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Grade

School: ROBERTA DE JESUS ELEMENTARY SCHOOL


Level: 4
Learning
Teacher: JOHN RUBIE D. INSIGNE MATHEMATICS
Area:
August 19, 2019
Date & 7:10-8:00 Diamond SECOND
8:00-8:50 Jade Quarter:
Time: 9:40-10:30 Garnet QUARTER
Daily Lesson Log 10:30-11:20 Onyx

I. OBJECTIVES
A. Content Standards Demonstrates understanding of factors and multiples and addition and subtraction of fractions.
B. Performance Standards Is able to apply the knowledge of factors and multiples, and addition and subtraction of fractions in
mathematical problems and real-life situations.
C. Learning a. Write a number as a product of its prime factors
Competencies/ b. Find the common factors and the greatest common factor(GCF) of two numbers using the listing
method
Objectives
LC Codes M4NS-IIb-26.1

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide
T.G. 118-12
pages
2. Learner's Materials
L.M. 89-92
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Flash cards of basic facts, chart on word problems, and expressions,
Resources power point presentations
IV. PROCEDURES
A. Reviewing previous 1.Drill: Have a drill on basic multiplication facts using the game “ Naming the Babies”
lesson or presenting 2. Review :
How many prime numbers are there from 1 to 20? What are they?
the new lesson
B. Establishing a purpose Show a picture of a boy helping his father in a bakeshop.
for the lesson How do you show helpfulness at home? In school? Is it good to be helpful? Why?
C. Presenting examples/ Arnel helps his father in their bakeshop. They bake 48 cupcakes and 60 cookies. They plan to pack
instances of the new them separately in a small boxes. What is the biggest number of cupcakes and cookies that can be
placed in boxes if these are of the same number?
lesson
D. Discussing new How are we going to solve for the answer?
concepts and practicing To answer this problem, we find the Greatest Common factor (GCF) of 48 and 60.
(Teacher shows how the listing method being done)
new skills #1
E. Discussing new Cooperative Learning:
concepts and practicing Pair square/4members in each group
new skills #2
Find the common factors and the GCF of 15 and 20?
F. Developing mastery How did you get your answer? What method did you use?
(leads to Formative
Assessment 3)
G. Finding practical Solve the problem by using the listing method.
applications of Sandy’s vegetable store had 24 customers in the morning and 16 customers in the afternoon. What
was the largest number of customers who went so that every hour had the same number of
concepts and skills in
customers?
daily living
H. Making generalizations What do you mean by common factors? GCF?
and abstractions about What method did you use to find the GCF of two or more numbers?
the lesson
I. Evaluating Learning Find the GCF of each pair of numbers using the listing method.
1. 10 and 15
2. 18 and 21
3. 12 and 24
4. 8 and 20
5. 14 and 28
J. Additional activities for Answer Get Moving Exercise B. LM p. 90
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Grade
School: ROBERTA DE JESUS ELEMENTARY SCHOOL
Level: 4
Learning
Teacher: JOHN RUBIE D. INSIGNE MATHEMATICS
Area:
August 20, 2019
Date & 7:10-8:00 Diamond SECOND
8:00-8:50 Jade Quarter:
Time: 9:40-10:30 Garnet QUARTER
Daily Lesson Log 10:30-11:20 Onyx

I. OBJECTIVES
A. Content Standards Demonstrates understanding of factors and multiples and addition and subtraction of fractions.
B. Performance Standards Is able to apply the knowledge of factors and multiples, and addition and subtraction of fractions in
mathematical problems and real-life situations.
C. Learning a. Write a number as a product of its prime factors
Competencies/ b. Find the common factors and the greatest common factor(GCF) of two numbers using the prime
factorization
Objectives
LC Codes M4NS-IIb-26.2

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide
T.G. 118-122
pages
2. Learner's Materials
L.M. 89-92
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Flash cards of basic facts, chart on word problems, and expressions,
Resources power point presentations
IV. PROCEDURES
A. Reviewing previous 1. Drill: Use of flashcards
lesson or presenting Give the factors of the following number.
2. Review:
the new lesson
a. Checking of Assignment

B. Establishing a purpose Study this. Write the missing factors in the factor tree.
for the lesson 48
6 x __
3x 2 x 2 x 4
3 x __ x __ x __

C. Presenting examples/ Present the problem in Explore and Discover, LM p. 89


instances of the new
To answer the problem , used the Prime factorization method.
lesson
(Teacher shows how it is being done)
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new Group Activity: Give activity sheets to each group.
concepts and practicing Find the prime factors of
a. 12 and 14
new skills #2
b. 20 and 30
c. 15 and 35
F. Developing mastery Individual activity:
(leads to Formative Give the prime factors of :
8 =
Assessment 3)
12 =
Common Prime Factors:
GCF:
G. Finding practical Solve the problem using prime factorization method.
applications of One basket has 48 tomatoes and another basket has 36 tomatoes. What is the largest number of
tomatoes that can be placed in each basket so that each basket will have the same number of
concepts and skills in
tomatoes?
daily living
H. Making generalizations What do you call the process of writing a number as a product of its prime factors?
and abstractions about
the lesson
I. Evaluating Learning Find the GCF of the following using prime factorization method.
1. 12 and 18
2. 24 and 16
3. 20 and 40
4. 25 and 10
5. 30 and 42
J. Additional activities for Answer Get Moving Exercise A LM, p. 90
application or
remediation
V. REMARKS
VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Grade
School: ROBERTA DE JESUS ELEMENTARY SCHOOL
Level: 4
Learning
Teacher: JOHN RUBIE D. INSIGNE MATHEMATICS
Area:
August 22, 2019
Date & 7:10-8:00 Diamond SECOND
8:00-8:50 Jade Quarter:
Time: 9:40-10:30 Garnet QUARTER
Daily Lesson Log 10:30-11:20 Onyx
I. OBJECTIVES
A. Content Standards Demonstrates understanding of factors and multiples and addition and subtraction of fractions.
B. Performance Standards Is able to apply the knowledge of factors and multiples, and addition and subtraction of fractions in
mathematical problems and real-life situations.
C. Learning a. Write a number as a product of its prime factors
Competencies/ b. Find the common factors and the greatest common factor(GCF) of two numbers using the
continuous division
Objectives
LC Codes M4NS-IIb-26.3

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide
T.G. 118-12
pages
2. Learner's Materials
L.M. 89-92
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Flash cards of basic facts, chart on word problems, and expressions,
Resources power point presentations
IV. PROCEDURES
A. Reviewing previous 1.Drill: Have a drill on basic multiplication facts using the game “ Naming the Babies”
lesson or presenting 2. Review :
How many prime numbers are there from 1 to 20? What are they?
the new lesson
B. Establishing a purpose Show a picture of a boy helping his father in a bakeshop.
for the lesson How do you show helpfulness at home? In school? Is it good to be helpful? Why?
C. Presenting examples/ Arnel helps his father in their bakeshop. They bake 48 cupcakes and 60 cookies. They plan to pack
instances of the new them separately in a small boxes. What is the biggest number of cupcakes and cookies that can be
placed in boxes if these are of the same number?
lesson
D. Discussing new How are we going to solve for the answer?
concepts and practicing To answer this problem, we find the Greatest Common factor (GCF) of 48 and 60.
(Teacher shows how the listing method being done)
new skills #1
E. Discussing new Cooperative Learning:
concepts and practicing Pair square/4members in each group
new skills #2
Find the common factors and the GCF of 15 and 20?
F. Developing mastery How did you get your answer? What method did you use?
(leads to Formative
Assessment 3)
G. Finding practical Solve the problem by using the listing method.
applications of Sandy’s vegetable store had 24 customers in the morning and 16 customers in the afternoon. What
was the largest number of customers who went so that every hour had the same number of
concepts and skills in
customers?
daily living
H. Making generalizations What do you mean by common factors? GCF?
and abstractions about What method did you use to find the GCF of two or more numbers?
the lesson
I. Evaluating Learning Find the GCF of each pair of numbers using the listing method.
1. 10 and 15
2. 18 and 21
3. 12 and 24
4. 8 and 20
5. 14 and 28
J. Additional activities for Answer Get Moving Exercise B. LM p. 90
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Grade
School: ROBERTA DE JESUS ELEMENTARY SCHOOL
Level: 4
Learning
Teacher: JOHN RUBIE D. INSIGNE MATHEMATICS
Area:
August 23, 2019
Date & 7:10-8:00 Diamond SECOND
8:00-8:50 Jade Quarter:
Time: 9:40-10:30 Garnet QUARTER
Daily Lesson Log 10:30-11:20 Onyx
I. OBJECTIVES
A. Content Standards Demonstrates understanding of factors and multiples and addition and subtraction of fractions.
B. Performance Standards Is able to apply the knowledge of factors and multiples, and addition and subtraction of fractions in
mathematical problems and real-life situations.
C. Learning a. Write a number as a product of its prime factors
Competencies/ b. Find the common factors and the greatest common factor(GCF) of two numbers using the listing
method
Objectives
LC Codes M4NS-IIa-25

II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide
T.G. 118-122
pages
2. Learner's Materials
L.M. 89-92
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning Flash cards of basic facts, chart on word problems, and expressions,
Resources power point presentations
IV. PROCEDURES
A. Reviewing previous 1. Drill: Use of flashcards
lesson or presenting Give the factors of the following number.
2. Review:
the new lesson
a. Checking of Assignment

B. Establishing a purpose Study this. Write the missing factors in the factor tree.
for the lesson 48
6 x __
3x 2 x 2 x 4
3 x __ x __ x __

C. Presenting examples/ Present the problem in Explore and Discover, LM p. 89


instances of the new
To answer the problem , used the Prime factorization method.
lesson
(Teacher shows how it is being done)
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new Group Activity: Give activity sheets to each group.
concepts and practicing Find the prime factors of
a. 12 and 14
new skills #2
b. 20 and 30
c. 15 and 35
F. Developing mastery Individual activity:
(leads to Formative Give the prime factors of :
8 =
Assessment 3)
12 =
Common Prime Factors:
GCF:
G. Finding practical Solve the problem using prime factorization method.
applications of
concepts and skills in One basket has 48 tomatoes and another basket has 36 tomatoes. What is the largest number of
daily living tomatoes that can be placed in each basket so that each basket will have the same number of
tomatoes?
H. Making generalizations What do you call the process of writing a number as a product of its prime factors?
and abstractions about
the lesson
I. Evaluating Learning Find the GCF of the following using prime factorization method.
1. 12 and 18
2. 24 and 16
3. 20 and 40
4. 25 and 10
5. 30 and 42
J. Additional activities for Answer Get Moving Exercise A LM, p. 90
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?
Grade
School: ROBERTA DE JESUS ELEMENTARY SCHOOL
Level: 4
Learning
Teacher: JOHN RUBIE D. INSIGNE MATHEMATICS
Area:
August , 2019
Date & 7:10-8:00 Diamond SECOND
8:00-8:50 Jade Quarter:
Time: 9:40-10:30 Garnet QUARTER
Daily Lesson Log 10:30-11:20 Onyx
I. OBJECTIVES
A. Content Standards
B. Performance Standards
C. Learning
Competencies/
Objectives
LC Codes
II. CONTENT
III. LEARNING RESOURCES
A. References
1. Teacher's Guide
pages
2. Learner's Materials
pages
3. Textbook pages
4. Additional Materials
from Learning
Resource (LR) portal
B. Other Learning
Resources
IV. PROCEDURES
A. Reviewing previous
lesson or presenting
the new lesson
B. Establishing a purpose
for the lesson
C. Presenting examples/
instances of the new
lesson
D. Discussing new
concepts and practicing
new skills #1
E. Discussing new
concepts and practicing
new skills #2
F. Developing mastery
(leads to Formative
Assessment 3)
G. Finding practical
applications of
concepts and skills in
daily living
H. Making generalizations
and abstractions about
the lesson
I. Evaluating Learning
J. Additional activities for
application or
remediation
V. REMARKS

VI. REFLECTION
A. No. of learners who earned 80% in the evaluation
B. No. of learners who require additional activities for
remediation
C. Did the remedial lessons work? No. of learners who have
caught up with the lesson
D. No. of learners who continue to require remediation
E. Which of my teaching strategies worked well? Why did
these work?
F. What difficulties did I encounter which my principal or
supervisor can help me solve?
G. What innovation or localized materials did I use/discover
which I wish to share with other teachers?