DLP - Mathematics 4 - Q1-Q4

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 eighty-
seven)
d. Is the number easy to read and understand? Why?
(Yes, because it is written in standard form)
1
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
2
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.
3
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?
4
Thousands
Hundreds
Millions
Hundred thousands
Hundred millions
b. What is the value of the underlined digit?
972 500
4 856
5
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 c. 784 341 d.
186 342
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
6
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
B
a. 50 300 000 020
b. 5 000 300 002
c. 5 300 020 000
d. 5 003 000 200
e. 500 030 002 000
V. Assignment:
Write ten numbers in the standard form up to millions/billions.
7
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.
8
 Write the numbers in words.
Read and write the word name for each numeral.
a. 389 152 247
b. 2 714 683 389
c. 1 186 792 053
d. 9 544 416 936
e. 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
9
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. 1 591 635 469 c. 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?
10
Round the following to the tens place.
1. 342 2. 4 638 3. 3519 4. 28 326 5. 49
749
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
11
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.
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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
13
5. 943 431
14
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
Mary’s 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?
15
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
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4. Neptune 4 496 700 000
5. Pluto 5 900 000 000
17
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
18
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.
19
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:
20
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
21
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?
22
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
23
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.
24
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 c. 18 + ___ = 35
___ + 9 = 16 6 + __ = 15 __ + 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
25
( 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
26
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 = c. 46 + 42 = d. 24 + 63 =
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 children’s 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.
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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
28
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?
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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
30
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. 155
+ 248 + 137 + 145
4. Generalization:
What is the fastest way in solving for the sum mentally? Recall once
31
again the steps.
5. Application:
Add the following number mentally.
1. 126 2. 231 3. 123 4. 203 5. 289
+ 174 + 69 + 176 + 147 +
121
IV. Evaluation:
Add the following numbers mentally
1. 136 2. 241 3. 153 4. 213 5.
199
+ 174 + 59 + 146 + 187 + 111
V. Assignment:
Find the sum by adding mentally.
1. 131 2. 125 3. 163 4. 146 5. 221
+ 128 + 175 + 125 + 127 + 111
32
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 3. 155
+ 248 + 137 + 145
2. Checking of assignments
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:
33
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?
34
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
312 192 136 143
+ 291 + 271 + 861 + 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?
35
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?
36
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.
37
Discussion:
1. Who went to the park?
2. How many flowers were counted by the boys?
3. How many flowers were counted by the girls?
4. How many flowers are there in all?
5. How did you get the answer?
6. What is the fastest way of solving the given problem?
7. 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?
38
39
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)
40
P 234 802 (subtrahend)
P 451 174 (difference)
Subtract:
1. 27 892 2. 287 196 3. 279 124
- 16 574 - 163 164 - 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 3. 871 976
- 15 061 - 30 174 - 341 275
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
41
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?
42
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.
43
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? Have you
experienced asking help from some organization?
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?
44
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. 867 000 3. 320 400
720 004 123 000 10 009
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
45
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.
References: BEC-PELC I C 1.3


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
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?
46
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 b. 95 859 c. 25 376
- 42 991 - 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
47
48
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 = 9–8= 8–3= 13 – 5 =
12 - 7 = 11 – 6 = 14 – 9 = 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. How many mangoes were sold?

b. How many watermelons were sold?
c. How many chicos were sold?
d. How many atis were sold?
49
e. How many pomelos were sold?
f. How many papayas were sold?
g. What will you do to get the answer?
h. 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
- 132 - 135 - 146
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 2. 239 3. 270 4. 290 5. 239
- 200 - 105 - 120 - 190 - 133
V. Assignment:
Supply its missing number to make each equation true.
1. 249 - _______ + 712 = 838

2. 174 + 100 - _____ = 74
3. ____ + 125 -110 = 140
4. 147 + _____ - 150 = 140
5. 294 - _____ + 127 = 258
50
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 = 9–4= 7–3= 9–5=
12 - 5 = 10 – 6 = 17 – 9 = 12 – 6 =
2. Review: Find the difference.
3 326 5 132 7 024 8 564 4 316
- 2 454 - 3 124 - 6 038 - 5 941 - 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. If 5 271 are male voters,
how many are female voters?

51
d. What is the number sentence for the problem?
e. How is the solution done?
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. If she had Php 32 075.00 in
her wallet, how much more was left?
2. A garment factory earned Php 858 928. The workers were paid Php 28 968. How
much was left for the factory’s 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?
52
MATHEMATICS IV
Date: ___________
I. Objective:
 Analyze word problems involving subtraction.

Analyzing word problems involving subtraction
References: BEC-PELC I C 3.1.1


8–1= 7–4= 6–3= 10 – 5 =
13 - 5 = 13 – 6 = 11 – 9 = 14 – 6 =
2. Review: Find the difference.

32 5 32 70 64 43
- 24 3 - 24 - 38 - 59 - 31
3. Motivation:
What can you say about the commodities nowadays? How can you help
your parents in making both ends meet?
1. Motivation:
What can you say about the commodities nowadays? How can you help
your parents in making both ends meet?
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?
53
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?

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

There were 1 415 children vaccinated at the health center. Six hundred
ninety-five were boys. How many were girls?
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 Palma’s 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?
54
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.
55
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.
56
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.

238 277 248 899 811
+ 215 + 124 - 231 - 176 + 278
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.
57
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?
58
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 d. 64
+ 86 + 43 - 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
59
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:
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
60
61
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 c. 821 145 d. 21 963
62
x 327 x 172 x 634 x
453
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 2. 82 806 3. 49 236 4. 421 832 5.

678 322
x 978 x 814 x 175 x 175
x 387
63
MATHEMATICS IV
Date: ___________
I. Objective:
 Find the product of 5 or more digit factors by 4 to 5 digit factors with and
without regrouping.

Finding the product of 5 or more digit factors by 4 to 5 digit factors with and
without regrouping.
References: BEC-PELC – I D 1.2

Materials: pictures, strips of cartolina, chart

1. Drill: (Mental Computation)
a. 33 b. 92 c. 80 d. 81
x 4 x4 x 6 x7
2. Review:
Solve for the answers.
69 432 32 184 98 521
x 413 x 215 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?
64
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. How many
marbles can be produced in 2 365 days?
IV. Evaluation:
Solve using the partial product method.
42 183 331 247 294 375 329 457 34
928
x 1 358 x 7 265 x 2 153 x 11 263 x 1 373
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?
65
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
References: BEC-PELC –I D 1.3


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
66
400
x 30
1200 – fishes
10 811 20 011 20 500 80 003
40 004
x 200 x 60 x 101 x 300 x 2 000
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. 42 102 3. 21 004 4. 60 002
5. 32 102
x 300 x 40 x 100 x 50
x 400
67
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.
References: BEC-PELC –I D 1.4


1. Drill: Basic multiplication facts using flashcards
a. 8 x 3 = b. 9 x 8 = c. 8 x 8 = d. 6 x 8 =
2. Review: Find the product
2004 30 000 80 020 7 001 70
x 2 x 4 x 3 x 5 x 50
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?
68
Solution:
P12,060
x 50
P603,000
64 000 70 800 20 500 80 003
40 004
x 30 x 40 x 101 x 300 x 2 000
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 3. 46 003 4. 30 050 5. 92 005
x 40 x 50 x 203 x 700 x 300
V. Assignment:
Find the product.
1. 61 002 2. 70 501 3. 62 003 4. 74 002 5. 21 000
x 40 x 50 x 800 x 108 x 306
2ND
69
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,
70
how much will be given to the families in Barrio San Agustin?
Analyze the problem

a. What hit Barrio San Agustin last October?
b. What did the. president promise each family in the barrio?
c. What operations will help solve the problem?
d. What 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

71
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?
72
MATHEMATICS IV
Date: ___________
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?
73
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?

74
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 = ____ 5. 7 + 3 = 3 + 7
____ = ____ ____ = ____
2. 9 + 4 = 4 + 9 4. 80 x 1 = ____
____ = ____
75
MATHEMATICS IV
Date: ___________
Identify the distribute property of multiplication over addition.
Value: Dignity of labor
Skill: Showing the distribute property of multiplication over addition.
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".
76
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 ) c. ( 6 + 3 ) x 7 d. ( 2 x 7 ) x 8 e.
( 3+2 )x 4
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
77
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 2) 3 x 21 3) 2 x 9 4) 8 x 18 5) 4 x
10
78
MATHEMATICS IV
Date: ___________
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
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.
79
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 = 5) 34 625 x 63
2) 21 178 x 43 = 4) 47 928 x 37 =
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 = 5) 98 521 x 241 =
2) 184 599 x 586 = 4) 43 960 x 42 =
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 =
80
MATHEMATICS IV
Date: ___________
Multiply mentally 2 digit numbers with products up to 200 without regrouping
Skill: Multiply mentally 2 digit numbers with products up to 200 without

regrouping
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?
81
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 2) 2 x 50 = n 3) 21 x 4 =n 4) 21 x 9 = n 5) 3 x 62 =n
82
MATHEMATICS IV
Date: ___________
Write numbers of exponent form
Value: Cooperation
Skill: Writing numbers in exponential form

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
83
64 = 2x2x2x2x2x
2
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 5. 9 x 9 x 9 x 9 x 9 x 9 x 9 x
9
2. 3 x 3 x 3 x 3 4. 7 x 7 x 7 x 7 x 7 x 7
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 4. 54 5. 54
V. ASSIGNMENT
Select the correct answer
1. 7 x 7 x 7 x 7 x 7
a. 77 b. 75 c. 57
84
2. 9 x 9 x 9 x 9
a. 49 b. 94 c. 99
3. 10 =
a. 100 b. 101 c. 102
4. 43
a. 12 b. 16 c. 64
5. 64 =
a. 82 b. 28 c. 88
85
MATHEMATICS IV
Date: ___________
Write numbers from standard from to scientific notation Without regrouping
Value: Accuracy
Skill: Writing numbers in scientific notation and Computing the power of a

number
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
86
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 Scientific notation
Look at this illustration: 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 4) 6 700 5) 31 000
87
V. ASSIGNMENT
Express in scientific notation
1) 500 000 3) 6 000 000 000 5) 4 000 000

2) 3 000 000 4) 70 000
88
MATHEMATICS IV
Date: ___________
Write the numbers in scientific notation to standard form
Value: Cooperation
Skill: Writing numbers in scientific notation and using powers of 10 to write

numbers in exponential form.
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
89
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 2) 8.1 x 102 3) 2.16 x 105 4) 3.49 x 108 5) 6.11 x

107
V. ASSIGNMENT
Write in standard form
1) 3 x 102 2) 4 x 104 3) 9.3 x 106 4) 12 x 106
5) The earth is about 1.5 x 108 km from the sun.
90
MATHEMATICS IV
Date: ___________
Solve word problems involving multiplication of whole numbers including money
Value: Cooperation
Skill: Solving word problems involving multiplication 0 whole.

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?
91
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? d. Write the number sentence.
b. What are given? e. How will you do the operation?
c. What operations to be used? f. What is the answer?
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?
3. Generalization
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?
IV. EVALUATION
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?
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?
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 Lara’s seventh birthday. Her mother bought 15 kilos of pork. If each kilo
costs P120.00, how much will her mother spent for pork?
Or create 2 word problems involving multiplication of while numbers including
money then solve for the answer.
92
MATHEMATICS IV
Date: ___________
 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.
Value: Hard work and resourcefulness
Skill: Analyzing word problems involving multiplication.

Reference: BEC-PELC I D 7.1.1 – 1.4
Materials: flashcards, charts, learning activity sheets, strips of cartolina with steps
in analyzing word problems
1. Drill
a. Multiplication facts in flashcards

b. Solve mentally
123 x 3 = _______ 23 x 3 = _______
50 x 7 = _______ 124 x 2 = _______
2. Motivation
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
93
should do so that there will be no problem financially?
1. Presentation
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.
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

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?
d. What operation/s to be used?
e. Transform the word problem into a number sentence
f. What is the answer?
3. Generalization
How do we analyze and solve word problems involving multiplication?

Review the questions to e answered in analyzing word problems.
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
IV. EVALUATION
The teacher will present problems and asks the pupils to answer the questions
that follow.
94
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. What are the given?
c. What is/are the word c1ue/s in the problem?
d. What operation/s to be used?
e. Transform the word problem into a number sentence
f. What is the answer?
V. ASSIGNMENT
Read the analyze the following problems.

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
Lapu-lapu? 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?
95
MATHEMATICS IV
Date: ___________
Solves 2-step word problems involving multiplication and any of addition/subtracting.
Value: Cooperation
Skill: Solving 2-step word problems involving multiplication and any

addition/subtraction
Materials: textbook, flashcards, chart, learning activity sheet with steps in

analyzing word problems
1. Drill
In the blank after each word name, write the standard name.
Story:
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 ___.
96
2. Motivation
Do you know what a mailman is? What is his work?

What do you notice on the mail envelope?
Is this important? Why?
Here is a problem about stamps. Let us find what it is all about
Problem:
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?
1. Presentation
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?
Activities – Discovery Approach

Group 1
Materials: magazines, pieces of art paper
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
Group 2
Solving the problem (Computation)
Materials: chalk, mini-boards
The group is allowed to have a direct computation based on their
understanding about the problem.
The numbers will come out to only one common answer.
Group 3
Picture illustrations about the problem
Materials: manila paper, mini board, chalk, crayons, marker pen
The group is to give the answer to the problem b illustrating it through
pictures.
They should indicate the number of the given data. Report their answer.
Group 4
Answering the problem by following the steps
1. What are given?
97
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?
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?
3. Generalization
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
IV. EVALUATION
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?
V. ASSIGNMENT
Solve the following word problems and label your answers

1. Jubal packed 12 pillowcases in a box. Each pillowcase cost P25
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.
98
MATHEMATICS IV
Date: ___________
Divide 5 or more digit numbers by 3-digit numbers without remainder
Value: Helpfulness and cooperation
Skill: Dividing 5 or more digit numbers by 3-digit numbers without remainder
Reference: BEC-PELC I D E.1.1
Materials: window cards, butterfly cut outs
1. Drill
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
2. Motivation
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?
What are gardens for? What do we find in this place?
Present the lesson through this problem:
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?
99
What kind of a boy is Ruben? Are you like Ruben? Are you also helpful
at home?
1. Presentation
a. The pupils are going to answer the following:

- Who helped father in gathering tomatoes?
- How many tomatoes did they gather?
- What did they do to the tomatoes?
- How many bags were used?
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.
Solve
a. 52 216 ÷ 122 b. 266 299 ÷ 473 c. 66 248 ÷ 292
3. Generalization
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.
IV. EVALUATION
Divide the following
1) 39 751 ÷ 127= 4) 237 744 ÷ 321
2) 50 924 ÷ 131 = 5) 240 264 ÷ 422
3) 167 072 ÷ 368 =
V. ASSIGNMENT
100
Find the Quotient
1) 76 622 ÷ 421 = 4) 663 552 ÷ 864
2) 57 024 ÷ 166 = 5) 554 552 ÷ 673
3) 564 ÷ 926 =
101
MATHEMATICS IV
Date: ___________
Divide 5-or more digit numbers by 4-or more digit , numbers without and with
remainder.
Value: Helpfulness
Skill: Dividing 5-or more digit numbers by 4-or more digit numbers without
or with remainder and solving problems.
Reference: BEC-PELC I E 1.2
Materials: flashcards, charts, activity sheets
1. Drill
Game: "-Mix and Match"

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.
1. 5 ÷ 165 2. 7 ÷ 763 3. 9 ÷ 819 4. 6 ÷ 426 5. 4 ÷ 848
2. Motivation
What kind of invitation did you receive? I have here a story of a class
who prepared some invitation cards.
102
1. Presentation
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?
Solve for this problem

A bakery bakes 75 550 pieces of pandesal in 60 days. What is the
average number of pandesal it bakes in one day?
3. Generalization
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
IV. EVALUATION
Solve for the quotient
1. 2 237 ÷ 259 492
2. 1 118 ÷ 386 828
3. 1 679 ÷ 574 923
4. 2 563 ÷ 2 971 356
5. 1 719 ÷ 4 746 422
V. ASSIGNMENT
Divide and check

1. 834 726 ÷ 4 213 = n
2. 797436 ÷ 5 314 = n
103
3. If the divisor is 235 and the dividend is 87 954, what is quotient?
4. What is 32 615 dividend by 24?
5. A number divided by 23 equals 398 r 6.
Solve for the missing number.
104
MATHEMATICS IV
Date: ___________
Divide whole numbers by 10, 100 and 1000
Value: Willingness
Skill: Dividing whole numbers by 10, 100 and 1000
Reference: BEC-PELC I D E 1.3
Materials: flashcards, activity sheets
1. Drill
Basic division facts. Boys – girls contest or do the relay

game
12 ÷ 3 = ____ 56 ÷ 8 = ____ 64 ÷ 8 = _____ 24 ÷ 8 = ___
2. Motivation
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?
105
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?
1. 13 000 ÷ 10 = 1 3000 3. 13 000 ÷ 1 000 = 13
2. 13 000 ÷ 100 = 130
Solve for the quotient mentally
1. 420 000 ÷ 600 = _____ 4. 270 000 ÷ 900 = _____
2. 51 000 ÷ 500 = _____ 5. 6 650 ÷ 70 = ______
3. 56 000 ÷ 700 = _____
3. Generalization
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.
IV. EVALUATION
Solve for the quotient

670 ÷ 10 = 78 000 ÷ 100 = 9 300 ÷ 100 =
3 500 ÷100 = 5 000 ÷ 1 000 =
V. ASSIGNMENT
Complete the table. Divide by 10, 100 and 1000.

Divisor
Dividend 10 100 1000
1. 63 000
2. 800 000
3. 2 500 000
4. 130 000
5. 75 000
106
107
MATHEMATICS IV
Date: ___________
Divide 4-to 5-digit numbers by 2-to 3-digitnumbers with zeros in the middle or
continuous zeros in the dividend.
Value: Helpfulness
Skill: Dividing 4-to 5-digit numbers by 2-to 3-digitnumbers with zeros in the
middle or continuous zeros in the dividend.
Reference: BEC-PELC I D E 1.4
Materials: charts, flashcard earning activity sheets
1. Drill
Game: Picking mangoes

Picking Apples (apple cut outs) from the tree and answer the
combinations at the back.
90 ÷ 5 = 60 ÷ 15 = 28 ÷ 14 =
2. Motivation
Who among you are member of boy and girl scouts? What are the
activities which your club 'Sponsor to help other people?
If you are helping somebody who is in need, are you going to tell it to
everyone: Why?
108
1. Presentation
Problem:
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?
1. Analysis/Discussion
a. Why did the Girl Scouts collected canned goods?
c. What is asked in the problem?
d. What operation is needed to solve the problem?
e. How do we divide 1 308 by 25?
2. Show the step-by-step process using long division on the board.
3. Check the answer by multiplication
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.
2. There are 50 026 mangoes. One basket can hold 46 mangoes. How
many baskets are needed to put the mangoes in?
3. Generalization
How do you divide 4-to 5-digit numbers by 2-t0 3-digit numbers?

In dividing dividends with zeros, use the same step: divide, multiply,
subtract and being down.
When you are dividing, why should you compare after you subtract?
IV. EVALUATION
Copy and divide the following on your paper.

1. 27√ 4080 4. 84 √70035
2. 28 √ 5508 5. 25 √ 54054
3. 38 √ 20160
V. ASSIGNMENT
Answer the following then check by multiplying the quotient by the divisor.
1. 63 √ 4095 4. 156 √ 60400
2. 24 √ 2360 5. 411 √ 28060
3. 35 √ 28070
109
MATHEMATICS IV
Date: ___________
Estimate the quotient of 4-to 5-digitdeieds by 2-digit numbers
Value: Helpfulness and cooperation
Skill: Estimating the quotient of 4-to 5-digitdeieds by 2-digit numbers.

Reference: BEC-PELC I D E 2
Materials: flashcard, charts, drill board
1. Drill
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
2. Motivation
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.
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?
110
1. Presentation
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.
Estimate and divide.

1. 5 136 ÷ 21 = 3. 62 926 ÷ 47 = 5. 8 445 ÷ 92 =
2. 1 501 ÷ 69 = 4. 34 108 ÷ 82 =
3. Generalization
In estimating quotients, first round off the dividend and the divisor to the
highest value then divide.
IV. EVALUATION
Write the reasonable estimate for each of the problem.

1. P98.95 ÷ 48 = ____ 3. 17 399 ÷ 34 = ___ 5. 69 673 ÷ 68 =
___
2. 41 872 ÷ 19 = ____ 4. 19 457 ÷ 23 = ___
V. ASSIGNMENT
Round both numbers then estimate the quotient
1. 62.95 ÷ 56 = ____ 3. 44 867 ÷ 93 = ___ 5. 9 536 ÷ 16 = ___

2. 43 209 ÷ 18 = ____ 4. 27 431 ÷ 34 = ___
111
MATHEMATICS IV
Date: ___________
Divide mentally 2-to 3-digit numbers by 1-digit number without remainder
Skill: Estimating the quotient of 4-to 5-digitdeieds by 2-digit numbers.

Reference: BEC-PELC I D E 3
Materials: flashcard, charts, picture of fruits, show board
1. Drill
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
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.
Product Quotient
24, _______, _______, 6
18, _______, _______, 2
25, _______, _______, 1
16, _______, _______, 4
2. Motivation
What is your favorite fruit? Why? Why are the fruits important to our
112
body? What do they do to our body? To our health? What vitamins can
we get from mangoes?
1. Presentation
Read the problem carefully and give the answer without using your pencil
and paper.
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?
Solution: Divide 12 by 4 mentally, the give the quotient.
Divide the following numbers mentally.

39 ÷ 3 50 ÷ 5 846 ÷ 6 84 ÷ 4 848 ÷ 4
3. Generalization
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.
IV. EVALUATION
Solve for n mentally

1. 66 ÷ 6 = ____ 3. 110 ÷ 5 = ___ 5. 819 ÷ 9 = ___
2. 99 ÷ 3 = ____ 4. 884 ÷ 4 = ___
V. ASSIGNMENT
Divide mentally
1. 49 ÷ 7 = ____ 3. 120 ÷ 6 = ___ 5. 442 ÷ 2 = ___

2. 63 ÷ 9 = ____ 4. 550 ÷ 5 = ___
113
MATHEMATICS IV
Date: ___________
Solve 1-step word problems involving division of 5 or more digit numbers by 3 or

more digit numbers including money
Value: Neatness and orderliness
Skill: Solving 1-step word problems involving division of 5 or more digit

numbers by 3 or more digit numbers including money
Reference: BEC-PELC I E 4.1
Materials: charts, flashcard, activity sheets
1. Drill
Wheel of fortune.
Pupils will use the wheel of fortune and answer it.
2. Motivation
1. Sing the song “Happy in Math”
2. Who among you have a father or mother who works in the factory? What
factory? What does he/she do there?
1. Presentation
114
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.
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?
b. What are the facts given?
d. Transform the word problem into a number sentence
d. solve for the correct answer
e. Label your answer
The first group to finish will be the one to present their work.
Read the problems carefully and solve for the answer. Write the label or
units.
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?
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?
3. Generalization
What are the steps in solving word problems.

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
IV. EVALUATION
Read the problems carefully, then solve for the answer. Label your answers.
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?
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?
115
4. A Christmas tree cost P 950.00. How many Christmas tree can be brought from P
34, 200.00?
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?
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?
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?
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.
116
MATHEMATICS IV
Date: ___________
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
Value: Cooperation
Skill: Analyzing Word problems involving division of 5 or moire digit numbers

by 2 to 3 digit numbers including money
Reference: BEC-PELC I E 41 1.-4.1.4
Materials: activity sheet, chart, flashcards
1. Drill
Group work
The group that finishes first is declare the winner.
Do the operation follow the path.
2. Motivation
Show a picture of a forest. Ask: have you been to the forest? What did
you do there? Share some of your experiences.
117
1. Presentation
Problem situation
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?

2. What are the given facts?
3. What word clue would help you to solve the problem?
4. What question is to be used?
5. Why do you think many pupils joined the tree planting program?
Read the problem carefully and answer the question that follow.
There are 63 360 textbooks to be shipped to Cebu City. If there are 165
boxes how many books are there in each box?

d. How will you write a mathematical sentence of the problem?
e. Transform this problem into a number sentence.
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?
IV. EVALUATION
Read the problem carefully and answer the questions that follow.
A farmer wants to ship 11 088 eggplants. A crate holds 144 eggplants, how many
crates are needed?

118
3. What operation is to be used?
4. How will you write a mathematical sentence of the problem?
5. Transform this problem into a number sentence.
V. ASSIGNMENT
1. Construct word problems on the following data:
a. P 65 340.00 ÷ 235 =
b. P 73 342.00 ÷ 176 =
2. Ben has P 3000 in P 100 bills how many pieces of hundred peso bill does he
have?
119
MATHEMATICS IV
Date: ___________
Solving 2-to 3-step word problems Involving Division and Any One of Two of the
Other Fundamental Operation Learned Including Money.
Value: Fairness, sharing and kindness
Skill: Solving 2-to 3-step word problems involving division and any one of
two of the other fundamental operation learned including money.
Reference: BEC-PELC I E 501
Materials: flashcards and chart
1. Drill
Using flashcards
Solve for the correct answer
a. ( 5 + 9 ) ÷ 7 =
b. ( 15 ÷ 3 ) + 8 =
c. ( 25 ÷ 5 ) – 4 =
2. Motivation
Read this problem carefully and answer the question below.

The national library has 28 470 books. 130 books can fit in one shelf. How
many shelves can be filled?
a. What is asked?
120
e. What is the correct answer?
f. Show how you check the answer.
1. Presentation
Read the problem and let the pupils answer the question below.
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?
a. What is asked?
d. What is the hidden question?
e. What is the number sentence?
f. What is the correct answer?
g. Show how you check the answer.
Solve the following

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?
e. What is the correct answer?
f. Show how you check the answer.
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.
IV. EVALUATION
Solve the following problem
121
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?
V. ASSIGNMENT
1. Last month, Rico and Jojo worked in Mrs. Agsaway’s 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?
122
MATHEMATICS IV
Date: ___________
Analyze 2 to 3 step word problems involving division and any of the other
fundamental operations.
Value: Kindness
Skill: Analyzing 2 to 3 step word problems involving division and any of the
other fundamental operations.
Reference: BEC-PELC - I E 5.1.1 – 1.4
Materials: problem solving chart, flashcards
1. Drill
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.
235 ÷ 5 824 ÷ 4 650 ÷ 2 328 ÷ 8
738 ÷ 6
2. Motivation
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?
1. Presentation
123
Activity
1. Call one pupil to read the problem a loud?
2. Have the pupils analyze the given problem. The show and discuss the
solutions on the board. Ask:
a. What is asked?
b. What are given?
d. What is the hidden question?
e. What is the mathematical sentence for the problem?
f. If you were Katrina, are you willing to give your P20 to a classmate
without food for recess? Why?
Read and solve.

The Farmer’s Association of Nueva Ecija planted rice, corn, mongo,
peauts and other crops in their fields. By the end of the year, they harvested
about P 3 250 woth of rice, P 7 500 form corn and P 2 300 from the crops. If
there are 45 members in the association, how much did each farmer earn?
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.
IV. EVALUATION
Read the problem. Don’t forget to write the necessary label for the given problem.
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.
V. ASSIGNMENT
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. Castro’s 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?
124
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?
125
MATHEMATICS IV
Date: ___________
Visualize multiplication of fractions
Value: Generosity
Skill: Visualizing multiplication of fractions and identifying a given fraction

Reference: BEC-PELC – II E. 1.1
Materials: textbooks, strips of cartolina with different shapes, learning activity

sheet, crayon.
1. Drill
Answer the basic multiplication facts using flash cards.

3x2= 4x3= 3x6= 5x3= 2x3= 5x6=
2. Motivation
Acting out a problem (Kinesthetic)

Ask a group of 8 pupils to stand in 2 rows in front of the class. Ask ¾ 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?
What did you do to find out the answer? How do we get ½ of ¾?
1. Presentation
126
a. Present the word problem
Mayumi bought 1/3 meter of linen cloth. She used ½ of it to make a
handkerchief for her mother. What part of the cloth was used or the
handkerchief?
Ask What kind of daughter is Mayumi? Is it good to be generous?

Why?
Ask for the multiplication sentence = ½ of 1/3
b. Help them visualize and interpret the multiplication sentence. Make

necessary illustration. Give emphasis to the double shaded part.
c. Present the multiplication sentence by computation:
Read and solve on your paper. Write the multiplication sentence then
express your answer in lowest term.
Rorie has ¾ meter of red ribbon. She used ½ 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?
What kind of daughter is Rosie Are you like Rorie.
3. Generalization
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.
IV. EVALUATION
Draw the following fraction.
1) 3/5 of 1/3
2) 3/5 of ¼
3) 2/4 of 1/5
4) 2/3 of 1/5
5) 2/5 of 1/2
127
V. ASSIGNMENT
Illustrate the following fractions
1) 3/8 of 2/4
2) 2/5 of 2/4
3) 3/6 of ¼
4) 3/7 of ½
5) 5/8 of 2/3
128
MATHEMATICS IV
Date: ___________
Read decimal numbers through hundredths.
Value: Hospitality
Skill: Reading decimal numbers through hundredths.

Reference: BEC-PELC- II A 1.3
Materials: flashcards, chart, place value chart
1. Drill
Show illustrations of figures divided into 10 or 100 equal parts. Let children
identify the fractional parts of the whole.
2. Motivation
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.
Do we have to welcome foreign visitors in the matter? Why?
What character trait of Filipinos did the boys and girls demonstrate?
1. Presentation
Analyze the situation given.
129
a. How many pupils welcomed the vie-president of the USA?
b. How many were girls
c. What is the number of girls in fraction form? In decimal form?
d. How many were boys?
e. What is the number of boys in fraction form? In decimal form?
1. Read the following

0.15 0.16 0.56 0.25 0.05 0.18 0.35 0.02 0.59
2. Write the following as decimals
ten hundredths three hundredths
twenty-five hundredths six hundredths
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.
IV. EVALUATION
Write the following decimals

Seven hundredths
Eighty-two hundredths
Sixty-five hundredths.
Two tenths
Read the following decimals orally.
0.3 0.8 0.28 0.09 0.15 0.04
V. ASSIGNMENT
Read orally
0.33 0.15 0.75 0.13 0.05 0.46
Write as decimals
Three tenths
130
Five hundredths
Four tenths
Twenty – six hundreds
Thirty –five hundredths.
131
MATHEMATICS IV
Date: ___________
Rename in decimal form fractions whose denominations are powers of 10.
Value: Cooperation
Skill: Renaming in decimal form fractions whose denominations are powers

of 10. writing fractions as decimals.
Reference: BEC-PELC I – II A 1.4
Materials: illustrations, counters, cartolina strips, activity sheets
1. Drill
Let the pupils read the following decimals using flashcards.

0.43 0.9 2.5 4.46 0.7 0.25 3.65 9.2
2. Motivation
Distribute strips of cartolina to the pupils with the following information.

Four tenths 0.36
Two and five tenths 12.3
Twelve and three tenths 0.4
Two and five hundredths 2.05
Thirty – six hundredths 2.5
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.
132
1. Presentation
Let the pupils get 10 counters. Ask them to set aside 4 counters. What
fractional part of our whole set is your 4 counters?
Write the answer on the board.
( 4/10, 3/10, 6/10, 9/10 )
Repeat the process with other numbers. ( 3, 6, 9 )
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.
3. Generalization
How do we rename fractions whose denominators are powers of 10 as

decimals?
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.
IV. EVALUATION
Write a decimal for each fraction
1. 8/10
2. 24/100
3. 9/100
4. 16/100
5. 5/10
V. ASSIGNMENT
Write the decimal for each number.
133
1. The meter taxi traveled 1 4/10 kilometers from St. Mark’s 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.
134
MATHEMATICS IV
Date: ___________
Name the place value of each digit of a given decimal number
Value: Sportsmanship and cooperation
Skill: Naming the place value of each digit of a given decimal number and
telling how many tenths, hundredths, etc. in a given decimal.
Reference: BEC-PELC – II A 1.5
Materials: place value chart (on manila paper or cartolina), money, flashcards,
show-me-cards
1. Drill
Show decimal written on flashcards

Show decimal in words.
Pupils will write them tin standard form using the show-me-cards.
2. Motivation
Present this problem opener
Marc has only 10 centavo coins in his pocket. The coins total P 3.20. How
many centavo coins does Marc have?
1. Presentation
135
1. Using play or real money, have pupils discover how many 10 centavo
coins are there in P1.00, P5.00 and P0.50
2. From these, they will discover a pattern and will be able to find out if their
answer in the problem opener is correct.
3. Use this strategy as a spring board to the lesson for the day.
4. Present the place value chart for decimals.
5. At this point, explain to the pupils the place value of decimal numbers.
Estella earned P92.75 from the sale of her banana fritters. She gave his
amount to her mother for their daily expenses.
a. What is the value of c. What is the value of
9? 7?
b. What is the value of d. What is the value of
2? 5?
3. Generalization
Just like whole numbers, decimal numbers have place values. The value
of each digit of a decimal number depends on its place position.
The decimal point is the boundary between numbers greater than 1 and
numbers less than 1.
IV. EVALUATION
Identify the place value of the underlined digit in each given numeral.
21.614 428.095 113.015
37.59 78.0069
V. ASSIGNMENT
Give the place value of each underlined digit.
1. 215.05 4. 5.0052
2. 9.13 5. 18.709
3. 14.165
136
Identify the digit of the number 168.324 according to the place value indicated
below.
1. tenths
2. thousandths
3. hundreds
4. hundredths
5. thousands
137
MATHEMATICS IV
Date: ___________
Express money as pesos and centavos
Value: Thrift and economy
Skill: Expressing money as pesos and centavos

Reference: BEC-PELC – I A2
Materials: play money, flashcards, charts
1. Drill
Using flashcards, give the value of the following:
2. Motivation
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
138
important to be thrifty? Why? Therefore, what should you practice?
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.
Example: Jose wanted to buy a bunch of bananas.
c. The seller would say the cost of the fruits bought.

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 used?  How is it written?
Match the amount in words with that of the amount in figures.
_____ 1. Thirty-six pesos a. P9.15
_____ 2. Two hundred pesos b. P 1 020.00
_____ 3. Forty-five pesos c. P36.00
_____ 4. Nine pesos and fifteen centavos d. P200.00
_____ 5. One thousand twenty pesos e. P0.45
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.
139
1. 3 pesos and 20 centavos
2. 9 centavos
3. 89 centavos
4. fifteen pesos and five centavos
5. nine hundred pesos and seventy-five centavos
V. ASSIGNMENT
Write each in decimal with the peso sign.
1. 720 centavos
2. 1 334 centavos
3. 17 000 centavos
4. 202 999 centavos
5. 5 871 000 centavos
140
MATHEMATICS IV
Date: ___________
Round decimals to the nearest tenths/hundredths/thousandths.
Value: Preciseness and speed
Skill: Rounding decimals to the nearest tenths/hundredths/thousandths.
Reference: BEC-PELC – II A3
Materials: flashcards, chart
1. Drill
Round off the whole number to the indicated place value.

6 754 (hundredths) 38 754 (ten thousands)
58 495 (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?
141
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

Tenths Hundredths Thousandths
8.7256
12.6321
87.0568
22.0054
35.1069
3. Generalization
How do we round decimals to the nearest tenths? Nearest hundredths?

Nearest thousandths?
IV. EVALUATION
Round the following as indicated
1. 0.6542 (nearest tenths)

2. 0.9568 (nearest thousandths)
3. 10.2346 (nearest hundredths)
4. 73.6834 (nearest thousands)
5. 25.1934 (nearest tenths)
V. ASSIGNMENT
142
Round to the underlined digit.
a. 0.653
b. 0.467
c. 6.8321
d. 62.4623
e. 2.1832
143
MATHEMATICS IV
Date: ___________
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
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?
144
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
145
V. ASSIGNMENT
Find the sum of each
1. 0.85 2. 0.62 3. 0.23 4. 0.96 5.

0.15
+ 0.66 + 0.78 + 0.57 +0.02 +

0.98
146
MATHEMATICS IV
Date: ___________
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
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
147
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 =
3. Generalization
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.
IV. EVALUATION
Write the decimals in column then subtract.
1. 0.98 – 0.37 = 4. 0.65 – 0.39 =

2. 0.57 – 0.32 = 5. 0.87 – 0.48 =
3. 0.75 – 0.28 =
148
V. ASSIGNMENT
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?
149
3RD
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Add mixed decimals with or without regrouping
Value: Thriftiness, Helpfulness
II. LEARNING CONTENT:

Adding mixed decimal with or without regrouping
References: BEC-PELC II B 2.1
Materials: different kinds of vegetables (real vegetables), bamboo sticks, tape measure, basket,
flashcards, drill boards, money, canteen sales, ruler
III. LEARNING EXPERIENCES:

A. Preparatory Activities:
1. Drill:
Wheel of Number
Give the sum of the combination of numbers orally.
2. Review:
Find the sum by adding diagonally and horizontally.
0.3 0.36 0.8
0.9 0.7 0.22
0.11 0.4 0.1
3. Motivation:
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"?
1. Presentation:
What vegetables will mother buy"?
How much will she pay?
Vegetable Stand
P15.00/kilo eggplant
P22.S0/kilo squash
P15.50/kilo sayote
P10.S0/bundle string beans
P12.00/kilo carrots
P5.00/bundle kangkong
150
Dyad: “Counting Money”
a. Every pair will be given a box which consists of coins and bills.
b. The pair should determine the amount of money in the box.
3. Generalization:
How will you add mixed decimals?
IV. EVALUATION:
Solve
1. 2.37 + 22.7 =
2. P26.50 + P41.21 + P2.27 =
3. Canteen sales slip (Teacher should prepare this sales slip)
a. If you have P20.00, what items can you buy from it?
b. Write the items and the price then solve.
V. ASSIGNMENT:
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?
151
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Subtract mixed decimals through hundredths with or without regrouping
Value: Thriftiness, Helpfulness

Subtracting mixed decimals through hundredths with or without regrouping
Materials: flashcards, written exercises on a cartolina, picture

1. Drill:
Subtract the following numbers (using flashcards)
42 63 87 91 49
- 21 - 40 - 11 - 50 - 23
2. Review:
Subtract of decimals with regrouping.
0.51 0.84 0.90 0.72 0.60
- 0.38 - 0.45 - 0.63 - 0.56 - 0.27
3. Motivation:
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.
1. Presentation:
a. Read and analyze this problem.
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?
b. Answer the following”
a. What are the given facts?
b. What is asked?
c. How will you find the answer?
2. Guided Practice:
Find the difference:
1. 4.4 – 2.3 2. 8.7 – 6.4 3. 5.8 – 4.5
3. Generalization:
How do we subtract mixed decimals?
IV. EVALUATION:
Subtract the following:
152
7.2 92.7 34.8 98.25 25.9
- 3.0 - 14.8 - 12.4 - 22.05 - 15.4
V. ASSIGNMENT:
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 =
153
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Solve word problems involving either addition or subtraction of decimals including money
Value: Accuracy and cooperation

Solving word problems involving either addition or subtraction of decimals.
Materials: flashcards, list of prices of school supplies, money, dice/cubes with numbers written
on it.

1. Drill:
Copy to complete each table by adding and subtracting the decimals down and across.
2. Review:
Write the decimal numbers in column. Then find the difference.
a. 42.04 – 8.93 = b. 5.71– 1.69 = c. 3.85 – 2.36 =
3. Motivation:
Can you buy 2 pencils with P5:00? (one pencil costs P1.75)
1. Presentation:
A notebook is on sale for P 13.00. An eraser is on sale for P3.75. How much will
both cost.
How did you get the answer?
Lets find out if your answers are correct.
Notebook - P13.00
Eraser - P 3.75
P16.75 – Amt. Spent
What did I add to P13 before solving the problem?
Read and solve:
a. Sally filled 2.5 boxes with crayons. She filled another 3.25 boxes with books. How many
boxes did she fill?
3. Generalization:
How did you solve word problem involving either addition or subtraction of decimals?
154
IV. EVALUATION:
Solve these problem
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?
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?
V. ASSIGNMENT:
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'?
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?
155
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Analyze 1-step word problems involving either addition or subtraction of decimals including
money
Value: Spending Money Wisely

Analyze 1-step word problems involving either addition or subtraction of decimals including
money
References: BEC-PELC II B 3.1.1 – 1.4

Materials: activity cards, strips of cartolina with steps in analyzing word problems.

1. Drill: Number pocket chart
2. Review:
Aling Rosa sold 350 green mangoes and yellow mangoes. If she sold 175 green mangoes,
how many yellow mangoes did she sell?
Tell about the following:
a. number of yellow mangoes
b. 350 and 175 mangoes
c. subtraction
3. Motivation:
Luz bought a cartolina worth Pl0.00and colored, paper worth P24.25. How much did she
pay for these items?
Answer the following:
 Who bought the cartolina and colored paper?
 Where do you think she will use these things?
1. Presentation of Lesson:
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.
2. Group Activities:
Acting Out
Materials: Cartolina, colored paper, money ( real/play)
 How much will Luz pay for the cartolina and colored paper?
a. Members of the group will act out the problem (role playing)
b. Pupils will show how to solve the
a. John swam a distance of 0.4km. Daniel swam a distance of 0.62km. How much farther
156
did Daniel swim than John?
- What is asked?
- What are the given data?
- What operation will you use?
3. Generalization:
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
IV. EVALUATION:
Analyze the problem below.
1. Mother had 6.8kg of chicken in the refrigerator. If she cooked 3.9kg, how many kilos of chicken
were left?
a. What is asked?
b. What are given?
V. ASSIGNMENT:
Read and analyze the problems below. Follow the steps in analyzing word problems.
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?
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?
157
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Solve 1-to 2-step word problems involving addition and subtraction of decimals including money
Value: Industry and thoughtfulness

Solving 1-to 2-step word problems involving addition and subtraction of decimals including
money

Materials: chart on problem solving, play money

1. Drill: Traveling Game
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.
2. Review:
Felisa bought a half kilo of lanzones for P55.00. If she gave a P100 bill, how much
change did she receive7
What is asked? What are given?
What is the operation to be used? What is the number sentence? What is the answer?
3. Motivation:
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?
1. Presentation of Lesson:
Solve Edgar's problem in the motivation by reading this problem.
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?
- What is asked?
- What are the given data?
- What operation will you use?
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?
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?
158
3. Generalization:
1. What must you do in order to understand a word problem?
2. How do you do in analyzing a word problem?
IV. EVALUATION:
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.
2. What is/are the given facts?
3. What is the word clue?
4. What are the processes to be used?
5. What is the mathematical sentence?
6. Solve the problem and express the answer.
V. ASSIGNMENT:
Solve for the answer
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?
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?
159
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Analyze 1-to 2-step word problem involving addition and subtraction of decimals including
money.
Value: Thrift

Analyzing 1-to 2-step word problem involving addition and subtraction of decimals including
money.
References: BEC-PELC II B 3.2.1 – 2.4

Enfolding Mathematics
Materials: charts, cartolina strips, activity sheets

1. Drill:
Use the letters of the alphabet with their corresponding values to answer the exercises
that follow.
P0.05 P0.10 P0.25 P0.50 P1.00 P2.00
A B C D E F
G H I J K L
M N 0 P Q R
S T U V W X
Y Z
a. Find out the value of your full name
b. Find the value of your best friends name.
2. Review:
What are the steps in solving 1-step word problems involving either addition or
subtraction?
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?
3. Motivation:
How much money does your mother give you everyday for your allowance? Do you
spend all your money or do you save some amount?
1. Presentation:
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?
How are you going to answer the problem?

How did we analyze the problem?
Did you follow the steps?
160
Choose the letter of the correct answer.
Remy bought a glass of juice for P6.50 and my sandwich for P8.50. how much did she
get from P20.00?
a. Remy's change from her P20.00
b. Total cost of a glass of juice and a sandwich
c. Amount she had
d. Amount of money given to her
3. Generalization:
How do we analyze a 2-step word problem?
3. What is the hidden question?
4. What operations will be used?
6. What is the correct answer?
IV. EVALUATION:
Read and understand the problems. Answer the questions below.
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?
c. What is the hidden question?
d. What are the operations to be used?
e. What is the mathematical sentence suited to the problem?
f. What is the correct answer?
V. ASSIGNMENT:
Analyze each problem given below. Answer the following questions.
3. What is the hidden question7
4. What processes will be used to solve the problem?
161
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Identify proper fractions / improper fractions / mixed form from a given set of fractions including
those with denominators of 10 and 100
Value: Carefulness

Identifying proper fractions / improper fractions / mixed form from a given set of fractions
including those with denominators of 10 and 100
References: BEC-PELC II C 1.1

Materials: fraction strips, blocks, set of small objects

1. Drill:
Have the pupils give the fraction for the shaded part in each picture.
2. Review:
Fractional numbers
Give the fraction for each. Which is the numerator? Which is the denominator?
3. Motivation:
Look at these fractions
¼ 5/6 4/8
Ask: Is the numerator greater than the denominator?
1. Presentation:
162
What is half the distance between 0 and 1?
What is another half added to 1?
What is another half added to 3?
Circle the proper fractions, box the improper fractions and cross the mixed forms.
1. 4/5, 1 7/9, 8/3, 2/5, 2/11
2. 4/1, 6/15, 25/100, 6 ½
3. 2/3, 5/2, 1/8, 3/10, 1 1/3
3. Generalization:
How do proper, improper and mixed numbers differ from each other?
IV. EVALUATION:
Copy the improper fractions in each set.
1. 3/5 11/4 9/100
2. 11/9 20/7 2/8
3. 15/4 1/3 9/7
V. ASSIGNMENT:
Write whether each of the fractions below is a proper, improper or mixed number.
1. 2 2. 15 3. 6 3 4. 1 6 5. 8
3 7 7 11 19
163
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Identify fractions involving regions, sets and number lines
Value: Enjoyment in one’s work

Visualizing fractions including those with denominators of 10 and 100
References: BEC-PELC II C 1.1.1 - 1.1.2

Materials: cut outs, drawings, number line, scissors, paper, crayons, ruler, pencil

1. Review:
Can you identify the following shapes?
2. Motivation:
Ask: What did we do to the shapes? What happened to the shapes?
1. Presentation:
a. Ask: into how many parts are the shapes divided?
a. 6 parts c. 7 parts e. 5 parts
b. 4 parts d. 2 parts
2. Guided Practice:
What fraction of all the balls
are the following?
a. large d. small and black
b. medium e. medium and white
164
c. small
165
3. Generalization:
What is the fraction? How will you represent a fraction?
IV. EVALUATION:
Color, shade or encircle to show the fractional parts.
V. ASSIGNMENT:
Draw picture of the following fractions.
1. 3/10 2. 25/100 3. 5/12 4. 10/20 5. 5/15
166
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Identify similar and dissimilar fractions from a given set of fractions
Value: Cooperation

Identifying similar and dissimilar fractions

Materials: diagrapms

1. Drill: conduct a drill on reading and writing fractions and mixed numbers.
a. Have them read following; 2/5, 1/6, 4/8, 4 ½, 2 3/7
2. Review:
Identify and write weather each of the following is a proper fraction, improper fraction or
a mixed number.
3/5 5/5 8/4 2¼ 4/7
3. Motivation:
Daisy was asked to draw these different shapes on the black board
How many shapes did daisy draw?
1. Presentation:
Discuss the difference between similar and dissimilar fractions and give examples.
2. Guided Practice:
Encircle the similar fractions and box the dissimilar fractions in each set.
167
3. Generalization:
What are similar fractions? What are dissimilar fractions?
IV. EVALUATION:
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.
V. ASSIGNMENT:
Select from the following groups of fractions the sets of similar fractions. Encircle the letter of
the correct answer.
168
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Rename decimals and whole numbers to fractions from a given set of fractions
Value: Wise use of leisure time, speed and accuracy

Renaming decimals and whole numbers to fractions from a given set of fractions

Materials: pictures, illustrations

1. Drill:
Write the fractions for the shaded parts.
2. Review:
Review in giving the place value of each digit in a decimal number. Answer the
following questions.
a. In 0.97, what is the value of 9?
b. In 0.6, what is the value of 6?
c. In 2.84, what does 2 represent?
3. Motivation:
What is your favorite hobby? What do you do with your free time? Is your hobby
interesting?
1. Presentation:
Let us read how Lea works on her hobby.
Group Activity- Collecting Stamps
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?
a. What is the fractional part of the column with stamps? .
b. What is the denominator of the fraction? What does it mean?
c. Are the stamps less than one column?
169
Write the decimal for each expanded form.
3. Generalization:
How will you add mixed decimals?
IV. EVALUATION:
Write the following in decimals.
1. Forty – two and five tenths
2. Two and three tenths
3. Eighty-five thousandths
4. One hundred five and seven hundredths
5. Three hundred five thousandths
V. ASSIGNMENT:
Complete the table below.
170
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Order similar fractions written in different forms from least to greatest and vice versa
Value: Sharing

Ordering similar fractions written in different forms from least to greatest and vice versa
References: BEC-PELC II C 2a
Materials: flashcards, fraction bars, charts, activity sheets

1. Drill: Write > or < to compare the numbers below.
39 ______ 31 33 ______ 28
48 ______ 52 43 ______ 40
2. Review: Tell weather the fraction is similar, dissimilar, mixed or improper fractions.
a. ¼ and 2/4 b. 6/4 c. 3/5 and 2/3 d. 1 2/3
3. Motivation:
Which would you rather have 2/5 of a cake or 3/5 of a cake? Why?
1. Presentation:
a. Read the problem.
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?
Arrange each set of fractions from least to greatest then from greatest to least .
a. 4/5, 1/5, 3/5 b. 4/9, 8/9, 2/9 c. 3 6/12, 1 2/12, 2 5/12
3. Generalization:
How do we order similar fractions?
IV. EVALUATION:
Order each set of fractions from least to greatest.
1. 3/8, 1/58, 2/8, 5/8
2. 4/10, 2/10, 6/10, 11/10
3. 4/15, 1/15, 2/15, 10/15
V. ASSIGNMENT:
Order from greatest to least.
171
1. 7/14, 3/14, 8/14 3. 1 2/5, 4 8/10, 2 1/10
2. 8/11, 2/11, 9/11
172
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Order dissimilar fractions from least to greatest and vice versa.

Ordering dissimilar fractions from least to greatest and vice versa.
References: BEC-PELC II C 2b
Materials: flashcards, charts, fractions bars, activity sheets

1. Drill: Drill on basic multiplication facts.
2x3 4x5 6x3 4x4 3x4
2. Review:
Review ordering similar fractions. Order the given set of fractions from least to greatest.
a. 3/5, 5/5, 2/5, 1/5 b. 4/4, ¾, ¼, 2/4 c. 5/8, 7/8, 4/8, 1/8
3. Motivation:
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?
1. Presentation:
Present the Problem:
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?
a. Method 1 - Representing fractions through illustrations
Elmer 2/3 is shaded
Wilmer 2/6 is shaded
Jundel 1-6 is shaded
Arrange in order form least to greastest
1. 1/8, 2/5, 1/5 2. 2/9, 1/3, 1/6 3. ½, 3/10, 3/10
3. Generalization:
How do we order dissimilar fractions?
173
IV. EVALUATION:
Arrange the fractions from least to greatest.
1. 2/6, 3/8, ¼ 2. 1/3, 2/4, 4/6 3. ¾, 2/3, 4/5
V. ASSIGNMENT:
Arrange the fractions from greatest to least.
1. 1/5, 4/8, ¾
2. 5/8, 2/6, 2/3
3. 2/4, 3/8, 1/9
4. 2/6, ¼, 2/3
5. 2/9, 3/6, 4/12
174
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Change improper fractions to mixed forms and vice versa
Value: Cooperation

Changing improper fractions to mixed forms and vice versa

Materials: colored chalk, fraction strips

1. Drill: Drill on division of numbers with remainder (flashcards)
9÷5= 12 ÷ 5 = 14 ÷ 4 = 10 ÷ 3 =
2. Review: Identifying improper and proper fractions and mixed forms.

3 ½, 9/4, 5/4, 2 ½, ¾, 10/6, 3/2, 1 ¼
3. Motivation:
Have you experience wearing a gown? In what occasion did you wear it?
1. Presentation:
a. Show the illustration
b. Discuss the steps to solve the problem using the given illustration.
1. How many 2/2 are there in 5/2?
2. How many wholes are there in 5/2?
3. how many more halves are there?
2. Fixing Skills:
a. Change the following to mixed form.
1. 10/7 2. 11/9 3. 12/11 4. 7/3 5. 15/12
3. Generalization:
How do we change improper fractions to mixed forms?
How do we change mixed forms to improper fractions?
IV. EVALUATION:
Change each mixed number to improper fractions
1. 13 ½ 2. 7 5/6 3. 4 3/5 4. 5 ½ 5. 7 4/5
V. ASSIGNMENT:
Find the missing number for each ___.
175
1. 2 1/3 = __/3 3. 13 2/7 = __/7 5. 6 ¾ = __/4
2. 5 ½ = __/2 4. 5 ½ = __ 2
176
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Change one (1) to fraction form and vice versa
Value: Love and Kindness

Changing one (1) to fraction form and vice versa

Materials: fraction strips

1. Drill: Basic division facts
2÷2=n 3÷3=n 4÷4=n 6÷6=n
2. Review: Choose division facts
3. Motivation:
How many fourths are there in a whole?

How many halves are there in a whole?
1. Presentation:
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?
2. Fixing Skills:
177
a. What kind of mother is Mrs. Soriano?
b. If you were Mrs. Soriano would you do the same? Why?
c. How many part of bibingka were eaten?
3. Generalization:
How do we rename or change 1 (one) as a fraction and vice versa.
IV. EVALUATION:
Write the missing number in the blank.
1. 20/20 = ____ 3. 1 = 16/ ___ 5. 1 = __/13
2. 14/14 = ____ 4. 10/10 = ___
V. ASSIGNMENT:
Choose the fraction that is equal to one for each set. Write the letter of your answer only.
178
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Add similar fractions
Value: Helpfulness

Adding Similar Fractions
References: BEC-PELC II D 1.1; 1.2

Materials: activity sheets, paper plates, charts, fraction bars, real objets

1. Drill: Identify similar fractions from each set of fractions below
a. 2/3, 3/2, 1/3, 2/5 b. 5/6, 2/3, 1/6, 5/8 c. ¾, 3/8, 2/3, 2/4
2. Review: Express each fraction in lowest term

a. 6/8 = b. 6/9 = c. 10/12 =
3. Motivation:
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."
1. Presentation:
Use a paper plate cut into a fourth to represents a "puto". Have one pupil take ¼ 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.
Ask: When you add the two fractions, do you add the numerators? Do you add the
denominators?
Write the missing fractions to complete each equation.
179
3. Generalization:
How do you and similar fractions?
IV. EVALUATION:
Find the sum. Express it in lowest term, if possible.
V. ASSIGNMENT:
Fill in the missing fraction.
180
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Adds a fraction and a whole number
Value: Cooperation

Adding fractions and a whole number
References: BEC-PELC II DD 1.3

Materials: flashcards, chart, activity sheet, real objects, circle-ago-go-game board and chips

1. Drill: Adding similar fractions
1. ¼ + 2/4 = 2. 1/8 + 2/8 = 3. 3/5 + 1/5 =
2. Review: How do we add similar fractions?
3. Motivation:
Have you received a gift from someone? How did you fell?
1. Presentation:
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?
Analysis:
Ask: What did Estelita celebrate?
What did she received?
How did she show her gratitude to her parents?
2. Guided Practice:
181
3. Generalization:
How do we add a fraction to a whole number?
IV. EVALUATION:
Find the sum:
1. 18 + 1/9 = ___ 3. 6/8 + 12 = ___ 5. 1/7 + 14 =
2. ¾ + 6 = ___ 4. 5 + 7/8 = ___
V. ASSIGNMENT:
Find the sum. Express you answer in simplest form if necessary.
1. 2 + 5/12 = 3. 9/10 + 18 = 5. 9 + 10 + 5/8 =

2. 6 + 18/20 = 4. 12 + ¾ =
182
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Add similar fractions mentally
Value: Attentiveness

Adding similar fractions mentally
References: BEC-PELC II D 1.4

Materials: pictures, chart, activity sheet, real object

1. Drill: Adding basic addition facts using flashcards
9 7 8
+4 +3 +3
2. Review: How do we add a fraction to a whole number? Find the sum.

a. 3 + 2/3 = b. 4 + 5/6 = c. 6 + ¼ =
3. Motivation:
a. Show a picture of a birthday party. Talk about how they celebrate their birthday.
1. What do you see in the picture?
2. How many of you celebrate your birthday?
1. Presentation:
a. Read this story problem.
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?
b. Show this illustration (using the problem)
1/8 + 2/8 = 3/8
2. Guided Practice:
Add the following fractions mentally.
1. 2/7 + 1/7 = 2. 7/10 + 5/10 = 3. 3/13 + 5/13
3. Generalization:
How do we add similar fractions mentally?
183
IV. 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 =
V. ASSIGNMENT:
Fill in the missing fractions.
184
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Subtract similar fractions
Value: thoughtfulness

Subtracting similar fractions

Materials: number lines showing similar fractions, flashcards for similar fraction

1. Drill:
Reading of similar and dissimilar fractions using flashcards
¾ 2/4 8/10 4/6 18/25 33/10
2. Review:
Adding similar fraction using show me cards of pupils.
4/10 + 3/10 = ____ 6/12 + 4/12 = ____ 9/20 + 6/20 = ____
3. Motivation:
Read this problem:
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?
1. Presentation:
a. Show the illustration below
b. Discuss the steps to solve the problem.

Steps:
1. Subtract the numerator
2. Write the difference over the common denominator
3. Express the answer in lowest terms if possible.
12/12 – 3/12 = 9/12 or ¾
2. Guided Practice:
185
Supply the missing numerator and denominator
1. 15/16 - ___ = 3/16 3. 7/21 - ___ = 1 /21 5. ___ - 3/5 = 1/5
2. 8/12 - ___ = 3/12 4. ___ - 4/8 = 3/8
3. Generalization:
How do we subtract similar fractions?
IV. EVALUATION:
Find the difference. Express your answer in lowest terms, if possible.
1. 8/4 – 2/4 = 3. 10/15 – 7/15 = 5. 6/10 – 3/10 =
2. 8/14 – 4/14 = 4. 7/8 – 4/8 =
V. ASSIGNMENT:
Subtract and reduce the answers to lowest term, if possible.
1. 4/9 – 1/9 = ___ 3. 9/12 – 7/12 = ___ 5. 7/18 – 3/18 = ____

2. 8/10 – 2/10 = ___ 4. 6/14 – 2/14 = ____
186
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Subtract a fraction from a whole number
Value: Taking care of things

Subtracting fractions from whole numbers.

Materials: chart showing illustrative examples or step-by-step procedure, fraction bars, cards

1. Drill:
Reading similar fractions using flashcards
2/4 3/6 5/6 4/4 4/10 8/10
2. Review:
Renaming one as a fraction. Have them give fraction names for ones such as
2/2 3/3 4/4 5/5 6/6
3. Motivation:
Talk about how they take care of their things then proceed to reading this problem.
Before the opening of classes, Rosario bought 1 meter of plastic to cover her notebooks.
Only ¼ of the material was left unused. What part of the plastic did she use?
1. Presentation:
Discuss the steps to solve the problem using the given illustration
1. In how many parts is the meter of plastic divided?
2. How many meter of plastic was left?
3. What part of the plastic did she use?
4. Why do you think she covered her notebook with plastic?
Read and solve this problem.
Romeo bought 1 whole illustration board. He shared ¾ of it with his friends. What part of
the illustration board was left with him?
3. Generalization:
How do we subtract fractions from a whole number?
187
IV. EVALUATION:
1. 6 – 3/8 = ___ 3. 8 – 3/5 = ___ 5. 12 – 7/10 = ___
2. 9 – 2/4 = ___ 4. 14 – 7/8 = ___
V. ASSIGNMENT:
Subtract the fraction from the whole number.
1. 6 – 2/6 = ___ 3. 9 – 4/5 = ___ 5. 3 – 5/6 = ___

2. 7 – 4/5 = ___ 4. 2 – 4/8 = ___
188
MATHEMATICS IV
Date: ___________
I. OBJECTIVE:
 Subtract mentally similar fractions
Value: Helpfulness

Subtracting mentally similar fractions

Materials: fraction cards and bars, flashcards, chart

1. Drill:
Conduct a race on basic subtraction facts using flashcards.
8–4= 6–3= 9–4= 8–3= 4–2=
2. Review:
How do we subtract fraction from a whole number? Find the difference?
1. 2 – 2/3 = 2. 3- 4/5 = 3. 6 – ¾ =
3. Motivation:
Read this problem:
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?
1. Presentation:
a. Show illustration
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.
Find the missing number
189
1. 8/10 - ___ = 6/20 2. ___ - 6/20 = 4/20 3. 6/12 – 4/12 = ___
3. Generalization:
How do we subtract mentally similar fractions?
IV. EVALUATION:
Subtract mentally the following fractions.
1. 7/9 – 3/9 = 3. 6/8 – 5/8 = 5. 10/12 – 4/12 =
2. 5/10 – 4/10 = 4. 9/10 – 4/10 =
V. ASSIGNMENT:
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 =
190
4TH
MATHEMATICS IV
Date: ___________
I. Objective:
 Solve word problems involving addition of similar fractions without regrouping
Value: Cooperation
II. Subject Matter:

Solving word problems involving addition of similar fractions without regrouping

Materials: flashcards, word problem written on manila paper
III. Learning Activities:

1. Drill:
Oral drill on adding basic facts using flashcards.
8 5 4 6 7
+1 +3 +5 +2 +2
------ ------ ------ ------ ------
2. Review:
Addition on similar fractions using flashcards.
2/5 + 1/5 = 4/10 + 2/10 = 3/8 + 2/8 = 5/9 + 3/9 =
3. Motivation:
Is it important to join in your school activities? Why? How do you feel when joining
school activities like field trips?
1. Presentation:
Read and solve this problem
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?
1. What are given in the problem?

3. What operation will you use? Why?
C. Generalization:
How do we solve word problems?
D. Practice Exercises:
Read and solve on your paper.
Tootsie spent 2/4 of an hour sweeping the yard and 1/4 of an hour watering the plants. How
long did she work?
191
IV. Evaluation:
A. Read and solve the problems carefully. Remember the steps in problem solving.
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?
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?
V. Assignment:
A. Read and solve following the steps in problem solving.
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?
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?
192
MATHEMATICS IV
Date: ___________
I. Objective:
 Solving word problems involving subtraction of similar fractions without regrouping
Value: Following Directions
II. Subject Matter:

Solving word problems involving subtraction of similar fractions without regrouping


1. Drill:
Oral drill on subtracting basic subtraction facts using flashcards.
8 9 10 9 7
-5 -4 -6 -5 -2
------ ------ ------ ------ ------
2. Review: Find the difference

18/20 – 5/20 = 5/20 – 2/20 = 3/25 – 2/25
3. Motivation:
Is it important to follow directions correctly? Why? Let us see if you can follow some
directions in order to solve a problem.
1. Get a strip of paper.
2. Fold it into 4 equal parts
3. Color 2/4 red and 1/4 of it green
4. What part of the strip is left uncolored? Write your answer at the back of the colored
paper.
1. Presentation:
Read the problem carefully. Answer the questions about it.
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?
B. Answer the questions below.
3. What process will be used?
4. Write the mathematical sentence for the problem.
5. What is the correct answer?
C. Generalization:
Ask: How do we solve word problems?
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Read the problem and solve on your paper.
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?
IV. Evaluation:
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?
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?
V. Assignment:
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 ¾ meter long. He used ¼ meter for a garden peg. What was
left of his bamboo stick?
194
MATHEMATICS IV
Date: ___________
I. Objective:
 Visualize multiplication of fractions
Value: Generosity
II. Subject Matter:

Visualizing multiplication of fractions
References: BEC-PELC II E 1.1

Materials: strip of cartolina with different shapes, cutouts of fractions, learning activity sheet

1. Drill:
Answer the basic multiplication facts using flashcards
3x2= 5x3= 4x3= 2x3= 5x6=
2. Review:
Identifying fractions using cutouts of fraction. Name the fraction for the shaded part.
3. Motivation:
Acting out a problem (Kinestetic) Ask a group of 8 pupils to stand in 2 rows in front of
the class. Ask — of the ¾ 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?
1. Presentation:
a. Present the word problem.
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?
Ask: What kind of daughter is Mayumi? Is it good to be generous? Why?

Ask for the multiplication sentence =
½ of 1/3
b. Help them visualize and interpret the multiplication sentence.
c. Present the multiplication sentence by computation.
C. Generalization:
How do you visualize multiplication of fractions?
195
Visualize each multiplication of fractions.
1. 3/5 of 2/6 4. 4/9 of 3/4
2. 5/8 of 2/3 5. 3/5 of 4/6
3. 4/7 of 1/8
IV. Evaluation:
Draw the following fractions:
1. 3/5 of 1/3 3. 2/3 of 1/5
2. 2/5 of ¼ 4. 2/5 of ½
V. Assignment:
Complete the table.
Fraction Illustration Product

1. 2/3 of ½ ____________ _____________
2. 1/3 of ½ ____________ _____________
196
MATHEMATICS IV
Date: ___________
I. Objective:
 Find the fractional part of a number.
Value: Cooperation
II. Subject Matter:

Finding fractional part of a number

Materials: flashcards, cutouts of fractions, learning activity sheets, counters like buttons, seeds,
etc.

1. Drill:
Oral drill on basic multiplication facts using flashcards.
3x4= 8x3= 7x5= 6x4= 4x9=
2. Review:
Give the multiplication sentence suited for the given pictures.
3. Motivation:
a. Divide the class into groups of 4. Give each group 20 counters and number cards from 0
to 9.
b. Ask the groups to use their counters to show the following.
Example: ½ of 12 = 6
1. 1/3 of 15
2. 1/3 of 18
3. 1/5 of 20
1. Presentation:
Ramil has 20 marbles in a jar. One fifth of it are red marbles. How many red marbles are
in the jar?
1. Help them analyze the data in the problem.
a. What part of the marbles are red?
197
b. How many marbles are there inside the jar?
c. Write the mathematical sentence?
d. Get 1/5 of 20. What is your answer?
C. Generalization:
How do you get the fractional part of a number?
Read and solve on your paper.
Joshua had 12 colored pencils. What if 1/4 of them are broken? How many pencils are
broken?
IV. Evaluation:
Find the answer.
1. 1/10 of 200 = n
2. 1/12 of 36 = n
3. 2/3 of 20 = n
4. ¾ of 16 = n
5. 2/7 of 14 = n
V. Assignment:
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
198
MATHEMATICS IV
Date: ___________
I. Objective:
 Translate expressions such as ½ of 2/3, 2/3 of 1/6
Value: Resourcefulness
II. Subject Matter:

Translate expressions such as ½ of 2/3, 2/3 of 1/6
References: BEC-PELC E 1.2.1 and E 2

Materials: flashcards, cutout of fractions, learning activity sheet, chart showing illustrations

1. Drill:
Contest on basic multiplication facts using flashcards.
3x2= 7x2= 5x2= 2x3= 6x3=
2. Review:
Naming fractions
Give the fractions for the shaded part
3. Motivation:
Get ½ sheet of Grade 4 paper. Fold ½ of your paper. What is ½ of a half?
1. Presentation:
a. Nancy found a piece of white cloth in an old chest of her grandmother. She cut 2/3 of it
then she used ½ of this for her apron’s pockets. What part of the whole piece of cloth did
Nancy use for her apron’s pockets?
1. Help the pupils in the analysis of data.
a. What kind of a girl is Nancy?
b. If you were Nancy, would you do the same? Why?
c. What part of the cloth did Nancy cut?
2. Help them visualize and interpret the multiplication sentence.
a. Show them this illustration.
b. Ask them to shade 2/3 of this illustration then doubly shade ½ of it.
C. Generalization:
How do you translate expressions such as ½ of 2/3 into mathematical sentence?
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?
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IV. Evaluation:
Translate the following expressions to multiplication sentences.
1. 2/4 of ½ =
2. 2/3 of 1/5 =
3. 3/5 of 1/3 =
4. 3/6 of ¼ =
5. 2/5 of 1/3
V. Assignment:
Translate the following expressions to multiplication sentence.
1. 2/7 of ¾ =
2. ½ of 4/5 =
3. 1/3 of 4/7 =
4. 2/4 of 3/8 =
5. 1/5 of ½ =
200
MATHEMATICS IV
Date: ___________
I. Objective:
 Multiplying a fraction by another fraction
Value: Generosity
II. Subject Matter:

Multiplying a fraction by another fraction
References: BEC-PELC II E 2
Materials: chart, multiplication table, picture, rectangular regions, show-me-boards, learning
activity sheets

1. Drill:
Conduct a drill on the basic multiplication facts.
4x6 6x3 9x8 7x5 6x6
2. Review:
Review expressing fractions in lowest term.
Write each fraction in its lowest terms.
a. 2/10 = _____ c. 8/32 = _____
b. 6/15 = _____ d. 5/15 = _____
3. Motivation:
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.
What part of the whole cake did you give away?
Ask: Is it good to share food with neighbors? Why?
1. Presentation:
Present the lesson by asking 4 groups of pupils to follow directions written in activity
sheets.
a. Ask representatives from each group to post their work on the board as he/she reports
about it.
b. Teacher checks which groups have the correct illustration.
c. Ask: What is 1/2 of 1/4 then?
Show this on the board:
½ of ¼ = 1/8
C. Generalization:
How do we multiply a fraction by another fraction?
Read and solve on your paper. Express the answer in its lowest term.
201
1. A butter cake recipe needs ¾ cup milk. How many cups of milk are needed to make ½?
2. A sewer made pockets for shirts. First, she cut 2/3 meter of the material. Then, she use ¾ of
the material she had cut for pockets. How much material did the sewer used for pockets?
IV. Evaluation:
Multiply. Write the answer in its lowest term.
1. 1/3 x 1/8 =
2. ½ x 2/3 =
3. 4/5 x ½ =
V. Assignment:
Find the value of n
1. 1/3 x ½ = 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 ¾ = n
202
MATHEMATICS IV
Date: ___________
I. Objective:
 Solving word problems involving multiplication of fractions
Value: Cooperation and Sportsmanship
II. Subject Matter:

Solving word problems involving multiplication of fractions


1. Drill:
Oral drill on basic multiplication facts using flashcards.
Example: 5 x 4 = 6x3= 7x6= 8x9=
2. Review:
Ask: What are the steps in solving word problems.
3. Motivation:
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.
Did the members of the group cooperate with one other? How?
What did the loser group do? Is it important to be a good sport? Why?
1. Presentation:
a. Present a word problem.
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?
b. Help them analyze the word problem by answering the following questions.
c. What operation will you use?
d. Write the number sentence.
C. Generalization:
Ask: How do we solve word problems involving multiplication of fraction?
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.
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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?
IV. Evaluation:
Slow Learners
For each of the problem, write what is asked and the mathematical sentence then solve for the
answer. Do these on your paper.
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?
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?
Average Learners
Read and solve the problems. Follow the steps in problem solving.
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?
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?
Fast Learners
Solve the following problems
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?
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?
V. Assignment:
Solve for the following problems
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?
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?
204
MATHEMATICS IV
Date: ___________
I. Objective:
 Analyze word problems involving multiplication of fractions
Value: Active participation and cooperation
II. Subject Matter:

Analyzing word problems involving multiplication of fractions.
References: BEC-PELC II E 3.1.1 – 3.1.4

Materials: Activity sheets, mini boards, textbooks, strips of cartolina

1. Oral drill on basic multiplication facts using flashcards.
Example: 5 x 4 = 6x3= 7x6= 8x9=
2. Review:
a. Have a game on rearranging steps in analyzing word problems.
b. The group that finishes first is the winner.
3. Motivation:
Present this word problem Marissa bough 1 of a meter of cotton cloth. She used I of it to
make a tablecloth, What part of a meter was used for the tablecloth?
a. Who is Marissa?
b. What did she do?
1. Presentation:
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?
Strategy 1- Acting out the problem

1. Members of the group are to act the problem.
2. The group should follow the steps in analyzing the problem.
a. What is asked? ________
b. What are the given facts? ________
c. What is the operation to be used? ________
d. What is the mathematical sentence? ________
e. What is the answer? ________
C. Generalization:
How do you analyze problems involving multiplication of fractions?
Supply the missing words.
205
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.
IV. Evaluation:
Connie had ¾ of a cake. She gave ½ of it to her friend. What part of the cake did Connie give
away?
Choose the letter of the correct answer.
a. Pieces of the whole cake
b. Part of the cake that is given away
c. Parts of the cake that were eaten
d. Pieces of the cake that were broken
a. ½ part of the cake
b. ¾ part of the cake
c. ½ and ¾ of a cake
d. 3/8 part of a cake
V. Assignment:
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?
1. David had ¾ can of horse manure. He needs ½ of it to fertilize his garden plots. What part of the
can of horse manure did he use?
2. Rennie bought ½ liter of paint. He used 3/5 of it for their class in Industrial Arts. How much
paint was used?
206
MATHEMATICS IV
Date: ___________
I. Objective:
 Identify the different kinds of plane figures
Value: Carefulness and awareness to the things around us
II. Subject Matter:

Identifying the different kinds of plane figures
References: BEC-PELC III A 1.1

Materials: cutouts of different shapes, real objects, illustrations/drawings, coins

Example: 6 x 3 = 8x3= 7x9= 8x1=
2. Review:
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
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:
Do you know the song, "bahay kubo"
What does it tell?
If you were to describe the vegetables, how does each vegetable look like?
Who can give the tune of the song?
1. Presentation of the lesson:
a. Introduce the lesson with a song to the tune of "Bahay Kubo" What is Mang Kiko
made of? (2x)
207
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?
Naming game (body or sign language)
1. circle
2. triangle
3. quadrilateral
IV. Evaluation:
Direction: Count the number of place figure in the illustration.
Dyads: How many quadrilaterals are there? Triangles? Circles?
V. Assignment:
Identify the different body parts of the doll and describe each figure.
208
MATHEMATICS IV
Date: ___________
I. Objective:
 Identify the parts of a triangle
Value: Orderliness in doing the activity
II. Subject Matter:

Identifying the parts of a triangle
References: BEC-PELC III A. 1.2a

Materials: textbooks, cutouts of triangles, protractor, art paper

1. Drill:
Show pictures showing polygons with different sides and let the pupils identify them.
2. Review:
Show cut outs of different plane figures and let the pupils identify them (circle, square,
triangle, rectangle, rhombus, parallelogram, trapezoid)
3. Motivation:
Present a figure made up of triangles
1. Presentation:
a. Present a big cut out of a triangle. Look at the triangle. What can you say about this
triangle?
What does a triangle have?
How many sites does a triangle have?
Show us the sides.
How many vertices does
Show us the vertices.
C. Generalization:
What are the parts of a triangle?
What are the kinds of triangles according to sides?
What kind of triangle are the following?
209
Name the part of the triangle that is indicated below.
IV. Evaluation:
Name the triangles in each figure. Identify each one of them.
How many triangles do you see in the figure? Name them.
V. Assignment:
Draw the following
1. right triangle
2. scalene triangle
3. obtuse triangle
4. equilateral triangle
210
MATHEMATICS IV
Date: ___________
I. Objective:
 Identify the parts of a quadrilateral
Value: Sportsmanship
II. Subject Matter:

Identifying the parts of a quadrilateral/kinds of quadrilateral
References: BEC-PELC III A 1.2b

Materials: cutouts of quadrilaterals/triangles

1. Drill:
Square Deal (Stress sportsmanship when playing games)
2. Review:
3. Motivation:
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.
1. Presentation:
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?
211
2. Analysis/Discussion:
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?
Draw the following quadrilaterals?
1. Square
2. Rhombus
3. Rectangle
4. Parallelogram
5. Trapezoid
IV. Evaluation:
Name the quadrilateral described.
a. Has 4 equal sides and 4 right angles
b. Has 2 pairs of parallel sides
c. Has exactly 1 pair of parallel side
d. Has 4 equal sides but has no right angles
e. Has 2 pair of equal sides and 4 right angles
V. Assignment:
1. Draw different quadrilaterals. Label their sides and vertices.
2. Bring objects representing the 5 quadrilaterals learned in class.
212
MATHEMATICS IV
Date: ___________
I. Objective:
 Identify the parts of a circle
Value: Identifying the parts of a circle
II. Subject Matter:

Solving word problems involving subtraction of similar fractions without regrouping


Example: 6 x 3 = 8x3= 7x9= 8x1=
2. Review:
Below is a picture of a house. Identify the square, the rectangle, the trapezoid and the
parallelogram by naming the part of the house.
3. Motivation:
a. Present drawings of circles of different sizes (ask pupils)
b. Ask pupils to describe the circles they see. Have them give the characteristics of a circle.
1. Presentation:
a. Present the lesson through a group activity.
Ask: What should you do Ii you are in a group?
Why do you think you should cooperate with one another?
Group 1: Activity
1. Give the pupils cutouts of circles
2. Ask the pupils to fold the circle into 2 equal parts.
3. Ask the pupils to mark the center of the circle with an X
4. Then mark the fold A and B at both ends.
5. Introduce the term diameter for this line segment.
213
C. Generalization:
What is a diameter?
What is a radius?
What is a circumference?
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
IV. Evaluation:
Using the same circle, tell what is the name in each number below. Write the diameter or radius.
1. ON = _________
2. OR = _________
3. PR = _________
4. OK = _________
5. OP = _________
V. Assignment:
1. If the radius of a circle is 10 cm, how long is its diameter?
2. How long are the radius?
3. Show the circle by means of drawing.
214
MATHEMATICS IV
Date: ___________
I. Objective:
 Describe plane figures according to sides, corners, shapes and their functional use?
Value: Cooperation and self-confidence
II. Subject Matter:

Describing plane figures
References: BEC-PELC III A 1.3.1 and 1.4

Materials: cutouts of plane figures like square, rectangle, parallelogram, triangle, circle

1. Drill:
Mathematics Word Drill
A B C
Parallelogram Circle Rectangle
Plane Figures Polygon Pentagon
Triangle Rhombus Trapezoid
2. Review:
What are points? What are lines? Line segments? Differentiate a line from a line
segment.
3. Motivation:
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.
1. Presentation:
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)
Activities
a. Show the pupils the cut outs prepared for the day's lesson
b. Let them describe their shapes/sides
C. Generalization:
What are the plane figures? How will you describe the following according shapes, sides and
corners? — square, triangle, rectangle, rhombus, etc.
Draw and identify the plane figure represented by the following objects
215
IV. Evaluation:
Draw the following objects. Under the pictures drawn, identify the plane figures/s represented by
each.
1. alphabet book
2. tent
3. orange
4. Coor
5. kite
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?
V. Assignment:
Draw 10 plane figures. Describe the plane figures you have drawn.
216
MATHEMATICS IV
Date: ___________
I. Objective:
 Identify parts of an angle
Value: Cooperation
II. Subject Matter:

Identifying the parts of an angle
References: BEC-PELC III A 2, 2.1

Materials: Drawing and cut outs of angles

1. Drill:
Identify the following lines.
2. Review:
Why is a ray?
Name the rays in the illustration.
3. Motivation:
What do you think will be formed when the endpoint of the two rays meet?
1. 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.
The common endpoint of ray OR and OZ is called vertex. The rays are called the sides
217
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.
IV. Evaluation:
Give the endpoint and the two sides of each angle below.
V. 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.
218
MATHEMATICS IV
Date: ___________
I. Objective:
 Visualize the different kinds of angles as acute, right obtuse
Value: Sportsmanship
II. Subject Matter:

Naming Different kinds of angles
References: BEC-PELC III A 2.2; 2.2.1

Materials: flashcards, pieces of cartolina, two strips of cardboard joined by a fastener

1. Drill:
Identify the parts of each angle below.
2. Review:
Name the angles you can find in the drawing below.
3. Motivation:
Show the pupils different cut outs of angles.
Ask: What can you say about the angles? Are they the same?
1. Presentation:
a. Showing cut outs of catolina.
1. Show a piece of cartolina to the class.
219
2. Described the angle formed at B. It looks like a square corner. Introduce the word right angle.
It measures 90 degrees.
3. Give the pupils two strips of cardboard joined together by a fastener…..pp.234
C. Generalization:
What are the different kinds of angles?
What is the right angle?
What is an acute angle?
What is an obtuse angle?
Study the drawing below. Name each kind of angle below
IV. Evaluation:
What kind of angle is in each number below?
V. Assignment:
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
220
MATHEMATICS IV
Date: ___________
I. Objective:
 Classify angles as right, acute and obtuse
Value: Cooperation
II. Subject Matter:

Classifying angles as right, acute and obtuse.

Materials: clock, charts, illustrations

1. Drill:
a. What is an angle?
b. Name each angle below.
2. Review:
Guessing game: Guess who I am then ask somebody to show and angle on the board.
a. I am an angle, I'm smaller than a right angle. I measure less than 90 degrees. Who am I?
(acute angle)
b. I am an angle which is bigger than a right angle. I measure more than 90 degrees. Who
am I? (obtuse angle)
3. Motivation:
(Show 3 groups of angles to the class)
Ask:
How are these angles grouped together?
1. Presentation:
Look at this clock. What time does the Construct or paste them on a piece clock show?
(9:00)
What kind of angle is formed?
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.
221
C. Generalization:
How did we classify the angles?
We classified the angles according to kind: right, acute, obtuse.
Bring Me Game
Group 1
Bring me 5 objects with acute angles
Group 2
Bring me 5 objects with acute angles
Group 3
Bring me 5 objects with right angles
IV. Evaluation:
What kind of angle is in each group?
V. Assignment:
Look at the angles below. Classify them as to right, obtuse and acute angle.
222
MATHEMATICS IV
Date: ___________
I. Objective:
 Identify congruent angles
Value: Cooperation
II. Subject Matter:

Identifying congruent angles

Materials: protractor, several examples of congruent figures, rectangular and square pieces of
paper, comapass

1. Drill:
Ask the pupils to name the different kinds of angles formed by 2 rectangular strips
fastened together.
2. Review:
What is a right angle? An acute angle? An obtuse angle?
3. Motivation:
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)
1. Presentation:
Present 2 right angles. Ask the pupils to place the square corner of a cardboard on each
angle.
Ask: Do they have the same measure? Do the angles ABC and XOY match exactly? (Yes)
Why? (They have the same size or measure)
So we say angles ABC and XOY are congruent.
C. Generalization:
When are angles said to be congruent?
Draw or construct 2 pairs of congruent angles.
223
IV. Evaluation:
1. Use the piece of cardboard to find out which angles are congruent.
2. Use the protractor or compass to find out which angles are congruent.
3. Draw 2 pairs of congruent angles.
V. Assignment:
A. On a piece of bond paper, construct 3 pairs of congruent angles.
B. Choose the pairs of angles that are congruent. You may use a compass to find out if they have the
same measure.
224
MATHEMATICS IV
Date: ___________
I. Objective:
 Find the perimeter of a triangle
Value: Conservation of trees
II. Subject Matter:

Finding the perimeter of a triangle
References: BEC-PELC IV A 1
Materials: modules or illustrations of triangles, ruler

1. Drill:
Drill on adding numbers mentally
10 + 13 = 45 + 45 = 180 + 120 = 170 + 130 =
2. Review:
Identifying different kinds of triangle. Show models of triangle.
What kind of triangle is this? Why? Because it has a right angle.
3. Motivation:
Let’s estimate the sum of the sides of each triangle in centimeters.
Let’s see who got the correct estimation.
1. Presentation:
a. Provide each group with the same size of triangles.
b. Ask the pupils to do actual measurements of the triangles.
c. Compare the results of their estimation and their actual measurements.
d. Commend those whose estimates are close to the actual measurements.
e. Tell the class that what they have measured is the perimeter of a triangle.
f. How did you measure the triangle? (By measuring all its sides)
g. So, can you think of a formula for finding the perimeter of a triangle? (P = S1 + S2 + S3)
C. Generalization:
What is a perimeter?
How do you find the perimeter of a triangle?
Find the perimeter of the following.
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.
225
IV. Evaluation:
A. Fill in the blanks below.
1. Perimeter = 18 cm + 12 cm + 10 cm
P = ______ cm
P = ______ cm
P = ______ cm
P = ______ cm
P = ______ cm
V. Assignment:
Bring to class 5 cut outs of triangles with the measurements of sides.
226
MATHEMATICS IV
Date: ___________
I. Objective:
 Derive a formula for finding the perimeter of a polygon.
Value: Accuracy
II. Subject Matter:

Deriving a formula for finding the perimeter of a polygon.
References: BEC-PELC IV A 1.2

Materials: textbooks, real objects, diagrams, illustrations, cut outs of polygons

1. Drill:
Identifying polygons by means of a guessing game.
Example:
I am a polygon with four equals sides Who am I?
2. Review:
Ask what unit of measure is appropriate for objects such as:
 Distance between buildings
 Sides a handkerchief
 Safety pin
3. Motivation:
Show a plain handkerchief. Do you carry your handkerchiefs everyday? Why? What are
the uses of a handkerchief?
1. Presentation:
a. Show a piece of lace
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.
25 + 25 + 25 + 25 or 4 x 25
Thus the formula is
P = S + S + S + S or P = 4 x S
C. Generalization:
What is perimeter?
How do you find the perimeter of a polygon?
227
Find the perimeter of each figure.
3 cm
IV. Evaluation:
Seatwork
1. Give the perimeter of each figure.
V. Assignment:
Make cut outs of polygons. Write the measurement of each side.
228
MATHEMATICS IV
Date: ___________
I. Objective:
 Solve word problems involving perimeter measure
Value: Cooperation/Accuracy
II. Subject Matter:

Solving word problems involving perimeter measure
References: BEC-PELC IV A 1.3.1

Materials: picture chart, pocket chart, flashcards

1. Drill:
What formula a do we use to find the perimeter of the following?
- rectangle
- triangle
- pentagon
- square
Find your answer in the pocket chart.
2. Review:
What must be remembered in solving word problems to make sure that you will get the
correct answer?
3. Motivation:
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?
1. Presentation of lesson through a word problem
Vince walked from his house to the school then to the market and back home. How far
did he walk?
229
C. Generalization:
How did we solve the problem?
Solve this word problem by yourself.
For your project in EPP, you made a square frame that measures 45 centimeters on one side.
What is the perimeter of the frame?
IV. Evaluation:
Solve the word problems. Follow the steps in problem solving.
1. Jocelyn's flower garden has a length of 10 meters and a width of 6 meters. Find the perimeter of
the garden.
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?
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?
V. Assignment:
1. Formulate one problem involving perimeter measure.
2. Rex bought an octagonal mirror with each side measuring 25 cm. What is the perimeter of the
mirror?
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?
230
MATHEMATICS IV
Date: ___________
I. Objective:
 Find out the area of a triangle
Value: Cooperation the area of a triangle
II. Subject Matter:

Finding the area of a triangle
References: BEC-PELC IV B 1a
Materials: meter stick, ruler, tape, scissors, cut outs

1. Drill:
1. Drill What will you do to make the lanterns beautiful?
Let the pupils give the answers by multiplying 2 neighboring numbers until the triangle is
completed.
Triangle Round up
2. Review:
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.
3. Motivation:
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?
Ask: What are lanterns for?
What will you do to make the lanterns beautiful?
What is the shape of the lantern?
1. Presentation:
a. Group Activity
Group A
1. Illustrate on how to find the area of the triangle.
2. Solve for the area of the triangle.
231
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?
Find the area of the triangle.
c. A triangular-shaped lot has a base of 20 m and a height of 15 m what is the area?
IV. Evaluation:
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?
V. Assignment:
2. The triangular lot has base of 20 m and a height of 15 m. what is the area of the lot?
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.
232
MATHEMATICS IV
Date: ___________
I. Objective:
 Find the area of parallelograms in square meters or centimeters
Value: Sharing one’s ideas
II. Subject Matter:

Finding the area of parallelograms
References: BEC-PELC IV B 1b
Materials: graphing or grid paper, learning activity sheet.

1. Drill:
Drill on basic multiplication facts orally
10 x 13 = 5x6= 80 x 10 = 17 x 10 =
2. Review:
Give the equation for the figure.
3. Motivation:
Situation:
Mr. Tan is covering the floor area of his sala with square tiles. How many square tiles
does he need?
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?
1. Presentation:
For Mr. Tan's floor area of his sala. There are 8 rows of squares. There are 10 squares in
each row.
Group Activity
Group 1
a. Illustrate the floor area of Mr. Tan's Sala.
b. Indicate the measurements on each side.
c. Multiply the length and width. What is the answer?
233
Group 2
a. Write the length and width of Mr. Tan's sala.
b. Solve by multiplying the 2 given numbers.
c. Label your answer by expressing it in square units.
C. Generalization:
How do you find the area of a rectangle? How about a square?
Find the area
1. L = 10 mm L = 25 cm
W = 9 mm W = 12 cm
A = ______ A = ______
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?
IV. Evaluation:
Find the area.
1. Find the missing number
L = 12 m S = 10 dm
W=6m A = _______
A = _______
2. A glass of measures 130 cm by 46 cm. will it fit a table that measures 127 cm by 62 cm? Why?
V. Assignment:
1. Measure the length and width of your dining table then solve for its area.
2. Find the area of your room.
234

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1ST

II. Learning Content:

References: BEC-PELC I A. 1.1

III. Learning Experiences:

127-105= 10-6= 17-9= 12-9=

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

What number do you think the numeral represents?

II. Learning Content:

References: BEC-PELC I A. 1.2

III. Learning Experiences:

2. Review: Reading and writing numerals in the standard form using

Identifying Cardinal numbers from 10 001 to 100 000.

II. Learning Content:

References: BEC-PELC I A. 1.3

III. Learning Experiences:

a. How many digit are there in one periods?

II. Learning Content:

References: BEC-PELC I A. 1.4

III. Learning Experiences:

II. Learning Content:

References: BEC-PELC I A. 2.1

III. Learning Experiences:

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

II. Learning Content:

References: BEC-PELC I A. 2.4 – 2.5

III. Learning Experiences:

Analysis and Discussion Discuss the problem given.

II. Learning Content:

References: BEC-PELC I A. 2.6 and 2.7

III. Learning Experiences:

a. What kind of product does Mary's farm have?

References: BEC-PELC I B 1.1

III. Learning Experiences:

II. Learning Content:

References: BEC-PELC I B 1.2

III. Learning Experiences:

2. 186 433 840

2. 902 268 586

II. Learning Content:

References: BEC-PELC I B 2.1

III. Learning Experiences:

II. Learning Content:

III. Learning Experiences:

II. Learning Content:

References: BEC-PELC I B 2.5

III. Learning Experiences:

II. Learning Content:

III. Learning Experiences:

3.. Practice Exercises:

II. Learning Content:

III. Learning Experiences:

II. Learning Content:

References: BEC-PELC I B 5.1

III. Learning Experiences:

II. Learning Content:

References: BEC-PELC I B 5.1.1

III. Learning Experiences:

II. Learning Content:

References: BEC-PELC I B 5.2

III. Learning Experiences:

II. Learning Content:

References: BEC-PELC – I C 1.1

III. Learning Experiences: