.
2235.
b.
Ask the pupils to do actual measurements of the triangles.
2236.
c.
Compare the results of their estimation and their actual measurements.
2237.
d.
Commend those whose estimates are close to the actual measurements.
2238.
e.
Tell the class that what they have measured is the perimeter of a triangle.
2239.
f.
How did you measure the triangle? (By measuring all its sides)
2240.
g.
So, can you think of a formula for finding the perimeter of a triangle? (P
= S1 + S2 + S3)
2241.
2242.
C. Generalization:
2243.
What is a perimeter?
2244.
How do you find the perimeter of a triangle?
2245.
2246.
2247.
Find the perimeter of the following.
2248.
Use the formula you have just learned.
1. A triangle whose sides measures 12 cm, 15cm and 10 cm.

2. A triangle whose sides measures 20 cm, 18cm and 13 cm.
2249.
2250.
2251. IV.
Evaluation:
2252.
A. Fill in the blanks below.
2253.
1.
Perimeter = 18 cm + 12 cm + 10 cm
2254.
P = ______ cm
2255.
2.
2256.
P = ______ cm
2257.
3.
2258.
P = ______ cm
2259.
4.
2260.
P = ______ cm
2261.
5.
2262.
P = ______ cm
2263.
2264. V.
Assignment:
2265.
Bring to class 5 cut outs of triangles with the measurements of sides.
2266.
2268.
2269. Date: ___________
2270.
2271. I.
Objective:
Derive a formula for finding the perimeter of a polygon.
2272.
2273.
Value: Accuracy
2274.
2275. II.
Subject Matter:
2276.
Deriving a formula for finding the perimeter of a polygon.
2277.
2278.
References: BEC-PELC IV A 1.2
2279.
2280.
Materials: textbooks, real objects, diagrams, illustrations, cut outs of polygons
2281.
2282. III.
2284. 1.
Drill:
2285.
Identifying polygons by means of a guessing game.
2286.
Example:
2287.
I am a polygon with four equals sides Who am I?
2288.
2289. 2.
Review:
2290.
Ask what unit of measure is appropriate for objects such as:
Distance between buildings
Sides a handkerchief
Safety pin
2291.
2292. 3.
Motivation:
2293.
Show a plain handkerchief. Do you carry your handkerchiefs everyday?
Why? What are the uses of a handkerchief?
2294.
2295.
2296. 1.
Presentation:
2297.
a.
Show a piece of lace
2298.
If I'm going to sew lace around this handkerchief would this lace be
enough? Get the children's opinion. What are we going to do to get the exact length of the
lace? Let the pupils measure the sides and compute for the distance around. Ask what
they measured and why. Tell them to describe what they measured leading them to use
the phrase distance around. Introduce the term perimeter for this distance. Have the
pupils illustrate the object (handkerchief) on the board with the corresponding measures
and ask one to write the number sentence for this.
2299. 25 + 25 + 25 + 25 or 4 x 25
2300. Thus the formula is
2301. P = S + S + S + S or P = 4 x S
2302.
2303.
C. Generalization:
2304.
What is perimeter?
2305.
How do you find the perimeter of a polygon?
2306.
2307.
2308.
Find the perimeter of each figure.
3 cm
2309.
2310.
2311. IV.
2312.
2313.
2314.
2315.
2316. V.
2317.
Evaluation:
Seatwork
1.
Give the perimeter of each figure.
Assignment:
Make cut outs of polygons. Write the measurement of each side.
2319.
2320. Date: ___________
2321.
2322. I.
Objective:
Solve word problems involving perimeter measure
2323.
2324.
Value: Cooperation/Accuracy
2325.
2326. II.
Subject Matter:
2327.
Solving word problems involving perimeter measure
2328.
2329.
References: BEC-PELC IV A 1.3.1
2330.
2331.
Materials: picture chart, pocket chart, flashcards
2332.
2333. III.
2335. 1.
Drill:
2336.
What formula a do we use to find the perimeter of the following?
2337.
rectangle
2338.
triangle
2339.
pentagon
2340.
square
2341.
2342.
Find your answer in the pocket chart.
2343.
2344. 2.
Review:
2345.
What must be remembered in solving word problems to make sure that
you will get the correct answer?
2346.
2347. 3.
Motivation:
2348.
Who comes to school by just walking? .How far do you walk from your
home to the school? Do you know how to find it?
2349.
2350.
2351.
1.
Presentation of lesson through a word problem
2352.
Vince walked from his house to the school then to the market and back home.
How far did he walk?
2353.
2354.
2355.
2356.
2357.
C. Generalization:
How did we solve the problem?
2358.
Solve this word problem by yourself.
2359.
2360.
For your project in EPP, you made a square frame that measures 45 centimeters
on one side. What is the perimeter of the frame?
2361.
2362. IV.
Evaluation:
2363.
Solve the word problems. Follow the steps in problem solving.
2364.
1.
Jocelyn's flower garden has a length of 10 meters and a width of 6 meters. Find
the perimeter of the garden.
2365.
2.
One side of a square playground of San Isidro Central School measures 120
meters. How many meters of chicken wire are needed to enclose the playground?
2366.
3.
There are 15 regular hexagonal poster frames in the 'dilly's gallery. Each side of
the frame is 22 cm long. How much wood had been used for the frames?
2367.
2368. V.
Assignment:
2369.
1.
Formulate one problem involving perimeter measure.
2370.
2.
Rex bought an octagonal mirror with each side measuring 25 cm. What is the
perimeter of the mirror?
2371.
3.
Jelleni jogs around a triangular park which measures 425 meters, 350 meters and
435 meters. How far will she jog if she goes around the park twice?
2372.
2373.
2374.
2376.
2377. Date: ___________
2378.
2379. I.
Objective:
Find out the area of a triangle
2380.
2381.
Value: Cooperation the area of a triangle
2382.
2383. II.
Subject Matter:
2384.
Finding the area of a triangle
2385.
2386.
References: BEC-PELC IV B 1a
2387.
2388.
Materials: meter stick, ruler, tape, scissors, cut outs
2389.
2390. III.
2392. 1.
Drill:
2393.
1.
Drill What will you do to make the lanterns beautiful?
2394.
Let the pupils give the answers by multiplying 2 neighboring numbers
until the triangle is completed.
2395.
2396.
Triangle Round up
2397.
2398. 2.
Review:
2399.
Using cut outs of triangular flaglets with labels on each side, ask the
pupils to give the formula in finding the area of a triangle.
2400.
2401. 3.
Motivation:
2402.
Amado made a triangular lantern with a base of 30 cm and a height of 25
cm. What is the total area of a lantern?
2403.
Ask: What are lanterns for?
2404.
What will you do to make the lanterns beautiful?
2405.
What is the shape of the lantern?
2406.
2407.
2408. 1.
Presentation:
2409.
a. Group Activity
2410.
2411.
Group A
2412.
1.
Illustrate on how to find the area of the triangle.
2413.
2.
Solve for the area of the triangle.
2414.
2415.
2416.
2417.
2418.
2419.
2420.
2421.
2422.
Group B
1.
Using a cartolina, show the exact measurement of the triangle.
2.
Label each side and find the area of the triangle
C. Generalization:
How did you get the area of a triangle?
2423.
Find the area of the triangle.
2424.
2425.
2426.
c. A triangular-shaped lot has a base of 20 m and a height of 15 m what is the area?

2427.
2428. IV.
Evaluation:
2429.
1.
Here is a diagram of the lot bought by Jose. He divided it diagonally. The
resulting 2 lots are triangular. He gave one lot to his nephew. What is the area of the lot?
2430.
2431.
2432.
2433. V.
Assignment:
2434.
2435.
2.
The triangular lot has base of 20 m and a height of 15 m. what is the area of the
lot?
2436.
3.
Measure a piece of grade 4 paper, find the measurement of the length and the
width. Fold it diagonally and solve the area of the triangle formed.
2437.
2438.
2439.
2440.
2441.
2442.
2443.
2444.
2446.
2447. Date: ___________
2448.
2449. I.
Objective:
Find the area of parallelograms in square meters or centimeters
2450.
2451.
Value: Sharing ones ideas
2452.
2453. II.
Subject Matter:
2454.
Finding the area of parallelograms
2455.
2456.
References: BEC-PELC IV B 1b
2457.
2458.
Materials: graphing or grid paper, learning activity sheet.
2459.
2460. III.
2462. 1.
Drill:
2463.
Drill on basic multiplication facts orally
2464.
10 x 13 =
5x6=
80 x 10 =
2465.
2466.
2467.
2.
17 x 10 =
Review:
Give the equation for the figure.
2468.
2469.
2470. 3.
Motivation:
2471.
Situation:
2472. Mr. Tan is covering the floor area of his sala with square tiles. How many square
tiles does he need?
2473. If you are Mr. Tan, how are you going to do it? What are you going to do with the
square tiles? Can you paste it on? What will you put on it so that it will not be removed?
2474.
2475.
2476. 1.
Presentation:
2477.
For Mr. Tan's floor area of his sala. There are 8 rows of squares. There
are 10 squares in each row.
2478.
Group Activity
2479.
2480.
Group 1
2481.
a. Illustrate the floor area of Mr. Tan's Sala.
2482.
b. Indicate the measurements on each side.
2483.
c. Multiply the length and width. What is the answer?
2484.
2485. Group 2
2486. a.
Write the length and width of Mr. Tan's sala.
2487. b.
Solve by multiplying the 2 given numbers.
2488. c.
Label your answer by expressing it in square units.
2489.
2490.
C. Generalization:
2491.
How do you find the area of a rectangle? How about a square?
2492.
2493.
2494.
Find the area
2495. 1.
L = 10 mm
L = 25 cm
2496.
W = 9 mm
W = 12 cm
2497.
A = ______
A = ______
2498. 2.
Mang Pedro's square vegetable garden measures 5 meters on one side. If a lot
measures 12 meters long and 10 meters wide. What is its area?
2499.
2500. IV.
Evaluation:
2501.
Find the area.
2502.
1.
Find the missing number
2503.
L = 12 m
S = 10 dm
2504.
W=6m
A = _______
2505.
A = _______
2506.
2507.
2.
A glass of measures 130 cm by 46 cm. will it fit a table that measures 127 cm by
62 cm? Why?
2508.
2509. V.
Assignment:
2510.
1.
Measure the length and width of your dining table then solve for its area.
2511.
2.
Find the area of your room.
2512.
2513.
2514.
2515.
2516.
2517.
2518.
2519.

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1ST

1. Drill: Basic Subtraction facts using flashcards.

2. Review: Rounding off numbers to the nearest tens and thousands.

Put a check () if the number is in millions and a cross (x) if it is

Show the place value chart this time

Identifying Cardinal numbers from 10 001 to 100 000.

a. How many digit are there in one periods?

2. Three hundred eight billion, two hundred nine million, six

389 152 247

a. Draw a ring around 26. Is 26 closer to 20 or 30?

Analysis and Discussion Discuss the problem given.

b. Round off 371 582 to the nearest hundreds, thousands, ten

b. How many coconuts were harvested by the first, second, third

442 620 total trees donated by the 2 families

How many flowers were counted by the boys?

c. How much was his savings?

a. What is asked in the story problem?

Estimate the difference of two numbers with four to six digits.

II. Learning Content:

2. Review: Rounding off numbers to the nearest tens and thousands.

a. What is asked in the problem?

Estimate the difference by rounding to the nearest ten thousands.

Estimate the difference by rounding to the highest possible digit.

Subtract mentally numbers with minuends up to 300 without regrouping.

II. Learning Content:

2. Review: Subtract the following.

mangoes were sold?

How many pomelos were sold?

3. Fixing Skills: Give the answer orally.

How can you subtract mentally?

Estimate the difference by rounding to the nearest ten thousands.

Supply its missing number to make each equation true.

249 - _______ + 712 = 838

Solve word problems involving subtraction of numbers including money, with

II. Learning Content:

2. Review: Find the difference.

What is asked in the problem?

If 5 271 are male

3. Fixing Skills: Read and analyze.

Read and solve the following problems.

1. Emmy bought 8 sacks of corn that costs Php 15 940.

If she had Php 32

Read and solve the following problems.

Analyze word problems involving subtraction.

II. Learning Content:

2. Review: Find the difference.

How can you

How can you

What is asked in the problem?

3. Fixing Skills: Read and analyze.

Read and analyze the following problems.

1. Rick traveled to Baguio and bought woodcarvings worth Php2345. He also

2. Review: Answer orally

Mandy caught 148 fishes in the morning and 216 in the

Solve the problem. Show your solution.

g. What is the answer? P800 in a week

Write your analysis of these problems by answering the seven questions.

Give the products

Solve the following using the three methods.

Solve the following language of math problems.

Value: Health consciousness

II. LEARNING CONTENT

Multiply 5 or more digit factors by multiples of 10, 100 and 1,000