School NADSAAG ELEMENTARY SCHOOL Grade Four

Grades 1-12
Teacher FLORECITA L. CABAÑOG Learning Area: Mathematics
Daily Lesson Log
Teaching Date July 30- August 3, 2018 Quarter: First

Monday Tuesday Wednesday Thursday Friday

I. OBJECTIVES
A. Content Demonstrates understanding of multiplication and division of whole numbers including money.
Standards
B. Performance Is able to apply multiplication and division of whole numbers including money in mathematical problems and real-life situations.
Standards
C. Learning July 30 July 31 August 1 August 2 August 3
Competencies/ Solve multistep routine and Solve multistep routine and Create problems involving Create problems involving Represent and explain
Objectives nonroutine word problems nonroutine word problems division without or with division without or with Multiplication, Division,
( Write the involving division and any involving division and any of any other operations of any other operations of Addition, and Subtraction
LCcode for each) of the other operations of the other operations of whole numbers including whole numbers including ( MDAS ).
whole numbers including whole numbers including
money with reasonable money with reasonable Perform a series of two or
money using appropriate money using appropriate
answers. answers. more operations.
problem solving strategies problem solving strategies
and tools. and tools. M4NS-Ii-57.3 M4NS-Ii-57.3 M4NS-Ii-61.1
M4NS-Ih-56.4 M4NS-Ih-56.4
Solving Multistep Solving Multistep Routine Creating Problems Creating Problems Performing Series of
II. CONTENT Routine and Nonroutine and Nonroutine Word Involving Division without Involving Division without Operations
( Subject Matter) Word Problems Involving Problems Involving or with any Other or with any Other
Division and Any of the Division and Any of the Operations of Whole Operations of Whole
Other Operations of Other Operations of Whole Numbers Numbers
Whole Numbers Numbers
III. LEARNING
RESOURCES
A. References
1. Teacher’s Guide
TG p. 91-96 TG p. 91-96 TG p. 97-102 TG p. 97-102 TG p. 103-106
pages
 2. Learner’s
LM p. 73-77 LM p. 73-77 LM p. 78-81 LM p. 78-81 LM p. 82-84
Material pages
3. Textbook pages
4. Additional Division window cards, Division window cards, Charts of word problems Charts of word problems Flash cards of basic facts in
Materials from flash cards of basic flash cards of basic division and exercises, strips of and exercises, strips of ( addition, subtraction,
Learning division facts, charts of facts, charts of word manila cartolina with word manila cartolina with word multiplication, and
Resource LR word problems, activity problems, activity cards expressions written on it, expressions written on it, division.)
portal cards activity cards activity cards
B. Other Learning
Resources
IV. PROCEDURE
A. Reviewing Drill Drill Drill Drill Have a game: Giant Step-
previous Lesson or Have a drill on basic Have a drill on basic Have a drill on identifying Have a drill on identifying Big Winner”
presenting new division facts using flash division facts using flash operations suggested by operations suggested by *Have a drill on basic facts
cards or window cards. cards or window cards. word clues. word clues. using flash cards of
lesson
Review Review Review Review addition, subtraction,
A. Checking of A. Checking of assignment A. Checking of Assignment A. Checking of Assignment multiplication, and
assignment B. Review the steps in B. Review the steps in division. Choose five basic
solving word problems. solving word problems. facts from each operation.
B. Establishing a Talk about the pupils’ Talk about the pupils’ Read and study the Read and study the Talk about being absent
purpose for the experiences in experiences in yesterday’s problems on page 98 LM problems on page 98 LM from school and the pupil’s
lesson yesterday’s lesson. lesson. Math Grade4 (Motivation ) Math Grade4 (Motivation ) experiences when missing
Ask: Did you have fun in Ask: Did you have fun in Ask: Can you solve the Ask: Can you solve the some lessons in school.
solving word problems? solving word problems? problem? Why not? problem? Why not? Ask: Have you experienced
Which of the two Which of the two What is the needed What is the needed being absent from school
problems did you find problems did you find information for you to information for you to for a week because you
challenging and exciting? challenging and exciting? solve the first problem? solve the first problem? were sick and upon
Why? Why? What about for the second What about for the second returning, you had to take
Are the two kinds of Are the two kinds of problem? problem? a quiz or summative test
problems we solved problems we solved on that day? How did you
important? Why? important? Why? feel?
Presenting examples/ Present the two Present the two problems Post the jumbled word Post the jumbled word Present the situation to
instances of the new problems on the board. on the board. problem on the board. problem on the board. the class.
lesson. Say: Now, I have two Say: Now, I have two word Ask some pupils to read Ask some pupils to read Tessie was absent for a
word problems on the problems on the board. the sentences written on the sentences written on week because she was
board. Can you try Can you try solving these the strips. the strips. sick. When she went back
solving these by pairs? by pairs? to school, she had to take
( The teacher must give ( The teacher must give a test. Items for the test
ample time for pupils to ample time for pupils to given are shown below.
work on the problems.) work on the problems.) 1.) 2 x 6 ÷ 4
2.) 9 – 7 + 3
3.) 18 -12 ÷ 2
C. Discussing new Say: Now, let us see your Say: Now, let us see your Ask: Can you arrange the Ask: Can you arrange the Ask: Can you help Tessie
concepts and work. work. sentences to form a word sentences to form a word solve her problem? Let us
practicing new Which of the two Which of the two problem? Can you do it by problem? Can you do it by try to answer the items.
problems did you find problems did you find easy pairs? pairs? Have the learners open
skills.#1
easy to solve? Why? to solve? Why? Give ample time for the Give ample time for the their LMs and open to
On which part of the On which part of the pupils to work on the pupils to work on the page 82. Study Explore and
problem did you find problem did you find activity. activity. Discover on page 82.
difficult to solve? difficult to solve?
D. Discussing new Ask: What is the Ask: What is the difference Ask: Do you agree with the Ask: Do you agree with the Say: In a series of
concepts and difference between the between the word answer? How do you know answer? How do you know operations, certain rules
practicing new word problems we problems we solved? that the arranged that the arranged must be followed to arrive
skills #2. solved? Then, compare Then, compare these with sentences formed a sentences formed a at one specific answer.
these with yesterday’s yesterday’s problems? correct word problem? correct word problem? Here, the MDAS rule must
problems? How many operations did What are the things a What are the things a be followed correctly to
How many operations we use before we arrived problem should have? problem should have? get the right answer.
did we use before we at the correct answer in Can you name them? Can you name them?
arrived at the correct problem 1?
answer in problem 1? How about problem 2?
How about problem 2?
 a. Class Activity a. Class Activity Study Explore and Discover Study Explore and Discover Ask the pupils to do the
F. Developing Mastery Say: Let us solve more Say: Let us solve more on page 78 of LM Math on page 78 of LM Math exercises under Get
(Lead to Formative problems. problems. Grade4. Grade4. Moving on page 83, LM
Assessment 3) *Do the exercises by *Do the exercises by pairs *Ask pupils to do the *Ask pupils to do the Math Grade4. For further
pairs under Get Moving under Get Moving on page exercises under Get exercises under Get practice, ask the pupils to
on page 75-76 of LM 75-76 of LM Math Grade4. Moving on page 79-80 of Moving on page 79-80 of work on exercises 1-10
Math Grade4. Check the Check the pupils’ answers. LM Math Grade4. LM Math Grade4. under Keep Moving on
pupils’ answers. b. Group Activity page 84, LM Math Grade4.
b. Group Activity Divide the class into four Check the pupils’ answers.
Divide the class into four groups. Let them choose a
groups. Let them choose leader and a secretary.
a leader and a secretary. Give each group an activity
Give each group an card with problems written
activity card with on it. Then, let each group
problems written on it. post their work on the
Then, let each group board.
post their work on the c. Individual Activity
board. Work on the exercises
c. Individual Activity under Keep Moving on
Work on the exercises page 76 of LM Math
under Keep Moving on Grade4.
page 76 of LM Math
Grade4.
G. Finding practical Ask the learners to a. Group Activity a. Group Activity a. Group Activity Do the activity under Apply
application of concepts answer Apply Your Skills b. Individual Activity b. Individual Activity b. Individual Activity Your Skills on page84, LM
and skills in daily living on page 77. Ask pupils to do the Do the activity under Apply Do the activity under Apply Math Grade4.
exercises under Apply Your Skills on page80-81, Your Skills on page80-81,
Your Skills on page 77. lm Math Grade4. lm Math Grade4.
H. Making Lead the pupils to give Lead the pupils to give Lead the pupils to give the Lead the pupils to give the Lead the pupils to give the
Generalizations and the generalization. the generalization. generalization. generalization. generalization.
Abstraction about the
Lesson.
I. Evaluating Learning Solve the following Solve the following Create a problem using the Create a problem using the Evaluate the following
problems: problems: given data. Then, solve the given data. Then, solve the expressions:
1. The sum of two 1. There are 407 boys and problem. problem.
1.) 4 x 3 + 8
numbers is 21. The 438 girls who like to join 1.) Given: 192 collected 1.) Given: 135 bananas
difference of the two the Alay Lakad. How many stamps cooked in the morning by a 2.) 84 ÷ 3 x 4
numbers is 3. What are buses will be hired if 65 24 stamps in an album vendor
3.) 76 – 8 + 5
the numbers? persons can be Asked: total number of 219 bananas cooked in the
2. An egg vendor bought accommodated in a bus? albums used afternoon 4.) 53 + 7 – 20
600 eggs from the 2. How many possible Problem: __________? 3 bananas in 1 banana cue
5.) 15 x 5 ÷ 25
poultry farm. She paid remainders ( excluding 0 ) Solution and Answer: stick
Php54 per dozen. How are there when dividing Asked: number of banana
much did she pay in all? any number by 5? cue sticks used
Problem: __________?
Solution and Answer:
J. Additional Activities Do Home Activity on TG Do Home Activity on TG Do Home Activity on TG Do Home Activity on TG Do Home Activity on TG
for Application or p. 96. p. 96. p. 102. p. 102. p. 106.
Remediation

V. REMARKS
VI. REFLECTION
A. No. of learners
earned 80%in
the evaluation.
B . No. of learners
who required
additional activities
for remediation who
scored below 80%

C. Did the remedial

lesson work? No. of
learners who have
caught up with the
lesson.
D. No. of learner
who continue to
require remediation
E. Which of my
teaching strategies
worked well? Why
did these work?
F. What difficulties
did I encounter
which my principal
or supervisor can
help me solve?
G. What innovation
or localized
materials d
id I used/discover
which I wish to
share with other
teachers?