Lesson Plan

In

Special Topic Education

1, 2, 3

MATH

(Grade IV, V and VI)

By:

LODOR, ZHILANECA L.

BSED-III
 Grade IV

I-Objectives

Divides 3- to 4- digit numbers by 1- digit number without reminders

II-Subject Matter / Materials

Mathematics for Everyday Use ( dividing by 1 digit divisors pp.48-61)

Pictures, Crayons, and Cartolina

III- Procedures

Teacher’s Activity Student’s Activity

1.Preparatory Activity
a. Review
Good Morning Grade IV!! Good Morning Mam!!!

What was the lesson that we discussed earlier??

What did you learn??
b. Motivation
Show symbol of division operation

÷
When we are dividing numbers or in Division
When do we use this symbol?
Operation!!
Example:
Eight (8) crayons divided by two (2) students =???
Each students will get 4 crayons
8÷2=??
And now, since that you know the basic facts on
division let’s accelerate your brain!!!
Do you like to study a division of big numbers?
Yes!Mam
c. Presentation
Look at board and read the equation :
350÷5=??
Let’s Explore:
How can we answer that equation??
There are steps to get the answer of this equation!
Listen and Understand carefully.
1. Read
5 350
2. Find the Answer:
What is the Divisor : 5
What is the Dividend : 350
3. Find the digits to divide
5 350
What is the place of 3, 5, and 0 ? 3 =Hundreds
5=tens
0 =zero
Which number shall we divide first?

4. Divide, Ans:
35÷5=? 7

Multiply 35
7x5= Ans;

Bring down 70
0
3.Repeat steps 2 until all digits in dividend are used.
70
5 350
35
0
0
To check:
70 x 5 = 350
Quotient divisor dividend
d. Generalization
How do we divide 3 to four digit numbers? We start on finding the digits to divide. A divisor and
dividend.
And use the steps in division.

e. Practice Exercises
Answer the following
1. 320÷2=
2. 180÷9=
3. 250÷5=

f. Evaluation
Mathematics For Everyday Use pp. 61
G. Assignment
336÷4 =? , 378÷7 =? , 389÷9=?
 Grade V

I-Objectives

Solves 2-steps word problems using any two of the fundamental operation learned including money .

II- Subject Matter/Materials

Mathematics for Everyday Use (solving 2-step words problems)

Play money , cartolina

III-Procedures

Teacher’s Activity Student’s Activity

1.Preparatory Activity
a. Review
Good Morning Grade IV!!
What was the lesson that we discussed earlier??
What did you learn??

b. Motivation
Show images about Problem-solving!!

+,÷,-,X

What can sees in these pictures??

A girl who has a problem in math,
Different symbols
And asking why me??
Yes, very good class, it shows a problem solving!!
Have you encounter a math problem? -students answer based on their own experiences.
How did you overcome those problems?
Class, Is math problem-important to us? Why?

c. Presentation
There are steps in math word problem.
Here are the steps!
Example:
Mr. Thomson had 500 pesos in the bank .In Feb.14
he withdrew 100 pesos for chocolates. In Feb.17 he
withdrew again 150 for his clothes. How much did
him still left in the bank.
Steps!!!!
1. Think How much more money of Mr. Thomson still in the
bank?
What the problem ask for?
500 pesos on the bank, a 1oo pesos that Mr.

What are given? Thomson withdrew on Feb.14 and 150 pesos

withdrew for his clothes on Feb. 17.

Find the total money (pesos) that Mr. Thomson left

2. Plan
in the bank?
How will I find the answer?
The total bank account is 500 pesos; subtract the
sum of 100 and 150 pesos that he withdrew.
Use addition before subtraction.
500 - (100+150) =?

What number sentence will I write? Do this first

a. 100 b. 500
3. Solve
Carry out the plan + 150 - 250
250 250
The money still left in the bank are 250.
 100
4. Check 150 the computation is correct
Is the computation correct? + 250
500

d. Generalization The think, plan, solve and check.

What are the steps in solving math problems?

e. Practice Exercise
Answer the following;
1. In three of her flights, a plane stewardess
received 13,500 , 15,285 and 12,950 as
allowances. How much less is the total
allowances than her basic pay of 50, 000 a
month?
Show your solution and check it !

f. Evaluation
Writing correct number sentences and solving
word Problems

e. Assignment
 Grade VI

I-Objectives

Adds dissimilar fractions in simple forms

II- Subject Matter/Materials

Mathematics for Everyday Use (Adding Dissimilar fractions pp. 74)

Cartolina , orange and apple , pictures

III- Procedures

Teacher’s Activity Student’s Activity

1.Preparatory Activity
a. Review
Good Morning Grade IV!!
What was the lesson that we discussed
earlier??
What did you learn??
b. Motivation
Show fruits (apples and oranges) that different
in number.
What can say about these objects?
They are different in number , but they are both
fruits.
Very good and now we are open a new lesson
which are related to that fruits examples.

c.Presentation
Class our Lesson for today is about Dissimilar
Fractions
Study the Figures:
Add the figures

Figure A

1
4

No ! Mam
Figure B

1
3
Are they the same?
To Add those figures ( dissimilar Fractions) we
need to:
1. Change dissimilar fractions to similar
fractions
Get a LCD ( least common denominator)
1 3
4 12 12
1 4
+ 3 12 12
Add the numerators. Write the sum over the
denominator.
7
12

d. Generalization
Again, what are the steps in adding dissimilar
fractions? Tell the steps in adding dissimilar fractions.
e. Practice Exercise
1. 1 2. 1 3. 4
3 5 9
1 2 1
12 3 6

f. Evaluation
Give equations involving fractions.

g. Assignment
+,÷,X, -