Republic of the Philippines

DEPARTMENT OF EDUCATION
Region IV-A CALABARZON
Division of Rizal
Division Sub-Office
Taytay, Rizal

MUZON ELEMENTARY SCHOOL

Lesson Plan in Math 4

SECOND QUARTER

Name of Teacher: ADRIAN S. PANGAN Rater: CLIFFORD A. BAGASALA

Date and Time: 1/11/2021 Quarter: SECOND QUARTER
Grade and Section: IV – BURGOS

I. OBJECTIVES
A.Content Standards Demonstrates understanding of factors
and multiples
B.Performance Standards is able to apply knowledge of factors
and multiples, and addition and
subtraction of fractions in mathematical
problems and real -life situations
C.Learning the learner be able to identify the multiples
Competencies/Objectives and factors of a given number up to 100
M4NS-IIa-64 M4NS-IIa-65
II. CONTENT
A. A.References
1.Teacher’s Guides/Pages pp. 34 – 48
2.Learner’s Materials pp. 6 – 10 in SLM
Pages
B. Other Learning Modular Distance Learning- SLM
Resources Learner: Reading Materials
A. Reviewing previous
lesson or presenting the Look at the model blocks below. Try to KRA 1
new lesson analyze how you can get the multiples of Objective 1
4. When you multiply 4 by 1, 2, 3, and 4, Applied knowledge of content
you can get multiples of this within and across curriculum
teaching areas.
number.

KRA 1
Objective 3
Applied a range of teaching
strategies to develop critical and
creative thinking, as well as other
higher- order thinking skills.
.
( Therefore the multiples of 4 are 4, 8, 12,
16 and so on.)

How about 5, can you tell at least 10

multiples of these number?
(The multiples of 5 are 5, 10, 15, 20, 25,
30, 35, 40, 45, 50. )

You will notice, that this lesson is not new

to you, since you have already learned
how to skip counting from your previous
grades.
B.Establishing a purpose How about identifying the factors of a
number 4? Look at this example. KRA 1
for the lesson Objective 2
Used a range of teaching
strategies that enhance learner
achievement in literacy and
numeracy skills.

C.Presenting
examples/instances of the
new lesson
D.Discussing new concepts
and practicing new skills #1
When you express number 4 as a product
of two or more numbers, each of this
counting number; 1, 2, and 4 are factors of
4. You will notice, that the number itself
can be one of its factors.
To better understand the lesson, watch the
video below
Factors are the numbers that when you
multiply can give a larger number or a
product. In every number, it has at least
two factors, the number itself and one.
However, some numbers have more than
two factors, like 12. The factors of 12 are 1
and 12, 2 and 6, and 3 and 4. Therefore, if
you ask to list the factors of 12, you would
write; 1, 2, 3, 4, and 6.
Direction: Write the first six multiples of
each number. KRA 1
Objective 3
Applied a range of teaching strategies to
develop critical and creative thinking, as
well as other higher- order thinking
skills.
Direction: Write the factors of each
number.
Directions
Identify the multiples of the following KRA 1
number. Write your answer in your Objective 3
notebook. Applied a range of teaching
strategies to develop critical and
creative thinking, as well as other
KRA 2
Objective 6
Used differentiated,
developmentally appropriate
E.Discussing new concepts
and practicing new skills #2
F.Developing mastery
(Leads to formative
assessment)
G.Finding
practical/applications of
concepts and skills in daily
living
Direction: Select the factors of the
following number KRA 2
Objective 4
Managed classroom structure to
engage learners, individually or in
groups, in meaningful exploration,
discovery and hands-on activities
within a range of physical learning
environments
Give the Multiple up to 10 and factors of
the following number KRA 2
Objective 5
Managed learner behavior
1. 6 constructively by applying positive
M: __________________ and non-violent discipline to ensure
F:___________________
2. 12
KRA 3
M: __________________ Objective 7
F:___________________ Planned, managed and
3. 4 implemented developmentally
M: __________________ sequenced teaching and
F:___________________
KRA 1
4. 10 Objective 1
M: __________________ Applied knowledge of content
F:___________________ within and across curriculum
5. 15
M: __________________
F:___________________
Below is a multiplication table for single
digit numbers:

H. Making generalizations
and abstractions about the
lesson
I. Evaluating Learning
J. Additional activities for
application or remediation
V. REMARKS
VI. REFLECTION
A.No. of learners who
earned 80% in the
evaluation
B.No. of learners who
requires additional acts for
Use a different copy of the multiplication
table for each of the questions below:
1. Color all boxes with multiples of 2 in the
multiplication table. What pattern do you
see in the colored boxes?
2. Color all boxes with multiples of 3 in the
table. How does the pattern of multiples of
3 compare to the pattern of multiples of 2?
3. Color all boxes with multiples of 4 in the
table. How is this different from the
patterns in (a) and (b)? Why?
KRA 2
Objective 4
What is Multiples and Factors?
Managed classroom structure to
engage learners, individually or in
Pupils’ activity output may be taken as a form of
assessing their knowledge/understanding KRA 4
Objective 10
formatively. Designed, selected, organized and
Identify what is asked in each item below.
1) What number I am if I’m between 21 KRA 2
and 31, a multiple of 4 and 7. Objective 5
Managed learner behavior
2) What number I am if I am a factor of 70 constructively by applying positive
and I’m between 30 to 40. and non-violent discipline to ensure
3) What number I am if I am a factor of 90 learning- focused environments.
but not a multiple of 6 and 9? I am greater KRA 1
than 10 but smaller than 20. Objective 1
4) I am an even number smaller than 48 Applied knowledge of content within
but not greater than 30. I am multiples of 6 and across curriculum teaching
and a factor of 72. What number I am? areas.
5) I am odd number smaller than 56 but
not greater than 28. I am multiples of 7
and has a factor of 7.
Burgos = 44
5 = 2 4 = 39 3 = 3 ML – 80% of students have
obtained a passing score
2 =0 1 =0 ID – proceed with the next
lesson
remediation who scored
below 80%
C.Did the remedial Yes
instruction really work? No
of learners who caught up
with the lesson
D.No. of learners who
continue to require
remediation
E.Which of the strategies
work well? Why did this
work?
F.What difficulties did I
encounter which my
principal/ supervisor can
help me solve?
G.What innovations or
localized materials did I used/
discover which I wish to share
with other teacher?

Screenshots