Date: April 18, 2018_

LESSON PLAN IN SCIENCE V

FEMALE REPRODUCTIVE SYSTEM

I. OBJECTIVES

A. Content Standards
The learner demonstrates understanding of how the parts of the human
reproductive system work.
B. Performance Standards
The learner should practice proper hygiene to take care of the reproductive
organs.

C. Learning Competencies
Describe the parts of the reproductive system and their functions
S5RS-IIa-1
D. Learning Objectives
1. Identify the female reproductive system and its major parts.
2. Practice proper hygiene of the reproductive organs.
3. Participate in group activities.

II. CONTENT
The Female Reproductive System

III. Learning Resources/Materials

Cut-outs of female reproductive system, names of organs in a strip of paper,
manila paper, paste, chart, activity card, power point presentation

References: Science Health and Environment 5 pp10-12

Science for Daily 5 Use p.3
K to 12 Science Book Gr.5 pp. 64-65

IV. Procedures
A. Elicit
Game – What Am I?
Identify the parts of the male reproductive system
1. The walnut-sized structure that helps nourish the sperm.
2. A long coiled tube that transport and stores sperm and brings sperm to
maturity.
3. A loose pouch-like sac that protects and supports the testes.
4. The oval-shaped organs responsible for producing testosterone.
5. The male external sex organ.
B. Engagement
Show a picture of a pregnant woman
Ask:
- What can you say about the picture?
- Why do you think females are capable to get pregnant?
C. Exploration
Group Activity (use the activity card)
Setting of standards for group activity

D. Explanation
Group Reporting
Call the representative of each group to report the output to the class

E. Analysis and Discussion

Answer the following questions
1. What are the parts of female reproductive system?
2. How many ovaries does a woman have?
3. What connects the ovaries to the uterus?
4. Which part connects the uterus to the vagina?
5. Which part made of a strong muscle?
6. What part is the inner lining of the uterus?

F. Additional Background information

Discussion of Female Reproductive System through Power Point Presentation

G. Generalization
What are the parts of female reproductive system?
Describe each part of the female reproductive system?

H. Elaboration
Why should uterus be made of strong muscles?
Why should we practice proper hygiene of our reproductive organs?

I. Evaluation
Choose the letter of the correct answer.
1. Which of the part of female reproductive system has oval-shape structure?
a. Ovary b. Cervix c. Vagina
2. The _______ connect the ovaries to the uterus.
a. Vagina b. Fallopian tubes c. Cervix
3. The do you call the neck between uterus and vagina
a. Cervix b. Uterus c. Vulva
4. __________ is a hollow, pear-shaped muscular organ.
a. Cervix b. Uterus c. Fallopian tube
5. Which of the following best describe the vagina?
a. A pair of tubes with one end close to the ovary
b. A hollow muscular organ
c. A canal that leads from uterus to external opening of the vulva
 6. This mucous membrane that lines the inside of the uterus, changes
throughout the menstrual cycle.

a. clitoris b. vagina c. endometrium

J. Extend
Identify the outer parts of female genitalia

Assignment

Draw and label the parts of the female reproductive system.

Prepared by:

JAN CARMELLI P. MARARAC

 After all groups have presented their output, ask these questions:

Ask the pupils to work on exercises A and B under Get Moving on page 86,
LM Math Grade 4. Check the pupil’s answers. For mastery, have them answer
exercises A,B and C under Keep Moving on pages 86 to 87 of LM Math Grade 4.
Check the pupil’s answers.

E. Summarizing the Lesson

Summarize the lesson by asking: What is a prime number? What is a
composite number? How do you determine whether a number is prime or
composite?

A prime number is a number with only two factors: one and itself.
A composite number is a number with more than two factors.
The number of factors determines whether a number is prime or composite.

F. EvaluationWrite P o

D. Home Activity

Remediation
List down the factors of each number. Then, write if it is prime or composite.
1) 16 2) 19 3) 40 4) 32 5) 29

H. Reflection

a. No. of learners who earned 80% in the evaluation

b. No. of learners who required additional activities for remediation who scored below 80%

c. Which of my teaching strategies worked well?

d. What localized materials did I used which I wish to share with other teachers

Date:___________________

MATHEMATICS IV
7:20-8:10 Tsiko
8:10-9:00 Lanzones
9:30-10:20 Atis
10:20-11:10 Mangosteen

I.OBJECTIVES
A. Content Standards
The learner demonstrates understanding of multiplication and division of
whole numbers including money.
B. Performance Standards
The learner is able to apply multiplication and division of whole numbers
including money in mathematical problems and real-life situation
C. Learning Competencies
Solves multistep routine and non-routine problems involving
multiplication and addition or subtraction using appropriate problem solving
strategies and tools.
M4Ns-Id-45.4
 D. Learning Objective
Solve multistep routine and nonroutine word problems involving
multiplication and addition or subtraction using appropriate problem solving
strategies and tool

V. LEARNING RESOURCES
Materials:
Flash cards, show me boards, chart, picture
References:
K to 12 Grade 4 Curriculum ( M4NS-Ic-44.2 )
Mathematics 4 TG pp. 44-47 & LM pp. 33– 35
Value Focus: Dignity of Labor/Thriftiness
VI. INSTRUCTIONAL PROCEDURE
E. Review
Conduct a review on multiplication of 2-digit numbers using multiplication
basic facts.
F. Drill
Have a drill on multiplying 2-digit by 2-digit numbers.

C. Motivation
Ask the pupils about their weekend activities.
Say: “During weekends, what activities can you do in order to help your
parents earn?” Guide the learners to realize the value for love of work and
helpfulness.

D.Presentation
Modelling – I Do
Present the problem:
Problem A
During weekends, Romarson helps his mother
sell fruits in the market. On Saturday, he sold 275 kg of
mangoes. On Sunday, he sold 350 kg of rambutan. If
those are the weekly average sales, how many
kilograms of mangoes were sold in a month? How
many many kilograms of rambutan were sold in a
month? How many kilograms of fruits were sold in a
month?

 How many kilograms of mangoes did Romarson sell on Saturday?

 How many kilograms of rambutan did Romarson sell on Sunday?
Ask: How are you going to solve each problem?

2. Performing the Activities – We Do

Group the pupils into five learning teams. Ask the groups to work
together in solving for the answer to each problem. Give the learning teams
enough time to do the task.
After all groups have finished solving the problem, ask them
to post their output on the board and let them explain their solution.
3. Processing the activities
 After all groups have presented their output, ask these questions:
 How did you find the activity?
 How were you able to find the answer to the problem?
 In how many ways were you able to arrive at the answer?
.
4. Independent Activity – You Do
Discuss the presentation under Explore and Discover of page 43, LM Math
Grade 4.

E. Summarizing the Lesson

Lead the pupils to give the generalization by asking:
To solve multistep routine and nonroutine problems involving
multiplication and addition or subtraction using appropriate problem solving
strategies and tools, we are guided by the following

Understand
 Know what is asked
 Know the given facts
 If any, determine the hidden questions
Plan
 Determine the operations to be used
 Write the number sentence

Solve
 Use the operation to solve
Check and Look Back
 Write the correct answer
Nonroutine problems can be solved without using a standard procedure.
They can be solved by drawing a picture, using a number line, acting
out, making a table, and others.

F. Evaluation
Solve the following problems:
Solve the following problems:
1. Fidel had 12 boxes of paper plates. Each box contains 36 paper
plates. He used 173 paper plates for the birthday party of his son. How many
paper plates were left?
2. Mary does 124 sit-ups a day for 6 days, while Paul does 152 sit-ups a
day for 4 days. Who has more sit-ups?

D. Home Activity
Solve the following problems. Show the solution in your notebook.
1. There were 252 glasses on a shelf. There were 12 shelves in all.
How many glasses were left if 295 glasses were bought by a customer?
2. Alfred had 8 sets of colored pencils. Each set contains 36 colored
pencils. If he gave 28 colored pencils to his friend, how many colored pencils were left?
H. Reflection
a. No. of learners who earned 80% in the evaluation

b. No. of learners who required additional activities for remediation who scored below 80%

c. Which of my teaching strategies worked well?

d. What localized materials did I used which I wish to share with other teachers

ITEMS
5
4
3
2
1
0

Date:___________________

MATHEMATICS IV
7:20-8:10 Tsiko
8:10-9:00 Lanzones
9:30-10:20 Atis
10:20-11:10 Mangosteen

I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of multiplication and division of
whole numbers including money.
B. Performance Standards
The learner is able to apply multiplication and division of whole numbers
including money in mathematical problems and real-life situation
 C. Learning Competencies
Divides 3 to 4 digit numbers by 1 to 2 digit numbers without and with
remainder.
M4Ns-If-54.3
D. Learning Objective
Divides 3 to 4 digit numbers by 1 to 2 digit numbers without and with
remainder.
II. LEARNING RESOURCES

Materials:
Flash cards, show me boards, chart, projector, laptop
References:
K to 12 Grade 4 Curriculum ( M4NS-If-54.3 )
Mathematics 4 TG pp. 62-65 & LM pp. 48– 51
Value Focus: Love of others
III. INSTRUCTIONAL PROCEDURE
1. Review
Conduct a review on the terms used in a division sentence
2. Drill
Have a drill on division basic facts.

C. Motivation
Ask the pupils about their attendance to some occasions.
Ask: Did you ever receive an invitation from your friends? What invitation
did you receive?
D.Presentation
1. Modelling – I Do

Present the problem:

Ryan celebrated his 9th birthday. He ionvited his

144 schoolmates. If he was able to print 9 invitation
cards per hour, how many hours did he spend printing
the invitation cards?

Ask:
 Who celebrated his 9th birthday?
 Who did he invite to his birthday?
 Do you invite your friends to celebrate with you or your birthday?
Why?
Ask: How are you going to solve each problem?

2. Performing the Activities – We Do

Group the pupils into five learning teams. Let them answer the
problem by team.
After all groups have finished solving the problem, ask them
to post their output on the board and let them explain their solution.
3. Processing the activities
After all groups have presented their output, ask these questions:
  How did you find the activity?
 How were you able to find the answer to the problem?
4. Independent Activity – You Do
Do the exercises under Get Moving on p. 50 of LM Math Grade 4

E. Summarizing the Lesson

Lead the pupils to give the generalization by asking: How do you divide 3 to 4
digit numbers by 1 digit numbers without or with remainder?

F. Evaluation
Find the quotient of the following:
1.) 165÷5 2.) 763÷7 3.) 6426÷6
4.) 819÷9 5.) 3396÷3

G. Home Activity
Solve these problems
1. There are 369 worms for bait. There are 9 worms in each can. How many cans
of worms are there?
2. There are 240 geese flying in groups. There are 8 in each group .
How many groups are there?

H. Reflection
a. No. of learners who earned 80% in the evaluation

b. No. of learners who required additional activities for remediation who scored below 80%

c. Which of my teaching strategies worked well?

d. What localized materials did I used which I wish to share with other teachers

ITEMS
5
4
3
2
1
0
Date:___________________

MATHEMATICS IV
7:20-8:10 Tsiko
8:10-9:00 Lanzones
9:30-10:20 Atis
10:20-11:10 Mangosteen

I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of multiplication and division of
whole numbers including money.
B. Performance Standards
The learner is able to apply multiplication and division of whole numbers
including money in mathematical problems and real-life situation
K. Learning Competencies
Divides 3 to 4 digit numbers by 1 to 2 digit numbers without and with
remainder.
M4Ns-If-54.3
L. Learning Objective
Divides 3 to 4 digit numbers by 2 digit numbers without and with
remainder.
II. LEARNING RESOURCES

Materials:
Flash cards, show me boards, chart, projector, laptop
References:
K to 12 Grade 4 Curriculum ( M4NS-If-54.3 )
Mathematics 4 TG pp. 62-65 & LM pp. 52– 54
Value Focus: Protecting the environment
III. INSTRUCTIONAL PROCEDURE
1. Review
Conduct a review on dividing 3 to 4 digits by 1 digit numbers
2. Drill
Have an oral drill on division basic facts.

C. Motivation
Do you have scrap materials at home ? What do you do with these
scrap materials ? Can you recycle these materials for use in some other ways? Do you
think you are also helping protect the environment?
D.Presentation
1. Modelling – I Do

Present the problem:

Nestor collected 1350 bottle caps to make

doormats. He used 75 bottle caps for each doormat.
How many doormats was he able to make? If he has
1405 bottle caps, how many doormats will he be able
to make? Is there any remainder? If so, how many
bottle caps were not used?
 Ask:
 Who collected bottle caps?
 How many bottle caps did he collect?
 What did he do with the bottle caps?
Ask: How are you going to solve each problem?

2. Performing the Activities – We Do

Group the pupils into five learning teams. Let them answer the
problem by team.
After all groups have finished solving the problem, ask them
to post their output on the board and let them explain their solution.
3. Processing the activities
After all groups have presented their output, ask these questions:
 How did you find the activity?
 How were you able to find the answer to the problem?
4. Independent Activity – You Do
Do the exercises under Get Moving on p. 53 of LM Math Grade 4

E. Summarizing the Lesson

Lead the pupils to give the generalization by asking: How do you divide 3 to 4
digit numbers by 2 digit numbers without or with remainder?

F. Evaluation
Find the quotient of the following:
2.) 4012÷17 2.) 1209÷25 3.) 9936÷23
4.) 5628÷28 5.) 3520÷45

G. Home Activity
Solve problem
The Dance Troupe performed during the Toiwn Fiesta. The troupe was paid
P 10 500. Sharing equally, how much did each member get if there were 25 in all?

H. Reflection
e. No. of learners who earned 80% in the evaluation

f. No. of learners who required additional activities for remediation who scored below 80%

g. Which of my teaching strategies worked well?

h. What localized materials did I used which I wish to share with other teachers
 ITEMS
5
4
3
2
1
0

Date:___________________

MATHEMATICS IV
7:20-8:10 Tsiko
8:10-9:00 Lanzones
9:30-10:20 Atis
10:20-11:10 Mangosteen

I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of multiplication and division of
whole numbers including money.
B. Performance Standards
The learner is able to apply multiplication and division of whole numbers
including money in mathematical problems and real-life situation
C. Learning Competencies
Divides 3 to 4 digit numbers by tens or hundreds or by 1000 without
remainder.
M4Ns-If-54.4
D. Learning Objective
Divide 3 to 4 digit numbers by 10, 100 or by 1000 without remainder.

II. LEARNING RESOURCES

Materials:
Flash cards, show me boards, chart, projector, laptop
References:
K to 12 Grade 4 Curriculum ( M4NS-If-54.4 )
Mathematics 4 TG pp. 62-65 & LM pp. 52– 54
Value Focus: Being helpful
III. INSTRUCTIONAL PROCEDURE
 1. Review
Conduct a review on the terms used in a division sentence
2. Drill
Have a drill on division basic facts. ( use show me board )

C. Motivation
Do you help your parents at home? In what ways do you help them?
When you see your parent’s faces glow when you helped them, what did you
feel?
(Instill the value of helpfulness or being helpful.)

D.Presentation
1. Modelling – I Do

Present the problem:

Kathleen helped her mother repack 200 pack of

instant noodles to be given to 10 families who were
affected by fire in their barangay. How many pack of
instant noodles will each family receive?

Ask:
 What kind of child is Kathleen? Do you think her mother will be
happy to see Kathleen helping her? If you were Kathleen, will you
also help your mother, friends, and teachers? Why?
Ask: What are the given facts? What is asked in the problem?
How are you going to solve each problem?

2. Performing the Activities – We Do

Group the pupils into four learning teams. Let them answer the
problem by team.
After all groups have finished solving the problem, ask them
to post their output on the board and let them explain their solution.

3. Processing the activities

After all groups have presented their output, ask these questions:
 How did you find the activity?
 How were you able to find the answer to the problem?
 Which method is easier to use?
4. Independent Activity – You Do
Do the exercises under Get Moving on p. 56 of LM Math Grade 4
E. Summarizing the Lesson
Lead the pupils to give the generalization by asking: How do you divide 3 to 4
digit numbers by 10, 100 or by 1000 without remainder?
F. Evaluation.
Find the quotient of the following:
3.) 6000÷1000 2.) 700÷100 3.) 800÷10
4.) 7600÷100 5.) 900÷10

G. Home Activity
 Solve the following problems
1. The Math Club has 1650 members to be divided into groups of 10. How
many groups will there be?
2. Noemi Has P9600. How many hundred pesos does she have?

H. Reflection
i. No. of learners who earned 80% in the evaluation

j. No. of learners who required additional activities for remediation who scored below 80%

k. Which of my teaching strategies worked well?

l. What localized materials did I used which I wish to share with other teachers

ITEMS
5
4
3
2
1
0

Date:___________________

MATHEMATICS IV
7:20-8:10 Tsiko
8:10-9:00 Lanzones
9:30-10:20 Atis
10:20-11:10 Mangosteen

I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of multiplication and division of
whole numbers including money.
B. Performance Standards
The learner is able to apply multiplication and division of whole numbers
including money in mathematical problems and real-life situation
 C. Learning Competencies
Divides 3 to 4 digit numbers by tens or hundreds or by 1000 with
remainder.
M4Ns-If-54.4
D. Learning Objective
Divide 3 to 4 digit numbers by 10, 100 or by 1000 with remainder.

II. LEARNING RESOURCES

Materials:
Flash cards, show me boards, chart, projector, laptop
References:
K to 12 Grade 4 Curriculum ( M4NS-If-54.4 )
Mathematics 4 TG pp. 62-65 & LM pp. 52– 54
Value Focus: Being cooperative

III. INSTRUCTIONAL PROCEDURE

1. Review
Conduct a review on dividing 3 to 4 digit numbers by 10, 100, 1000
without remainder

2. Drill
Have a drill on division basic facts. ( using flash cards )

C. Motivation
Talk about satellite dish. Show a picture of it.
Ask: Have you seen a satellite? Where did you see? What it is for? Is it
important for us to have a satellite? Why?

D.Presentation
1. Modelling – I Do

Present the problem:

A satellite dish can receive signals from

communications satellites out in space. There are 131
satellite dishes to be divided equally among 10 stores.
How many satellite dishes will each store receive?
(Present a picture of a satellite dish.)
Ask:
 What kind of child is Kathleen? Do you think her mother will be
happy to see Kathleen helping her? If you were Kathleen, will you
also help your mother, friends, and teachers? Why?
Ask: What are the given facts? What is asked in the problem?
How are you going to solve each problem?

2. Performing the Activities – We Do

 Group the pupils into four learning teams. Let them answer the
problem by team.
After all groups have finished solving the problem, ask them
to post their output on the board and let them explain their solution.

3. Processing the activities

What if the satellite dishes will be distributed to 100 stores, how many
dishes will each store receive? How many will be left? Can anyone show the
solution on the board?
“There is a shorter way of dividing these kinds of number and you will
know what the excess/left-over/remainder will be. Do you want to discover it?”

Let the pupils get their LM and study Explore and Discover on page 58
of the LM Math Grade 4. Guide the pupils to discover the pattern when dividing
numbers by 10, 100, or 1000 easily.

Lead a discussion given the exercises solved.

Say: Look at the divisors in set A of your LM on page 58.
Ask: What are the divisors in set A? What are the quotients in set A?
What about in set B? What are the divisors and quotients?

Compare the digits in the dividend and the quotient. What have you noticed?

Now, compare the number of zeros in the divisor and the number of digits
in the remainder. What have you observed?
How can you get the quotient and the remainder when you divide the
numbers by 10, 100, 1000 without actually dividing it?
Answer the “Can you try this” part in Explore and Discover on page 58 of
LM Math Grade 4, Ask: Did you get the correct answers?

4. Independent Activity – You Do

Find the quotient as fast as you can.
1. 456 ÷ 10
2. 821 ÷ 100
3. 395 ÷ 10
4. 623 ÷ 100
5. 712 ÷ 10

E. Summarizing the Lesson

Lead the learners to generalize that:
How do you divide 3- to 4- digit numbers by 2-digit numbers with remainder?

F. Evaluation.
Find the quotient of the following
1. 777 ÷ 10
2, 406 ÷ 10
3. 921 ÷ 10
4. 275 ÷ 100
5. 822 ÷ 100
G. Home Activity
Divide the following numbers:
1. 236/10 6. 3 265/100
2. 759/10 7. 5 278/100
3. 258/10 8. 8 543/1 000
4. 419/100 9. 2 690/1 000
5. 672/100 10. 3 084/1 000

H. Reflection
a. No. of learners who earned 80% in the evaluation

b. No. of learners who required additional activities for remediation who scored below 80%

c. Which of my teaching strategies worked well?

d. What localized materials did I used which I wish to share with other teachers

ITEMS
5
4
3
2
1
0

Date:___________________

MATHEMATICS IV
7:20-8:10 Tsiko
8:10-9:00 Lanzones
9:30-10:20 Atis
10:20-11:10 Mangosteen

I. OBJECTIVES
 A. Content Standards
The learner demonstrates understanding of multiplication and division of
whole numbers including money.
B. Performance Standards
The learner is able to apply multiplication and division of whole numbers
including money in mathematical problems and real-life situation
C. Learning Competencies
Creates problems involving multiplication or with addition or
subtraction of whole numbers including money
M4Ns-Ie-46.3
D. Learning Objective
Create problems involving multiplication or with addition or subtraction
of whole numbers including money.
II. LEARNING RESOURCES

Materials:
Flash cards, show me boards, chart, projector, laptop
References:
K to 12 Grade 4 Curriculum ( M4NS-Ie-46.3 )
Mathematics 4 TG pp. 59-62 & LM pp. 46– 47
Value Focus: Love of work
III. INSTRUCTIONAL PROCEDURE

A. Drill
Have a drill on solving routine and nonroutine problems involving
multiplication and addition or subtraction using appropriate problem-solving
strategies and tools. Let the students think of ways to solve the problems

B. Review
Conduct a review solving routine and nonroutine problems involving
multiplication of whole numbers including money using appropriate problem
solving strategies and tools.

C. Motivation
Ask: Why do people work? What is the work of your parents? What do
you know about the word earnings, savings, and expenses? Do your parents spend
all their earnings? Why do they save?
D.Presentation
1. Modelling – I Do

Adrian’s father earns Php5,000 a week. His mother

earns Php4,500. They set aside Php7,500 for their weekly
expenses. How much money is left for their savings? How
much will they save in a month?

Guide the pupils in solving the problem. Refer to the questions.

 What is asked in the problem?
 What are given?
  What is the hidden question?
 What is the number sentence?
 What is the answer?
Divide the class into group of 5s. The task of the pupils is to help
each other solve the problem. Give them enough time to perform the task.
After all groups have finished, ask them to post their output on the
board and let them discuss their solutions.
Possible solution:
Php5, 000 earnings of Adrian’s father
+ Php4, 500 earnings of Adrian’s mother
Php9,500 total earnings of Adrian’s parents
- Php7,500 weekly expenses
Php2,000 savings per week
X 4 weeks in a month
Php8,000 savings in a month

Ask: Can you create a problem similar to the given problem?

2. Performing the Activities – We Do

Divide the class into five groups. Encourage the groups to create a problem
similar to the one given.
a. Create a problem with the data given.
Php5,750 – amount given to each family who are victims of flood
87 families affected by flood.

3. Processing the activities

After all groups have presented their output, ask these questions:
 How did you find the activity?
 How were you able to create a problem?
We familiarized ourselves with the concept in Math.
We thought of the type of problems we want to create.
We read some examples of problems and studied their solutions.

4. Independent Activity
A. Discuss the presentation on page 46, LM Math Grade 4.
B. Ask the learners to create a problem with the information given.
1. Php15,750 – average sale of a food outlet
Php7,500 – operational expense per day
30 – number of day a food outlet operates
2. Php30,000 – earnings per month
Php20,000 – amount for family expenses in a month

E. Summarizing the Lesson

Lead the learners to give the generalization by asking:
How do you create problems involving multiplication with addition or
subtraction of whole numbers including money?
To create problems involving multiplication with addition or
subtraction of whole numbers including money, the following will
serve as guide:
1. Familiarize yourselves with the concepts in Math.
2. Think of the type of problems you want to create.
 F. Evaluation

Create a problem using the given information:

1. Php450 earnings for washing cars.
Php550 earnings for running errands.
Php150 expenses for transportation and food allowance
2. Earned Php120 on Saturday for selling empty bottles
Received Php140 on Sunday, Spent Php65 for food

D. Home Activity
Write a question for the given problem.
1. Mandy caught 148 kg of fish in the morning and 216 kg in the afternoon. He sold the
fish for Php65 per kg.
2. Alice deposited Php3,175 every month from her earnings. She withdrew Php2,150 to
pay her loan.

Date:___________________

MATHEMATICS IV
 7:20-8:10 Tsiko
8:10-9:00 Lanzones
9:30-10:20 Atis
10:20-11:10 Mangosteen

I. OBJECTIVES
A. Content Standards
The learner demonstrates understanding of multiplication and division of whole
numbers including money.
B. Performance Standards
The learner is able to apply multiplication and division of whole numbers including
money in mathematical problems and real-life situation
C. Learning Competencies
Estimates the quotient of 3 to 4 digit dividends by 1 to 2 digit divisors with
reasonable results.
M4Ns-Ig-55.2
D. Learning Objective
Estimate the quotient of 3 to 4 digit dividends by 1 to 2 digit divisors with reasonable
results.

II. LEARNING RESOURCES

Materials:
Flash cards, show me boards, chart, tv, laptop
References:
K to 12 Grade 4 Curriculum
Mathematics 4 TG pp. 77-81 & LM pp. 61– 63
Value Focus: Being thankful and thrifty

III. INSTRUCTIONAL PROCEDURE

A. Review
Tell the place value of the underlined digit and then round it.
1. 45 2. 62 3. 36 4. 15 5. 235
B. Drill
Have a drill on division using flash card or flsh the number on the tv.

C. Motivation
Do you love surprises? When do you give a surprise to your loved ones? How
do you feel when you see in their faces that they like your surprise? Instill the value of
being thankful.
D.Presentation
1. Modelling – I Do

Present the problem:

Leomar wants to surprise his mother on her

coming birthday next month. He wants to give her a
bag worth P475 as a gift. If he plans to save P19 a day,
about how many days will he need to save to be able
to buy the gift?
Ask:
 What kind of son is Leomar? Do you also save money ? Why?
How are you going to solve the problem?
 2. Performing the Activities – We Do
Group the pupils into four learning teams. Let them answer the problem by
team.

3. Processing the activities

Ask: How is estimation done in the solution we have in the problem?
What was done first to the divisor and the dividend?
Then what was cancelled in the rounded divisor and dividend?
Say: “Now let us compare the actual answer to the estimated one.”
Ask: Are the quotient the same or different?

4. Independent Activity – You Do

Round the divisor and/or dividend to the highest place value and then divide.
1. 431 ÷ 2
2. 7286÷6
3. 791 ÷ 35
4. 1834 ÷ 51
5. 2464 ÷ 62

E. Summarizing the Lesson

Lead the learners to generalize the lesson
How do you estimate the quotient?

F. Evaluation.
Find the best estimated quotient of the following
1. 419 ÷ 6
2, 248÷ 12
3. 6376 ÷ 8
4. 6202 ÷ 28
5. 4500 ÷ 54

G. Home Activity
Estimate the quotient by rounding method
1. 245/4
2. 227/11
3. 8134/9
4. 3619/44
5. 5738/63

H. Reflection

a. No. of learners who earned 80% in the evaluation

b. No. of learners who required additional activities for remediation who scored
below 80%

c. Which of my teaching strategies worked well?

d. What localized materials did I used which I wish to share with other teachers
Date:___________________
MATHEMATICS IV
7:20-8:10 Tsiko
8:10-9:00 Lanzones
9:30-10:20 Atis
10:20-11:10 Mangosteen
I. OBJECTIVES
A. Content Standards
The learner demonstrates
understanding of multiplication and
division of whole numbers including
money.
B. Performance Standards
The learner is able to apply
multiplication and division of whole
numbers including money in
mathematical problems and real-life
situation
C. Learning Competencies
Solves routine and nonroutine
problems involving division of 3 to 4
digit numbers by 1 to 2 digit numbers
including money using appropriate
problem solving strategies and tools
D. Learning Objective
Solve routine and nonroutine
problems involving division of 3 to 4
digit numbers by 1 to 2 digit numbers
including money using appropriate
problem solving strategies and tools
M4NS-Ih-56.3
II.LEARNING RESOURCES
Materials:
Flash cards, show me boards, chart,
tv, laptop
References:
K to 12 Grade 4 Curriculum
Mathematics 4 TG pp. 86-91 &
LM pp. 67– 71
Value Focus:
Being cooperative
III.INSTRUCTIONAL PROCEDURE
A. Review
Check on assignment
Review the steps in solving
word problem
B. Drill
Have a drill on basic division
facts using window cards.
C. Motivation
Show a picture of a forest.
Ask: Have you been to a forest?
Is it necessary for us to conserve
our forest? Why?
D.Presentation
1. Modelling – I Do
Present the problem:
A total of 1845 pupils in
Cavite joined the tree planting
program. If there were 15
barangays, how many pupils in each
barangay joined the tree planting
program.
Ask:
 What operation is to be
used?
 Show to the pupils the
solution on the board
2. Performing the Activities – We Do
Group the pupils into
four learning teams. Let them answer
the problem in the activity sheet by
team.
 3. Processing the activities many cotton balls should each scout
Ask: Which of the two problems is make?
easier to solve?
In which problem did you enjoy
solving? Why? H. Reflection
How many operations did you
use to solve the problem? a. No. of learners who earned
80% in the evaluation
4. Independent Activity – You Do
Ask the pupils to work on the
exercises on P. 70 LM Math Gr. 4. b. No. of learners who required
additional activities for
E. Summarizing the Lesson remediation who scored below
Lead the learners to generalize the 80%
lesson
c. Which of my teaching
What are the steps in solving routine
problems? Nonroutine problems strategies worked well?

F. Evaluation.
Solve the following problems
d. What localized
1. Nila bought a “buy-one-take-one” bag. She
paid P1256. How much did each bag cost? materials did I used
2. A leaking faucet wastes about 3 liters of which I wish to share
water a day. How many liters of water can with other teachers
be saved daily if 500 leaking faucet are
repaired?
3. One bamboo can be made into 55 small
baskets. How many small baskets can be
made out of 135 bamboos?
4. The quotient is 56 and the divisor is 12. The
dividend is 681. I am the remainder , what
number am I?
5. Arrange 9 circles into 2 rows with 5 circles
in each row. Draw a picture of your
solution?

G. Home Activity
Solve the following problems

1. Grace orders 200 flowers to be placed

in 8 big vases. How many flowers will
each vase have?
2. Twelve scouts are asked to make 372
cotton balls for their school clinic. How