School: BANGKAL ELEMENTARY SCHOOL
GRADES 1 to 12 Teacher: JOYCELYN L. GABAD
DAILY LESSON LOG Teaching Dates:
MONDAY
February 4, 2019
I. OBJECTIVES
A. CONTENT STANDARDS
B. PERFOMANCE STANDARDS
C. LEARNING COMPETENCIES/ Creates problems (with
OBJECTIVES(Write the LC Code for each) reasonable answers) involving
perimeter and area involving
squares, rectangles, triangles,
parallelograms, and trapezoids
M4ME-IVd-61
II. CONTENT
Creating Problems Involving
Perimeter and Area
LEARNING RESOURCES
A. References
1. Teacher’s Guide Pages 291-293
2. Learner’s Materials Pages 219-223
3. Textbook Pages
4. Additional Materials from Learning
Resource (LR) Portal
B. Other Learning Resources Ppt, flashcards, charts,cutouts
III. PROCEDURES
A. Reviewing the previous lesson or Have a review on solving for the
presenting the new lesson perimeter and area of a triangle,
a parallelogram, and a trapezoid.
Let the pupils do the following:
1. 2.
3.
B. Establishing a purpose for the lesson Let the pupils use rubber bands
on geoboards to create a triangle,
a parallelogram, and a trapezoid.
Ask them to record the perimeter
Grade Level: IV
Learning Area: MATHEMATICS
FEBRUARY 4 – 8, 2019 Quarter: 4th QUARTER
6:30 – 7:20 Pearl
7:20 – 8:10 Diamond
9:10 – 10:00 Ruby CECILIA DC. ROQUE
Time: 110:30 - 11:20 Emerald Checked by: Master Teacher I
TUESDAY WEDNESDAY THURSDAY FRIDAY
February 5, 2019 February 6, 2019 February 7, 2019 February 8, 2019
Demonstrates understanding of the concept of time, perimeter, area, and volume
Applies the concept of time, area and volume to mathematical problems and real-life situations
Creates problems (with reasonable Visualize the volume of solid figures Visualize the volume of solid figures FIRST SUMMATIVE TEST
answers) involving perimeter and in different situations using non- in different situations using FOURTH QUARTER
area involving squares, rectangles, standard (e.g. marbles, etc.) and standard units
triangles, parallelograms, and standard units M4ME-IVd-62
trapezoids M4ME-IVd-62
M4ME-IVd-61
Creating Problems Involving Perimeter Visualizing the Volume of a Solid Using Visualizing the Volume of a Solid Using
and Area Non-Standard Units Standard Units
291-293 298-301 301-304
219-223 226-228 229-232
Ppt, flashcards, charts,cutouts Ppt, flashcards, charts,cutouts Ppt, flashcards, charts,cutouts
Have a review on solving for the Have a review on non-standard units Have a review on using non-standard
perimeter and area of a triangle, a and the concept of a solid. Ask pupils units, areas of plane figures, and
parallelogram, and a trapezoid. Let to show examples of solid figures like concept of solid dimensions.
the pupils do the following: boxes, alphabet blocks, etc.
1. 2.
3.
Let the pupils use rubber bands on Show a Rubik’s Cube. Ask if the pupils Show a cube (box) filled with blocks 3
geoboards to create a triangle, a are familiar with this toy. Ask what is cm on each side. Ask the pupils to get
parallelogram, and a trapezoid. Ask challenging about the Rubik’s Cube. one block and describe it.
them to record the perimeter and Link this figure with the lesson to be Ask: What can you say about the

C. Presenting examples/instances of the
new lesson
D. Discussing new concepts and practicing
new skills #1
E. Discussing new concepts and practicing
new skills #2
and area of each figure.
Let the pupils present the figures
and discuss how the area and
perimeter are obtained. Ask them
to give the different ways in
finding the area and perimeter.
Group Work Activity
Divide the class into three
groups. Let each group discuss
how they will make a problem
based on the given situation.
I- Inside the classroom, create a
problem involving perimeter
and area. Use the meter
stick/ruler as the measuring
tool.
II- In the school campus, create a
problem involving perimeter
and area. Use the meter
stick/ruler as the measuring
tool.
After the activities have been
done, let the groups post their
formulated their problems in
each of the situations given and
let them do the tasks below:
1. Read the problem and
ask the class to solve
the problem.
2. Illustrate and solve the
problem with the
solution.
Create/Make a problem involving
the perimeter and area with
corresponding answers based on
the given situation.
1. The living room is in the shape
of a trapezoid where one of
the parallel sides is 4m long
and the other is 6m long. The
distance across these sides is
area of each figure.
Present the problem.
The trapezoidal field at the right is
completely covered with carabao
grass.
Can you create a problem about the
field?
Guide the pupils in creating a
problem about the situation.
Group Activity
Divide the class into 3 groups. Let
each group solve and answer the
problem created.
Create/Make a problem involving
the perimeter and area with
corresponding answers based on
the given situation.
1. A triangular parcel of land is 11
meters at its base and a height
of 7 meters.
learned.
Present this story to the class.
Mike wanted to find out which box, A
or B, has the greater volume. He filled
box A with marbles. Then, he
transferred the marbles to box B. After
box B was full, there were still some
marbles in box A.
Original File Submitted and
Formatted by DepEd Club Member
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Ask: Which box has the greater
volume? Let them compare the
contents of each box.
Ask the pupils why the boxes do not
have the same number of materials or
objects.
Ask them why there are gaps or empty
spaces within the boxes. Explain the
meaning of volume and non-standard
units.
Group Activity
Divide the class into four groups.
Distribute a box to each group. Ask
each group to fill the box with the
materialsgiven to them to find the
volume of the box.
I-Using the marbles
II-Using the pebbles
III-Using the beans
block? What are the dimensions?
Present this situation to the class. Let
the pupils read and understand the
situation.
Charo has a transparent rectangular
container, measuring 10 cm by 4 cm
by 3 cm. What is the volume?
Ask: Who has a transparent
rectangular container? What is the
length? Height? Width? What does
the problem ask for? How will you
solve the volume of the rectangular
prism?
Show and discuss how to find the
volume using different methods.
-Compare the volume using the non-
standard units and the volume using
the standard units.
-What is accurate in finding the
volume?
Discuss the presentation under
Explore and Discover on p. 229, LM.
Group Activity
Divide the class into four groups. Let
the pupils do the activity under Get
Moving on p. 230, LM. Let each
group find the volume of each solid
figure.

F. Developing mastery
(Leads to Formative Assessment 3)
7m.
Create/Make a problem involving
the perimeter and area with
corresponding answers based on
the given situation.
a. A rectangular yard has a length
of 16 meters and a width of 3
meters.
Problem:
Answer:
IV-Using the balls
Discuss how to find the volume.
Create/Make a problem involving Find the actual number of marbles Let the pupils do the activity under
the perimeter and area with that will fill each box. Keep Moving on p. 230-231, LM.
corresponding answers based on
the given situation.
a. A wooden area is in the shape of
a trapezoid whose bases measure
128 meters and 92 meters and its
height is 40 meters.
Problem:
Answer:

G. Finding practical application of concepts
and skills in daily living
H. Making generalizations of concepts and
skills in daily living
I. Evaluating learning
Create a problem involving the
perimeter and area of the figure.
1. Roy planted vegetables in his
backyard. The shape of the
garden is a parallelogram. It
has a base of 6 meters and a
height of 4 meters.
How did you create problems
involving perimeter and area of a
triangle, a parallelogram, and a
trapezoid?
Create a problem involving the
perimeter and area of the figure
mentioned in the problem.
1. A triangle has sides
measuring 10 cm, 14 cm, and
15 cm.
2. A rectangular field has a
length of 26 meters and a
width of 16 meters.
Create/Make a problem involving
the perimeter and area with
corresponding answers based on
the given situation.
1. Nur plans to put a fence around
his vegetable garden that is
rectangular in shape. The length
of the garden is 4 meters and
the width is 2 meters.
How did you create problems
involving perimeter and area of a
triangle, a parallelogram, and a
trapezoid?
Create/Make a problem involving
the perimeter and area with
corresponding answers based on
the given situation.
1. Ana has a rectangular herb
garden that is 8 m long and 10 m
wide.
Let the pupils do items 1 and 2 under
Apply Your Skills on p. 228, LM.
How can we visualize the volume of
solids using non-standard units of
measure? What can help us visualize
the volume?
Find the volume of the following using
non-standard unit of measurement.
1.
Balls
2.
Marbles
3. Blocks
Let the pupils do items 1 to 4 under
Apply Your Skills on p. 231.
How can we visualize the volume of
solids using the standard units of
measure?
Find the volume of each solid figure
by counting the cubes.
1.
2.

3.

4. pebbles
4.

5. mongo seeds
5.

J. Additional activities for application or Create a problem involving the Create 1 problem involving Find the volume of a tetra pack of On a grid paper, draw solids with the
remediation perimeter and area using the perimeter and area. juice using the following materials: following volumes.
following figures. 1. Pebbles a. 12 cm3
1. 2. 2. Mongo seeds b. 15 cm3
 3. Marbles c. 20 cm3
V.REMARKS
VI.REFLECTION
No. of learners who earned 80% in the
evaluation
No. of learners who require additional
activities for remediation who scored below
80%
Did the remedial lessons work? No. of
learners who have caught up with the lesson
No. of learners who continue to require
remediation
Which of my teaching strategies worked well?
Why did these work?