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# School Manggahan Elementary School Grade 4

## Teacher JOY C. GARCIA Learning Area MATHEMATICS

GRADE 4 Date October 29, 2018 Quarter Third Quarter
Daily Lesson Monday
Log Time 7:30 – 8:20 – Pascal 11:00 – 11:50 – Darwin
8:20 – 9:10 – Edison 11:50 – 12:40 – Faraday
9:10 – 10:00 – Einstein

I. OBJECTIVES

## A. Content Standards demonstrates understanding of the concepts of parallel and

perpendicular lines, angles, triangles, and quadrilaterals.

B. Performance Standards The learner is able to construct and describe parallel and
perpendicular lines, angles, triangles, and quadrilaterals in designs,
drawings and models.
C. Learning Competencies/ describes and illustrates parallel, skew, intersecting, and
Objectives perpendicular lines.
(Write the LC code for each)
M4GE-IIIa-1

II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 205 – 208
2. Learner’s Material pages 156 – 157
3. Textbook pages 248 - 256
Learning Resource LR
portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous Identify the following figure.
Lesson or presenting
new lesson
.

B. Establishing a purpose Picture yourselves in front of the flagpole forming lines for the flag
for the lesson ceremony. How should you form you lines?

C. Presenting examples/ Have a game on “Forming lines”. Let them form different kinds of
instances of the new lines depending on the instruction given.
lesson. a. All those whose birth month is June will form 2 straight lines.
b. All those who are wearing T-shirts will form 2 lines that meet
at the center.
c. All those whose birth month is March will form one line and
another line for those who were born in August. Then from 2
lines that show square corners.
D. Discussing new
concepts and practicing Group Activity
new skills.#1
E. Discussing new
concepts and practicing Answer Get Moving on page 156.
new skills #2.
F. Developing Mastery
Assessment 3) Answer Keep Moving on page 157.

G. Finding practical
application of concepts Tell whether he following are parallel lines, intersecting lines or perpendicular
lines
and skills in daily living

1.

H. Making Generalizations
and Abstraction about What is a parallel line? Intersecting lines? Perpendicular lines?
the Lesson.
I. Evaluating Learning

Application or
Remediation

V. REMARKS
A. No. of learners earned ___Pupils did not find difficulties in answering their lesson.
80%in the evaluation. ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and
___Pupils were interested on the lesson, despite of some difficulties
___Pupils mastered the lesson despite of limited resources used by the
teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary
behavior.
B. No. of learners who
activities for ___ of Learners who require additional activities for remediation
remediation who scored
below 80%
C. Did the remedial lesson ___ of Learners who earned 80% above
work? No. of learners
who have caught up
with the lesson.
D. No. of learner who ___Yes ___No
continue to require ____ of Learners who caught up the lesson
remediation ___ of Learners who continue to require remediation

E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I Strategies used that work well:
encounter which my ___Metacognitive Development: Examples: Self assessments, note
principal or supervisor taking and studying techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory
can help me solve?
charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student work.

## Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Carousel
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson

G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
School Manggahan Elementary School Grade 4
Teacher JOY C. GARCIA Learning Area MATHEMATICS
GRADE 4 Date October 31, 2018 Quarter Third Quarter
Daily Lesson Wednesday
Log Time 7:30 – 8:20 – Pascal 11:00 – 11:50 – Darwin
8:20 – 9:10 – Edison 11:50 – 12:40 – Faraday
9:10 – 10:00 – Einstein

I. OBJECTIVES

## H. Content Standards demonstrates understanding of the concepts of parallel and

perpendicular lines, angles, triangles, and quadrilaterals.

B. Performance Standards The learner is able to construct and describe parallel and
perpendicular lines, angles, triangles, and quadrilaterals in designs,
drawings and models.
C. Learning Competencies/ draws perpendicular and parallel lines using a ruler and a set square.
Objectives
(Write the LC code for each) M4GE-IIIa-2

II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 205 – 208
2. Learner’s Material pages 156 – 157
3. Textbook pages 248 - 256
Learning Resource LR
portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous Game : What am I?
Lesson or presenting
new lesson 1. I have an exact location in space. I am represented by a dot.
2. I have no endpoint and I can go on and on in opposite
direction.
3. I start out at a point and can be extended in one direction.
4. I am a part of a line with 2 endpoints.
B. Establishing a purpose Can you think of a thing that can be a model of a line?
for the lesson

C. Presenting examples/ There are many things around us that represent geometric ideas
instances of the new such as points, line and angles. Line is a set of points that follows a
lesson. straight path and extends indefinitely in both directions. Lines that
cross each other are called intersecting lines. Perpendicular lines form
square corners at the point of intersection.

D. Discussing new To check whether a line is perpendicular you can use a set square.
concepts and practicing
new skills.#1
If the set square exactly fits the square corner, then the lines are
perpendicular.

## You can also use a ruler or straight edge to draw a line.

E. Discussing new Direction: Draw parallel lines by following the steps below.
concepts and practicing 1. Put the edge of the set square against the ruler.
new skills #2. 2. Draw a line along one side of the set square.
3. Without changing the position of the set square, slide it
further.
4. Draw a line along the same side of the set square, slide it
further.
F. Developing Mastery
(Lead to Formative Draw two sets of intersecting lines that are not perpendicular.
Assessment 3)
G. Finding practical - Look around your classroom and find some objects that
application of concepts represent parallel and perpendicular lines.
and skills in daily living
H. Making Generalizations
and Abstraction about What devices can you use to draw parallel and perpendicular lines?
the Lesson.
I. Evaluating Learning Study the figure below. Write YES if the statement is correct and NO
if it is not.

## ______1. EA and AD are perpendicular lines.

______2. Lines ED and WR are parallel lines.
______3. There are 3 lines intersecting at point A.
______4. Parallel lines are the same direction apart.
______5. Intersecting lines always form square corners at their
intersection.
J. Additional Activities for Do as directed.
Application or 1. Draw a line that is parallel to line AB.
Remediation

A B
2. Draw a line that is perpendicular to line CD.

## 3. Draw a line that intersects line XY

X
Y
V. REMARKS
A. No. of learners earned ___Pupils did not find difficulties in answering their lesson.
80%in the evaluation. ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge,
skills and interest about the lesson.
___Pupils were interested on the lesson, despite of some difficulties
___Pupils mastered the lesson despite of limited resources used by
the teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary
behavior.

## B. No. of learners who

activities for ___ of Learners who require additional activities for remediation
remediation who scored
below 80%
C. Did the remedial lesson ___ of Learners who earned 80% above
work? No. of learners
who have caught up
with the lesson.
D. No. of learner who ___Yes ___No
continue to require ____ of Learners who caught up the lesson
remediation ___ of Learners who continue to require remediation

E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I Strategies used that work well:
encounter which my ___Metacognitive Development: Examples: Self assessments,
principal or supervisor note taking and studying techniques, and vocabulary assignments.
can help me solve? ___Bridging: Examples: Think-pair-share, quick-writes, and
anticipatory charts.
___Schema-Building: Examples: Compare and contrast, jigsaw
learning, peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and
local opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student
work.

## Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Carousel
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson

G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
School Manggahan Elementary School Grade 4
Teacher JOY C. GARCIA Learning Area MATHEMATICS
GRADE 4 Date November 5, 2018 Quarter Third Quarter
Daily Lesson Monday
Log Time 7:30 – 8:20 – Pascal 11:00 – 11:50 – Darwin
8:20 – 9:10 – Edison 11:50 – 12:40 – Faraday
9:10 – 10:00 – Einstein

I. OBJECTIVES

## H. Content Standards demonstrates understanding of the concepts of parallel and

perpendicular lines, angles, triangles, and quadrilaterals.

B. Performance Standards The learner is able to construct and describe parallel and
perpendicular lines, angles, triangles, and quadrilaterals in designs,
drawings and models.
C. Learning Competencies/ Describes and illustrates different angles (right, acute, and obtuse)
Objectives using models.
(Write the LC code for each)
M4GE-IIIa-1

II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 208 – 211
2. Learner’s Material pages 158 - 159
3. Textbook pages
Learning Resource LR
portal
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing previous Identify the different kinds of lines
Lesson or presenting .
new lesson
a. b. c.

## B. Review What is ray?

C. Establishing a purpose Ask the pupils to look at the clock and asked them what time is it.
for the lesson

D. Presenting examples/ Iah, Ewa and Shayla attend piano lessons every Saturday. Iah starts
instances of the new her lesson at 3:00 p.m, Ewa at 2:00 p.m and Shayla at 12:45 p.m
lesson.
E. Discussing new Who attend piano lessons every Saturday?
concepts and practicing
new skills.#1 At what time did Iah start her lesson? Ewa? Shayla?
F. Discussing new Ask the pupil to draw a clock with the following time
concepts and practicing 3:00 o’clock
new skills #2. 2:00 o’ clock
12:45 p. m
G. Developing Mastery Discuss the pupils output
Assessment 3)
H. Finding practical Using at the figure below, identify the given angle is right, acute or
application of concepts obtuse.
and skills in daily living B
A

F C

E D
1. ___ AOB
2. ___ BOC
3. ___ DOE
4. ___ FOD
5. ___ COE

## I. Making Generalizations What is angle?

and Abstraction about What are the three kinds of angles?
the Lesson.
J. Evaluating Learning Write the letter of the correct answer.
1. What geometric figure is formed when two rays meet at a
common endpoint?
a. Line b. point c. angle d. polygon

## 2. What kind of angle is shown by the corner of a square table?

a. Right angle b. acute angle
c. obtuse angle d. none of the above

## 3. What kind of angle is formed by the corner of a square table?

a. Right angle b. acute angle
c. obtuse angle d. none of the above

## 4. What kind of angle is shown by an opened book whose

measure us greater than 90o.
a. Right angle b. acute angle
c. obtuse angle d. none of the above

## 5. What kind of angle is illustrated when the hands of a clock

form 1:20?
a. right angle b. acute angle
c. obtuse angle d. none of the above

K. Additional Activities for Draw your dream house using different angles. Label the angles
Application or used.
Remediation

V. REMARKS
A. No. of learners earned ___Pupils did not find difficulties in answering their lesson.
80%in the evaluation. ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and
___Pupils were interested on the lesson, despite of some difficulties
___Pupils mastered the lesson despite of limited resources used by the
teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary
behavior.
B. No. of learners who
activities for ___ of Learners who require additional activities for remediation
remediation who scored
below 80%
C. Did the remedial lesson ___ of Learners who earned 80% above
work? No. of learners
who have caught up
with the lesson.
D. No. of learner who ___Yes ___No
continue to require ____ of Learners who caught up the lesson
remediation ___ of Learners who continue to require remediation

E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I Strategies used that work well:
encounter which my ___Metacognitive Development: Examples: Self assessments, note
principal or supervisor taking and studying techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory
can help me solve?
charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student work.

## Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Carousel
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson

G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
School Manggahan Elementary School Grade 4
Teacher JOY C. GARCIA Learning Area MATHEMATICS
GRADE 4 Date November 6, 2018 Quarter Third Quarter
Daily Lesson Tuesday
Log Time 7:30 – 8:20 – Pascal 11:00 – 11:50 – Darwin
8:20 – 9:10 – Edison 11:50 – 12:40 – Faraday
9:10 – 10:00 – Einstein

I. OBJECTIVES

## A. Content Standards Demonstrates understanding of the concepts of parallel and

perpendicular lines, angles, triangles, and quadrilaterals.

B. Performance Standards The learner is able to construct and describe parallel and
perpendicular lines, angles, triangles, and quadrilaterals in designs,
drawings and models.
C. Learning Competencies/ Describes and differentiates the attributes/properties of triangles and
Objectives quadrilaterals using concrete objects or models.
(Write the LC code for each)
M4GE-IIIb-2
II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 211 – 213
2. Learner’s Material pages 160 – 161
3. Textbook pages
Learning Resource LR
portal
B. Other Learning
Resources
IV. PROCEDURE
A. a. Reviewing previous Group the pupils into 6 teams. Provide each group with the definition
Lesson or presenting of the different kinds of lines. Then, flash the cards with drawings of
new lesson the different kinds of lines one at a time and ask the pupils to post
the meaning of the word on the board.

Game : “What am I”
a. Review
I am the common endpoint of an angle.
I am an angle whose measure is 90o.

## B. Establishing a purpose Let the pupils look around the classroom.

for the lesson

C. Presenting examples/ The Math class of Mr. Raposas drew two kinds of polygons. Two girls
instances of the new showed their drawings. Dioleta drew a 3-sided polygon, while Lolita
lesson. had a 4- sided polygon.
D. Discussing new Group the pupils into pairs. Distribute a geoboard/graphing paper to
concepts and every group. Tell them to form a triangle or a quadrilateral out of the
practicing new grid. Encourage them to make their drawing big so that everybody in
skills.#1 class can see it. After each group has finished, let them tell
something about their output. Have their output posted on the board.
E. Discussing new Mr. Garcia bought a cartolina for his Math class. He needs two
concepts and triangles of the same size without wasting any part of the cartolina.
practicing new skills How will he divide it?
#2.

F. Developing Mastery Direction: Answer the following questions. Draw a circle if your
(Lead to Formative answer is Yes and a diamond if it is No.
Assessment 3)
1. Do all triangles have 3 equal sides and 3 angles?
2. Do all quadrilaterals have 4 sides and 4 angles?
3. Can a quadrilateral be divided into 2 triangles?
G. Finding practical Give at least 2 objects that have a shape of a triangle.
application of concepts Give at least 3 objects that have the shape of a quadrilateral.
and skills in daily living
H. Making Generalizations What is a triangle? What are quadrilaterals?
the Lesson.
I. Evaluating Learning Draw a triangle if the object mentioned represents a triangle. Draw
a quadrilateral if it is not. (Have the pupils imagine the shape of the
objects mentioned)

## 1. Abe is reading a book.

2. Ian is using a tripod in doing his experiment.
3. Amado is opening the door.
4. Gani is standing near the traffic sign that says “Children’s
crossing”.
5. Rafael is writing on the chalkboard.

J. Additional Activities for Draw a rectangular garden. At the center, draw a triangular pool.
Application or Design your garden with any 4-sided object that will make it
Remediation beautiful.

V. REMARKS
VI. REFLECTION
A. No. of learners earned ___Pupils did not find difficulties in answering their lesson.
80%in the evaluation. ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and
___Pupils were interested on the lesson, despite of some difficulties
___Pupils mastered the lesson despite of limited resources used by the
teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary
behavior.
B. No. of learners who
activities for
___ of Learners who require additional activities for remediation
remediation who scored
below 80%
C. Did the remedial lesson ___ of Learners who earned 80% above
work? No. of learners
who have caught up
with the lesson.
D. No. of learner who ___Yes ___No
continue to require ____ of Learners who caught up the lesson
remediation ___ of Learners who continue to require remediation

E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I Strategies used that work well:
encounter which my ___Metacognitive Development: Examples: Self assessments, note
principal or supervisor taking and studying techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory
can help me solve?
charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student work.

## Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Carousel
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson

G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
School Manggahan Elementary School Grade 4
Teacher JOY C. GARCIA Learning Area MATHEMATICS
GRADE 4 Date November 7, 2018 Quarter Third Quarter
Daily Lesson Wednesday
Log Time 7:30 – 8:20 – Pascal 11:00 – 11:50 – Darwin
8:20 – 9:10 – Edison 11:50 – 12:40 – Faraday
9:10 – 10:00 – Einstein

I. OBJECTIVES

## B. Content Standards Demonstrates understanding of the concepts of parallel and

perpendicular lines, angles, triangles, and quadrilaterals.

B. Performance Standards The learner is able to construct and describe parallel and
perpendicular lines, angles, triangles, and quadrilaterals in designs,
drawings and models.
C. Learning Competencies/ identifies and describes triangles according to sides and angles.
Objectives
(Write the LC code for each) M4GE-IIIb-3
II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 213 – 216
2. Learner’s Material pages 162 – 163
3. Textbook pages
Learning Resource LR
portal
B. Other Learning
Resources
IV. PROCEDURE
A. a. Reviewing previous Identify the following figure.
Lesson or presenting
new lesson

## B. Establishing a purpose Show a Philippine flag.

for the lesson
Ask: What can you see in the flag? What plane figures can you see?
C. Presenting examples/ Miss Fina assigned some of her pupils to bring different objects
instances of the new with the shape of a triangle. Benilda brought a picture of a house.
lesson. Grace showed a picture of a traffic sign, and Jocelyn prepared a
triangular flaglet.
D. Discussing new Observe the different triangular objects. How will you describe the
concepts and different triangular objects?
practicing new
skills.#1 - Do all triangles have equal sides?
- Do they all have equal angles?
E. Discussing new
concepts and Answer Get Moving on page 163.
practicing new skills
#2.
F. Developing Mastery Draw a circle if the answer is Yes and star if no.
(Lead to Formative 1. Does an isosceles triangle have 2 equal sides?
Assessment 3) 2. Does an acute triangle have an obtuse angle?
3. Does a scalene triangle have no equal sides?
4. Does an obtuse triangle have an acute angle?
5. Does a right triangle have a right angle?
G. Finding practical Answer Keep Moving on page 163.
application of concepts
and skills in daily living
H. Making Generalizations How are triangles classified?
the Lesson.
I. Evaluating Learning Name the triangle described in each item.

## ___1. It is a triangle which has a right angle.

___2. It is a triangle which has an obtuse angle.
___3. It is a triangle which has 3 acute angles.
___4. It is a triangle which has no equal sides.
___5. It is a triangle which has 3 equal sides.

J. Additional Activities for Using old calendars, cut out different triangles. Classify them
Application or according to sides and angles.
Remediation

V. REMARKS
VI. REFLECTION
A. No. of learners earned ___Pupils did not find difficulties in answering their lesson.
80%in the evaluation. ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and
___Pupils were interested on the lesson, despite of some difficulties
___Pupils mastered the lesson despite of limited resources used by the
teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary
behavior.
B. No. of learners who
activities for
___ of Learners who require additional activities for remediation
remediation who scored
below 80%

C. Did the remedial lesson ___ of Learners who earned 80% above
work? No. of learners
who have caught up
with the lesson.
D. No. of learner who ___Yes ___No
continue to require ____ of Learners who caught up the lesson
remediation ___ of Learners who continue to require remediation
E. Which of my teaching
strategies worked well?
Why did these work?
F. What difficulties did I Strategies used that work well:
encounter which my ___Metacognitive Development: Examples: Self assessments, note
principal or supervisor taking and studying techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory
can help me solve?
charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student work.

## Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Carousel
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson

G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
School Manggahan Elementary School Grade 4
Teacher JOY C. GARCIA Learning Area MATHEMATICS
GRADE 4 Date November 8, 2018 Quarter Third Quarter
Daily Lesson Thursday
Log Time 7:30 – 8:20 – Pascal 11:00 – 11:50 – Darwin
8:20 – 9:10 – Edison 11:50 – 12:40 – Faraday
9:10 – 10:00 – Einstein

I. OBJECTIVES

## C. Content Standards Demonstrates understanding of the concepts of parallel and

perpendicular lines, angles, triangles, and quadrilaterals.

B. Performance Standards The learner is able to construct and describe parallel and
perpendicular lines, angles, triangles, and quadrilaterals in designs,
drawings and models.
C. Learning Competencies/ identifies and describes the different kinds of quadrilaterals: square,
Objectives rectangle, parallelogram, trapezoid, and rhombus.
(Write the LC code for each)
M4GE-IIIb-4
II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 216 – 219
2. Learner’s Material pages 164 – 165
3. Textbook pages
Learning Resource LR
portal
B. Other Learning
Resources
IV. PROCEDURE
A. a. Reviewing previous Give the different kinds of triangle according to the number of equal
Lesson or presenting sides? Measurement of the angle?
new lesson

B. Establishing a purpose Who has a handkerchief? Kindly unfold it and show it to your
for the lesson classmate? What is its shape?

C. Presenting examples/ In the Grade 4 class of Mrs. Garcia, some pupils prepared cutouts
instances of the new of different quadrilaterals. Robbie cut a square, Jonna made a
lesson. rectangle, Xien prepared a rhombus, Ralph cut a trapezoid and Owen
made a parallelogram. Their outputs were neat and they cleaned their
mess after cutting.
D. Discussing new A quadrilateral is a polygon with 4 sides and 4 angles.
concepts and The following are different kinds of quadrilaterals.
practicing new - parallelogram
skills.#1 - rhombus
- rectangle
- square
- trapezoid
E. Discussing new Answer Get Moving on page 165.
concepts and
practicing new skills
#2.
Assessment 3) - rhombus
- rectangle
- square
- trapezoid

## G. Finding practical Answer Keep Moving on page 165.

application of concepts -
and skills in daily living
H. Making Generalizations What is a quadrilateral? What are its classifications?
the Lesson.
I. Evaluating Learning Name the quadrilateral described in each item.

## ___1. It is a parallelogram with 4 equal sides and 4 right angles.

___2. It is a parallelogram with 4 right angles. Its opposite sides
are equal.
___3. It is a quadrilaterals with only one pair of opposite sides that
are parallel.
___4. It is a parallelogram having 4 equal sides.
___5. It is a quadrilateral with 2 pairs of parallel sides and its
opposite sides are equal.

J. Additional Activities for Using recycled materials like boxes of soap, toothpaste, or any
Application or indigenous materials, create any work applying your lessons on

V. REMARKS
VI. REFLECTION
H. No. of learners earned ___Pupils did not find difficulties in answering their lesson.
80%in the evaluation. ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and
___Pupils were interested on the lesson, despite of some difficulties
___Pupils mastered the lesson despite of limited resources used by the
teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary
behavior.
I. No. of learners who
activities for
___ of Learners who require additional activities for remediation
remediation who scored
below 80%

J. Did the remedial lesson ___ of Learners who earned 80% above
work? No. of learners
who have caught up
with the lesson.
K. No. of learner who ___Yes ___No
continue to require ____ of Learners who caught up the lesson
remediation ___ of Learners who continue to require remediation

L. Which of my teaching
strategies worked well?
Why did these work?
M. What difficulties did I Strategies used that work well:
encounter which my ___Metacognitive Development: Examples: Self assessments, note
principal or supervisor taking and studying techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory
can help me solve?
charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student work.

## Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Carousel
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson

N. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
School Manggahan Elementary School Grade 4
Teacher JOY C. GARCIA Learning Area MATHEMATICS
GRADE 4 Date November 9, 2018 Quarter Third Quarter
Daily Lesson Friday
Log Time 7:30 – 8:20 – Pascal 11:00 – 11:50 – Darwin
8:20 – 9:10 – Edison 11:50 – 12:40 – Faraday
9:10 – 10:00 – Einstein

I. OBJECTIVES

## A. Content Standards Demonstrates understanding of the concepts of parallel and

perpendicular lines, angles, triangles, and quadrilaterals.

B. Performance Standards The learner is able to construct and describe parallel and
perpendicular lines, angles, triangles, and quadrilaterals in designs,
drawings and models.
C. Learning Competencies/ Relates one quadrilateral to another quadrilateral (e.g. square to
Objectives rhombus)
(Write the LC code for each) M4GE-IIIc-1
II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 216 - 219
2. Learner’s Material pages 164 - 165
3. Textbook pages
Learning Resource LR
portal
B. Other Learning
Resources
IV. PROCEDURE
A. a. Reviewing previous Feeling Quiz Bee
Lesson or presenting Direction: The pupils will draw on the board as you flash the
new lesson meanings of the different kinds of lines and angles.

Pairing Game
b. Review Group 1 - classify the triangle according to sides.
Group 2 – classify the triangles according to angles.

## B. Establishing a purpose Ask: Who has handkerchief?

for the lesson

C. Presenting examples/ In the Grade 4 class of Mr. Arce, some pupils prepared cutouts of
instances of the new different quadrilaterals. Larry cur a square, Laura made a rectangle,
lesson. Nelma prepared a rhombus, Alma cut a trapezoid, and Ian made a
parallelogram. Their outputs were neat and they cleaned their mess
after cutting.
D. Discussing new Group Work.
concepts and practicing Each group will receive a strip of bond paper with description of the
new skills.#1 different classifications of quadrilaterals. Each group will draw the
E. Discussing new Group Reporting
new skills #2. What can you sat about the sides? Angles?
F. Developing Mastery Identify the following quadrilaterals.
Assessment 3)

## ____________ _______ _____ ________ ________

application of concepts and a diamond if it is No.
and skills in daily living 1. Is a parallelogram a rectangle?
2. Is a trapezoid a parallelogram? Why?
3. Is a square a rectangle?
H. Making Generalizations What is a quadrilateral? What are its classifications?
the Lesson.
I. Evaluating Learning Name the quadrilaterals described in each item.
1. It is a parallelogram with 4 equal sides and 4 right angles.
2. It is a parallelogram with 4 right angles. Its opposite sides are
equal.
3. It is a quadrilateral with only one pair of opposite sides that
are parallel.
4. It is a parallelogram having 4 equal sides.
5. It is a quadrilateral with 2 pairs of parallel sides and its
opposite sides are equal.
J. Additional Activities for Draw the following quadrilaterals using a graphing paper.
Application or
Remediation 1. Square 3. Rhombus 5. parallelogram
2. Trapezoid 4. rectangle
V. REMARKS
VI. REFLECTION
A. No. of learners earned ___Pupils did not find difficulties in answering their lesson.
80%in the evaluation. ___Pupils found difficulties in answering their lesson.
___Pupils did not enjoy the lesson because of lack of knowledge, skills and
___Pupils were interested on the lesson, despite of some difficulties
___Pupils mastered the lesson despite of limited resources used by the
teacher.
___Majority of the pupils finished their work on time.
___Some pupils did not finish their work on time due to unnecessary
behavior.
B. No. of learners who
activities for ___ of Learners who require additional activities for remediation
remediation who scored
below 80%
C. Did the remedial lesson ___ of Learners who earned 80% above
work? No. of learners
who have caught up
with the lesson.
D. No. of learner who ___Yes ___No
continue to require ____ of Learners who caught up the lesson
remediation ___ of Learners who continue to require remediation

E. Which of my teaching
strategies worked well?
Why did these work?

## F. What difficulties did I Strategies used that work well:

encounter which my ___Metacognitive Development: Examples: Self assessments, note
principal or supervisor taking and studying techniques, and vocabulary assignments.
___Bridging: Examples: Think-pair-share, quick-writes, and anticipatory
can help me solve?
charts.
___Schema-Building: Examples: Compare and contrast, jigsaw learning,
peer teaching, and projects.
___Contextualization:
Examples: Demonstrations, media, manipulatives, repetition, and local
opportunities.
___Text Representation:
Examples: Student created drawings, videos, and games.
___Modeling: Examples: Speaking slowly and clearly, modeling the
language you want students to use, and providing samples of student work.

## Other Techniques and Strategies used:

___ Explicit Teaching
___ Group collaboration
___Gamification/Learning throuh play
___ Carousel
___ Differentiated Instruction
___ Role Playing/Drama
___ Discovery Method
___ Lecture Method
Why?
___ Complete IMs
___ Availability of Materials
___ Pupils’ eagerness to learn
___ Group member’s collaboration/cooperation in doing their tasks
___ Audio Visual Presentation of the lesson

G. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
Daily Lesson Log Area
Week/Teaching Quarter Third Quarter
Date
Time Checked
by:

I. OBJECTIVES

## H. Content Standards The learner demonstrates understanding of the concepts of

continuous and repeating patterns and number sentences.

B. Performance Standards The learner is able to identify the missing element in a pattern and
number sentence.
B. Learning Competencies/ Determines the missing term/s in a sequence of numbers (e.g odd
Objectives numbers, even numbers, multiples of a number, factors of a
number, etc.)
(Write the LC code for each) M4AL – IIIE-5

II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 223 – 226
2. Learner’s Material pages 168 – 170
3. Textbook pages
Learning Resource LR portal
B. Other Learning Resources
IV. PROCEDURE
A. a. Reviewing previous Skip Count by 2 from 4 to 20
Lesson or presenting new Skip count by 3 from 6 to 36
lesson Skip count by 4 from 8 to 40
Skip count by 5 from 10 to 30
b. Review What are odd numbers?
What are even numbers?

## B. Establishing a purpose for Game: Identify whether a number is odd or even.

the lesson

C. Presenting examples/ Mr. Villaflor presented these number patterns to his Math class.
instances of the new a. 3, 6, 9, 12 ____, ____
lesson. b. 4, 8, 12, 16, ____, _____
D. Discussing new concepts Work by pair
and practicing new Fill in the missing numbers.
skills.#1 1. 10, 12, 14, 16, ___, ____, 22
2. 15, 20, 25, 30 ____, ____, 45
3. 22, 25, 28, 31, ____, ____, 40
4. 27, 31, ____, 39, ____, 47, 51
5. 73, 67, 61, ____, 49, ____, 37
E. Discussing new concepts How did you get the missing term in each sequence of numbers?
and practicing new skills
#2.
F. Developing Mastery A. (10 x 2) + (10 x 5) = ___ x ( __ + 5)
(Lead to Formative B. (40 + 5) + ( __ + 15) = ( __ + 15) + (40 + 30)
Assessment 3)
G. Finding practical Give the missing number/s in the equations below.
application of concepts 1. 6 x __ = 5 x 6
and skills in daily living 2. (9 x __ ) x 4 = __ x (2 x 4)
H. Making Generalizations How do you find the missing term/s in a number sequence?
Lesson.
I. Evaluating Learning Find the missing terms in the given number sequence.

## 1. 33, 35, ___, 39, ___, 43

2. 41, ___, 51, 56, ___, 66
3. 77, 74, ___, 68, ___, 62
4. 6, 7, 9, ___, 16, ___, 27
5. 25, 24, ___, 19, ___, 10
J. Additional Activities for Give the property used in each equation.
Application or 1. (6 + 12) + (5 + 7) = (5 + ___) + ( ___ + 12) : _________
Remediation 2. 20 + ___ = 40 + ___: _______________

V. REMARKS
VI. REFLECTION
K. No. of learners earned
80%in the evaluation.
L. No. of learners who
activities for remediation
who scored below 80%
M. Did the remedial lesson
work? No. of learners
who have caught up with
the lesson.
N. No. of learner who
continue to require
remediation
O. Which of my teaching
strategies worked well?
Why did these work?
P. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
Q. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
Daily Lesson Log Area
Week/Teaching Quarter Third Quarter
Date
Time Checked
by:

I. OBJECTIVES

## I. Content Standards The learner demonstrates understanding of the concepts of

continuous and repeating patterns and number sentences.

B. Performance Standards The learner is able to identify the missing element in a pattern and
number sentence.
C. Learning Competencies/ Determines the missing term/s in a sequence of numbers (e.g odd
Objectives numbers, even numbers, multiples of a number, factors of a
number, etc.)
(Write the LC code for each) M4AL – IIIE-5

II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 223 – 226
2. Learner’s Material pages 168 – 170
3. Textbook pages
Learning Resource LR portal
B. Other Learning Resources
IV. PROCEDURE
R. a. Reviewing previous Skip Count by 2 from 4 to 20
Lesson or presenting new Skip count by 3 from 6 to 36
lesson Skip count by 4 from 8 to 40
Skip count by 5 from 10 to 30
c. Review What are odd numbers?
What are even numbers?

## S. Establishing a purpose for Game: Identify whether a number is odd or even.

the lesson

T. Presenting examples/ Mr. Villaflor presented these number patterns to his Math class.
instances of the new c. 3, 6, 9, 12 ____, ____
lesson. d. 4, 8, 12, 16, ____, _____
U. Discussing new concepts Work by pair
and practicing new Fill in the missing numbers.
skills.#1 6. 10, 12, 14, 16, ___, ____, 22
7. 15, 20, 25, 30 ____, ____, 45
8. 22, 25, 28, 31, ____, ____, 40
9. 27, 31, ____, 39, ____, 47, 51
10. 73, 67, 61, ____, 49, ____, 37
V. Discussing new concepts
and practicing new skills How did you get the missing term in each sequence of numbers?
#2.
W. Developing Mastery Find the missing terms in the given number sequences.
(Lead to Formative 1. 82, 81, 78, ____, ___, 19
Assessment 3) 2. 51, 46, 41, ____, ___, 26
3. 2, 2, 4, 12, ____, ____
X. Finding practical Find the missing terms in the given number sequences.
application of concepts 1. 45, 46, ____, 48, ____, 50
and skills in daily living 2. 2, 7, ____, ____, 22, 27, ____
3. 51, 46, 41, ____, ____, 26
Y. Making Generalizations
and Abstraction about the How do you find the missing term/s in a number sequence?
Lesson.
Z. Evaluating Learning Find the missing terms in the given number sequence.

## 1. 33, 35, ___, 39, ___, 43

2. 41, ___, 51, 56, ___, 66
3. 77, 74, ___, 68, ___, 62
4. 6, 7, 9, ___, 16, ___, 27
5. 25, 24, ___, 19, ___, 10
6. Additional Activities for Find the missing terms.
Application or 1. 5, 15, 75, 125, ____, ____
Remediation 2. 1, 3, 9, 27, ____, ____
3. 10, 20, 80, 480, ____, ____
V. REMARKS
VI. REFLECTION
7. No. of learners earned
80%in the evaluation.
8. No. of learners who
activities for remediation
who scored below 80%
9. Did the remedial lesson
work? No. of learners
who have caught up with
the lesson.
10. No. of learner who
continue to require
remediation
11. Which of my teaching
strategies worked well?
Why did these work?
12. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
13. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?
Daily Lesson Log Area
Week/Teaching Quarter Third Quarter
Date
Time Checked
by:

I. OBJECTIVES

## J. Content Standards The learner demonstrates understanding of the concepts of

continuous and repeating patterns and number sentences.

B. Performance Standards The learner is able to identify the missing element in a pattern and
number sentence.
D. Learning Competencies/ Determines the missing term/s in a sequence of numbers (e.g odd
Objectives numbers, even numbers, multiples of a number, factors of a
number, etc.)
(Write the LC code for each) M4AL – IIIE-5

II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 226 – 229
2. Learner’s Material pages 171 - 172
3. Textbook pages
Learning Resource LR portal
B. Other Learning Resources
IV. PROCEDURE
A. a. Reviewing previous Find the missing number in a number sentence involving operations
Lesson or presenting new of whole numbers.
lesson 1. 5 + ___ = 55 3. ____ - 12 = 20
2. 15 x 3 = ____ 4. ___ ÷ 7 = 3
5. 24 ÷ ___ = 2

## a. Review What property is expressed in the following equations?

1. 0 x 1 = 0 4. 2 + (4 +5) = (2 + 4) + 5
2. 2 x 3 = 3 x 2 5. 3 x (2 + 4) = (3x2) + (3 x 4)
3. 1 x 5 = 5

B. Establishing a purpose for Do you know a friend or a classmate having difficulty in doing
the lesson his/her homework? What will you do if he/she asks help from you?

C. Presenting examples/ Rafael is tasked to find the missing numbers in the following
instances of the new equations. He had already tried to find the missing numbers for
lesson. almost an hour but still he cannot find it.

12 + 24 + 34 = 34 + 12 + ____
2 x (15 x 20) = (____ x 15 + (2 x __)

## D. Discussing new concepts Work by pairs in solving the equations.

and practicing new
skills.#1

## E. Discussing new concepts Find the missing number in an equation.

and practicing new skills 1. ____ + 8 = 12 + 7
#2. 2. 24 - ____ = 10 + 5
3. 36 ÷ 4 = _____ x 3
F. Developing Mastery Find the missing number in an equation.
Assessment 3) A. (10 x 2) + (10 x 5) = ___ x ( __ + 5)
B. (40 + 5) + ( __ + 15) = ( __ + 15) + (40 + 30)
G. Finding practical Give the missing number/s in the equations below.
application of concepts 1. 6 x __ = 5 x 6
and skills in daily living 2. (9 x __ ) x 4 = __ x (2 x 4)
3. Making Generalizations What should you remember in finding the missing number in an
and Abstraction about the equation? Is there a need to evaluate an equation?
Lesson.
4. Evaluating Learning Supply the missing term/s in the equations below.
1. 3 + 12 + 57 = ___ + 3 + 57
2. 5 x (8+9) = (3 x 8) + (____ x 9)
3. (5 x 1) x (10 x 3) = (3 x 5) x (___ x 1)
4. 69 + ___ = ___ + 111
5. ___ x 30 = 12 x ____
5. Additional Activities for Give the property used in each equation.
Application or 1. (6 + 12) + (5 + 7) = (5 + ___) + ( ___ + 12) : _________
Remediation 2. 20 + ___ = 40 + ___: _______________
V. REMARKS
VI. REFLECTION
3. No. of learners earned
80%in the evaluation.
4. No. of learners who
activities for remediation
who scored below 80%
5. Did the remedial lesson
work? No. of learners
who have caught up with
the lesson.
6. No. of learner who
continue to require
remediation
7. Which of my teaching
strategies worked well?
Why did these work?
8. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
9. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?

Daily Lesson Log Area
Week/Teaching Quarter Third Quarter
Date
Time Checked
by:

I. OBJECTIVES

10. Content Standards The learner demonstrates understanding of the concepts of time,
perimeter, area and volume.

B. Performance Standards The learner is able to apply the concepts of time, perimeter, area,
and volume to mathematical problems and real-life situations
C. Learning Competencies/ Solves problems involving elapsed time
Objectives M4ME-IIIg-13
(Write the LC code for each)

II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 239 – 243
2. Learner’s Material pages 181 - 184
3. Textbook pages
Learning Resource LR portal
B. Other Learning Resources
IV. PROCEDURE
11. Reviewing previous Oral drill: Converting time measures
Lesson or presenting new
lesson Give the exact equivalent

## 24 hours = _____________ day

14 days = _____________ weeks

## 12. Review Conduct a review on estimating the elapsed time in minutes.

Jenny started doing her assignment in English at 8:03 in the evening
and finished at 8:50 p.m. About how many minutes did Jenny do her
homework?

13. Establishing a purpose for Show a picture of a girl writing or reading in a study table.
the lesson

14. Presenting examples/ Alma started working on her project at 9:10 p.m upon finishing her
instances of the new project, she looked at her digital watch and the time was already
lesson. 9:56 p.m. How long did she work on her project?
15. Discussing new concepts Ask: What did Alma do?
and practicing new
skills.#1 What time did she start making her project? What time did she
finished?
How do we solve the problem?
16. Discussing new concepts
and practicing new skills Group Activity
#2.
Direction: Find the answer to the given problem using the guided
questions.
17. Developing Mastery
Amado finish encoding his report in English at 8:15 p.m, if he
started at 7:20 p.m, how many minutes did he spend encoding.
Assessment 3)
18. Finding practical Mrs. Arce begins cleaning their house at 9:10 a.m. She expects to
application of concepts finish her work at 9:55 a.m. How long will Mrs. Arce do the
and skills in daily living cleaning?
19. Making Generalizations
and Abstraction about the How do we solve word problems involving elapsed time?
Lesson.
20. Evaluating Learning Solve the problem:
1. Dioleta began creating a model of the layers of the earth
using buko at 5:30 in the afternoon. She was able to make
her model at 6:05 p.m. How long did it take her to finish
creating the model?
2. Rod and Ian were assigned to clean the industrial area room
today? They began cleaning at 6:45 a.m. They agreed to
work fast. At 7:05 a.m they were able to finish cleaning. For
how many minutes did they clean the room?
Application or A tourist bus takes 35 minutes and 50 seconds to travel around
Remediation Vigan City. If the bus starts to travel at 12:45 p.m at what time will
the bus stop?
V. REMARKS
VI. REFLECTION
22. No. of learners earned
80%in the evaluation.
23. No. of learners who
activities for remediation
who scored below 80%
24. Did the remedial lesson
work? No. of learners
who have caught up with
the lesson.
25. No. of learner who
continue to require
remediation
26. Which of my teaching
strategies worked well?
Why did these work?
27. What difficulties did I
encounter which my
principal or supervisor
can help me solve?
28. What innovation or
localized materials did I
used/discover which I
wish to share with other
teachers?

Teacher Learning MATHEMATICS
Daily Lesson Log Week/Teaching Quarter Third Quarter
Date
Time Checked
by:

I. OBJECTIVES

## A. Content Standards The learner demonstrates understanding of the concepts of time,

perimeter, area and volume.

B. Performance Standards The learner is able to apply the concepts of time, perimeter, area,
and volume to mathematical problems and real-life situations
C. Learning Competencies/ Visualizes the perimeter of any given plane figure in different
Objectives situations
(Write the LC code for each) M4ME-IIIg-48

II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 243 - 247

## 2. Learner’s Material pages 185 - 187

3. Textbook pages
Learning Resource LR portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous Conduct a drill on adding and multiplying numbers mentally.
Lesson or presenting new
lesson

## B. Review Ask: What unit of measurement and measurement tool is

appropriate for the following.

## a. Distance between building

b. Sides of handkerchief

the lesson

## B. Presenting examples/ Let the pupils observe the following objects

instances of the new a. Handkerchief (square)
C. Discussing new concepts Assign different objects to each group. Let the pupils work together
and practicing new to find the answers to the given activity following the guide
skills.#1 questions.
D. Discussing new concepts Group Reporting
and practicing new skills
#2. Ask: How did you find the activity
How were you able to find the answer
E. Developing Mastery Find the perimeter
Assessment 3) 15 cm 15 cm

15 cm

F. Finding practical Lorena wants to stay fit so she walks around the park every day
application of concepts before going to school. What is the distance that Lorena covers
and skills in daily living every day?
G. Making Generalizations What is perimeter?
and Abstraction about the What are formula in finding the perimeter of a triangle? Square?
Lesson. Rectangle? Trapezoid? Parallelogram?
H. Evaluating Learning Give the formula in finding the perimeter of the following figures,
then use it to find the perimeters.

Formula Perimeter

1. ______________ ______________
5 cm

2. ______________ ______________
4 cm

8m

Application or Find the perimeter
Remediation
7 cm

4 cm

9 cm

V. REMARKS
VI. REFLECTION
A. No. of learners earned
80%in the evaluation.
B. No. of learners who
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners
who have caught up with
the lesson.
D. No. of learner 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
used/discover which I
wish to share with other
teachers?
Daily Lesson Log Area
Week/Teaching Quarter Third Quarter
Date
Time Checked
by:

I. OBJECTIVES

A. Content Standards
The learner demonstrates understanding of the concepts of time,
perimeter, area and volume.
B. Performance Standards The learner is able to apply the concepts of time, perimeter, area,
and volume to mathematical problems and real-life situations
C. Learning Competencies/ Solves routine and non-routine problems in real life situations
Objectives involving perimeter of squares and rectangles, triangles,
(Write the LC code for each) parallelograms, and trapezoids
M4ME-IIIi-52

II. CONTENT
( Subject Matter)
III. LEARNING RESOURCES
A. References
1. Teacher’s Guide pages 248-251
2. Learner’s Material pages 188 – 191
3. Textbook pages
Learning Resource LR portal
B. Other Learning Resources
IV. PROCEDURE
A. Reviewing previous Have a drill on identifying the unit appropriate for measuring a
Lesson or presenting new certain object.
lesson

## B. Review Conduct a review on finding the perimeter of a triangle, square,

rectangle, parallelogram and trapezoid.

## C. Establishing a purpose for What is common materials used in making tables?

the lesson Where do these materials come from?

D. Presenting examples/ The tablecloth of a reading table in your classroom has a length of
instances of the new 95 cm and a width of 55 cm. Your group is assign to decorate the
lesson. table cloth by putting lace around it. For the edging of the table
cloth, about how long of lace is needed?

Light posts are placed around the square park. There are 3 light
posts along each side of the park. If the distance between the light
is 25 meters, what is the distance around the park?

## E. Discussing new concepts Ask: What are light posts?

and practicing new What is the shape of the park?
skills.#1 How many light posts are there along each side of the park?
What is the distance between the light posts? What does the
How will you solve for the answer to the problem?

## F. Discussing new concepts Group Activity:

and practicing new skills
#2. a. One side of a square working table measures 50 cm. Find its
perimeter.

## b. The width of a rectangle is 20 cm. Its length is 5 cm more

than twice its width. Find the perimeter of the rectangle.

G. Developing Mastery
(Lead to Formative Lian uses 200 regular paces to walk around a square park. If one
Assessment 3) pace of Lian measures 40 cm, what is the measure of each side of
the park?

H. Finding practical
application of concepts Jane has an illustration board which is 25 cm long and 15 cm wide
and skills in daily living for her project in Arts. She will put a lace around it as decoration.
How many centimeters of lace does she need?

I. Making Generalizations How do we solve word problems involving perimeter of closed plane
Lesson.
J. Evaluating Learning
Solve each problems by following the correct steps.

## 1. Jenny wants to sew a lace on the edges of her bed cover. If

the bed cover is 3 m long and 2 m wide, how many meters of
lace will she need?
2. A square has a perimeter of 96 cm. What is the length of one
of its sides?
3. Arrange four squares with a side of 1 cm, to make a shape
that has a perimeter of 10 cm?
Application or 1. What is the distance around a building which is 10 m long
Remediation and 8 m wide?
2. Jay goes around a square park five times. What is the
distance covered by Jay if one of the side of the park is 25
m?
V. REMARKS
VI. REFLECTION
A. No. of learners earned
80%in the evaluation.
B. No. of learners who
activities for remediation
who scored below 80%
C. Did the remedial lesson
work? No. of learners
who have caught up with
the lesson.
D. No. of learner 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
used/discover which I
wish to share with other
teachers?