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# I. WHOLE NUMBERS A. Comprehension of Whole Numbers 1. Read and write numbers through millions in symbolsand in words 1.

## 1 Identify numbers from 100 001 through millions/ billions

I. Objective Cognitive: Identify numbers from 100 001 through millions/billions Psychomotor: Write numbers from 100 001 through millions/billions Affective: Practice carefulness in writing numbers through millions/billions II. Subject Matter Skill: Identify numbers from 100 001 through millions/billions Reference: PELC I A.1.1 Materials: Power Point Presentation, textbook, laptop III. Procedure A. Preparatory Activities 1. Review Pick out the numbers less than 100 001 from the sets of numbers posted on the houses.

63
8 432 6 789 4 10 5100 436 132 7 634 100 000

4 999
436

99

31 842 2

B. Developmental Activities

## 1. Presentation 4 a. Read the data

8

Traffic in Metro Manila is heavy because nearly one-half of 2 904 487 vehicles in the country 9 are registered here. 1. What is the given number? 2. How do we read it? 3. How do we write it in words? 4. Is the number easy to read and understand? Why? b. Present the number line in the place value chart. Millions Thousands Units
Hundreds Tens Ones 2 2 millions Hundreds 9 9 hundreds Tens 0 0 ten thousands Ones 4 4 thousands Hundreds 4 4 hundreds Tens 8 8 tens Ones 7 7 ones

1. Ask them to give the digit in the one millions place, in hundred thousands place, ten thousand place and so on. 2. Ask them to give the expanded form then give the value of each digit. 3. Repeat the activity on billion numbers. 2. Guided Practice Activity 1: Put a check if the number is in millions and a cross if it is in billions. _____1. 6 386 798 _____2. 76 998 289 584

_____3. 17 633 549 Activity 2: Write M if the number is in millions and B if it is in billions. _____a. 89 679 289 548 _____b. 3 386 798 _____c.456 126 3. Generalization Write a number on your paper that has 11 digit. 1. 7 in the ten billion place 2. A digit that is 5 less than 8 in the one thousands place. 3. 4 in the hundred millions place C. Application Read the data. Write the number words in figures. 1. One drop of blood contains about five million red blood cells. 2. The human eye can see more than seven million, five hundred thousand color differences. 3. During an average lifetime, the human heart beats about two billion, five hundred million times.
IV. Evaluation A. Write T if the number is in thousands, M if it is in millions and B if it is in billions.

_____1. 6 034 597 _____2. 145 793 000 _____3. 206 000 371 148 _____4. 52 758 137 _____5. 425 010 B. Arrange each of the following sets of numbers starting from the thousands, millions and billions place. Rewrite them on your paper. 1. 4 759 248 804; 541 298; 532 689 012 2. 205 946 101; 423 543 103 811; 988 415
V. Assignment Study the given numbers. Copy the number which does not belong to the group. 1. 718 345 210 340; 151 968 254; 219 742 036 2. 50 307 501; 500 897 621 543; 15 718 260 345 3. 258 154; 508 476; 8 696 425 4. 3 274 503; 310 608; 2 830 458 5. 450 187 402; 897 500 126; 2 247 364 869

1.2 Give the place value of each digit in a six or more digit numbers
I. Objective Cognitive: Give the place value/value of each digit in a 6 or more digit number Psychomotor: Read and write numerals up to the hundred billions place Affective: Participate actively in class discussion II. Subject Matter Skill: identifying the place value/value of each digit in a 6 or more digit number Reference: PELC I A.1.2 Materials: Power Point Presentation, textbook, laptop III. Procedure A. Preparatory Activities 1. Checking of Assignment

2. Review Reading and writing numerals in the standard form using different ways. 3. Motivation Ask the pupils why smaller pupils are seated in front while the bigger pupils are seated at the back. Help the pupils realize that people must be considerate to get along well with others. B. Developmental Activities 1. Presentation

a. Tell the pupils that numbers are like people. They can be grouped in many ways. b. Discuss the three ways in representing numbers in standard form 3765 1. word form: three thousand, seven hundred sixty-five 2. number and word: 3 thousands 7 hundreds 6 tens 5 ones 3. number and word: 3 thousands 7 hundreds 6 tens 5 ones c. Show a place value chart which is up to the hundred billions place. Tell the pupils that our system of numeration has digits grouped in threes, we call them PERIODS.
Billions Hundreds Tens Ones Millions Hundreds Tens Ones Thousands Hundreds Tens Ones Units Hundreds Tens Ones

2. Group Activity Give the place value and the value of the underlined digits. 237 987 432 Digit 142 Place Value Value

Give the place value and the value of the digit 6 in each numeral. a. 864 432 b. 826 453 c. 682 975 d. 86 451 197 e. 126 458 360 3. Generalization How do you tell the value of each digit in a given number? C. Application Write each digit of the given number in the place value chart. 1. 144 785 2. 27 436 192 3. 3 007 518 692
Billions h t o Millions h t o Thousands h t o Units h t o

27 436 198

## 1.3 Read and write numbers through millions/billions in symbols

I. Objective Cognitive: Read and write numbers through millions/billions in words Psychomotor: Write numbers in words correctly Affective: Participate actively in class discussion II. Subject Matter Skill Read and write numbers through millions/billions in words Reference: PELC I A.1.4 Materials: Power Point Presentation, textbook, laptop III. Procedure A. Preparatory Activities 1. Checking of Assignment 2. Review How do you tell the value of each digit in a given number? 3. Motivation How many digits has 723 964 157 368? Can you write the number in words? B. Developmental Activities 1. Presentation

The land surface of the earth is 148 892 864 square kilometers and the water surface is 362 011 332 square kilometers. a. Discuss 1. How many square kilometers is the land surface? Write it on the board. 2. How many square kilometers has the water surface? Write it on the board. 3. How many digits has the land surface area? How about the water surface area? 4. Read the numbers. 5. Write the numbers in words. b. Read and write the word name for each numeral. 1. 389 152 247 2. 2 714 683 389 3. 1 186 792 053 4. 9 544 416 936 5. 7 110 313 425 2. Fixing Skill Read and answer the following a. The Bureau of Forest Development donated three seedlings each for school children all over the country. The total number of seedlings was 15 223 564 821. Write this figure in words.

Digit

Place Value

Value

Give the place value and the value of the digit 6 in each numeral. a. 864 432 b. 826 453 c. 682 975 d. 86 451 197 e. 126 458 360 3. Generalization How do you tell the value of each digit in a given number? C. Application Write each digit of the given number in the place value chart. 1. 144 785 2. 27 436 192 3. 3 007 518 692
Billions h t o Millions h t o Thousands h t o Units h t o

IV. Evaluation Give the value of each digit in the number 1. 2 2. 7 3. 4 4. 3 5. 6 7. 9 8. 8 V. Assignment

27 436 198

## 1.4 Read and write numbers millions/billions in words

I. Objective Cognitive: Read and write numbers through millions/billions in words Psychomotor: Write numbers in words correctly Affective: Participate actively in class discussion II. Subject Matter Skill Read and write numbers through millions/billions in words Reference: PELC I A.1.4 Materials: Power Point Presentation, textbook, laptop III. Procedure A. Preparatory Activities 1. Checking of Assignment 2. Review How do you tell the value of each digit in a given number? 3. Motivation How many digits has 723 964 157 368? Can you write the number in words?

## B. Developmental Activities 1. Presentation

The land surface of the earth is 148 892 864 square kilometers and the water surface is 362 011 332 square kilometers. a. Discuss 1. How many square kilometers is the land surface? Write it on the board. 2. How many square kilometers has the water surface? Write it on the board. 3. How many digits has the land surface area? How about the water surface area? 4. Read the numbers. 5. Write the numbers in words. b. Read and write the word name for each numeral. 1. 389 152 247 2. 2 714 683 389 3. 1 186 792 053 4. 9 544 416 936 5. 7 110 313 425

2. Fixing Skill Read and answer the following a. The Bureau of Forest Development donated three seedlings each for school children all over the country. The total number of seedlings was 15 223 564 821. Write this figure in words. Digit Place Value Value

Give the place value and the value of the digit 6 in each numeral. a. 864 432 b. 826 453 c. 682 975 d. 86 451 197 e. 126 458 360 3. Generalization How do you tell the value of each digit in a given number? C. Application Write each digit of the given number in the place value chart. 1. 144 785 2. 27 436 192 3. 3 007 518 692
Billions h t o Millions h t o Thousands h t o Units h t o

27 436 198

## 2. Round off numbers to the nearest 2.1 tens, hundreds, thousands

I. Objective Cognitive: Round numbers to the nearest tens Identify the place value of the digit in a given numeral Psychomotor: Give the place value/value of the digit in a given numeral. Affective: Cooperate during group activities II. Subject Matter Skill Read and write numbers through millions/billions in words Reference: PELC I A.2.1 Materials: Power Point Presentation, textbook, laptop III. Procedure A. Preparatory Activities 1. Checking of Assignment 2. Review Write the place value and the value of the underlined digit in each of the following numbers. 35 492 789 143 785 B. Developmental Activities 1. Presentation 735 985 19 432 156 000

a. Read the problem carefully, then answer the questions briefly. Rica, a grade 4 pupil needs P27 for her school project. She did not ask money from her parents because she has saved P 30 from her daily allowance. What kind of a girl is Rica? 1. Who is Rica? What does Rica need? 2. How much money does she need for the school project? 3. Where did she get the money? 4. How much is her savings? 5. What kind of a girl is Rica? b. present a number line showing numbers from 20 to 30. Draw a ring around 27. Ask: is 27 closer to 20 or 30? 2. Analysis/Abstraction Looking back at the number line. Is 27 nearer to 20 or 30? Number 27 is nearer to 30 than 20. So, if we round 27 to the nearest tens, it will become 30. 3. Fixing Skill
Group themselves the activities in the activity sheet into 4 and perform in the activity sheet

3. Generalization How do we round numbers to the nearest tens? C. Application Round of the following numbers to the nearest tens. 1. 144 785 2. 27 436 192 3. 3 007 518 692 4. 54 897 34490 5. 238 980 129 IV. Evaluation Read the numbers, then round it off to the nearest tens. 1. 202 293 2. 127 102 123 3. 672 3923 102 4. 892 098 123 5. 126 289 109 V. Assignment Round the following number to the nearest tens. 1. 287 2. 897 3. 9 238 4. 1 897 5. 123 321

## 2.2 ten thousands, hundred thousands

I. Objective Cognitive: Round numbers to the nearest hundreds, thousands, ten thousands and hundred thousands Psychomotor: State the rules in rounding numbers correctly Affective: Find joy in working with others and doing something for others II. Subject Matter Skill: Round numbers to the nearest hundreds, thousands, ten thousands and hundred thousands Reference: PELC I A.2.4-2.5 Materials: Power Point Presentation, textbook, laptop III. Procedure A. Preparatory Activities 1. Checking of Assignment 2. Review How do we round numbers to the nearest tens? Shoe examples on the board? 3. Motivation Which of the following numbers can be rounded to 400? 600? 385 349 562 515 571 B. Developmental Activities 1. Presentation

a. There are 371 582 residents in the city of Makati and 256 454 residents in Pasay City who are benefiting from the clean and green program of the government.

Look at the table below and examine how the numbers 371 582 and 256 454 have been rounded. Number Nearest Nearest Nearest Nearest Hundreds Thousands Thousands Hundred thousands 2. Discussion a. what cities benefited from the Clean and Green Program of the Government? b. How many residents benefited in the city of Makati? Pasay City? c. Round 371 582 to the nearest hundreds, thousands, hundred thousands.

d. Round 256 454 to the nearest thousands, ten thousands, hundred thousands. 3. Group Activities Let each group report to class the answer in the activity sheet assigned to them. Encourage pupils to state the rule in their own words.
4. Generalization How do we round numbers to the nearest hundreds, thousands, ten thousands and hundred thousands?? C. Application Round of the following numbers to the nearest ten thousands. 1. 25 743 2. 15 652 3. 34 739 4. 76 348 5. 89 192 IV. Evaluation Round the following number to the nearest specific place value. Numbers 1. 127 563 2. 486 170 3. 816 342 4. 374 139 5. 732 256 IV. Assignment Round the number to the place value of the underlined digit. 238 789 Ten Thousands Hundred Thousands

## 2.3 millions, billions

I. Objective Cognitive: Round numbers to the nearest millions and billions

Psychomotor: Tell numbers rounded off to the nearest millions and billions Affective: Appreciate the importance of being thrifty II. Subject Matter Skill Round numbers to the nearest millions and billions Reference: PELC I A.2.6-2.7 Materials: Power Point Presentation, textbook, laptop III. Procedure A. Preparatory Activities 1. Checking of Assignment 2. Review How do we round of numbers nearest hundred thousands? 3. Motivation Have you been to a cement factory? What did you see there? Do you have an idea about the number of bags of cement that can be manufactures in a month? B. Developmental Activities 1. Presentation

Read and understand the story carefully. Marys Cement is big factory. It supplies cements to the whole country. Last year Marys Cement delivered a total of 64 768 117 bags to Visayas and Mindanao. About how many bags of cement were delivered in all? 2. Discussion a. What product does Marys Cement Factory have? b. Is cement manufacturing a good business? Why? c. Why do most people buy cement? d. What was the actual number of cement delivered to Visayas and Mindanao? e. What will the number be if rounded off to the nearest ten millions? f. How did you get 60 000 000? g. Which of these rules do you use? 3. Group Activities Let us play a game. Form 4 groups of pupils. The group who can round the numbers first to the nearest millions wins. Are you ready now? a. 8 856 0000

b. 5 678 3287 123 c. 54 930 074 125 392 d. 940 320 459 129 098 e. 9 120 846 345 f. 236 098 167 189 g. 897 193 009 120 Do the same in billions.

## millions wins. Are you ready now? a. 8 856 0000

b. 125 628 387 123

c. 854 074 125 392 d. 930 320 129 098 e. 499 120 846 345 f. 786 098 167 189 g. 897 193 009 120 3. Generalization How do we round numbers to the nearest millions/billions? C. Application Round off to the nearest millions/billions. 1. 857 209 985 028 2. 908 124 198 109 3. 890 456 198 098 4. 897 123 009 234 5. 897 120 876 123 IV. Evaluation Round the following number to the nearest specific place value. Numbers 1. 127 563 123 789 2. 486 170 124 987 3. 816 342 213 298 4. 374 139 987 098 5. 732 256 219 000 Millions Billions

V. Assignment Round the number to the nearest millions/billions. 1. 127 204 985 028 2. 127 128 198 109 3. 126 455 198 098 4. 213 122 009 234 5. 567 121 876 123

B. Comprehension of Addition 1. Add six or more digit numbers with four or more addends with sums through billions 1.1 without regrouping
I. Objective Cognitive: Add 6 or more digit numbers with 4 or more addends with sums through billions without regrouping Psychomotor: Write with large numbers in column and add them correctly Affective: Show accuracy with numbers II. Subject Matter Skill: Add 6 or more digit numbers with 4 or more addends with sums through billions without regrouping Reference: PELC I B.1.1

Materials: Power Point Presentation, textbook, laptop III. Procedure A. Preparatory Activities 1. Checking of Assignment 2. Review How do we round numbers to the nearest millions/billions? B. Developmental Activities 1. Presentation Problem Opener:

Read and understand the story carefully. Mt. province is home for what we call baguio vegetable. Everyday it produces 230 212 kilograms of potatoes, 120 413 kilograms beans, 111 201 kilograms of cabbage and 110 142 kilograms of carrots. How many kilograms of vegetables does the province produce daily? 2. Discussion How will you find the answer? Guide the pupils in stating the mathematical sentence 230 212 + 120 413 + 111 201 + 110 142 = n, where n is the total number of kilograms of vegetables does the province produce daily? 3. Group Activities Group yourselves into 4 groups. Add the addends to get the sum. Do it as fast as you can with accuracy.
a. 5 628 387 123
4 074 125 392 0 320 129 098 9 120 846 345 b. 6 320 459 129 1 230 846 345 6 098 167 189 7 193 009 120

3. Generalization How do we add large numbers? C. Application Solve this problem. A progressive farmer kept an accurate record of his sales in his vegetable garden for five years. His yearly sales sales amounted to P156572, P 400 203, P 10 102, P 211 001 and P121 121. What was the total amount of his sales for the last five years? IV. Evaluation Find the sum. Check your answers by adding upward. 1. 3 423 789 8 154 877 2 198 109 7 121 876 2. 4 125 392 5 129 098

6 846 345 4 985 028 3. 3 456 432 7 437 880 3 657 889 3 789 001

V. Assignment Write in column then add. 1. 313 112+ 201 003 + 8 241 301 + 71 203 021 2. 24 321 213 + 721 034 120 + 102 512 504

## 1.2 with regrouping in any two or more places

I. Objective Cognitive: Add 6 or more digit numbers with 4 or more addends with sums through billions without regrouping Psychomotor: Write with large numbers in column and add them correctly Affective: Show accuracy with numbers II. Subject Matter Skill: Add 6 or more digit numbers with 4 or more addends with sums through billions without regrouping Reference: PELC I B.1.1 Materials: Power Point Presentation, textbook, laptop III. Procedure A. Preparatory Activities 1. Checking of Assignment 2. Review How do we round numbers to the nearest millions/billions? B. Developmental Activities 1. Presentation Problem Opener:

Read and understand the story carefully. Mt. province is home for what we call baguio vegetable. Everyday it produces 230 212 kilograms of potatoes, 120 413 kilograms beans, 111 201 kilograms of cabbage and 110 142 kilograms of carrots. How many kilograms of vegetables does the province produce daily? 2. Discussion How will you find the answer? Guide the pupils in stating the mathematical sentence 230 212 + 120 413 + 111 201 + 110 142 = n, where n is the total number of kilograms of vegetables does the province produce daily? 3. Group Activities Group yourselves into 4 groups. Add the addends to get the sum. Do it as fast as you can with accuracy.
a. 5 628 387 123
4 074 125 392 0 320 129 098 9 120 846 345

b. 6 320 459 129 1 230 846 345 6 098 167 189 7 193 009 120 3. Generalization How do we add large numbers? C. Application Solve this problem. A progressive farmer kept an accurate record of his sales in his vegetable garden for five years. His yearly sales sales amounted to P156572, P 400 203, P 10 102, P 211 001 and P121 121. What was the total amount of his sales for the last five years? IV. Evaluation Find the sum. Check your answers by adding upward. 1. 3 423 789 8 154 877 2 198 109 7 121 876 2. 4 125 392 5 129 098 6 846 345 4 985 028 3 456 432 7 437 880 3 657 889 3 789 001

3.

V. Assignment Write in column then add. 1. 313 112+ 201 003 + 8 241 301 + 71 203 021 2. 24 321 213 + 721 034 120 + 102 512 504

## 2. Estimate the sum of six or more digit addends

I. Objective Cognitive: Estimate the sum of 6 or more digit Psychomotor: Illustrate how to find the estimated sum of 6-digit addends Affective: Appreciate the importance of working hand II. Subject Matter Skill: Estimating the sum of 6-or more digit addends Reference: PELC I B.1.3 Materials: Power Point Presentation, textbook, laptop III. Procedure A. Preparatory Activities 1. Checking of Assignment 2. Drill

Basic addition facts 9+7 8+3 7+5 9+4 8+6 7+9 4+7 6+5 8+5 9+6 B. Developmental Activities 1. Presentation Problem Opener:

Mang Mario has a coconut plantation. He usually works in his farm the whole day. He harvested 11 389 coconuts on the first month and 15 481 coconuts on the second month. About how many coconuts did he harvest in two months? 2. Discussion a. What is asked in the problem? b. What are the given facts? c. What is the operation needed? d. What is the number sentence? e. What kind of farmer is Mang Mario? What benefits could we get if we work hard? If youre given a task, do you work on it? 3. Group Activities Work with a partner. One will get the exact sum and the other will estimate the sum to the highest place value. a. 594+678 b. 3 978 + 5 697 c. 5 928 + 1 436 d. 783 + 492 e. 1 397 + 1280
3. Generalization What are the steps involved in estimating sums of 6 or more digit addends? How do you estimate? How would you come up with a good estimate? C. Application Solve this problem. Mrs. Dayos poultry farm produced 236 378 eggs in 1997 and 147 932 eggs in 1998. About how many hundred thousands of eggs were produced in two years? IV. Evaluation Round each addend to the highest place value. Then add. 1. 713 156 + 291 2. 138 819 + 861 412 3. 514 912 + 813 125 4. 614 346 + 201 223 5. 192 143 + 361 414 V. Assignment Write the addends in column then estimate the sum. 1. 156 435 + 290 845

2. 829 456 246 723 3. 871 702 + 249 581 4. 379 405 + 845 563

3. Add mentally two to three-digit numbers with sums up to 300 without regrouping
I. Objective Cognitive: Add 2 to 3 digit numbers mentally with sums up to 300 without regrouping Psychomotor: Solve for the sum of 2 to 3 digit numbers mentally Affective: Appreciate the value of trees and other plants around us. II. Subject Matter Skill: Add 2 to 3 digit numbers mentally with sums up to 300 without regrouping Reference: PELC 3 Materials: Power Point Presentation, textbook, laptop Value: Appreciation of nature III. Procedure A. Preparatory Activities 1. Checking of Assignment 2. Drill Basic addition facts 322+212 453+111 162+431 446+243 642+338 535+123 423+265 253+321 663+115 B. Developmental Activities 1. Presentation Problem Opener:

In an orchard, there are 125 avocados and 173 mango and santol trees.How many trees are there in all? 2. Discussion 1. What kind of trees are found in the orchard? 2. Can you them? 3. How would you get the total number of trees in the orchard? 4. Do you need to use paper and pencil? 5. Can you solve for the final answers mentally? How? 3. Group Activities/Fixing Skills Add the following numbers mentally.
322+262 653+171 122+411 546+143 612+838 545+223 493+205

213+322 662+915 4. Generalization What is the fastest way in solving for the sum mentally? Recall once again the steps. C. Application Add the following numbers mentally. 1. 246 + 52 2. 270 + 25 3. 153 + 136 4. 146 + 150 5. 134 + 45 6. 278+10 7. 189 + 100 8. 164 +133 9. 123 + 76 10.265+34 IV. Evaluation Teacher will flash a card one at a time in class. The task of each pupil is to write the sum on their paper. 1. 646 + 52 2. 770 + 25 3. 453 + 136 4. 746 + 150 5. 934 + 45 6. 178+10 7. 289 + 100 8. 364 +133 9. 623 + 76 10.865+34

V. Assignment Find the sum by adding mentally. 1. 646 + 523 2. 770 + 259 3. 453 + 136 4. 746 + 150 5. 934 + 453 6. 178+109 7. 289 + 100 8. 364 +133 9. 623 + 768 10.865+345

4. Application of Addition 4.1 Solve word problems involving addition of whole numbers including money with sums through millions and billions without and with regrouping following the steps in problem solving

I. Objective Cognitive: Solve word problems involving addition of whole numbers including money with sums through millions and billions Psychomotor: Solve word problems involving addition of whole numbers including money with sums through millions and billions Affective: Share ones ideas and materials with others II. Subject Matter Skill: Analyzing and solving word problems involving addition of whole numbers Reference: PELC I B 5.1 Materials: Power Point Presentation, textbook, laptop Value: Sharing III. Procedure A. Preparatory Activities 1. Checking of Assignment 2. Drill Basic addition facts 32+2 45+11 16=43 44+23 64+33 35+12 42+26 25+32 66+11 B. Developmental Activities 1. Presentation Problem Opener:

a. There was a benefit show for the orphans. On the first day. P 512, 761.00 was earned. On the second day, P726, 895.00 was the proceed. How much was generated by the show in 2 days? b. Last year, many deposited P1,276,718.00 in a bank. This year he deposited P991,221.00. How much did he deposited in 2 years?
3. Generalization What are the steps involved in estimating sums of 6 or more digit addends? How do you estimate? How would you come up with a good estimate? C. Application Solve this problem. Mrs. Dayos poultry farm produced 236 378 eggs in 1997 and 147 932 eggs in 1998. About how many hundred thousands of eggs were produced in two years? IV. Evaluation Round each addend to the highest place value. Then add. 1. 713 156 + 291 2. 138 819 + 861 412 3. 514 912 + 813 125 4. 614 346 + 201 223 5. 192 143 + 361 414 V. Assignment Write the addends in column then estimate the sum. 1. 156 435 + 290 845 2. 829 456 246 723 3. 871 702 + 249 581 4. 379 405 + 845 563

4.2 Solve mentally one-step word problems Involving addition with sums up to 300 without regrouping
I. Objective Cognitive: Solve mentally 1-step word problems involving addition with sums up to 300 without regrouping Psychomotor: Tell the answer to problems accurately Affective: Appreciate the beauty of nature II. Subject Matter Skill: Solving 1-step word problems mentally Reference: PELC 4.2 Materials: Power Point Presentation, textbook, laptop Value: Love for nature III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities

1. Presentation Problem Opener: One sunny day, Mrs. Almonte and her pupils went to park. They enjoyed looking at the different flowers. On their way home, they decided to count all the flowers they saw. A group of boys reported that there were 71 roses and daisies while the girls reported 128 gumamela, camia and yellow bells. How many flowers were there in all? Discussion a. Who went to the park? b. What did they do there? c. If you were to visit a park, will you do what they did? Explain. d. What are the flowers mentioned in the problem? e. How many flowers were counted by the boys? f. How many flowers were counted by the boys? g. How many flowers are there in all? h. How did you get the answer? i. What is the fastest way of solving the given problem? j. How will you solve the problem mentally? Draw out the steps. 3. Fixing Skill Solve mentally. 1. A crowd of 162 people watched the first day of the football game. The next day, 138 attended the game. How many people watched the games? 2. Ramon had P175.00. His father gave him P123.00. How much does he have now?

4. Generalization How do you solve story problems mentally? C. Application You can do this mentally. Try them 1. Kevin picked 135 santols. Marie picked 161 santols. How many santols were picked in all? 2. Lyn has 137 stamps in her album. Alma has 151. How many stamps do they have in all? 3. Marlyn walked 138 metres north and 160 metres south. How many metres did she walk in all? IV. Evaluation Think and solve mentally. 1. Jenny is 35 years old now. Her mother is 41 years older. How old is her mother now? 2. The weight of Benjie 74 74 pounds. His friend is 22 pounds heavier than him. What is the total weight of Benjies friend V. Assignment Read and answer. Rosa sells fruits in the market. She earned P275.00 for her mangoes and P126.00 for papayas. How much did she earn from the fruits she sold?

C. Comprehension of Subtraction 1. Subtract five or more digit numbers from six or more digit numbers without and with regrouping in any or all places and involving three or more zeros both in the minuend and subtrahend
Cognitive: Subtract 5 or more digit numbers from 6 or more digit numbers without regrouping

Psychomotor: Find the difference of 5 or more digit numbers from 6 or more digit numbers without regrouping Affective: Show concern in the cleaning and greening of the community II. Subject Matter Skill: Cognitive: Subtract five or more digit numbers from six or more digit numbers without regrouping Psychomotor: Find the difference of 5 or more digit numbers from 6 or more digit numbers without regrouping Affective: Show concern in the cleaning and greening of the community II. Subject Matter Skill: Estimate the difference of two numbers with four to six digits. Reference: PELC I C 1.1 Materials: Power Point Presentation, textbook, laptop Value: Environmental concern III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener: In support of the clean and green campaign of our government, th officials and constituents of barangay Kalawaan decided to raise a total amount of P685,976.00 to buy ornamental plants, flowering plants, grass and some garden materials. During the recent fund drive they conducted, they were able to raise a net amount of P234,802.00. How much more should they raise in order to meet the target amount for their beautification project?

Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Subtract the ones 685 976 -234 802 Subtract the tens 685 976 -234 802 Subtract the hundreds 685 976 -234 802 Subtract the thousands 685 976 -234 802 Subtract the ten thousands 685 976

-234 802 Subtract the hundred thousands 685 976 -234 802 4. Generalization How would you find the difference of 5 or more digit numbers fro 6 or more digit numbers without regrouping? C. Application Subtract. 1. 27 892-16574 4. 78 465-52 431

## 3. 279 124 59 113

IV. Evaluation Find the difference. 1. 27 145-16574 4. 78 000-52 431 3. 279 907 59 113

## 2. 287 203-163 164 5. 764 178- 310 521

V. Assignment Find the difference. 1. 56 145-16574 2. 301 203-163 164 4. 97 000-52 431 5. 876 178- 310 521

## 3. 987 907 59 113

. Reference: PELC I C 1.1 Materials: Power Point Presentation, textbook, laptop Value: Environmental concern III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener: In support of the clean and green campaign of our government, th officials and constituents of barangay Kalawaan decided to raise a total amount of P685,976.00 to buy ornamental plants, flowering plants, grass and some garden materials. During the recent fund drive they conducted, they were able to raise a net amount of P234,802.00. How much more should they raise in order to meet the target amount for their beautification project?

Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer

3. Fixing Skill Subtract the ones 685 976 -234 802 Subtract the tens 685 976 -234 802 Subtract the hundreds 685 976 -234 802 Subtract the thousands 685 976 -234 802 Subtract the ten thousands 685 976 -234 802 Subtract the hundred thousands 685 976 -234 802 4. Generalization How would you find the difference of 5 or more digit numbers fro 6 or more digit numbers without regrouping? C. Application Subtract. 1. 27 892-16574 4. 78 465-52 431

## 3. 279 124 59 113

IV. Evaluation Find the difference. 1. 27 145-16574 4. 78 000-52 431 3. 279 907 59 113

## 2. 287 203-163 164 5. 764 178- 310 521

V. Assignment Find the difference. 1. 56 145-16574 2. 301 203-163 164 4. 97 000-52 431 5. 876 178- 310 521

## 3. 987 907 59 113

1.1 Subtract five or more digit numbers from six or more digit numbers without regrouping
I. Objective Cognitive: Subtract five or more digit numbers from six or more digit numbers without regrouping

Psychomotor: Find the difference of 5 or more digit numbers from 6 or more digit numbers without regrouping Affective: Show concern in the cleaning and greening of the community II. Subject Matter Skill: Subtract five or more digit numbers from six or more digit numbers without regrouping Reference: PELC I C 1.1 Materials: Power Point Presentation, textbook, laptop Value: Environmental concern III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener: In support of the clean and green campaign of our government, th officials and constituents of barangay Kalawaan decided to raise a total amount of P685,976.00 to buy ornamental plants, flowering plants, grass and some garden materials. During the recent fund drive they conducted, they were able to raise a net amount of P234,802.00. How much more should they raise in order to meet the target amount for their beautification project?

Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Subtract the ones 685 976 -234 802 Subtract the tens 685 976 -234 802 Subtract the hundreds 685 976 -234 802 Subtract the thousands 685 976 -234 802 Subtract the ten thousands 685 976 -234 802 Subtract the hundred thousands 685 976 -234 802

4. Generalization How would you find the difference of 5 or more digit numbers fro 6 or more digit numbers without regrouping? C. Application Subtract. 1. 27 892-16574 4. 78 465-52 431

## 3. 279 124 59 113

IV. Evaluation Find the difference. 1. 27 145-16574 4. 78 000-52 431 3. 279 907 59 113

## 2. 287 203-163 164 5. 764 178- 310 521

V. Assignment Find the difference. 1. 56 145-16574 2. 301 203-163 164 4. 97 000-52 431 5. 876 178- 310 521

## 3. 987 907 59 113

1.2 Subtract five or more digit numbers from six or more digit numbers with three continuous or non-continuous zeros in both minuends and subtrahend and with regrouping in any or all places
I. Objective Cognitive: Subtract 5 or more digit numbers from 6 or more digit numbers having zeros in the minuend or subtrahend Psychomotor: Illustrate how to subtract numbers from 6 or more digit numbers having zeros in the minuend/or subtrahend Affective: Show concern for others II. Subject Matter Skill: Subtract 5 or more digit numbers from 6 or more digit numbers having zeros in the minuend or subtrahend Reference: PELC I C 1.3 Materials: Power Point Presentation, textbook, laptop Value: Thoughtfulness III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener: Mang Lauro wanted to visit his father in the province. He was planning to give a colored TV to his father which costs p14,525.00. If he has saved P35,200.00 in a bank, how much will be left in his bank account. Discussion

a. Who wanted to go to the province? b. How much is his savings? c. What will be his gift to his father? Valuing: Even if you are still young can you also save money to buy gift for your father? How? What good character trait does Mang Lauro possess? a. What does the problem want you to find? b. What are the given facts? c. What word clues tell you what to do in the problem? d. What number sentence can you make out of the given information? e. What is the answer? 3. Fixing Skill Regroup each minuend so that you can begin subtracting. 1. 54 798 - 42 991 2. 95895 - 72 521 3. 349 258 - 121 123 4. 265 982 -142 837

5. 463 3452 - 148 212 4. Generalization How will you subtract numbers with regrouping? C. Application Follow the rule. Find the missing numbers. Input 9 758 2 158 1 675 6 748 2 567 Output

IV. Evaluation Find the difference and check. 1. 85 946- 52 346 2. 34 879- 16 843 3. 59 679- 37 051

## - 121 123 4. 265 -142

5. 4632 - 1482 4. Generalization How do you estimate the difference of two numbers with four to six digits? C. Application Estimate to the highest place value then find the difference. 1. 54 708 - 44 991 2. 95795 - 82 521 3. 349 258 - 21 123 4. 365 -142

5. 4632 - 2482

IV. Evaluation Estimate the difference by rounding to the nearest ten thousands. 1. 85 946- 52 346 2. 34 879- 16 843 3. 59 679- 37 051 4. P 595.75 P 243.85 5. P 863. 05 P 592.95 V. Assignment Ask the actual income of the family. Estimate the difference of the familys monthly expenses from their actual income.

## 2. Subtract mentally numbers with minuends up to 300 without regrouping

I. Objective Cognitive: Subtract mentally numbers with minuends up to300 without regrouping Psychomotor: Give the answer correctly mentally and orally Affective: Show the value of helpfulness when given a task. II. Subject Matter Skill: Subtract mentally numbers with minuends up to300 without regrouping Reference: PELC I C 1.3 Materials: Power Point Presentation, textbook, laptop Value: Helpfulness III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener: During weekends, Leah helps her mother sell mangoes in the market. One morning, she had 275 mangoes. At the end of the day, she had 55 mangoes left. How many mangoes were sold? 2. Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Supply the missing number. 1. N-102=104 2. N-132=141 3. N-275=33 4. 171-N=210 5. 247-N=102 4. Generalization How can you subtract mentally?

C. Application Subtract mentally. 1. 284-174=N 2. 340-130=N 3. 182-130=N 4. 488-242=N 5. 575-273=N IV. Evaluation Give the difference orally. 1. 300-200= 2. 239-105= 3. 270-120= 4. 290-190= 5. 239-133=

## V. Assignment Subtract mentally. 1. 762-241= 2. 120-110= 3. 150-140= 4. 249-123= 5. 678-423=

3. Application of Subtraction 3.1 Solve one-step word problems involving subtraction of whole numbers including money without regrouping following the steps in problem-solving
I. Objective Cognitive: Solve one-step word problems involving subtraction of whole numbers including money without and with regrouping following the steps in problem-solving Psychomotor: Write the number sentence for a given story problem Affective: Practice wise decision making. II. Subject Matter Skill: Solve one-step word problems involving subtraction of whole numbers including money without and with regrouping following the steps in problem-solving Reference: PELC I C 1.3.1 Materials: Power Point Presentation, textbook, laptop Value: Intelligent decision in voting III. Procedure

A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener: Purok Masagana has 7 206 registered voters. If 3 7271 are male voters, how many are female voters? How many are registered voters are there? How many are male voters are there? How many are female? Valuing: If you are to vote for your student government, how are you going to select a good leader? Why? 2. Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Group Activity: Have each group solve the problems then present their work to the class. The pineapple planters of Laguna gathered 4 276 pineapples. How many more pineapples did they harvest this month than last month? Mrs. Posadas wants to buy a washing machine worth P 5, 785. She has P 2, 356 cash on hand. How much more money does she need in order to buy the washing machines? 4. Generalization What are the steps to follow in problem solving?

C. Application Solve the following word problems. In a week, Mang Carlos earned P 4,265 for catching fish. He gave P 1,500 to his wife and deposited the rest in the bank? Mrs. Malvar and her eldest daughter watched a songfest. There were 10 206 who watched the said competition. If 6 259 were females, how many were females? IV. Evaluation Read and solve the following problems mentally. Nilo bought 15 candies. On his way home, he ate 5 of the candies. How many candies did he bring home/ Mother gave Niko P14.00 for his allowance. He spent P 12.00 for a pad paper and a pencil. How much money were left for Niko? V. Assignment Read and solve the following problems.

Jose and Rose sell sampaguita garlands. Yesterday, Jose sold 110 garlands while Rose sold 235 garlands. How many more sampaguita garlands did rose sell than Niko?

3.2 Solve mentally one-step word problems involving subtraction without regrouping following the steps in problem solving
I. Objective Cognitive: Solve mentally one-step word problems Involving subtraction without regrouping following the steps in problem solving Psychomotor: Solve word problems mentally. Affective: Practice wise decision making. II. Subject Matter Skill: Solve mentally one-step word problems Involving subtraction without regrouping following the steps in problem solving Reference: PELC I C 1.3.2 Materials: Power Point Presentation, textbook, laptop Value: Appreciation of Gods creation III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener: Marc has 78 fishes in his aquarium. His mother transferred 25 fishes into another aquarium. How many fishes were left? Valuing: How do we give importance to Gods creation like fishes? 2. Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Group Activity: Have each group solve the problems then present their work to the class. The pineapple planters of Laguna gathered 4 276 pineapples. How many more pineapples did they harvest this month than last month? Mrs. Posadas wants to buy a washing machine worth P 5, 785. She has P 2, 356 cash on hand. How much more money does she need in order to buy the washing machines? 4. Generalization What are the steps to follow in problem solving?

C. Application Solve the following word problems mentally. Danny planted 54 upo seedlings. Ernie planted 65 ampalaya seedlings. Who planted more? How many more? Nancy planted seeds. If 13 of them did not grow. How many seeds grew? IV. Evaluation Read and solve the following problems. Virgie collected 1 280 local and international stamps. If 452 were local stamps, how many were international stamps? The school property custodian distributed 4 758 English and Math books for grade IV pupils. If 2 307 are English books, How many were Math books? V. Assignment Read and solve the following problems. To sustain and maintain the clean and green project, the city hired 315 new workers. If they need 1 210 new workers, how many more should be hired?

4. Application of Addition and Subtraction 4.1 Solve two-step word problems involving addition and subtraction including money following the steps in solving 2-step problems
I. Objective Cognitive: Solve two-step word problems involving addition and subtraction including money following the steps in solving 2-step problems Psychomotor: Solve word problems mentally. Affective: Practice wise decision making. II. Subject Matter Skill: Solve mentally one-step word problems Involving subtraction without regrouping following the steps in problem solving

## C. Application Group activity: Solve the following word problems.

In 1998, the population of barangay San Antonio was 5 786. In 1999, there were 1 296 newborns and 325 deaths. What is the population of barangay San Antonio at the end of 1999? Portland industries earned P 17, 836, 109 in the year 2001 and p 21,350,865 in 2002. Because of fire, they spent P 16,650, 370 to rebuild their factory. How much of their earnings were left?

IV. Evaluation Read and solve the following problems. Lino sold empty bottles on Saturday and received P18.00. On Sunday, he received P21.00. He spent P15.00 for food. How much money were left? Mr. Del Rosarios monthly income is P20,450 while his wifes monthly income is P 16,720. If their monthly income expenses are P 26,450, how much is their monthly savings? V. Assignment Solve the problem. To sustain and maintain the clean and green project, the city hired 315 new workers. If they need 1 210 new workers, how many more should be hired?

D. Comprehension of Multiplication 1. Show the properties of multiplication Zero Property Identity Property Distributive Property of Multiplication over Addition
I. Objective Cognitive: Show the properties of multiplication Zero Property Identity Property Distributive Property Commutative property Psychomotor: Solve word problems mentallfor the product mentally. Affective: Show love for reading II. Subject Matter Skill: Show the properties of multiplication Zero Property Identity Property Distributive Property Commutative property Reference: PELC I C D 1 Materials: Power Point Presentation, textbook, laptop Value: Show love for reading III. Procedure A. Preparatory Activities

1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Study the following equation. A. Commutative property 25x2=50 2x25=50 B. Zero property 0x8=0 C. Distributive Property 2 (3+4)=( 2x3 ) + (2x4) D. Identity Property 2. Discussion What are the four properties of multiplication. Give example for each property. 3. Fixing Skill Each group will answer the exercises. a. 3x6=6x3 b. 1x12=12 c. (8x4) x 5= 8x(4x5) d. 18x9=9x18 e. 12x(2x5)=(12x2)x5

4. Generalization What are the properties of multiplication. Define each. C. Application Group activity: Give 5 example for property. Zero Property Identity Property Distributive Property Commutative property

## IV. Evaluation What property of multiplication is indicated? 1. 6x4=4x6 2. (3x9)x6=3x(9x6)

3. 4x0 4. 11x1 5. 92x3=3x92 V. Assignment Give 5 example for property. Zero Property Identity Property Distributive Property Commutative property Write your answer on a 1 whole sheet of paper.

2. Multiply five or more digit factors by three to five digit factors without and with regrouping and with zero in any of the factors
I. Objective Cognitive: Multiply five or more digit factors by three- to five digit factors without/without regrouping Psychomotor: Illustrate multiplying by 5 or more digit factors using partial product method Affective: Appreciate the importance of trees. II. Subject Matter Skill: : Multiply five or more digit factors by three- to five digit factors without regrouping Reference: PELC I C D 2.2 Materials: Power Point Presentation, textbook, laptop Value: Appreciate the importance of trees.

III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Mang Ambo and his co-workers can deliver 12 234 coconuts in a day. How many coconuts can they deliver in 123 days? 2. Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill

Each group will answer the exercises. 65 218 X 456 21 465 X 382 392 146 X 781 24 693 X 423 24 986 X 142

4. Generalization How do we Multiply five or more digit factors by three- to five digit factors without regrouping

C. Application Read and solve. Mr. Mendoza can gather 12 350 eggs in a week from his poultry farm. How many eggs can he gather in 12 weeks?

IV. Evaluation Solve for the products. 15 218 X 406 24 465 X 582 192 146 X 281 64 693 X 223

24 086 X 122

V. Assignment Give the products. 15 218 X 456 61 465 X 382 302 146 X 781 34 693 X 423 54 986 X 142

2.1 Multiply five or more digit factors by three- to five digit factors without regrouping
I. Objective Cognitive: Multiply five or more digit factors by three- to five digit factors without/without regrouping Psychomotor: Illustrate multiplying by 5 or more digit factors using partial product method Affective: Appreciate the importance of trees. II. Subject Matter Skill: : Multiply five or more digit factors by three- to five digit factors without regrouping Reference: PELC I C D 2.2 Materials: Power Point Presentation, textbook, laptop Value: Appreciate the importance of trees.

III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Mang Ambo and his co-workers can deliver 12 234 coconuts in a day. How many coconuts can they deliver in 123 days? 2. Discussion a. What is ask

b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Each group will answer the exercises. 65 218 X 456 21 465 X 382 392 146 X 781 24 693 X 423 24 986 X 142

4. Generalization How do we Multiply five or more digit factors by three- to five digit factors without regrouping

C. Application Read and solve. Mr. Mendoza can gather 12 350 eggs in a week from his poultry farm. How many eggs can he gather in 12 weeks?

IV. Evaluation Solve for the products. 15 218 X 406 24 465 X 582

## 192 146 X 281 64 693 X 223 24 086 X 122

V. Assignment Give the products. 15 218 X 456 61 465 X 382 302 146 X 781 34 693 X 423 54 986 X 142

2.2 Multiply five or more digit factors by three- to fivedigit factors with regrouping
I. Objective Cognitive: Multiply five or more digit factors by three- to five digit factors without/without regrouping Psychomotor: Illustrate multiplying by 5 or more digit factors using partial product method Affective: Appreciate the importance of trees. II. Subject Matter Skill: : Multiply five or more digit factors by three- to five digit factors without regrouping Reference: PELC I C D 2.2 Materials: Power Point Presentation, textbook, laptop Value: Appreciate the importance of trees.

III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation

Mang Ambo and his co-workers can deliver 12 234 coconuts in a day. How many coconuts can they deliver in 123 days? 2. Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Each group will answer the exercises. 65 218 X 456 21 465 X 382 392 146 X 781 24 693 X 423 24 986 X 142

4. Generalization How do we Multiply five or more digit factors by three- to five digit factors without regrouping

C. Application Read and solve. Mr. Mendoza can gather 12 350 eggs in a week from his poultry farm. How many eggs can he gather in 12 weeks?

## IV. Evaluation Solve for the products. 15 218

X 406 24 465 X 582 192 146 X 281 64 693 X 223 24 086 X 122

V. Assignment Give the products. 15 218 X 456 61 465 X 382 302 146 X 781 34 693 X 423 54 986 X 142

2.3 Multiply five or more digit factors having one to three zeros in both factors without and with regrouping
I. Objective Cognitive: Multiply five or more digit factors having one to three zeros in both factors without and with regrouping Psychomotor: Find the product using the process of long multiplication with ease. Affective: Show carefulness. II. Subject Matter Skill: Multiply five or more digit factors having one to three zeros in both factors without and with regrouping Reference: PELC I C D 2.3 Materials: Power Point Presentation, textbook, laptop Value: Show carefulness.

III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Mental computation 213 x3 842 x 2 524 x 3 400 x 7 523 x 10 B. Developmental Activities 1. Presentation Problem Opener The Zoom Rice Milling Company delivered 200 trucks of rice in Metro Manila. If each truck contains 40 000 sacks, how many sacks did the company deliver in all? 2. Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Get the product. 60 002 x 300 30 052 x 1001 21 220 x 40 23 001 x 200 11 000 x 500

4. Generalization How do we multiply five or more digit factors having one to three zeros in both factors C. Application Read and solve. There are 12 300 members of Barangay Masikap. If each member contributed 30 packs of noodles for the Lutong Bayan Project, how many packs of noodles were collected?

## IV. Evaluation Find the products.

44 000 x 21 60 021 x 302 34 000 x 210 43 002 x 321 2 340 x 21 V. Assignment Give the products. 30 002 x 320 42 102 x 43 21 004 x 102 60 002 x 41 32 102 x 403

2.4 Multiply five or more digit factors by multiples of 10, 100 and 1,000
I. Objective Cognitive: Multiply five or more digit factors by multiples of 10, 100 and 1,000 Psychomotor: Write the product of factors of 5 or more digit by multiples of 10,100,1000 Affective: Show kindness II. Subject Matter Skill Multiply five or more digit factors by multiples of 10, 100 and 1,000 Reference: PELC I C D 2.4 Materials: Power Point Presentation, textbook, laptop Value: Show kindness

III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Mental computation 4 x 10 7 x 10 8 x10 36 x 100 9 x 1000 B. Developmental Activities 1. Presentation Problem Opener Barrio San Agustin was hit by typhoon Lucing last October. The president promised in the barrio, how much will be given to the families in Barrio San Agustin? 2. Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer

## 3. Fixing Skill x 24 345 21 632 25 998 37 292 60 400 2000

4. Generalization How do we multiply five or more digit factors by multiples of 10, 100 and 1,000

C. Application Read and solve. Miss Lim receives a monthly salary of P 10,625. How much can she earn in 10 months? IV. Evaluation Complete the table x 33 245 13 293 13 874 98 376 60 1200 6000

V. Assignment Give the products. 35 561 x 20 46 487 x 300 14 867 x 40 62 x 183 x 200 32 x 1000

## 3. Estimate the products of five or more digits by two to three-digit numbers

I. Objective

Cognitive: Estimate the products of five or more digits by two to three-digit numbers Psychomotor: Tell the importance of caring the environment Affective: Show love for nature II. Subject Matter Skill: Estimate the products of five or more digits by two to three-digit numbers Reference: PELC I D 3 Materials: Power Point Presentation, textbook, laptop Value: Show love for nature III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Review Round off to the nearest: tens 213 685 172 294 36 428 69 123 34 768 B. Developmental Activities 1. Presentation Problem Opener: The garden club is selling orchid plants P 12,323 a pot to collect funds. If 123 pots were sold, about how much money did the club get? 2. Discussion Study how to estimate products. How do we estimate products? What did we do first?

hundreds

thousands

ten thousands

3. Fixing Skill Estimate product by rounding each factor to the nearest tens. 14 325 X42 21 178 X 43 56 683 X 62

47 987 X 37 51 234 X 56

4. Generalization How do we estimate products by 2 factors? C. Application Solve each problem. A nursery sells 34 564 seedlings a day. About how many seedlings can be sold in 23 days? A town has an average of 81 989 number of trees. Give the estimated total number of trees of 12 towns. IV. Evaluation Estimate the product. 631 236 X 143 184 599 X 586 256 463 X 371 43 970 X 39 98 521 X 54

V. Assignment Estimate the product. 30 002 x 320 42 102 x 43 21 004 x 102 60 002 x 41 32 102 x 403

## 4. Multiply mentally two-digit numbers with products up to 200 without regrouping

I. Objective Cognitive: Multiply mentally two-digit numbers with products up to 200 without regrouping Psychomotor: Practice speed and accuracy Affective: tell the importance of fruits to our body II. Subject Matter Skill: Multiply mentally two-digit numbers with products up to 200 without regrouping Reference: PELC I C D 4 Materials: Power Point Presentation, textbook, laptop Value: Health consciousness

III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Drill: Mental computation 13 x 3 24 x 2 12 x 4 16 x 1 22 x 4 11 x 7

B. Developmental Activities 1. Presentation Problem Opener A kilo of mango costs P 80.00. How much will you pay for 2 kilos? 2. Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Give the products orally. 42 x 3 54 x 2 31 x 5 43 x 3 64 x 2

4. Generalization How do you multiply mentally two-digit numbers with products up to 200? C. Application Solve mentally.

There are four rows of chairs in Miss Lunas class. If there are 10 chairs in each row, how many chairs are there in all? Rizal Primary School has three sections in Grade 4. Each section has 42 pupils. How many Grade 4 pupils are there in Rizal Primary School/ IV. Evaluation Multiply Mentally 41 x 2 86 x 2 42 x 3 31 x 3 44 x 2 V. Assignment Give the products mentally. 12 x 2 22 x 3 23 x 1 11 x 4 12 x 3

5. Application of Multiplication 5.1 Solve word problems involving multiplication of whole numbers Including money following the steps in problem solving
I. Objective Cognitive: Solve word problems involving multiplication of whole numbers including money following the steps in problem solving Psychomotor: Follow correctly the steps in solving words problems Affective: Realize the importance of backyard gardening for the family II. Subject Matter Skill: : Solve word problems involving multiplication of whole numbers including money following the steps in problem solving Reference: PELC I C D 5.1 Materials: Power Point Presentation, textbook, laptop Value: Industry III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Drill: Tell the product 40 x 9 50 x 30 20 x 700 600 x 8 400 x 30

B. Developmental Activities 1. Presentation Problem Opener An orchard contains 8 rows of trees. If there are 10 trees in a row, how many trees are there? 2. Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Read and solve the problem. Mang Julios jeepney uses 175 litres of gasoline in a week. How many litres of gasoline can it consume in 15 weeks? A basket of lanzones costs P 1, 285. How much do 25 baskets of lanzones cost?

4. Generalization What are the steps in solving word problems? C. Application Read and solve the problem. Mrs. Dizon, the school nurse examined 48 pupils per day? How many pupils did she examine in 5 days? Alissa and her classmates used 5 packs of cornstarch for their maja blanca recipe. Each pack cost them P 19.00. How much did they spend for cornstarch? IV. Evaluation Read and solve the problem. Mr . Fuentes ordered 45 boxes of baseball gloves. Each box contains 12 gloves. How many baseball gloves will Mr. Garcia receive? Jose earns P 48.00 a day. How much will he earn in 5 working days? V. Assignment Solve. Aling Rosa sells flowers. She can sell 12 dozens of roses a day. How many roses can she sell in two weeks?

5.2 Solve two-step word problems involving multiplication and any of addition/ subtraction following the steps in solving two-step problems

I. Objective Cognitive: Solve 2 step word problems involving and either addition or subtraction Psychomotor: Write the solution to the problem accurately Affective: Work cooperatively with the group II. Subject Matter Skill: : Solve 2 step word problems involving and either addition or subtraction Reference: PELC I C D 4.1 Materials: Power Point Presentation, textbook, laptop Value: Cooperation III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Review Ask pupils about the different steps in problem solving. B. Developmental Activities 1. Presentation Problem Opener Solve and give the correct answer. 2. Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Read and solve the problem. Rey bought 3 boxes of apples. Each box contained 321 apples. He gave 480 apples to his brothers and sisters. How many were left with Rey? Letty bought 15 kilos of rice at P25.00 per kilo. How much should be her change if she gave P 500.00 Naty has a vegetable garden. Last week, she sold 65 pieces of papaya for P10.00 each and 90 pieces of ampalaya for P 5.00. How much was her total sales last week?

4. Generalization What are the steps in solving word problems? C. Application Read and solve the problem. Pacita bought 6 kilograms of rice at P 24.00, a kilogram and 4 bars of laundry soap at P19.00 each. How much did she pay in all? IV. Evaluation Read and solve the problem. A group of balikbayan rented 3 cottages at P 1275 each. They also rented 2 extra beds at P475 each. How much did the group pay for the cottages and extra beds. Marie and Peping bought the following goods for their picnic: two cakes at P15.00 each, 4 bags of potato chips at p14.00 each, 3 boxes of chocolate and candies at P 25.00 per box, How much did he pay for the goods? Is P150.00 enough? V. Assignment Solve. Jubal packed 12 pillowcases in a box. Each pillowcase costs P25.00. How much would 3 boxes of pillowcase cost?

E. Comprehension of Division 1. Divide five or more digit numbers by three or more digit numbers without or with remainder and with zero difficulty.
I. Objective Cognitive: Divide five or more digit numbers by three or more digit numbers without or with remainder and with zero difficulty. Psychomotor: Solve problem with ease and accuracy Affective: Participate actively in class discussion II. Subject Matter Skill: Solve two-step word problems involving multiplication and any of addition/ subtraction following the steps in solving two-step problems Reference: PELC I E 1

Materials: Power Point Presentation, textbook, laptop Value: Active participation III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Mental Computation B. Developmental Activities 1. Presentation Problem Opener Ruben helped his father in gathering tomatoes in their vegetable farm. If he gathered 671 875 tomatoes and placed 215 in each bag, how many bags did Ruben use? 2. Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Read and solve the problem. Mr. Francisco subdivided his coconut farm in Cavite whose area is 37 800 square metres. It will be used as a resettlement area for 120 landless families in squatters area in Metro Manila. How many square metres will each family get? 4. Generalization How will you divide numbers without remainder?

## C. Application Find the quotient. 76 622/421 57 024/132 34 768/246 76 234/674 54 678/123

IV. Evaluation

Divide the following 39 751/127 50 924/116 167 072/368 237 744/312 240 118/422

V. Assignment Find the quotient 213 906/926 663 552/864 554 552/673

1.1 Divide five or more digit number by three or more digit numbers without remainder
I. Objective Cognitive: Divide five or more digit numbers by three or more digit numbers with or without remainder Psychomotor: Solve problem with ease and accuracy Affective: Participate actively in class discussion II. Subject Matter Skill: Divide five or more digit numbers by three or more digit numbers without or without remainder Reference: PELC E.12 Materials: Power Point Presentation, textbook, laptop Value: Active participation III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Motivation Have you received an invitation? What kind of invitation did you receive? I have here a story of a class who prepared some invitation cards. B. Developmental Activities

1. Presentation Problem Opener A big school with 2 134 pupils made 53 350 invitations for their program. If all the pupils were requested to make an equal number of cards, how many invitations did each pupil make? 2. Discussion to make an equal a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Do the following exercises. Group I and III 60138/1542 65828/2351 39254/2781 426394/1512

## Group II and IV 63805/1823 277323/2291 310954/2513 792404/1462

4. Generalization How will you divide numbers with 5 or more digit number by 4 digit divisor?

C. Application Solve this problem. A baker can make 75 550 pieces of pandesal in 60 days. What is the average number of pandesal he bakes in one day?

IV. Evaluation Divide the following 29 751/1275 30 924/1166 147 072/3681 137 744/3122 140 118/4222

V. Assignment Find the quotient 313 906/9262 563 552/8644 254 552/6731 234 123/2145

1.2 Divide five or more digit numbers by three or more digit numbers with remainder
I. Objective Cognitive: Divide 5 or more digit numbers by 3 digit numbers without remainder Psychomotor: Solve problems with ease and accuracy Affective: Practice helpfulness and cooperation II. Subject Matter Skill: Divide 5 or more digit numbers by 3 digit numbers without remainder Reference: PELC I C 1.2 Materials: Power Point Presentation, textbook, laptop Value: Helpfulness and cooperation

III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Motivation Ruben helped his father in gathering tomatoes in their vegetable far. If he gathered 671 875 tomatoes and placed 215 in each bag, how many bags did Rubem use? Valuing What kind of a boy is Ruben? Are you like Ruben? Are you also helpful at home? What do you do to help? B. Developmental Activities 1. Presentation a. The pupils are going to answer the following: Who helped father in gathering tomatoes? How many tomatoes did he gather? What did he do to the tomatoes? How many bags were used? b. The teacher may answer the problem with the whole class or let the pupils who work in dyads. Let the pupils present their work and have them explain how they arrived at the answer. c. Teacher will follow the same step in gathering datra but this he will concentrate on how to answer the problem.

d. The teacher will illustrate to further enhance the pupils understanding. e. How many 215s are there in 671? 2. Fixing Skill Solve: a. 52 216122 b. 266 299 473 c. Mr. Francisco subdivided his coconut farm in Cavite whose area is 37 800 square metres. It will be used as resettlement area for 120 landless families is squatters area in Metro Manila. How many square metres will each family get?

4. Generalization How will you divide numbers without remainder? C. Application Find the quotient 1. 76 622421 2. 57 024 116 3. A furniture factory delivered 42 875 chains to 175 schools. Each school got an equal number of chains. How many chains did each receive?

IV. Evaluation Divide the following 1. 39 751 127 2. 50 024 132 3. 167 072 368 4. 237 744 312 5. 240 118 422

V. Assignment Find the quotient 1. 213 906 296 2. 663 552 864 3. 554 552 673

1.3 Divide five or more digit numbers by three or more digit numbers with zeros in the middle or continuous zeros in the dividend
I. Objective Cognitive: Divide 5 or more digit numbers by 4 or more digit numbers without remainder

Psychomotor: Solve for the quotient accurately Affective: Help one another in group activities II. Subject Matter Skill: Divide 5 or more digit numbers by 4 or more digit numbers without remainder Reference: PELC I C13 Materials: Power Point Presentation, textbook, laptop Value: Helpfulness

III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Motivation Have you received an invitation? What kind of invitation did you receive? I have here a story of a class who prepared some invitation cards. B. Developmental Activities 1. Presentation Problems: a. A big school with 2 134 pupils made 53 350 invitations for their program. If all the pupils were requested to make an equal number of cards, how many invitations did each pupil make? b. the Matulungin Foundation donated 424 625 bags of commodities to the typhoon victims in Eastern Visayas. If 1 075 bags were given to each barangays were able to receive donations? 2. Discussion Problems: a. Who made the invitations? b. Why did they make invitations? c. How many invitations did they make? d. What does the problem ask for? e. who can give the number sentence for the problem? f. Which is the dividend? Divisor?

2. Fixing Skill Solve the following. Group I and III 1. 60 138 1 542 2. 65 828 2 351 3. 39 254 2 781 4. 874 673 60 138 5. 426 394 1 512 Group II and IV 1. 63 805 1 823 2. 277 323 2 291 3. 912 487 5 322 4. 3173 310954 5. 792 404 1 462

## 4. Generalization How do we divide 5 or more digit numbers by 4 digit divisor?

C. Application Solve for this problem. A baker can bake 75 550 pieces of pandesal in 60 days. What is the average number of pandesal he bakes in one day? IV. Evaluation Solve for the quotients. 259 492 2 237 386 828 1 118 574 9234 1 679 474 6422 1 719 V. Assignment Divide and check. 834 726 4 213 797 436 5 314

## 2. Divide multiples of 10 by 10 or 100 or 1000

. Objective: Cognitive: Divide multiples of 10 by 10 or 100 or 1000 Psychomotor: Solve problem with ease and accuracy Affective: Participate actively in class discussion II. Subject Matter Skill Divide multiples of 10 by 10 or 100 or 1000 Reference: PELC E 2 Materials: Power Point Presentation, textbook, laptop Value: Active participation III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Motivation The Bereua of Plant Industry will distribute 13 000 mango seedlings to 10 barangays. How many seedlings will each barangay receive? a. What will the Bereau of Plant Industry do? b. What operation will you use to solve the problem? B. Developmental Activities 1. Presentation Problem Opener Suppose you had P1,000,000.00 in P100.00 bills. If you give away one P100.00 bill in a minute, how long would it take you give away all the money? 2. Discussion to make an equal a. What is ask b. What are given c. Operation to d. Number sentence e. Final Answer

3. Fixing Skill Solve for the quotient mentally. 1. 420 000 / 600 2. 51 000/ 500 3. 56 000 / 700 4. 270 900 / 900 5. 6 650/70 4. Generalization How will you divide numbers by 10, 100 and 1000.

C. Application Solve this problem. The pencil factory has rush orders from 10 stores. The factory has a stock of 55 000 pencils if the stores were given an equal number of pencils, how many would each store get? Were all the pencils given out? A sack of cement costs P 100.00. How many sacks can one buy with P600.00 IV. Evaluation Solve for the quotient 670/10 3500/100 78 000/100 5000/1000 9300/100 V. Assignment Complete the table. Divide by 10, 100 and 1000

Dividend

Divisor

## 10 63 000 800 000 2 500 000 130 000

100

1000

3. Estimate the quotient of five or more digit dividends by three or more digit divisors
I. Objective: Estimate the quotient of five or more digit dividends by three or more digit divisors Psychomotor: Solve problem with ease and accuracy Affective: Participate actively in class discussion II. Subject Matter Skill Divide multiples of 10 by 10 or 100 or 1000 Reference: PELC E 3 Materials: Power Point Presentation, textbook, laptop Value: Active participation III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Motivation What do we usually do before entering a movie house? If you dont pay for the tickets, do you think you can watch movie? We are going to read a problem regarding pupils who work for a cause? A group of students collected P 1,290 from the tickets sold for their stage play. Each ticket costs P15.00. How many tickets were sold? B. Developmental Activities 1. Presentation If you are a member a member of the group, how are you going to answer2. Discussion to make an equal a. What is ask b. What are given c. Operation to d. Number sentence e. Final Answer 3. Fixing Skill Estimate the quotient 5 136 /21 1 501/69

8 445/92 62 926/47 34 108/82 4. Generalization How will you estimate the quotient of five or more digit dividends by three or more digit divisors?

C. Application Estimate the quotient. 5 136/21 1 501/69 8445/92 62 926/47 34 108/82 IV. Evaluation Write a reasonable estimate for each problem. P98.00/48 41 872/19 17 399/34 19 457/23 69 673/68

V. Assignment Round both numbers then estimate the quotient. P 62.00/56 43 209/18 44 867/93 27 431/34 9 536/16

4. Divide mentally two to three-digit numbers by one digit Numbers without remainder

I. Objective: Divide mentally 2 to 3 digit numbers by 1 digit number without remainder Psychomotor: Practice speed and accuracy in dividing mentally Affective: Tell the importance of fruits to our body II. Subject Matter Skill: Divide mentally 2 to 3 digit numbers by 1 digit number without remainder Reference: PELC 4 Materials: Power Point Presentation, textbook, laptop Value: Health consciousness III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Motivation What is your favorite fruit? Valuing: Why are fruits important to our body? What do they do to our body? To our health? What vitamins can we get from mangoes? B. Developmental Activities 1. Presentation Read the problem carefully and give the answer without using your pencil and paper. Kent and his three friends picked 124 mangoes from the farm. They divided the mangoes equally among themselves. How many mangoes did each boy receive? 2. Discussion Who picked mangoes from the farm? How many mangoes did they pick? What are the given facts? What is the process to be used? What is the correct number sentence for the word problem? What is the answer? 3. Fixing Skill Divide. 393 844 505 8484 8466 4. Generalization How do we divide numbers mentally? C. Application 1. Miss Roxas has 44 pupils. She grouped her pupils into 4 groups for their Science experiment. How many members are there in each group? Can you solve the problem mentally? Is dividng mentally important? Why? 2. Divide mentally: 884= 963 2555 4977

IV. Evaluation

## V. Assignment Divide mentally. 1. 497 2. 639 3. 1206 4. 5505 5. 442

5. Application of Division
I. Objective: Divide mentally 2-to-3 digit numbers by 1 digit number without remainder Psychomotor: Practice speed and accuracy in dividing mentally Affective: Tell the importance of fruits to our body II. Subject Matter Skill: Divide mentally 2-to-3 digit numbers by 1 digit number without remainder Reference: PELC I E 3 Materials: Power Point Presentation, textbook, laptop Value: Active participation III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Motivation What is your favorite fruit? Why? B. Developmental Activities 1. Presentation Kent and his three friends picked 124 mangoes from the farm. They divided the mangoes equally among themselves. How many mangoes did each boy receive? a. What is ask b. What are given c. Operation to d. Number sentence d. solution

e. Final Answer 3. Fixing Skill Divide 39/3 84/4 50/5 848/4 846/6 4. Generalization How do we divide numbers mentally?

C. Application Miss Roxas has 44 pupils. She grouped her pupils into 4 groups for their science experiment. How many members are there in each group? Can you solve the problem mentally? IV. Evaluation Calculate the quotient mentally. 66/6 99/3 110/5 884/4 819/9

## V. Assignment Divide mentally 49/7 63/9 120/6 550/5

442/2

5.1 Solve one-step word problems involving division of five or more digit numbers by three or more digit numbers including money following the steps in problem solving
I. Objective Cognitive:Solve 1 step word problems involving division of 5 or more digit numbers by 3 or more digit numbers including money. Psychomotor: Divide 5 or more digit numbers by 3 or more digit numbers with or without remainder Affective: Show neatness and orderliness in any written work II. Subject Matter SkillSolve 1 step word problems involving division of 5 or more digit numbers by 3 or more digit numbers including money. Reference: PELC I E 4.1. Materials: Power Point Presentation, textbook, laptop Value: neatness and orderliness III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Motivation What is your favorite fruit? Why? B. Developmental Activities 1. Presentation Problem Opener: Mr. Cruz, a factory owner, has 156 workers. The weekly pay of the workers amounts to P185,328. How much does each worker get weekly? 2. Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Read and solve the problem. There were 25 200 bars of soap at the wholesale counter. If these were distributed equally among 105 retailers, how many bars of soap did each retailer get?

a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer Mr. Perez spent P 1883,070 for bangusfingerlings he placed in his 122 fishponds. How much did he spend for each fishpond?

a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 4. Generalization What are the steps in solving word problems? C. Application Read and solve the problem. There are 21 390 coconut seedlings to be distributed to 345 barangays in Laguna. How many coconut seedlings will each barangay receive?. IV. Evaluation Read and solve each problem.

A factory can manufacture 125 fish nets using 156 250 metres of nylon thread. How many metres of nylon threads used for each net? A Christmas tree costs P950.00. How many Christmas trees can be bought from P34, 200?

V. Assignment Solve. Mr. Sison had 69 958 kilograms of apples available for sale. Two hundred sixty-three vendors bought equal weights of apples. How many kilograms did each vendor get?

5.2 Solve two to three-step word problems involving division and any one or two of the other fundamental operations learned including money following the steps in solving two-step problems
I. Objective Cognitive:Analyze 2 to 3 step word problems involving division and any of other fundamental operations Psychomotor: Choose the correct operation Affective: Show kindness to others II. Subject Matter Skill:Analyze 2 to 3 step word problems involving division and any of other fundamental operations Reference: PELC I E 5.1 Materials: Power Point Presentation, textbook, laptop Value: Show kindness to others III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Motivation What is your favorite fruit? Why? B. Developmental Activities 1. Presentation Problem Opener: Katrina has P20.00. Anne has P25.00 and Christine has P30.00. They give their money to the 3 janitors> If the janitors divide the money equally among themselves, how much will each of them get? 2. Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Read and solve the problem. Anita had 232 red and white roses. If 64 of these roses were red, how many white roses can be made in to bouqet will have 12 white roses can be made into bouquets, if each bouquet will have 12 white roses? a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer

Roy intends to buy a pair of shoes that costs P1500. He has P850 at present and plans to save P50.00 every week. How many weeks will it take him to be able to buy the shoes?

II. RATIONAL NUMBERS A. Comprehension of Decimals and Money 1. Read and write common fractions in decimal form through hundredths
Cognitive: Read decimal numbers through hundredths Psychomotor: Write decimal numbers through hundredths Affective: Show hospitality to visitors

II. Subject Matter Skill: Reading and writing decimal numbers though hundredths Reference: PELC I E 3 Materials: Power Point Presentation, textbook, laptop Value: Show hospitality to visitors III. Procedure A. Preparatory Activities 1. Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener The basketball court is divided into 100 parts for the mass demonstration. The grade 4 children are occupying of the 100. What decimal part of the big square are the children occupying? 2. Discussion How do we read decimals? 3. Fixing Skill Read the following 0.15 0.56 0.56 0.35 0.59 0.16 0.24 0.18 0.02 0.05 4. Generalization What should you remember in writing and reading decimals?

C. Application Noli picked 100 oranges from the orchard. He gave his friend 25 oranges Nilo gave to his friend in relation to the total number of oranges. Write it in decimal form. IV. Evaluation Write the following in decimals. Seven hundredths Eighty-two hundredths Sixty five hundredths Two tenths

Read the following decimals orally 0.3 0.28 0.15 0.8 0.09 0.04

V. Assignment Write the following decimals in words. 0.33 4.05 0.15 0.46 6.75

1.1 Visualize common fractions as decimals using models like blocks, grid and money 1.2 Write common fractions in decimal form 1.3 Read and write decimal numbers through hundredths 1.4 Rename fractions whose denominators are 10 and 100 in decimal form and vice versa
I. Objective Cognitive: Rename in decimal form fractions whose denominators are powers of 10 Psychomotor: Write fractions as decimals Affective: Show cooperation in the group II. Subject Matter Skill: Renaming in decimal form fractions whose denominators are powers of 10 Reference: PELC II A 1.4 Materials: Power Point Presentation, textbook, laptop Value: Cooperation III. Procedure A. Preparatory Activities 1. Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener Mother brought home a whole rectangular-shaped pizza pie and divided it into equal parts. Marisa ate 2 parts. What fractional part of the pizza pie was eaten by Marissa? 2. Discussion. What are given? What is being asked? How will you write the eaten part of the pie in fraction form? How is it written in decimal form?

3. Fixing Skill Matching Type: Match column A with column B by writing the letter only. _____1. Eighty-nine thousandths a. 0.890 _____2. Eighty nine hundredths b. 8.9 _____3. Eighty and nine hundredths c 8.09 _____4. Eight hundred ninety thousandths d. 0.089 _____5. Eight and nine tenths e. 80.09 F. 8.900 3. Generalization How do we determine the number of decimal places when changing fractions to decimals? C. Application Rename these decimals as fractions. 0.38 0.6 0.752 0.09 0.58

Rename as decimals 3/10 56/100 35/1000 5/100 8/10 IV. Evaluation Rename these decimals as fractions. 0.138 0.64 0.552 0.19 0.68 Rename as decimals 4/10 6/100 5/1000 5/100 9/10 V. Assignment Express as a fraction with a power of 10 as the denominator 1. 0.4 2. 0.0275 3.0.13 4. 0.085 5. 0.754

1.5 Give the place value of each digit of a given decimal through hundredths
I. Objective Cognitive: Name the place value of each digit of a given decimal Psychomotor: Give the place value of the digits of a given decimal number Place the digits in its proper place in the place value chart Affective: Show sportsmanship during games or competition II. Subject Matter Skill: Place value of each digit of a given decimal number Reference: PELC II A 1.5 Materials: Power Point Presentation, textbook, laptop Value: Cooperation III. Procedure A. Preparatory Activities 1. Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener Marc has 25 centavo coins in his pocket. The coins totaled to P1.50. How many 25centavo coins does Marc have? 2. Discussion. a. Place the P1.50 in the chart b. Why is 1 written in ones? 5 in tenths? 0 in hundredths? How will you read it now? c. At this point, explain to the pupils the place value of decimal numbers and the value of each place 3. Fixing Skill Give some decimal numbers and place each digit to each digit to its specific place in the place value chart. a. 93.9 b. 20.107 c. 49.368 d. 0.00553 e. 412.246 f. 52.123 g. 386.03 3. Generalization How do you name the place value of each digit of a given decimal?

C. Application Estela earned P92.75 from the sale of her banana fritters. She gave this amount of her mother for their daily expenses. a. What is the value of 9? b. What is the value of 2? c. what is the value of 7? d. What is the value of 5? IV. Evaluation A. Identify the place value of the underlined digit in each given numeral. 21.614 37.59 113.015 428.095 78.0069 B. In the numeral 389.756, write the place value of the following digits 9____________ 7____________ 5____________ 8____________ 3____________ 6____________ V. Assignment A. Give the place value of each underlined digit. 215.08 9.13 14.165 5.0052 18.709 B. Identify the digit of the number 168.324 according to the place value indicated below. 1. tenths 2. thousandths 3. hundred 4. hundredths 5. ones

## 2. Express money as pesos/centavos 3. Round decimal to the nearest tenths

I. Objective Cognitive: Round decimals to the nearest tenths/hundredths Psychomotor: Round decimals to the nearest tenths/hundredths Affective: Round decimals through tenths/hundredths II. Subject Matter Skill: Round decimals to the nearest tenths/hundredths Reference : PELC II. A.3 Materials: Power Point Presentation, textbook, laptop Value: Speed and accuracy III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener Luis climbed a 483 metre hill. If there are 1000 metres in 1 kilometre, how many more metres does he need to climb? Rounded to the nearest hundreds, what number is this? 2. Discussion. a. What is asked in the problem b. What are the given facts c. What process is to be used d. What is the mathematical sentence e. What other thing is asked in the problem f. Why is the difference 517 rounded to 500 g. What rule did you follow 3. Fixing Skill Round off the following decimals to the nearest place indicated. decimals tenths hundredths 0.36 0.182 10.234 20.435 43.726

## 3. Generalization What is the rule to be followed when rounding decimals?

C. Application Round off the following decimals to the nearest place indicated. 1. 0345 2. 0.3469 3. 0.0678 4. 0.1887 5.32.894 IV. Evaluation Round off the following decimals to the nearest place indicated. decimals tenths hundredths 0.236 0.4182 10.2234 20.7435 43.6726 V. Assignment Round 85.881267 to the nearest place indicated. 1. tenths 2. hundredths 3. thousandths

B. Comprehension of Addition and Subtraction of Decimals 1. Add and subtract decimals through hundredths without and with regrouping
I. Objective Cognitive: Add decimals through hundredths without regrouping Psychomotor: Round decimals to the nearest tenths/hundredths Affective: Round decimals through tenths/hundredths II. Subject Matter Skill: Round decimals to the nearest tenths/hundredths Reference : PELC II. B.1 Materials: Power Point Presentation, textbook, laptop Value: Speed and accuracy III. Procedure III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Review B. Developmental Activities 1. Presentation

Problem Opener Jerry has to save money to buy spare parts for his bicycle. The parts cost P138.25, P320, and P73.50. How much money does he need to save? 2. Discussion. a. What is asked in the problem b. What are the given facts c. What process is to be used d. What is the mathematical sentence e . How will you solve the problem f. final answer 3. Fixing Skill Find each sum 3.9 + 6.27 40.59 +1.2 38.69 + 6.31 1.015 + 3.36 63.08 + 2.625 2.59 + 6.347 + 32.57 3.368 + 20.4 + 10.39 6.79 + 2.882 + 3.6 25.07 + 1.25 + 5.250 4.17 + 5.82 + 5.213 3. Generalization How do we add mixed decimals with regrouping?

C. Application Add the following 4.38 + 4.79 2.485 + 4.25 .28 +2.85 34.8 28 + 112.59 + 2.78 P18.30 + P7 + P9.65 Monet has the following average monthly expenses: P1250.50 gasoline, P3050.95 for food, P600.00 for parking and toll fees and P2700 for lodging. What is her total monthly expenses?

IV. Evaluation Arrange in column and add: 8.6+7.4+9.35=N 4.521+ 1.46+2.8 What is 2.37 added to the sum of 8.56 and 3.7? If 5.6 added to 3.48, what is the sum? In selling newspapers, Jan earned P58.25 on Monday, P83.50 on Wednesday, and P 79.65 on Friday. How much did Jan earn in 3 days?

V. Assignment Find the sum 3.76 + 4.356 23.34 + 0.3 12.76 + 18.23 37.786 + 2.632 4.762 + 11.38

1.1 Add decimals through hundredths without and with regrouping 1.2 Subtract decimals through hundredths without or with regrouping
I. Objective Cognitive: Subtract mixed decimals through hundredths without and with regrouping Psychomotor: Write the decimals in column Affective: Subtract mixed decimals with and without regrouping with accuracy II. Subject Matter Skill: : Subtract mixed decimals with regrouping Reference : PELC II. B.1 Materials: Power Point Presentation, textbook, laptop Value: Speed and accuracy III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Review B. Developmental Activities 1. Presentation

Problem Opener Mother has 8.5 kg of flour. She used 2.3 kg in cooking kutsinta. How many kg. of flour were left? 2. Discussion. a. What is asked in the problem b. What are the given facts c. What process is to be used d. What is the mathematical sentence e . How will you solve the problem f. final answer 3. Fixing Skill Subtract. 13.9 - 6.27 40.59 -1.2 38.69 - 6.31 11.015 - 3.36 63.08 - 2.625 42.59 - 6.347 63.368 - 20.4 6.79 - 2.882 25.07 - 1.25 74.17 - 5.82 3. Generalization What should be done when the last two digits from the right of the subtrahend are greater than the minuend? C. Application Two groups of fifth grades had a softball-throwing contest. The tables show each pupil threw the ball? Group I Name John Mary Jun Bob Cathy

## Distance 10.68m 11.56m 11.459m 8.09m 7.6m

Group I Name Distance Lisa 9.993m Carol 12.834m Mike 13.1m Amy 10.3m Jack 8.29m 1. How much farther did Jun throw than Bob? 2. How much farther did Jun throw than Cathy did? 3. who threw the ball farther than Jun? 4. How much shorter was Lisas throw than Johns? 5. How much shorter was Marys throw than Carols? IV. Evaluation Find the difference. 63.76 - 4.356 23.34 - 20.3

## 12.76 - 8.23 37.786 - 2.632 84.762 - 11.38

V. Assignment Read and solve. 1. Sol ran 100-m dash 0.68 seconds faster than the 18.32-seconds record by Tina last year. How many seconds did Sol run the 100-m dash?

2. Add and subtract mixed decimals with regrouping 2.1 Add mixed decimals with regrouping
I. Objective Cognitive: Add mixed decimals with or without regrouping Psychomotor: Write the mixed decimal addends properly in column Affective: Value/importance of lining up of decimal points accurately II. Subject Matter Skill: Add mixed decimals with regrouping Reference : PELC II. B.2.1 Materials: Power Point Presentation, textbook, laptop Value: Speed and accuracy III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Review B. Developmental Activities 1. Presentation Problem Opener Jerry has to save money to buy spare parts for his bicycle. The parts cost P138.25, P320, and P73.50. How much money does he need to save? 2. Discussion. a. What is asked in the problem b. What are the given facts c. What process is to be used d. What is the mathematical sentence e . How will you solve the problem f. final answer 3. Fixing Skill Find each sum 3.9 + 6.27 40.59 +1.2 38.69 + 6.31 1.015 + 3.36

63.08 + 2.625 2.59 + 6.347 + 32.57 3.368 + 20.4 + 10.39 6.79 + 2.882 + 3.6 25.07 + 1.25 + 5.250 4.17 + 5.82 + 5.213

## 3. Generalization How do we add mixed decimals with regrouping?

C. Application Add the following 4.38 + 4.79 2.485 + 4.25 .28 +2.85 34.8 28 + 112.59 + 2.78 P18.30 + P7 + P9.65 Monet has the following average monthly expenses: P1250.50 gasoline, P3050.95 for food, P600.00 for parking and toll fees and P2700 for lodging. What is her total monthly expenses?

IV. Evaluation Arrange in column and add: 8.6+7.4+9.35=N 4.521+ 1.46+2.8 What is 2.37 added to the sum of 8.56 and 3.7? If 5.6 added to 3.48, what is the sum? In selling newspapers, Jan earned P58.25 on Monday, P83.50 on Wednesday, and P 79.65 on Friday. How much did Jan earn in 3 days?

## 2.2 Subtract mixed decimals with regrouping

I. Objective Cognitive: Subtract mixed decimals through hundredths without and with regrouping Psychomotor: Write the decimals in column Affective: Subtract mixed decimals with and without regrouping with accuracy II. Subject Matter Skill: : Subtract mixed decimals with regrouping Reference : PELC II. B.1 Materials: Power Point Presentation, textbook, laptop Value: Speed and accuracy III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment 3. Review B. Developmental Activities 1. Presentation Problem Opener Mother has 8.5 kg of flour. She used 2.3 kg in cooking kutsinta. How many kg. of flour were left? 2. Discussion. a. What is asked in the problem b. What are the given facts c. What process is to be used d. What is the mathematical sentence e . How will you solve the problem f. final answer 3. Fixing Skill Subtract. 13.9 - 6.27 40.59 -1.2 38.69 - 6.31 11.015 - 3.36 63.08 - 2.625 42.59 - 6.347 63.368 - 20.4 6.79 - 2.882 25.07 - 1.25 74.17 - 5.82

3. Generalization What should be done when the last two digits from the right of the subtrahend are greater than the minuend? C. Application Two groups of fifth grades had a softball-throwing contest. The tables show each pupil threw the ball? Group I Name John Mary Jun Bob Cathy

## Distance 10.68m 11.56m 11.459m 8.09m 7.6m

Group I Name Distance Lisa 9.993m Carol 12.834m Mike 13.1m Amy 10.3m Jack 8.29m 1. How much farther did Jun throw than Bob? 2. How much farther did Jun throw than Cathy did? 3. who threw the ball farther than Jun? 4. How much shorter was Lisas throw than Johns? 5. How much shorter was Marys throw than Carols? IV. Evaluation Find the difference. 63.76 - 4.356 23.34 - 20.3 12.76 - 8.23 37.786 - 2.632 84.762 - 11.38 V. Assignment Read and solve. 1. Sol ran 100-m dash 0.68 seconds faster than the 18.32-seconds record by Tina last year. How many seconds did Sol run the 100-m dash?

3. Application of addition and subtraction of decimals 3.1 Solve word problems involving eitheraddition or subtraction of decimals including money following the steps inproblem solving
Cognitive: Solve one-step word problems involving subtraction of whole numbers including money without and with regrouping following the steps in problem-solving Psychomotor: Write the number sentence for a given story problem Affective: Practice wise decision making.

II. Subject Matter Skill: Solve one-step word problems involving subtraction of whole numbers including money without and with regrouping following the steps in problem-solving Reference: PELC I C 1.3.1 Materials: Power Point Presentation, textbook, laptop Value: Intelligent decision in voting III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener: Purok Masagana has 7 206 registered voters. If 3 7271 are male voters, how many are female voters? How many are registered voters are there? How many are male voters are there? How many are female? Valuing: If you are to vote for your student government, how are you going to select a good leader? Why? 2. Discussion a. What is ask b. What are given c. Operation to use d. Number sentence e. Final Answer 3. Fixing Skill Group Activity: Have each group solve the problems then present their work to the class. The pineapple planters of Laguna gathered 4 276 pineapples. How many more pineapples did they harvest this month than last month? Mrs. Posadas wants to buy a washing machine worth P 5, 785. She has P 2, 356 cash on hand. How much more money does she need in order to buy the washing machines? 4. Generalization What are the steps to follow in problem solving?

C. Application Solve the following word problems. In a week, Mang Carlos earned P 4,265 for catching fish. He gave P 1,500 to his wife and deposited the rest in the bank? Mrs. Malvar and her eldest daughter watched a songfest. There were 10 206 who watched the said competition. If 6 259 were females, how many were females? IV. Evaluation Read and solve the following problems mentally.

Nilo bought 15 candies. On his way home, he ate 5 of the candies. How many candies did he bring home/ Mother gave Niko P14.00 for his allowance. He spent P 12.00 for a pad paper and a pencil. How much money were left for Niko? V. Assignment Read and solve the following problems. Jose and Rose sell sampaguita garlands. Yesterday, Jose sold 110 garlands while Rose sold 235 garlands. How many more sampaguita garlands did rose sell than Niko?

3.2 Solve one to two-step word problems involving addition and subtraction of decimals including money following the steps in solving two-step problems
I. Objective Cognitive: Solve two-step word problems involving addition and subtraction including money following the steps in solving 2-step problems Psychomotor: Solve word problems mentally. Affective: Practice wise decision making. II. Subject Matter Skill: Solve mentally one-step word problems Involving subtraction without regrouping following the steps in problem solving Reference: PELC I C 1.4.1 Materials: Power Point Presentation, textbook, laptop Value: Love for books III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener:

## 4. Generalization What do we do before we can solve problems?

C. Application Group activity: Solve the following word problems. In 1998, the population of barangay San Antonio was 5 786. In 1999, there were 1 296 newborns and 325 deaths. What is the population of barangay San Antonio at the end of 1999? Portland industries earned P 17, 836, 109 in the year 2001 and p 21,350,865 in 2002. Because of fire, they spent P 16,650, 370 to rebuild their factory. How much of their earnings were left?

## IV. Evaluation Read and solve the following problems.

Lino sold empty bottles on Saturday and received P18.00. On Sunday, he received P21.00. He spent P15.00 for food. How much money were left? Mr. Del Rosarios monthly income is P20,450 while his wifes monthly income is P 16,720. If their monthly income expenses are P 26,450, how much is their monthly savings? V. Assignment Solve the problem. To sustain and maintain the clean and green project, the city hired 315 new workers. If they need 1 210 new workers, how many more should be hired?

C. Comprehension of Fractions 1. Differentiate fractions including those with denominators of 10 and 100 1.1 Identify proper fraction/improper fraction/mixed forms from a given set of fractions including those with denominators of 10 and 100 1.1.1 Identify Fractions using regions, sets and number line 1.1.2 Use fraction to represent division 1.2 Identify similar and dissimilar fractions from a given set of fractions 2. Order similar fractions written in different forms from least to greatest and vice versa 3. Change improper fraction to mixed forms and vice versa 4. Change one (1) to fraction form and vice versa 5. Rename decimals to fractions D. Comprehension of Addition and Subtraction of Fraction 1. Add similar fractions and whole numbers without regrouping 1.1 Visualize addition of similar fractions 1.2 Add similar fractions 1.3 Add a fraction and a whole number 1.4 Add mentally similar fractions 2. Subtract similarmfractions without regrouping 2.1 Visualize subtraction of similar fractions 2.2 Subtract similar fractions 2.3 Subtract a fraction from a whole number 2.4 Subtract mentally similar fractions

3. Application of Addition and Subtraction of Fractions 3.1 Solve word problems involvingaddition ofbsimilar fractions without regrouping following the steps in problem solving 3.2 Solve word problems involving subtraction of similar fractions without regrouping following the steps in problem solving E. Comprehension of Multiplication of Fractions 1. Multiply fractions
Cognitive: Multiply fractions by a fraction Psychomotor: Write the equation and the solution in finding the product of two fractions Affective: Multiply accurately II. Subject Matter Skill: Multiply fractions by a fraction Reference : PELC II. E.2 Materials: Power Point Presentation, textbook, laptop Value:Multiply accurately. . III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener: Linda received slice of pizza from her friend. She gave 1/3 of this to her seatmate who had no money to buy for recess. What part of the whole pie did Linda share to her seatmate? 2. Discussion. a. what is asked b. what are given c. operation to use d. number sentence e. final answer 3. Fixing Skill Find the product. of 2/5 2/5 of 1/6 2/5 x 1/7 7/8 x 4/5 x 2/5

## 3. Generalization How do we multiply fractions by aby a fraction?

C. Application

A. Find the product. 5/7 x 11/20 1/6 x 10/12 4/5 x 30/40 9/10 x 2/15

B. Roy harvested 5/6 crates of mangoes. He sold 4/5 of them. What part of the crate of mangoes was sold? a. what is asked b. what are given c. operation to use d. number sentence e. final answer

IV. Evaluation Find the product. 2/3x 4/5 x 2/3 2/5 of 4/7 x 2/3 4/7 of 3/4 V. Assignment Find the product. 2/9 x 18 x 24 5/8 x 3/20 2/7 x 8/12

1.1 Visualize multiplication of fractions (visual models) 1.2 Find a fractional part of a whole number of a fraction 1.2.1 Translate expressions such as: 21of 6 ,32of 61 1.3 Multiply a fraction by another fraction 2. Application of Multiplication 2.1 Solve word problems involving multiplication offractions
Cognitive: Analyze word problems involving multiplication of fractions Psychomotor: Write the answers to the questions correctly Affective: Show active participation and cooperation in class discussions II. Subject Matter Skill: Analyzing word problems involving multiplication of fraction Reference : PELC II. E.3.1.1-3.1.4 Materials: Power Point Presentation, textbook, laptop Value: Active participation and cooperation in class discussions .

III. Procedure A. Preparatory Activities 1.Checking of attendance 2. Checking of assignment B. Developmental Activities 1. Presentation Problem Opener: Marissa bought 1/3 of a metre of cotton cloth. She used of it to make a tablecloth. What part of a metre was used for the tablecloth? a. Who is talked about in the problem? b. What did she do? 2. Discussion. a. what is asked b. what are given c. operation to use d. number sentence e. final answer 3. Fixing Skill Read and solve the problem. Esmer bought 3/5 kilo of sugar for the icing of a cake. Only of it was used. How much sugar was used? a. what is asked b. what are given c. operation to use d. number sentence e. final answer

## 3. Generalization How do we analyze problems involving multiplication of fractions?

C. Application Read and solve the problem. A. Mary had 3/5 metre of lace. She used 2/3 of it for her project. What part of the lace was used for her project? a. what is asked b. what are given c. operation to use d. number sentence e. final answer B. Connie had of a cake. She gave of it to her friend. What part of the cake did Connie give away.

a. what is asked b. what are given c. operation to use d. number sentence e. final answer IV. Evaluation Solve each problem, A. David had can of horse manure. He needs of it to fertilize his garden plots. What part of the can of horse manure did he use? a. what is asked b. what are given c. operation to use d. number sentence e. final answer B. A chocolate recipe needs cup of milk. How many cups of milk are needed to make ? a. what is asked b. what are given c. operation to use d. number sentence e. final answer

V. Assignment Read, analyze and solve the problem. Nena gave of 1 kilo of peanuts to her sister. What part of a kilo did her sister receive?

The steps in problem solving III. GEOMETRY A. Comprehension of Angles and Plane Figures 1. Describe different kinds of angles 1.1 Visualize different kinds of angles 1.2 Identify parts of an angle 1.3 Name different kinds of angles such as right, acute and obtuse 1.4 Classify angles as right, acute or obtuse 1.5 Identify congruent angles 1.6 Draw congruent angles 2. Describe plane figures according to their sides, corners and their functional use 2.1 square 2.2 rectangle

2.3 triangle 2.3.1 parts 2.3.2 types according to sides 2.3.3 typesa ccording to angles 3. Illustrate three or four-sided plane figures using ruler and protractor IV. MEASUREMENT A. Comprehension of Perimeter 1. Find the perimeter of regular polygons 1.1 triangle 1.2 quadrilateral 1.3 pentagon, etc. 2. Derive a formula for finding the perimeter of regular polygons 3. Find the perimeter of irregular polygons 4. Application of Perimeter 4.1 Solve word problems involving perimeter measures following the steps in problem solving B. Comprehension of Area 1. Find the area of parallelogram and triangle in square metre/ centimetre 1.1 Derive a formula for finding the area of a: 1.1.1parallelogram 1.1.2 triangle 1.2 Find the area Of parallelogram and triangle 2. Solve word problems involving the area of parallelogram and triangle following the steps in problem solving C. Comprehension of Volume 1. Make measurement using nonstandard units: cubes marbles 2. Compare among the non-standard units of measuring volume in terms of consistency and accuracy 3. Approximate measurement of volume IV. Graphs A. Comprehension of Bar Graph 1. Read and interpret data presented in a bar graph 1.1 Read the following parts of a bar graph a. title b. legend

c. labels 1.2 Interpret bar graphs 2. Construct bar graphs 2.1 Organize data in a bar graph 3. Find the average of data presented in a bar graph