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GEOMETRY

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GEOMETRY

© All Rights Reserved

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- The Mind Illuminated: A Complete Meditation Guide Integrating Buddhist Wisdom and Brain Science for Greater Mindfulness
- Awaken the Giant Within: How to Take Immediate Control of Your Mental, Emotional, Physical and Financial
- Everybody Lies: Big Data, New Data, and What the Internet Can Tell Us About Who We Really Are
- The Effective Executive: The Definitive Guide to Getting the Right Things Done
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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

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

4. Additional Materials from

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

(Lead to Formative

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

interest about the lesson.

___Pupils were interested on the lesson, despite of some difficulties

encountered in answering the questions asked by the teacher.

___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

required additional

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.

___ Explicit Teaching

___ Group collaboration

___Gamification/Learning throuh play

___ Answering preliminary activities/exercises

___ Carousel

___ Diads

___ 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

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

4. Additional Materials from

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.

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.

______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.

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

encountered in answering the questions asked by the teacher.

___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.

required additional

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.

___ Explicit Teaching

___ Group collaboration

___Gamification/Learning throuh play

___ Answering preliminary activities/exercises

___ Carousel

___ Diads

___ 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

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

4. Additional Materials from

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.

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

(Lead to Formative

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

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

a. Right angle b. acute angle

c. obtuse angle d. none of the above

a. Right angle b. acute angle

c. obtuse angle d. none of the above

measure us greater than 90o.

a. Right angle b. acute angle

c. obtuse angle d. none of the above

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

interest about the lesson.

___Pupils were interested on the lesson, despite of some difficulties

encountered in answering the questions asked by the teacher.

___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

required additional

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.

___ Explicit Teaching

___ Group collaboration

___Gamification/Learning throuh play

___ Answering preliminary activities/exercises

___ Carousel

___ Diads

___ 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

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

4. Additional Materials from

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.

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?

and Abstraction about

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)

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

interest about the lesson.

___Pupils were interested on the lesson, despite of some difficulties

encountered in answering the questions asked by the teacher.

___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

required additional

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.

___ Explicit Teaching

___ Group collaboration

___Gamification/Learning throuh play

___ Answering preliminary activities/exercises

___ Carousel

___ Diads

___ 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

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

4. Additional Materials from

Learning Resource LR

portal

B. Other Learning

Resources

IV. PROCEDURE

A. a. Reviewing previous Identify the following figure.

Lesson or presenting

new lesson

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?

and Abstraction about

the Lesson.

I. Evaluating Learning Name the triangle described in each item.

___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

interest about the lesson.

___Pupils were interested on the lesson, despite of some difficulties

encountered in answering the questions asked by the teacher.

___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

required additional

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.

___ Explicit Teaching

___ Group collaboration

___Gamification/Learning throuh play

___ Answering preliminary activities/exercises

___ Carousel

___ Diads

___ 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

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

4. Additional Materials from

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.

F. Developing Mastery Draw the following quadrilaterals in your notebook

(Lead to Formative - parallelogram

Assessment 3) - rhombus

- rectangle

- square

- trapezoid

application of concepts -

and skills in daily living

H. Making Generalizations What is a quadrilateral? What are its classifications?

and Abstraction about

the Lesson.

I. Evaluating Learning Name the quadrilateral described in each item.

___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

Remediation quadrilaterals.

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

interest about the lesson.

___Pupils were interested on the lesson, despite of some difficulties

encountered in answering the questions asked by the teacher.

___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

required additional

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.

___ Explicit Teaching

___ Group collaboration

___Gamification/Learning throuh play

___ Answering preliminary activities/exercises

___ Carousel

___ Diads

___ 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

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

4. Additional Materials from

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.

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

quadrilateral being describe.

E. Discussing new Group Reporting

concepts and practicing Ask: What have you observed about quadrilaterals?

new skills #2. What can you sat about the sides? Angles?

F. Developing Mastery Identify the following quadrilaterals.

(Lead to Formative

Assessment 3)

G. Finding practical Answer the following questions. Draw a circle if your answer is Yes

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?

and Abstraction about

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

interest about the lesson.

___Pupils were interested on the lesson, despite of some difficulties

encountered in answering the questions asked by the teacher.

___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

required additional

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?

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.

___ Explicit Teaching

___ Group collaboration

___Gamification/Learning throuh play

___ Answering preliminary activities/exercises

___ Carousel

___ Diads

___ 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 Grade Four

GRADE 4 Teacher Learning MATHEMATICS

Daily Lesson Log Area

Week/Teaching Quarter Third Quarter

Date

Time Checked

by:

I. OBJECTIVES

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

4. Additional Materials from

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?

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?

and Abstraction about the

Lesson.

I. Evaluating Learning Find the missing terms in the given number sequence.

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

required additional

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?

School Grade Four

GRADE 4 Teacher Learning MATHEMATICS

Daily Lesson Log Area

Week/Teaching Quarter Third Quarter

Date

Time Checked

by:

I. OBJECTIVES

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

4. Additional Materials from

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?

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.

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

required additional

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?

School Grade Four

GRADE 4 Teacher Learning MATHEMATICS

Daily Lesson Log Area

Week/Teaching Quarter Third Quarter

Date

Time Checked

by:

I. OBJECTIVES

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

4. Additional Materials from

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

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 __)

and practicing new

skills.#1

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.

(Lead to Formative

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

required additional

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?

GRADE 4 Teacher Learning MATHEMATICS

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

4. Additional Materials from

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

14 days = _____________ weeks

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.

(Please see activity card)

17. Developing Mastery

Amado finish encoding his report in English at 8:15 p.m, if he

(Lead to Formative

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?

21. Additional Activities for

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

required additional

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

GRADE 4 Area

Daily Lesson Log Week/Teaching Quarter Third Quarter

Date

Time Checked

by:

I. OBJECTIVES

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

3. Textbook pages

4. Additional Materials from

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

appropriate for the following.

b. Sides of handkerchief

the lesson

instances of the new a. Handkerchief (square)

lesson. b. Reading table (rectangle)

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

(Lead to Formative

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

required additional

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?

School Grade Four

GRADE 4 Teacher Learning MATHEMATICS

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

4. Additional Materials from

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

rectangle, parallelogram and trapezoid.

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?

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

problem ask for?

How will you solve for the answer to the problem?

and practicing new skills

#2. a. One side of a square working table measures 50 cm. Find its

perimeter.

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

and Abstraction about the figures?

Lesson.

J. Evaluating Learning

Solve each problems by following the correct steps.

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?

K. Additional Activities for Find the answers to the problems below.

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

required additional

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?

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